人教版高一英语必修4 Unit1 Women of achievement全单元教案
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Unit1 Women of achievement单元教案
This unit stays focused on the topic: women.
Six women with various national backgrounds
are featured, and different aspects of their
life are explored, like, their social position,
contributions and hardships meanwhile, their
achievements in a wide variety of fields are
highly
praised. Ss will know better the roles
women play in social life, with their(esp. girl
students’)self-esteem and sense of social
responsibility boosted.
1. Warming-up requires
Ss to comment on the 6 women and give their
opinions and reasons as
well. This part
connects Unit5, rules concluded in the earlier
unit can be applied
here to identify great
women. Ss should be encouraged to discuss what
these women did for
other people, and what
problems they had to overcome or what they had to
give up to achieve
their ambition.
2. Pre-
reading is also a discussion but focused on Jane
Goodall. The two questions raised here
prompt
Ss to think over the pros and cons of two
approaches to scientific study(lab research &
field research). Then, Ss are asked to predict
the content based on the title and pictures.
3. Reading-A Student of African Wildlife
depicts a scene where Jane and her colleagues
studied chimps in an African forest and
explains the significance of their work and the
achievements she reached. Despite the fact
that it was a dirty and tiring job to do the field
research in the wild, they all regarded it as
worthwhile. Some of their valuable discoveries
would not have been made in the lab;for the
very reason Jane Goodall had chosen the
primitive African forest to study years of
observing and recording chimps’ daily
activities attributed to a better
understanding of their behaviour. She has argued
that wild
animals be left in the wild and not
used for entertainment or advertisements. She has
endeavored to enhance people’s awareness of
understanding, respecting and protecting wild
animals. She is an inspiring role model !
4. Comprehending consists of 4 Exx, guiding Ss
to comprehend the reading passage at different
levels. Exx1-3 are intended to aid Ss to
obtain important details ,grasp paragraph main
ideas
and transfer text information in the
form of multiple choice, summing-up and filling in
a chart.
The 4 open-ended Qs in Ex4 encourage
Ss to think in others’ shoes, which helps
strengthen
Ss’ faith in animals protection.
5. Learning about Language is to discover and
practice useful words, expressions and structures.
Discovering useful words and expressions is
meant to help Ss to further study word formation,
key words & phrases; Discovering useful
structures centers on “subject-verb agreement”,
determining the number of collective noun
being the priority for the moment.
Form-
Meaning-Use approach is encouraged in grammar
study.
6. Using language is to train Ss’
integrating skills in listening, speaking ,
reading and writing.
Reading features Lin
Qiaozhi,a famed specialist in women disease, who
achieved great
success in her career with
remarkable perseverance and efforts. She cared
about women and
mothers, esp. those living in
poverty, and earned respect with her kindness and
warn heart.
Plus, she dedicated all her life
to her patients and Chinese medical care. Ss are
expected to
learn about an outstanding woman’s
life, and, more importantly, get enlightened when
considering their future career choice.
(Listening, Speaking & writing : omitted)
7.
Summing Up,Learning Tip,Reading for Fun: omitted
8. Key points covered in this unit are
summarized as follows;
⑴ know about great
women of achievement in various fields and discuss
their qualities;
(2) learn how to describe a
person with adjectives about people’s qualities
and personalities;
(3) well identify the
number of collective noun and master the
corresponding principle of
keeping verb-form
in agreement with the subject;
(4) master how
to change nouns into verbs, vice versa; Further
study word formation;
(5) master the following
words, expressions and their usage in concrete
context:
(pls refer to TB4 p.1)
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Period One Warming up
(p.1); Using language: Listening (p.7)
☆
Teaching objectives
1. ability
Ss will
be able to learn about and briefly talk about the
6 women’s life, main deeds and
contributions
in Warming up;
Ss will be able to develop
the abilities of pre-listening predicting
&listening for key
words
while listening .
