牛津英语模块二Unit1语法学案正式版

Unit 1 Tales of unexplainedWelcome to the UnitTeaching aims:(1) Get students to conduct a free discussion about some mysterious and unexplained phenomena in the world.(2) Encourage the students to make full use of resources and share their imaginative ideas with each other.Important points & difficult points:(1) Students are expected to describe what they have known about the posters and what they are eager to know about it.(2) Encourage students to communicate with classmates.Teaching procedures:Step 1 Lead-in(1) Group discussion: In your opinion, what is the most beautiful things one can experience? Why?(2) About Elbert Einstein:•What have you known about Elbert Einstein? Why was he so great? …•Introduce his saying about mysteries and lead to the topic of this unit.Step 2 Photo observation1.Why is the Mona Lisa Smiling? Is the Mona Lisa just the painter himself?2.On seeing this photo, how are you feeling? Why? (Revision of the relatedvocabulary about the emotion.)3.What has drawn your attention? ( Train students to observe the photo anddescribe it in their own words.)Step 3 Posters(1) about UFOs: What do the letters UFO stand for?Are they really from another planet? Why?Read out more information about it.(2) about Yetis: Himalayas---the highest mountain range in the world;Why do some people make great efforts to climb them?Yeti---Abominable Snowman, half-man and half-beast.(3) about Lock Ness Monster: Where is Lock Ness? Why is it famous for?What does the Loch Ness Monster look like? A sunken ship? A kind of dinosaur?(4) about Stonehenge: introduce some information about Stonehenge to students.(5) about pyramids: Where were these pyramids built, on the east coast of the Nile oron the west coast? What are the reasons?Do you think the Great Pyramid is a wonder in human history?One of them: the Sphinx---Half human, half lion, the Sphinx is240 feet long and 66 feet high.(If time permits, introduce more information about pyramids that wehave known about them, such as how wide, how tall and how heavyand do some quizzes.)Step 4 Group discussion:1.Do you believe in unexplained things mentioned above? Why or why not?2.If you saw a UFO or a monster some day, what would you do?Step 5 Language points1. advanced (adj.); advance (v.)2. run into3. translation of some phrasesStep 6 Homework(1) Surf the net and learn more about world mysteries. Prepare a short speech (betterin Powerpoint) to introduce something that interests you.(2) Make a scale model of the Great Pyramid under the following guidelines and bring it to the class.Unit 1 readingTeaching objectives:1.To help Ss know the way of writing a newspaper article2.To develop students’ abili ty of reading a newspaper article3.To master some useful words and expressionsImportant and difficult points:The way of writing a newspaper article and the way of reading itTeaching procedures:Step 1 Lead-in:Get students to think about the following questions:1.Do you really believe in aliens? Why?2.Show a short video to the students and let them discuss what it is like in theireyes?Today we will come to a missing boy who was said to be taken away by UFO. Let’s listen to the report and tell whether it is believable or unbelievable.Step 2 Reading1.Listen to the tape and finish A2.Read through the whole text in details and finish C1&2 (scanning)3.Fill in the blanks for self-evaluation (scanning)4.Let Ss finish D according to the text and let them ask more if possible (carefulreading)Step 3 Reading strategyThis is a typical news story.1.Do you often read newspapers?2.What kind of news do you like to read, sports news, entertainment news,economic news…?3.How do you select the news you like to read, by taking a look at its title or bybeing attracted by its colorful pictures?4.Is there anything wrong with the title according to the grammar? (the title isincomplete)5.What is a complete title?6.Why did the writer use an incomplete sentence as its title? (brief)7.Can you name some other features of a news title? (you can also show more titlesfound in the newspapers at the same time)8.How to write and read a news article?Step 4 language points1.ask Ss to ask what they don’t know?2.make a supplementStep 5 Homework1.read the news article again to make sure that you can use your own words to retellthe story2.review the new words and phrases in this text3.finish the exercises in the workbook4.choose a piece of English news, using the strategy we learned today to take somenotes about its title, when, where, who, how, what, why…Unit 1 Word PowerTeaching plan for word powerThe general idea of this period:Learn some words about outer space to enlarge their vocabulary. Also they will learn the names and the position of all the planets in the solar system.Teaching aims:1.Learn to read a passage of something about outer space exploration.2.Enlarge the vocabulary by learning about some words about outer space and spaceexploration.Teaching important points:1.Understand the meaning of the speech made by the scientist.2.Learn some new words about outer space and space exploration.Teaching difficult points:1.Knowing the main idea of the speech.2.Enlarge our vocabulary by remember some words about outer space and spaceexploration.Teaching methods:petition to stimulate them to act quickly and actively.2.Associate to increase their interest and enlarge vocabulary.Grammar and usagePresent perfect tenseTeaching aim:To give a brief introduction to the present perfect tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect tense.Please explain why the tense is used in these sentences.2 The form of the present perfect tense3 Talk about the uses of the present perfect tenseA We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.The disappearance of Justin has made Kelly very unhappy.B We also use the present perfect tense to talk about something that started in the past, and is still happening now.I have not seen Justin since last Friday night.C We use the present perfect tense when the exact time of an action is not clear or important. We use it with time expressions such as:already ever for just lately never recently since yetWe use already for affirmative statements and yet for negative statements.We use for + a period of time and since + a point in time.D We use the present perfect tense to talk about actions that were completed only a short time ago. In this case, just is used. Pay attention to the position of just.He has just gone out.(=He went out a few minutes ago.)We use the present perfect tense here to tell others that he isn’t here now.I have just heard the news.(Now I know the news.)E We can also use the present perfect tense for repeated actions, that is, we use the present perfect tense with the time expressions once/twice/three times…F Actions occurring in an incomplete period might be indicated by today or this morning /afternoon/evening/week/month/year/century or all day/night/week, all the time, always etc.Tom has rung up three times this morning.(Now it is still in the morning.)Tom rang up three times this morning.