高中教案教案

Unit1Talesoftheunexplained-WelcometotheUnit教案。

作為杰出的教學(xué)工作者，能夠保證教課的順利開展，教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓學(xué)生能夠在課堂積極的參與互動(dòng)，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。你知道如何去寫好一份優(yōu)秀的教案呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《Unit1Talesoftheunexplained-WelcometotheUnit教案》，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit1Talesoftheunexplained-WelcometotheUnit教案

Description

Inthissection,studentswillbeaskedtotalkaboutthefollowingphenomena,includingtracesofUFO,realexistencesofYetiandtheLochNessmonster,reasonsforbuildingStonehengeandtheGreatPyramidanddisappearancesofshipsandplanesintheBermuda.Allthesehaveacommoncharacteristic,thatis,noevidencesorproofshavebeenprovidedtoexplainthemysteriousphenomena.Studentsareexpectedtomakefulluseofresourcesandsharetheirimaginativeideaswitheachotherbyparticipatinginalltheactivities.Suggestedteachingprocedures

lBrainstorming

1(beforetakingupthetask)

Theteacherassignsstudentsatask,thatis,allofthemarerequiredtosurfthenetorrefertosomereferencebooks,inEnglishorinChinesetogetsomeinformationaboutUFO,Yeti,theLochMonster,Bermuda,StonehengeandtheGreatPyramid.Theactivitycanbeconductedlikethis:

Thetopicswearegoingtodealwithinournextperiodarenotonlyveryinterestingandattractive,butabitmysteriousaswell.Theyarebeyondourknowledge.Eventheadvancedscienceandtechnologyoftodaycannotoffersatisfactoryanswers,soIrecommendifwe’dliketodiscussthesetopics,itisbestforallofustomakepreparationsfirst,eitherbysearchingforinformationontheInternetorlookingupbackgroundinformationinsomebooks.Besidescollectinginformation,youhavetonotedownyouranswers.It’llbemoreconvenientforyoutoreportbackyouranswersifyoudoso.2(focusingonthepictures)

aAskstudentstoreadtheinstructionsandfocusonthesixpicturesandillustrationsindividuallyfirst.Theteachercanarousetheirinterestbyaskingthemthefollowingquestions:

Dothesixpictureshavesomethingincommon?Whatisit?

(unexplained;nosatisfactoryanswers;mysterious;noevidences…)

Canscientistsexplainthesephenomena?

Howdoyoufeelaboutthem?Areyouabitcurious?

bAskstudentstothinkofasmanyexpressionsaspossibletoanswertheabovequestions,encouragethemtomakeupsentencesandreportbacktheiranswers.Theteachercansharethefollowingsentenceswithstudents.

Theyaremysteriousbecausenosatisfactoryanswershavebeenofferedtoexplaintheirreasons.

Thoughthesemysterieshavepuzzledpeopleforalongtime,peopleshowgreatinterestinthem.

Peoplefeelpuzzledduetotheirmysteries.cAskstudentstoreportbacktheinformationtheyhavecollected.Asstudentshavebeenrequiredtoprepareforthetopics,theiranswersmightbevarious.Theteachercanvarytheactivitiesaccordingtostudents’responses.Ifpossible,someanswersstudentsprovidecanbeusedasapromptforaclassdiscussion.Forexample:

Teacher:WhatinformationhaveyougotaboutUFO?

StudentA:...……

Teacher:DoyouthinkstudentA’sintroductioninteresting?Whatabouttheinformationyou’vegot?Istheresomethingdifferent?

StudentB:………

Thisactivitycanbeconductedflexibly.dAskstudentstohaveadiscussionaboutthetopicsbyexploringsomeotheractivities.Inordertoconductthemmoreconveniently,theteachercanarrangenumbersfromlefttoright,fromtoptobottomfirst.Forexample:(Picture1)HaveyoueverreadsomereportsaboutUFOinChinese?Areyouinterestedinit?

Isitreallyfromanotherplanet?WhatdoesUFOstandfor?

ForwhatreasonsdoyouthinkUFOvisitsourplanet?(Picture2)WhereisHimalayas?What’stheweatherlikethere?

Whydosomepeoplemakegreateffortstoclimbit?(hobby;dream;challengethemselves;makediscoveries;overcome…)

Yetiisreportedtobehalf-manandhalf-beast,haveyouheardofit?

Doyouthinksomeclimbers’disappearancehavesomeconnectionswithYeti?(Pictures3,4and6)StonehengeandtheGreatPyramidofEgyptarebothculturalrelics.

