高一必修4Unit1教案包(新课标版高一英语必修四教案教学设计)
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Warming up
Teaching 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.
Teaching procedures:
Step 1 Lead-in
1. Do you know any great people or important people? (Show some pictures to Ss)
2. What qualities make a great person?
(clever, brave, determined, confident, hard-working, unselfish, kind, active, generous…)
Step 2 Warming up
1. Pictures and Questions (Page 1)
Ask Ss read the introduction of six women and answer the following questions:
Elizabeth Fry: What did she do to help the prisoners?
Soong Qingling: Who is she? What’s her great achievement?
Jane Goodall: What’s her achievement in the study of Chimps?
Jody Williams: What did she get in 1997?
Joan of Arc: Do you know the name of the girl in ancient China whose experience was similar to her?
Lin Qiaozhi: What’s her major?
Step 3 Talking
1. Which of these women do you think is a great woman?
2. To be a great woman, what qualities do you think should she have? Look at the list of qualities that were discussed when we examined a great man. Are there any other qualities that you would like to add?
(intelligent, determined, generous, kind, modest, unselfish, hard-working, brave, confident,
considerate, thoughtful, energetic, imaginative, honest, decisive, sensible…)
Step 4 Discussion
1. Do you know a woman who really inspires (encourages) you? Describe her and explain why.
Tips: What does she look like? Why did she choose to …?
What do you think about..? What are her reputations?
Why do you admire her? What are her contributions?
How would you describe her?
2. Is it harder for women to become famous or get jobs in high positions? Why?
Step5 Language points
1. achieve vt./vi.
1) to get sth. done by working hard / as the result of an action or effort 完成；实现
The reason I achieve good results is because I work hard—and so could you.
我取得好成绩的原因是因为我学习努力。你也能够做到。
2) vi. succeed 成功；达到
He achieved because he was a hard worker. 他成功是因为他工作努力。
△achievement n.
As we climbed the final few metres, we felt a sense of achievement.
当我们爬完最后几米时，我们感到一种成功感。
2. condition n. [C/U] 条件；状况
The astronauts soon got used to the condition of weightlessness.
宇航员们很快就适应了失重的状态。
My computer’s a few years old, but it’s in really good condition.
我的电脑用了好几年了，但是性能还是很好。
3.concern onself with sb./sth. 关心某人/某事；为…担忧/烦恼
A teacher should love his students, and concern himself with their needs and desires.
老师应该爱护学生，关心他们的需求。
4. connection n.联系
connection between A and B A与B 的联系
Is there a connection between smoking and lung cancer? 吸烟和肺癌有联系吗?
connection with / to sth. 与…有联系
His failure has no connection with the quality of his work.他的失败与他的工作性质没有联系。
5. drive… out (of) : to force someone or something to leave 把…赶出去
The Chinese fought hard for 8 years and drove the Japanese aggressors out of China.
中国人民抗战八年,把日本侵略者赶出中国。
6. campaign n.战役；（政治或商业性）活动；运动
The plan of campaign had been made long before the war broke out.
作战计划早在战争爆发前就制定好了。
Bush’s campaign succeeded and he won the election again.布什竞选成功，再次当选总统。
Europe has started a campaign to stop people smoking.欧洲发起了一场戒烟运动。
△war, campaign, battle, fight/fighting 都与战争有关，但其规模排序为：
war >campaign >battle >fight/fighting
Gulf War 海湾战争 Huaihai Campaign 淮海战役
Pingxingguan Battle 平型关大战 Battle of Waterloo 滑铁卢战役
△campaign, movement, activity 都与“活动”有关。campaign指为了达到某一目的而采取的一项或一系列积极有力的措施。如：an election campaign 竞选活动。
movement指社会或政治运动，如：the movement for national liberation 民族解放运动。 还指移动、动作、姿势等。
activity多指消遣活动或教育活动，如：
Too many out-of-class activities take up too much of our precious time for study.
7. devote vt. to use all or most of your time, effort, etc. 献身；致力于；专心于
devoted adj. [to] loyal; caring a great deal; fond of 忠诚的；挚爱的
△devote sth. to sth. / doing sth. 献身于/致力于/专心于（做）某事
devote oneself to sth./ doing sth.
be devoted to sth. / doing sth.
△be devoted to sb. 对某人忠诚/喜爱某人
Soong Chingling devoted all her life to the Chinese revolution and construction.
宋庆龄一生致力于中国的革命和建设事业。
a devoted wife / friend / father 忠诚的妻子/忠实的朋友/关怀备至的父亲
Step 6 Assignments
1. Revise the new words.
2. Discuss the two questions in “Pre-reading”.
3. Preview “Reading”.
Unit 1 Women of achievement
The First Period Reading
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 ... to
b. 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. P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
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
Let everyone believe that all of us can become Jane Goodall.
