Unit1TalesoftheunexplainedPeriod7Project:TellingaboutanunexplainedmysteryTheanalysisofthispart:TheprojectisdesignedtohelpstudentslearnanduseEnglishbydoingagroupproject.ThereadingmaterialaboutYetiisasampleforSstoseehowamysteriousstorycanbewritten.Ssareencouragedtowriteastoryononeofthefivemysteriesinthesectionwelcometotheunit.Teachingaims:1.EncourageSstousewhattheyhavelearntinthisunittocompletetheproject.2.HelpSsdiscusswhatmysterytheywanttowriteastoryabout,andcollectasmuchinformationastheycan..Teachingmethods:1.Reading2.Pairorgroupwork.Teachingprocedures:Stepone:FastReadingQuestionsforSstoanswerafterreading:1)InwhichyearswereYetisseen?2)WherehaveYetisorsimilarcreaturesbeenseen?3)WhathasbeenreportedaboutYetis,BigfootortheWildManofShennongjia?4)Whatscientiststhinkofthesecreatures?Steptwo:CarefulreadingAskSstofindthemainideaofeachparagraphandfindtheconnectionsbetweenthem.Para1:ReportsaboutseeingYetisintheHimalayasforhundredsofyearsPara2:AneyewitnesstoaYetiin1998Para3:AnothereyewitnesswhosawYetitracksin2007,whichlookedlikethetracksofBigfootintheUSAPara4:ReportsabouttheWildManinShennongjiaandthesimilarityofYeti,BigfootandtheWildManinshengnongjiaPara5:AnAmericanscientist’sopinionPara6:ThehopeforthesolutionofthemysteryStepthree:Discussion1.Doscientistsallbelievesuchcreaturesexist?2.Howaretheiropinionsdivided?3.Doyoubelieveintheexistenceofsuchcreature?4.Howtowriteastoryofmystery?Stepfour:InformationonthewritingfeaturesofamysteryThewritingfeaturesofamysteriousstory:1.aninterestingandattractivetitle2.anattractivebeginning3.somedetailsofthestorywithsomepicturesorphotos4.whatscientistsorpeoplethinkaboutthestory5.anopenendofthestoryStepfive:ComparisonbetweenanewsreportandamagazinearticleThereadingtextisanewsreportandafterreadingthefirstPara,readerswillknowwhathashappenedandwhenandwhereithappened.InthefollowingParasmoredetailsandinformationaregiven.TheprojectreadingtestisanoverviewaboutYetisandsimilarcreaturesanditisamagazinearticle.ItisanoverviewwithgeneralinformationaboutYetisandsimilarcreatures.SoittellsreaderssomedetailsaboutYetisandsuchcreatures(Bigfoot,theWildManofShennongjia),peoplehaveseenindifferentplaces.Stepsix:Languagepoints1.report+n./pron./v-ing/reporton/reportsth.tosb.e.g.Theywentbackandreportedtheirfindingstothedirectorofthefactory.HeisgoingtoreportonhistraveltoHongKong.2.similar---similarity3.shouldershouldertoshoulderIncloseproximity;sidebyside.距离非常贴近地；肩并肩地4.speedatthespeedof…./atafastspeed….5.runafter追赶；追逐追求,Hefinallybecametiredofrunningafterher.他追求她终于追烦了runinto/runacross6.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：“enoughworktodo,andstrengthenoughtodothework”(RudyardKipling).“有足够的工作做，有足够的力量做工作”（露德亚德·齐普林）。“Weareofcourseanationofdifferences.Thosedifferencesdon'tmakeusweak.They'rethesourceofourstrength”(JimmyCarter).“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：“Thesameenergyofcharacterwhichrendersamanadaringvillainwouldhaverenderedhimusefultosociety,hadthatsocietybeenwellorganized”(MaryWollstonecraft).“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：“theoverthrowofourinstitutionsbyforceandviolence”(CharlesEvansHughes).“用力量和暴力推翻我们的机构”（查尔斯·伊凡·休斯）7.hardadv.努力地,辛苦地,坚硬地,牢固地,接近地,猛烈地workedhardallday;staredhardattheaccusedcriminal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：hardevidence.有力的证据e.g.Hardfactsprovedthathewasguilty.8.makeone’swayto…9.someday/onedayStepseven:ConsolidationandHomework1.Askstudentstogooverwhattheyhavelearntinthisunit2.Askstudentstofinishtheworkbookexercises.
