【配套K12】高三英语 专题复习 Unit 1 Tales of the unexplained学案

安徽省铜都双语学校2014年高中英语Unit1 Tales of theunexplained.导学案03 牛津译林版必修2【自研课导学】(一) 自研内容及目标: 1. 再读文章，借助资料，弄清文章大意。

2. 把握文中的重点词组。

(二) 检测内容及方法：尝试进行下列的英汉互译，独立完成后，组内交流合作，互相解疑。

incident assume do research on… occur把…往后拉报警丢失播放(三) 晨读目标：1.大声朗读P67有关reading部分的单词 5’2.大声朗读P2-3 Reading 15’3.小对子之间互相朗读P2-3 单词及课文。

5’【展示课导学】（一）学习目标： 1.了解文章的脉络，明白文章的大意；2.掌握文中重难点。

【当堂反馈】5’How to read a newspaper article?【训练课导学】1.时段：晚自习 2.时间： 20’ 3.训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题自评：师评：批阅日期：It is sometimes said that strange flying objects have been seen high up in the sky.People call these strange objects Unidentified Flying Object (UFOs). These UFOs causeda lot of interest. Some of the reports about them are difficult to believe. Some havebeen explained in scientific ways. Others have never been explained. Here is an accountof UFOs from a report.Dennis Burdens, who wrote an article, tells us that he once saw a UFO himself. He washaving dinner one night with a friend near Tripoli, Libya, and after dinner the two menwalked across a yard to his room to look at some papers. Burdens noticed that the moonlooked strange that night.“It wasn’t the moon,” was the reply.They watched the light and saw that it was moving. It seemed to be an object ratherlike a big plate. In some ways it looked like smoke with a light on it, but it wasn’tsmoke because it didn’t change its shape. It was moving a regular way. That is to say,it didn’t go higher or lower. So the two men decided that there must be men in it.After that, Burdens said that he felt eyes looking at him. He was being watched inthe darkness.When it was nearer, they noticed that the bottom parts were brighter than the top.The bottom was yellow and the top red. Then the object suddenly turned away and left Libya, moving very fast.On a later day Burdens talked to other people about it, and he found some who had seen it. They all described it in the same way. Could they all be mistaken?1. Which of the following WRONG about UFOs?A. UFOs are usually strange objects flying high up in the sky.B. All the reports about UFOs are difficult to explain in scientific ways.C. Some people are interested in UFOs.D. You can’t believe all the accounts about UFOs.2. A UFO was seen one night .A. when Burdens and his friend were walking across a yard to his room.B. when Burdens and his friend were having dinner.C. when Burdens was looking at some papers with his friend.D. when Burdens and his friend saw the moving light.3. From the passage we can infer that .A. there must be men in the UFO operating itB. it was difficult to tell the shape of UFOC. the UFO was moving in an irregular wayD. the UFO changed its color all the time4. What’s the passage mainly about？A. UFOs are Unidentified Flying Objects.B. People were talking about witness a UFO.C. A UFO wanted to contact Burdens one night.D. It is an account of UFOs from a report.【学生自主反思】(精题选编，错题纠正，今日一得等)今日心得：今日不足：【培辅课】(时段：附培辅单)疑惑告知：效果描述：。

