牛津译林版英语必修二Unit1Project教案

Unit 1 Lights, camera, action!Project教教教教I. L earning objectivesBy the end of the lesson, students will be able to:1. get to know the steps to dub a film scene;2. get to know the skills of dubbing a film scene;3. cultivate the spirit of teamwork by working in groups.II. Key competence focusCooperate with others and improve language competence in pronunciation and intonation.III. Predicted areas of difficulty1. Get into character of the dubbing scene.2. Dub the lines with correct pronunciation, intonation and emotions.IV. Teaching proceduresStep 1 Lead-in1. T asks Ss to look at some pictures and speak out the names of these films.2. T dubs a short film scene from the film Forrest Gump: Life is like a box of chocolates, you never know what you’re gonna get.3. T asks Ss the following questions:● What is dubbing?Dubbing is the process of adding new dialogue or other sounds to the sound track of a film that has already been shot.● Why do we dub?For language reasons: It is a means of translating foreign-language films into the audience’s language.For technical reasons: Dubbing allows the filmmaker to obtain high-quality dialogue regardless of the actual conditions that existed during shooting.【设计意图：用图片和教师口头配音的方式，将学生熟悉的话题作为预设教学目标的情境载体导入，激活学生已有知识，快速进入本堂课的主题。

Unit 1 Tales of the unexplained●Project: Telling a mysterious storyThe project in this unit is designed to help you learn and use English by doing a group project. The reading material about Yetis is a sample for you to see how a mysterious story can be written. Try to write a story on one of the five mysteries in the section Welcome to the unit.Use what you have learned in this unit to complete the project. You may discuss what mystery you want to write a story about, and collect as much information as you can. Please think carefully and creatively about the story. Divide the work among yourselves and cooperate by working together. In this way, I’m sure you will learn something that you didn't know before. Reading1. Read the article quickly to find the main idea of each paragraph and the connections between them.Paragraph 1 Yetis are reported to have been seen all over the world.Paragraphs 2-4 Descriptions of Yetis in different places (supported details for paragraph 1) Paragraphs 5-6 Scientists' different opinions about YetisParagraph 7 Scientists hope to find the truth.2. Read the article again, and find answers to the following questions and fill in the form below:In which years were Yetis seen?Where have Yetis or similar creatures been seen?What has been reported about Yetis?What do scientists think of Yetis?3. Try to distinguish the writing features of a mysterious story so that you may know how to write such a story.The writing features of a mysterious story:*an interesting and attractive title*an attractive beginning*some details of the story with some pictures or photos*what scientists or people think about the story*an open end of the story4. You may also consult the story Boy missing, police puzzled, which is a news story, whileS earching for the Yeti is an overview about Yetis. Compare the two articles. The former one is a newspaper report. So after reading the first paragraph readers will know what has happened and when and where it happened and more details and information are given in the followingparagraphs. The latter one is a magazine article. It is an overview with general information aboutYetis. So it tells readers some details about Yetis people have seen in different places.5. Do Parts B1 and B2 on page 81 in Workbook, so you will have a better understanding about theusages of the useful words and expressions in Project.Parts D1 and D2 on page 83 in Workbook are assigned as your homework to practise usingsome words and important patterns in this unit.Telling a mysterious storyTo conduct this project, you need to follow the following four steps: planning, preparing,producing and presenting. I’d like to give you some guide for each step:1. At the step of planning, you should first make clear the dead line is the end of this week. Thenwork in small groups to discuss first what to write and then the questions in this part. Divide upthe work and decide what each group member will do.2. When preparing, you meet, discuss and choose from the information each group member hascollected. One of