Unit1 project (1)
Teaching aims:
１．encourage students to use what they have learnt in this unit to complete the project.
２．divide students among themselves and cooperate with each other
Teaching procedure:
Step1 leading in
１． in welcome to the unit, we have known some mysteries. Today we will get to a further study of Yetis. We all know that Yetis are wild animals and they are the missing link in the development of human beings.
Are there other kinds of wild creatures which are similar to Yetis?
Yetis ,Bigfoot and the wild man of Shennongjia
Step2 while-reading
1 students read the 1st paragraph and tell us people believe that…
2. students read paragraph2-4 and finish the cloze
|
What they are called |
_where they are seen |
What they look like |
Why they look the same |
|
yeti |
In the ___2_____ |
Large, hairy, __5____ black fur, about ___6_feet tall with huge shoulders, very long arms and large hands; |
These creatures are linked to a common ancestor, an animal that |
|
___1____ |
In the forests of the ___3_____ of the USA |
Walking like a man, moving with ____7___ speed and strength; |
lived in Asia about 300,000 years ago |
|
Wild Man in Shennongjia |
In western ____4___ Province, China |
Large tracks more than 33 centimetres in ____8______ |
|
３．students read paragraph 5
Does Dr Grover Krantz believe in Yetis?
__________________________________________
４． students read paragraph 6
Is there a definite(确定的) conclusion(结论) for this story?
______________________________________________________
Step3 post-reading
１．teachers take students analyze the structure of the text
Part1 (paragraph )----Beginning----
Part2 (paragraph )---- Descriptions ----
Part3 (paragraph )---- Discussions ----
Part4(paragraph )---- Conclusion ----
(Yetis are reported to have been seen all over the worl/ Descriptions of Yetis in different places/
Scientists' different opinions about/ Yetis Scientists hope to find the truth)
２．teachers students to summarize the basic5 steps in writing a mysterious story
１．an interesting _____
３．Details (evidence) of the story 2.where theyare seen
3.What they look like
2.in other people’s opinion
5.an open _______of the story 1.There is a hope that the mystery will be solved one day.
2. Seeing is believing. We may have the chance to see one with our own eyes
Step4 practice
１．use the 5 steps to write a mysterious story.
(1) Interesting Stonehenge
1.Today, I will give you a story about...／2. It’s a …story.3. Would you like listening a story?4. If you want to have a… story, please listen to me carefully.
公元1130年,有位英国人偶然(run into)发现了 _________________________________
巨石阵(Stonehenge)，从此，它开始引起了人 _________________________________
们的注意(draw one’s attention).在20世纪 _________________________________
50年代初期，科学家们说巨石阵至少(at least) _________________________________
已有2千年以上的历史,最重的一块超过40 _________________________________
吨重（定语从句）。但是几个世纪以来，没有 _________________________________
人知道是谁建造了巨石阵。 ________________________________
There is a hope that the mystery will be solved one day.
（2）Mysterious Loch Ness Monster
1.Today, I will give you a story about...／2. It’s a …story.3. Would you like listening a story?4. If you want to have a… story, please listen to me carefully.
说道，尼斯湖水怪不是故事而是事实(not ...but ) ________________________________
它是一只有着长长的脖子的大型动物(定语从句）。_________________________________
科学家们说他看起来很像恐龙（look like)， _________________________________
大概有7米长，2米高（非限定性定语从句）， _________________________________
能够在水中自由活动。在很多其他人的眼里， _________________________________
这只是一个玩笑。 _________________________________
Seeing is believing. We may have the chance to see one with our own eye．
Step5 homework
1. students use what we have learnt to rewrite the reading part ‘Boy missing , police puzzed’
2. try to finish the exercises about the language points in the project.
