Unit1Talesoftheunexplained-WelcometotheUnit教案。
作为杰出的教学工作者，能够保证教课的顺利开展，教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够在课堂积极的参与互动，帮助教师缓解教学的压力，提高教学质量。你知道如何去写好一份优秀的教案呢？为此，小编从网络上为大家精心整理了《Unit1Talesoftheunexplained-WelcometotheUnit教案》，欢迎您阅读和收藏，并分享给身边的朋友！WWw.JaB88.COm
Unit1Talesoftheunexplained-WelcometotheUnit教案
Description
Inthissection,studentswillbeaskedtotalkaboutthefollowingphenomena,includingtracesofUFO,realexistencesofYetiandtheLochNessmonster,reasonsforbuildingStonehengeandtheGreatPyramidanddisappearancesofshipsandplanesintheBermuda.Allthesehaveacommoncharacteristic,thatis,noevidencesorproofshavebeenprovidedtoexplainthemysteriousphenomena.Studentsareexpectedtomakefulluseofresourcesandsharetheirimaginativeideaswitheachotherbyparticipatinginalltheactivities.Suggestedteachingprocedures
lBrainstorming
1(beforetakingupthetask)
Theteacherassignsstudentsatask,thatis,allofthemarerequiredtosurfthenetorrefertosomereferencebooks,inEnglishorinChinesetogetsomeinformationaboutUFO,Yeti,theLochMonster,Bermuda,StonehengeandtheGreatPyramid.Theactivitycanbeconductedlikethis:
Thetopicswearegoingtodealwithinournextperiodarenotonlyveryinterestingandattractive,butabitmysteriousaswell.Theyarebeyondourknowledge.Eventheadvancedscienceandtechnologyoftodaycannotoffersatisfactoryanswers,soIrecommendifwe’dliketodiscussthesetopics,itisbestforallofustomakepreparationsfirst,eitherbysearchingforinformationontheInternetorlookingupbackgroundinformationinsomebooks.Besidescollectinginformation,youhavetonotedownyouranswers.It’llbemoreconvenientforyoutoreportbackyouranswersifyoudoso.2(focusingonthepictures)
aAskstudentstoreadtheinstructionsandfocusonthesixpicturesandillustrationsindividuallyfirst.Theteachercanarousetheirinterestbyaskingthemthefollowingquestions:
Dothesixpictureshavesomethingincommon?Whatisit?
(unexplained;nosatisfactoryanswers;mysterious;noevidences…)
Canscientistsexplainthesephenomena?
Howdoyoufeelaboutthem?Areyouabitcurious?
bAskstudentstothinkofasmanyexpressionsaspossibletoanswertheabovequestions,encouragethemtomakeupsentencesandreportbacktheiranswers.Theteachercansharethefollowingsentenceswithstudents.
Theyaremysteriousbecausenosatisfactoryanswershavebeenofferedtoexplaintheirreasons.
Thoughthesemysterieshavepuzzledpeopleforalongtime,peopleshowgreatinterestinthem.
Peoplefeelpuzzledduetotheirmysteries.cAskstudentstoreportbacktheinformationtheyhavecollected.Asstudentshavebeenrequiredtoprepareforthetopics,theiranswersmightbevarious.Theteachercanvarytheactivitiesaccordingtostudents’responses.Ifpossible,someanswersstudentsprovidecanbeusedasapromptforaclassdiscussion.Forexample:
Teacher:WhatinformationhaveyougotaboutUFO?
StudentA:...……
Teacher:DoyouthinkstudentA’sintroductioninteresting?Whatabouttheinformationyou’vegot?Istheresomethingdifferent?
StudentB:………
Thisactivitycanbeconductedflexibly.dAskstudentstohaveadiscussionaboutthetopicsbyexploringsomeotheractivities.Inordertoconductthemmoreconveniently,theteachercanarrangenumbersfromlefttoright,fromtoptobottomfirst.Forexample:(Picture1)HaveyoueverreadsomereportsaboutUFOinChinese?Areyouinterestedinit?
Isitreallyfromanotherplanet?WhatdoesUFOstandfor?
ForwhatreasonsdoyouthinkUFOvisitsourplanet?(Picture2)WhereisHimalayas?What’stheweatherlikethere?
Whydosomepeoplemakegreateffortstoclimbit?(hobby;dream;challengethemselves;makediscoveries;overcome…)
Yetiisreportedtobehalf-manandhalf-beast,haveyouheardofit?
Doyouthinksomeclimbers’disappearancehavesomeconnectionswithYeti?(Pictures3,4and6)StonehengeandtheGreatPyramidofEgyptarebothculturalrelics.
