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Book 4 Unit 1 Using Language教学设计导入话题：由文章标题—Why not carry on her good work? 引出两个问题：1.Who is the main character in this passage ? ---“ her”2.What was she? --- “good work”Part 1 ReadingRead the passage carefully and answer the following questions1.What is the small book written by Lin Qiaozhi about?_______________________________________________________________________________ ________2.For whom and why did she write that book?_______________________________________________________________________________ _______________________________________________________________________________ ________________3.Was it easy for a woman to get medical training at that time? Give a reason._______________________________________________________________________________ ________4.Why do you think the writer chose to study at medical college?_______________________________________________________________________________ _______Part 2 ListeningListen to the recording and try to spell out the missing words as you hear them. Fill in the blanks and try to recite the sentences.1.By chance I ______________ an article about a doctor called Lin Qiaozhi, a specialist inwomen’s diseases.2.It seemed that she had been very busy in her ________ career, traveling abroad to study____________ writing books and articles.3.Suddenly it _____ me how difficult it was for a woman to get medical training at that time.4.Further reading made me realize that it was _____________ and determination as well as hergentle nature that got her into medical school.Part 3 SpeakingLin Qiaozhi was a special woman who made a successful career. Do you know any woman like her? Choose one and describe her.Prepare a dialogue in pairs, using the following questions. And you can refer to the adjectivesPart 4 WritingWrite a short description of the woman you have talked about with your deskmate, following the_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________________________________________________________________ _______________________________________________________________________________ ________________【Self-reflection】What have I learned from this class?How can I put what I have learned into practice?。
vement)人教新课标英语必修4全册教案(Unit 1 Women of achievement)一、教材简介本课程设计的教材为《人教新课标英语必修4全册》（人民教育出版社），本单元的主题为“Women of achievement”（成功女性）。
本单元旨在通过介绍世界上一些杰出的女性的生平事迹，以及她们为人们做出的贡献，鼓励学生争取自己的追求，并认识到在实现个人追求和社会发展之间的联系。
二、教学目标知识目标1.学习新单词和词组：achievement, accomplish, accomplishement,charity, cooperation, dedication, determination, excellence, inspiration,leadership, perseverance, philanthropist, publication, pursue, recognition,sacrifice, selflessness, vision, virtue。
2.了解一些成功女性的生平和事迹：Marie Curie, Florence Nightingale,Helen Keller, Aung San Suu Kyi。
3.熟悉如何撰写个人的传记。
技能目标1.培养学生听、说、读、写英语的能力，提高他们的英语综合运用能力。
2.提高阅读能力，学会抓住文章中的重点信息，并能够用自己的语言表达出来。
3.熟练掌握用英语写传记的能力。
情感目标1.帮助学生认识到女性在社会和科学方面所做出的贡献，以及如何面对挑战。
2.培养学生具有毅力、自信、勇气和坚持不懈的精神，努力做出自己的贡献。
三、教学过程1. Lead-in让学生看一下单元标题“Women of achievement”，并让学生回答以下问题：•你对这个词有什么印象？•你认为哪些女性是成功的？通过这种方式，引导学生进入本单元的主题。
Unit 1 Women of achievementPeriod 2Learning about LanguageThe General Idea of This PeriodThis period help will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part:word formation and subject-verb agreement.Systematic explanation shall be given and some exercises shall be assigned for the students to complete to consolidate their knowledge on them.Teaching Important PointsNoun suffixes in word formation.Subject-verb agreement rules,especially of collective nouns.Teaching DifficultiesNoun suffixes in word formation.Subject-verb agreement rules,especially of collective nouns.Teaching MethodRecognize the rules independently and practice.Teaching AidsA multi-media computer.A blackboard.Three Dimensional Teaching AimsKnowledge and SkillsEnable the students to recognize and learn by heart the useful words and expressions learnt in the Reading part.