WhereistheGreatPyramidbuilt,ontheeastcoastoftheNileoronthewestofit?Whatareitsreasons?

DoyouthinktheGreatPyramidawonderinthehumanhistory?HowwastheGreatPyramidbuilt?

Ihaven’theardofStonehengeortheNessMonster.Theyareabitnewtome.Whataboutyou?Willyoubeinterestedinmakingdiscoveriesaboutthemwhenyougrowup?(Picture5)Whiletalkingaboutpicture4,theteachercanshowamaptothestudentsandpointtothemclearlywhereFloridaandtheBermudaFloridaareonthemap.

Arethereanymonstersintheseareas?

Whydoshipsorplanesdisappearinthisarea?Doyouthinkitistoomysterious?

Supposethereisashipequippedwiththelatestscientificequipmentanditcanmakecontactwithscientistsonlandatanytime,doyouthinkitwillbepossibletosolvethemysteries?

lSharinginformation

1Pairstudentsupfirst.Letdifferentpairsfocusondifferentquestions.Ifpossible,thefirstquestioncanbeadaptedeasilylikethis:

DoyoubelieveinUFOs?WhatmaybetheexplanationsofUFOs?

——Aliensfromspacewithoutadoubt
——Militarytestcraftwithoutadoubt
——SomeUFOsarealien,somearetestcraft
——UFOsareevidenceofhumanspacetravel
——UFOsareneitheraliennortestcraft
——UFOsdontexist

Encouragestudentstoexpresstheiragreementsordisagreementsaboutit.

2Askdifferentpairstosummarizetheiranswersandthenreportthemback.

Sampleanswers

1Likeanyotherintelligentandrationaleperson,IhaveafirmbeliefinUFOs.Infact,Ihaveseenafewmyself.UFOstandsforUnidentifiedFlyingObject,thatis,anobject,apparentlymovinginthesky,thatwecannotidentify.However,ifyouaskmewhetherIbelievespacecraftcarryingvisitorsfromouterspace,Iwouldsay‘no’.Idonotbelieveit.2ThecontinentofAntarcticawasdiscoveredin1818.AmapknownasthePiriReisMap,agenuinedocumentmadeinConstantinoplein1513,clearlyshowsthecontinentofAntarctica.HowcouldthishavebeenpossibleifAntarcticawasnotdiscovereduntil300yearslater?Antarcticawassupposedtohavebeencoveredbyiceforthelastmillionorsoyears,butsamplestakenfromsedimentdeepbeneathAntarcticain1949revealedthatgreatrivershadonceflowedinAntarcticauntilabout6000yearsago.3I’malwaysinterestedinthestoriesofUFOsandaliens.AndIhopeIwillhavethechancetomeetonesomeday.Ifitreallyhappenstome,Iwillaskquestionssuchas‘whoorwhatareyou?’‘Whereareyoufrom?’‘Howlongdoesittaketotravelfromyourplacetoourplanet?’Iwilltrymybesttocommunicatewiththem,discoveringwhattheirlifeislikeandwhytheycometotheearth.Resources

(Picture1)Thefollowingisadescriptionfromawitness:Thelightwastravellingwesttonortheast.Theyweresayingitthenchangeddirectionfromwesttosoutheast.Therewasnocolour,justbrightlightlikealargespotlight.Atfirstmyhusbandthoughtitwasahelicopterwithaspotlight,buttherewasnonoise.Itseemedtomoveinaslow,steadyspeed.Frommyperspectiveitchangeddirectionatthelastmoment.’Formoreinformation,youcansurfthefollowingweb-site:

///

(Picture3)LochNessisavastandbeautifulbodyofwater.AlthoughNessiewassightedasfarbackasthe6thcenturyAD,itisthemoderndaysightingsthathaveattractedthepublicimagination.Formoreinformationyoucansurfthefollowingwebsite://be.sbc.edu/earthmysteries/EMStonehenge.html

(Picture6)TheGreatPyramidofKhufuisatypicalexampleoftheknowledgeandexperienceofallpreviouspyramids,anditistheonlysurvivingmemberoftheancientSevenWondersoftheWorld.Thefollowingwebsitetellsyoumore:///buildings/Great_Pyramid.html

相關(guān)知識(shí)

Unit1Talesoftheunexplained—grammar教案

Unit1Talesoftheunexplained—grammar教案

Presentperfecttense

Teachingaim:

Togiveabriefintroductiontothepresentperfecttense

Teachingprocedures:

1GooverthenewsstoryonPage2andfindthesentencesusingthepresentperfecttense.

Pleaseexplainwhythetenseisusedinthesesentences.

