Unit1 Tales of the unexplained-Welcome to the Unit教案

descriptionin this section, students will be asked to talk about the following phenomena, including traces of ufo, real existences of yeti and the loch ness monster, reasons for building stonehenge and the great pyramid and disappearances of ships and planes in the bermuda. all these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena. students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.suggested teaching proceduresl         brainstorming1 ( before taking up the task)the teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in english or in chinese to get some information about ufo, yeti, the loch monster, bermuda, stonehenge and the great pyramid. the activity can be conducted like this:the topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. they are beyond our knowledge. even the advanced science and technology of today cannot offer satisfactory answers, so i recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the internet or looking up background information in some books. besides collecting information, you have to note down your answers. it’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures )  a ask students to read the instructions and focus on the six pictures and illustrations individually first. the teacher can arouse their interest by asking them the following questions:  do the six pictures have something in common? what is it? (unexplained;  no satisfactory answers;  mysterious;  no evidences…) can scientists explain these phenomena?  how do you feel about them? are you a bit curious? b ask students to think of as many expressions as possible to answer the above questions,  encourage them to make up sentences and report back their answers. the teacher can share the following sentences with students.  they are mysterious because no satisfactory answers have been offered to explain their reasons. though these mysteries have puzzled people for a long time, people show great interest in them.