牛津译林版必修2优质教案全套

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Unit 1 Tales of the unexplained
Part 1: Teaching Design

Aims and requirements
Read a news story about a missing boy and a magazine article about Yeti
Listen to a dialogue between a boss and his employee
Talk about aliens and conduct an interview
Write a report
Tell a mysterious story
Procedures
●Welcome to the Unit
Step 1: Brainstorming
1. Boys and girls, have you ever heard something not only interesting and attractive but also unexplained at all even with the help of modern science and technology in the world Here are some pictures on the screen. Can you tell me 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. Yes, they are called UFOs, meaning unidentified flying objects.
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.
UFOs were once seen in different parts of China. Look at some pictures on the screen, please.
Do you think such kind of things mysterious Are you curious about them Besides UFOs, can you list anything more unexplained you’ve ever heard or seen in your daily life
They are Yetis, the Loch Ness Monster, Stonehenge and the Pyramids in Egypt.
2. Open your books and let’s look at page one. Please read the instruction and focus on the five pictures and illustrations first. Then answer the following questions:
Do the five pictures have something in common
If so, what is it (unexplained; no satisfactory answers; mysterious; no evidence...)
Can scientists explain these phenomena
How do you feel about them
Are you a bit curious
3. Think of as many expressions as possible to answer the questions above. Try to make up some sentences and read them to the class. I will also offer you some examples.
They are mysterious because no satisfactory answers have been offered to explain them. Though these mysteries have puzzled people for a long time, they still show great interest in them.
People feel puzzled by the mysteries.
4. Report the information you have collected to the class. Your answers are quite different. Now we will use some of your answers as a prompt for a class discussion. For example,
Teacher: What information have you got about UFOs
Student A:...
Teacher: Do you think Student A's information interesting What about the information you've got Is there anything different
Student B:...
5. Please discuss the topics in pairs. Here are some questions.
About UFOs:
Have you ever read some reports about UFOs in China
Are you interested in UFOs
Are they really from another planet
What do the letters UFO stand for
Why do you think UFOs visit our planet
About Yetis:
Where are the Himalayas
What's the weather like there
Why do some people make great efforts to climb them
(hobby; dream; challenge themselves; make discoveries; overcome difficulty,..)
A Yeti is reported to be half-man and half-beast. Have you heard of it
Do you think some climbers' disappearances are connected with Yetis
About Stonehenge, the pyramids and the Loch Ness Monster:
Stonehenge and the pyramids in Egypt, the most famous of which is the Great Pyramid, are cultural relics.
Where were the pyramids built, on the east coast of the Nile or on the west coast
What are the reasons
Do you think the Great Pyramid is a wonder in human history
How was the Great Pyramid built
I haven't heard of Stonehenge or the Loch Ness Monster. They are a bit new to me. What about you
Would you be interested in discovering more about them
Step 2: Sharing information
1. Let’s deal with the questions in pairs. For the first question, you may discuss it this way: Do you believe in UFOs What might be the most acceptable explanation for UFOs You may give different answers such as:
-Aliens from space.
-Military test aircraft.
-Some UFOs are alien, some are test aircraft.
-UFOs are evidence of human space travel.
-UFOs are neither alien nor test aircraft.
-UFOs don't exist.
You can express your agreements and disagreements with each other.
2. Summarize your answers and then report to the class.
Sample answers
1. 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, which we cannot identify. However, if you ask me whether or not I believe in spacecraft carrying visitors from outer space, I would have to say 'no'. I do not believe in them.
2. The continent of Antarctica was discovered in 1818. It was once supposed to have been covered by ice for hundreds of thousands of years. However, in 1949 scientists took samples from sediment deep beneath Antarctica, which revealed that great rivers had once flowed into Antarctica until about 6,000 years ago, Many more mysteries remain to be discovered.
3. I'm always interested 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 ' and '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 have come to the earth.

UFOs UFO stands for Unidentified Flying Object. According to some witnesses, it is colorless and moves at a slow, steady speed with little noise.
The Loch Ness Monster Loch Ness is a big lake in Scotland. Nessie, the Loch Ness Monster, was sighted as far back as the 6th century AD.
Yetis The Yeti has been called the 'missing link'; half-man, half-beast. It is supposed to live in the highest mountain in the world--Mount Qomolangma.
Stone-henge Being one of Britain's greatest national icons, it stands for mystery and power. Some people guess that it was a temple for worship. The reason why Stonehenge was built remains unknown even today.
The Great Pyramid The Great Pyramid of Khufu is one of the seven wonders of the ancient Great world and the only one people can visit. It is the greatest of the Egyptian pyramids, which served as burial places for the Pharaohs.
●Word power
Step 1: Brainstorming
1. Do you know him
2. When did space exploration begin in the world (In 1957)
3. When did the first man land on the moon And how (In 1965)
4. When was the first manned spaceship launched in China ( Oct.15,2003)
5. Are you interested in making discoveries in space
Now there is a scientist who will tell you something about outer space and space exploration. Here are some pictures. Can you name them
Step 2: Vocabulary learning
1. Read the first part of the speech and complete the time line of the main events mentioned.
Time Event Sign
1957 the launch of the 1st artificial satellite Space exploration began.
1959 unmanned spaceships launched into space
1961 1st human being traveled in space People orbited the Earth

