人教版 高中英语必修4 Unit1-5全套教案

人教高中英语必修4全册教案Unit 1 Teaching PlanI. Analysis of the Teaching MaterialThe teaching material of this unit is taken from Unit 1 of the People's Education Press High School English Book 4. Theunit mainly elaborates on environmental protection. The text is based on a speech given by the United Nations Secretary-General at the World Environment Day. The content involves environmental protection, global warming, endangered species, nature reserves, and so on. Through this unit, students can understand the importance of environmental protection and realize the urgency of protecting the earth.II. Teaching Objectives1. Knowledge and skillsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Process and methodsa. Encourage students to think independently and actively participate in classroom activities.b. Cultivate students' reading skills, such as skimming and scanning.c. Foster students' ability to use English to express their opinions on environmental protection.3. Emotion, attitude, and valuesa. Cultivate students' awareness of environmental protection and the sense of responsibility to protect the earth.b. Promote students' positive attitudes towards learning English and enhance their confidence in using English.III. Key and Difficult Points1. Key pointsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Difficult pointsa. How to use English to express opinions on environmental protection.b. How to analyze and understand the text more deeply.IV. Teaching Methods1. Task-based teaching method: Set up tasks or activities related to environmental protection in order to stimulate students' interest and participation.V. Teaching ProceduresStep 1: Pre-reading1. Present the topic "Environmental Protection" and ask students about their opinions on environmental issues.2. Show pictures or videos related to environmental problems and ask students to discuss in pairs or groups.Step 2: Reading1. Skim the text to get the general idea and ask students to summarize the main points.2. Read the text again and underline the new words and phrases.3. Go through the text paragraph by paragraph and explain the key points and difficult words.4. Discuss the questions provided in the textbook and ask students to answer them individually or in pairs.Step 3: Vocabulary1. Help students understand the new words and phrases by giving explanations, synonyms, or antonyms.2. Provide examples and encourage students to use the words in sentences.Step 4: Grammar1. Introduce the grammar points related to the text, such as different tenses, conjunctions, and prepositions.2. Explain the rules and give examples to help students understand and apply the grammar rules.Step 5: Discussion and Group Activities1. Divide the class into groups and assign different topics related to environmental protection.2. Encourage students to discuss and share their ideas and suggestions for solving environmental problems.3. Ask each group to present their ideas to the class and have a group discussion.Step 6: Post-reading1. Ask students to summarize the main ideas of the text and share their thoughts on environmental protection.2. Assign homework to consolidate what has been learned, such as writing a short article or making a poster about environmental protection.VI. Blackboard Design- Unit 1: Environmental Protection- New Words: global warming, endangered, extinct, protection, pollution, destruction, environment, reserve, natural resources - Key Points: Understand the main idea and details of the speech- Difficult Points: How to use English to express opinionson environmental protection- Grammar: Tenses, conjunctions, and prepositionsVII. Teaching ReflectionThis teaching plan is designed to guide the teaching of Unit 1, "Environmental Protection." It focuses on cultivatingstudents' awareness of environmental protection and enhancing their understanding of the importance of protecting the earth. Through various activities and discussions, students canactively participate in the learning process and improve their English skills. However, it is necessary to adjust the teaching plan according to the actual teaching situation and students' abilities.。