(Now it is not still in the morning.)Complete the following sentences with the proper tense.A We have studied (study) English for about five years.B They have lived (live) in the south since their daughter was born.C I have read (read) your article three times. It’s well writ ten.D The student has finished (finish) her homework already.E Eric has gone (go) back to his hometown today.F The police have just finished (finish)searching the area.4 Compare the simple past tense and the present perfect tenseLook at the following sentences and point out what tense or tenses are used in them and the reasons why they are used.A We have studied English for about five years. We began to study it five years ago .B They moved to the south in 1990 and have lived there since then.C Eric left home last year and has just come back.E Justin has been away from home for several days. He disappeared last Friday.F They bought this house three years ago and they have lived here since then.G my brother went to see my grandpa last week. He has visited him three times this month.Complete the following sentences :a ‘Have you seen my pen?’ ‘Yes, I saw it on your desk just now.’b ‘Have you had dinner?’ ‘Yes, I had it with Mary.’C Has the postman come yet/this morning?D Did the postman come this morning?E I have known him for a long time.F Hello! I didn’t know you were here in Nanjing. How long have you been here?Notes:1)The present perfect tense is normally used for an action which lasts throughout an incomplete period, but with the past simple tense, we use time expressions which a fixed point in the past.c.f.We haven’t seen Justin for a week.(He is still missing.)Justin disappeared last week.(It may mean that this week Justin is here.)He has smoked since he left school.(He still smokes.)He smoked for six months.(It means that he stopped smoking then.2) Sometimes, however, the action finishes at the time of speaking.It has been very cold lately but it’s just beginning to get warmer.3)On meeting someo ne, you may say: I haven’t seen you for ages.(But I see you now.)4) For a past action whose time is not definite and often has a result in the present. Tom has had a bad car crash.(He’s probably still in hospital now.)Tom had a bad car crash.(But he’s p robably out of hospital now.)The lift has broken down.(We have to use the stairs.)The lift broke down.( But it’s probably working again now.)5 Read the diary entry and then complete it using the correct forms of the verbs in brackets.Answers:(2) saw (3) has visited (4) loves (5) hasn’t visited (6) has swum (7) has never met (8) has dived (9) has found (10) hasn’t found (11) Has, been6 AssignmentPresent perfect continuous tenseTeaching aim:To give a brief introduction to the present perfect continuous tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect continuous tense.Please explain why the tense is used in these sentences.2 The form of the present perfect continuous tense3 Talk about the uses of the present perfect continuous tenseWe sometimes use the Present perfect continuous tenseto talk about actions that started in the past and are still continuing, or have just finished but are still connected to the present in some way.A I’ve been waiting for an hour and he still hasn’t turned up.B I’m so sorry I’m late. Have you been waiting long?Go over Points 1 and 2 on page 9.4 Exercises on page 9Answers: (2) have been talking (3) have been taking (4) have been watching(5) have seen (6) have been writing5 Compare the present perfect and the present perfect continuous tenseLi Jia has read a book about Stonehenge.Li Jia has been reading a book about Stonehenge.In the first sentence, it mean s the action read isn’t still continuing, and Li Jia knows what the book is about now, but in the second sentence , it means the action read is still continuing.c.f. I’ve cleaned the house.I’ve been cleaning the house.Read Point 1 on page 10.Notes:1)I have visited Egypt twice this month.I have been touring Egypt for two months.The present perfect continuous tense can’t be used with time expressions such as twice or how many times, because in this tense the action is continuous, not stopped and started again.We can use the present perfect tense for repeated actions, and the present perfect continuous tense for non-stop actions.2)How many times have you swum in the lake?How long have you been swimming in the lake?We usually use the present perfect tense to ask questions beginning with how many/much, and the present perfect continuous tense to ask questions beginning with how long.3) I’ve never visited Paris.I’ve already been to Paris.always, never, yet, already and ever can’t be used in a co ntinuous tense.4)I have not been sleeping well since I returned home.I’ve been waiting for an hour.We can use for and since with the present perfect continuous tense.5)Both present perfect tense and present perfect continuous tenseAn action which began in the past and is still continuing or has only just finished can, with certain verbs, be expressed by either the present perfect or present perfect continuous. Verbs which can be used in this way include expect, hope, learn, lie, live, sleep, sit, study, wait, want, rain, etc.How long have you learnt English? OrHow long have you been learning English?It has snowed for a long time.It has been snowing for a long time.6 A state verb or an action verbI have had this camera for five years.(state verb)I have taken photos of UFOs with this camera.(action verb)I have been taking photos of UFOs with this camera.(action verb)An action means something happening or changing. A state means something staying the same. Some examples of action verbs are do, go, and play. Some examples of state verbs are like, know and exist.A state verb doesn’t mean an action, so it can’t be used in a continuous tense. They’ve always had a big garden.How long have you known each other?He’s been in hospital since h is accident.7 Exercises on page 11:Answers on page 11A (1)heard (2) been doing (3) been researching (4) been doing (5) started (6) done (7)read (8) found (9) started (10) been doing (11) been makingSample answersB 1 He has been waiting at an underground station.2 They have been traveling in an UFO. It looks like a saucer.3 They probably have talked to animals or plants on the earth as well as creatures on other plants.4 They have visited Mars, Venus, Jupiter and some other planets.8 AssignmentUnit 1 TaskTeaching objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’ overall abilities and impr ove their integrated skillsImportant and difficult points:Make students learn how to design a questionnaire, how to conduct an interview, how to analyse statistics and how to write a report which includes conclusions and recommendations based on the survey.Teaching procedures:Step 1 RevisionRevise the Present perfect or present perfect continuous tense.Step 2 Lead-inGet the students to know something about the survey. And first show them the rules about a questionnaire.Step 3 Skills building 1Completing a questionnaire and do exercises on Page 12. Teach the students how to design a questionnaire and the exercise on Page 13.Step 4 Skills building 2Make the students how to greet others and make introductions. In Step 2, organize them to conduct an interview using the vocabulary on Page 15.Step 5 Skills building 3Analyzing statisticsanalyzing statistics to draw conclusions.Analyzing statistics to make recommendations.Then ask the students to write a report according to the statistic information.Step 5 ProjectTelling a mysterious story and writing a story about the one of the mysteries.Step 6 HomeworkFinish all the homework in Unit 3.。