2. Guess the meanings of the unknown words from the context. Words like launch, artificial, orbit and trace are new to you all. Listen to me, please. Space exploration began with the launch of the first artificial satellite. What does 'launch' mean What word can be used to replace 'artificial' What about the word 'man-made'
3. Now continue with your discussion by answering the following questions:
How can a space shuttle be sent into space
Can it fly into space by itself
With these two questions, you should focus on reading the poster the scientist is showing to you. By the way, do you know the differences between spaceship and space shuttle
▲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.
Think about other information the scientist may refer to in the following part of his speech.
4. Read the second part of the scientist's speech and complete Part C individually according to the instructions. We’ll then check the answers.
Answers to C (Page 7)
I guess some of you are dreaming an astronaut
To check your reading comprehension, I’d like to ask you some questions:
What will happen to the rockets after the shuttle has been sent to space
Where will the astronauts do their research
Why can't they remove their spacesuits
Step 3: Vocabulary extension
1. Right now we've got some knowledge about space and space exploration, and learned some relevant words and expressions. Let's review them.
inner space
space
outer space
The process of space exploration
First artificial satellite was launched.People orbited the Earth in 1961.Photos are taken and samples are collected from the planets.
Achievements of space exploration
astronauts—travel—walk-- in space. planets-- examined. photos--taken and samples-- collected.
Please focus on Part D and complete it individually.
Answers to D:
(3) Earth (5) Jupiter (1) Mercury (4) Mars (8) Neptune
(9) Pluto (2) Venus (6) Saturn (7) Uranus
2. Read the dialogue in Part A on page 84 and the newspaper report in Part B on page 85 in Readingin Workbook. I will ask you more questions to see how well you understand the two reading materials:
Part A
Besides Steven Spielberg, another person, Charles Dickens, is mentioned. Do you know something about him from the dialogue
The word 'emotion' has been used twice by Alan. Can you guess what it means (It means a strong feeling.)
Part B
In the last sentence of the third paragraph, there is a new word 'souvenir'. Can you guess its meaning from the context (It means a thing kept to remind one of a person, a place or an event.)
●Project: Telling a mysterious story
The 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.
Reading
1. 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 Yetis
Paragraph 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 story
4. You may also consult the story Boy missing, police puzzled, which is a news story, while Searching for the Yeti is an overview about pare 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 following paragraphs. The latter one is a magazine article. It is an overview with general information about Yetis. 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 the usages of the useful words and expressions in Project.
Parts D1 and D2 on page 83 in Workbook are assigned as your homework to practise using some words and important patterns in this unit.
Telling a mysterious story
To 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. Then work in small groups to discuss first what to write and then the questions in this part. Divide up the work and decide what each group member will do.
2. When preparing, you meet, discuss and choose from the information each group member has collected. 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 you have written together. Proofread the story to correct mistakes if there are any. New ideas can be added. 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 the whole class. Then put up your stories on the walls of the classroom.
Answers
Part B1 (page 81)
1 hairy hair 2 strength strong 3 existence exist 4 climber climbing
5 describe descriptions 6 heavy heavily 7 amazes amazing 8 really real
Part B2 (page 81)
1 search for 2 similar 3 living on 4 convinced
5 made his way 6 supported 7 on average 8 mysteries
Part C1 (page 82)
1 have done have made 2 have lost
3 have been preparing have invited 4 has been writing hasn't finished
5 has forgotten have been expecting 6 have been waiting hasn't turned
7 has been snowing have had 8 have been trying have got has happened
Part C2 (page 82)
1 has been doing has written have been published is teaching
2 have become wrote
3 e-mailed answered have been expecting
4 have listened have become
5 have been reading have learned will/am going to introduce
Part D1 (page 83)
1 spaceship 2 amazing 3 creatures 4 research 5 missing 6 experiences
7 disappeared 8 witnesses 9 disappearance 10 evidence 11 frightened 12 have been having
Part 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 puzzles everyone.
7. I am surprised that the seventy-year-old man has passed the college entrance examinations and got into a famous university.
8. Is there any possibility that a child can start a toy company on the Internet
Reading
Part 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 it was 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 many problems.
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 the monsters 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.
Listening
Parts A and B (page 86)
TV report: 1. town Jiangsu eleven 2. visiting 3. coloured lights 4. two hills clouds
Dad's beliefs: 1. plane 2. hundreds of people see 3. Tian'anmen Square
Part C (page 86)
1. town 2. Jiangsu 3. eleven 4. visiting 5. coloured lights
6. plane 7. hundreds of 8. see 9. Tian'anmen Square
Writing
Part B (page 87)
Dear Jim,
I had a strange experience last night. It was unusually dark. I noticed a light in my back garden and walked to the door to take a look. A UFO had landed in my garden and opened its door! I couldn'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,
●Task Conducting a survey
This section consists of a series of activities which provide you opportunities to learn and practise your language skills of listening, reading speaking and writing. Your ability to analyze problems is supposed to be improved. The Task section is divided into three steps, each of which is preceded by a skills building activity. By going through the three steps, you will learn how to design a questionnaire, how to conduct an interview, how to analyze statistics and how to write a report which includes conclusions and recommendations based on the survey.
Skills building 1: Completing a questionnaire
This part tells us how to design a questionnaire. Six rules are given to let you know the style of the language used in a questionnaire, so the questions and statements do not cause any confusion. You ought to know what a questionnaire is, and what the purpose of questionnaire is. Please go over the six points on page 12 so that you will know how to design a questionnaire. You are expected to know that questions or sentences should be accurate and succinct. Finish the exercise about the questionnaire about people's shopping habits. And give your reasons why you think these statements are not properly constructed.
Answers:
1 3 2 1 3 6
4 2 5 5 6 4
Step 1: designing a questionnaire
1. Please work in pairs on the questionnaire for a survey of a book club on page 13. Read over Part A, the questionnaire, and identify the three inappropriate questions/statements in it, and correct them according to the rules on page 12.
2. Listen to the first part of the tape and check their corrections of the questionnaire.
TapescriptPart 1Boss: So this is the questionnaire you have prepared for this year's survey, right Employee: Yes. I was just wondering if you could take a look for me and tell me if I need to make some changes.Boss: Tell me what you have done to improve your questionnaire Employee: All right. I read a web page about how to write a questionnaire, and I improved my questionnaire based on the rules I found there. They are really helpful.Boss: What changes have you made then Employee: Originally I asked ‘How did you find out about Best Book Club and when did you join the club ’ under Question Two, but since I should only ask one piece of information at a time, now I have two questions here instead. They are Question Two--'How did you find out about Best Book Club ' and Question Three--'When did you join the club '.Boss: So you had seven questions and now you have eight.Employee: That's right.Boss: What aid you do Employee: I changed 'How many times have you visited bookshops ' to 'How many time have you visited bookshops in the last six months ' because I understand that a specific time reference has to be given. Otherwise there might be confusion.Boss: That's Question Number Five, or the original Number Four, right Employee: Yes, and in Question Number Seven, or the original Number Six, I cut the instruction to only two words--'Please specify', because the original sentence was too long and difficult. I know I'm not supposed to use such difficult language in a questionnaire. Now it's much easier and clearer.Boss: Obviously