Teaching methods 教学方法
Inspiration, Questioning and Discussion.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures & ways 教学过程与方式
StepⅠLead-in
T: Good morning, everyone! Haven’t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?
S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.
S2: I would die of boredom. I didn’t know what to do but read. I didn’t know how to relax myself. I just hoped that the new term began. The sooner, the better.
T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human being or animals. Have a try, Ok? Today we’ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let’s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice.
Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.
A sample summary:
As great women, they don’t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can’t be matched.
StepⅡReading
There are four tasks in this step:
a. Pre-reading to find the main idea of each paragraph.
b. Making a chart of the text structure.
c. Language points.
d. Comprehending.
Task 1 Pre-reading
There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the title A protector of African wildlife. Teacher can give students some time to read the text quickly and find these main ideas to form a overview of the text.
T: How many paragraphs are there in the text?
Ss: Three.
T: What are the main ideas of theirs?
S1: The first paragraph is about a day in Combe National Park.
S2: The second one tells us how Jane Goodall did her research and the achievement she has made in her research.
S3: The third one tells us her influence to the world.
T: OK. Can we divide the text in this way? There are four paragraphs in the text. 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. And the last one is a short summary to her.
Ss: That’s right.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.
Task 2 Making a chart
A protector of African wildlife
↓
① ② ③
│ ∣ ∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
↓
④
She has achieved everything she wanted to do.
Task 3 Language Points
T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?
S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?
T: Who’d like to help her?
S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。
T: That’s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.
S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.
T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refer to the Appendices in Page 76. Now let’s look at the second one. In fact, there are several same structures in this text. Please look at these sentences.
Show the sentences on the screen:
1. ... where we left the chimp family sleeping in a tree the night before.
2. ... we see them go to sleep together in their nest for the night.
3. But the evening makes it all worthwhile.
4. ... was she allowed to begin her project.
5. ... Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
T: Now look at the boldface（黑体字）. All the structures of the Predicates are Verb + Object + Object Complement. Let’s translate these sentences to taste the meaning and usage of Object Complement.
Ask some of the students to translate these sentences. Give them some explanations: When we use -ing form as Object Complement, it means this act is continuing. For example, Sentence 1. When we use -to do form as Object Complement, it means this process of the act has finished or to begin. We can take Sentence 2 and 4 for example. When we use an objective as Object Complement, it means that it shows us a kind of state. We can take sentence 3 and 5 for example. If possible, teacher still can give them more examples about this structure.
 I heard the teacher call my name.
 I will let you know the result of the voting as soon as possible.
 We watch the children diving into the water from the top diving board.
 Let’s go, let him alone.
S4: Miss Wu, I find this sentence a bit strange: Only after her mother came to help her for the first few months was she allowed to begin her project.
T: Yeah, this sentence uses the structure of inversion. The sign is that only phrase is placed at the beginning of the sentence. We will learn it later. Now it is Ok that you know the meaning of the sentence. Any questions?
Ss: No.
Task 4 Comprehending
T: Do you still have any questions? No? Ok, let’s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.
Give students some time to do this. After that, check the answers with the whole class.
Step Ⅲ Discussion
When we are guiding students to read something, besides hoping that they can learn some basic knowledge the material shows, we still hope they can learn something that can reflect the spirit of human being. This is the most important thing a teacher should show to students.
Ask students to work in groups of four and discuss the following questions:
1.What made her a great success?
2.What should we learn from Jane Goodall?
T: I think, there is not a single person who doesn’t admire success. But what is the way to succeed? Now we have read Jane Goodall, can you make sure what made her a great success, and what we should learn from her? Please discuss these two questions, and then some of you will report your opinions to all the class.
Give students some time to discuss.
T: Boys and girls, have you finished your discussion? How about your group?
G1: We think that there are two points that made her successful. One is her way to study chimps, and the other is her true love to the animals. The first one is facile (易做到的), because it is only a way. Everyone can do it. But for the second one, it is more easily said than done. As a woman, she gave up everything, went to the forest to study the chimps and devoted all her love to these animals. It is really not easy. What we cannot understand is that how she has such great personality.
T: These are very interesting questions. As far as I know, it is her relief that raised her personality. Everything is equal, no matter what they are. It isn’t because we are human being that we are superior to the other living thing. We don’t have any right to control other living thing. We all live on the same planet, they are our brothers or sisters. The only difference is that we have different shapes and have different wisdom. If you have the same love to the things around you, you can turn to be her. OK, how about the second question?
G2: At first, we admire she had the wisdom and courage to give up her chance to go to university and went to Africa to begin her own research. This makes us think over what we should think when we are choosing our majors or a university. Secondly, most of us think that man is the master of the world, because he is the most intelligent animal on the earth. So he can decide every thing he thinks right, including doing some experiments on animals, in spite of their pains. Jane not only saw this, but also tried her best to help them and argued for them to be left in the wild and not used for entertainment or advertisements. What she said in the text is very moving. It shows her deeply love to the animals. We should learn this from her. In fact, there are so much we should learn from her, her consideration, her hard work and so on.
