| 必修四教案unit1 women of achievement (人教版英语高一) |
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Unit 1 Women of achievement Ｉ．单元教学目标 技能目标Skill Goals 技能目标Skill Goals Talk about important women & great women Describe people from their life, personality and character Word-formation: noun suffix Subject-verb agreement Make an outline II． 目标语言 功 能 句 式 Describing people What does she look like? What do you think about...? Why do you admire her? How would you describe her? Why did she choose to...? What are her strengths? What are her weaknesses? How do her friends describe her? 词 汇 1. 四会词汇 achievement, welfare, project, institute, specialist, connection, campaign, organization, behave, shade, worthwhile, nest, nod, observe, outspoken, respect, argue, entertainment, crowd, inspire, support, refer, audience, rate, sickness, intend, emergency, generation, kindness, considerate, consideration, deliver, modest 2. 认读词汇 Elizabeth Fry, Quaker, Nobel Peace Prize, China Welfare Institute, Jane Goodall, chimp, Jody Williams, landmine, Joan of Arc, Gombe National Park, specialize, career, determination, personality 3. 词组 Human beings, move off, lead a …life, crowd in, look down upon, refer to, by chance, come across, carry on 语 法 Word formation: Noun Suffix Subject-verb agreement 1. Our group are all going to visit the chimps in the forest. 2. Our group includes six boys and five girls. 3. Nobody before has fully understood chimp behavior. 重 点 句 子 Watching a family of chimps wake up is our first activity of the day. 句 1. Following Jane’s way of studying chimps, our group are all going to visit them in the forest. Ⅲ. 教材分析与教材重组 1． 教材分析 本单元以女性为主题，以Warming up， Reading，listening的形式对古今中外六位不同女性的成就进行了介绍。其目的在于引导学生了解有什么样人格的人才是伟人；伟人是否是完人；我们在人格上离伟人有多远。这些对学生可起到一定的启发作用，使他们能以这些伟人为榜样，并坚定信念，塑造自我，创造未来。在这样一个主题之下，有两个值得让学生思考的问题：一，什么样的人是伟人，什么样的人是名人。在当今社会，不少人以一个人的经济能力为标准来衡量他的社会地位，乃至于幸福程度。让学生弄明白这一点是非常重要的。它可以引导学生树立正确的世界观和人生观。二，一个人的成就是否由性别来定。这就涉及到了男女平等的问题。通过本单元的学习，学生们可以深切地感受到无论男女，只要对他人有无私的爱心，对事业有坚定的信心，并不懈地为之倾注心血，都能成就一番事业。 1.1 Warming up中的材料是古今中外六位杰出女性的简介。这部分要求学生通过讨论来区分伟人与名人。其作用有二：一是统领全单元主题，二是引导学生树立正确的世界观、人生观和价值观。教师在这一点上要起到引导作用而不是简单的说教。 1.2 Reading 这部分由Pre-reading，Reading和Comprehending三部分组成。Reading一文介绍了Jane Goodall与其同事们在非洲森林里的一天，并由此引出她的工作方法及其所取得的成就。同时阐明了她的观点，即要理解、尊重和保护动物。Pre-reading部分提出了两个问题：Why do you think Jane Goodall went to Africa to study chimps rather than to a university？和Do you think her work is important？Why？这两道题给了学生这样的提示：在研究动物时如何体现科学与人道的结合。 Comprehending中针对课文内容从细节到中心思想，由浅入深地设计了练习题，可帮助学生真正了解Jane Goodall 及其所从事的事业。 1.3 Learning about Language 这部分包含两方面的内容：词汇和语法。词汇部分主要涉及一些构词法、重点词汇和短语。语法部分是“主谓一致”，重点在如何确定集合名词的数。所有这些项目都设计了相应的练习题，以求通过上下文语境，让学生了解词汇与语法如何具体运用，作到精讲多练。 1.4 Using Language中包含读、听、说和写四个方面的内容，全面体现对英语的综合训练。读的部分介绍了我国著名的妇科病专家——林巧稚。文章的第二段体现了本单元的目标之一：学会运用介绍人物品质的形容词来描述他人的情况。这也为下一步的说与写打下了基础。 1.5 Workbook中包含的听、说、读、写的内容更为丰富，它是对前面所学内容的复习与总结，其设计仍然围绕单元主题。 1.6 Summing Up 部分让学生从内容、词汇和语法结构三方面对本单元进行归纳与总结。词汇部分的小结可以从构词法的角度进行适当的拓宽。Learning Tip部分就人物描写提出了建议，即选取典型事件，抓住人物特征。 2． 教材重组 2.1 从本单元整体结构来看,可将Warming Up, Pre-reading, Reading 和Comprehending整合成一堂阅读课。将Warming Up作为导入的内容，然后再处理Pre-reading，Reading和Comprehending。其中以Reading为主。教学形式上以学生讨论为主，教师指导为辅。 2.2 将Learning about Language作为一堂语法课。教学形式以学生练习总结为主，教师可适当扩展并增加一些有关的语法知识。 2.3 将所有听力内容整合成一堂听力课。当然，教师可依情况将其中的任何一、两个作为主要内容，将别的作为泛听内容进行处理。 2.4 将Reading（P6），Speaking（P7）与Talking（P41）整合成一堂口语课。这部分中Reading中的部分内容与Speaking（P7）及Talking（P41）相一致。且Speaking与Talking只是体裁上的不同，内容是一致的，故此三者宜合为一课。 2.5 将Writing（P7）和Writing（P46）整合成一堂写作课，以完成本单元的写作要求。 2.6 将Reading Task（P45），Writing Task（P46），Project（P47）和Summing Up（P8）组合成一堂复习课，对本单元内容进行巩固与完善。 3．课型设计与课时分配 1st period Reading 3rd period Listening 4th period Speaking 5th period Writing 6th period Summary Ⅳ. 分课时教案 The First Period Reading Teaching goals 教学目标 1． Target language 目标语言 a. 