AnswersA. Question 2 should be divided into two questions:2. How did you find out about Best Book Club newspapers[ ] magazines [ ] friends [ ] Internet [ ] TV [ ] 3. When did you join the club 2000 [ ] 2001 [ ] 2002 [ ] 2003 [ ]So, altogether there are now 8 questions in the questionnaire. The original Question 4 should be more accurate and changed like the following: 5 How many times have you visited bookshops in the last 6 months The original Question 6 should be changed into Question 7. The instruction in the blank is too long and difficult and should be cut into only two words 'Please specify'.

3 Listen to the second part of the tape and finish designing the questionnaire in Part A.
Tapescript
Part 2
Boss: Now, this year we're going to start a new mystery book club. So, can you add two more questions Question Number Nine, are you interested in a mystery book club Question Number Ten, how much would you spend on mystery books each month
Employee: Let me take them down. Nine, are you interested in a mystery book club, question mark.
Boss: Oh, don't forget to add ‘yes’ and ‘no’ with a box beside each of them, so that club members can choose their answer.
Employee: OK. And ten, how much would you spend on mystery books each month, question mark. Is that right
Boss: Right. Don't forget to provide answers under the question.
Employee: OK. The answers could be less than ten yuan, ten yuan to nineteen yuan, twenty yuan to twenty-nine yuan, and no less than thirty yuan.
Boss: Good.
Employee: Anything else that you want me to do
Boss: Can you give me the new questionnaire tomorrow
Employee: Sure.

Answers:
B 9 Are you interested in a mystery book club Yes [ ] No [ ]
10 How much would you spend on mystery books each month
less than ￥10 [ ] ￥10—19 [ ]
￥20-29 [ ] no less than ￥30 [ ]
Skills building 2: greeting others and making introductions
Learn how to greet others in an appropriate manner first and then you will know how to introduce yourselves and say what you intend to do and why. Practise a dialogue in pairs at the end, using the skills you have learned in this part.
1. How do you greet each other or your teachers on the way to school in the morning
Please go over Point 1 on page 14.
2. What do you say when you first meet someone How do you introduce yourself to others
Go over Point 2. You will conduct an interview after the introduction.
3. Work in pairs, one as a member from the school magazine, the other as the student whose article is to be included in the next issue of the school magazine. Talk about the writer's plan for the article. You may begin like this:
Student 1: Good morning/afternoon. My name is.. I'm a member of our school magazine. I'd like to ask you a few questions if you don't mind.
Student 2: Certainly not. What do you want to know
You may talk about the following things, such as Justin Foster's disappearance, visits to some high schools in the USA or hobbies and interests of high school students, etc.
Possible example
Student 1: Good morning/afternoon.
Student 2: Good morning/afternoon.
Student 1: My name is ... I'm a member of our school magazine. I'd like to ask you a few questions if you don't mind
Student 2: Certainly not.
Student 1: I know you are going to write an article for the next issue of our school magazine. Could you please tell me what you're going to talk about
Student 2: I will talk about what our students usually do after school.
Student 1: Oh, it must be very interesting. Can you tell me something more about your article
Student 2: Yes. I designed a questionnaire for a survey about what the students in our school like in their spare time...
Step 2: conducting an interview
In this part, you will conduct an interview about Best Book Club in pairs, using the questionnaire you have revised on page 13. In this way you can practise the speaking skills you have learned in Skills building 2. You can gather statistics from a number of questionnaires after conducting some surveys.
1. Read Part A on page 14 to make sure you know what to do. Then work in pairs to role-play an interview between a club employee and a club member. At the same time, finish the questionnaire on page 13. You can begin like this:
Club employee: Hello.
Club member: Hello.
Club employee: My name is ... I'm a staff member in this club. I know you're a member of our club. Would you mind if I ask you some questions
Club member: Of course not.
2. Work in pairs to go over Part B on page 15. This time, one of you will be the boss of the club, the other the employee of the club. The employee will tell the boss the club member's answers to the questionnaire. Use the questions in Part B to create a dialogue.
Skills building 3: analyzing statistics
You’ll learn here how to analyse statistics that are gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics. Try to improve your abilities of analysing and solving problems in the activities.
1. Go over the two points on page 16. Make sure you know what can be obtained through analyzing the statistics from questionnaires. Through analysis, you can draw conclusions and make recommendations. Thus, you can discover what people are interested in, what they are doing or they want to do. Try to think of more conclusions and recommendations about the example sentence. Here’s some examples for conclusions: Many students in our class know how to use an English-Chinese dictionary. Many students like to use an English-Chinese dictionary to help them learn English. And some example for recommendations: It is a good idea to use an English-Chinese dictionary in studying English.
2. Read the pie chart about students' hobbies and interests and analyse the statistics. Draw at least three more conclusions and make another three recommendations.
Answers:
Conclusions:
2. The second most popular activity for students in the school is surfing the Internet.
3. Only a few students in the school like reading.
4. Most students in the school do not like dancing.
Recommendations:
2. The school should guide students in surfing the Internet.
3. The school should find ways to arouse students' interests in reading.
4. The school should take measures to make more students become interested in dancing.
Step 3: writing a report
Write a report about the possibility of starting a mystery book club after analysing the statistics. Read the three charts first to get the statistics. Then draw some conclusions and make recommendations. At last write a report to the boss about their findings.
1. Work in groups and discuss the statistics on page 17. Draw conclusions and make recommendations from them by making a list.

