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【原创】Module 2 Unit 1 Tales of the Unexplained(教案全)  

2011-12-22 14:40:02|  分类: 课件教案 |  标签: |举报 |字号 订阅

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  Period One Welcome to the Unit

The Analysis of this part:

Ss are encouraged to do a free discussion about some mysterious and unexplained phenomena in the world.

Teaching aims:

1. Help Ss practice spoken English.

2. Help Ss express their opinions boldly and imaginatively.

Teaching methods:

1. Looking and speaking

2. Discussion in pairs or groups.

Teaching procedures:

Step one: Lead- in

Today, our topics are not only interesting and attractive, but a little mysterious as well. They are beyond our knowledge. Maybe we only hear of them. Even the advanced

science and technology of today can't offer satisfactory answers to them.

Step Two: Picture talking

1.        UFOS, Yetis, Crop circles and Stonehenge 

T:  Do these tooics have sth. in common? If so, what is it?

      (Unexplained, no satisfactory answers, mysterious, no evidence.....)

      How do you feel about them?

      Are you a bit curious?

Now let's discuss the pictures on page one.

 2. Ask students to discuss all the pictures in pairs or groups and then report the result of their discussion to the teacher.

 Step Three: Description of the pictures

 Picture one: UFOS

     1) What do the letters UFO stand for?

     It stands for unidentified Flying Object, that is , an object , apparently moving in the sky, which we can not identify.

     2) Do you believe in it ?

     I never believe in spacecraft carrying visitors from outer space.

 Picture two: Yetis

      1) Where are the Himalayas ? It is in the south of Asia.

      2) What's the weather like there ? cold.

      3) What is the Yeti, and what is it like?

      It's reported to be half-man and half-beast. It's supposed to live in the highest mountain in the world---Mount Qomolangma.

 Picture three: Crop circles

It’s said that the earliest crop circles appeared in England in 1647. Crop circles are reported to appear mostly in spring and summer. People are curious about the phenomenon. What about you? Do you really believe it’s a natural phenomenon?

 1. Do you believe in the existence of aliens?

2. Do you think the crop circles are made by aliens?

 Picture four: Stonehenge

Who built Stonehenge in England and for what reason? No one knows the answer!

1. Have you ever heard or read about the Stonehenge?

2. Are you interested in Stonehenge?

3. Would you be interested in discovering more about them?

Step Four: Discussion

1.      Ask students to discuss the question On P1 in pairs or a group of four .

2.      Then ask each group leader to report the result of their discussion

Step five : Language points

1.      tell a story about a mystery

2.      can’t tell ……说不准

tell 与be able to /can /could 连用“判断、区别、猜测”

=decide /determine/know

e.g. I really can’t the difference between the twin brothers

3. run into

E.g. I run into an old school friend at the supermarket this morning

We run into a patch of thick fog just outside London

The project is running into financial difficulties.

Run sth. into sb./ sth.

The bus went out of control and ran into a shop front.

She ran her car into a tree while reversing.

4. the Himalayas

 Mount Qomolangma

5. no one / none of 

Step Six:  consolidation & Homework

 Translation

1.      There’re many unexplained mysteries in the world.

2.      He didn’t expect to run into some of his friends in the street.

3.      The reason for his illness was drinking the polluted water.

4.      He didn’t attend the meeting for some reason.

5.      None of us agrees to your plan.

Ask students to preview reading part on page 2—3 and finish doing part A and B on page 90—91.

  

Period 2 Reading Boy missing, police puzzled

The analysis of this part:

The reading text is a news story about a boy, whose disappearance was thought to be connected with a UFO. Though a lot of effort ahs been made to investigate the case, it still remains a mystery.

 The reading strategy of this unit enables students to become familiar with typical writing features in news articles and acquaint themselves with effective ways of reading those articles.

Teaching aims:

1.      Checking and enhancing Ss’s reading abilities.

2.      Help Ss gain an overall understanding of the article.

3.      Help Ss learn to read in different ways according to the types of the article they’re reading.

Teaching methods:

1.      Listening and reading

2.      Pair work

Teaching procedures:

Step one: Lead-in

 Teacher stars the lesson by raising the following questions:

1)      What can you guess from the title? Can you complete the title?

2)      Are you curious about why the writer uses an incomplete sentence as the tile?

3)      Do you know it is a feature of a news title?  What are some of other features of a news title?