重点词汇 achievement, welfare, project, institute, specialist, connection, campaign, organization, behave, shade, worthwhile, nest, nod, observe, outspoken, respect, argue, b. 重点句子 Watching a family of chimps wake up is our first activity of the day. 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. 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. StepⅡSkimming 1. Who is the protector? 2. What animal are observed? 3. When did Jane Goodall arrive Gombe？How old was she? 4. What was the purpose of her study of the chimps? Step III Get the main idea of each paragraph A student of African wildlife 1. How the group followed Jane’s way of studying chimps in the wild 2. What Jane discovered about chimps 3. How Jane tries to protect the lives of chimps in their natural habitat 4. Jane’s achievements Step IV Analyze each paragraph 见课件 Step V 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 family sleeping in a tree the night before. 2. ... we see them go to sleep together in their nest for the night. 3. however the evening makes it all worthwhile. 4. Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals. Step VI Finish the COMPREHENDING on page 3. Step VII General idea The passage is mainly about how Jane Goodall worked with ___________ and help people ___________________ ______ of these animals. Step VIII Discussion 1. Do you think Jane Goodall was brave to go and live in the forest? 2. Would you have done what she did if you had the chance? 3. What made Jane Goodall a great success? What should we learn from Jane Goodall? 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. The second period Grammar Teaching goals 教学目标 1. Target language 目标语言 a. 重点词语 achievement，inspire，worthwhile，observe，institute，respect，condition，argue， entertainment b. 重点句子 2. Ability goals 能力目标 a. Enlarge vocabulary by learning word-formation. b. Learn to use Subject-verb agreement correctly. 3. Learning ability goals 学能目标 Teach Ss how to enlarge vocabulary by word-formation and how to use subject-verb agreement. Teaching important points 教学重点 a. Noun Suffix in word-formation. b. Subject-verb agreement of collective nouns. Teaching difficult points 教学难点 Enable students to use collective nouns correctly, by understanding their meanings in certain situations. Teaching methods 教学方法 Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation. Teaching aids 教具准备 A projector. Teaching procedures & ways 教学过程与方式 语法详解： 所谓主谓一致是指主语和谓语动词之间,即主语的人称和单复数形式决定着谓语动词对应的形式。 1） 语法形式上要一致，即单复数形式与谓语要一致。 2） 意义上要一致，即主语意义上的单复数要与谓语的单复数形式一致。 3） 就近原则，即谓语动词的单复形式取决于最靠近它的词语， 一般来说，不可数名词用动词单数，可数名词复数用动词复数。 There is much water in the thermos. 但当不可数名词前有表示数量的复数名词时，谓语动词用复数形式。 Ten thousand tons of coal were produced last year. 1. 并列结构作主语时谓语用复数 Reading and writing are very imp1 �1）当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。 There is a pen, a knife and several books on the desk. There are twenty boy-students and twenty-three girl-students in the class. 2）当either… or… 与neither… nor，连接两个主语时，谓语动词与最邻近 的主语保持一致。如果句子是由 here,there 引导，而主语又不止一个时，谓语通常也和最邻近的�%事情应用过去时，先排除A.C.本题易误选D，因为 The League secretary and monitor 好象是两个人，但仔细辨别，monitor 前没有the，在英语中，当一人兼数职时只在第一个职务前加定冠词。后面的职务用 and 相连。这样本题主语为一个人，所以应选B。 2. 主谓一致中的临近原则 1）当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。 There is a pen, a knife and several books on the desk. There are twenty boy-students and twenty-three girl-students in the class. 2）当either… or… 与neither… nor，连接两个主语时，谓语动词与最邻近 的主语保持一致。如果句子是由 here,there 引导，而主语又不止一个时，谓语通常也和最邻近的主语一致。 Either you or she is to go. Here is a pen, a few envelops and some paper for you. 3. 谓语动词与前面的主语一致 当主语后面跟有 with, together with, like, except, but, no less than, as well as 等词引起的短语时，谓语动词与前面的主语一致。 