第一篇：《牛津高中英语》模块一 Unit 1 教案
《牛津高中英语》模块一 Unit 1
一、教学课型: 阅读理解课
二、教材分析 1.教材内容
见《牛津高中英语》模块一 Unit 1（Pages 2—3）2.教材处理
该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。3.教学目标
① 知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③ 文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。4.教学的重点和难点
① 重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
② 难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计 1.总体思路
本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。2.教学过程 Step 1 Lead-in T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives.But do you know what the British school life is really like? If you want to know the answer, please watch the following video.(设计说明: 由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。)Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.(设计说明: 通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。)Step 2 Presentation T: From this the video, we have already gained some brief impression about the British school life.If you want to get something more about it, let’s come to today’s passage.T: Today we are going to read a passage by Wei Hua, who once studied in the UK.She will give us some detailed information about the school life in the UK.(设计说明: 由录像内容自然导入课文, 环环相扣, 轻松入题。同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。)Step 3 Reading(1)Skimming T: Now please skim the passage quickly and try to find the answers to the following questions.Hand up when you get them.(Show the questions on the screen.)1.What is the main idea of this passage?(Suggested answers: 1.It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)2.What are the key points you can conclude from each paragraph?(Suggested answers: Para 1: School hours;Para 2: Attending assembly;Para 3: Teachers and classmates;Para 4-6: Homework and subjects;Para 7: British food and her activities;Para 8: feeling and hope.)(设计说明: 通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。)(2)Scanning Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.1.How long did Wei Hua stay in Britain? 2.What was the name of Wei Hua’s class teacher? 3.What did Wei Hua make in her woodwork class?(Answers: 1.For one year.2.Mr Heywood.3.A small table.)(设计说明: 该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。)(3)Detailed information T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:
Para Main idea Detailed information 1
School hours a)Was she happy with the school life?(Yes.)b)School in Britain _____ around 9 am and _____ about 3:30 pm.(starts;ends)2
Attending assembly a)Who was the girl sitting next to her on the first day?(Diane.)b)The headmaster told them about _____ during assembly.(Rules, the best way to earn respect from the school.)3
Teachers and classmates a)Who was her favorite teacher?(Miss Burke.)b)Was it easy for her to remember all the students’ faces and names? Why?(No.Because they had to move to different classrooms for different classes.)4
Homework and subjects a)The homework was not heavy, but why was it a bit challenging for her at first?(Because all the homework was in English.)5 a)Why did her English improve a lot?(Because she used English every day and spent an hour each day reading English books in the library.)b)Did she enjoy cooking? How do you know?(Yes.She thought it was really fun as she learned how to buy, prepare and cook food.)6 a)Do students have to learn all the subjects even if they don’t like them?(No.)7
British food and her activities a)Why did she miss Chinese food a lot at lunchtime?(Because British food is very different, and British people eat lots of desserts after their main meal.)b)She usually played on the school field.Sometimes she played _____.Sometimes she _____.(football with the boys;relaxed under a tree or sat on the grass)8 Feeling and hope a)She felt _____ and hopes _____.(lucky, to be back and study there again.)
(设计说明: 通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。)(4)True or false T: Please read the passage again, and then decide the following sentences true or false according to the article.If it is false, please try to correct it.1.Wei Hua likes the school hours in the UK.2.Chinese schools encourage students to work hard.3.Wei Hua’s favorite teacher was Miss Burke.4.The average number of the students in each class in Britain is over 30.5.British students have fixed classroom and classmates.6.British students can only study two languages: English and French.7.Wei Hua enjoyed British food.8.Wei Hua enjoyed playing football.9.Wei Hua is now back in Manchester again.(Suggested answers: 1.T 2.T 3.T 4.F The average number of the students in each class in Britain is 29.5.F They move to different classrooms for different classes.6.F They have to study English, but they can drop French if they don’t like.They can choose Spanish or German.7.F She missed Chinese food a lot.8.T 9.F She hopes that someday she can go back and study in Manchester again.)(设计说明: 在学生基本理解文章的内容后, 通过对文章细节以正误选择题的形式加以呈现, 引导学生分析比较文章具体细节, 培养学生辨别是非正误细节的阅读理解能力。)(5)Consolidation Ask the students to read the passage carefully one more again to find the answers to the following questions.Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.1.Which of the following statements is Not Wrong according to the passage? A.She used to get up at 8 a.m.in China.B.What the headmaster told them sounded like what she used to hear in her school in China.C.She was such a good cook that she liked cooking British food.D.She didn’t like History or Art, so she chose Woodwork.2.What is the main idea of the passage? A.Her English improved a lot as she used English every day.B.School life in the UK is busy and bitter.C.She had a wonderful experience in a British school.D.She wanted to go back to China and enjoy Chinese food.3.Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ? A.I could e-mail my family and friends back home without paying money.B.I could e-mail my family and friends back home freely.C.I could e-mail my family and friends in my free time.D.I could be free to e-mail my family and friends back home.4.The writer’s purpose of writing the passage is to __________.A.tell us that she doesn’t like school life in Britain B.excite more students to study abroad C.improve her English D.introduce her exciting and happy life in Britain 5.She felt lucky because __________.A.she could get up an hour later than usual B.the headmaster told them to earn respect by working hard and achieving high grades C.she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students D.she improved her English(Suggested answers: 1.B 2.C 3.A 4.D 5.C)(设计说明: 该环节问题的设置遵循了文章阅读的整体性和连贯性原则，要求学生不仅要读懂设置的题干问题，还要能够理解文章中有关内容及其内在联系，即不仅考查学生对阅读中语言形式的掌握，而且考查他们对语言知识的灵活运用。)Step 4 Group work Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?