Unit 1 of Module 2 Reading－Boy missing, police puzzledLearning Aims:1. To enhance students’ reading abilities.2. To know about some mysterious and unexplained phenomena in the world.3. To motivate the students’ desire to acquire new knowledge.Learning Important and Difficult Points:1. Expand the students’ vocabulary about space and space exploration and try to expresstheir opinions boldly and imaginatively.Learning Procedures:I. Fast reading（Read the text quickly and answer the following questions）1. What is the article about?The article is about a missing boy.2. When was Justin last seen?Friday night.3. Do the police know what happened to Justin?No. They have no idea of it.II. True or False1. People have shown g reat interest in Justin’s disappearance not because of the strange lights in the sky but reports of alien visits. ( F )2. Justin disappeared probably because he was taken by aliens. ( T )3. Mrs. Foster was worried about her son’s safety, so she called the police immediately.( F )4. According to Kelly, a bright light appeared inside Justin’s room and then disappeared.( F )5. Mavis Wood said he had once been taken away by aliens and then returned him tohis home. ( T ) 6. Police would not give up until they found convincing evidence. ( T ) III. Task-based reading（Read the text and fill in each blank with a proper word）Title: Boy missing, police puzzledIV. Reading Comprehension1. The reason why people were interested in the disappearance of the child is that ________.A. The lost boy was 15 years old.B. The police advised them to do so.C. The disappearance might have something to do with the UFO and the alien.D. All of the above2. We can infer that the boy might go missing ________.A. in his own roomB. on the playgroundC. on his way homeD. in his school3. What is the attitude of the police to the disappearance of the boy?_____A. They can’t prove that Justin was taken by aliens.B. They think it possible for some people to make up an amazing story.C. They are looking at other possibilities, such as murder.D. All of the above.V. Match the new words from the article with their meanings (D1 of p4)VI. Study the text carefully and complete the following sentences (one word in each blank) 1. 美国警方现已加紧对一名三天前失踪的男孩的搜索。

牛津高中英语模块二语言点Unit 1 Tales of the Unexplained一、Reading1. run into sth: 偶然遇见；撞到；遭遇①The car ran into a tree all of a sudden.②I have run into debt for a long time.2. step up sth: 增加；加快；加强Step up production.3. go missing: 失踪When loved ones go missing, hope is "the only thing you have left".亲人失踪时，希望是你留下的唯一的东西。