WhereistheGreatPyramidbuilt,ontheeastcoastoftheNileoronthewestofit?Whatareitsreasons?
DoyouthinktheGreatPyramidawonderinthehumanhistory?HowwastheGreatPyramidbuilt?
Ihaven’theardofStonehengeortheNessMonster.Theyareabitnewtome.Whataboutyou?Willyoubeinterestedinmakingdiscoveriesaboutthemwhenyougrowup?(Picture5)Whiletalkingaboutpicture4,theteachercanshowamaptothestudentsandpointtothemclearlywhereFloridaandtheBermudaFloridaareonthemap.
Arethereanymonstersintheseareas?
Whydoshipsorplanesdisappearinthisarea?Doyouthinkitistoomysterious?
Supposethereisashipequippedwiththelatestscientificequipmentanditcanmakecontactwithscientistsonlandatanytime,doyouthinkitwillbepossibletosolvethemysteries?
lSharinginformation
1Pairstudentsupfirst.Letdifferentpairsfocusondifferentquestions.Ifpossible,thefirstquestioncanbeadaptedeasilylikethis:
DoyoubelieveinUFOs?WhatmaybetheexplanationsofUFOs?
——Aliensfromspacewithoutadoubt
——Militarytestcraftwithoutadoubt
——SomeUFOsarealien,somearetestcraft
——UFOsareevidenceofhumanspacetravel
——UFOsareneitheraliennortestcraft
——UFOsdontexist
Encouragestudentstoexpresstheiragreementsordisagreementsaboutit.
2Askdifferentpairstosummarizetheiranswersandthenreportthemback.
Sampleanswers
1Likeanyotherintelligentandrationaleperson,IhaveafirmbeliefinUFOs.Infact,Ihaveseenafewmyself.UFOstandsforUnidentifiedFlyingObject,thatis,anobject,apparentlymovinginthesky,thatwecannotidentify.However,ifyouaskmewhetherIbelievespacecraftcarryingvisitorsfromouterspace,Iwouldsay‘no’.Idonotbelieveit.2ThecontinentofAntarcticawasdiscoveredin1818.AmapknownasthePiriReisMap,agenuinedocumentmadeinConstantinoplein1513,clearlyshowsthecontinentofAntarctica.HowcouldthishavebeenpossibleifAntarcticawasnotdiscovereduntil300yearslater?Antarcticawassupposedtohavebeencoveredbyiceforthelastmillionorsoyears,butsamplestakenfromsedimentdeepbeneathAntarcticain1949revealedthatgreatrivershadonceflowedinAntarcticauntilabout6000yearsago.3I’malwaysinterestedinthestoriesofUFOsandaliens.AndIhopeIwillhavethechancetomeetonesomeday.Ifitreallyhappenstome,Iwillaskquestionssuchas‘whoorwhatareyou?’‘Whereareyoufrom?’‘Howlongdoesittaketotravelfromyourplacetoourplanet?’Iwilltrymybesttocommunicatewiththem,discoveringwhattheirlifeislikeandwhytheycometotheearth.Resources
(Picture1)Thefollowingisadescriptionfromawitness:Thelightwastravellingwesttonortheast.Theyweresayingitthenchangeddirectionfromwesttosoutheast.Therewasnocolour,justbrightlightlikealargespotlight.Atfirstmyhusbandthoughtitwasahelicopterwithaspotlight,buttherewasnonoise.Itseemedtomoveinaslow,steadyspeed.Frommyperspectiveitchangeddirectionatthelastmoment.’Formoreinformation,youcansurfthefollowingweb-site:
http:///
(Picture3)LochNessisavastandbeautifulbodyofwater.AlthoughNessiewassightedasfarbackasthe6thcenturyAD,itisthemoderndaysightingsthathaveattractedthepublicimagination.Formoreinformationyoucansurfthefollowingwebsite:http://be.sbc.edu/earthmysteries/EMStonehenge.html
(Picture6)TheGreatPyramidofKhufuisatypicalexampleoftheknowledgeandexperienceofallpreviouspyramids,anditistheonlysurvivingmemberoftheancientSevenWondersoftheWorld.Thefollowingwebsitetellsyoumore:http:///buildings/Great_Pyramid.html
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Unit1Talesoftheunexplained—grammar教案
Unit1Talesoftheunexplained—grammar教案
Presentperfecttense
Teachingaim:
Togiveabriefintroductiontothepresentperfecttense
Teachingprocedures:
1GooverthenewsstoryonPage2andfindthesentencesusingthepresentperfecttense.