Answers
Statistics:
1. Mystery books members are interested in: 39%
2. Number of people interested in a mystery club: 81%
3. Monthly amount of money members willing to spend on mystery books:
Below￥10 23% ￥10--19 42% ￥20—29 30% no less than ￥30 5%
Conclusions: Many people are interested in a mystery 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.
2. Write a report according to what you’ve discussed.

Possible example
The 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. About 81% of the people who answered the questions are interested in a mystery book club. About 77% of them are willing to spend more than 10 yuan on mystery books every month. Of these people 5% would spend no less than 30 yuan and 30% would like to spend 20-29 yuan. So I think more people than we expected are interested in mysteries. They are willing to read books about mysteries.
Recommendations based on the conclusions:
We can start a mystery book club and many people will join it.
Reading boy missing ,police puzzled
Resources
1. Newspaper articles are often seen as a shortened form of a news report that gives fuller information. The lead, the first paragraph of a news story, plays the most important part in the understanding of the whole story. It is usually a one or two sentence summary of the particular event being reported. The headline and the first paragraph effectively summarize the story's content.
There are several advantages in using a newspaper to improve English skills. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories relies heavily on the students' knowledge of social and cultural experiences. Newspapers mirror our national values, habits and preferences. Newspaper reading improves the students' overall abilities rather than simply informing them of new information. Students will find time and effort devoted to understanding social and cultural materials rewarding.
2. Some newspaper activities that can be used in the classroom.
* Encourage students to read the newspaper daily. Ask them what articles they find interesting, and read and discuss those articles with them.
*Read the newspaper coverage of a major news story and watch the same story presented on television. Talk about the differences between reading newspapers and watching television news.
*Read the newspaper for issues that have some direct effects on students' lives. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.
*Review TV and movie schedules, discussing which shows and movies are appealing and why. Compare reviews with those written by media critics.
*Try to find persuasive letters to the editor. Identify and discuss the author's style and tone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.