2Theformofthepresentperfecttense

3Talkabouttheusesofthepresentperfecttense

AWeusethepresentperfecttensetotalkaboutthingsthathappenedintherecentpast,butareconnectedtothepresent.

ThedisappearanceofJustinhasmadeKellyveryunhappy.

BWealsousethepresentperfecttensetotalkaboutsomethingthatstartedinthepast,andisstillhappeningnow.

IhavenotseenJustinsincelastFridaynight.

CWeusethepresentperfecttensewhentheexacttimeofanactionisnotclearorimportant.Weuseitwithtimeexpressionssuchas:

alreadyeverforjustlatelyneverrecentlysinceyet

Weusealreadyforaffirmativestatementsandyetfornegativestatements.

Weusefor+aperiodoftimeandsince+apointintime.

DWeusethepresentperfecttensetotalkaboutactionsthatwerecompletedonlyashorttimeago.Inthiscase,justisused.Payattentiontothepositionofjust.

Hehasjustgoneout.(=Hewentoutafewminutesago.)

Weusethepresentperfecttenseheretotellothersthatheisn’therenow.

Ihavejustheardthenews.(NowIknowthenews.)

EWecanalsousethepresentperfecttenseforrepeatedactions,thatis,weusethepresentperfecttensewiththetimeexpressionsonce/twice/threetimes…

FActionsoccurringinanincompleteperiodmightbeindicatedbytodayorthismorning/afternoon/evening/week/month/year/centuryorallday/night/week,allthetime,alwaysetc.

Tomhasrungupthreetimesthismorning.(Nowitisstillinthemorning.)

Tomrangupthreetimesthismorning.(Nowitisnotstillinthemorning.)Completethefollowingsentenceswiththepropertense.

AWehavestudied(study)Englishforaboutfiveyears.

BTheyhavelived(live)inthesouthsincetheirdaughterwasborn.

CIhaveread(read)yourarticlethreetimes.It’swellwritten.

DThestudenthasfinished(finish)herhomeworkalready.

EErichasgone(go)backtohishometowntoday.

FThepolicehavejustfinished(finish)searchingthearea.

4Comparethesimplepasttenseandthepresentperfecttense

Lookatthefollowingsentencesandpointoutwhattenseortensesareusedinthemandthereasonswhytheyareused.

AWehavestudiedEnglishforaboutfiveyears.Webegantostudyitfiveyearsago.

BTheymovedtothesouthin1990andhavelivedtheresincethen.

CEriclefthomelastyearandhasjustcomeback.

EJustinhasbeenawayfromhomeforseveraldays.HedisappearedlastFriday.

FTheyboughtthishousethreeyearsagoandtheyhavelivedheresincethen.

Gmybrotherwenttoseemygrandpalastweek.Hehasvisitedhimthreetimesthismonth.Completethefollowingsentences:

a‘Haveyouseenmypen?’‘Yes,Isawitonyourdeskjustnow.’

b‘Haveyouhaddinner?’‘Yes,IhaditwithMary.’

CHasthepostmancomeyet/thismorning?

DDidthepostmancomethismorning?

EIhaveknownhimforalongtime.

FHello!Ididn’tknowyouwerehereinNanjing.Howlonghaveyoubeenhere?Notes:

1)Thepresentperfecttenseisnormallyusedforanactionwhichlaststhroughoutanincompleteperiod,butwiththepastsimpletense,weusetimeexpressionswhichafixedpointinthepast.

c.f.

Wehaven’tseenJustinforaweek.(Heisstillmissing.)

Justindisappearedlastweek.(ItmaymeanthatthisweekJustinishere.)

Hehassmokedsinceheleftschool.(Hestillsmokes.)

Hesmokedforsixmonths.(Itmeansthathestoppedsmokingthen.2)Sometimes,however,theactionfinishesatthetimeofspeaking.

Ithasbeenverycoldlatelybutit’sjustbeginningtogetwarmer.3)Onmeetingsomeone,youmaysay:Ihaven’tseenyouforages.(ButIseeyounow.)4)Forapastactionwhosetimeisnotdefiniteandoftenhasaresultinthepresent.

Tomhashadabadcarcrash.(He’sprobablystillinhospitalnow.)

Tomhadabadcarcrash.(Buthe’sprobablyoutofhospitalnow.)

Thelifthasbrokendown.(Wehavetousethestairs.)

Theliftbrokedown.(Butit’sprobablyworkingagainnow.)5Readthediaryentryandthencompleteitusingthecorrectformsoftheverbsinbrackets.