Pleaseexplainwhythetenseisusedinthesesentences.
2Theformofthepresentperfecttense
3Talkabouttheusesofthepresentperfecttense
AWeusethepresentperfecttensetotalkaboutthingsthathappenedintherecentpast,butareconnectedtothepresent.
ThedisappearanceofJustinhasmadeKellyveryunhappy.
BWealsousethepresentperfecttensetotalkaboutsomethingthatstartedinthepast,andisstillhappeningnow.
IhavenotseenJustinsincelastFridaynight.
CWeusethepresentperfecttensewhentheexacttimeofanactionisnotclearorimportant.Weuseitwithtimeexpressionssuchas:
alreadyeverforjustlatelyneverrecentlysinceyet
Weusealreadyforaffirmativestatementsandyetfornegativestatements.
Weusefor+aperiodoftimeandsince+apointintime.
DWeusethepresentperfecttensetotalkaboutactionsthatwerecompletedonlyashorttimeago.Inthiscase,justisused.Payattentiontothepositionofjust.
Hehasjustgoneout.(=Hewentoutafewminutesago.)
Weusethepresentperfecttenseheretotellothersthatheisn’therenow.
Ihavejustheardthenews.(NowIknowthenews.)
EWecanalsousethepresentperfecttenseforrepeatedactions,thatis,weusethepresentperfecttensewiththetimeexpressionsonce/twice/threetimes…
FActionsoccurringinanincompleteperiodmightbeindicatedbytodayorthismorning/afternoon/evening/week/month/year/centuryorallday/night/week,allthetime,alwaysetc.
Tomhasrungupthreetimesthismorning.(Nowitisstillinthemorning.)
Tomrangupthreetimesthismorning.(Nowitisnotstillinthemorning.)Completethefollowingsentenceswiththepropertense.
AWehavestudied(study)Englishforaboutfiveyears.
BTheyhavelived(live)inthesouthsincetheirdaughterwasborn.
CIhaveread(read)yourarticlethreetimes.It’swellwritten.
DThestudenthasfinished(finish)herhomeworkalready.
EErichasgone(go)backtohishometowntoday.
FThepolicehavejustfinished(finish)searchingthearea.
4Comparethesimplepasttenseandthepresentperfecttense
Lookatthefollowingsentencesandpointoutwhattenseortensesareusedinthemandthereasonswhytheyareused.
AWehavestudiedEnglishforaboutfiveyears.Webegantostudyitfiveyearsago.
BTheymovedtothesouthin1990andhavelivedtheresincethen.
CEriclefthomelastyearandhasjustcomeback.
EJustinhasbeenawayfromhomeforseveraldays.HedisappearedlastFriday.
FTheyboughtthishousethreeyearsagoandtheyhavelivedheresincethen.
Gmybrotherwenttoseemygrandpalastweek.Hehasvisitedhimthreetimesthismonth.Completethefollowingsentences:
a‘Haveyouseenmypen?’‘Yes,Isawitonyourdeskjustnow.’
b‘Haveyouhaddinner?’‘Yes,IhaditwithMary.’
CHasthepostmancomeyet/thismorning?
DDidthepostmancomethismorning?
EIhaveknownhimforalongtime.
FHello!Ididn’tknowyouwerehereinNanjing.Howlonghaveyoubeenhere?Notes:
1)Thepresentperfecttenseisnormallyusedforanactionwhichlaststhroughoutanincompleteperiod,butwiththepastsimpletense,weusetimeexpressionswhichafixedpointinthepast.
c.f.
Wehaven’tseenJustinforaweek.(Heisstillmissing.)
Justindisappearedlastweek.(ItmaymeanthatthisweekJustinishere.)
Hehassmokedsinceheleftschool.(Hestillsmokes.)
Hesmokedforsixmonths.(Itmeansthathestoppedsmokingthen.2)Sometimes,however,theactionfinishesatthetimeofspeaking.
Ithasbeenverycoldlatelybutit’sjustbeginningtogetwarmer.3)Onmeetingsomeone,youmaysay:Ihaven’tseenyouforages.(ButIseeyounow.)4)Forapastactionwhosetimeisnotdefiniteandoftenhasaresultinthepresent.
Tomhashadabadcarcrash.(He’sprobablystillinhospitalnow.)
Tomhadabadcarcrash.(Buthe’sprobablyoutofhospitalnow.)
Thelifthasbrokendown.(Wehavetousethestairs.)
Theliftbrokedown.(Butit’sprobablyworkingagainnow.)5Readthediaryentryandthencompleteitusingthecorrectformsoftheverbsinbrackets.