Step 1: Lead-in
1. Some questions about UFO
Do you know what the three letters UFO stand for
Have you ever heard of the UFOs
Have you ever had the chance to see one
Do you believe the usual sayings about the UFOs
What do you think a UFO is
Do you think there are any creatures on it
Where do you think the creatures come from
Will they become our friends or enemies
2. Today, we’ll come to Reading part. Now I’d like you to look at the pictures on pages 2 and 3 and the title, Boy missing, police puzzled. Can you connect them with each other
Picture 1:
Is the first picture a UFO
Are there really UFOs from the outer space
Picture 2:
Who was the missing boy
Does he like playing football or baseball
Picture 3:
What’s the picture about
Does the bright light outside the window come from a UFO
Does the bright light have something to do with Justin’s missing
(If possible, the teacher may use the projector or macromedia to show the situations in the three pictures and ask the students the same questions as given above. Check answers in pairs. Check the answers with the whole class if you wish.)
3. Answer the following questions, focusing on the title of the article, Boy missing, police puzzled.
Does the title arouse your interest when you read it
Can you complete the title
What information can you get from the title
What else do you want to know For example, 'boy missing' (How/When/Where was the boy missing ) 'police puzzled' (Why are they puzzled /What are the police going to do about the boy's disappearance and how )
Are you curious about why the writer uses an incomplete sentence as the title
Did you know that it is a feature of a news title
What are some other features of a news title
Can you guess what details may be covered in the following news story
Step 2: Fast reading for general ideas
1. Before skimming the passage, please look at the news photographs first and describe what is happening in them. Then find the answers to the three questions above the text:
1) What is the article about (The article is about a missing boy/UFOs and aliens.)
2) Who is missing (Justin Foster is missing.)
3) Do the police know what happened to Justin (No.)
2. Read the first paragraph carefully to get the main idea and the important facts such as: When and where was the boy missing What caused the boy's sudden disappearance How old was the boy Why did people show interest in his disappearance
3. Now scan the article again and locate specific information according to Parts C1 and C2. Questions 1, 2, 3 and 5 in Part C1 check background information about Justin while Questions 4, 6, 7 and 8 check your comprehension about witnesses, aliens and the case. Part C2 requires you to identify some details to support the main points of the story.
Answers to C 1 (p4):
1. He lives in Dover, New Hampshire.
2. Justin's mother went to bed early because of a headache.
3. He plays baseball.
4. At 10:45 p.m.
5. He has a sister.
6. They were white.
7. Mavis Wood has been taken by the aliens.
8. Detective Sam Peterson was in charge of the case.
Step 3: Detailed reading for important information
1. Please self-evaluate how well you understand and comprehend the article with the following exercise.
At 8 p.m.___________________________________
At 10.45 p.m._____________________________
Justin Foster At 11 p.m.___________________________________
After 11p.m., he was seen_____________________
The next morning, he was found________________
shape__________________
its appearance colour__________________
Strange objects (UFO) size______________________
its inside ___________________________________
2. Answer the questions
Where does Justin Foster live （He lives in Dover, New Hampshire.）
Why did Justin’s mother go to bed early (Justin’s mother went to bed early because of a headache.)
What sports does Justin play (He plays basketball.)
What time did the witness see Justin walking home (At 10.45 p.m.)
Does Justin have any brothers and sisters (He has a sister)
What colour were the aliens (They were white.)
Who else has been taken by the aliens (Mavis Wood has been taken by the aliens.)
Who is in charge of the case (Detective Sam Peterson was in charge of the case.)
3. Complete Parts D and E. The meanings of the words in Part D are not difficult for you to identify after you have read through the passage twice. Part E is a diary written by Kelly. It requires you to understand the diary first, and then write down the missing words to make the meaning complete.
Answers to D (p4):
1. puzzled (title) __ _6___ a say that something is not possible
2. due to (line 6) ___8___ b making people believe something is true
3. show up (line 23) 5 c frightening or unpleasant dreams
4. wirnesses (line 32) 2 d because of
5. nightmares (line 68) 3 e appear or arrive
6. rule out (line 73) 7 f invent (a story)
7. make up (line 76) 1 g unable to understand
8. convincing (line 81) 4 h people who saw an accident and can describe it to others
Answers to E (p5):
Justin has been missing for two weeks now. I miss him a lot. I’m worried that something bad has happened to him. I’m sure he came home that night at around 11 p.m. I heard him out on his favourite CD. I wonder where the alliens with large black eyes have taken him.
Mavis told me that creatures from outer space took her away a few years ago. They did some research on her. The whole experience was very frightening, just like a nightmare ,but at least they returned her home. I hope they will return Justin soon.
The police are not making much progress. They are very puzzled . Now they are searching for other witnesses . They say Justin might have been murdered . Dad is very disappoitned with them. He thinks they are not doing their job properly. Mum is really worried too. She can’t sleep well. I hope Justin will come home soon and tell us what happened to him. I want all of us to be together again.
3. Having read the text, please pay attention to the different features of each paragraph.
1) First let’s have a discussion about how we usually decide whether a news article is worth reading or not and what methods we use in our reading.
As we all know, newspapers play an important part in our daily life. Wherever you are, you can be informed of the latest news by reading a newspaper. From your experience, how do you usually select the news you’d like to read, by taking a look at its title or being attracted by its colorful pictures
Every one of you can express your own opinions and give the reasons.
2) Compared with the other paragraphs, is the first paragraph the most important one in the article Please describe the differences between the first paragraph of the article and the paragraphs that follow.
3) You are asked to read the Reading strategy ‘reading a newspaper article’. Pay attention that both the title and the first paragraph, which is called the lead paragraph, play a key role in your understanding of news articles.
Step 4: Post-reading activities
1. Retell the story according to the diagram on page 6. I’ll write down some key words and phrases on the blackboard or the overhead projector for you to refer to in case you need help.
2. Suppose you are a writer. Please give an ending to the story. Though the police have made efforts to investigate the case. Justin's disappearance remains a mystery. Was he really seized by aliens or were there other reasons All the people are concerned about Justin's disappearance. What do you think might have happened to him Was he in danger If he were taken away by aliens, how do you think they would treat him Just use your imagination and all the endings are acceptable.
3. Do with Parts A1 and A2 on page 80 in Workbook to get more familiar with the text and the words and expressions in it.
Answers to Part A1:
1. up 2. to 3. up 4. up 5. for 6. out 7. into/for
8. up 9. of 10. on 11. around/about 12. out/up
Answers to Part A2:
1. witness 2. creature 3. gone missing 4. frightened 5. research
6. due to 7. show up 8. possibility
4. Please turn your attention to the questions in Part F. You are expected do some speaking practice according to the sample.
5. Read Part A first and then do Part B in Writing on page 87 in Workbook.
Answer to Part B:
Dear Jim,
I had a strange experience last night. It was unusually dark. I noticed a light in my back garden and walked to the door to take a look. A UFO had landed in my garden and opened it’s door! I couldn’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,
Robert
● Grammar and Usage
Present perfect tense
1. Use different methods to present the present perfect tense. Here are some ideas:
1) Please look at the screen. Pay attention to the different forms of the verbs:


2) Let’s complete the following sentences, in which the predicate part is missing.
We_____(study) English for about five years.
They_____(live) in the south since their daughter was born.
I_______ (read) your article three times. It's well written.
The student________(finish) her homework already.
Eric__________(go) back to his hometown today.
Answers: have studied have lived have read has finished has gone
3) Read the following sentences and point out what tense or tenses are used in them and the reasons why they are used.
We have studied English for about five years. We began to study it five years ago.
They moved to the south in 1990 and have lived there since then.
The student is doing her homework. She hasn't finished it yet.
Eric left home last year and has just come back.
2. We may wonder why some verbs can't be used in the present perfect tense. Let’s read the following sentences, and try to find different usages of some verbs.
Justin has been away from home for several days. He disappeared last Friday.
They bought this house three years ago and they have lived here since then.
My brother went to see my grandpa last week. He has visited him three times this month.
So you see 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. When an action happened at a definite time in the past, the past simple tense is often used.
3. Read Points 1 and 2 on page 8 to make sure why the present perfect tense is used in these two sentences.
4. Go over Point 3 on page 8 to learn what time expressions can be used with the present perfect tense. Pay attention to the different usages between already and yet, or for and since.
5. Read Point 4 on page 8 to learn that the present perfect tense can be used in a situation where the action was completed only a moment ago. In this case, just is used.
6. Go over Points 5 and 6 on page 8 and note that when we want to express a repeated action, we use the present perfect tense with the time expressions once/twice/three times ...
7. Let’s 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, been

Summary of The Present Perfect tense:
1.We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.
Daniel has lived(live) in Beijing since he came to China.
(Connection with the past: Daniel came to China. Connection with the present: Daniel is living in China.)

