第一篇：《牛津高中英語》模塊一 Unit 1 教案

《牛津高中英語》模塊一 Unit 1

一、教學課型: 閱讀理解課

二、教材分析 1.教材內容

見《牛津高中英語》模塊一 Unit 1（Pages 2—3）2.教材處理

該篇文章主要介紹中國學生Wei Hua在英國為期一年的留學經歷。通過她對英國中學生活的描述，學生對英國中學生的日常學習情況增加一定的了解。但由于內容較多以及中英文化方面的差異，在閱讀過程中，對于剛進入高中學習的學生，他們中有些在完全理解課文方面有一定的困難。

針對上述分析，本課在設計時先以錄像導入的形式，增加學生對文章有關的感性知識；然后采用略讀的方法，培養學生閱讀整體觀念；在隨后的細節處理時，采取尋讀、細節理解、正誤辨別的方法；在難點處理時，通過啟發誘導，教師歸納的措施加以突破。整個教學過程的設計由淺入深，由感悟、理解、分析、歸納、總結到運用，從而完成從閱讀輸入到理解輸出的學習過程，達到培養學生閱讀能力的目標。3.教學目標

① 知識目標: 通過該文的學習,幫助學生對英國中學作息時間、班級規模、所學科目、課程內容、學習負擔等學校生活有具體的了解。

②能力目標: 通過尋找文章大意及具體細節問題的答案，培養學生快速歸納文章主旨和獲取文章細節的閱讀能力。

③ 文化目標: 通過對課文的學習、有助于學生對英國中學生活全面而深入的理解，體會中英兩國之間由于國情、歷史的不同所產生的文化教育的差異。4.教學的重點和難點

① 重點：對英國中學生活的具體了解和中英兩國之間的文化教育的差異。

② 難點：如何培養學生運用略讀（skimming）和尋讀（scanning）閱讀技巧來快速獲取主旨大意和細節信息的能力。

三、教學設計 1.總體思路

本課的教學設計采用：閱讀前（導入）、閱讀中（略讀，尋讀，辨別正誤，比較, 分組活動, 鞏固）、閱讀后（運用）三部分。2.教學過程 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.(設計說明: 由學生從小學以來的英語學習,自然過度到對對英語語言、文化、歷史等方面的了解，進而提及到英國中學生活，激發學生對該話題的興趣,為下文做很好的背景鋪墊。)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.(設計說明: 通過這段錄像使學生從視覺, 聽覺等方面了解到英國中學生的日常作息時間、在校活動、所學科目以及學習目標,讓學生多方面直觀,感性地了解英國中學生活,為后面文章的學習提供很好的背景知識。)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.(設計說明: 由錄像內容自然導入課文, 環環相扣, 輕松入題。同時, 對文章的內容作簡要介紹, 讓學生對閱讀內容有所了解。)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.)(設計說明: 通過讓學生對文章的中心思想和段落關鍵詞歸納，有意識地培養學生的略讀策略, 有助于學生有的放矢地快速獲取主要信息的閱讀能力。)(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.)(設計說明: 該步驟旨在讓學生帶著問題通過快速尋讀文章相關信息, 以此形成對Wei Hua留學英論的經歷有一個初步了解。)(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.)

(設計說明: 通過用表格的形式對文章中重要信息加以呈現, 將略讀和尋讀、獲取細節信息和深層理解相結合，并將讀與寫自然銜接起來，讓學生系統，直觀地掌握閱讀材料中重點內容, 這要求學生認真分析課文，積極思考, 從而使他們對英國中學生活有進一步的理性認識。)(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.)(設計說明: 在學生基本理解文章的內容后, 通過對文章細節以正誤選擇題的形式加以呈現, 引導學生分析比較文章具體細節, 培養學生辨別是非正誤細節的閱讀理解能力。)(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)(設計說明: 該環節問題的設置遵循了文章閱讀的整體性和連貫性原則，要求學生不僅要讀懂設置的題干問題，還要能夠理解文章中有關內容及其內在聯系，即不僅考查學生對閱讀中語言形式的掌握，而且考查他們對語言知識的靈活運用。)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.(設計說明: 通過組織學生對中國和英國中學的異同進行比較討論，從而進一步加深對英國中學生活差異的體會和感悟。這樣，有助于提高學生對知識的理解水平和運用所學的內容解決問題的能力，既可以為教師教學提供反饋信息，又可以讓學生之間的相互啟迪，使他們在學習過程中學會學習。)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.(設計說明: 該步驟通過讓學生對學習過程中所采用的無意識閱讀策略加以思索、討論和分析，然后，在老師的啟發引導下，對閱讀策略進行總結歸納，使學生對學習方法的掌握由無意學習發展到有意學習，從而使得學生進一步有效掌握閱讀技巧和方法，不斷提高閱讀能力。Step 6 Discussion T: Nowadays, more and more young students are going abroad to study.What effects(影響）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.…