Answers:
(2)saw(3)hasvisited(4)loves(5)hasn’tvisited(6)hasswum(7)hasnevermet(8)hasdived(9)hasfound(10)hasn’tfound(11)Has,been
6Assignment
PeriodTwoPresentperfectcontinuoustense
Teachingaim:
Togiveabriefintroductiontothepresentperfectcontinuoustense
Teachingprocedures:
1GooverthenewsstoryonPage2andfindthesentencesusingthepresentperfectcontinuoustense.
Pleaseexplainwhythetenseisusedinthesesentences.
2Theformofthepresentperfectcontinuoustense
3Talkabouttheusesofthepresentperfectcontinuoustense
WesometimesusethePresentperfectcontinuoustense
totalkaboutactionsthatstartedinthepastandarestillcontinuing,orhavejustfinishedbutarestillconnectedtothepresentinsomeway.
AI’vebeenwaitingforanhourandhestillhasn’tturnedup.
BI’msosorryI’mlate.Haveyoubeenwaitinglong?GooverPoints1and2onpage9.
4Exercisesonpage9
Answers:(2)havebeentalking(3)havebeentaking(4)havebeenwatching
(5)haveseen(6)havebeenwriting5Comparethepresentperfectandthepresentperfectcontinuoustense
LiJiahasreadabookaboutStonehenge.
LiJiahasbeenreadingabookaboutStonehenge.
Inthefirstsentence,itmeanstheactionreadisn’tstillcontinuing,andLiJiaknowswhatthebookisaboutnow,butinthesecondsentence,itmeanstheactionreadisstillcontinuing.
c.f.I’vecleanedthehouse.
I’vebeencleaningthehouse.
ReadPoint1onpage10.
Notes:
1)IhavevisitedEgypttwicethismonth.
IhavebeentouringEgyptfortwomonths.
Thepresentperfectcontinuoustensecan’tbeusedwithtimeexpressionssuchastwiceorhowmanytimes,becauseinthistensetheactioniscontinuous,notstoppedandstartedagain.
Wecanusethepresentperfecttenseforrepeatedactions,andthepresentperfectcontinuoustensefornon-stopactions.2)Howmanytimeshaveyouswuminthelake?
Howlonghaveyoubeenswimminginthelake?
Weusuallyusethepresentperfecttensetoaskquestionsbeginningwithhowmany/much,andthepresentperfectcontinuoustensetoaskquestionsbeginningwithhowlong.
3)I’venevervisitedParis.
I’vealreadybeentoParis.
always,never,yet,alreadyandevercan’tbeusedinacontinuoustense.
4)IhavenotbeensleepingwellsinceIreturnedhome.
I’vebeenwaitingforanhour.
Wecanuseforandsincewiththethepresentperfectcontinuoustense.
5)BothpresentperfecttenseandpresentperfectcontinuoustenseAnactionwhichbeganinthepastandisstillcontinuingorhasonlyjustfinishedcan,withcertainverbs,beexpressedbyeitherthepresentperfectorpresentperfectcontinuous.Verbswhichcanbeusedinthiswayincludeexpect,hope,learn,lie,live,sleep,sit,study,wait,want,rain,etc.
HowlonghaveyoulearntEnglish?Or
HowlonghaveyoubeenlearningEnglish?
Ithassnowedforalongtime.
Ithasbeensnowingforalongtime.6Astateverboranactionverb
Ihavehadthiscameraforfiveyears.(stateverb)
IhavetakenphotosofUFOswiththiscamera.(actionverb)
IhavebeentakingphotosofUFOswiththiscamera.(actionverb)
Anactionmeanssomethinghappeningorchanging.Astatemeanssomethingstayingthesame.Someexamplesofactionverbsaredo,go,andplay.Someexamplesofstateverbsarelike,knowandexist.
Astateverbdoesn’tmeananaction,soitcan’tbeusedinacontinuoustense.
They’vealwayshadabiggarden.
Howlonghaveyouknowneachother?
He’sbeeninhospitalsincehisaccident.7Exercisesonpage11:
Answersonpage11
A(1)heard(2)beendoing(3)beenresearching(4)beendoing(5)started(6)done(7)
read(8)found(9)started(10)beendoing(11)beenmakingSampleanswers
B1Hehasbeenwaitingatanundergroundstation.
2TheyhavebeentravelinginanUFO.Itlookslikeasaucer.
3Theyprobablyhavetalkedtoanimalsorplantsontheearthaswellascreaturesonotherplants.
4TheyhavevisitedMars,Venus,Jupiterandsomeotherplanets.