2.We use the present perfect tense to talk about something that started in the past, and is still happening now.
came has lived

________________________________________
past now future
3.We use the present perfect tense to talk about actions that were completed only a short time ago.
I went to Egypt in 1986. I went to Egypt in 2004.I have been (be) to Egypt twice.
4.We can also use the present perfect tense for repeated actions.
Has it ever snowed(snow) in Hong Kong
No, it has never snowed(snow) there.
5.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, yet
Notes:
1. We use already for affirmative statements and yet for negative statements and interrogative sentences.
2. We use for + a period of time and since + a point of time.
3. Structures connected with the present perfect tense:
1) It is (has been) +a period of time +since-clause.
2) This (That/It) is the first (second…) time + that-clause (present perfect tense).
3) This (That/It) is the only ) … + that-clause (present perfect tense).
4) This (That/It) is the best/ finest /most interesting … + that-clause

ResourcesThe present perfect-Three hours ago she baked a cake. And since then let’s see…-…She’s already made the beds, written a letter, gone shopping, and cooked dinner.-And now she’s just answered the telephone for the fifth time. English has a verb tense, the present perfect, which serves to denote past happenings that are relevant to, or that still have an effect at, the moment of speaking. This tense, formed with the present of have plus a past participle (answered, cooked, gone, written, made, and so on), is really a combination of present and past together. Notice the kinds of adverbs and adverbial phrases that are closely associated with the present perfect. He’s been a success now, I would say, since 1990.And now he’s just decided to enter politics. The simple past, denoting past happenings that are localized in the past, contrasts sharply with the present perfect, as can be seen best by the kinds of “time” adverbials that may be used with one tense but not with the other.Simple Past Present Perfectyesterday since thenan hour ago so farI learned a new song last night I’ve learned another nowon Monday in the last hour already now now then × then then × then(past) (future) (past) (future)(Attention is drawn to the past (Attention is drawn to the present knowledgeEvent and the time it took place.) of the song and not on the previous act of learning it.) Therefore, do not say things like “I’ve learned a new song yesterday”, which is a very common mistake.The speaker chooses among these and other tenses in part according to how he feels himself related to the event.
Present perfect continuous tense
Here we will look at two situations in which the present perfect continuous tense is used. Note how the tense is formed and try to understand how the tense is used in sentences. We will practise forming verbs in this tense and complete sentences.
1. We sometimes use the 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. For example,
I've been waiting for an hour and he still hasn't turned up.
I'm so sorry I'm late. Have you been waiting long
2. Go over Points 1 and 2 on page 9 to understand this tense better.
3. Go over Point 3 to see how the tense is formed.
4. Fill in the missing words. Pay attention to the verb form in the example given in the first picture (all the verb forms here are the present perfect continuous tense, except for the one in Sentence 5). It is a trap and does not require the present perfect continuous tense.
Answers:
(2) have been talking (3) have been taking (4) have been watching (5) have seen (6) have been writing
5. Do with Part C1 on page 82 in Workbook to become familiar with the present perfect tense and the present perfect continuous tense.

Present perfect or present perfect continuous
1. Go over Point I on page 10 to identify why the two different tenses are used in the two sentences.
In the first sentence, the present perfect tense is used, which means that the action read isn't continuing, and Li Jia knows what the book is about now. In the second sentence, the present perfect continuous tense is used, which means that the action read is still continuing.
2. Go over Point 2 on page 10. Note that 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 then started again.
3. Go over Point 3 on page 10 to define the meaning of a state verb or an action verb. Note that a state verb doesn't mean an action, so it can't be used in a continuous tense.
4. Note that the present perfect continuous tense can't be used when the words always, never, yet, already or ever are used in a sentence.
5. Finish the two exercises on page 11.
Answers:
A (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 making
Sample answers:
B 1. He has been waiting at an underground station.
2. They have been traveling in a UFO. It looks like a saucer. (Answers may be various.)
3. They probably have talked to animals or plants on the Earth as well as creatures on other planets. (Answers may be various.)
4. They have visited Mars, Venus, Jupiter and some other planets. (Answers may be various.)