4. due: adj. 因为；预期的；到期的；适当的due to sth: 因为……be due to do sth: 预定∕预期……fall / become / be due: 到期in due course: 在适当时期①The team’s success is largely due to his efforts.②His book is due to be published in October.③My house rent isn’t due until Wednesday.④Your request will be dealt with in due course.5. search: vt. & n.搜寻，搜查search for sth: (=look for sth) 寻找……search sth for sth: 搜查……以寻找……search sth out: 查出∕找出……in search of sth: 寻找……①search the woods for escaped prisoners.②We have searched out several your favorite recipes.③Scientists are in search of a cure for the disease.6. witness: (1) n. 目击者；证人be witness to sth: 目击∕证实……We were witness to the accident.(2) vt.目击，见证This year has witnessed the rapid development of China’s economy.7. put on sth: (1) 穿上：put on your coat (2) 播放：put on a record(3) 上演，举行：put on a concert (4) 增加：put on weight8. Standing inside lots of strange creatures wit white……(Page 2, Lines 36-38)表示方位的副词、名词短语、形容词短语、介词短语放在句首，而且主语是名词时，句子完全倒装。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit One : Tales of unexplained Grammar and Usage The first period Analysis of the teaching material:This is the 1st period of Grammar part. The main purpose of this lesson is to make Ss be familiar with different tenses and apply them into practice.Objectives:1. to make students fully understand the essences of present perfect tense with the simpleEnglish explanations and exercises.2. to explain to the students the differences between present perfect tense and simple pasttense.3. to help Ss get a general idea of present perfect continuous tense.4. to help students strengthen grammar points with the aim of applying them into practice.Teaching approaches:Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and soon will be adopted in the teaching of this lesson .and emphasis will be put on Ss’ ability of speaking ,expressing and brainstorming .Language is best learned through activities .I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual ,operable to make my lesson vivid, interesting and effective.2.Interaction Patterns: Teachers -class, individuals, pairsSs’ ability to work both independently and collaboration is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pair , in groups and as a class .Teaching Aids: multimedia and a blackboardProcedures for teaching:Step One: Lead-inT: Good morning, everyone. How are you doing today?S: Fine, thank you. And you?T: I am fine, too. Last week we learned something about the mysterious tales. Are you interested in the topic?S: Yes.T: Good, ** have you read anything about mystery recently?S: Yes.T: You are a hard-working student.(S: Sorry.T: It doesn’t matter. Have you prepared the new lesson?S: Yes.)T: Good, by the way, how many years have you leaned English?S: I have learned English for * years.T: Thank you. **, can you repeat what he/she said just now.S: I have learned English for * years.T: (write down the sentence on the blackboard.) Are you familiar with the sentence structure?S: Yes.T: what do you call it in English?(pause) Let’s first have our attention on present perfect tense. Step Two: Present perfect tenseT: Have you learned the passage called ‘Boy missing, people puzzled’?S: Yes.T: Go through the passage on Page 2 and underline the sentences using present perfect tense. Use skimming and scanning skills to help you focus on the sentences with special sentence structure.S: Active responses.T: Look at the screen. Read these sentences together.•Police in American have stepped up their search for a fifteen-year-old boy…•People have shown great interest in his disappearance…•I haven’t seen Justin since.•Some people in Dover also say that they have seen aliens.•Police have not ruled out the possibility that Justin was taken by aliens, but …•…who has taken charge of the case.T: Look at these sentences carefully. Can you tell me the sentence structure of present perfect tense?S: Has or has + doneT: Good, we use have/has(not)+past participle to form present perfect tense. Now look at the screen.I didn’t see Justin last Friday night.I don’t see Justin at present.●●last Friday nightpresentI don’t see Justin at present.I haven’t seen Justin since last Friday night.T: Did I see Justin last Friday night?S: No.T: Do I see Justin at present?S: No.T: I didn’t see Justin in the past and I still don’t see him now. Throughout the time period , we can say ‘I haven’t seen Justin since last Friday night.’T: Pay attention to the word ‘since’. We often use it with present perfect tense. What other words can we use together with present perfect tense?S: (Brainstorming)T: let’s look at them together.yet, ever, recently/lately, since, for, already, justA: Have you_____ been to New York?B: No, I haven’t been to New York ____.I have gone to Beijing____________ .But I will go to New York this summer.A: I’m sure you’l l like it. Hey, do you know that my family have owned aplane________1920.B:I don’t believe your family have had a plane____ over 80 years.A: In fact, you have seen it in the sitting room______.B: Yes, I have_____ noticed it. But I have seen it many times. It’s only a model.S: Give their answers in Chinese.T: Ok, now let’s come to the next point—since or for.T: Look at the two sentences on the blackboard. Read them please.We haven’t seen him for two years.We haven’t seen him since 2003.T: Because we have ‘two years’ in the first sentence but we have ‘2003’ in the second one. Therefore, we use for + a period of time, since +a point in time. Now let’s do an easy exercise for consolidation.I haven’t heard from Tom______2000.We have known each other ______5 years.S: Give the answers together.T: First I’d like to ask some students to do some translation work.T: **, can you have a try? —Jim 四年前买了这本书。

英语必修2译林牛津版Unitl学案（第1・2课时）模块二第一单元教学案Unit 1 Tales of the unexplained教学要求：1.学会谈论有关宇宙空间的简单话题。

2.学习阅读英语新闻综述。

3.理解现在完成时和现在完成进行时的意义和用法。

4.学会制作问卷调查表、写调查报告。

5.交际英语：问候和介绍。

6.学会讲述神秘的故事。

Periodsl—2Welcome to the unit and the vocabulary in readingAims:I • Learn about different mysteries •II.Discuss about the unexplained things.III.Learn some new words and phrases.Teaching procedures:I.Lead-in:What do you think is the most mysterious things to you? Why?II.Welcome to the unit:Picture 1What is the white thing? Why do you think so ? What does “Can't tell” mean? Picture 2What，s the animal? Where do you think you can find it ? What does “run into mean?Picture 3Is it a swam ? Why? Have you ever heard of Loch Ness Monster? Do you think it is true ?Picture 4What are the buildings ? Why were they built ?Picture 5What is the name of these stones ? Who built it? Why was it built?III.Discussion:1 • Do you believe in unexplained things such as UFOs,Yetis and monsters? Why orwhy not?2.What other unexplained things do you know about?3.If you saw a UFO or a monster some day, what would you do?nguage points:1.The world we live in today is full of mysteries unsolved even by today'sadvanced science and technology.我们生活的世界里充满了谜团，这些谜团即使是当今发达的科学技术也无法解开。