Reading boy missing ,police puzzledStep 1: Lead-in1. Some questions about UFODo you know what the three letters UFO stand for?Have you ever heard of the UFOs?Have you ever had the chance to see one?Do you believe the usual sayings about the UFOs?What do you think a UFO is?Do you think there are any creatures on it?Where do you think the creatures e from?Will they bee our friends or enemies?2. Today, we’ll e to Reading part. Now I’d like you to look at the pictures on pages 2 and 3 and the title, Boy missing, police puzzled. Can you connect them with each other?Picture 1:Is the first picture a UFO?Are there really UFOs from the outer space?Picture 2:Who was the missing boy?Does he like playing football or baseball?Picture 3:What’s the picture about?Does the bright light outside the window e from a UFO?Does the bright light ha ve something to do with Justin’s missing?(If possible, the teacher may use the projector or macromedia to show the situations in the three pictures and ask the students the same questions as given above. Check answers in pairs. Check the answers with the whole class if you wish.)3. Answer the following questions, focusing on the title of the article, Boy missing, police puzzled.Does the title arouse your interest when you read it?Can you plete the title?What information can you get from the title?What else do you want to know? For example, 'boy missing' (How/When/Where was the boy missing?) 'police puzzled' (Why are they puzzled?/What are the police going to do about the boy's disappearance and how?)Are you curious about why the writer uses an inplete sentence as the title?Did you know that it is a feature of a news title?What are some other features of a news title?Can you guess what details may be covered in the following news story?Step 2:Fast reading for general ideas1. Before skimming the passage, please look at the news photographs first and describe what is happening in them. Then find the answers to the three questions above the text:1) What is the article about? (The article is about a missing boy/UFOs and aliens.)2) Who is missing? (Justin Foster is missing.)3) Do the police know what happened to Justin? (No.)2. Read the first paragraph carefully to get the main idea and the important facts such as: When and where was the boy missing? What caused the boy's sudden disappearance? How old was the boy? Why did people show interest in his disappearance?3. Now scan the article again and locate specific information according to Parts C1 and C2. Questions 1, 2, 3 and 5 in Part C1 check background information about Justinwhile Questions 4, 6, 7 and 8 check your prehension about witnesses, aliens and the case. Part C2 requires you to identify some details to support the main points of the story.Answers to C 1 (p4):1. He lives in Dover, New Hampshire.2. Justin's mother went to bed early because of a headache.3. He plays baseball.4. At 10:45 p.m.5. He has a sister.6. They were white.7. Mavis Wood has been taken by the aliens.8. Detective Sam Peterson was in charge of the case.Step 3: Detailed reading for important information1. Please self-evaluate how well you understand and prehend the article with the following exercise.After 11p.m., he was seen_____________________The next morning, he was found________________shape__________________its appearance colour__________________Strange objects (UFO) size______________________its inside ___________________________________2. Answer the questionsWhere does Justin Foster live ? 〔He lives in Dover, New Hampshire.〕Why did Justin’s mother go to bed early? (Justin’s mother went to bed e arly because of a headache.)What sports does Justin play? (He plays basketball.)What time did the witness see Justin walking home? (At 10.45 p.m.)Does Justin have any brothers and sisters ? (He has a sister)What colour were the aliens? (They were white.)Who else has been taken by the aliens? (Mavis Wood has been taken by the aliens.) Who is in charge of the case ? (Detective Sam Peterson was in charge of the case.)3. plete Parts D and E. The meanings of the words in Part D are not difficult for you to identify after you have read through the passage twice. Part E is a diary written by Kelly. It requires you to understand the diary first, and then write down the missing words to make the meaning plete.3. Having read the text, please pay attention to the different features of each paragraph.1) First let’s have a discussion about how we usually decide whether a news article is worth reading or not and what methods we use in our reading.As we all know, newspapers play an important part in our daily life. Wherever you are, you can be informed of the latest news by reading a newspaper. From your experience, how do you usually select the news you’d like to read, by taking a look at its title or being attracted by its colorful pictures?Every one of you can express your own opinions and give the reasons.2) pared with the other paragraphs, is the first paragraph the most important one in the article? Please describe the differences between the first paragraph of the article and the paragraphs that follow.3) You are asked to read the Reading strategy ‘reading a newspaper article’. Pay attention that both the title and the first paragraph, which is called the lead paragraph, play a key role in your understanding of news articles.Step 4: Post-reading activities1. Ret ell the story according to the diagram on page 6. I’ll write down some key words and phrases on the blackboard or the overhead projector for you to refer to in case you need help.2. Suppose you are a writer. Please give an ending to the story. Though the police have made efforts to investigate the case. Justin's disappearance remains a mystery. Was he really seized by aliens or were there other reasons? All the people are concerned about Justin's disappearance. What do you think might have happened to him? Was he in danger? If he were taken away by aliens, how do you think they would treat him? Just use your imagination and all the endings are acceptable.3. Do with Parts A1 and A2 on page 80 in Workbook to get more familiar with the text and the words and expressions in it.4. Please turn your attention to the questions in Part F. You are expected do somespeaking practice according to the sample.5. Read Part A first and then do Part B in Writing on page 87 in Workbook.。

