M2U1Project.doc

Unit one The tales of unexplained
Period 7 Project: Telling a mysterious story

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?
4) What scientists think of Yetis?
Step Two: Careful reading
Ask Ss to find the main idea of each paragraph and find the connections between them.
Para 1: Yetis are reported seeing al over the world.
Para 2-4 Description of Yetis in different places.( Supported details for Para 1)
Para 5-6: Scientists’ different opinions about Yetis
Para7 : Scientists hope to find the truth.
Step Three: 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 Four: 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 it 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.
Step Five: Language Points
1. It is possible that…….
2. man-like creatures
3. 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.
4. similar--- similarity
5. describe--description
6. be said to do/ have done It is said that………
The book is said to have been translated into many languages.
It is said that the book has been translated into many languages.
7. heavy----- heavily
adj.---- 重的(相对而言拥有较大重量的) a heavy load.重负
大量的heavy rainfall 大雨
浓密的；厚的：a heavy fog.重雾
狂暴的；粗暴的：heavy seas.波涛汹涌的海面
8. build—built-built be heavily built 身体健壮
9. hair---hairy adj.
C/n 毛发（单根）There is a hair in my soup./
U/n 头发 have one’s hair cut / have long and black hair
10. shoulder shoulder to shoulder In close proximity; side by side.距离非常贴近地；肩并肩地
11. speed at the speed of…./ at a fast speed ….
12. 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
13. 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）
14. 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.
15. make one’s way to …
16. some day/ one day
Step Six Consolidation and Homework
1. Ask students to go over what they have learnt in this unit
2. Ask students to finish the workbook exercises.