Answers:

(2)saw(3)hasvisited(4)loves(5)hasn’tvisited(6)hasswum(7)hasnevermet(8)hasdived(9)hasfound(10)hasn’tfound(11)Has,been

6Assignment

PeriodTwoPresentperfectcontinuoustense

Teachingaim:
Togiveabriefintroductiontothepresentperfectcontinuoustense

Teachingprocedures:
1GooverthenewsstoryonPage2andfindthesentencesusingthepresentperfectcontinuoustense.

Pleaseexplainwhythetenseisusedinthesesentences.

2Theformofthepresentperfectcontinuoustense

3Talkabouttheusesofthepresentperfectcontinuoustense

WesometimesusethePresentperfectcontinuoustense

totalkaboutactionsthatstartedinthepastandarestillcontinuing,orhavejustfinishedbutarestillconnectedtothepresentinsomeway.

AI’vebeenwaitingforanhourandhestillhasn’tturnedup.

BI’msosorryI’mlate.Haveyoubeenwaitinglong?GooverPoints1and2onpage9.

4Exercisesonpage9

Answers:(2)havebeentalking(3)havebeentaking(4)havebeenwatching

(5)haveseen(6)havebeenwriting5Comparethepresentperfectandthepresentperfectcontinuoustense

LiJiahasreadabookaboutStonehenge.

LiJiahasbeenreadingabookaboutStonehenge.

Inthefirstsentence,itmeanstheactionreadisn’tstillcontinuing,andLiJiaknowswhatthebookisaboutnow,butinthesecondsentence,itmeanstheactionreadisstillcontinuing.

c.f.I’vecleanedthehouse.

I’vebeencleaningthehouse.

ReadPoint1onpage10.

Notes:

1)IhavevisitedEgypttwicethismonth.

IhavebeentouringEgyptfortwomonths.

Thepresentperfectcontinuoustensecan’tbeusedwithtimeexpressionssuchastwiceorhowmanytimes,becauseinthistensetheactioniscontinuous,notstoppedandstartedagain.

Wecanusethepresentperfecttenseforrepeatedactions,andthepresentperfectcontinuoustensefornon-stopactions.2)Howmanytimeshaveyouswuminthelake?

Howlonghaveyoubeenswimminginthelake?

Weusuallyusethepresentperfecttensetoaskquestionsbeginningwithhowmany/much,andthepresentperfectcontinuoustensetoaskquestionsbeginningwithhowlong.

3)I’venevervisitedParis.

I’vealreadybeentoParis.

always,never,yet,alreadyandevercan’tbeusedinacontinuoustense.

4)IhavenotbeensleepingwellsinceIreturnedhome.

I’vebeenwaitingforanhour.

Wecanuseforandsincewiththethepresentperfectcontinuoustense.

5)BothpresentperfecttenseandpresentperfectcontinuoustenseAnactionwhichbeganinthepastandisstillcontinuingorhasonlyjustfinishedcan,withcertainverbs,beexpressedbyeitherthepresentperfectorpresentperfectcontinuous.Verbswhichcanbeusedinthiswayincludeexpect,hope,learn,lie,live,sleep,sit,study,wait,want,rain,etc.

HowlonghaveyoulearntEnglish?Or

HowlonghaveyoubeenlearningEnglish?

Ithassnowedforalongtime.

Ithasbeensnowingforalongtime.6Astateverboranactionverb

Ihavehadthiscameraforfiveyears.(stateverb)

IhavetakenphotosofUFOswiththiscamera.(actionverb)

IhavebeentakingphotosofUFOswiththiscamera.(actionverb)

Anactionmeanssomethinghappeningorchanging.Astatemeanssomethingstayingthesame.Someexamplesofactionverbsaredo,go,andplay.Someexamplesofstateverbsarelike,knowandexist.

Astateverbdoesn’tmeananaction,soitcan’tbeusedinacontinuoustense.

They’vealwayshadabiggarden.

Howlonghaveyouknowneachother?

He’sbeeninhospitalsincehisaccident.7Exercisesonpage11:

Answersonpage11

A(1)heard(2)beendoing(3)beenresearching(4)beendoing(5)started(6)done(7)

read(8)found(9)started(10)beendoing(11)beenmakingSampleanswers

B1Hehasbeenwaitingatanundergroundstation.

2TheyhavebeentravelinginanUFO.Itlookslikeasaucer.

3Theyprobablyhavetalkedtoanimalsorplantsontheearthaswellascreaturesonotherplants.

4TheyhavevisitedMars,Venus,Jupiterandsomeotherplanets.