模块2unit1单元教案及练习（译林牛津版高一英语必修二教案教学设计）主讲教师：邵磊主审：孙德霖【教学内容与教学要求】一、教学内容：牛津高中英语模块二Unit 1（上）二、教学要求：1．学会谈论有关宇宙空间的简单话题。

2．学习阅读英语新闻综述。

3．理解现在完成时和现在完成进行时的意义和用法。

【知识重点与学习难点】一、重要单词：tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, Yeti, puzzle(n&v), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existence, inch, exploration, orbit, launch, artificial, astronaut, oxygen.二、重点词组：run into碰到, believe in相信（信仰、理论、说法等）, step up 加紧, go missing失踪, show great interest in对….表现出极大的兴趣, due to因为, show up露面, according to根据, pull back拉开, do research on在….方面进行研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, so far 到目前为止, outer space外层空间, human beings人类, space shuttle航天飞机, Soviet Union苏联, carry out.完成, 实现, 贯彻, 执行, dream of梦想, come true实现, solar system太阳系, comic strip连环漫画.三、【语法】A.现在完成时1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。

新版⽜津⾼中英语必修⼆Unit1Behindthescenes学案精编新版⽜津⾼中英语必修第⼆册Unit 1 Lights，camera, action!Reading Behind the scenes 学案精编打印版Part 1 Reading comprehension1. The author begins the passage with several questions in the first paragraph for the purpose of _______.A. emphasizing there is more to learn about a film besides these common aspects.B. testing the readers about what they care about most when seeing a movieC. keeping the readers informed of the hard work behind the scenesD. showing the hard work behind the scenes is as easy to notice2. From Para.2, we know that _________.A. sound effects doesn’t call for any skills to produceB. sound effects are taken from the real circumstancesC. sound effects are not added to the film after shootingD. the sound of doors opening is always made by pulling a paper3. The author uses the example of the Quidditch scenes to show ________.A. that visual special effects can only be made with the help of computersB. that green matches any natural hair or skin colour in the studioC. how important it is for actors to jump and down in the studioD. how visual special effects are made with the help of a green screen4. What can we learn from Para.4?A. The model of the Titanic was bit smaller.B. A film’s success also comes from the exact props.C. It took the director 100 days to find information about the Titanic.D. It was not long before the director had the prop of the ship built.Part 2 Complete the summary of the passageBesides the familiar ___1____(aspect) that contribute to a film’s ___2____(successful), things ___3____the scenes tend to be neglected. Sound effects, some of which may be made ___4____(creative), often follow the ____5___(shoot) of a scene. Special effects are also of great ___6____(important), thanks to the aid ___7_____ computers or creative___8____(approach). Furthermore, props also make great ___9____(contribute). But in order to make a film real, great efforts are a must.Hopefully, next time you see a film, you can give these aspects a ___10____(think).Part 3 Word study1. type / ta?p/ n.类型；种类vi.& vt. 打字I've already seen a few movies of this type.我已经看过⼏部这种类型的影⽚了。