(behave,behavior,respect,achieve,achievement,connect,connection,inspire, worthwhile,observe,observation,condition,argue,entertainment,communicate,communication etc.)Enable the students to grasp some rules of word formation to enlarge their vocabulary or guess the meanings of some new words by recognizing some suffixes such as -tion,-ion,-ment,-ist,-er and -or etc.Enable the students to apply the subject-verb agreement correctly.Process and StrategiesSystematic explanation to make the students know how to apply the subject-verb agreementcorrectly.Feelings and ValueThrough the study of this period the students are sure to have a better understanding of thesubject-verb agreement.Teaching ProceduresStep 1 Revision1.Revise the content of the reading passage by asking the students some questions.T:Good morning,boys and girls!Last class we talked about some great women in theworld,remember?Ss:Yes.T:If I want to become a great woman,what is most important?Ss:You should be unselfish and willing to sacrifice and make contributions to the society.T:Good.Yesterday we talked about one of the great women and her life.Who is the greatwoman?Ss:Jane Goodall.T:What did she do?S:She protected the wildlife in Africa.S:She studied chimps and helped people understand chimp behavior and respect the lives of chimps.T:Right.Did she have to spend a lot of time achieving her goal?Ss:Yes.She has been doing that for forty years.T:With hard work,what did she discovered?S:She discovered that chimps hunt and eat meat.S:She discovered how chimps communicate with each other.S:She worked out their social system with the help of their body language.T:Wonderful job.Do you admire her?Ss:Of course.We will all follow her example and make ourselves useful persons.2.Check the assigned homework.T:Yesterday,you were expected to complete the exercises independently in Discovering usefulwords and expressions.Have you finished?Ss:Yes.T:Good.Now let’s check the answers.Please turn to Page 4.Let’s have a look at exercise 2 first. Now let’s check the answers.(Ask some students to the blackboard to write down their answers,then ask the other students to correct.)In the same way,check exercises 3 and 4.Step 2 Noun suffixes in word formation1.Brainstorm word formationT:We know that Jane Goodall has done a lot for the chimps.She has argued for the chimps to beleft in the wild.That is to say,what has she made for the chimps to be left in the wild?Ss:Arguments.She has made arguments for the chimps to be left in the wild.T:(writes argue and argument on the blackboard and underlines -ment) Good.She did a lot andfinally achieved her goal.That is to say,she made...?Ss:She made achievements.T:(writes achieve and achievement on the black board and underlines -ment) Good.Now l et’s have a look at the blackboard.Can you see anything in common in the two pairs ofwords?S:Yes.The noun “argument” comes from the verb “argue”,adding “-ment”.The noun “achievement” comes from the verb “achieve”,adding “-ment” too.We can see “-ment” ca n beadded to a verb to make a noun.T:Very good.You have very keen eyes.This way to form a new word is called word formation.Here,“-ment” is called a suffix,which can be added to another word to form a newword.Do you want to know more about suffixes?Ss:Yes.T:OK.Today we will talk about suffixes which can make another word into a noun.We call them noun suffixes.2.Introducing more noun suffixes.T:Now please have a look at the screen.Here are some groups of verbs.Say their meanings,please.(Ss say the meanings of the verbs.)organize determinediscuss examinedecide educatedirectT:Good.What about their nouns?Can you tell me?Ss:(say the nouns)organization determinationdiscussiondirection educationdecisionT:What is in common among these words?Ss:Suffix “-ion”,“-tion”,“-sion” or “-ation” is added to the verb to make a noun.T:Very good.So we can see “-i on”,“-tion”,“-sion” and “-ation” are some of the noun suffixes.Doyou know more suffixes?Can you give me some examples?S:Let me have a try.If I feel bad,that is to say,I have a feeling which is bad.If the word means right,that is to say the word have the meaning which is right.So we can see,“-ing” is also a noun suffix.T:(writes “feel”,“feeling”,“mean” and“meaning” on the blackboard and underlines “-ing”)Terrific job.Are there any other nouns with “ -ing”?Ss:Warning,finding etc.T:Who else will say something about other suffixes?S:You teach us English.That is to say,you are our English teacher.“-er” is a noun suffix.T:Good.Any more examples with “-er”?Ss:Writer,organizer etc.T:(writes down “-er” on the blackboard) What about other noun suffixe s?S:Thomas Edison invented the way of giving electricity.He was an inventor.“-or” is a noun suffix for a person.Another example is “sailor”from “sail”.T:(writes down “-or” on the blackboard) Right.S:I remember one more suffix for a person.For example,Yang Zhenning has made great contributions to the field of science.He is a scientist.