人教版英语必修四Unit 1 Women of achievement 重难点Teaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子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. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P22．Ability goals 能力目标a. 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 goals 学能目标Teach Ss how to describe a person.Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult points 教学难点Let everyone believe that all of us can become Jane Goodall.【词汇用法和解析】1．achieve v. 完成，达到；实现，获得e.g He will never achieve anything if he doesn‟t work hard.The company has achieved a 100% increase in profitability.achievement：un. 完成；达到cn. 成绩；成就e.g We felt a great sense of achievement when we reached the top of the mountain. He has broken two world records in one day, which is quite an achievement. 2．connection:1). cn./ un. 联系；关系(with/between)e.g There is a strong connection between smoking and heart disease.The company has a connection with a number of Japanese firms.2). cn. 连接物e.g This town has very good road and railway connections with the coast.3). Un. 连接，联结e.g The connection of the popes to the main water supply only took a few minutes.4). cn. Pl. 亲属；亲戚She …s English but she has Irish connections.in connection with: 有关e.g In connection wi th your request of March 3, we are sorry to tell you that we can‟t give you a reply until the manager comes back next week.3．devote… to …devoted: adj. 忠实的devotion: n. 热爱，忠诚e.g He has devoted his life to helping blind people.He is my devoted friend. He is also devoted to his wife.4．behave: v. behavior :n.e.g She has been behaving rather oddly.Behave yourself.5．worthwhile : adj.e.g We had a long wait, but it was worthwhile because we got the ticket.Worthwhile: 值得花时间/精力/金钱Worth: 值得尊敬的/重视的be worth+ n. /doingWorthy: （表语形容词）值得的be worthy of +n./being done;Be worthy to be done1). This vase was _____ five hundred francs at the most.2). Everybody has roots. It is _______ to search for his roots.3). She proved herself a _______ successor of the former champion.4). This book is well _______ reading and it is ______ of being read a second time. Keys: 1). Worth 2). Worthwhile 3). Worthy 4). Worth; worthy 6．observe: v. 看到，注意到；遵守/奉行Observe sb. do/doing sth.Observe that…e.g I observed a stranger going into the house.Do you often observe the speed limit?7．respect: n. v.e.g We should respect each other.Respectful: 恭敬的，对人有礼的Respectable; 受/被人尊重e.g He is a respectful student. He respects the teachers.He is respectable teacher. He is respected by all his students.8．argue v. argue with/over/aboute.g He often argues with me.极力说服；劝告e.g She argued him into/out of leaving his job.Argument: n.e.g His argument doesn‟t hold wat er.9．inspiree.g He tried to inspire them to greater efforts.inspired / inspiring : adj.inspiration: n.inspire sb. to doeg. His speech inspired us greatly.The teacher inspired us to make greater efforts.The memory of his childhood inspired his first novel(促成；赋予灵感) inspired 有灵感的inspiring激励人心的10．support : v. 承受；支撑；抚养，资助；赞成，支持；e.g do you think those shelves can support so many books?She needs a high income to support such a large family.Do you support their demands of independence?Supporter: n.e.g I‟m a strong supporter of women‟s rights.11．deliver: v. 传送；把..踢向；发表，宣布；给…接生e.g Letters are delivered every day.She delivered a hard kick to his knee.The doctor delivered her baby.Delivery: n.12．mean的用法Mean doing sth. …意味着做…eg.Doing such a thing means wasting time.mean to do sth… 打算做某事eg. Do you mean to go without money?13．wander的用法1）可以解释为漫步，逛，常与about搭配e.g We love wandering about the hills2）还可以解释为脱离，迷失e.g Don‟t wander off the point13．worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doinge.gIt was worthwhile to visit Paris. = The visit to Paris is worthwhile. 去巴黎访问是值得的.It‟s worthwhile discussing/ to discuss the question again. 这个问题值得再讨论一下。

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。

人教新课标英语必修4教案Book 4 Unit 1 Women of achievementTeaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子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. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P22．Ability goals 能力目标a. 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 goals 学能目标Teach Ss how to describe a person.Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made hersuccessful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult points 教学难点Let everyone believe that all of us can become Jane Goodall.Teaching methods 教学方法Inspiration, Questioning and Discussion.Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid. Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is agreat woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions completely different from hers. After her husband died, she lived alone.Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to auniversity?2. Do you think her work is important? Why?Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步,逛,常与about搭配e.g We love wandering about the hills2）还可以解释为脱离,迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s wor thwhile discussing/ to discuss the question again. 这个问题值得再讨论一下.It is a worthwhile book 那是一本值得一读的书.5. observe 观察到,注意到Eg.She observed his actions with interest.她很感兴趣地观察他的行动His neighbour observed a stranger go into his house他的邻居看到了一个陌生人进入他的家．6. “Only + 状语”开头的句子要用倒装Eg. Only in this way can we learn English betterOnly then did I realize my mistake.