Aspects In the UK In China similarity
difference
After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic.The teacher should give them some help if necessary.(设计说明: 通过组织学生对中国和英国中学的异同进行比较讨论，从而进一步加深对英国中学生活差异的体会和感悟。这样，有助于提高学生对知识的理解水平和运用所学的内容解决问题的能力，既可以为教师教学提供反馈信息，又可以让学生之间的相互启迪，使他们在学习过程中学会学习。)Step 5 Reading strategy At first the teacher may ask the class how they can get the main idea and detailed information from the passage.If necessary, the teacher may give the students some minutes to think about it or work together with their partner.After several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the passage.Then the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the screen.Skimming: We skim a passage when we want to get a general idea of what it is about.We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is about.Scanning: When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, etc.We do not need to read the whole passage word by word.(设计说明: 该步骤通过让学生对学习过程中所采用的无意识阅读策略加以思索、讨论和分析，然后，在老师的启发引导下，对阅读策略进行总结归纳，使学生对学习方法的掌握由无意学习发展到有意学习，从而使得学生进一步有效掌握阅读技巧和方法，不断提高阅读能力。Step 6 Discussion T: Nowadays, more and more young students are going abroad to study.What effects(影响）will the new school life have on them? Then the teacher may ask students to work in groups of four and have a discussion about what opinions they can offer.Each group should choose a representative to summarize the opinions of the group and then report them to the class.When the representative expresses their views, they should give a clear and detailed description about what are the advantages and disadvantages of studying abroad.If necessary, the teacher may show the class the following points to help the students who are poor in English know how to do it.Advantages: 1.Widen their view;2.Improve their English;3.Learn to be independent and cooperate with others;4.Learn about foreign customs and culture;5.Let the foreigners learn about China and attract them to invest in China;6.Learn advanced technology;7.…
Disadvantages: 1.Cost a lot of money and become a heavy burden on their parents;2.Feel homesick;3.Form some bad habits;4.Stay in a foreign country and refuse to come back;5.…
