1、第 1 页 共 4 页牛津高中英语教学设计单 元：Unit1 Tales of the unexplained板 块：projectThoughts on the design:本课是在以本单元前阶段学习中所涉及到的世界未解之谜为背景知识和铺垫，以喜马拉雅山上的野人为主题继续深化本单元的主题，与此同时，使学生由了解学习过渡为围绕世界之谜主题撰写奇妙故事，因此，若要自然且较高质量地完成此任务，本课的第一阶段则涉及对前部分的相关内容进行简要复习，进而引出雪人话题。分析结构和内容是本课的第一重点，通过系列问题分别来提高学生泛读和精读的能力。亲自撰写故事的目的是让学生学以致用并提高写作和听说能力，其准
2、备阶段是本课的第二重点，本课的设计中包含了对该环节的一些表格提示，以适当减轻难度并使学生思路清晰。本课充分体现课堂“以学生为中心”的思想。Teaching aims: After learning the text, the students will be able to improve integrating skills including reading and writing. Question-and-answer activity aims to help the students understand the passage better. Pair work and grou
3、p work are designed to make the students enhance team spirits. Meanwhile, students knowledge on world mysteries will be propounded.Teaching procedures: 步骤用英文撰写。步骤中要注明对应的 PPT，并详细说明如何使用 PPT，对 PPT 图片和视频所涉及的教学内容要用英文陈述，教学中的提问要有参考答案。说明用中文撰写。说明阐述本步骤的设计思路，几个步骤如是一个有机整体，可以在这几个步骤结束时一并说明。Step 1 Revision and bra
4、instorm1. The whole lesson is brought by a famous saying by Albert Einstein“The most beautiful thing one can experience is mysteries. They are truly the basis of all arts and sciences.”用爱因斯坦关于本课主题的一句名言作为本课的开篇，简洁干练，具有一定深度和说服力，且对于学生来说有吸引力，自然过渡到本单元前阶段所涉及到的话题，进行简要复第 2 页 共 4 页习。2. Picture presentationAsk
5、 the students to review former lessons about UFOs, the Great Pyramids, Stonehenge and the Loch Ness Monster.通过图片提示进行简要复习，并把学生的思维带入本单元的“世界之谜”主题，为“喜马拉雅山的野人”讨论预热。3. A brief introduction to Yetis在学习文章之前，向学生介绍一些关于野人的背景知识，如果是用自己班级上课，可以提前布置学生在课下就感兴趣的相关话题，搜集资料，在课堂上的本环节中分享和介绍。Step 2 Listening and Reading1. A
6、sk the students to listen to the recorder, while listening, read after the tape as fluently as possible. Then answer the following questions:Q1: In which year were Yetis seen?Q2: Where have Yetis or similar creatures been seen?Q3: What has been reported about Yetis?Q4: What do scientists think of Ye
7、tis?2. Ask the students to discuss the answers among themselves, and then check the answers.Key1: In 1998.Key2: Yetis have been seen on the Chinese side of the Himalayas and in the Shennongjia National Forest Park in western Hubei Province.Key3: man-like, heavily built, hairy-black fur, huge shoulde
8、rs, 6 feet tall, long arm, large hands, large feet, run with amazing speed and strength, walk like a man, attack people. (key words)Key4:Some scientists think that these footprints are not left by Yetis. Some scientists even think that these footprints could have been made by people playing jokes. A
9、nd they hope that the mystery will be solved someday.3. Ask the students to read the passage by themselves in detail, and then give a brief 第 3 页 共 4 页analysis of the structure and the general idea of each paragraph.Para 1Sightings of Yetis are reported all over the world.Para 2-4Witnesses gave simi
10、lar descriptions of Yetis.Para5-6Scientists opinions of their existence are divided.Para 7Scientists hope the mystery will be solved someday.Step3 Writing a mysterious story1. Give students writing features of writing a mysterious story:A. an interesting and attractive titleB. an attractive beginnin
11、gC. some details of the story with some pictures or photosD. what scientists or people think about the storyE. an open end of the story学生对于这种文体的写作材料很陌生，教师有必要先对此项任务的写作特点做一些简要的指导。2. Ask the students to choose the topic from given pictures and give some clues in the form of filling the blanks.mysteries What we know about itInformation resourcesYeti Loch Ness Monster Pyramids Stonehenge 第 4 页 共 4 页UFO 学生初次接受此类学习任务，教师有必要通过诸如表格一类的方式来作出必要提示，以使学生在头脑中对学习任务有一个清晰的计划或思路，即进行周密的准备工作，以后便于课下对编撰故事的完成以及下一阶段的呈现。