Unit1 Tales of the unexplained-Task教案Conducting a surveyTeaching aims:1. Provide the students with a good chance to practice their English in listening,speaking, reading and writing.2. Help the students to realize the importance of cooperation, and encourage themto municate with each other in obtaining useful information.3. Enable the students to conduct a survey, make conclusions and give remendations. Teaching important and difficult points1.Finish the task of listening to improve the students’ l istening ability.2.Finish the task of writing a reportTeaching Procedures and ways:Step 1 Skills building 1: pleting a questionnaireThe rules to conduct a survey:QuestionnaireStep 2: designing a questionnaireDesigning a questionnaire page13Listen to the first part of his conversation with you and check your revisions. Then listen to the second part of the conversation and add two questions as your boss requires.Step 3: Skills building 2: Greeting others and making introductions:Greeting a friend or classmateHello! / Hi!Greeting someone formally, e.g., in a job interview.Good morning/afternoon. (You can also shake hands with the person.) Nice to meet you. (Only used when meeting someone for the first time.)But if we meet a stranger in the street, and we have no choice but to start a conversation with him, what shall we do to make both of you feel fortable and at ease? How do you introduce yourself to them?Greeting a stranger, e.g., before asking him/her questions.Excuse me, (sir/madam) / Hello!What else is important besides saying “excuse me, or Hello〞? (Students give their own opinions, including body language, and facial expressions, also the mood, strategy)Sentences for references:1. I’m … from…. I’d like to ask you a few questions about your opinions about….2. My name is…. I’m from….. I’d like to ask you a few questions if you don’tmind. It’s for / to….Step 4PracticeNow that we know how to greet others. It’s time f or us to practice a dialogue with our partner. Here on the Bb are some sentences for us to make up our dialogue.Ss may begin their conversation as follows:S1: Good morning/ afternoon.S2: Good morning/ afternoon.S1: My name is … I’m a member of our school students’ union. I’d like to ask youa few questions if you don’t mind.S2: Certainly not. What do you want to know?S1: Your articles are often published in some newspapers and magazines. I know you were asked to write an article for our school magazine. Could you please tell me what you’re going to talk about?S2: …. about the students’ interests and hobbies.S1: Oh, that must be very interesting. Which…like best?S2: ….S1: Thank you. Which…like least?More questions:1. How do you know what other students think about their interests and hobbies?2. How many students are interested in…?3. What about …?…Remember you should greet him first and ask him/her the questions. The listeners should not look at your sentence, just listen and answer the questions.Now let’s begin! (Ask two or three pairs to act out their dialogue before the class.)Step 5 Skills building 3: Analyzing statisticsSo you know, we can get information or statistics by asking questions or doing interviews. Here, as our homework, we also did an interview about our interests and hobbies. We’ve got the statistics we need. But that’s not the end of our task. We have the numbers, but what do all these numbers mean to us? What conclusions can we make from these numbers? And what should we do to improve some shortages, if there are any? What suggestions can we give to help with decisions? That’s the goal of our survey.Look at this sentence: over 80 percent of the students in our school have an English-English dictionary.Now analyse 80%. We can draw conclusions: An English-English dictionary is very useful.It is easy to get an English-English dictionary.(Ss can draw more conclusions)After we draw conclusions from statistics, we have to make appropriate remendations based on the conclusions. That is one of our major goals when conducting a survey. According to the conclusions we made above, we can make a remendation:Every student who is studying English should have an English-English dictionary.(Ss give more remendations.)Here are some statistics gathered from a school survey about students’ hobbies and interests. Analyse the statistics and draw at least three more conclusions. Then make your remendations. (See page 56 pie chart) (Ss write down the sentences in the book. They can discuss in pairs.)(help the students to analyse the statistics and give conclusions and remendations)Conclusions:1. Playing sports is the most popular activity for students in the school.2. The second popular activity for Ss in the school is surfing the Internet.3. Most Ss in the school do not like reading.4. Only a few students in the school like playing musical instruments.Remendations:1. The school should have more sports facilities.2. The school should find ways to arouse Ss’ interests in reading.3. The school should guide students in surfing the internet.4. The school should take measures to make more Ss bee interested in playingmusical instruments.This is our report about the survey, and it’s important we write a report after the survey.Step 6 PracticeNow let’s look at the statistics we made just now. Let’s see what conclusions and remendations we can make. Are they the same with the ones in our book?(draw chart on ppt.)Ss analyse the statistics in pairs and give conclusions first, then remendations. Conclusions:(Ss Write the sentences on the Bb)Remendations:(Ss Write the sentences on the Bb)(students discuss in pairs or groups. Put the conclusions and remendations on either end of the Bb. Ss can e to the Bb and write down their answers without putting up their hands.)Step 7 Writing a report1. Page 53, questionnaire. Ss practice the interview in pairs, and get the answers.They can use the vocabulary on page 55.2. In groups of four. One of the students will be the boss. Ask the rest of themembers questions on page 55.3. Page 57. Suppose you are the boss of the Best Book Club. Here are some statisticsgathered from the survey. Try to analyse them and write down your report.Practice in pairs before speaking before the class. (look at the three charts) Can you describe the statistics to the class?What conclusions can you make?What remendations can you give?(Ss practice orally. They can give their own opinions)Homework1. Write the report about the survey of the Mystery Book Club.2. Unit Revision: P66-67: Periods 7&8.。