Unit1 Tales of the unexplainedPeriod: The first peiodContent: Welcome to the unitTeaching Objectives:1. to cultivate students’ prior knowledge2. to train students’ability of finding information , collecting and reorganizing it3. to provide students with sufficient chances to communicate with the teacher and with each other4. to help students enlarge their vocabulary, especially those related to the topicsLanguage Focus:Ⅰ. Important Points:1. about science and technology2. broadcast the latest news at home and abroad3. report and analyze the current situationsⅡ. Difficult Points:1. comment on the global economy and finances2. related to sports and music3. introduce different local customsTeaching Procedures:Ⅰ. Organizing the classT: Greeting and a duty reportⅡ. Lead-in1. Are you interested in a program called ‘Discovery”?2. Are you curious about mysteries?3. Have you ever thought of exploring some of the mysteries?Ⅲ. PracticeTeacher: What information have you got about UFO?Student A: ... ……Teacher: Do you think student A’s introduction interesting? What about the information you’ve got? Is there something different?Student B: ………Ⅳ.In this section,students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda. All these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena. Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.1 ( before taking up the task)The teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in English or in Chinese to get some information about UFO, Yeti, the Loch Monster, Bermuda, Stonehenge and the Great Pyramid. The activity can be conducted like this: The topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. They are beyond our knowledge. Even the advanced science and technology of today cannot offer satisfactory answers, so I recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the Internet or looking up background information in some books. Besides collecting information, you have to note down your answers. It’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures )a.Ask students to read the instructions and focus on the six pictures and illustrationsindividually first. The teacher can arouse their interest by asking them the following questions:Do the six pictures have something in common? What is it?(unexplained; no satisfactory answers; mysterious; no evidences…)Can scientists explain these phenomena?How do you feel about them? Are you a bit curious?b. Ask students to think of as many expressions as possible to answer the above questions, encourage them to make up sentences and report back their answers. The teacher can share the following sentences with students.They are mysterious because no satisfactory answers have been offered to explain their reasons.Though these mysteries have puzzled people for a long time, people show great interest in them.People feel puzzled due to their mysteries.c. Ask students to report back the information they have collected. As students have been required to prepare for the topics, their answers might be various. The teacher can vary the activities according to students’responses. If possible, some answers students provide can be used as prompt for a class discussion. For example:Teacher: What information have you got about UFO?Student A: ... ……Teacher: Do you think student A’s introduction interesting? What about the information you’ve got? Is there something different?Student B: ………This activity can be conducted flexibly.Sample answers1.Like any other intelligent and rationale person, 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, that we cannot identify. However, if you ask me whether I believe spacecraft carrying visitors from outer space, I would say ‘no’. I do not believe it.2. The continent of Antarctica was discovered in 1818. A map known as the 'Piri Reis' Map, a genuine document made in Constantinople in 1513, clearly shows the continent of Antarctica.How could this have been possible if Antarctica was not discovered until 300 years later? Antarctica was supposed to have been covered by ice for the last million or so years, but samples taken from sediment deep beneath Antarctica in 1949 revealed that great rivers had once flowed in Antarctica until about 6000 years ago.3. I’m always intere sted 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?’ ‘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 come to the earth.d. Ask students to have a discussion about the topics by exploring some other activities. In order to conduct them more conveniently, the teacher can arrange numbers from left to right, from top to bottom first. For example:(Picture 1)Have you ever read some reports about UFO in Chinese?Are you interested in it?Is it really from another planet? What does UFO stand for?For what reasons do you think UFO visits our planet?Student: ………Teacher: UFOs are unidentified flying objects, but no one really knows 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 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.(Picture 2)Where is Himalayas? What’s the weather like there?Yeti is reported to be half-man and half-beast, have you heard of it?Do you think some climbers’ disappearance have some connections with Yeti? Student: ………Teacher: The yeti is a humanlike monster who is supposed to live in the Himalayas, the highest mountain range in the world. Several sightings, mainly of footprints, have been reported by westerner explorers throughout the years. Yet none of them have been supported with evidence in any way.(Pictures3, 4 and 6)Stonehenge and the Great Pyramid of Egypt are both cultural relics.Where is the Great Pyramid built, on the east coast of the Nile or on the west of it? Whatare its reasons?Do you think the Great Pyramid a wonder in the human history? How was the GreatPyramid built?I haven’t heard of Stonehenge or the Ness Monster. They are a bit new to me. What aboutyou? Will you be interested in making discoveries about them when you grow up? Student: ………Teacher: On the 21st December 1933, the Daily Mail carried the following headline: "Monster of Loch Ness is not a Legend but a Fact." The hunter, M A Wetherall, a member of the Royal Geographical Society and the London Zoological Society said: "It is a four fingered beast and it has feet or pads of eight inches across. I judge it to be a powerful soft footed animal about 20 feet in length....... I am sure that it can breathe like a crocodile with just one nostril out of the water." Not much is known about Khufu. The tomb had been robbed long before archeologists came upon it. Any information about Khufu was taken with the objects inside the tomb. He is thought to have been the ruler of a highly structured society and he must have been very wealthy. He was buried alone in this massive tomb. His wives may have been buried nearby in smaller mastabas.(Picture 5)While talking about picture 4, the teacher can show a map to the students and point tothem clearly where Florida and the Bermuda Florida are on the map.Are there any monsters in these areas?Why do ships or planes disappear in this area?Do you think it is too mysterious?Suppose there is a ship equipped with the latest scientific equipment and it can make contact with scientists on land at any time, do you think it will be possible to solve the mysteries?Ⅴ. Exercise in class1. Scientists are convinced _____ the positive effect of laughter _____ physical and mental health.A. of; atB. by; inC. of; onD. on; at2. Kathy ______ some French while she was away on a business trip in France.A. picked upB. took upC. made upD. turned up3. The _______ boy made the police and his family _______.A. gone; puzzledB. missing; puzzledC. missing; puzzlingD. lost; puzzling4. Liu Xiang is believed _________ over $ 20 million in advertisements last year alone.A. to earnB. have earnedC. to have earnedD. having earned5. __________ your help, I passed the examination without any difficulty.A. Because ofB. Owing toC. Due toD. Thanks to6. Finally she ___________ that Tom was guilty.A. was convinced ofB. was convincedC. convincedD. was convincing7. Every time he returned from work, Paul would _________ his favorite music to relax himself.A. put onB. take onC. get onD. set on8. Our teacher told us that she was rather __________ at the __________ result of the test.A. disappointed; disappointingB. disappointing; disappointedC. disappointing; disappointingD. disappointed; disappointed9. The research group ____________ 15 members has made great achievements in recent years.A. is made up ofB. makes upC. made up ofD. making up of10. While our manager is away on business, our company will be _____________ Mr. Zhang.A. in the charge ofB. in charge ofC. taken charge ofD. taking the charge ofAnswer:1-5 CABCD 6-10 BAACAⅦ. Homework1 Pair students up first. Let different pairs focus on different questions. If possible, the first question can be adapted easily like this:Do you believe in UFOs? What may be the explanations of UFOs?——Aliens from space without a doubt——Military test craft without a doubt——Some UFOs are alien, some are test craft——UFOs are evidence of human space travel——UFOs are neither alien nor test craft——UFOs don't existEncourage students to express their agreements or disagreements about it.2 Ask different pairs to summarize their answers and then report them back.。