you in the group write the outline according to the result of the discussion. When finished, the outline should be approved by the whole group.3. The next step is producing. Each of you should write a part of the story. Then put what youhave written together. Proofread the story to correct mistakes if there are any. New ideas can beadded. Those who are responsible for illustrating the story should draw your pictures according to the writing. Then the whole group should approve the story and the illustrations.4. Then comes your time of presenting. The storyteller of each group is to tell your story to thewhole class. Then put up your stories on the walls of the classroom.AnswersPart B1 (page 81)1 hairy hair2 strength strong3 existence exist4 climber climbing5 describe descriptions6 heavy heavily7 amazes amazing8 really realPart B2 (page 81)1 search for2 similar3 living on4 convinced5 made his way6 supported7 on average8 mysteriesPart C1 (page 82)1 have done have made2 have lost3 have been preparing have invited4 has been writing hasn't finished5 has forgotten have been expecting6 have been waiting hasn't turned7 has been snowing have had 8 have been trying have got has happenedPart C2 (page 82)1 has been doing has written have been published is teaching2 have become wrote3 e-mailed answered have been expecting4 have listened have become5 have been reading have learned will/am going to introducePart D1 (page 83)1 spaceship2 amazing3 creatures4 research5 missing6 experiences7 disappeared 8 witnesses 9 disappearance 10 evidence 11 frightened 12 have beenhavingPart D2 (page 83)1. He will not give up until the problem is solved.2. I remember I put the book away after reading the first two pages, but now it has gone missing.3. According to Bill, the football match will be held on the first Sunday in June.4. The airport was closed because of/due to the bad weather.5. The neighbours reported seeing him leave the house in a black coat.6. The police have ruled out the possibility of murder. However, his death still puzzleseveryone.7. I am surprised that the seventy-year-old man has passed the college entrance examinations andgot into a famous university.8. Is there any possibility that a child can start a toy company on the Internet?ReadingPart A (page 84)1. To show Alan that many people have made stories to make us feel moved.2. He feels that the film is too long and that Steven Spielberg just wanted to make a sad story.3. It is one hour and forty--five minutes long.4. E.T is just like us. He needs love, friendship and help.5. The first time she is telling Alan how the film is still loved by many people a long time after itwas made. The second time she is telling him that the special effects still look good after more than twenty years.Part B (page 85)1. People were worried about terrorism. China had a problem with SARS and many countries had manyproblems.2. When it first appeared, they were scared and tried to kill it but now they are happy to see it.3. The writer wants to show that many things are the same. Though many people don't believe themonsters really live in the lakes, tourism has still increased in both places.4. People could open shops to sell souvenirs.5. No, more and more tourists are visiting the lakes.ListeningParts A and B (page 86)TV report: 1. town Jiangsu eleven 2. visiting 3. coloured lights 4. two hills cloudsDad's beliefs: 1. plane 2. hundreds of people see 3. Tian'anmen SquarePart C (page 86)1. town2. Jiangsu3. eleven4. visiting5. coloured lights6. plane7. hundreds of8. see9. Tian'anmen SquareWritingPart B (page 87)Dear Jim,I had a strange experience last night. It was unusually dark. I noticed a light in my back gardenand walked to the door to take a look. A UFO had landed in my garden and opened its door! Icouldn't believe my eyes. An alien was walking down the stairs of the UFO. He walked up to me and said, 'Now, I'm taking you to a new place.' With that, he led me into the UFO and we flew to the Moon and then to Mars. Just as I began to enjoy the ride, the alien brought out a torch. All of a sudden, a strong beam shone in my eyes. I had to keep my eyes shut to avoid the light. Guess what?It was sunlight shining on my bed. What a dream!Yours truly,。

牛津高中英语教学设计单元：Unit 1 Tales of the unexplained板块：TaskThoughts on the design:本节课是以提高分析数据图表能力、加强英语实践应用能力为目标的实践教学课。