(設計說明: 該步驟設計根據教學目標和學生的認知水平，通過比較留學國外的優缺點，使閱讀學習通過討論活動成為學生交流的動力，把知識的獲取、規律的探索、分析解決問題的方法寓于討論之中，真正把閱讀學習作為自我探究、自我發現、主動實踐和合作交流的載體，從而使得學生有效掌握閱讀內容和閱讀技巧。)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.(設計說明： 通過課堂教學，教師完成了對學生閱讀內容的輸入過程，該環節設計旨在進一步鞏固所學知識，促進學生形成有效的學習策略，提高自主學習能力，讓學生學會思考問題、面對陌生的問題和領域尋找解決問題的答案和方法，把學生的目光引向廣闊的知識海洋，最后能夠對知識進行高效輸出。）

第二篇：牛津高中英語模塊一課文翻譯 UNIT1

牛津高中英語模塊一課文翻譯 UNIT1.在英國的學校生活

在英國高中讀一年書對于我來說是一個有趣又刺激的經歷。我對學校的作息時間很滿意因為學校在上午9.00左右開始上課在下午3.30放學。這意味著我可以比往常晚起一個小時因為中國的學校在8.00之前上課。

第一天，所有的學生都去參加了會議。我坐在一個叫戴安娜的女孩邊上。我們很快成了很要好的朋友。在會議期間。校長把有關學校的校規告訴了我們。他還告訴我們在學校贏得別人尊重最好的方法就是努力讀書取得高分。這聽起來就像是我中國的學校。

在過去的一年里我有很多老師，他們每一個人都只教一門功課。海伍德先生是我的班主任。我最喜歡的老師是伯克老師。她是教我們英國文明的老師。在我們的班級里只有29個學生。這是英國學校每個班的學生平均數。我們不得不為了上不同的課程而去不同的教室。在一些教室，我們還有不同的同學，所以記住所有同學的長相和名字是很困難的。

我發現家庭作業也沒有我以前的學校所布置的多了，但是起初它對于我來說是一個挑戰因為所有的功課都是英語。我感到很幸運因為我所有的老師都很樂于助人并且我很喜歡我所有的課程：英語，歷史，英國文明，電腦技術，數學，自然科學，體育，藝術，烹飪和法語。我的英語改善了不少因為我每天都在使用英語并且每天花一個小時在圖書館看英語書。我經常在午餐時間到電腦俱樂部，所以我可以免費回復我家人和朋友的電子郵件。我在周二晚上也有一個額外的法語。烹飪是真的很有趣因為我學會了怎樣去買，準備以及烹飪食物。在學期結束時我們還舉辦了班級派對。我們都烹飪了些東西。當我的朋友很喜歡我制作的蛋糕時我很快樂。

在那個學校的學生必須學習數學，英語和科學，但是可以放棄一些他們不喜歡的科目，比如歷史，法語和藝術。他們可以選擇其他科目例如木工制作，電腦技術或者是像西班牙語德語的語言。在木工制作的課程上我做了一個小桌子。盡管他剛完工的時候看上去不像一個桌子，我仍然很喜歡它。

在午餐時間我也很想中國的食物。英國的食物實在是很不同。英國人在他們主食之后會吃很多的甜點。午飯后，我們經常在學校的操場上玩耍。有時候我也和男孩們一起踢足球。有時候我只是坐在樹下或草地上休息。

能體驗到如此不同尋常的生活方式我感到很幸運，而且我也很希望有一天我還能回來繼續在曼徹斯特讀書。

第三篇：牛津高中英語模塊一unit1 welcome to the uint

衡南九中導學案編制殷昭第科目————班級———日期———

Unit 1Schoollifen．鼓勵→vt.鼓勵，激動→ adj.受到鼓舞的→ adj.令人鼓舞的 15．n．滿意→ vt.使……滿意→ adj.滿意的→adj.令人滿意的 16．adj.流利的→．流利→ adv.流利地 17．vt.捐贈→n．捐贈 18．adj.獨立的→ n．獨立