直到那时我才知道我的错误．Only you understand me.I met her only yesterday.7.work outEg. I can’t work out the meaning of the poem.(理解,说出)Things have worked out badly. （进行,发展）Work out his income （算出）Work out a plan （制定,拟定）8. have/ has been doing 现在完成进行时,表示动作从过去就已开始,一直持续到现在,可能还会继续下去．Eg. He has been reading since this morning.今早起,他一直在看书．He is very tired; he has been working hard all dayHe has been writing a letter.他一直在写信．He has written a letter.他已写过信了．9. argue 争论；辩论；说服argue for / argue against 主张／反对argue about sth.argue with sb.argue sb. into doing sth. 说服某人做某事．10. inspire sb. to doEg. His speech inspired us greatly.The teacher inspired us to make greater efforts.The memory of his childhood inspired his first novel(促成；赋予灵感)inspired 有灵感的inspiring激励人心的Period 4 Grammar points.Step I RevisionReview the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.Step II Word-formationThere are two tasks in this part. One is leading in, in which teacher trys to givestudents as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.Derivation is one of the most important word-formation. It is helpful in enlarging students\' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.Organize Organization State StatementDiscuss Discussion Entertain EntertainmentDirect Direction Consider ConsiderationDecide Decision Agree AgreementPrepare Preparation Achieve AchievementInform Information Treat TreatmentDeter- Determination Improve ImprovementExpress Expression Encourge EncouragementExamine Examination Enjoy EnjoymentEducate Education Govern GovernmentFeel Feeling Find FindingBegin Beginning Mean MeaningT: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we\'ll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we\'ll learn -ment, -ing, -ation, -ist and so on. Now let\'s finish Step 3 Exercise 1 in Page 4.Let students finish Exercise 1. Check their answers with the whole class.T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix-er(fighter) -or(sailor) -ist(artist)-ant(assistant) -ee(employee) -ian(librarian)-tion(attention) -ment(government) -dom(freedom)-ness(carefulness) -ism(socialism) -ship(friendship)-ure(pleasure) -ty(society) -ence(reference)Let students do it, and then check the answers with the whole class.Step4 Discovering useful structuresTell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.Step 5 主谓一致１．两个或两个以上做主语的单数名词用and连接,谓语用复数．Tom and Dick _______ (be) good friends.但若表示一个集合体时则用单数.A singer and dancer ______ (be) present at the party.The worker and writer ___ (be) talking to the students.Bread and butter ________ (taste) good.(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)2．用and 连接的两个名词若被no, each, every, many a 修饰,则谓语动词用单数. No bird and no beast ______ (be) seen in the bare island.Many a boy and many a girl ______ (have) made such a funny experiment.At Christmas each boy and each girl _____(be) given a present.3．两个主语由not only…but also, or, either…or, neither…nor等连接时,谓语动词与第二个主语保持一致．Either he or I _____ (be) to go there.______ (be) either you or he going to attend the meeting?4.主语后有as well as, like, with, together with, but, except, besides,等,谓语应于前面主语保持一致．A professor, together with some students, _____ (be) sent to help in the work.No one but the teachers _____ (be) allowed to use the room.5．一些集合名词做主语,如果看作一个整体,谓语动词用单数；如果指其中的成员,谓语用复数．如audience, committee,class(班级),crew（全体船员或机组人员), family, government, public(公众)等,但people, police, cattle等只能用复数．My family _____ (be) a big family.My family _____ (be) listening to the radio.The police ____ (be) trying to catch the thief.6.通常作复数的集体名词有些集体名词,如police, people, cattle, militia, poultry(家禽),)等,通常作复数,用复数动词.例如：Domestic cattle ______(provide) us with milk, beef and hides.7.通常作不可数名词的集体名词有一些集体名词,如machinery, equipment, furniture, merchandise (商品),clothing 通常作不可数名词,随后的动词用单数.例如：The merchandise _____(have) arrived undamaged.All the machinery in the factory ____ (be) made in China.8．表示时间、重量、长度等名词,尽管是复数形式,但作为一个整体看,谓语还是用单数.Five minutes ______ (be) enough.One dollar and seventy eight cents _____ (be) what she has.9. all 作为主语,代表人物时,一般用作复数；代表整个事件或情况时,一般看作单数.All that I want _____ (be) a good dictionary.All ______ (be) silent. 人人都缄口无言.万籁俱寂.All ______ (be) out of danger.10．形容词加定冠词the 表示一类人时,谓语动词用复数.What a life the poor were living!The young _____happy to give their seats to the old.11．who, which, that 作定语从句的主语时,其谓语取决于先行词.Those who want to go should sign your names here.He is one of the students who have passed the exam.He is the only one of the students who has passed the exam.12. 以-ics结尾的学科名称某些以-ics结尾的学科名称,如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等,通常作单数用.例如：13. 其他以-s结尾的名词英语中有一些由两个部分组成的物体名称通常是以-s结尾,如scissors(剪子),pincers(钳子),glasses(眼镜）,shorts(短裤),trousers(裤子),suspenders(吊裤带)等.这一类名词,如果不带\"一把\"、\"一副\"、\"一条\"等单位词而单独使用,通常作复数.例如：如果带有单位词,则由单位词的单、复数形式决定动词的单、复数形式. 