实践应用教学应当“有层次”先模仿后独立完成。

Teaching aims:After learning this period, the students will be able to know how to analyse statistics that gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics.Teaching procedures:Step 1 Lead-in PPT4—7We analyze the statistics gathered from a number of questionnaires before we use the information to write a report. Make sure that students know what can be obtained through analyzing the statistics. They can draw conclusions and make recommendations. Thus, they can discover what people are interested in, what they are doing or they want to do. Encourage students to think of more conclusions and recommendations about the example sentence.Conclusions1. Many students know how to use an English dictionary.2. Some students like to use an English dictionary.3. An English dictionary is very useful.4. It’s easy to get an English dictionary.5. More…RecommendationEvery student who is studying English should have an English dictionary.Step 2 Presentation 2 examplesExample 1 PPT 8—10Read the pie chart about students’ after school activities and analyse the statistics. And draw at least three more conclusions and make another three recommendations.Statistics: • 65% of the students usually do reading after school• 14% of the students do sports after schoolConclusions:• ... is the most popular activity for ... • Only a few students enjoy ...• Most students do not ...Recommendations:• ... should have more sports facilities • I suggest ...• ... had better ...Example 2 PPT 11—13Read the pie chart about students ’ hobbies and interests and analyse the statistics. And draw at least three more conclusions and make another three recommendations.Conclusions:1 The second most popular activity for students in the school is surfing the Internet.8%36%53%3%Reading Surfing the internet Doing sport Dancing2 Only a few students in the school like reading.3 Most students in the school don’t like dancing.Recommendations1. The school should guide students in surfing the Internet.2. The school should find ways to arouse students’ interests in reading.3. The school should take steps to make more students become interested in dancing.Step 3 Writing a report PPT 14—21In this part, students are asked to write a report about the possibility of starting a mystery book club after analyzing the statistics. They will first read the three charts to get the statistics. Then they are asked to draw some conclusions and make recommendations. At last they will write a report to the boss about their findings.Let students work in groups. Draw conclusions and make recommendations from statisticsby making a list.Statistics:1 Mystery books members are interested in: 39%2 Number of people interested in a mystery book club: 81%3 Monthly amounts of money members willing to spend on mystery books:Below 10RMB 23%10—19RMB 42%20—29RMB 30%No less then 30RMB 5%Conclusions:Many people are interested in a mystery book club and about 77% of them would like to spend more than 10 yuan on mystery books per month.Recommendations: A mystery book club can be started.Step 4 HomeworkWrite a report according to what they have discussed.Possible exampleThe Possibility of Starting a Mystery Book Club.Conclusions drawn from the statistics:From the statistics, we can determine that about 39% of the members in our book club are interested in mysteries. Many people are interested in a mystery club and about 77% of them would like to spend more than ￥10 on mystery books every month Of these people 5%would spend no less than ￥30 and 30% are willing to spend ￥20-29. So I think more people than we expected are interested in mysteries. They want to read books about mysteries.Recommendations:A mystery book club can be started.。

英语必修2译林牛津版Unit 1教案13（Project）Period Thirteen ProjectⅠ.Teaching aims:1. Enable students to tell a mysterious story.2. To learn and master some language points in project.Ⅱ.Teaching important and difficult points:1. How to tell a mysterious story.2. Help the students understand some language points and know how to use them.Ⅲ.Teaching methods:Task-based activity and explanationⅣ.Teaching aids:Multi-media教师高考扫荡狂练：完形填空—夹叙夹议69.Once, it was in the middle of a personal development workshop. One of the people present stood up and began1out diamond rings to each of the one hundred people in the room.He was a2jeweler, he said, and he had made these expensive3as gifts to open people’s eyes to the abundance (充裕) of life.On his fifth birthday, the man4, his uncle had taken him to a candy5and told him that he could take6he wanted, and as much as he wanted. 7he was very pleased and decided to 8something he liked best.The entire store was9to him. He had looked at the jars and plates, an d he hadn’t known where to10. At last, he filled a bag with all his11candies. He didn’t take everything, 12that feeling of being able to have whatever he wanted seemed to make him very13.Since then, he said, he had been able to14the abundance of life. He saw the world as full of 15, richness and beauty—all you had to do was, take your pick and fill your bag.The sad truth is that most of us grow up with the16feeling—we develop a poverty mentality(贫穷心理). We17be lieve that there simply isn’t enough. We think we have to18, fight and struggle, so that we can get what we need and want. If we can’t19our hands to get, someone else will be searching through our pockets. The20of that mentality is that we all have to go hungry.Get a taste of abundance and try to have a great life!1. A. givingB. lendingC. showingD. borrowing2. A. poorB. strongC. richD. popular3. A. necklacesB. watchesC. medalsD. rings4. A. complainedB. explainedC. suggestedD. expected5. A. schoolB. factoryC. storeD. yard6. A. whateverB. whereverC. whicheverD. whomever7. A. UnfortunatelyB. Sadly C. SilentlyD. Certainly8. A. refuseB. acceptC. chooseD. change9. A. smallB. openC. emptyD. closed10. A. beginB. workC. stayD. end11. A. cheapB. famousC. expensiveD. favorite12. A. andB. orC. butD. nor13. A. worriedB. excitedC. interestedD. surprised14. A. searchB. inventC. loseD. notice15. A. opportunitiesB. troubles C. sorrowsD. quarrels16. A. boringB. normalC. oppositeD. natural17. A. hardlyB. alwaysC. neverD. less18. A. leaveB. continueC. stopD. compete19. A. reach outB. put up C. take backD. work with20. A. promise B. resultC. successD. hope参考答案69.ACDBC ADCBA DCBDA CBDAB：Ⅴ.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2. Telling a mysterious storyThe storyteller of each group tell a story to the whole class.Step 3. Language Points:1.mystery (P18) n. 神秘，神秘之事mysterious adj. 神秘的2．The Yeti is said to be a large, hairy animal that walks on two feet like a human being．据说，野人体格粗壮、多毛。