“-ist” is a suffix for a person.T:(writes down “ ist” on the blackboard) Good job.In fact we have one more suffix for aperson.For example,if I interview you,you are my interviewee.“-ee”means a person too.( writes down “-ee” on the blackboard)3.Practice1)Check exercise 1 on Page 4.Show the table on the screen and get the students to say the answers aloud in chorus so that everyone will be aware of the suffixes.If they have any questions,give further explanation.2)Show some more words on the screen and get the students to guess their meanings according to the rules of word formation.They should be able to tell their meanings at the first sight.Instruct them to find out the root first and then guess the meanings of the words,taking the suffixes into consideration.pianist,typist,physicist,educationalistprotection,imagination,separation,educationpunishment,management,statement,requirement,entertainment,paymentprisoner,adviser,lecturer,climber4.SummaryT:Now we can see it is not really difficult to remember words as long as we master some rules.With the knowledge of word formation,we can enlarge our vocabulary.Today,we focus our attention on the Noun Suffix.In fact there are much more suffixes in English,later we will come across some of them.Step 3 Discovering useful structures (Subject-verb agreement)1.Brainstorm Subject-verb agreement by giving simple examples.T:Now watch me.What am I doing?(draws a picture on the blackboard)Ss:You are drawing on the blackboard.T:Yes.The teacher is drawing on the blackboard.(Writes the sentence “The teacher is drawing on the blackboard”.) What about you?What are you doing?Ss:We are watching and listening to you.T:(Writes the sentence “We are watching and listening to you.”)The teacher is drawing on the blackboard.We are watching and listening to you.Now please have a look at these two sentences.Can we say the teacher are drawing or we iswatching and listening to the teacher?Ss:No.T:Why?Ss:There are some rules for us to follow when we write sentences.T:You are right.When we write a sentence the predicate should agree with the subject,which is called subject-verb agreement.If we can not apply the rules correctly,we might not get ourselves understood.2.Instruct the students to discover the rules for subject-verb agreement.T:There are three main principles for us to follow.语法一致就近一致意义一致Show the students some sentences and get them to complete the sentences by filling in the predicate.Get them to observe the sentences and sum up the rules.T:Now please look at the screen and complete the sentences by filling in the blanks.A boy _________ sitting there.(be)Water _________ important to us.(be)S:Both the two blanks should be filled in “is”.T:Is he right?Ss:Yes.T:Now observe the sentences.Can you sum up one rule according to the two sentences?S:Let me have a try.When the subject is a noun in single form or is an abstract noun,the predicateshould be in single form.T:Very good.After being introduced to the rules,the students are asked to finish exercise 1 on Page 5.Here are the exercises with keys.1.The family is (be) very big.The family are (be) early risers.2.This class has (have) eighteen girls and twenty-five boys.This class are (be) very bright,especially in science subjects.3.The government is (be) made up of six high officials.The government were (be) having an important meeting when I got there.4.It was late,but the audience was (be) still entering the hall.The audience were (be) dressed in different ways.When the students are doing the exercises,the teacher leads them to pay more attention to thesecond and third groups of rules.3.Consolidation1) Get the students to do exercises 2 on Page 5.Dear Xiaoyu,I think everyone is (is/are) settled in London,although neither the weather nor the food is(is/are) good.Either rain or snow fell every day this week but everybody has (has/ have) tried to ignore it.My friends and my mother have(has/have) visited the theatre almost every night.None of them carries(carry/carries) an umbrella but nobody has(has/have) let that affect their activities.We are enjoying ourselves so much that I wonder if anybody wants(want/wants)to come home.This group of tourists love (love/loves) the culture and is (is/are) happy in England and would like tovisit London every summer!See you soon,Dong Xianshun 2)Divide the students into four groups and have a competition.The group that gets the most points will be the winners.1.The whole family _________ (be)watching TV.