8Assignment
Unit1Talesoftheunexplained-Reading教案
一名优秀的教师在每次教学前有自己的事先计划，作为高中教师就要在上课前做好适合自己的教案。教案可以让学生们有一个良好的课堂环境，帮助高中教师在教学期间更好的掌握节奏。你知道怎么写具体的高中教案内容吗？下面是小编为大家整理的“Unit1Talesoftheunexplained-Reading教案”，欢迎大家与身边的朋友分享吧！
Unit1Talesoftheunexplained-Reading教案
Description
Thearticleisanewsstoryaboutaboy’sstrangedisappearance.Thoughalotofeffortshavebeenmadetoinvestigatethecase,itstillremainsamystery.Howtoreadanewsarticleisdesignedandpresented.Alltheactivitiesareinvolvedwithcheckingandenhancingstudents’readingabilities.Studentsareexpectedtogainanoverallunderstandingofthearticleandlearntoreadindifferentwaysaccordingtothetypeofthearticle.
Suggestedteachingprocedures
lLead-in
Askstudentsthefollowingquestionsbyhavingthemfocusonthetitleofthearticle‘Boymissing,policepuzzled’.
Doesthetitlearouseyourinterestwhenyoureadit?Canyoucompletethetitle?
Fromthetitlewhatinformationcanyouget?Andwhatelsedoyouwanttoknow?Forexample:
‘boymissing’(How/When/Wherewastheboymissing?)
‘policepuzzled’(Forwhataretheypuzzled?/Whatarethepolicegoingtodowiththeboy’sdisappearanceandhow?)
Areyoucuriousaboutwhythewriterusesanon-completesentenceasatitle?Doyouknowit’safeatureofanewstitle?Whataretheotherfeaturesofanewstitle?
Canyouguesswhatdetailsmaybecoveredinthefollowingnewsstory?
lReadingcomprehension
1Beforeaskingstudentstoskimthepassage,letthemlookatthenewsphotographsfirstanddescribeasmuchaspossiblewhatishappeninginthephotograph.AndthenletthemfindanswerstothequestionsinA.
Answers1Thearticleisaboutamissingboy/UFOsandaliens.
2JustinFosterismissing.3No.2AskstudentstorecallthequestioninLead-inandaskthemiftheyhavegotspecificanswersto“How/When/Wherewastheboymissing?”Theteachercanguidestudentstopayattentiontothefirstparagraph,asalltherelevantinformationisinthefirstparagraph.Tellthemthefirstparagraphgivesthemaintopicandmostimportantfacts.Thefollowingsareallcovered.
Whenandwherewastheboymissing?
Whatcausedtheboy’ssuddendisappearance?
Howoldwastheboy?
Whydopeopleshowinterestinhisdisappearance?3AskstudentstoscanthearticleagainandlocatespecificinformationaccordingtoC1andC2.ThefirstthreequestionsinC1checksomebackgroundinformationaboutJustinwhileQuestions4and5checkstudents’comprehensionaboutaliens.C2requiresstudentstoidentifysomedetailstosupportthemainpointsofthestory.Askstudentstocompletetheexercisesindividuallyandcheckthemasaclass.Iftherearedisagreements,welcomethem.TheteachercanaskstudentstodistinguishbetweenfactsandopinionsaboutJustinFoster.
AnswersC11HelivesinDover,NewHampshire.
2Heplaysbasketballandbaseball.
3Hehasasister.
4Theywerewhite.
5MavisWoodhasbeentaken.
6SamPetersonwasinchargeofthecase.
C2
Mainpoints
Supportingdetails
JustinFosterwentmissing.MrsFosterthoughtthatJustinhadstayedthenightatafriendshouse.
MrFosterwassurprisedthathissondidnottellanyonethathewasstayingoutlate.
JustinFosterdidnotshowupatthefamilylunchthenextday.
ThepolicefoundthatJustinreturnedhome.
Justin’sfriendssaidthatJustinheadedhomeafterplayingbasketballwiththem.
WitnessessaidthattheysawJustinwalkingtowardshishomeat10.45p.m..
KellyheardhimputonhisfavouriteCD.
Theboywastakenawaybyaliens.
Kellysawalargespaceshipflyingoutside.
KellyheardJustinshout.
MavisWoodsaidthatthealienstookherawaysothattheycoulddoscientificresearchonher.4Askstudentstoself-evaluatehowwelltheyunderstandandcomprehendthearticlewiththefollowingexercise.Thisstepisoptionalandtheteachercanconductitflexibly.
At8p.m.______________________________.
At10.45p.m.___________________________
At11p.m.,______________________________.
JustinFoster
After11p.m.,hewasheard____________________.