M2U1 Reading Boy missing, police puzzled (2)Learning goals1. In this period, you will learn some useful words and expressions.2. You will also learn some sentence patterns.3. At the end of the class, you will be able to use what we have learnt to make a short passage. RevisionRetell the story using the following expressions:step up search due to witness put on show up make up look into whileLanguage points1. Police in America have stepped up their search for a fifteen-year-old boy who … (lines 1-4)1) step up 增加，加速，加紧e.g. a. He has to step up his training to prepare for the race._______________________________________________________________________________ b. 我们将加紧努力，以防止更多污染。

_______________________________________________________________________________ 2) search n./v. 搜索，搜寻，搜查eg. 1) I searched everywhere for the book. ____________________________________________2) They searched him for the map. _______________________________________________3) I must search for that lost money until I find it. ___________________________________4) The police are in search of the lost child. ________________________________________5) Let’s join them in their search for the lost child.__________________________________ 比较：search sb ___________________ search sb /sp for sth ______________________ search for sb/sth__________ in search of ____________ in one’s search for _____________2. I didn’t see him but I heard him put on his favorite CD. (lines 24-26)e.g. He put his coat on hurriedly and ran out of the house. ______________________________ The play put on last week was well worth seeing. __________________________________ He put on a lot of weight last winter. _____________________________________归纳：put on ________________________________________3. Standing inside were lots of strange creatures with … ( lines36-38)本句倒装句结构是：表语+ be+主语1）Sitting at the back of the room was a shy girl with two big eyes.___________________________________________________________________________ 2）Also present at the meeting was a professor from Peking University.____________________________________________________________________________ 3）躺在地板上的是一个大约10岁的男孩。

Tales of the UnexplainedGrammar and Usageby Jia Liyi课堂设计指导思想：本节课是一节语法课。

基于任务型教学法的理念，在设定的情境中培养学生运用语言解决问题的能力。

本节课将语法学习与学生的生活实际联系起来，激发学生学习兴趣，重视学生的体验与参与。

基于语法课的特点，本节课借助多媒体开展教学活动，围绕核心语法项目——现在完成进行时和现在完成时设定任务，通过图片展示、名言警句欣赏、角色扮演等方式，让学生在小组合作和讨论中完成任务，实现预设的教学目标。

Teaching aims:1.Learn the form and usage of the present perfect continuous tense and review the presentperfect tense.2.Learn to know when the present perfect tense and the present perfect continuous tense is usedin sentences through context.3.Learn to cooperate with classmates during activities.4.Develop thinking habit of discovering and analyzing.Important and difficult points:1. Compare the differences between the present perfect continuous tense and the present perfect tense.2. Learn to distinguish different usages between the two tenses.3. Learn how to use the two senses to describe things and express opinions and attitudes.Teaching methods:Students-centered method; Communicative method; Task-based methodTeaching aids: Multimedia facilities; BlackboardTeaching procedures:Step 1 Lead-in1.Show a picture of a famous movie Music and Lyrics and play the song Way Back into Love. Before that, ask Ss to appreciate the repeated lyrics:I have been living with a shadow overheadI have been sleeping with a cloud above my bedI have been lonely for so long trapped in the pastI just can't seem to move onI have been hiding all my hopes and dreams awayJust in case I ever need them again somedayI've been setting aside timeTo clear a little space in the corners of my mindAll I want to do is find a way back into love......I've been watching but the stars refuse to shineI've been searching but I just don't see the signsI know that it's out thereThere's got to be something for my soul somewhereI've been looking for someone to shed some light……2. Ask Ss a question Have you found any similar patterns in this song? after playing the song.【设计意图】以歌曲激发学生的学习兴趣，听歌的同时引入主题，引导学生自主发现本课将要重点讲解的内容，以及语法结构have been doing。

Module 2 Unit 1 Grammar and projectⅠWord studytatement n. 声明；陈述，表达. state vt. 规定；声明；陈述; n. 国家；州；情形2.disagree vi 不同意；agree vi.同意，disagreement n.分歧，不一致，agreement n.同意，一致3.approriate adj.适当的，适宜的，〔同义词〕proper ；approriately adv.适当地幽默，humorous adj.幽默的anize /organise vt.组织，筹备，安排，处理；organization n. 组织，安排6. award n..奖，奖品，奖金；vt.授予，奖给，判给〔指为鼓励在工作中到达要求或条件的人而进展的奖励，往往指官方的，正式的。