(are)2.Five minutes _________ (be) enough to do this exercise.( is)3.The news _________ (be)exciting.(was/is)4.The number of errors _________ (be)surprising.(was/ is)5.The crowd _________ (be)running for their lives.(are)6.Either your students or Mr.Wang _________ (know) this.(knows)7.The police _________ the murderer everywhere when he suddenly appeared in a theatre.(B)A.is searching forB.were searching forC.are searching forD.were searching8.The teacher,with 6 girls and 8 boys of her class, _________ visiting a museum when the earthquake struck.(A)A.wasB.wereC.had beenD.would beStep 4 Homework1.Page 43 Ex 1 Choose the best answers for the blanks.2.Page 44 Ex 2 Choose the right words and complete the short texts.3.Surf the Internet to find as much information as possible about Lin Qiaozhi.T:That’s all for this class,after class I hope you’ll prepare for the Speaking and Writing part,and finish the exercises on your exercise books.。
人教新课标英语必修4全册教案（Unit1Womenofachie人教新课标英语必修4全册教案(Unit 1 Women of achievement) Unit 1 Women of achievement1． Target languagea. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... tob. Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P22． Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3． Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult pointsLet everyone believe that all of us can become Jane Goodall.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.The first period readingProceduresStep I. Warming upWarming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?Well done! Next let’s have Ju Xiaohong do the second one.Step II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )Step III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)4. Reading and transferring informationRead the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?Studied these animals for many yearsSpent many years observing and recording their daily activitiesDiscovered that chimps hunt and eat meatDiscovered how chimps communicate with each otherArgued for chimps to be left in the wildSet up special placesWorking with animals in their own environment5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questionsconcerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussionDo you agree with Jane’s ideas? Why or why not?(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)The second period Learning about LanguageAimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Checkyour answers against your classmates’.Step II. Learning about grammar1. Reading and thinkingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)2. Doing exercises No. 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the w ord “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.Step III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree," but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully:Reversed sentence orderThe normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):o There are snacks on the laundry-room table.o Where are they?o On the table are the goodies!See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:1. Everyone is going on a picnic.2. Each of the boys is taking his own lunch.3. If anyone drops something to eat, I'll grab it before he can pick it up.You shouldn't have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:o Either the mailman or the construction workers are causing Peggy to bark like crazy.o Neither the dogs down the street nor the one next door pays any attention.Compare this with the following:o Either the construction workers or the mailman is causing Peggy to bark like crazy.o Neither the one next door nor the dogs down the street pay any attention.IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.Step II. Guided reading1. Reading and translatingRead the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4. ListeningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5. ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …2. Writing a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character. Yo u may use the information, structures and expressions from the unit.Step IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.Step V. Closing downClosing down by filling a formMake use of the text and others to fill in form.Lin Qiaozhi’s life historytimeplaceeventClosing down by describing a personTo end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?The fourth period ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. Girls often leave school earlier for family reasons.2. When there is very little money, the school often prevents girls from training.3. Girls don’t have a chance to run a company.4. When women have children, they have to stop work.5. Men have more chances to get to the top of their careerthan women.6. Men can do whatever they like.Then ask them to answer the questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask them to complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman: Joan of ArcAsk the students to listen to the tape and Answer the questions1. Why did Joan have to dress up as a man to become a soldier?2. Why did the Church not like Joan acting as a man?3. Why did France not win a war against the English before Joan became a soldier?4. Why did Joan help the French army to fight better even after her death?5. How was she honoured after her death?At last show them the listening material and get some students to read it。
人教新课标英语必修4全册教案(Unit 1 Women of achievement)Unit1womenofachievement1．Targetlanguagea.achieve,a chievement,condition,welfare,institute,connection,c ampaign,organization,entertainment,inspire,support, devote...tob.watchingafamilyofchimpswakeupisourfirs tactivityoftheday.P2Everybodysitsandwaitswhilethean imalsinthegroupbegintowakeupandmove.P2Buttheevening makesitallworthwhile.P2...weseethemgotosleeptogethe rintheirnestforthenight.P22．Abilitygoalsa.Learnwar mingUp,andknowhowtotellthegreatwomenandthefamouswom en.b.Learnthewaytodescribeapersonfromwhatthepersond id,whatshe/helookslikeandsoon.3．Learningabilitygoa lsTeachSshowtodescribeaperson.Teachingimportantpoin tsa.ByreadingAprotectorofAfricanwildlife,studentsca nlearnfromjaneGoodallinatleasttwoaspects:b.Askstude ntstoanswerthesequestions:1)whatmadeheragreatsucces s?2)whatshouldwelearnfromjaneGoodall?Teachingdiffic ultpointsLeteveryonebelievethatallofuscanbecomejane Goodall.TeachingmethodsInspiration,QuestioningandDi scussion.TeachingaidsAcomputer,aprojectorandarecord er.ThefirstperiodreadingProceduresStepI.warmingupwarmingupbydescribingGoodmorning,class.Todaywearegoin gtoreadaboutAPRoTEcToRoFAFRIcANwILDLIFE.Butfirst,I’dliketoknowifyouhaveeverheardofwomenlikeElizabethFr y,Soongchingling,janeGoodall,jodywilliams,joanofArc andLinQiaozhi.Nowturntopage1,lookatthephotos,readth ecaptionsanddescribetoyourneighborthewomeninfocus.w hoisshe?whatisshe?whatdidshedotobenefittheworld?war mingupbydiscussingHi,everyone.Howdidyouspendyourwin tervacation?Didyoureadanybooks?Didyoureadanywomenof achievement?whatmakesawomanofachievement?Nowinpairs discussthewomenonpageone.whichofthesewomendoyouthin kisagreatwoman?Givereasonsforyourchoice.warmingupby readingaloudandtranslatingNicetoseeyoubackatschool, boysandgirls.Asyouhaveallpreparedlessonsbeforeclass Ishallasksixofyouatrandomtoreadaloudandtranslatethe captionsunderthephotosonpageone.Zhaoyanfei,wouldyou tryreadingaloudandtranslatingthefirstcaption?welldo ne!Nextlet’shavejuXiaohongdothesecondone.StepII.Pre-reading1.Lookingandsayingworkinpairs.Lookatthephotosandtheti tleAPRoTEcToRoFAFRIcANwILDLIFEandpredictthecontentsofthetext.whenyouareready,joinanotherpairandcompare yourpredictionsandthecluesthathelpedyoutomakethepre dictions.2.Talkingandsharingworkingroupsoffour.Tellyourgroupma teswhatyouknowaboutwildlifeprotection.Thenthegroupl eaderistostandupandshareyourgroupideawiththeclass.S tepIII.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadalo udtotherecordingofthetextAPRoTEcToRoFAFRIcANwILDLIF E.Payattentiontothepronunciationofeachwordandthepau seswithineachsentence.Iwillplaythetapetwiceandyoush allreadaloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.3.ReadingtoidentifythetopicsentenceofeachparagraphSki mthetextandidentifythetopicsentenceofeachparagraph. youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.4.ReadingandtransferringinformationReadthetextagainto completethetable,whichlistwhatjanedoestoprotectAfri canwildlife.whatdoesjanedo?Studiedtheseanimalsforma nyyearsSpentmanyyearsobservingandrecordingtheirdail yactivitiesDiscoveredthatchimpshuntandeatmeatDiscov eredhowchimpscommunicatewitheachotherArguedforchimp stobeleftinthewildSetupspecialplacesworkingwithanim alsintheirownenvironment5.ReadingandunderstandingdifficultsentencesAsyouhaver eadthetexttimes,youcansurelytellwhichsentencesaredi fficulttounderstand.Nowputyourquestionsconcerningth edifficultpointstometheteacher.StepIV.closingdowncl osingdownbydoingexercisesToendthelessonyouaretodoth