Step two: Fast reading

1.      Ask Ss to read the story quickly and finish doing Part A.

2.      Ask Ss to describe the pictures before reading

3.      Suggested answers:

The article is about a missing boy.

Last Friday.

Detective Sam Peterson.

Step three: Reading strategy

 Before Ss do the careful reading, they are asked to go through the reading strategy on page 3.

 Pay attention to some phrases about lead

      take the lead in doing sth. 

      be/have/ gain the lead in the race 在赛跑中领先

      take/ lose the lead 带头/落后

      lead story

      lead-led-led-leading  lead a happy life

      lead to  This misprint led to great confusion.

Step four: Careful reading

1.      Ask Ss to read or listen to the tape and finish doing Part C

2.      Tell Ss that the first paragraph gives the main idea and the most important facts. Ask students read it and answer the following questions:

1)      Which city does Justin Foster live in?

2)      What did Justin do with friends last Friday? 

3)      What time did Justin get back home that night?

4)      What does Kelly think happened to her brother?

5)      What colour are the aliens according to Kelly?

6)      What happened to Mrs. Mavis Wood?

7)      What do the police think about the incident?

3.      Ask Ss to finish Part C1 and C2.

4.      Suggested answers:

Step five : Consolidation and Homework

1.      Ask Ss to finish Part E

2.      Ask Ss to preview reading part on page 90-91

Period 3   Reading

Teaching aims:

1.      Help Ss learn more about the story

2.      Help Ss grasp the usage of the words and expressions

Teaching procedures:

Step one:  language points on page 2-3

1.      step up

2.      search

3.      go missing

4.      disappear—disappearance     appear ----appearance

5.      due to

6.      see, hear, notice, watch, keep, find, get, have, feel, look at, listen to , catch, send  + n. + 复合宾语

7.      Standing inside were …….(表语提前用全部倒装)

8.      be frightened

9.      assume

10.  construction

11.  show up

12.  aboard

13.  so that

14.  research  do research on sb. do research into/ on sth.

15.  possibility

16.  take charge of

17.  make up

18.  dismiss

19.  look into

Step two: Consolidation and Homework

Translation:

1.      When John realized he was going to be late he stepped up his pace.

2.      The search for the missing man has not been successful.

3.      He walked through the desert in search of the lost camel.

4.      She went crazy when she found out that she had failed the exam.

5.      He began to show an interest in politics during high schools.

6.      He arrived late due to the unexpected storm.

7.      We’ve been waiting for hours for you to show up.

8.      I have often thought of doing research on the problems.

9.      The police are looking into the records of all those involved in the crime.

10.  The teacher asked Ss to make up an amazing story about alients.

Period 4  Word Power

The analysis of this part:

 In the word power, Ss are required to expand their vocabulary about space and space exploration. Ss are given a good chance to learn more vocabulary related to space exploration. Ss are required to understand the first part of a speech given by a scientist and identify the relevant vocabulary. The second part of the speech is designed for students to utilize the vocabulary by filling in some missing words. Ss are expected to familiarize themselves with knowledge of space

Teaching aims:

1.      Help Ss learn more about space and space exploration

2.      Help Ss increase more vocabulary related to the topic.

Teaching methods:

1.      Reading

2.      Writing

Teaching procedures:

Step one: Lead- in

   Do you know something about space and space exploration?

   Who was the first man to travel in space?

   What achievements have humans made so face in space exploration?

When did the first man land on the moon? And how?

Step two: Vocabulary learning & Reading

 1. Ask Ss to read the first part of the speech and complete the time line of the main events mentioned.  

Time

Event

Discovery

1957

 

 

1959

 

 

1961

 

 

1969

 

 

Today

 

 

2. Ask Ss to guess the meanings of the unknown words from the context.

3.Ask Ss to continue with their discussion by raising the following questions:

1)      How can a space shuttle be sent into space?

2)      Can it fly into space by itself?

3)      What does spaceship and space shuttle refer to separately?

A spaceship is a vehicle for carrying people through space.

A space shuttle is a vehicle that is designed to carry people into space and back to the Earth several times to do experiments.

3.      Ask Ss to read the second part of the scientist’s speech and complete Part C individually according to the instructions.

 Step Three: Summary

   Right now we’ve got some knowledge about space and space exploration, and learnt some relevant words and expressions.