牛津译林版（2020）选择性必修第二册Unit 1 The Mass MediaProject本节课的教材分析：本节课是牛津译林版（2020）选择性必修第二册Unit 1 The Mass Media Project。

该单元主要讲授了大众传媒的概念、发展和影响等内容。

教材包含了一个项目任务，要求学生分组制作一个关于媒体的新闻广播节目。

教学目标：1. 知识目标：学习了解大众传媒的概念、发展和影响，以及媒体报道的方式和技巧。

2. 技能目标：培养学生的听说读写技能，并能在实际情境中运用所学知识。

3. 情感目标：培养学生的合作意识和创新意识，增强他们对媒体报道的批判性思维和文化素养。

教学重点：1. 学习掌握关于大众传媒的基本知识，如不同类型的媒体，媒体的发展和影响。

2. 培养学生的听说读写技能，提高他们运用媒体相关词汇和表达方式的能力。

3. 培养学生的合作意识和创新意识，通过项目任务的组织实施，促进学生的团队合作和创新能力。

教学难点：1. 学生对于媒体报道方式和技巧的理解和应用。

2. 学生在项目任务中的团队合作和创新能力。

学情分析：学生是高二年级学生，英语水平普遍在中等偏上。

他们对媒体的使用和影响有一定的了解，但对于媒体报道方式和技巧可能缺乏系统的认知。

学生在语言表达和写作方面仍有待提高，同时也需要培养团队合作和创新能力。

教学策略：1. 激发学生的学习兴趣，引导他们积极参与课堂讨论和活动。

2. 引导学生自主学习和发现，通过小组合作完成项目任务，培养他们的团队合作和创新能力。

3. 提供丰富的教学资源和案例，帮助学生深入了解媒体报道方式和技巧。

教学方法：1. 任务型教学法：通过项目任务的设置，引导学生在实际情境中运用所学知识，提高他们的语言运用能力。

2. 合作学习法：安排小组合作讨论和研究活动，培养学生的团队合作和创新能力。

3. 提问导向法：利用提问的方式激发学生的思考和讨论，促进他们的批判性思维和创新意识的培养。

英语必修2译林牛津版Unit 1教案09（Task01）Period Nine Task (1)Completing a questionnaireⅠ.Teaching goals:pleting a questionnaire2.Help students learn how to con struct a good questionnaireⅡ.Teaching important & difficult points:Enable students to understand the rules of constructing and design a questionnaire.Ⅲ.Teaching methods:Correction and listening practice.Ⅳ.Teaching aids:The multimedia.教师高考扫荡狂练：完形填空—夹叙夹议88.She walks gracelessly (粗野地) into my lap (膝盖) at times, and as soft as a feather at other times. Sometimes the growing little princess runs herself to the1of exhaustion (疲惫) while other days she takes it sort of2and easy. On the more active days she runs out of gas and then finds3holding onto me as she gets to sleep. I often4have some work to finish, so I l et her lean on my arm to get her5as I finish. I know she won’t really6soundly until I put her to bed, so I try to hurry.. .Watching her soar (翱翔) in her way, so sure of her7and what makes her full and free is a sight to behold (凝视) — to cherish (珍爱). It is a fancy gift to8these times with her.She also9her little secrets to me, 10I am missing the obvious feelings. She has her ways, and looks at me so adoringly (崇拜地) , 11me to care for her in my best way. I realize now, as I 12not have in the past, how lucky I am to guide her into her freedom and13.Like many p arents, I am14myself living relative to the most gracious (亲切的) and acceptinglittle bundle of energy imaginable. She is tender and easily harmed, and15I know just how tender and16I am capable of being, and how I can be firm17caring and kind to help her become a fully h appy free and living soul.I’m18to be so well loved, and I am blessed by really more than her presence. Really, both of the dea r souls see me fully through God’s19as only they can. They help me learn of my capacity to love and to20, and to love myself. I couldn’t a sk for more.1. A. pointB. feelingC. placeD. strength2. A. interestingB. slowC. funnyD. happy3. A. supportB. comfortC. armsD. belief4. A. everB. even