ecomprehendingexercisesNo.1and2.2.closingdownbyhavi ngadiscussionDoyouagreewithjane’sideas?whyorwhynot?whatdoyouthinkisthebestwaytoprot ectwildlife?closingdownbyretellingthestoryofjaneGoo dallIshallwritesomekeywordsandexpressionsontheboard .youaretoretellthestoryofjaneGoodallaccordingtothesewords.ThesecondperiodLearningaboutLanguageAimsTohe lpstudentslearnaboutsubject-verbagreement.Tohelpstu dentsdiscoverandlearntousesomeusefulwordsandexpress ions.Tohelpstudentsdiscoverandlearntousesomeusefuls tructures.ProceduresStepI.warmingupwarmingupbydisco veringusefulwordsandexpressionsTurntopage4anddoexer cisesNo.1,2,3and4first.checkyouranswersagainstyourc lassmates’.StepII.Learningaboutgrammar1.ReadingandthinkingTurntopage2andreadwithmethetextof APRoTEcToRoFAFRIcANwILDLIFE.Asyoureadon,payattentio ntotheformsofsentencepredicatesandthesubject-verbag reementshowninthesentences.2.DoingexercisesNo.1and2onpage5Turntopage5.Lookatthet wosentences:ourgroupareallgoingtovisitthechimpsinth eforest.Andourgroupincludessixboysandfivegirls.Have younoticedanydifferencebetweenthem?yes.Iftheword “group”referstodifferentmembers,useapluralverb.Iftheword “group”isconsideredasawhole,useasingularverb.Nowfillintheblankswiththeproperformofthegivenverbsinbracketsonpa ge5.AndthengoontodoExerciseNo.2onthesamepage,thatis ,fillinthecorrectverbformintheletter.StepIII.Readyu sedmaterialsforSubject-verbagreementweallknowthesem eaningsof"agree,"butwhenwetalkaboutsubject-verbagre ement,we'retalkingaboutsomethingdifferent:matchings ubjectsandverbsaccordingtonumber.Thatis,whenyouhave asingularsubject,youhavetomatchitwithasingularverbf orm:Theboyplays.whenyouhaveapluralsubject,youmustha veapluralverbform:Theboysplay.Inshort,simplesentenc es,youshouldhavenoproblemwithagreement.youcanhearth eproblem:Theboysplays.whenit'swrong,itjustsoundsfun ny.However,therearefourpotentialproblemspotsthatyou needtowatchcarefully:ReversedsentenceorderThenormal patternforEnglishsentencesissubject-verb.However,th ereareafewsituationswherethisorderisreversed:o Therearesnacksonthelaundry-roomtable.owherearethey?oonthetablearethegoodies!Seehowthesubjectcomesaftert heverbineachofthese?Ifyoucanrememberhowtolocatesubj ectsandverbs,youshouldn'tblunderintomistakeswhenwritingreversed-ordersentences."-body,""-one,"and"-thi ng"wordsThecorrecttermforthesewordsisindefinitepron ouns,butifyourememberthemas"-body,""-one,"and"-thin g"words,you'llprobablybeabletospotthemmoreeasily.yo uonlyneedtoknowonething:ifawordhasoneoftheseendings ,itisalwayssingular!youcanalsoincludeeach,either,an dneitherinthisgroup.Lookatthefollowing:1.Everyoneisgoingonapicnic.2.Eachoftheboysistakinghisownlunch.3.Ifanyonedropssomethingtoeat,I'llgrabitbeforehecanpi ckitup.youshouldn'thaveproblemswiththeseifyousimply memorizetheendingsofwordsthatarealwayssingular.NoTE :wesaidthateitherandneitherarealwayssingular;howeve r,ifyouhavetwosubjectsinaneither...ororneither...no rconstruction,gettingtheagreementrightmaygiveyoufit s.Togetitright,justlocatethesubjectclosesttotheverb andmaketheverbagreewithit:oEitherthemailmanortheconstructionworkersarecausingP eggytobarklikecrazy.oNeitherthedogsdownthestreetnortheonenextdoorpaysany parethiswiththefollowing:oEithertheconstructionworkersorthemailmaniscausingPe ggytobarklikecrazy.oNeithertheonenextdoornorthedogsdownthestreetpayanya ttention.IV.closingdownbydoingaquizToendtheperiodyo uaregoingtotakeaquizonsubject-verbagreement.Thethir dperiodUsingLanguageAimsTohelpstudentsreadthepassageAGooDE XAmPLEFoRmE.Tohelpstudentstousethelanguagebyreading ,listening,speakingandwriting.ProceduresStepI.warmi ngupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextAGooDEX AmPLEFoRmE.StepII.Guidedreading1.ReadingandtranslatingReadthetextAGooDEXAmPLEFoRmEan dtranslateitintochineseparagraphbyparagraph.Liwenqi n.youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2on page6followingthearticle.4.ListeningForlisteningturntopage7andbereadytodoexerc isesNo.1,2and3.5.ActingNextwearegoingtoputthetextAGooDEXAmPLEFoRmEoN STAGE.NowZhuQingandZhangQiang,plesase!StepIII.Guide dwriting1.writinganimagineddialogueGroups1and2aregoingtowrite animagineddialoguebetweenLinQiaozhiandyou.youmaybeginlikethis:Hello,d octor.Ineedyourhelp.