The teacher together with some students is visiting the factory. He as well as I wants to go boating. 4. 谓语需用单数 1）代词 each 和由 every, some, no, any 等构成的复合代词作主语，或主语中含有 each, every, 谓语需用单数。 Each of us has a tape-recorder. There is something wrong with my watch. 2）当主语是一本书或一条格言时，谓语动词常用单数。 The Arabian Night is a book known to lovers of English. 《天方夜谭》是英语爱好者熟悉的一本好书。 3）表示金钱，时间，价格或度量衡的复合名词作主语时，通常把这些名词看作一个整体，谓语一般用单数。(用复数也可，意思不变。) Three weeks was allowed for making the necessary preparations. Ten yuan is enough. 5. 指代意义决定谓语的单复数 1）在代词 what, which, who, none, some, any, more, most, all 等词的单复数由其指代的词的单复数决定。 All is right. (一切顺利。) All are present. (所有人都到齐了。) 2）集体名词作主语时，谓语的数要根据主语的意思来决定。如family,audience, crew, crowd, class, company, committee等词后用复数形式时，意为这个集体中的各个成员，用单数时表示该个集体。 His family isn't very large. 他家不是一个大家庭。 His family are music lovers. 他的家人都是音乐爱好者。 但集合名词people, police, cattle, poultry等在任何情况下都用复数形式。 Are there any police around? 3）有些名词，如variety, number, population, proportion, majority 等有时看作单数，有时看作复数。 A number of + 名词复数 + 复数动词。 The number of + 名词复数 + 单数动词。 A number of books have lent out. The majority of the students like English. 6. 与后接名词或代词保持一致 1） 用 half of, part of, most of, a portion of 等词引起主语时，动词通常与 of 后面的名词，代词保持一致。 Most of his money is spent on books. Most of the students are taking an active part in sports. 2） 在一些短语，如 many a 或 more than one 所修饰的词作主语时，谓语动词多用单数形式。但由 more than… of 作主语时，动词应与其后的名词或代词保持一致。 Many a person has read the novel. 许多人都读过这本书。 More than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市。 Homework Finish the exercises in USING STRUCTURES on Page 43. 附件1 埃及艳后 克利斯帕特拉 Cleopatra Queen of Egypt, 69-30 BC Cleopatra was the ambitious last ruler of the Macedonian Dynasty of Ancient Egypt. In her struggles to win the crown and keep her country free, she sought the support of Julius Caesar, bearing him a son. For a time she lived in Rome. Later, she won the protection of Rome through an affair with Mark Anthony, and had three children with him. Financing his failing military campaigns, both she and Anthony were defeated in a battle against Octavian in 31 BC. A lesser known fact is that Cleopatra was highly educated and possessed an impressive intellect, being a student of philosophy and international relations. 附件2 英国前首相 撒切尔夫人 Margaret Thatcher: Prime Minister of England, Margaret Thatcher was Britain’s first female prime minister, and first British prime minister in the twentieth century to win three consecutive terms. A lawyer, Margaret first entered Parliament in 1959, eventually serving in a variety of ministerial posts. In 1974 she was elected leader of the Conservative Party, and brought her party to victory in 1979. Espousing conservative ideals of based on free enterprise, she advocated public spending cuts, limited money supply, and raised interest rates. Her privatization programs led to union opposition, labor unrest, and high unemployment rates. She earned the nickname “The Iron Lady” because of her hard line against the USSR over their invasion of Afghanistan, and because when Argentina challenged Britain’s right to the Falkland Islands, she went to war. In 1990 she resigned her prime minister, although she stayed in Parliament until 1992. 