高中英语 Module2 Unit1 Tales of the unexplained reading 1导学案牛津译林版必修2Unit1 Tales of the unexplained reading1导学案牛津译林版必修2 锁定目标找准方向备注 Learning aims1、Students will know typical writing features in news articles and grasp the reading strategy、2、Students can develop the group work to teach themselves or their peers、Important and difficult pointsTo give instructions to help students reinforce their reading abilities 课前向学生解释目标自主预学摸清学情学生自己阅读教材并完成自主学习单中相关内容预学指导：1、阅读课文reading strategy 并了解如何阅读新闻题材的文章；2、分别快读和精读boy missing, police puzzled文章完成相关的练习；预学检查：1、抽查4个小组的导学案；其他组小组内互查、互评；2、课堂通过小组竞赛的形式检查预学部分；合作探究携手共进Task1各个小组根据notes中的内容快速地完成课文内容整合形式：组内合作，组间竞争学生先独立思考，然后再以小组为单位合作探究Task1、Put the events in the right order Each group will get the notes and finish the task as quickly as possible、 Two groups who finish the task in the shortest time will get the scores、 Task2、 Outline of the articleRead the article again and find out the information 拓展提升学以致用Task3、Group work----Interview1、Different Roles Reporter; Kelly; Mrs Foster; Mr Foster; Mrs Mavis Wood; Detective Sam Peterson2、 Role playWork in groups of two or three, one acts the reporter、 Your presentation should be about one minute The reporter must ask at least two questions、Questions1、Can you tell me what happened that night?2、 Do you believe that aliens take Justin away ?3、 What did you do last night ?4、 Did you see Justin came back home ?5、 What strange things did you see?6、 What did the aliens do on you, Mrs Mavis Wood?7、 Did you wake your mother up then?8、 What made you frightened , Kelly ?9、Why didn’t you believe Kelly ?10、 What happened at midnight, Kelly? Answers1、I was … that night、2、I heard … put on … in his …、3、 Thealiens …、aboard … so that …on me、4、I …、 because Justin didn’t … the next day、5、I ran and…, but she thought I … and sent …、Bed6、We haven’t …、the possibility that…, so don’t worry too much、7、Sometimes people…stories and there is …、、8、A spaceship was … outside the window, and it …、、9、She is a little girl and I thought she …、10、I was woken up… and saw a …、、flying… and it had…Student A: ________ Student B: ________ Student C: ________Task4、 Discussion1、Do you believe in aliens?2、 What do you think happened to Justin? 小组内每位组员抽取不同角色；小组内形成2-3人的两个小组，整合课文内容，形成合理的对话方框内的问题和答案可以帮助学生回忆课文主要内容组内自由讨论两个开放性问题，自主发言反馈评价体验成功课堂最后五分钟独立完成，最后师生反馈纠正、评价。