例如：One pair of scissors isn\'t enough.14.以-s结尾的地理名称某些以-s结尾的地理名称,如果是国名,如the United States, the United Nations, the Netherlands等,尽管带有复数词尾,但系单一政治实体,故作单数用.但若不是国名,而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用.例如：The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.The Straits of Gibraltar have not lost their strategic importance.15. 英语中还有一些以-s结尾的名词,如:arms(武器), clothes(衣服), contents(内容,目录),fireworks(烟火), goods(货物), minutes(记录), morals(道德,品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等,通常作复数.16.凡是由-ings结尾的名词,如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用.例如：The clippings of the hedges are usually burnt.The sweepings of the godown(仓库) have been disposed of.17. 还有一些以-s接的单、复数同形的名词,如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等,随后动词的单、复数形式取决于这些名称是作单数,还是用作复数.例如：A headquarters was set up to direct the operation (指挥作战).Their headquarters are in Paris.The only means to achieve success is to appeal to arms (诉诸武力).18. remains用于\"遗体\"意义时,随后的动词通常作复数：His remains lie in the churchyard.The martyr\'s remains were buried at the foot of the hill.但作\"遗迹\"或\"剩余物\"解释时,可作复数或单数用：Here is the remains of a temple.The remains of the meal were/was fed to the dog.19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成,其动词形式依of-词组中名词类别而定.例如：Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).Over sixty per cent of the city ____ (be) destroyed in the war.Thirty-five per cent of the doctors ______ (be) women.20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组,其后的动词形式依of-词组中的名词类别而定.例如：Most of the money _____ recovered by Deputy Player.Most of the members ______ there.All of the cargo ______ lost.All of the crew ______ saved.21.两数相减或相除,动词用单数；两数相加或相乘,动词可用单数,也可用复数.例如：Forty minus fifteen (40-15) leaves twenty-five.Forty divided by eight (40/8) is five.Seven and five (7+5) makes/make twelve.Five times eight (5+8) is /are forty.22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成,动词用单数.例如：This kind of man annoys me.但若在kind/sort/type之前的限定词是these/those,同时,of-词组中的名词又是复数,则动词用复数：These kinds of men annoy me.Those types/sorts of machines are up to date.23.如果主语是由“many a+名词”或“more than one +名词”构成,其意义虽属多数,但随后的动词仍遵循“语法一致”原则,用单数.例如：Many a man has done his duty.More than one game was lost.24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语,其后的动词通常用单数.2).两个由and连接的并列名词性分句作主语,如果主语表示两件事情,动词用复数.例如：What caused the accident and who was responsible for it remain a mystery to us. 3). 以what-分句作主语的SVC结构在以what-分句作主语的SVC结构中,主句补语是复数名词,如果主句谓语动词可用复数.25. 1).在“one of+复数名词+关系分句”结构中,关系分句动词通常依照语法一致原则用复数形式.例如：Joan is one of those people who go out of thier way to be helpful.2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时,关系分句动词形式依one而定,用单数.例如：Selfishness is the one of her many faults which defeats itself.Period5 ListeningStep1 Listening to the material on Page 7There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening,so that they can realize what is the main task in listening.Task 1 The first listeningT: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we\'ll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let\'s listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn\'t matter whether theyare some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.Task 2 The second listeningThere are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.Task 3 The third listeningThis is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.If they still have some difficulties, play the tape for the fourth time to meet theirneeds.Step3 The listening material on Page 41Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.Unit 2 Working the landPeriod 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Step 2.Warming up (Questions)1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?2. Have you ever been to the countryside? What did you do there?3. Are you from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talking1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble2. If you had the chance to help end hunger in the world, what would you do?3. Do you know who Yuan Longping is ?A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.1. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4 ）Dr Yuan has dreams when he is asleep and also when he is awake.5 ）Dr Yuan enjoys a simpler life than most rich and famous people.3.Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.4.Write down Yuan Longping’s personal information•Name:•Nationality:•Born:•Age:•Occupation:•Education:•Dream:•Achievements:•Hobbies:Period 3 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with…与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties. 3）The slaves struggled for the freedom2. 