附件3 革命女侠 秋谨 Qiu jin (1875-1907) A Chinese poet and a revolutionary, Qiu Jin was born in 1875 into a moderately wealthy family. While growing up she enjoyed riding horses and playing with swords. She also liked to read. Her family insisted that she receive good education and she was able to socialize with other well-educated people. At the age of twenty-one Qiu Jin was married to an older man. He had a more conventional outlook on life than she did and she felt stifled in this relationship. She left her husband in 1903 and went to study in Japan where she was vocal in her support for women’s rights and pressed for improved access to education for women. To provide female role models, she wrote articles about historical Chinese women. In 1906 she returned to China and started publishing a women’s magazine in which she encouraged women to gain financial independence through education and training in various professions. She encouraged women to resist oppression by their families and by the government. At the time it was still customary for women in China to have their feet bound at the age of five. The result of this practice was that the feet were small but crippled. Women’s freedom of movement was severely restricted and left them dependent on other people. Such helpless women were, however, more desired as wives, so their families continued the practice to protect their daughters’ future security. Qiu Jin felt that a better future for women lay under a Western-type government instead of the corrupt Manqing government that was in power at the time. She joined forces with her male cousin Hsu Hsi-lin and together they worked to unite many secret revolutionary societies to work together for the overthrow of the Manqing government. On July 6, 1907 Hsu Hsi-alin was caught by the authorities before a scheduled uprising. He confessed his involvement under interrogation and was executed. Immediately after, on July 12, the government troops arrested Qiu Jin at the school for girls where she was a principal. She refused to admit her involvement in the plot, but they found incriminating documents and she was beheaded. Qiu Jin was acknowleged immediately as a heroine and a martyr who died fighting enemies of the Chinese people and she became a symbol of women’s independence. 附件4 中华女皇帝 武则天 Empress Wu Zetian in Dang Dynasty Empress Wu was the only female monarch of China, and remains the most remarkable, influential and mysterious woman in Chinese history. Contrary to the teachings of Confucius, this was a woman who ruled the empire for over half a century; while her actions have been a subject for debate for more ten centuries. Opinion is sharply divided between those who admire her for her many achievements and those who regard her as a ruthless, merciless schemer and autocrat. Others will say merely that she did what she had to do and that her actions were no different from those of male emperors. Achievements In spite of her ruthless rise to power, Wu proved to be a very competent monarch and throughout her reign the legacy of prosperity bequeathed by the late Taizong. The Empress was eager to draw into her government all manner of talented people. In the first year of her period of absolute power, she sent officials far and wide to search for people of outstanding ability. Wu Zetian even encouraged people to volunteer their services should they consider themselves of value to her. In this way no effort was spared to recruit able persons into the civil service. The imperial examination system was further revised in order that no man of ability should be excluded due to his lowly birth. She also initiated the practice of personally interviewing candidates. These formalities guaranteed appointments could no longer be obtained through patronage, bribery or corruption. Surprisingly, she showed tolerance towards her critics. Ever willing to listen to new ideas and suggestions, she generously rewarded those who offered sound advice and demonstrated enterprise. This ensured that throughout her long reign, she always had the support of a loyal administration. Wu Zetian attached great importance to the development of agriculture. She ordered the construction of irrigation schemes. So as to create a bank of knowledge about