8Assignment

Unit1Talesoftheunexplained-Reading教案

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們有一個(gè)良好的課堂環(huán)境，幫助高中教師在教學(xué)期間更好的掌握節(jié)奏。你知道怎么寫具體的高中教案內(nèi)容嗎？下面是小編為大家整理的“Unit1Talesoftheunexplained-Reading教案”，歡迎大家與身邊的朋友分享吧！

Unit1Talesoftheunexplained-Reading教案

Description

Thearticleisanewsstoryaboutaboy’sstrangedisappearance.Thoughalotofeffortshavebeenmadetoinvestigatethecase,itstillremainsamystery.Howtoreadanewsarticleisdesignedandpresented.Alltheactivitiesareinvolvedwithcheckingandenhancingstudents’readingabilities.Studentsareexpectedtogainanoverallunderstandingofthearticleandlearntoreadindifferentwaysaccordingtothetypeofthearticle.

Suggestedteachingprocedures

lLead-in

Askstudentsthefollowingquestionsbyhavingthemfocusonthetitleofthearticle‘Boymissing,policepuzzled’.

Doesthetitlearouseyourinterestwhenyoureadit?Canyoucompletethetitle?

Fromthetitlewhatinformationcanyouget?Andwhatelsedoyouwanttoknow?Forexample:

‘boymissing’(How/When/Wherewastheboymissing?)

‘policepuzzled’(Forwhataretheypuzzled?/Whatarethepolicegoingtodowiththeboy’sdisappearanceandhow?)

Areyoucuriousaboutwhythewriterusesanon-completesentenceasatitle?Doyouknowit’safeatureofanewstitle?Whataretheotherfeaturesofanewstitle?

Canyouguesswhatdetailsmaybecoveredinthefollowingnewsstory?

lReadingcomprehension

1Beforeaskingstudentstoskimthepassage,letthemlookatthenewsphotographsfirstanddescribeasmuchaspossiblewhatishappeninginthephotograph.AndthenletthemfindanswerstothequestionsinA.

Answers1Thearticleisaboutamissingboy/UFOsandaliens.

2JustinFosterismissing.3No.2AskstudentstorecallthequestioninLead-inandaskthemiftheyhavegotspecificanswersto“How/When/Wherewastheboymissing?”Theteachercanguidestudentstopayattentiontothefirstparagraph,asalltherelevantinformationisinthefirstparagraph.Tellthemthefirstparagraphgivesthemaintopicandmostimportantfacts.Thefollowingsareallcovered.

Whenandwherewastheboymissing?

Whatcausedtheboy’ssuddendisappearance?

Howoldwastheboy?

Whydopeopleshowinterestinhisdisappearance?3AskstudentstoscanthearticleagainandlocatespecificinformationaccordingtoC1andC2.ThefirstthreequestionsinC1checksomebackgroundinformationaboutJustinwhileQuestions4and5checkstudents’comprehensionaboutaliens.C2requiresstudentstoidentifysomedetailstosupportthemainpointsofthestory.Askstudentstocompletetheexercisesindividuallyandcheckthemasaclass.Iftherearedisagreements,welcomethem.TheteachercanaskstudentstodistinguishbetweenfactsandopinionsaboutJustinFoster.

AnswersC11HelivesinDover,NewHampshire.

2Heplaysbasketballandbaseball.

3Hehasasister.

4Theywerewhite.

5MavisWoodhasbeentaken.

6SamPetersonwasinchargeofthecase.

C2

Mainpoints

Supportingdetails

JustinFosterwentmissing.MrsFosterthoughtthatJustinhadstayedthenightatafriendshouse.

MrFosterwassurprisedthathissondidnottellanyonethathewasstayingoutlate.

JustinFosterdidnotshowupatthefamilylunchthenextday.

ThepolicefoundthatJustinreturnedhome.

Justin’sfriendssaidthatJustinheadedhomeafterplayingbasketballwiththem.

WitnessessaidthattheysawJustinwalkingtowardshishomeat10.45p.m..

KellyheardhimputonhisfavouriteCD.

Theboywastakenawaybyaliens.

Kellysawalargespaceshipflyingoutside.

KellyheardJustinshout.

MavisWoodsaidthatthealienstookherawaysothattheycoulddoscientificresearchonher.4Askstudentstoself-evaluatehowwelltheyunderstandandcomprehendthearticlewiththefollowingexercise.Thisstepisoptionalandtheteachercanconductitflexibly.

At8p.m.______________________________.

At10.45p.m.___________________________

At11p.m.,______________________________.

JustinFoster

After11p.m.,hewasheard____________________.