使做…成为…make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎,在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburnt face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Fill in the proper phrases or words to complete the following:1.In a way,the accident was a good thing because it taught us a good lesson.2.It was because of his advice that I succeeded.3.I am satisfied with the result of the experiment.4.They have struggled for years to drive the invaders out of their country.5.We all wish that we could rid the world of crime.6.In some less developed areas in China, some farmers are still lead a poor life.7.The output of corn this year is double that of last year.After graduating from college, he went to Shenzhen with the hope of getting a chance to become rich soon .Unit3 A taste of English humour单元教学目标Talk about different types of humor；a taste of English humorLearn how to express one’s emotionsLearn the –ing form as the Predicative, Attributive and Object ComplementLearn to write humorous stories目标语言话题Different types of humor; a taste of English humor词汇1. 四会词汇：slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense2. 词组：be content with, badly off, pick out, cut off, star in, knock into功能情感( Emotion )I enjoy this very much because… It surprises me that…I laugh at that kind of thing because… I felt happy because…This is fun because… I’m pleased we were both amused at…How wonderful / surprising It’s amusing that…语法动词的-ing 形式作表语,定语和宾语补足语的用法Their job is “panning for gold”.That was the problem facing Charlie Chaplin.Do you find it funny to see someone sliding on a banana skin?Period 1 Warming up and pre-reading.Teaching procedure:Step 1: Lead-inShow some pictures to students, let them talk about the pictures and then ask themwhat they think of the pictures, whether they are funny or not.Questions: 1) Do you know who these comedians are? What makes them funny?2) Do you know other comedians who are funny in the same way?3) Have you seen any of these comedians or programmers? What do you think of them?Step 2: Warming upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.Types of humor Example of English humor Chinese humorNonverbal Charlie Chaplin Pantomimes（哑剧）刘全和,刘全利Mime and farce Mr. Bean Funny plays 陈佩斯,赵本山Verbal jokes Play on words, usually Cross talk 马季, 姜昆Funny stories Two lines JokesFunny poems Edward Lear Doggerel（打油诗）Task 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know.Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.Joke 1:Patient: Doctor, I’ve lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Don’t th ank me. Thank God.Garcia: Then I will pay the fees to God.Step 3 HomeworkAsk each student to give a joke and present it in class next period.Period 2 Reading.Step1 Reading. The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1.Fast reading.and do the true or false questions.1).Humor is always kind. F2).Charlie Chaplin was born in a rich family. F3). His silent movies are not popular any more. F4). He solved a sad situation by using nonverbal humor. T5).He ate the shoes because he thought that it was very funny.F6).Charlie Chaplin devoted his whole life to making films. TTask 2. Divide the text into several parts and give the main idea of each partPart one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other can inspire people.Part two (3-4): It tell s us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.Part three (5): it gives us a short biography about Charlie Chaplin.Task 3. DiscussionLet students have a discussion about the text, then answer some questions. Questions: (1) What is behind fun?(2 ) Why did people like Little Tramp?(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?Step 2 Language points:1.Do you find it funny to see someone sliding on a banana skin, bumping into。

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教案Book 4 Unit 1 Women of achievementTeaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子Watching a family of chimps wake up is our first activity of the day. P2 Everybody 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. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2实用文档2．Ability goals 能力目标a. 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 goals 学能目标Teach Ss how to describe a person.Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult points 教学难点实用文档Let everyone believe that all of us can become Jane Goodall.Teaching methods 教学方法Inspiration, Questioning and Discussion.Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person? great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public 实用文档service without paid.Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for? Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions completely different from hers. After her husband died, she lived alone.实用文档Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than toa university?2. Do you think her work is important? Why?实用文档Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph. The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text togeth er according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.实用文档Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g We love wandering about the hills实用文档2）还可以解释为脱离，迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again. 这个问题值得再讨论一下。

