人教版英语必修四Unit1Womenofachievement教案5
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第 1 页 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
books, average them all out, and we've got our list ....
Rank Name Rank Name
1 Adolph Hitler 11 Ch’iang Kai-shek
2 Joseph Stalin 12
Dwight Eisenhower
3 Mao Zedong 13 Ronal Reagan
4 Nikita Khrushchev 14 Richard Nixon
5 Winston Churchill 15 Woodrow Wilson
6 Franklin Roosevelt 16 John F Kennedy
7 Lenin 17 James Carter
8 Benito Mussolini 18 Fidel Castro
9 Mikhail Gorbachev 19 Gamal Nasser
10 Charles DeGaulle 20 Mohandas Gandhi
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。教师应启发学生对这一现象提出质疑，激发学生对社会评价制度以及性别观念的思考。以下问题仅供教师在组织学生讨论时参考：
1) Do you think the list of greatest people a fair one? Why? Who else do you think should be
included?
2) How many women are there in the list? Why so few?
3) According to the list, do you think that men have been making greater achievements than
women? If not, why? 第 2 页 4) Do you think the rules that make a great man should be different from those that make a great
woman? Why?
5) What qualities do you think a great woman should have?
这个问题的讨论可以和听力训练结合起来，从各方面了解女性在社会生活中所处的劣势地位，并结合学生自身或周围人的情况，谈谈应做些什么。
2．选取你认为最伟大的一位女性，详细了解一下她的生平，向你的同桌作一介绍，听听你的同桌有何评论。
（三）阅读训练
1．预览（Previewing）
Specific aim: To train the students to get an idea of what a passage is about by glancing through
titles and pictures.
Skills involved: Prediction Scanning
This exercise is one of the many that can be used to show the students how, much' they can guess
about a passage by simply looking at its title. and the pictures. This will be useful to students later
in their studies.
Questions for students to answer:
l) After a glance of the title, what do you think the passage is about?
2) Where do you think the photos were taken? What do you think of when you see the pictures?
2．捕捉关键词(Seeking key words)
阅读部分的标题A PROTECTOR OF AFRICAN WILDLIFE告诉读者，本文有两条行文线索，主线 PROTECTOR，暗线WILDLIFE。
教师可以让学生快速阅读（寻读），回答下列问题：
1) Who is the protector? (Jane Goodall)
2) What animals are observed? (chimps)
3) Where did Jane Goodall arrive at Gombe? What did Jane do in the forest?
4) What is the writer doing in the forest? (watching the chimps wake up) ,
然后教师可以要求学生用一句话来概括本文的主要内容。
（四）写的训练教师可以指导学生按下面的步骤进行段落写作训练：
Step; 1 Organizing ideas;
1 Choose one woman you are interested in.
2 Write down a topic sentence about the woman.
3 List as many points as you can think about her.
4 Go over each point. Ask: "Does this support the main idea?" Cross out the points that do not.
5 Think of an example for each point. If you cannot find an example, cross out the point.
6 List the points in the order you will write about them. You should have at least two or three
points.
Step 2 Making an outline;
The outline below will help you:
Topic sentence
Supporting sentence 1
For example,
Supporting sentence 2
For instance,
Supporting sentence 3 第 3 页 For example,
Concluding sentence
Step 3 Writing a rough draft;
Step 4Revising the rough draft;
Use the list below to check your rough draft or let your partner check it.
1 Did you indent the first line?
2 Does your paragraph have a topic sentence?
3 Does your topic sentences have the main idea?
4 Do your. sentences support your topic sentence?
5 Are your ideas in the correct order?
6 Do you have examples?
7 Does your paragraph have a concluding sentence?
Step 5 Editing your paragraph.
（五）教学主谓语一致的用法在下列情形，动词的单、复数取决于主语的意思：
（六）“任务型”教学活动
在现代社会，女性问题也是相当“热门”的话题，尽管社会制度已经发生了很大的变化，但是在世界各地，男女不平等的现象仍然存在，传统的道德标准依然影响着社会的评价体系，而人们对“伟大女性”的定义也因时代和地域的不同各异。教师可以根据学生对“伟大女性”的不同认识组织征文比赛、演讲赛或辩论赛。以下步骤和内容供教师参考：
1．选取题目，例如：Is the woman behind a successful man a great woman?
2．让学生根据不同的观点，分成小组，搜集支持自己论点的材料和事例。
3．学生应根据所搜集的材料写成发言稿，然后在全班或全级范围内开展英语演讲比赛，根据演讲者的演讲内容、英语发音、风度等各方面综合评价其表现，选出优秀的演讲者给予奖励。
4．从优秀的演讲者中挑选代表相反观点的两方辩手进行辩论赛。