Thenextmorning,hewasfound___________________.
connection
shape_____
shape____________
itsappearance
colour________________
size______________
itsinside___________________
strangeobject(UFO)5Havestudentspayattentiontothedifferentfeaturesofeachparagraphwiththefollowingactivities.aAskstudentstoconductadiscussionabouthowtheyusuallychoosewhetherthenewsarticleisworthreadingornotandwhatmethodstheyuseintheirreading.Thefollowingquestioncanbeusedtobeginwiththeactivityfirst.
Asisknowntoall,newspapersplayanimportantpartinourdailylife.Wheneverorwhereveryouare,youcanbeinformedofthelatestnewsbyreadinganewspaper.Fromyourownexperience,howdoyouusuallyselectthenewsyou’dliketoread,bytakingalookatitstitleorbybeingattractedbyitscolourfulpictures?
Encouragestudentstoexpresstheirownopinionsandtheirreasons.
bAskstudentstotellthedifferencesbetweenthefirstparagraphofthearticleandthefollowingparagraphs.Theteachercanbeginlikethis:
Comparedwiththefollowingparagraphs,doesthefirstparagraphserveasthemostimportantoneinthearticle?
cAskstudentstoreadtheReadingstrategyofhowtoreadanewspaperarticle.TellstudentsboththetitleandthefirstparagraphthatiscalledtheLeadplayakeyroleintheirunderstandingofanewsarticle.6AskstudentstocompleteDandEindividually.ThemeaningsofthewordsinDarenotdifficultforthemtoidentifyafterstudentshavereadthroughthepassagetwice.EisadiarywrittenbyKelly.Itrequiresstudentstounderstandtheletterfirstandthenwritedownthemissingwordstomakeitmeaningful.
Answers
D1a2d3h4b5f6g7e8c
E(1)bad(2)favourite(3)aliens(4)creatures(5)nightmare(6)Justin(7)not(8)puzzled(9)witnesses(10)murdered
lPost-readingactivities
1AskstudentstoretellthestoryaccordingtothediagramonPage8.Theteachercanwritedownsomekeywordsorphrasesontheblackboardortheoverheadprojectorforstudentstorefertoiftheyareintrouble.2Askstudentstogiveanendingtothestory.Thoughthepolicehavemadeeffortstoinvestigatethecase,howJustinwasmissingremainedamystery.Washereallyseizedbyaliensorwerethereanyotherreasons?Iftimedoesn’tpermit,theteachercanassignthisactivityashomework.Theteachercanbeginlikethis:
AllthepeopleareconcernedaboutJustin’sdisappearance.Whatdoyouthinkmighthavehappenedtohim?
Washeindanger?Ifheweretakenawaybyaliens,howwouldtheytreathim?
Alltheendingsareacceptable.3AskstudentstoturntheirattentiontothequestionsinF.Letstudentsdosomespeakingpracticeaccordingtothesample.
Resources
1Newspaperarticlesareoftenseenasshortenedformsofnewsreportthatgivesfullinformation.Thelead-----thefirstparagraphofanewsstoryplaysthemostimportantpartintheunderstandingofthewholestory.Itisusuallyaone-ortwo-sentencesummaryoftheparticulareventbeingreported,becausesomuchinformationareusuallyputintoasmallspace,andsomecomplexsentencesaregenerallyusedinthefirstparagraph.Theheadlineandfirstparagrapheffectivelysummarizethestory’scontent.
TheteachercanencouragestudentstoreadEnglishnewspapers.ThereareseveraladvantagesofusinganewspapertoimproveourEnglish.Anewspaperisinexpensive,easilyobtainedandthematerialsareauthentic.Besides,understandingthenewsstoriesrelyonthestudents’knowledgeofsocialandculturalexperience.Newspapersmirrorournationalvalues,habitsandpreferences.Newspaperreadingismoreliketheoverallimprovementofstudents’abilitiesthanbeingsimplyinformedofnewinformation.Studentswillfindtimeandeffortsdevotedtounderstandingthesocialandculturalmaterialsrewarding.
2Followingaresomenewspaperactivitiestheteachercanutilizeintheirteaching:
aEncouragestudentstoreadthenewspaperdaily.Askthemwhatarticlestheyfindinterestingandreadanddiscussthosearticleswiththem.
bReadnewspapercoverageofamajornewsstoryandwatchthesamestorypresentedontelevision.Talkaboutthedifferencesbetweenreadingnewspapersandwatchingtelevisionnews.
cReadthenewspaperforissuesthathavesomedirecteffectonstudents’families.Locatenewsstoriesandopinionsineditorials,letterstotheeditorandeditorialcolumns.Askstudentswhichfactsaremostimportantandwhichopinionsareclosesttotheirs.
dReviewTVandmovieschedules,discussingwhichshowsandmoviesareappealingandwhy.Comparereviewswiththosewrittenbymediacritics.
eAskstudentstofindpersuasiveletterstotheeditor.Identifyanddiscusstheauthor’sstyleandtone.Encouragestudentstorespondwiththeirownletterstotheeditorwhentheyencounterideaswithwhichtheydisagree.