Thenextmorning,hewasfound___________________.

connection

shape_____

shape____________

itsappearance

colour________________

size______________

itsinside___________________

aAskstudentstoconductadiscussionabouthowtheyusuallychoosewhetherthenewsarticleisworthreadingornotandwhatmethodstheyuseintheirreading.Thefollowingquestioncanbeusedtobeginwiththeactivityfirst.

Asisknowntoall,newspapersplayanimportantpartinourdailylife.Wheneverorwhereveryouare,youcanbeinformedofthelatestnewsbyreadinganewspaper.Fromyourownexperience,howdoyouusuallyselectthenewsyou’dliketoread,bytakingalookatitstitleorbybeingattractedbyitscolourfulpictures?

Encouragestudentstoexpresstheirownopinionsandtheirreasons.

bAskstudentstotellthedifferencesbetweenthefirstparagraphofthearticleandthefollowingparagraphs.Theteachercanbeginlikethis:

Comparedwiththefollowingparagraphs,doesthefirstparagraphserveasthemostimportantoneinthearticle?

cAskstudentstoreadtheReadingstrategyofhowtoreadanewspaperarticle.TellstudentsboththetitleandthefirstparagraphthatiscalledtheLeadplayakeyroleintheirunderstandingofanewsarticle.6AskstudentstocompleteDandEindividually.ThemeaningsofthewordsinDarenotdifficultforthemtoidentifyafterstudentshavereadthroughthepassagetwice.EisadiarywrittenbyKelly.Itrequiresstudentstounderstandtheletterfirstandthenwritedownthemissingwordstomakeitmeaningful.

Answers

D1a2d3h4b5f6g7e8c

E(1)bad(2)favourite(3)aliens(4)creatures(5)nightmare(6)Justin(7)not(8)puzzled(9)witnesses(10)murdered

lPost-readingactivities

1AskstudentstoretellthestoryaccordingtothediagramonPage8.Theteachercanwritedownsomekeywordsorphrasesontheblackboardortheoverheadprojectorforstudentstorefertoiftheyareintrouble.2Askstudentstogiveanendingtothestory.Thoughthepolicehavemadeeffortstoinvestigatethecase,howJustinwasmissingremainedamystery.Washereallyseizedbyaliensorwerethereanyotherreasons?Iftimedoesn’tpermit,theteachercanassignthisactivityashomework.Theteachercanbeginlikethis:

AllthepeopleareconcernedaboutJustin’sdisappearance.Whatdoyouthinkmighthavehappenedtohim?

Washeindanger?Ifheweretakenawaybyaliens,howwouldtheytreathim?

Alltheendingsareacceptable.3AskstudentstoturntheirattentiontothequestionsinF.Letstudentsdosomespeakingpracticeaccordingtothesample.

Resources

1Newspaperarticlesareoftenseenasshortenedformsofnewsreportthatgivesfullinformation.Thelead-----thefirstparagraphofanewsstoryplaysthemostimportantpartintheunderstandingofthewholestory.Itisusuallyaone-ortwo-sentencesummaryoftheparticulareventbeingreported,becausesomuchinformationareusuallyputintoasmallspace,andsomecomplexsentencesaregenerallyusedinthefirstparagraph.Theheadlineandfirstparagrapheffectivelysummarizethestory’scontent.

TheteachercanencouragestudentstoreadEnglishnewspapers.ThereareseveraladvantagesofusinganewspapertoimproveourEnglish.Anewspaperisinexpensive,easilyobtainedandthematerialsareauthentic.Besides,understandingthenewsstoriesrelyonthestudents’knowledgeofsocialandculturalexperience.Newspapersmirrorournationalvalues,habitsandpreferences.Newspaperreadingismoreliketheoverallimprovementofstudents’abilitiesthanbeingsimplyinformedofnewinformation.Studentswillfindtimeandeffortsdevotedtounderstandingthesocialandculturalmaterialsrewarding.

2Followingaresomenewspaperactivitiestheteachercanutilizeintheirteaching:

aEncouragestudentstoreadthenewspaperdaily.Askthemwhatarticlestheyfindinterestingandreadanddiscussthosearticleswiththem.

bReadnewspapercoverageofamajornewsstoryandwatchthesamestorypresentedontelevision.Talkaboutthedifferencesbetweenreadingnewspapersandwatchingtelevisionnews.

cReadthenewspaperforissuesthathavesomedirecteffectonstudents’families.Locatenewsstoriesandopinionsineditorials,letterstotheeditorandeditorialcolumns.Askstudentswhichfactsaremostimportantandwhichopinionsareclosesttotheirs.

dReviewTVandmovieschedules,discussingwhichshowsandmoviesareappealingandwhy.Comparereviewswiththosewrittenbymediacritics.

eAskstudentstofindpersuasiveletterstotheeditor.Identifyanddiscusstheauthor’sstyleandtone.Encouragestudentstorespondwiththeirownletterstotheeditorwhentheyencounterideaswithwhichtheydisagree.