2. language knowledge &
skills
After this period of learning
Ss will be able to:
Understand the meaning
of the following words & phrases and master their
basic usage:
achievement, welfare
project, institute, specialist, connection, human
beings, campaign,
organization, dress as, help
do sth, concern oneself with sth, devote one’s
life to sth,
found a campaign to do sth
Learn how to use the following key sentence
patterns:
Joan of Arc was a girl from the
countryside who dressed as a man and went to fight
for
the French.
She helped drive the
English out of France.
She helped improve
prison conditions and gave prisoners work and
education.
She concerned herself with welfare
projects, especially the China Welfare Institute
for
women and children.
She devoted all
her life to medical work for Chinese women and
children.
Her research showed the connections
between chimps and human beings.
Jody Williams
helped found an international campaign to stop the
making of landmines.
3. cultural consciousness
Ss will be able to know about the unfairness
women meet with in society and take a right
attitude towards gender difference
☆
Teaching procedures & ways
Ⅰ:Warming up
1. What did Joan of Arc ,Elizabeth Fry, Song
Qingling, Lin Qiaozhi, Jane Goodall and Jody
Williams do respectively?
dress as
fight for drive sb out of …help improve …concern
oneself with …devote one’s
life to …show the
connections between …found a campaign to …
2.
Scan the passages and fill in the table
name
ambition problems sacrifices
Ⅱ
:Discussion
1. What do these six women have in
common?
devoted, determined, committed,
inspiring, influential, had careers
2. Do you
still remember Nelson Mandela? What do you think
makes a great man or woman
Ⅲ:Listening
1.
Discuss in groups.
Is it easy for women
to succeed?
What difficulties might
women meet? Do you think men have the same
problems?
Give reasons.
for the first
time and check the ideas that you have just
discussed before
3. Listen to the tape again
and take notes on the three problems given in the
listening.-Ex2
4. Listen once more and fill in
the blanks-Ex3
Ⅳ: Discussion
It is said
that “it is more difficult for a woman to be
successful”. Do you agree or disagree?
State
your reasons.
Ⅴ: Summary and homework
1.
Remember the following words and expressions.
achievement, welfare project, institute,
specialist, connection,
human beings,
campaign, organization, found a campaign
dress as fight for help drive sb out of some
place
help improve concern oneself
with devote one’s life to
show the
connections between …
2. Preview the reading
“A student of African wildlife”.
Study
the new words and finish Eexercise 1 on page4
☆ Reflection:
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Period Two
Pre-reading (p.1); Reading; Comprehending (pp.2-3)
☆ Teaching objectives:
1．ability
Further train Ss to predict the content
based on the title and pictures;develop Ss’
reading
skills of grasping the gist, summing
up Para. main ideas, obtaining key information,
raising Qs (general,detailed,inferring,writing
skills) ,and retelling the text with some
questions and words as a support;
Develop Ss’ ability to acquire information through
reading; summarize the methods of
observing
chimps and Jane Goodall’s achievements in chimp
study and protection.
2. language knowledge &
skills
After this period of learning,Ss will
be able to master the following language items in
the
specific context of the passage-“A Student
Of African Wildlife” After this period of
learning,Ss will
be able to use
Key
words & phrases:
behave, behaviour, shade,
worthwhile, nest, bond, observe, childhood,
respect, argue,
entertainment, inspire
move off, be outspoken about, lead a busy
life, crowd in
Key structures:
Watching a family of chimps wake up is our first
activity of the day.
Everybody sits
and waits in the shade of the trees while the
family begins to wake up
and move off.
Jane warns us that our group is going to be very
tired and dirty by the afternoon and she
is
right.
Her work changed the way people
think about chimps.
3. Affect & attitude
Guide Ss to appreciate the heroine’s spirit of
braving hardships.
☆ Teaching procedures
& ways:
I. Pre-reading
1. Retell the
story about Jane Goodall.
study chimps in
Africa, show the connections between chimps &
human beings, protect chimps
2. Discuss in
groups.