Space: inner space (内宇宙空间) &   outer space(太空,外层空间)

The process of space exploration:

   The first man-made satellite went around the Earth in 1957.

The first person who travelled in space in 1961.

The first person landed on the Moon in 1969.

Today, most of the important planets in the solar system have been examined. Photos have been taken and sent back to the Earth.

Achievements of space exploration:

 Many astronauts have traveled in space and some of them have walked in space. Most planets have been examined. Photos have been taken an samples have been collected.

Step four: Practice

 Ask Ss to finish Part D and know more about the universe.

1.      universe(宇宙)  2. galaxy(银河系)  3. solar system(太阳系)

4. star(恒星)       5. planet(行星)    6. satellite(卫星)    7. comet(彗星)

Homework :

Go over what you have learnt in this part.

Period 5 Grammar and Usage

    Present perfect tense & present perfect continuous tense     

Teaching aims:

1.      Help Ss learn how to form and use the present perfect tense

2.      Help Ss learn how to form and use the present perfect continuous tense

Teaching methods:

1. Reading

2. Practice

Teaching procedures:

Step one: Lead- in

1. Make Ss to look at the following sentences and point out what tense or tenses are used in them and the reason why they are used.

 1) We have studied English for about five years. We began to study it five years ago.

 2) They moved to the south in 1990 and have lived there since then.

 3) The student is doing her homework. She hasn’t finished it yet.

 4) Eric left home last year and has just come back.

Take sentence one as an example:

The time we began to study English was at a definite time in the past, so we use the past simple tense. But the action study happens again and again, so we use the present perfect tense.

Tell Ss: When an action happens over a period of time that began in the past and continues to the present, the present perfect tense is often used.

Step two: Reading

 Ask Ss to read point 1—6 on page 8 and explain the reasons why they are used in these sentences.

Then ask Ss to read point 1—3 on page 9.

Tell Ss that we use present perfect continuous tense to 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.

  Examples:   I’ve been waiting for an hour and he still hasn’t turned up.

             I’m so sorry I am late. Have you been waiting long?

Step three: Difference between Present perfect or present perfect continuous

 Ask Ss to read point 1-4 on page 10 and know the difference between them.

Step four: Practice

a)        Ask Ss to finish doing part A & B on page 11.

b)        Ask Ss to finish Part C on page 88.

Period 6 Task Doing a survey

Skill building 1 completing a questionnaire

The analysis of this part:

The task section is doing a survey and involves listening, reading, speaking and

writing skills     

1. Provide the students with a good chance to practice their English in listening, speaking, reading and writing.

2. Help the students to realize the importance of cooperation, and encourage them

to communicate with each other in obtaining useful information.

3. Enable the students to do a survey, make conclusions and give suggestions. 

 Step 1 Skills building 2: Greeting others and making introductions:

Good morning, class. In the last period, we learned a new task. It’s about doing a survey. This is a good way to collect information and help make decisions. In order to complete our survey successfully and accurately, what do we need to do first? (make our questionnaire.) That’s right. Can you remember what is important for completing a questionnaire? (Ss give their answers.)  Good. You have a good memory. And I’m sure you are ready to put your questionnaire into practice, right?

At the end of the class, you were asked to complete another questionnaire about our interests and hobbies. Have you got the answers to the question? Can I have a look? (Read to the whole class.)  By the way, did you speak English when you were interview others?  (No?)

It’s important that we do our survey in English. But before we start, we’d better have a quick review about how to begin the interview. Usually it’s easy and natural for us to greet a person we know well.

How do you greet each other or your teachers on the way to school in the morning? (Who would like to perform first?)

What do you say when you are introduced to someone for the first time at a formal situation, a party, for example?

Page 54 Greeting a friend or classmate

Hello!  / Hi!

Greeting someone formally, e.g., in a job interview.

Good morning/afternoon. (You can also shake hands with the person.)

Nice to meet you. (Only used when meeting someone for the first time.)

But if we meet a stranger in the street, and we have no choice but to start a conversation with him, what shall we do to make both of you feel comfortable and at ease? How do you introduce yourself to them?

 Greeting a stranger, e.g., before asking him/her questions.

 Excuse me, (sir/madam)    /    Hello!