高一英语全部教案必修4 人教版高一英语Unit1 Women of achievement教案1． 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?5.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning 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 fo r…, 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. Check your 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 ch imps 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 word “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 samepage, 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 agreementright may give you fits. To get it right, just locate the subject closest to theverb and make the verb agree with it:o Either the mailman or the construction workers are causingPeggy to bark like crazy.o Neither the dogs down the street nor the one next door paysany attention.Compare this with the following:o Either the construction workers or the mailman is causingPeggy to bark like crazy.o Neither the one next door nor the dogs down the street payany 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. You 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.Closing 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 career than 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:J oan of Arc Ask 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 itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, leada ... life, search for, would rather, thanks to, with the hope of, rather thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality.Teaching important pointsa. Help to comprehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries?Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies from starvation.2)More than 800 million people in the world suffer from malnutrition (营养不良)---799 millionof them are from the developing world. More than 153 million of them are under the age of5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world, what would you do?Encourage the students to tell their opinions, Then give a conclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.3.lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All PeopleStep 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions• 1.Dr Yuan is more a farmer than a scientist.• 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.• 3.Dr Yuan would rather work than relax.• 4. Dr Yuan has dreams when he is asleep and also when he is awake.• 5. Dr Yuan enjoys a simple life than most rich and famous people. Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1.Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:find out the main idea of each paragraph.Step 7 Homework1.Learn the poemThe Peasan ts’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first rev iew the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. Learning about grammar3.Read and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject. It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.4.Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just wr ite on your text book. I mean the student’s book you are working by.III. Ready used materials for The –ing form as the Subject & Object)语法学习——动名词1. 动名词作主语1）名词直接放在句首作主语。

人教新课标英语必修4全册教案(Unit 1 Women ofachievement)1． 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, studentscan 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 toprotect 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 questions concerning 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 discussion Do 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 canlive 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 expressions Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1. Reading and thinkingTurn to page 2 and read with me the text of A PROTECTOROF 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 word “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 aplural 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 alwayssingular! 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 a loud 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 yournotebook 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. You 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 orderto 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 standup 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 career than 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 threetimes ,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。