Unit1Talesoftheunexplained-Task教案
一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生们能够在上课时充分理解所教内容，减轻高中教师们在教学时的教学压力。你知道怎么写具体的高中教案内容吗？下面是小编精心为您整理的“Unit1Talesoftheunexplained-Task教案”，供大家参考，希望能帮助到有需要的朋友。
Unit1Talesoftheunexplained-Task教案
Conductingasurvey
Teachingaims:
1.ProvidethestudentswithagoodchancetopracticetheirEnglishinlistening,speaking,readingandwriting.
2.Helpthestudentstorealizetheimportanceofcooperation,andencouragethemtocommunicatewitheachotherinobtainingusefulinformation.
3.Enablethestudentstoconductasurvey,makeconclusionsandgiverecommendations.
Teachingimportantanddifficultpoints
1.Finishthetaskoflisteningtoimprovethestudents’listeningability.
2.Finishthetaskofwritingareport
TeachingProceduresandways:
Step1Skillsbuilding1:completingaquestionnaire
Therulestoconductasurvey:
Questionnaire
Step2:designingaquestionnaire
Designingaquestionnairepage13
Listentothefirstpartofhisconversationwithyouandcheckyourrevisions.Thenlistentothesecondpartoftheconversationandaddtwoquestionsasyourbossrequires.
Step3:Skillsbuilding2:Greetingothersandmakingintroductions:
Greetingafriendorclassmate
Hello!/Hi!
Greetingsomeoneformally,e.g.,inajobinterview.
Goodmorning/afternoon.(Youcanalsoshakehandswiththeperson.)
Nicetomeetyou.(Onlyusedwhenmeetingsomeoneforthefirsttime.)
Butifwemeetastrangerinthestreet,andwehavenochoicebuttostartaconversationwithhim,whatshallwedotomakebothofyoufeelcomfortableandatease?Howdoyouintroduceyourselftothem?
Greetingastranger,e.g.,beforeaskinghim/herquestions.
Excuseme,(sir/madam)/Hello!
Whatelseisimportantbesidessaying“excuseme,orHello”?(Studentsgivetheirownopinions,includingbodylanguage,andfacialexpressions,alsothemood,strategy)
Sentencesforreferences:
1.I’m…from….I’dliketoaskyouafewquestionsaboutyouropinionsabout….
2.Mynameis….I’mfrom…..I’dliketoaskyouafewquestionsifyoudon’tmind.It’sfor/to….
Step4Practice
Nowthatweknowhowtogreetothers.It’stimeforustopracticeadialoguewithourpartner.HereontheBbaresomesentencesforustomakeupourdialogue.
Ssmaybegintheirconversationasfollows:
S1:Goodmorning/afternoon.
S2:Goodmorning/afternoon.
S1:Mynameis…I’mamemberofourschoolstudents’union.I’dliketoaskyouafewquestionsifyoudon’tmind.
S2:Certainlynot.Whatdoyouwanttoknow?
S1:Yourarticlesareoftenpublishedinsomenewspapersandmagazines.Iknowyouwereaskedtowriteanarticleforourschoolmagazine.Couldyoupleasetellmewhatyou’regoingtotalkabout?
S2:….aboutthestudents’interestsandhobbies.
S1:Oh,thatmustbeveryinteresting.Which…likebest?
S2:….
S1:Thankyou.Which…likeleast?
Morequestions:
1.Howdoyouknowwhatotherstudentsthinkabouttheirinterestsandhobbies?
2.Howmanystudentsareinterestedin…?
3.Whatabout…?
…
Rememberyoushouldgreethimfirstandaskhim/herthequestions.Thelistenersshouldnotlookatyoursentence,justlistenandanswerthequestions.
Nowlet’sbegin!(Asktwoorthreepairstoactouttheirdialoguebeforetheclass.)