〕reward vt/n.指对某人的工作或效劳等的报答，或帮助失主找到东西或帮助警察抓到罪犯而得到的酬金、奖赏。

Prize n.多指各类竞赛或抽奖中获得的奖品.Mo Yan was _______________ the Nobel Prize in Literature for his novelsXiao Huang got the first ____________ in the poem contest.The young man was _________________ for saving a drowning boy.7.8.length n. 长度long adj. 长的，lengthen vt.延长，伸长9.reserve n.〔动植物〕保护区，储藏vt.预订，保存，储藏reservation n.保存；预订，预约,订房间10. strength n. 力量，力气；strengthen vt.加强，稳固；勉励，鼓励11.convince vt.使确信，使相信；convinced adj. 确信的；深信的(说明Sb.)；convincing adj.令人相信的，令人信服的,有说服力的(说明Sth.)12．link n./vt. 联系，关联linking n.连接linked adj .连接的13.survive vi/vt. 生存，挺过〔难关〕；survival n.生存；survivor 生存者ⅡFill in the blands with the proper words1.reserve (请说出以下句中的划线局部的中文意思)①Since winter is coming, she begins to prepare a large reserve of foods for the whole family. ______________②Wolong, a national nature reserve, is home to Giant Panadas. ________③He told us that these seats were reserved for special guests. __________④It’s good idea to reserve a table in advance since therestaurant is so busy on weekends. __________⑤They must reserve enough money for the education of their daughter. __________2.convince后面接名词、代词、或从句。

Language Focus (Module 2 Unit1)Welcome to the unit1.run into(1)(非正式)偶然遇到，碰见(某人)①I first ran into him at the theatre．我第一次遇见他是在剧院。

②I ran into an old friend in the street．我在街上遇到一位老朋友。

(2)(汽车)撞到；与……相撞The car ran into a lamppost．汽车撞到路灯柱上。

(3)遇到(困难等)The project ran into financial difficulties．该工程遇到财政困难。

The Southeastern Asian countries ran into difficult economic situation with the tsunami．海啸使东南亚各国陷入了经济困境。

(4)合计为；累计达到(某数量等)①Losses ran into millions of pounds．损失达几百万英镑。

②The repairs will probably run into several thousand pounds．修理费可能高达几千英镑。

[联想发散]run across 偶然发现，遇到run after 追赶，追求run around 跑来跑去，与某人厮混、来往run away 逃走，潜逃[活学活用]The car was out of control and run ______a truck in front of it.A. out ofB. overC. intoD. to2.Can’t tell?tell v. 说出，判断，揣测，看出，后面接名词或代词、从句，有时可跟不定式。

(1).It was difficult to tell his exact age.(2).He can’t tell the difference/the colour/the size.(3)How can you tell whether the meat is cooked or not?(4).How can you tell which button to press?Reading1. step up1）走上楼梯，走上前Would Miss Smith please step up to receive her prize? 请斯密斯小姐上来领奖。

Module2 Unit1教学设计课时主备教案课型wele + word powerLearning objectives:By the end of this period, students will be able to1. voice their opinions about some mysterious or unexplained phenomena;2. understand a speech given by a scientist;3. expand their vocabulary through learning some words about space and space exploration. Focus of the lesson:1. picture-talking2. mastering words about space and space exploration Predicted area of difficulties:1. expressing their opinions about unexplained things2. memorizing words concerning space and space exploration Learning aids:1. PPT2. blackboardLearning procedures:课型Reading (1)Learning objectives:By the end of this period, students will be able to1. gain an overall understanding of the article;2. know clearly how to read a newspaper article;3. conduct an interview.Focus of the lesson:1. having a thorough understanding of the article2. putting reading strategy into practical use Predicted area of difficulties understanding the general idea of the article Learning aids:1. PPT2. blackboardLearning procedures:课型Reading (2)Learning objectives:By the end of this period, students will be able to1. grasp the usage of some key words and phrases;2. understand the newspaper article better;3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:theusage of some key words and phrasesPredicted area of difficulties1. the usage of the words and expressions: occur, make up, search2. inversionLearning aids:1. PPT2. blackboardLearning procedures:课型Grammar and usageLearning objectives:By the end of this period, students will be able to1. know clearly how to form and use the present perfect tense;2. understand when the present perfect continuous tense is used in sentences;3. use the twodifferent tenses correctly in relevant exercises.Focus of the lesson:differences between the present perfect tense and the past tensedifferences between the present perfect tense and the present perfect continuous tense Predicted area of difficultiesdifferences between the present perfect tense and the past tenseLearning aids:1. PPT2. blackboardLearning procedures:课型____TaskLearning objectives:By the end of this period, students will be able to1. know clearly how to design a questionnaire;2. carry out an interview;3. analyze statistics and write a report.Focus of the lesson:1. mastering the rules in designing a questionnaire2. writing a report which gives conclusions and remendations Predicted area of difficulties:writing a report based on a surveyLearning aids:1. PPT2. blackboardLearning procedures:课型____ProjectLearning objectives:By the end of this period, students will be able to1. know some specific information about the wild creature;2. find out important elements in writing a mysterious story;3. write and tell a short mysterious story.Focus of the lesson:1. understanding the main idea of the article2. writing a story on one of the mysteries Predicted area of difficulties:writing a report on one of the mysteries Learning aids:1. PPT2. blackboardLearning procedures:。