(设计说明: 该步骤设计根据教学目标和学生的认知水平，通过比较留学国外的优缺点，使阅读学习通过讨论活动成为学生交流的动力，把知识的获取、规律的探索、分析解决问题的方法寓于讨论之中，真正把阅读学习作为自我探究、自我发现、主动实践和合作交流的载体，从而使得学生有效掌握阅读内容和阅读技巧。)Step 7 Summary and Assignment T: Today we’ve learned a text about Wei Hua’s experience in the UK.Meanwhile, we have learned the reading strategies: skimming and scanning.Master these and put them into use in future while reading.Through reading we know there are many differences both in the timetable and in the curriculum.Read the passage after class and get familiar with these language points.After class, please finish Parts D and E and have a further discussion with your partners about the topic in Part F.(设计说明： 通过课堂教学，教师完成了对学生阅读内容的输入过程，该环节设计旨在进一步巩固所学知识，促进学生形成有效的学习策略，提高自主学习能力，让学生学会思考问题、面对陌生的问题和领域寻找解决问题的答案和方法，把学生的目光引向广阔的知识海洋，最后能够对知识进行高效输出。）
第二篇：牛津高中英语模块一课文翻译 UNIT1
牛津高中英语模块一课文翻译 UNIT1.在英国的学校生活
在英国高中读一年书对于我来说是一个有趣又刺激的经历。我对学校的作息时间很满意因为学校在上午9.00左右开始上课在下午3.30放学。这意味着我可以比往常晚起一个小时因为中国的学校在8.00之前上课。
第一天，所有的学生都去参加了会议。我坐在一个叫戴安娜的女孩边上。我们很快成了很要好的朋友。在会议期间。校长把有关学校的校规告诉了我们。他还告诉我们在学校赢得别人尊重最好的方法就是努力读书取得高分。这听起来就像是我中国的学校。
在过去的一年里我有很多老师，他们每一个人都只教一门功课。海伍德先生是我的班主任。我最喜欢的老师是伯克老师。她是教我们英国文明的老师。在我们的班级里只有29个学生。这是英国学校每个班的学生平均数。我们不得不为了上不同的课程而去不同的教室。在一些教室，我们还有不同的同学，所以记住所有同学的长相和名字是很困难的。
我发现家庭作业也没有我以前的学校所布置的多了，但是起初它对于我来说是一个挑战因为所有的功课都是英语。我感到很幸运因为我所有的老师都很乐于助人并且我很喜欢我所有的课程：英语，历史，英国文明，电脑技术，数学，自然科学，体育，艺术，烹饪和法语。我的英语改善了不少因为我每天都在使用英语并且每天花一个小时在图书馆看英语书。我经常在午餐时间到电脑俱乐部，所以我可以免费回复我家人和朋友的电子邮件。我在周二晚上也有一个额外的法语。烹饪是真的很有趣因为我学会了怎样去买，准备以及烹饪食物。在学期结束时我们还举办了班级派对。我们都烹饪了些东西。当我的朋友很喜欢我制作的蛋糕时我很快乐。
在那个学校的学生必须学习数学，英语和科学，但是可以放弃一些他们不喜欢的科目，比如历史，法语和艺术。他们可以选择其他科目例如木工制作，电脑技术或者是像西班牙语德语的语言。在木工制作的课程上我做了一个小桌子。尽管他刚完工的时候看上去不像一个桌子，我仍然很喜欢它。
在午餐时间我也很想中国的食物。英国的食物实在是很不同。英国人在他们主食之后会吃很多的甜点。午饭后，我们经常在学校的操场上玩耍。有时候我也和男孩们一起踢足球。有时候我只是坐在树下或草地上休息。
能体验到如此不同寻常的生活方式我感到很幸运，而且我也很希望有一天我还能回来继续在曼彻斯特读书。
第三篇：牛津高中英语模块一unit1 welcome to the uint
衡南九中导学案编制殷昭第科目————班级———日期———
Unit 1Schoollifen．鼓励→vt.鼓励，激动→ adj.受到鼓舞的→ adj.令人鼓舞的 15．n．满意→ vt.使……满意→ adj.满意的→adj.令人满意的 16．adj.流利的→．流利→ adv.流利地 17．vt.捐赠→n．捐赠 18．adj.独立的→ n．独立
19．adj.新近的，最近的→ adv.最近，近来
20．vt.& vi.批准，通过；赞成，同意→n．批准；赞成 21．n．准备，筹备→ v．准备→ adj.准备好的 22．vi.毕业n.毕业生→n．毕业 ★★★Ⅱ.语境填词（利用字典或参考书）
23．I had a rather unpleasant at the dentist's, and clearly the dentist was not.(experience)
24．Few people are able to fully to their careers.Once theyto it, their 25．Tom has just with first-class honors in psychology.I regret not attending hisceremony.(graduate)
26．The governmentthe plan of building a park, but I opposed the.(approve)27．for the interview, I closed the book and went into the kitchen infor dinner.(prepare)
小组讨论案
1.What may first appear(出现）in your mind when we are talking about“school life” ? 教师点拨：we think of many people that we met and many things that we experienced
2.Whatyou can get from your school life experience ? 教师点拨：we got much knowledge /friends….3思考并口头表达（仔细观察课本第一页的图片思考）
Do you know of anydifferences between the lives of Chinese and British high school students?