19．adj.新近的，最近的→ adv.最近，近來

20．vt.& vi.批準，通過；贊成，同意→n．批準；贊成 21．n．準備，籌備→ v．準備→ adj.準備好的 22．vi.畢業n.畢業生→n．畢業 ★★★Ⅱ.語境填詞（利用字典或參考書）

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)

小組討論案

1.What may first appear(出現）in your mind when we are talking about“school life” ? 教師點撥：we think of many people that we met and many things that we experienced

2.Whatyou can get from your school life experience ? 教師點撥：we got much knowledge /friends….3思考并口頭表達（仔細觀察課本第一頁的圖片思考）

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.課后鞏固案

1.<> 下一節課口頭展示 2.To Preview Reading.Period 1 welcome to the unit

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:

自主預習案

Preview the new words and the expressions of this unit.合作探究案

★學生領讀單詞(要求全班同學會讀)★基礎單詞(根據漢語提示寫單詞)

1．In China many students are forced by their parents to be given(額外的)lessons after school like art lessons.2．The thief(掙扎)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．(選擇)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·遼寧閱讀C)7．What(獲得)the plant its awful reputation was its roots which looked like a dried-up human body occupied by evil spirits.(2012·重慶閱讀E)

8．I have to(通知)you that we can not approve the plan.★★重點單詞（利用字典或參考書）Ⅰ.根據提示，寫出下列單詞的適當形式

9． adj.有樂趣的；令人愉快的→ vt.喜歡

10．n.& vt.尊敬，敬重→ adj.體面的，可敬的→ adj.受尊敬的 11． n．文學→文學的12．n.& vt.經歷，體驗→ adj.有經驗的13．vt.致力于；獻身→ adj.專心的；獻身……的→．忠實；奉獻

第四篇：高中英語必修一教案unit1 1

Unit1 教學目的：Goals Talk about friends and friendship Practise talking about agreement and disagreement Practise giving advice and making decisions 教學內容：a.Talk about friends and friendship b.What do friends and friendship mean? c.What should you do to be a good friend? 教學重點：a.Talk about friends and friendship.教學難點：Understand the real meaning of friends and friendship.教學課時：2 教學過程：

a.Fast reading.b.Dealing with comprehension questions.c.Discussion.d.Student-centered vocabulary learning.一、復習發音口訣表。學習第一單元的單詞。

二、新課

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.作業

Retell the text using about 100 words.課后拓展 1.Description of your unusual friend.2.How do you become friends? 3.How do you get along with each other? 教學反饋：Description of your unusual friend.

第五篇：M2 Unit1 Reading 牛津高中英語 教學設計

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（綁架）,murder(謀殺), 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.杰克發現他就要遲到了，他加快了腳步。詞語拓展：

step forward

走上前來，跨前一步 step back

（由于吃驚）后退一步 step inside(in)

進屋里來 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為聯系動詞 “變為”

go+adj.eg.We can’t let the child go hungry(挨餓).She went mad(發瘋)when she found out that she had failed the exam.3).due to(line 5)(because of, caused by)由于，因為

e.g.He arrived late due to the storm.由于暴風雨，他遲到了 4)witness(line 18)證人，目擊者

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.打開（電燈等），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)出現，出席，到場

e.g.He was invited , but didn’t show up.他受到了邀請，但是沒有到場。

show off 炫耀

7)aboard 在船（或飛機、車）上，It had taken two hours to load all the people aboard...花了兩個小時才讓所有乘客都上了船。

8)

do research on(paragraph 6, line 61)

對? 進行研究 9).take charge(of)

(line69)負責(處理某事或照顧某人)，接管

in charge of 負責（某事）

in the charge of sb 由某人負責／管理 10)case.案子，案件； 情況，事實

in this/that case 如果這/那樣的話；在這、那種情況下

In that case, we’d better hold a discussion about the problem.in case of 如果，萬一，后接名詞eg.In case of fire，call 119 at once.in case 萬一，以防，如果，引導條件狀語從句

You must remind him to take the passport, in case he forgets.11)make up A.編造e.g.Tom makes up stories to amuse his little brother

B.彌補，補償I feel I have been mean to you , I want to make it up to you.C.化妝It didn’t take her long to make up.D.組成Girls make up 45% of the student population in our school.13)dismiss vt.不予考慮，解雇，解散

e.g.Their evidence was dismissed as completely useless.他們的證據因為完全無價值而不予考慮。

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.