U n i t1W o m e n o f A c h i e v e m e n t I．教学内容分析本单元的话题是“取得成就的优秀女性”,通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。

学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。

．教学步骤Period 1 Learning about Language (1) & Warming Up Teaching Goals:1. To develop Ss’ ability of using words and expressions and speaking.2. To Prepare Ss’ for the new unit.Teaching Procedures:Step 1. New words and expressionsPurpose: To prepare Ss for the new lessons.1. Ask Ss to listen to the tape of Reading and read after the tape.2. Ask Ss to read new words aloud and try to keep them by heart.Purpose: To develop Ss’ ability of using new words and expressions.To develop Ss’s ability of creating words.1. Words using competition(1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as①achieve ②condition ③connection ④specialist ⑤inspire⑥argue ⑦observe ⑧look down upon/on ⑨explain ⑩considerate(2) Ask Ss to finish the Ex1 on P4 as quickly as possible. After they finish it, ask them to discuss in pairs and then check the answers with the class.Suggested Answers:1.bond 2.nest 3.institute 4.crowd in5.childhood6.outspoken7.move off8.welfare9.project2. Discussion(1) Ask Ss to finish Ex2 on P4 and then check the answers.(2) Ask Ss to observe the words and discuss the meaning of each word in Ex1.(3) Ask Ss to remember some common suffixes of the noun, such as–tion, - ist, -or(er), -ment, -ing (4)Ask Ss to finish Ex3 on P4.Step 3. Warming UpPurpose:To let Ss’ know how to describe and evaluate a person correctly.To develop Ss’ ability of speaking.1. Leading-inPurpose: To arouse Ss’ desire for more information about women of achievement.Discussion:(1) Ask Ss a question and let them discuss freely.How many great women can you think of Who are they(2) Show Ss some pictures of great women and offer Ss questions to discuss. Do you know these people Who are they Why are they still famous(3) Ask Ss to turn to P1, look at the pictures and read the brief description under each picture.1. Make a dialogue with a student to help Ss know how to describe a person.2. Ask Ss to describe one of the six great women in pairs. One student asks; the1. Revise new words and expressions in this unit and finish Ex1, Ex2 and Ex3 in Using Words And Expressions on P42.2. Ask Ss to describe a great woman they are familiar with by making up a dialogue in pairs.Period 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To let Ss know about some extraordinary women and learn something from them.2. To develop Ss’ reading skills.Teaching Procedures:Step 1. Homework-checkingPurpose: To prepare Ss for the lesson by reviewing what was learnt last period.To make sure Ss have learned how to describe a great person1. Read the following words and expressions and ask Ss to write them down.front of the class.Step 2. Leading-inPurpose: To develop Ss’ interest in wild animals and protecting them.To prepare Ss for learning the new text in the unit.1. Show Ss some pictures of wild animals.2. Ask the following questions and ask Ss to answer the questions as quickly asPurpose: To develop Ss’ ability of reading.1. Tell Ss that they are going to learn a new lesson about a student of wild life and then show a picture of Jane Goodall. Ask them to guess what the passage talks about.(1) She is Jane Goodall.(2) She studies chimps.(3) She carries out her work in the forest instead of in a university.(4) One thing she discovered was that chimps hunt and eat meat. She also discovered how chimps communicate with each other.3. Ask students to read the text fast and finish Ex.1 and Ex.2 on P3.Step 4. ReportStep5. Language points1. Ask Ss to find these sentences in the text and then read aloud.◆Watching a family of chimps wake up is our first activity of the day. (Para 1,Line5)◆This means going back to the place where we left the family sleeping in atree the night before. (Para 1, Line6)◆Jane warns us that our group is going to be very tired and dirty by theafternoon and she is right. (Para 1, Line11)◆However, the evening makes it all worthwhile.(Para.1, Line13)◆Only after her mother came to help her for the first few months was sheallowed to begin her project. (Para.2, Line4)◆For forty years Jane Goodall has been outspoken about making the rest of theworld understand and respect the life of these animals. (Para 3, Line1)2. Explain the language points in the above sentences.(1) Watching a family of chimps wake up is our first activity of the day. (Para 1, Line5)V-ing形式可相当于名词在句中作主语，谓语动词用单数。

Unit 1 Women of AchievementI．教学内容分析本单元的话题是“取得成就的优秀女性”,通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。

学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。