What else is important besides saying “excuse me, or Hello”?    (Students give their own opinions, including body language, and facial expressions, also the mood, strategy)

Sentences for references:

1. I’m … from…. I’d like to ask you a few questions about your opinions / programme/ new book….

2. My name is…. I’m from….. I’d like to ask you a few questions if you don’t mind. It’s for ….

 Step 2 Practice

Now that we know how to greet others. It’s time for us to practice a dialogue with our partner. Here on the Bb are some sentences for us to make up our dialogue.

Ss may begin their conversation as follows:

S1: Good morning/ afternoon.

S2: Good morning/ afternoon.

S1: My name is … I’m a member of our school students’ union. I’d like to ask you a few questions if you don’t mind.

S2: Certainly not. What do you want to know?

S1: Your articles are often published in some newspapers and magazines. I know you were asked to write an article for our school magazine. Could you please tell me what you’re going to talk about?  

S2: …. about the students’ interests and hobbies.

S1: Oh, that must be very interesting. Which…like best?

S2: ….

S1: Thank you. Which…like least?

More questions:

1.       How do you know what other students think about their interests and hobbies?

2.       How many students are interested in…?

3.       What about …?

      …

Remember you should greet him first and ask him/her the questions. The listeners should not look at your sentence, just listen and answer the questions.

Now let’s begin! (Ask two or three pairs to act out their dialogue before the class.)

Step 3   Skills building 3: Analyzing statistics

So you know, we can get information or statistics by asking questions or doing interviews. Here, as our homework, we also did an interview about our interests and hobbies. We’ve got the statistics we need. But that’s not the end of our task. We have the numbers, but what do all these numbers mean to us? What conclusions can we make from these numbers? And what should we do to improve some shortages, if there are any? What suggestions can we give to help with decisions? That’s the goal of our survey.

Look at this sentence: over 80 percent of the students in our school have an English-English dictionary.

Now analyse 80%. We can draw conclusions: An English-English dictionary is very useful.

It is easy to get an English-English dictionary.

(Ss can draw more conclusions)

After we draw conclusions from statistics, we have to make appropriate suggestions based on the conclusions. That is one of our major goals when doing a survey. According to the conclusions we made above, we can make a suggestion:

Every student who is studying English should have an English-English dictionary.

(Ss give more suggestions.)

Here are some statistics gathered from a school survey about students’ hobbies and interests. Analyse the statistics and draw at least three more conclusions. Then make your suggestions. (See page 56 pie chart)  (Ss write down the sentences in the book. They can discuss in pairs.)

(help the students to analyse the statistics and give conclusions and suggestions)

Conclusions:

1.       Playing sports is the most popular activity for students in the school.

2.       The second popular activity for Ss in the school is surfing the Internet.

3.       Most Ss in the school do not like reading.

4.       Only a few students in the school like playing musical instruments.

Suggestions:

1.       The school should have more sports equipment.

2.       The school should help the students understand how to use the Internet for study and research..

3.       The school should find ways to get the students interested in reading.

4.      School social events shouldn’t include dancing because most students simply not interested in it.

This is our report about the survey, and it’s important we write a report after the survey.

Step 4 Practice

     Now let’s look at the statistics we made just now. Let’s see what conclusions and suggestions we can make. Are they the same with the ones in our book?(draw chart on ppt.)

Ss analyse the statistics in pairs and give conclusions first, then suggestions.

  Conclusions:

     (Ss Write the sentences on the Bb)

     Suggestions:

     (Ss Write the sentences on the Bb)

 (students discuss in pairs or groups. Put the conclusions and suggestions on either end of the Bb. Ss can come to the Bb and write down their answers without putting up their hands.)

Step 5  Writing a report

1.      Page 53, questionnaire. Ss practice the interview in pairs, and get the answers. They can use the vocabulary on page 55.

2.      In groups of four. One of the students will be the boss. Ask the rest of the members questions on page 55.

3.      Page 57. Suppose you are the boss of the Best Book Club. Here are some statistics gathered from the survey. Try to analyse them and write down your report. Practice in pairs before speaking before the class. (look at the three charts)

 Can you describe the statistics to the class?

 What conclusions can you make?

 What suggestions can you give?

 (Ss practice orally. They can give their own opinions)

 Step 6 Homework

Write the report about the survey of the Best Book Club.

  Period 7 Project: Telling about an unexplained mystery

 The analysis of this part:

The project is designed to help students learn and use English by doing a group project. The reading material about Yeti is a sample for Ss to see how a mysterious story can be written. Ss are encouraged to write a story on one of the five mysteries in the section welcome to the unit.