StepⅣ Listening
Have a listening. Let students listen to the reading material, follow and repeat it, pay attention to the new words and expressions, as well as the sentence structures they have learned just now.
StepⅤ Homework
T: I’m very glad to hear what you said. You have learned what you should learn from Jane Goodall. And I believe you will be Jane Goodall, if you treat everything around you equally and show your love to them. Now time is up. Today’s homework is to finish the exercises in Page 4 and 5. Make some preparations for the next class. See you next time.
Ss: See you.
Grammar
Teaching goals
1. Target language
a. Important phrases.
achievement, inspire, worthwhile, observe, institute, re¬spect , condition, argue, entertainment
b. Key sentences.
Our group are all going to visit the chimps in the forest
Our group includes six boys and five girls.
2.Ability goals
a. Enlarge vocabulary by learning word-formation.
b. Learn to use Subject-verb agreement correctly.
3.Learning ability goals
Teach students how to enlarge vocabulary by word-for¬mation and how to use subject-verb agreement. Teaching important points
Noun Suffix in word-formation.
Subject-verb agreement of collective nouns.
Teaching difficult points
Enable students to use collective nouns correctly, by under¬standing their meanings in certain situations.
Teaching methods
Let students do the exercises, and then collect their an¬swers. Ask them to conclude the rules and then give them some explanation.
Teaching aids
A projector.
Teaching procedures & ways
Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the use¬ful words that appear in the text.
Step II Word-formation
There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as pos¬sible. Let them guess the meanings of the words. The sec¬ond 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 inter¬ested 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 screen and say the meanings of them.
Organize Organization State Statement
Discuss Discussion Entertain Entertainment
Direct Direction Consider Consideration
Decide Decision Agree Agreement
Prepare Preparation Achieve Achievement
Inform Information Treat Treatment
Deter- Determination Improve Improvement
Express Expression Encourge Encouragement
Examine Examination Enjoy Enjoyment
Educate Education Govern Government
Feel Feeling Find Finding
Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. To¬day, 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 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.
Step III Discovering useful structures
Tell 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.
T: Do you have any questions?
Ss: Sometimes it's difficult to decide whether the meaning of the subject tends to single or plurality. T: This is a good question. Although we know that if the word refers to different members, use a plural, and if the word is considered as a whole, use a singular verb, we still find it is difficult to use this in our practice. I think what we should do is to practice again and again. Try to experience the meaning of the word in the situation. That's the way to solve this problem. Ok, let's finish Exercise 2 on Page 5.
Let students do it. They can have a discussion to check the answers. After that, check with the whole class, to fact teacher should enlarge this structure for students. Die grammar chart in the reference book on Page 5, is a good one to let students know more about subject-verb agreement. If possible teacher could show all the grammar knowledge to students. This is especially useful for those who would like to learn English Grammar.
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.
Listening
Teaching goals
1. Target language
Men have more chances to get to the top of their career than women.
Why did Joan have to dress up as a man to become a solider?
2. Ability goals
Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines.
3. Learning ability goals
Help students learn how to get required information by listening.
Teaching important and difficult points
Train to get the key words by reading the questions before listening.
Teaching methods
Instruction and practice.
Teaching aids
A recorder.
Teaching procedures & ways
Step I Revision
T: Pleased to meet you again!
Ss: Me, too.
T: Zhao, why do you look so tired?
S; He stayed up yesterday.
T: Why?
S: Don't listen to him. I just have had a cold.
T: You'd better, have some thicker clothes. The weather is rather cold these days.
S: Thank you, Miss Wu.
T;: Now, let's begin our class. Have you finished your homework?
Ss: Yes.
T: Well, now I'll show you answers on the screen. Check your answers by yourselves. If you have any questions, please let me know. After doing this, teachers can continue the next step.
Step II Listening to the material on Page 7
There 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 listening
T: 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 they
are 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 listening
There 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 listening
This 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 their needs.
Step III The listening material on Page 41
Teacher 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.
Step IV Listening material on Page 44
This is a short dialogue between Jody Williams and a journalist. If students want to know something about the dialogue, they must pay attention to the questions. Ex 2 in the Listening Task offers some information. They can guide students to get what they are required to get. So it is necessary to tell students to read the chart carefully ahead, and then listen to the tape. Students can write down some notes instead of the whole sentences.
Step V Homework
T: Today, we learned something about women. I believe what they did and what they are facing may give us some inspirations. For girls we should believe that although we may face some difficulty, we are able to try our best to realize our dreams. OK, today's homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That's all for today, bye, everyone.
Ss: Bye, teacher.
For most students it is difficult to finish all the three listening materials in one class. So teachers can make one of them as homework, let students listen to it after class.

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