Unit1 Tales of the unexplained-Reading教案DescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and presented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching procedures●Lead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you complete the title? From the title what information can you get? And what else do you want to know?For example:‘boy missing’ ( How / When / Where was the boy missing? )‘police puzzled’ ( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-complete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?●Reading comprehension1 Before asking students to skim the passage, let them look at the news photographsfirst and describe as much as possible what is happening in the photograph. Andthen let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?” The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.When and where was the boy missing?What caused the boy’s sudden disappea rance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions4 and5 check students’ comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster. Answers C1 1 He lives in Dover, New Hampshire.2 He plays basketball and baseball.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.C24 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.Justin Foster At 8 p.m. ______________________________.At 10.45 p.m. ___________________________At 11 p.m., ______________________________. After 11 p.m., he was heard ____________________.strange object (UFO) 5 Have students pay attention to the different features of each paragraph with the following activities.a Ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first. As is known to all, newspapers play an important part in our daily life. Whenever or wherever you are, you can be informed of the latest news by reading a newspaper. From your own experience, how do you usually select the news you’d like to read, by taking a look at its title or by being attracted by its colourful pictures?Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the article and the following paragraphs. The teacher can begin like this:Compared with the following paragraphs, does the first paragraph serve as themost important one in the article?c Ask students to read the Reading strategy of how to read a newspaper article. Tell students both the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .6 Ask students to complete D and E individually. The meanings of the words inD are not difficult for them to identify after students have read through the passage twice.E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it The next morning, he was found ___________________.its appearance shape ____________ colour size ______________ its inside ___________________shape _____meaningful.AnswersD 1a 2d 3h 4b 5f 6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not(8) puzzled (9) witnesses (10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teachercan write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made effortsto investigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this: All the people are c oncerned about Justin’s disappearance. What do you think might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students dosome speaking practice according to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students’ abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles theyfind interesting and read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presentedon television. Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’families. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealingand why. Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discussthe author’s style and tone. Encourage stud ents to respond with their own letters to the editor when they encounter ideas with which they disagree.。

Unit 1 Tales of the unexplained Part 1: Teaching DesignAims and requirements♦ Read a news story about a missing boy and a magazine article about Yeti♦ Listen to a dialogue between a boss and his employee♦ Talk about aliens and conduct an interview♦ Write a report♦ Tell a mysterious storyProcedures●Welcome to the UnitStep 1: Brainstorming1. Boys and girls, have you ever heard something not only interesting and attractive but also unexplained at all even with the help of modern science and technology in the world? Here are some pictures on the screen. Can you tell me what they are?The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night.UFOs. Yes, they are called UFOs, meaning unidentified flying objects.UFOs come in all shapes and sizes. Some are only small spots of light that move in strange patterns across the night sky.Some can be seen in the daytime are often disk- or saucer-shaped.UFOs were once seen in different parts of China. Look at some pictures on the screen, please.Do you think such kind of things mysterious ? Are you curious about them? Besides UFOs, can you list anything more unexplained you’ve ever heard or seen in your daily life?They are Yetis, the Loch Ness Monster, Stonehenge and the Pyramids in Egypt.2. Open your books and let’s look at page one. Please read the instruction and focus on the five pictures and illustrations first. Then answer the following questions: Do the five pictures have something in common?If so, what is it? (unexplained; no satisfactory answers; mysterious; no evidence...) Can scientists explain these phenomena?How do you feel about them?Are you a bit curious?3. Think of as many expressions as possible to answer the questions above. Try to make up some sentences and read them to the class. I will also offer you some examples. They are mysterious because no satisfactory answers have been offered to explain them. Though these mysteries have puzzled people for a long time, they still show great interest in them.People feel puzzled by the mysteries.4. Report the information you have collected to the class. Your answers are quitedifferent. Now we will use some of your answers as a prompt for a class discussion. For example,Teacher: What information have you got about UFOs?Student A:...Teacher:Do you think Student A's information interesting? What about the information you've got? Is there anything different?Student B:...5. Please discuss the topics in pairs. Here are some questions.About UFOs:Have you ever read some reports about UFOs in China?Are you interested in UFOs?Are they really from another planet?What do the letters UFO stand for?Why do you think UFOs visit our planet?About Yetis:Where are the Himalayas?What's the weather like there?Why do some people make great efforts to climb them?(hobby; dream; challenge themselves; make discoveries; overcome difficulty,..)A Yeti is reported to be half-man and half-beast. Have you heard of it?Do you think some climbers' disappearances are connected with Yetis?About Stonehenge, the pyramids and the Loch Ness Monster:Stonehenge and the pyramids in Egypt, the most famous of which is the Great Pyramid, are cultural relics.Where were the pyramids built, on the east coast of the Nile or on the west coast? What are the reasons?Do you think the Great Pyramid is a wonder in human history?How was the Great Pyramid built?I haven't heard of Stonehenge or the Loch Ness Monster. They are a bit new to me. What about you?Would you be interested in discovering more about them?Step 2: Sharing information1. Let’s deal with the questions in pairs. For the first question, you may discuss it this way: Do you believe in UFOs? What might be the most acceptable explanation for UFOs? You may give different answers such as:-Aliens from space.-Military test aircraft.-Some UFOs are alien, some are test aircraft.-UFOs are evidence of human space travel.-UFOs are neither alien nor test aircraft.-UFOs don't exist.You can express your agreements and disagreements with each other.2. Summarize your answers and then report to the class.Sample answers1. I have a firm belief in UFOs. In fact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, which we cannot identify. However, if you ask me whether or not I believe in spacecraft carrying visitors from outer space, I would have to say 'no'. I do not believe in them.2. The continent of Antarctica was discovered in 1818. It was once supposed to have been covered by ice for hundreds of thousands of years. However, in 1949 scientists took samples from sediment deep beneath Antarctica, which revealed that great rivers had once flowed into Antarctica until about 6,000 years ago, Many more mysteries remain to be discovered.3. I'm always interested in the stories of UFOs and aliens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as 'Who or what are you?', 'Where are you from?' and 'How long does it take to travel from your place to our planet?'. I will try my best to communicate with them, discovering what their life is like and why they have come to the earth.。