6. Do with Part C2 on page 82 in Workbook to have one more chance to practise the usage of the two different tenses.

ResourceThe Present Perfect Continuous-I still haven’t figured out how she does it all.-I haven’t either, and I’ve been trying now for ten years. The present perfect tense, like the simple present and the simple past, has a continuous form as well. The effect of the present perfect continuous is to make past happenings continuous throughout a time span extending up to the present:Simple Past: I learned a new song (three hours ago). now Hours then × then(past) (future) (past event accomplished, specific time)Present Perfect: I’ve learned another now (in the past few hours). now Hours then × then(past) (future) (past event accomplished, present relevance)Present Perfect Continuous: I’ve been learning still another now (for the past hour). now Hours then × then(past) (future) (past event not necessarily accomplished, present relevance, possibly still going on at the moment of speaking)Verbs denoting action that can only be momentary or instantaneous (knock, hit, sneeze, interrupt, introducing, and so on) can also occur in the continuous. The meaning, however, is then one of repetition:You’ve been interrupting me now ( for the past five minutes). now then × then(past) (future) Although this class of verbs also includes arrive, leave, come, go, and so on, the “repetition” with the verbs just mentioned cannot be effected by one person alone: The guests haven been arriving now for an hour. But not “The guest has been arriving now for an hour.
Consolidation
I. Relative items in recent years’ college entrance examinations:
1. My friend, who ____ on the International Olympic Committee all his life, is retiring next month. (2006浙江)
A. served B. is serving C. had served D. has served
2. John and I ________friends for eight years. We first got to know each other at a Christmas party. But we ________each other a couple of times before that. (2002北京春季招生)
A. had been; have seen B. have been; have seen
C. had been; had seen D. have been; had seen
3. With the rapid growth of population, the city ________in all directions in the past five years. (2003北京春季招生)
A. spreads B. has spread C. spread D. had spread
4. --How long ________at his job --Since 1990. (2003北京春季招生)
A. were you employed B. have you been employed
C. had you been employed D. will you be employed
5. How can you possibly miss the news It ________on TV all day long. (2004 北京春季招生)
A. has been B. had been C. was D. will be
6. Now that she is out of a job, Lucy ________going back to school, but she hasn’t decided yet. (2004 北京高考)
A. had considered B. has been considering C. considered D. is going to consider 7. --How are you today (2000全国高考)
--Oh, I ________as ill as I do now for a very long time.
A. didn’t feel B. wasn’t feeling C. don’t feel D. haven’t felt
8. I _______ Ping-pong quite well, but I haven’t had time to play since the new year. (2001全国高考)
A. played B. will play C. have played D. play
9. I wonder why Jenny ________us recently. We should have heard from her by now. (2002全国高考)
A. hasn’t written B. doesn’t write C. won’t write D. hadn’t written
10. Although he has lived with us for years, he ________us much impression. (2004上海春季招生)
A. hadn’t left B. didn’t leave C. doesn’t leave D. hasn’t left
11. The first use of atomic weapons was in 1945, and their power ________increased enormously ever since. (2004上海高考)
A. is B. was C. has been D. had been
12. She has set a new record, that is, the sales of her latest book ________50 million. (2004福建高考)
A. have reached B. has reached C. are reaching D. had reached
13. More patients ________in hospital this year than last year. (2004江苏高考)
A. treated B. have treated C. had been treated D. have been treated
14. --The window is dirty. --I know. It ________ for weeks. (2004广西高考)
A. hasn’t cleaned B. didn’t clean C. wasn’t cleaned D. hasn’t been cleaned
15 Years ago we didn't know this, but recent science ______ that people who don't sleep well soon get ill. (2005广东高考)
A. showed B. has shown C. will show D. is showing
16. The coffee is wonderful ! It doesn’t taste like anything I _____ before. （2005全国卷I）
A．was having B．have C．have ever had D．had ever had
17. My brother is an actor. He _________ in several films so far. （2005浙江卷）
A．appears B．appeared C．has appeared D．is appearing
18. I ____ in London for many years, but I’ve never regretted my final decision to move back to China. (2006重庆)
A. lived B. was living C. have lived D. had lived
19. Although medical science ____ control over several dangerous diseases, what worries us is that some of them are returning. (2006江苏)
A. achieved B. has achieved C. will achieve D. had achieved
20. I won’t tell the student the answer to the math problem until he ____ on it for more than an hour. (2006湖北)
A. has been working B. will have worked C. will have been working D. had worked