C. alreadyD. still5. A. giftsB. restC. satisfactionD. toys6. A. moveB. lieC. sleepD. act7. A. directionB. behaviorC. abilityD. energy8. A. takeB. noticeC. shareD. waste9. A. whispersB. hidesC. showsD. takes10. A. unlessB. ifC. untilD. whenever11. A. beggingB. trustingC. promisingD. forcing12. A. wouldB. shouldC. mayD. need13. A. fullnessB. activityC. safetyD. happiness14. A. havingB. noticingC. findingD. keeping15. A. howeverB. thereforeC. thenD. yet16. A. carefulB. thoughtfulC. gentleD. patient17. A.andB. soC. orD. but18. A. fortunateB. eagerC. anxiousD. worried19. A. mindB. thoughtC. eyes D. ears20. A. acceptB. send C. offerD. think参考答案88.ABBDB CACAD BCACB CDACA：Ⅴ.Teaching procedures:Step 1 RevisionStep 2 Skill building 1: Completing a questionnaireFirst ask students some questions about questionnaire.T: Do you know what a questionnaire is and what’s the purpose of it?S:A questionnaire is a list of questions or statements and these questions or statements are to be answered usually for a survey in order to collect information.T: You’re quite right. But the questions or statements in a questionnaire are not casually designed. There are some rules to follow to make a good questionnaire. Now please read the six points of explanation on page 12 and learn more about characteristics of a questionnaire.After students finish reading the points, ask them to read the questionnaire about people’s shopping habits on page 12 and point out which rule each statement breaks, then try to correct them according to the rules.Suggested answers:1.Rule 3. I often go shopping in supermarkets.2.Rule 1. It should be divided into two separate statements. ①“I go shopping once a day.”②“ I spend more than $15 each time.”3.Rule 6. Many people may not know what Smith’s is. We can replace it with “I have goneshoppingat a store.”4.Rule 2. I usually go shopping with my friend in the n eighborhood.5.Rule 5. I often go shopping at weekends.6.Rule 4. “Top” causes confusion here. It can mean different things. We can specify it as “Ibuy a newtop of a table every month.”T: Suppose you work for a book club called Best Book Club . The club is doing a survey of its members, but in the questionnaire there are three questions or statements that break the rules on Page 12. Please correct them.Suggested answers:1. 2 There are two questions included in it. It should be divided into two questions.①How did you find out about Best Book Club? ②When did you join the club?2. 3 It lacks of specific reference. It should be more accurate.---How many times have youvisitedbook-shops in the last 6 months?3. 5 The sentence is too long and difficult. We should use simple and short sentence in aquestionnaire.--- The instruction should be like number 6 “Please write down your answer”.Next, let students listen to an interview with a Best Book Club member and fill in the corrected questionnaire. After that, check the answers as a class.Suggested answers:1:15-20 2:Internet 3:over 10 4. over￥100 5. history 6. for free booksStep 3 Language Points1. respond to: 回答，回应(P12)He responded to my suggestion with a laugh. 他对我的建议报以大笑。