Unit 1 Tales of the unexplained Section Ⅰ Welcome to the unit& Reading-Pre-readingKelly and her friends started discussing whether aliens were real or not. Stacy was sure that they were real and living right among us. They wore human skin and behaved like humans. According to her, they had more modern technologies and wanted to take over our planet. Alicia said that the government knew all about aliens. They were here to do experiments to help end global warming! After the discussion, Kelly took out a tiny thing with little lights. It was her tool to the mother ship with which she sent all the information collected about the weak and selfish human race.The piece you just read is just an imagination about aliens and their existence. When you think of aliens, what comes to your mind? Whatever pictures we have of aliens in our mind is due to the influence from newspapers, the Internet and the TV. There could be life forms as tiny as some micro­organisms or as large as giant dinosaurs.Scientists argued that the universe is far too huge and it is very unlikely that only our planet can support life. There must be other planets which support life but are unknown to us. One of the organizations working on outer space life is SETI. Scientist Carl Sagan believes the presence of life outside the Earth. FrankDrake, founder of SETI, is another scientist who has devoted hislife to proving the presence of life outside the Earth. Many other research projects have been and are still being carried out to collect evidence of life outside the Earth. In fact, Bruno D'Argenio and Giuseppe Geraci have found evidence of life in 4.5 billion­year­old meteorites (陨石)．Just as there are people who support the existence of life outside the Earth, there are others who think of it as a far­fetched idea. They argue, if there is life outside the Earth, why have we not been able to get any hard evidence till today?Section_ⅠWelcome to the unit & Reading —Pre­reading[原文呈现][读文清障]Boy missing, police puzzled①Police in America have stepped up②their search for a fifteen­year­old boy who went missing③three days ago in Dover, New Hampshire④.This incident⑤has received great interest dueto⑥reports of strange lights in the sky and of alien⑦ visits around the time⑧ the boy disappeared⑨.Justin Foster, a high school student○10， was last seen Friday night. That evening at 8 p．m.，Justin went to play baseball with two friends, who both say Justin went home after the game⑪. Witnesses⑫also say they saw Justin walking⑬towards his house at 10.45 p．m. Justin's sister, Kelly, aged nine ⑭， says she heard her brother return home⑮ at about 11 p．m.①puzzled/'pʌzld/adj.困惑的，茫然的②step up加紧，加强，促进③go missing失踪④who引导定语从句，修饰 a fifteen­year­old boy。