Eg：In Picture 1, we can see very low-rise houses and huge campus.They are very different from those in China.We usually have large buildings and campus to make sure that students have enough space to study in and play in.课后巩固案
1.<
Learning aims
Give the students some impression of the school life in the UK.Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life Important and difficult points:
Encourage the Ss to talk about their former school life and about their dream school lifeTo ensure very student to have a chance to express himself /herself． Learning procedures:
自主预习案
Preview the new words and the expressions of this unit.合作探究案
★学生领读单词(要求全班同学会读)★基础单词(根据汉语提示写单词)
1．In China many students are forced by their parents to be given(额外的)lessons after school like art lessons.2．The thief(挣扎)to escape, but failed.3．The song written by the artist will be 播放)at CCTV, which I dare say will be popular soon among people.4．The company had been 管理)by the twins before it was in the charge of my uncle.5．(选择)a mobile phone for personal use is no easy task because technology is changing so rapidly.6．The café now平均)65 to 70 customers(and eight volunteers)a day.(2012·辽宁阅读C)7．What(获得)the plant its awful reputation was its roots which looked like a dried-up human body occupied by evil spirits.(2012·重庆阅读E)
8．I have to(通知)you that we can not approve the plan.★★重点单词（利用字典或参考书）Ⅰ.根据提示，写出下列单词的适当形式
9． adj.有乐趣的；令人愉快的→ vt.喜欢
10．n.& vt.尊敬，敬重→ adj.体面的，可敬的→ adj.受尊敬的 11． n．文学→文学的12．n.& vt.经历，体验→ adj.有经验的13．vt.致力于；献身→ adj.专心的；献身……的→．忠实；奉献
第四篇：高中英语必修一教案unit1 1
Unit1 教学目的：Goals Talk about friends and friendship Practise talking about agreement and disagreement Practise giving advice and making decisions 教学内容：a.Talk about friends and friendship b.What do friends and friendship mean? c.What should you do to be a good friend? 教学重点：a.Talk about friends and friendship.教学难点：Understand the real meaning of friends and friendship.教学课时：2 教学过程：
a.Fast reading.b.Dealing with comprehension questions.c.Discussion.d.Student-centered vocabulary learning.一、复习发音口诀表。学习第一单元的单词。
二、新课
Step I Leading in As this is the first class of a new term, teacher can lead the Ss to think of making new friends in the strange school.T: Welcome to our school, everyone.You have a new school, new teachers and new classmates.Would you like to make new friends with each other? S: Yes, of course.T: Very good!Step II Warming up
First, ask each student to make the survey by filling the form and choose the answers.Teacher shows the scoring sheet to them, add up their score and see how many points they can get all by themselves.Second, teacher shows the instruction.Get the Ss to judge which grade they belong to according to their points and decide if they are good friends or not by themselves secretly.Third, they’ve known how well they treat their friends and what they should do to be a good friend themselves.T: Do you have any friends? S: Yes, I do.I have made a lot of friends.T: Are you good to your friends? S: Yes, of course.T: We always think we are kind to our friends.But in fact, we are not quite sure if we are considerate enough? Now let us make the following survey.First, please choose the answers all by yourselves.The Ss are choosing the answers.T: Are you finished? Ss: Yes.T: OK, I’ll show you the scoring sheet on the screen.Please fill in the following form quickly.Add up your scores and see how many points you can get all by yourselves.Are you clear? Ss: Yes, sir / madam.Show the following form and the scoring sheet on the screen.作业
Retell the text using about 100 words.课后拓展 1.Description of your unusual friend.2.How do you become friends? 3.How do you get along with each other? 教学反馈：Description of your unusual friend.
第五篇：M2 Unit1 Reading 牛津高中英语 教学设计
M2 Unit1 Reading(1)
Boy missing, police puzzled 1 reading material analysis: The reading text is a news article.so to guide students to understand the characteristics of such articles and the reading strategies becomes very important.It is about a boy, whose disappearance was thought to be connected with a UFO.So it may stimulate students' imagination and spirit of exploration.2 Teaching objectives: 1)Objectives of knowledge: Help students to gain an overall understanding of the article and to learn how to read a news article.2)
objectives of abilities: Develop students’ l reading and thinking ability.3)objectives of affection:To arouse students’interests in unexplained things and spirit of exploration.3.Teaching focus and difficult points: 1.Get a clear understanding of the text
2.Help students to learn how to read a news article and learn the reading strategies.4.Teaching methods: Pair work, group work, cooperation, task-based approaches.5.Teaching procedures:
Step1 Lead-in
ask students some questions about UFO to arouse students’ interest.1)What do the letters UFO stand for? UFO stands for Unidentified Flying Objects, that is, objects, apparently moving in the sky, which we cannot identify.2)Do you know about aliens? Do you really believe in them?