II. Translation
1 我已经看了说明，但我还是不理解。

2 你看见过不明飞行物吗？

3 这是我们吃过的最贵的一顿饭。

4 我一直用左手写字。

5 在过去的二十年里我们国家发生了巨大的变化。

6 迄今为止你读了多少英文小说？

7 他家搬到澳大利亚已经八年了。

8 他父亲去世后，他就一直和他的叔叔住在一起。

Keys:
I.1-5 DDDDA 6-10 BBDAB 11-15 CADDB 16-20 CCABA
II. 1. I have read the instructions but I still don’t understand them.
2. Have you ever seen a UFO
3. This dinner was the most expensive meal we have ever had.
4. I have always written with my left hand.
5. Great changes have taken place in our country in the past 20 years.
6. How many English stories have you read so far
7. It has been 8 years since his family moved to Australia.
8. He has lived with his uncle since his father died.
Unit 2 Wish You Were Here
Welcome to the unit---教案
Teaching Aims:
1. Learn about traveling
2. Develop students’ speaking ability by talking about places in the world and traveling.
Teaching Important Point:
Develop students’ speaking ability.
Teaching Difficult Point:
How to get students to speak more and improve their speaking ability.
Teaching Methods:
1. Free talk to arouse students’ interest in traveling.
2. Discussion to make students finish the task of speaking.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
(Show the students some pictures on the screen)
1. Do you like traveling
Do you want to visit these picturesque places
2. Why do you want to visit these places
Step 2 Welcome to the unit
(Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert)
Which of these places would you like to visit most
And why
Step 3 Some questions about yourself
1. Have you ever been to some places
2. What is the most exciting place you have ever been to
3. Try to describe the place for us.
Step 4 Pair Work
Bob just come back from Sydney, and now Susan is asking him about his trip.
1. Work in pairs and try to use the following expressions.
Useful expressions:
What do you think of the city
How do you find the city
Are there any places of historic interest to see in this city
What is the city famous for
Would you please tell me something about the historic art of the city
I’d like to look around the city.
How I wish I could go there someday!
2. Act out your dialogue in front of the class.
Step 5 Discussion
-- talk about traveling
(show the following on the screen)
Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much.
Step 6 Homework
1.Find more information about places in the world and traveling.
2.Preview the reading text.
Good staying with you!
Thank you for your cooperation!
Unit 2 Wish you Were here
Word power---教案
Teaching Aims:
1. Improve the students’ speaking ability
2. Enlarge the students’ vocabulary
3. Get the students to know about adventures
Teaching Important Points：
1． Make the students talk about places, adventures and instruments freely
2． Learn the words by heart and try to use them
Teaching Different points:
1. How to develop the students’ imagination
2. How to use the new words to solve problems
Teaching Methods:
1. Talking to improve the students’ speaking ability
2. Practice to get the students to master what they’ve learnt
3. Discussion to make every student work in class
Teaching Aids
1. the multimedia
2. the blackboard
Teaching Procedures
Step1 Revision and Lead-in
Yesterday, we read a passage about Toby’s summer holiday trip
Which place would Toby like to visit？ Africa
What kind of trip will Toby have？ Adventures
What kind of things will you plan to take if you want an adventure holiday
Step 2 Presentation
Ask students to read Part A and summarize the items Colin wants to
take on his holiday（show the diagram on the screen）
What to take Why to take them
1. tent to sleep in
2. sleeping bag to keep warm
3. life jacket the water may be dangerous
4. pan to cook food
5. parka and boots to keep warm in the mountains
Step 3 Vocabulary learning
Ask students to compare their answers with the items listed in Part
B , paying attention to students’ pronunciation and spelling
Step4 Practice
Ask students to read the letter in Part C, choosing the proper words to
make the letter meaningfull.
Jennifer suggested that Colin take a first aid kit on his trip. What
items should be included in a first aid kit？ Bandages, Aspirin
and a compass.
Step5 Discussion
What instruments will you take to：
1.climb a mountain
2.explore a forest
Step 6 Homework
Unit 2 Wish You Were Here
Project---教案
Teaching Aims:
1. Train the students’ writing and speaking abilities.
2.
2. Get the students to talk about making a travel leaflet.
3. Get the students to cooperate with others.
Teaching Important Points:
1. Finish the task of making a travel leaflet to train the students’ speaking ability.
2. Get the students to cooperate with others.
Teaching Difficult Point:
How to help the students finish the talks of writing and speaking.
Teaching Methods:
1. Reading, talking and writing to improve students’ integrating skills.
2. Individual, pair work and group work to make every student take an active part in class.
3. Discussion to help the students cooperate.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
(Show the students some beautiful pictures of Shangri-la on the screen)
Do you know where this is
Shangri-la.
Are you tired of seeing the same view out of your window Do you wish you could travel and see beautiful places all over the world Today, you are going to do some research and make a travel leaflet for a place you want to visit.
Step 2 Let the students read the travel leaflet “Step 2 ”. Ask them to find out answers to the following questions.
Read the passage and answer:
1.What information can you get from the titles
It’s about the world famous Chinese Shangri-la. We can learn about its history, location, scenery, and weather.
2.Who first talked about Shangri-la
James Hilton, a British writer, wrote the novel Lost Horizon in 1933.
3.What does the word Shangri-la mean
It means the sun and the moon in one’s heart. Today it has become a common English word, meaning heaven on the Earth.
4. Where is Shangri-la
It is in the southwest of China, 659 kilometers away from Kunming.
5. Try to find out the sentences used to describe the beauty of Shangri-la.
…from a beautiful picture that will make any viewers speechless.
…a beautiful kingdom where three rivers joined together, snow-capped mountains reached to the sky, and fields of long grass covered the earth.
Lakes, surrounded by vast grasslands, look like jewels. Sheep, cows and horses feed freely on the green grass and the forests around are home to lots of birds and animals.
Step 3 Read the passage again and find out the writing features of a travel leaflet.
brief introduction of the place
history and specialities
description of the scenery of the place
how to get to the place
what the weather is like
(1) Introducing the project:
(2)
Make a travel leaflet about the place you would like to visit most.
(2) Planning
Ask students to work in small groups. First let them answer the questions in this part to discuss the place to be designed in the leaflet. Then they should discuss the layout of the leaflet, and divide the work each group member will do to collect the information needed. At last they are to decide when they will finish what they should do.
(3) Preparing
Students meet, discuss and choose the information each group member has collected. Then they should find photos and artwork to illustrate the leaflet they had made.
(4) Producing
Students each write a section of the leaflet. They should put what they have written together and add photos or illustrations. They must proofread the story to correct mistakes if there are any. New ideas can be added. Now the leaflet is finished.
(5) Presenting
Students present their leaflets to the whole class by taking turns to talk about each section of their leaflets. Everyone in each group should have a chance to speak. Ask students to display the whole leaflet for the rest of the class to see. They can put up their leaflets on the walls in the classroom.
Step 4 Homework
1.Do Parts D1 and D2 on page 91 in Workbook.
2.Review words and phrases in this unit.
Good staying with you!
Thank you for your cooperation!
Unit 2 Wish you Were here
Task: Planning a holiday for your family ---教案
Teaching aims:
Train the students’ listening and speaking abilities.
Get the students to talk about planning a holiday.
Get the students to write an e-mail.
Teaching important points:
Finish the task of listening to improve the students’ listening ability.
Finish the task of choosing a holiday destination to train the Ss’ speaking ability.
Finish the task of writing an e-mail.
Teaching procedures:
Step 1 lead in 3 mins
1. What will you do on the coming New Year’s Day Would you like to travel
2. If you have a chance to visit some place with your family, which place would you like to travel most
Step 2
A Here are two wonderful places for you to choose. Open your book turn to page33. Read these two leaflets and circle the names of the places mentioned and underline some new words that you don’t know.
Adventure on South Island, New Zealand
1.Christchurch go White-water rafting
2.Greymouth
3.Queenstown take a River cruise, have a Maori dinner
Explore Shandong Province
1.Ji’nan Baotu Spring
Daming Lake
The Yellow River
2.Tai’an Mount Taishan
South Heaven Gate,
sunrise,
Dai Temple,
teahouse
3.Qufu Confucius
B.Up to now, you have got a general idea of these two places.It’s time for you to draft travel plans for your family to consider.
Read the holiday leaflets carefully and fill in as many details as possible.
Before starting, let’s look at the first plan together.
Destination: the place you will visit
Duration: time during which your visit lasts
Tour departs:how often the tour leaves
Tour leaves on: when the tour leaves
Travel Plan 1
(1)South (7)Queenst