…2.writingadescriptionTurntopage8andfollowthedirection towriteadescriptionofawoman’scharacter.youmayusetheinformation,structuresandexp ressionsfromtheunit.StepIV.FurtherapplyingFindingin formationGotothelibrarytoreadorgetonlinetosearchino rdertofindmoreinformationonwildlifeprotection.Taken otesofyourfindingandreporttoyourgroupmatesnextmonda ymorning.writingletterswritealettereithertojaneGood allorLinQiaozhi,tellingheraboutyourlifeandhope.Acti ngatextplayTurnthearticleAGooDEXAmPLEFoRmEintoatext play.chooseyourpartandrehearsefortheSchoolArtFestiv alnextmonth.StepV.closingdownclosingdownbyfillingaf ormmakeuseofthetextandotherstofillinform.LinQiaozhi’slifehistorytimeplaceeventclosingdownbydescribingap ersonToendthisperiod,Iamgoingtohavetwoofyoustandupt odescribetotheclassapersonwhomheadmires.wholikestos peakfirst?ThefourthperiodListeningStep1Showthepictureofthebirthofboysandgirl sinchina.ThenshowanotherpictureofthejobsofthemStep2 ListeningListentothetapeanddothetrueorfalseexercises1.Girlsoftenleaveschoolearlierforfamilyreasons.2.w henthereisverylittlemoney,theschooloftenpreventsgirlsfromtraining.3.Girlsdon’thaveachancetorunacompany.4.whenwomenhavechildren,t heyhavetostopwork.5.menhavemorechancestogettothetop oftheircareerthanwomen.6.mencandowhatevertheylike.T henaskthemtoanswerthequestionwhatthreeproblemsdowom enhavewhichdonotapplytomen?Step3ListeningtextHandou tthelisteningmaterialstothestudents,Listentothetape andaskthemtocompletethepassage,afterthreetimes,enco uragesomestudentstoreadthepassagewiththerightanswer s.Step4ListeningonP41IntroducethewarbetweenFrancean dBritain.Thenmentiontheimportantwoman:joanofArcAskt hestudentstolistentothetapeandAnswerthequestions1.w hydidjoanhavetodressupasamantobecomeasoldier?2.whyd idthechurchnotlikejoanactingasaman?3.whydidFranceno twinawaragainsttheEnglishbeforejoanbecameasoldier?4 .whydidjoanhelptheFrencharmytofightbetterevenafterh erdeath?5.Howwasshehonouredafterherdeath?Atlastshow themthelisteningmaterialandgetsomestudentstoreadit。
人教版高中英语必修4《Unit1WomenofAchievement》教案人教版高中英语必修4《Unit 1 Women of Achievement教案》教案【一】教学准备教学目标Teaching aims:T o let the students know much about Lin Qiaozhi and be inspired by her spirits.教学重难点let the students know much about Lin Qiaozhi and be inspired by her spirits.教学过程Step I: (导入)Leading in: look at some pictures about a kind of diseaseHand-foot-mouth diseaseT: Can you guess the name of the disease?S: 手足口病T: How to say it in English?S: Hand-foot-mouth disease.T: Do you think it is important to keep the children clean and healthy?S: Yes.T: Whose job is it to protect them from getting diseases?S: Doctor’s.T: Today we’ll learn about a great woman doctor. (show the pictures of her) Who is this woman?S: Lin Qiaozhi.T: Who would like to say something about her?S1: …S2:…T: Let’s enjoy a video about her introduction.(show the video) What do you think after watching?S:…T: Do you want to know more about her?S: Yes.【课内探究】Step II : Fast reading【自主学习】Q 1. What’s the passage mainly about?After doing some research on Lin Qiaozhi, the writer was inspired by her and decided to study at medical college and carry on her good workQ2. How did the writer know the information about Lin Qiaozhi, a specialist in women’s diseases?By chance he came across an article about her while surfing the internet.Q3. Why did Lin Qiaozhi write a small book?A. It explained how to cut the death rate from having and caring for babies.B. It gave some simple rules to follow for keeping babies clean, healthy and free from sickness.C. It was intended for women who lived in the countryside in an emergency they could not reach a doctor.D. All the above.【有效训练】Step III: Careful readingWhat are the three achievements about Lin Qiaozhi mentioned in the passage?1. She became a specialist in women diseases.2. She got a medical training for her career.3. She made sure that about 50,000 babies were safely delivered.【合作探究】Step IV: Group work1. Was it easy for a woman to get medical education at that time? Give a reason.2. What do you think are the important qualities a good doctor should have?【精讲点拨】Step V : Retell the storyLin Qiaozhi wrote a small book that ___ _______ ___ women in the countryside. It was difficult for a woman to ___ ______ ______ at that time, for girls education was always ______ ______ __ boys. _____ made her succeed was the _______ and ___________ she showed to her patients. She often went late at night to ______ __ _____for a poor family who couldn’t ____ her. I was inspired and decided to _____ __ her good work.【有效训练】Step VI: Speech timeLin Qiaozhi was a successful woman and achieved what she wanted. A Chinese saying: “Women can hold up half of the sky”. But nowadays, can women have the same chances as men in their careers? Are women and men really equal?