agricultural matters and develop expertise, she commissioned the compilation of farming textbooks. Local officials were charged with the task of bringing more land under cultivation. As an incentive for increased production, taxes were reduced and the imposition upon the peasant population was eased. By allowing peasant farmers to retain more of their produce, they were able to improve their living standard and in general the population benefited from quite considerable prosperity. The relationships that had been established between the empire and the neighboring Tubo deteriorated. A series of many border skirmishes led to a final defeat of the Tubo in 692. Afterwards, steps were taken to keep the vast lands to the north and south of the Tainshan Mountains secure from invasion. The Anxi Military Viceroy and the Beiting Military Viceroy were given responsibility for the area, with the consequence that Wu’s defence policy effectively consolidated the north-western border region. Wu’s religious policy gave Buddhism precedence over Taoism as the favoured state religion. She encouraged gifted scholars to settle in China and many Buddhist temples were built. Also, many of the finest Buddhist cave sculptures were created. Under the patronage of the Empress, Buddhism made its greatest advances within China. Wu Zetian poured scorn on the Confucian belief that women should always be subordinate to men. As well as furthering her own ambitions, she sought to enhance the position of women in society. This included employing scholars to write biographies of famous women. These works served as a reminder to everyone that women were every bit as capable of men. All they lacked was equal opportunity. The Downside It is said there is good and bad in everybody. So far as Wu Zetian was concerned, when she was bad she could be very bad indeed. To achieve her ambitions she was as ruthless as possible. She did not hesitate to arrange the murders of members of her family, her husband’s concubines or ministers if they opposed her. Even Wu’s infant daughter was sacrificed in order that she might succeed in her desire for power. The men whose loyalty to both Li Yuan and Li Shimin had helped establish the Tang Dynasty were subjected to her cruelty. These included Zhangsun Wuji, Chu Suiliang, Yu Zhining and Cheng Wuting and many others who were either put to death or reduced in rank. Members of the Li royal family and their relatives were likewise eliminated. Once she was on the throne, Wu was ever cautious lest any of her ministers proved to be disloyal or plot against her. She appointed sadistic and cruel officials to seek out and eliminate any opposition to her regime. Men such as Suo Yuanli, Zhong Xing and Lai Juncheng became famous due to their methods of exposing so-called enemies of their mistress. In such times, it is possible to be rid of rivals by denouncing them as conspirators or laying trumped up charges against them. So, although those who opposed Wu were severely dealt with, also many other innocent people were cruelly put to death. However, once Wu Zetian was satisfied that her regime was secure, she did relax some of her repressive measures and there were far fewer executions. In her later life, and probably to ease her conscience, Wu Zetian resorted to Buddhism for solace. Her enthusiasm for building temples and monuments placed a huge strain on resources and labour. This show of religious fervour could not hide her continued craving for greatneess, cruel and despotic autocrat. Others, with rather more pragmatic views, have said she merely behaved as many men in her position had done, both before and since her notorious reign. |
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