Unit1Talesoftheunexplained-Task教案

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，減輕高中教師們?cè)诮虒W(xué)時(shí)的教學(xué)壓力。你知道怎么寫具體的高中教案內(nèi)容嗎？下面是小編精心為您整理的“Unit1Talesoftheunexplained-Task教案”，供大家參考，希望能幫助到有需要的朋友。

Unit1Talesoftheunexplained-Task教案

Conductingasurvey

Teachingaims:

1.ProvidethestudentswithagoodchancetopracticetheirEnglishinlistening,speaking,readingandwriting.

2.Helpthestudentstorealizetheimportanceofcooperation,andencouragethemtocommunicatewitheachotherinobtainingusefulinformation.

3.Enablethestudentstoconductasurvey,makeconclusionsandgiverecommendations.

Teachingimportantanddifficultpoints

1.Finishthetaskoflisteningtoimprovethestudents’listeningability.

2.Finishthetaskofwritingareport

TeachingProceduresandways:

Step1Skillsbuilding1:completingaquestionnaire

Therulestoconductasurvey:

Questionnaire

Step2:designingaquestionnaire
Designingaquestionnairepage13

Listentothefirstpartofhisconversationwithyouandcheckyourrevisions.Thenlistentothesecondpartoftheconversationandaddtwoquestionsasyourbossrequires.

Step3:Skillsbuilding2:Greetingothersandmakingintroductions:

Greetingafriendorclassmate

Hello!/Hi!

Greetingsomeoneformally,e.g.,inajobinterview.

Goodmorning/afternoon.(Youcanalsoshakehandswiththeperson.)

Nicetomeetyou.(Onlyusedwhenmeetingsomeoneforthefirsttime.)

Butifwemeetastrangerinthestreet,andwehavenochoicebuttostartaconversationwithhim,whatshallwedotomakebothofyoufeelcomfortableandatease?Howdoyouintroduceyourselftothem?

Greetingastranger,e.g.,beforeaskinghim/herquestions.

Excuseme,(sir/madam)/Hello!

Whatelseisimportantbesidessaying“excuseme,orHello”?(Studentsgivetheirownopinions,includingbodylanguage,andfacialexpressions,alsothemood,strategy)

Sentencesforreferences:

1.I’m…from….I’dliketoaskyouafewquestionsaboutyouropinionsabout….

2.Mynameis….I’mfrom…..I’dliketoaskyouafewquestionsifyoudon’tmind.It’sfor/to….

Step4Practice

Nowthatweknowhowtogreetothers.It’stimeforustopracticeadialoguewithourpartner.HereontheBbaresomesentencesforustomakeupourdialogue.

Ssmaybegintheirconversationasfollows:

S1:Goodmorning/afternoon.

S2:Goodmorning/afternoon.

S1:Mynameis…I’mamemberofourschoolstudents’union.I’dliketoaskyouafewquestionsifyoudon’tmind.

S2:Certainlynot.Whatdoyouwanttoknow?

S1:Yourarticlesareoftenpublishedinsomenewspapersandmagazines.Iknowyouwereaskedtowriteanarticleforourschoolmagazine.Couldyoupleasetellmewhatyou’regoingtotalkabout?

S2:….aboutthestudents’interestsandhobbies.

S1:Oh,thatmustbeveryinteresting.Which…likebest?

S2:….

S1:Thankyou.Which…likeleast?

Morequestions:

1.Howdoyouknowwhatotherstudentsthinkabouttheirinterestsandhobbies?

2.Howmanystudentsareinterestedin…?

3.Whatabout…?

…

Rememberyoushouldgreethimfirstandaskhim/herthequestions.Thelistenersshouldnotlookatyoursentence,justlistenandanswerthequestions.

Nowlet’sbegin!(Asktwoorthreepairstoactouttheirdialoguebeforetheclass.)

Step5Skillsbuilding3:Analyzingstatistics

Soyouknow,wecangetinformationorstatisticsbyaskingquestionsordoinginterviews.Here,asourhomework,wealsodidaninterviewaboutourinterestsandhobbies.We’vegotthestatisticsweneed.Butthat’snottheendofourtask.Wehavethenumbers,butwhatdoallthesenumbersmeantous?Whatconclusionscanwemakefromthesenumbers?Andwhatshouldwedotoimprovesomeshortages,ifthereareany?Whatsuggestionscanwegivetohelpwithdecisions?That’sthegoalofoursurvey.