Unit 1 Tales of the unexplained●Word powerStep 1: Brainstorming1. Do you know him?2. When did space exploration begin in the world? (In 1957)3. When did the first man land on the moon? And how? (In 1965)4. When was the first manned spaceship launched in China? ( Oct.15,2018)5. Are you interested in making discoveries in space?Now there is a scientist who will tell you something about outer space and space exploration. Here are some pictures. Can you name them?Step 2: Vocabulary learning1. Read the first part of the speech and complete the time line of the main events mentioned.2. Guess the meanings of the unknown words from the context. Words like launch, artificial, orbit and trace are new to you all. Listen to me, please. Space exploration began with the launch of the first artificial satellite. What does 'launch' mean? What word can be used to replace 'artificial'? What about the word 'man-made'?3. Now continue with your discussion by answering the following questions:How can a space shuttle be sent into space?Can it fly into space by itself?With these two questions, you should focus on reading the poster the scientist is showing to you. By the way, do you know the differences between spaceship and space shuttle?▲A spaceship is a vehicle for carrying people through space.▲A space shuttle is a vehicle that is designed to carry people into space and back to the Earth several times to do experiments.Think about other information the scientist may refer to in the following part of his speech.4. Read the second part of the scientist's speech and complete Part C individually according to the instructions. We’ll then check the answers.Answers to C (Page 7)I guess some of you are dreaming an astronautTo check your reading comprehension, I’d like to ask you some questions:What will happen to the rockets after the shuttle has been sent to space? Where will the astronauts do their research?Why can't they remove their spacesuits?Step 3: Vocabulary extension1. Right now we've got some knowledge about space and space exploration, and learned some relevant words and expressions. Let's review them.inner spacespaceouter spaceThe process of space explorationAchievements of space explorationPlease focus on Part D and complete it individually.Answers to D:(3) Earth (5) Jupiter (1) Mercury (4) Mars (8) Neptune(9) Pluto (2) Venus (6) Saturn (7) Uranus2. Read the dialogue in Part A on page 84 and the newspaper report in Part B on page 85 in Reading in Workbook.I will ask you more questions to see how well you understand the two reading materials:Part ABesides Steven Spielberg, another person, Charles Dickens, is mentioned. Do you know something about him from the dialogue?The word 'emotion' has been used twice by Alan. Can you guess what it means? (It means a strong feeling.)Part BIn the last sentence of the third paragraph, there is a new word 'souvenir'. Can you guess its meaning from the context? (It means a thing kept to remind one of a person, a place or an event.)。

Unit1 Tales of the unexplained-Reading教案DescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and pre sented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching procedures●Lead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you plete the title?From the title what information can you get? And what else do you want to know? For example: ‘boy missing’ ( How / When / Where was the boy missing? )‘police puzzled’ ( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-plete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?●Reading prehension1 Before asking students to skim the passage, let them look at the newsphotographs first anddescribe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?〞The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the firstparagraph gives the main topic and most important facts. The followings are all covered.When and where was the boy missing?What caused the boy’s sudden disappearance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions4 and5 check students’ prehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to plete the exercises individually and check them as a class. If there are disagreements, wele them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.Answers C1 1 He lives in Dover, New Hampshire.2 He plays basketball and baseball.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.C24 Ask students to self-evaluate how well they understand and prehend the article withthe following exercise. This step is optional and the teacher can conduct it flexibly.Justin Fosterstrange object (UFO)5 Have students pay attention to the different features of each paragraph with the following activities.The next morning, he was found ___________________.a Ask students to conduct a discussion about how they usually choose whether the news articleis worth reading or not and what methods they use in their reading. The following questioncan be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life. Whenever orwherever you are, you can be informed of the latest news by reading a newspaper. From yourown experience, how do you usually select the news you’d like to read, by taking a look at itstitle or by being attracted by its colourful pictures?Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the article and the followingparagraphs. The teacher can begin like this:pared with the following paragraphs, does the first paragraph serve as the most important one in the article?c Ask students to read the Reading strategy of how to read a newspaper article. Tell studentsboth the title and the first paragraph that is called the Lead play a key role in theirunderstanding of a news article .6 Ask students to plete D and E individually. The meanings of the words in D are not difficult forthem to identify after students have read through the passage twice. E is a diary written byKelly. It requires students to understand the letter first and then write down the missing wordsto make it meaningful.AnswersD 1a 2d 3h 4b 5f6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not (8) puzzled (9)witnesses (10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teacher can writedown some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made efforts toinvestigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this:All the people are concerned about Justin’s disappearance.What do you think might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students do some speakingpractice according to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some plex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students’ abilities than bei ng simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles they find interestingand read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presented ontelevision. Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’ families. Locate newsstories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealing and why.pare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discuss the author’s style andtone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.。