Step2 Pre-reading 1.What can you guess from the title? Can you complete the title?(A boy is missing, and the police are puzzled.The title of a news story is usually incomplete, attractive, exact and direct.)2.Pair work: Ask students to describe the pictures before reading and encourage then to guess why the boy is missing.(Where or how was the missing boy? leaving home, kidnapping（绑架）,murder(谋杀), drowning ,being taken away by aliens....)
(To predict the content and theme through titles, images and relevant information is necessary for high school students.)
Step3 reading A.Skimming Students skim the article and answer the following there questions: 1.What is the article about?(The title 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?(The police don’t know what happened to him.)B.Scanning 1.Scanning to locate particular information and complete the comprehending Exercise C1 on page 4.2.Answer the following questions.1).What sports does Justin play?
(Justin plays baseball.)
2).What color were the aliens?
(They were white.)
3).Who is in charge of the case?
(Detective Sam Peterson.)Step4 Reading strategy Before students do the careful reading, they are asked to go through the reading strategy on page 3.Reading strategy: reading a newspaper article: how to read a newspaper article? Title(predict): to give a general idea about the news The first paragraph(the lead): to tell readers “who” “when” “where” “what” “why” “how”, gives the main idea and most important facts.The following paragraphs: to give detailed but less important
Step5 Careful reading 1.Read the article paragraph by paragraph and explain the language points for the students.Then guide the students to summarize the main idea of each paragraph and analyze the structure of this article.Language points 1)step up(line1)加快，加速
e.g.When Jack found that he was going to be late, he stepped up his pace.杰克发现他就要迟到了，他加快了脚步。词语拓展：
step forward
走上前来，跨前一步 step back
（由于吃惊）后退一步 step inside(in)
进屋里来 step by step
一步步地 out of step
合不上步子
take step(a step)
采取措施，走（一步）
2)went
missing
(line 3)go为联系动词 “变为”
go+adj.eg.We can’t let the child go hungry(挨饿).She went mad(发疯)when she found out that she had failed the exam.3).due to(line 5)(because of, caused by)由于，因为
e.g.He arrived late due to the storm.由于暴风雨，他迟到了 4)witness(line 18)证人，目击者
Eg.in fact, in this case, the same person could be both a victim and a witness in a particular theft 5)put on(line 25)a.打开（电灯等），播放（turn on）
b.穿上，戴上
e.g.it’s very cold today , you’d better put on a coat.c.上演，展出e.g.The senior class put on a dance.6)show up(line54)出现，出席，到场
e.g.He was invited , but didn’t show up.他受到了邀请，但是没有到场。
show off 炫耀
7)aboard 在船（或飞机、车）上，It had taken two hours to load all the people aboard...花了两个小时才让所有乘客都上了船。
8)
do research on(paragraph 6, line 61)
对„ 进行研究 9).take charge(of)
(line69)负责(处理某事或照顾某人)，接管
in charge of 负责（某事）
in the charge of sb 由某人负责／管理 10)case.案子，案件； 情况，事实
in this/that case 如果这/那样的话；在这、那种情况下
In that case, we’d better hold a discussion about the problem.in case of 如果，万一，后接名词eg.In case of fire，call 119 at once.in case 万一，以防，如果，引导条件状语从句
You must remind him to take the passport, in case he forgets.11)make up A.编造e.g.Tom makes up stories to amuse his little brother
B.弥补，补偿I feel I have been mean to you , I want to make it up to you.C.化妆It didn’t take her long to make up.D.组成Girls make up 45% of the student population in our school.13)dismiss vt.不予考虑，解雇，解散
e.g.Their evidence was dismissed as completely useless.他们的证据因为完全无价值而不予考虑。
Text structure Part1 para 1: basic information Who-a fifteen-year-old boy When-three days ago Where-Dover, New Hampshire What-a boy is missing how did people react-showed great interest why did people show great interest-strange lights in the sky & alien visits around the time the boy disappeared Part2 Paragraph 2 :Justin Foster went home.Supporting points: Justin’s friends said------------------------Witnesses said----------------Kelly heard-----------------------Part 3 paragraph 3to 8The boy was taken away by aliens.Supporting details: Kelly saw----------Kelly heard---------Mavis Wood said----------Part 4 conclusion the place do not know the reason why the boy is missing and they will not give up until they find out the reason.2.Do the exercise C2 and D on page 4 Step6 Post-reading Finish exercise E and F on page 5
Step 7 Assignment 1.All the people are concerned about Justin’s disappearance.What do you think might have happened to him? Please give an ending to the story.2.Review the new words and phrases.
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