Lookatthissentence:over80percentofthestudentsinourschoolhaveanEnglish-Englishdictionary.

Nowanalyse80%.Wecandrawconclusions:AnEnglish-Englishdictionaryisveryuseful.

ItiseasytogetanEnglish-Englishdictionary.

(Sscandrawmoreconclusions)

Afterwedrawconclusionsfromstatistics,wehavetomakeappropriaterecommendationsbasedontheconclusions.Thatisoneofourmajorgoalswhenconductingasurvey.Accordingtotheconclusionswemadeabove,wecanmakearecommendation:

EverystudentwhoisstudyingEnglishshouldhaveanEnglish-Englishdictionary.

(Ssgivemorerecommendations.)

Herearesomestatisticsgatheredfromaschoolsurveyaboutstudents’hobbiesandinterests.Analysethestatisticsanddrawatleastthreemoreconclusions.Thenmakeyourrecommendations.(Seepage56piechart)(Sswritedownthesentencesinthebook.Theycandiscussinpairs.)

(helpthestudentstoanalysethestatisticsandgiveconclusionsandrecommendations)

Conclusions:

1.Playingsportsisthemostpopularactivityforstudentsintheschool.

2.ThesecondpopularactivityforSsintheschoolissurfingtheInternet.

3.MostSsintheschooldonotlikereading.

4.Onlyafewstudentsintheschoollikeplayingmusicalinstruments.

Recommendations:

1.Theschoolshouldhavemoresportsfacilities.

2.TheschoolshouldfindwaystoarouseSs’interestsinreading.

3.Theschoolshouldguidestudentsinsurfingtheinternet.

4.TheschoolshouldtakemeasurestomakemoreSsbecomeinterestedinplayingmusicalinstruments.

Thisisourreportaboutthesurvey,andit’simportantwewriteareportafterthesurvey.

Step6Practice

Nowlet’slookatthestatisticswemadejustnow.Let’sseewhatconclusionsandrecommendationswecanmake.Aretheythesamewiththeonesinourbook?(drawchartonppt.)

Ssanalysethestatisticsinpairsandgiveconclusionsfirst,thenrecommendations.

Conclusions:

(SsWritethesentencesontheBb)

Recommendations:

(SsWritethesentencesontheBb)

(studentsdiscussinpairsorgroups.PuttheconclusionsandrecommendationsoneitherendoftheBb.SscancometotheBbandwritedowntheiranswerswithoutputtinguptheirhands.)

Step7Writingareport

1.Page53,questionnaire.Sspracticetheinterviewinpairs,andgettheanswers.Theycanusethevocabularyonpage55.

2.Ingroupsoffour.Oneofthestudentswillbetheboss.Asktherestofthemembersquestionsonpage55.

3.Page57.SupposeyouarethebossoftheBestBookClub.Herearesomestatisticsgatheredfromthesurvey.Trytoanalysethemandwritedownyourreport.Practiceinpairsbeforespeakingbeforetheclass.(lookatthethreecharts)

Canyoudescribethestatisticstotheclass?

Whatconclusionscanyoumake?

Whatrecommendationscanyougive?

(Sspracticeorally.Theycangivetheirownopinions)

Homework

1.WritethereportaboutthesurveyoftheMysteryBookClub.

2.UnitRevision:P66-67:Periods78.

Unit1Talesoftheunexplained-Task學(xué)案

Unit1Talesoftheunexplained-Task學(xué)案

Skillsbuilding1:completingaquestionnaire

Usefulexpressions:

1)作調(diào)查

2)一次

3)避免否定句

4)使用精確的語言

5)給出特別的提示

6)保證

7)有必要的知識(shí)做某事

8)一天一次

9)擬一個(gè)調(diào)查表的草圖

10)打折的

11)免費(fèi)的書籍

12)二手書,舊書

Skillsbuilding2:greetingothersandmakingintroductions

Wordsandusefulexpressions:

1)inanappropriatemanner

2)inreturn(for)

3)ajobinterview

4)forthefirsttime

5)intendtodo

6)application

7)purpose

8)interviewee

9)interviewer

10)booksigning

11)bookfairs

Skillsbuilding3:analyzingstatistics(數(shù)據(jù))

Wordsandusefulexpressions:

1)analys(z)ethestatistics

2)drawconclusions

3)makerecommendations

4)majorgoal

5)finding

6)amountofmoney