我国男女人口出生比例示意图男女就业比例：Show your speech !What do you think? First discuss in your groups, then give your report to the class.【课后延伸】Step VII : Don’t forget your homework:1. Add more details to your speech and write it down in your exercise book.2. Surf the internet to find more about Lin Qiaozhi.课后习题I.Fast reading:Q 1. What’s the passage mainly about?Q2. How did the writer know the information about Lin Qiaozhi, a spe cialist in women’s diseases?Q3. Why did Lin Qiaozhi write a small book?A. It explained how to cut the death rate from having and caring for babies.B. It gave some simple rules to follow for keeping babies clean, healthy and free from sickness.C. It was intended for women who lived in the countryside in an emergency they could not reach a doctor.D. All the above.II.Careful readingWhat are the three achievements about Lin Qiaozhi mentioned in the passage?III. Group work1. Was it easy for a womam to get medical education at that time ?Give a reason.2. What do you think are the important qulities a good doctor should have?IV. Retell the storyLin Qiaozhi wrote a small book that ___ _______ ___ women in the countryside. It was difficult for a woman to ___ ______ ______ at that time, for girls education was always ______ ______ __ boys. _____ made her succeed was the _______ and ___________ she showed to her patients. She often went late at night to ______ __ _____for a poor family who couldn’t ____ her. I was inspired and decided to _____ __ her good work.V. Homework1. Add more details to your speech and write it down in your exercise book.2. Surf the internet to find more about Lin Qiaozhi.人教版高中英语必修4《Unit 1 Women of Achievement教案》教案【二】教学准备教学目标Te aching aims:1.Knowledge aims:In this class, most of the students will:1. learn the outline of the sample passage about a great woman.2. learn some useful expressions and structures of describinga great woman;.2.Ability aims:the students will read the sample passage and learn how to describe a great woman by imitating the sample passage.3.Emotional aims:Arouse the students’ interest of great women and le arn something from them.教学重难点Teaching important points：Students will learn to analyze the outline of a sample passage and learn to write a composition of a great woman.Teaching difficult pointsSs learn some useful expressions: be admitted to, devote oneself to.教学过程Teaching procedures:Step 1 Warming-up:Play a part of Roman Holidays and then talk about the famous actress a nd great woman Audrey Hepburn.设计意图：这是一节阅读加写作课，为避免枯燥，首先课前播放《铿锵玫瑰》歌曲，导入伟大的女性话题，然后请学生观看一段罗马假日电影片段，引入女主角奥黛丽赫本，通过图片，让学生了解到她不仅仅是一个演员还是一个伟大的女性，贴近话题。
教学准备1. 教学目标教学目标1.理解课文的文本特征和写作手法2.锻炼从文本中获取细节信息和论据的阅读策略3.培养创造性思维，学会深层思考4.学会理解伟大人物的性格特征和伟大的原因：性格；困难；贡献，以及他们之间的关系2. 教学重点/难点1.理解课文的文本特征和写作手法2.锻炼从文本中获取细节信息和论据的阅读策略3.学会理解伟大人物的性格特征和伟大的原因：性格；困难；贡献，以及他们之间的关系3. 教学用具4. 标签教学过程教学过程Step 1. Lead-in（2 mins）1.导入并揭题教师引导学生回忆以前课文中学过的伟大人物，如曼德拉等，以及学到了关于曼德拉的什么？然后引出本单元话题，伟大的女性，让学生列举一二。
然后展示一下图片，询问学生是否知道是何种动物，他们的表情说明什么？学生并不能明确地说出来，由此引出本课主人公，致力于猩猩研究的女科学家-珍古道尔。
T: Look at these pictures. Do you know what they are? What do their expressions convey? Make a guess….Since none of us can know for sure, can we turn to someone else for help? Who is she? Jane Goodall.T: Do you remember what we learnt about Mandela? What made him a great person? …So, today, we will also focus on the three factors of a great woman. Characters, difficulties and achievements.[意图说明] 教师通过单元话题引起学生对已有知识的回忆，再联系到课堂，用图片导入本课的主人公，直观明了，为后面的活动奠定背景知识基础。
Unit 1 Women of achievement（一）评价人物的标准1．在学习模块一第五单元时，学生对伟人的标准以及伟人和名人之间的区别已有了相当的认识。
在教学本单元时，教师可让学生在原有认识的基础上进一步探讨评价人物的标准，例如：不论中外、性别、职业，什么样的人称得上是重要人物？通过互联网，学生们也许会发现众多的重要人物排行，教师可让学生收集所有类似材料，对不同的评判标准进行讨论，遇到争议性较大的资料，还可以从认同和不认同的双方选取代表进行辩论。
例如：在/mwhite28/20 cvip.htm的页面上，关于如何选择20世纪最重要的人物有一个有趣的观点：The best way to do this is to check. the index to their books (books written by historians). If the book spends twice as many pages discussing Winston Churchill as it does discussing Margaret Thatcher, then it's safe to say that this historian thinks Churchill is the more history worthy of the two.... All we have to do is count the index entries for the 20th Century VIPs in several history教师可问学生是否赞同这种评价方法和观点，激发学生讨论的积极性，为口语训练做好准备。
2．重要人物是否都称得上是伟人？教师可组织学生根据上述活动所列举的人物列表来谈论这个问题。
此外，还可从网上搜索关于全世界伟大人物的列表，比如：/people l .htm中所列举的The World's 100 Greatest People，让学生思考两个问题：为什么他们会被认为是全世界最伟大的人？这些人都有哪些品质和特点？（二）口语训练1．从评价人物标准的活动中，学生们不难发现在各种著名人物和伟大人物列表里罕有女性的名字。