．教学步骤Period 1 Learning about Language (1) & Warming Up Teaching Goals:1. To develop Ss’ ability of using words and expressions and speaking.2. To Prepare Ss’ for the new unit.Teaching Procedures:Step 1. New words and expressionsPurpose: To prepare Ss for the new lessons.1. Ask Ss to listen to the tape of Reading and read after the tape.2. Ask Ss to read new words aloud and try to keep them by heart.3. Ask Ss to make sentences with the following words and expressions.Step 2. Words usingPurpose: To develop Ss’ ability of using new words and expressions.To develop Ss’s ability of creating words.1. Words using competition(1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as possible. The student who does best will win the game.Suggested Answers:① achieve ② condition ③ connection ④ specialist ⑤ inspire⑥argue ⑦observe ⑧look down upon/on ⑨explain ⑩ considerate(2) Ask Ss to finish the Ex1 on P4 as quickly as possible. After they finish it, ask them to discuss in pairs and then check the answers with the class.Suggested Answers:1.bond 2.nest 3.institute 4.crowd in 5.childhood 6.outspoken7.move off 8.welfare 9.project2. Discussion(1) Ask Ss to finish Ex2 on P4 and then check the answers.(2) Ask Ss to observe the words and discuss the meaning of each word in Ex1.(3) Ask Ss to remember some common suffixes of the noun, suchas–tion, - ist, -or(er), -ment, -ing (4)Ask Ss to finish Ex3on P4.Step 3. Warming UpPurpose:To let Ss’ know how to describe and evaluate a person correctly.To develop Ss’ ability of speaking.1. Leading-inPurpose: To arouse Ss’ desire for more information about womenof achievement.Discussion:(1) Ask Ss a question and let them discuss freely.How many great women can you think of Who are they(2) Show Ss some pictures of great women and offer Ssquestions to discuss.Do you know these people Who are they Why are they still famous (3) Ask Ss to turn to P1, look at the pictures and read the brief description under each picture.(4) Ask Ss to discuss the following questions in groups of four.Step 4. Talking1. Make a dialogue with a student to help Ss know how to describea person.2. Ask Ss to describe one of the six great women in pairs. One student asks; the other student answers. Use the following expressions to help Ss.Step 5. Homework1. Revise new words and expressions in this unit and finish Ex1, Ex2 and Ex3 in Using Words And Expressions on P42.2. Ask Ss to describe a great woman they are familiar with by making up a dialogue in pairs.Period 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To let Ss know about some extraordinary women and learn something from them.2. To develop Ss’ reading skills.Teaching Procedures:Step 1. Homework-checkingPurpose: To prepare Ss for the lesson by reviewing what was learnt last period.To make sure Ss have learned how to describe a great person1. Read the following words and expressions and ask Ss to write them down.2. Ask two pairs of students to act out the dialogue made up by themselves in front of the class.Step 2. Leading-inPurpose: To develop Ss’ interest in wild animals and protecting them.To prepare Ss for learning the new text in the unit.1. Show Ss some pictures of wild animals.2. Ask the following questions and ask Ss to answer the questions as quickly as possible.Step 3. Fast readingPurpose: To develop Ss’ ability of reading.1. Tell Ss that they are going to learn a new lesson about a student of wild life and then show a picture of Jane Goodall. Ask them to guess what the passage talks about.2. Ask Ss to skim the text and find the answers to the following questions.Suggested Answers:(1) She is Jane Goodall.(2) She studies chimps.(3) She carries out her work in the forest instead of in a university.(4) One thing she discovered was that chimps hunt and eat meat. She also discovered how chimps communicate with each other.3. Ask students to read the text fast and finish Ex.1 and Ex.2 on P3.Step 4. ReportStep5. Language points1. Ask Ss to find these sentences in the text and then read aloud.◆Watching a family of chimps wake up is our first activity ofthe day. (Para 1, Line5)◆This means going back to the place where we left the familysleeping in a tree the night before. (Para 1, Line6)◆Jane warns us that our group is going to be very tired anddirty by the afternoon and she is right. (Para 1, Line11)◆However, the evening makes it all worthwhile.(Para.1,Line13)◆Only after her mother came to help her for the first few monthswas she allowed to begin her project. (Para.2, Line4)◆For forty years Jane Goodall has been outspoken about makingthe rest of the world understand and respect the life of these animals. (Para 3, Line1)2. Explain the language points in the above sentences.(1) Watching a family of chimps wake up is our first activity of the day. (Para 1, Line5)V-ing形式可相当于名词在句中作主语，谓语动词用单数。