Teaching aims:

1.      Encourage Ss to use what they have learnt in this unit to complete the project.

2.      Help Ss discuss what mystery they want to write a story about, and collect as much information as they can..

Teaching methods:

1.      Reading

2.      Pair or group work.

Teaching procedures:

 Step one : Fast Reading

  Questions for Ss to answer after reading:

1)      In which years were Yetis seen?

2)      Where have Yetis or similar creatures been seen?

3)      What has been reported about Yetis, Bigfoot or the Wild Man of Shennongjia ?

4)      What scientists think of these creatures?

Step Two: Careful reading

 Ask Ss to find the main idea of each paragraph and find the connections between them.

  Para 1: Reports about seeing Yetis in the Himalayas for hundreds of years

  Para 2: An eyewitness to a Yeti in 1998

  Para 3: Another eyewitness who saw Yeti tracks in 2007, which looked like the tracks of Bigfoot in the USA

  Para 4: Reports about the Wild Man in Shennongjia and the similarity of Yeti, Bigfoot and the Wild Man in shengnongjia

  Para 5: An American scientist’s opinion

  Para 6: The hope for the solution of the mystery

Step Three: Discussion

1. Do scientists all believe such creatures exist?

2. How are their opinions divided?

  3. Do you believe in the existence of such creature?

  4. How to write a story of mystery?

Step Four: Information on the writing features of a mystery

  The writing features of a mysterious story:

1.      an interesting and attractive title

2.      an attractive beginning

3.      some details of the story with some pictures or photos

4.      what scientists or people think about the story

5.      an open end of the story

 Step Five: Comparison between a news report and a magazine article

  The reading text is a news report and after reading the first Para, readers will know what has happened and when and where it happened. In the following Paras more details and information are given.

 The project reading test is an overview about Yetis and similar creatures and it is a magazine article. It is an overview with general information about Yetis and similar creatures. So it tells readers some details about Yetis and such creatures( Bigfoot, the Wild Man of Shennongjia), people have seen in different places.

Step Six: Language Points

1.      report + n/ pron/ v-ing   /report on    /report sth. to sb

e.g. They went back and reported their findings to the director of the factory.

He is going to report on his travel to HongKong.

2.      similar--- similarity   

3.      shoulder  shoulder to shoulder   In close proximity; side by side.距离非常贴近地;肩并肩地

4.      speed   at the speed of…./ at a fast speed ….

5.      run after 追赶;追逐

    追求, He finally became tired of running after her. 他追求她终于追烦了

    run into / run across

6.      strength---strong 力, 力量, 力气, 实力, 兵力, 浓度

  ★ strength  尤指身体的,精神的或道德上的坚强力量或活力:

“enough work to do, and strength enough to do the work” (Rudyard Kipling).

“有足够的工作做,有足够的力量做工作” (露德亚德·齐普林)。

“We are of course a nation of differences. Those differences don't make us weak. They're the source of our strength” (Jimmy Carter). “当然,我们是一个有着许多不同的国家。这些不同没有削弱我们。它们是我们力量的源泉” (吉米·卡特)。

★energy  相比较而言尤指潜在的力量源泉:

“The same energy of character which renders a man a daring villain would have rendered him useful to society, had that society been well organized”  (Mary Wollstonecraft).

“要是社会秩序良好的话,同样的使一个人成为无所不为的恶棍的性格中的潜力说不定会使他成为一个对社会有用的人”

★force  指力量或力气的使用:

“the overthrow of our institutions by force and violence” (Charles Evans Hughes).

“用力量和暴力推翻我们的机构” (查尔斯·伊凡·休斯)  

7.      hard  adv.努力地, 辛苦地, 坚硬地, 牢固地, 接近地, 猛烈地

worked hard all day; stared hard at the accused criminal.

一整天都在努力地工作;恶狠狠地盯着那个被控告的罪犯

    adj.硬的, 坚固的, (问题, 工作等)困难的, 艰苦的, 猛烈的, 确实的

有力的,确凿的且不容置疑的:hard evidence.有力的证据

  e.g. Hard facts proved that he was guilty.

8.      make one’s way to …

9.      some day/ one day

Step Seven: Consolidation and Homework

1.      Ask students to go over what they have learnt in this unit

2.      Ask students to finish the workbook exercises.

 

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