Step5Skillsbuilding3:Analyzingstatistics
Soyouknow,wecangetinformationorstatisticsbyaskingquestionsordoinginterviews.Here,asourhomework,wealsodidaninterviewaboutourinterestsandhobbies.We’vegotthestatisticsweneed.Butthat’snottheendofourtask.Wehavethenumbers,butwhatdoallthesenumbersmeantous?Whatconclusionscanwemakefromthesenumbers?Andwhatshouldwedotoimprovesomeshortages,ifthereareany?Whatsuggestionscanwegivetohelpwithdecisions?That’sthegoalofoursurvey.
Lookatthissentence:over80percentofthestudentsinourschoolhaveanEnglish-Englishdictionary.
Nowanalyse80%.Wecandrawconclusions:AnEnglish-Englishdictionaryisveryuseful.
ItiseasytogetanEnglish-Englishdictionary.
(Sscandrawmoreconclusions)
Afterwedrawconclusionsfromstatistics,wehavetomakeappropriaterecommendationsbasedontheconclusions.Thatisoneofourmajorgoalswhenconductingasurvey.Accordingtotheconclusionswemadeabove,wecanmakearecommendation:
EverystudentwhoisstudyingEnglishshouldhaveanEnglish-Englishdictionary.
(Ssgivemorerecommendations.)
Herearesomestatisticsgatheredfromaschoolsurveyaboutstudents’hobbiesandinterests.Analysethestatisticsanddrawatleastthreemoreconclusions.Thenmakeyourrecommendations.(Seepage56piechart)(Sswritedownthesentencesinthebook.Theycandiscussinpairs.)
(helpthestudentstoanalysethestatisticsandgiveconclusionsandrecommendations)
Conclusions:
1.Playingsportsisthemostpopularactivityforstudentsintheschool.
2.ThesecondpopularactivityforSsintheschoolissurfingtheInternet.
3.MostSsintheschooldonotlikereading.
4.Onlyafewstudentsintheschoollikeplayingmusicalinstruments.
Recommendations:
1.Theschoolshouldhavemoresportsfacilities.
2.TheschoolshouldfindwaystoarouseSs’interestsinreading.
3.Theschoolshouldguidestudentsinsurfingtheinternet.
4.TheschoolshouldtakemeasurestomakemoreSsbecomeinterestedinplayingmusicalinstruments.
Thisisourreportaboutthesurvey,andit’simportantwewriteareportafterthesurvey.
Step6Practice
Nowlet’slookatthestatisticswemadejustnow.Let’sseewhatconclusionsandrecommendationswecanmake.Aretheythesamewiththeonesinourbook?(drawchartonppt.)
Ssanalysethestatisticsinpairsandgiveconclusionsfirst,thenrecommendations.
Conclusions:
(SsWritethesentencesontheBb)
Recommendations:
(SsWritethesentencesontheBb)
(studentsdiscussinpairsorgroups.PuttheconclusionsandrecommendationsoneitherendoftheBb.SscancometotheBbandwritedowntheiranswerswithoutputtinguptheirhands.)
Step7Writingareport
1.Page53,questionnaire.Sspracticetheinterviewinpairs,andgettheanswers.Theycanusethevocabularyonpage55.
2.Ingroupsoffour.Oneofthestudentswillbetheboss.Asktherestofthemembersquestionsonpage55.
3.Page57.SupposeyouarethebossoftheBestBookClub.Herearesomestatisticsgatheredfromthesurvey.Trytoanalysethemandwritedownyourreport.Practiceinpairsbeforespeakingbeforetheclass.(lookatthethreecharts)
Canyoudescribethestatisticstotheclass?
Whatconclusionscanyoumake?
Whatrecommendationscanyougive?
(Sspracticeorally.Theycangivetheirownopinions)
Homework
1.WritethereportaboutthesurveyoftheMysteryBookClub.
2.UnitRevision:P66-67:Periods78.
Unit1Talesoftheunexplained-Task学案
Unit1Talesoftheunexplained-Task学案
Skillsbuilding1:completingaquestionnaire
Usefulexpressions:
1)作调查
2)一次
3)避免否定句
4)使用精确的语言
5)给出特别的提示
6)保证
7)有必要的知识做某事
8)一天一次
9)拟一个调查表的草图
10)打折的
11)免费的书籍
12)二手书,旧书
Skillsbuilding2:greetingothersandmakingintroductions
Wordsandusefulexpressions:
1)inanappropriatemanner
2)inreturn(for)
3)ajobinterview
4)forthefirsttime
5)intendtodo
6)application
7)purpose
8)interviewee
9)interviewer
10)booksigning
11)bookfairs
Skillsbuilding3:analyzingstatistics(数据)
Wordsandusefulexpressions:
1)analys(z)ethestatistics
2)drawconclusions
3)makerecommendations
4)majorgoal
5)finding
6)amountofmoney