• Why do you think Jane Goodall went
to Africa to study chimps rather than to
university?
• Do you think she was right? Give
your reasons.
• Can you think of the possible
difficulties that Jane Goodall might meet doing
her research
without training?
3.
Prediction
Look at the title and the pictures.
Then answer the following questions.
1) What
do you think the passage will tell us?
2) What
is Jane Goodall doing in the picture on the top
right?
3) What is Jane Goodall doing in the
picture on the bottom left?
4. Vocabulary
matching.
• _____ close connection that
people have with each other
• _____ to
fill sb with feelings or aims
• _____ (of
thoughts, questions, etc) to fill one’s mind
•
_____ the period of time when someone is a
child
• _____ giving opinions openly and
honestly
• _____
•
_____ task that requires a lot of time and
effort
• _____ to watch carefully
II.
Reading
1. Fast reading
Explain
Describe
Skim the passage and underline
the basic information: what, who, why, where,
when, how.
her research
her work
2.
Underline the topic sentence in each paragraph.
and achievements
method
Following
Jane’s way of studying chimps, our group are all
going to visit them in the
forest.
Nobody
before Jane fully understood chimp behaviour.
For forty years Jane Goodall has been outspoken
about making the rest of the world
Her
Through the eyes
Her Her
understand
and respect the life of these animals.
continuing
of a
visitor
discoveriesachievements
She has
achieved everything she wanted to do.
work
3. Ssummarize the main idea of each
paragraph-Ex2 p.3
4. Discover the structure of
the text.
5. Ask questions.
Make up
questions within your group based on the reading.
Each group chooses a best question
and the
other groups compete to answer it.
E.g. what’s
the main idea of the first paragraph? (General)
When did Jane first arrive in Gombe?
(detailed)
What do we know about Jane’s
personality from the second paragraph? (make an
inference)
Which part is the summary of the
reading? (writing skills)…
6. Answer more
questions from the T.
In which way has Jane
helped people? (behave)
What did we do
before we followed the chimps wandering into the
forest? (shade, move
off)
What did the
writer think of the evening? (worthwhile)
What did the writer realize after a day’s
watching? (bond)
How did Jane discover the
society of chimps? (observe )
How did Jane
try to protect the lives of chimps in their
natural habitat? (be outspoken
about, respect,
argue)
When did Jane want to work with
animals in their own environment? (childhood)
What about Jane’s life now? (lead a
busymeaningful life)
Activity III. Post-
reading
1. In your group rretell the text
using the following questions and words as a
support.
What did the writer do? (behave,
shade, worthwhile, bond)
What did Jane
Goodall do and find out about chimps? (observe,
discover)
What did Jane Goodall do to
protect the chimps? (be outspoken about, respect,
argue)
What about her achievements?
2.
Discuss in groups.
Reconsider the title. Do
you understand it differently? Discuss with your
partners.
Do you think it is more important
to study chimps in the wild rather than in a zoo?
Give
reasons.
Do you think you would
go if you are asked to study animals in the wild?
Why or why
not?
IV. Summary and homework
1. Remember the following words and
expressions.
behave, shade, move off,
worthwhile, nest, bond, behaviour, observe,
childhood, be outspoken
about, respect, argue,
entertainment, lead a busy life, crowd in, inspire
2. Finish Exercises 1 and 3 ( p. 3) and
Exercise 3 (p. 4).
☆ Reflection:
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Description of
to move away
from a place; to leave
a woman
scientist
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Period Three Using language: Reading (p.6),
Speaking (p.7)
☆ Teaching objectives
1. ability
After this period of
learning,Ss will be able to
obtain important
information by means of reading and sum up the
heroine’s qualities;
describe a person’s
quality and personality.
2．language knowledge
& skills
After this period of learning,Ss
will be able to use the following language items:
key words & phrases
sickness,
intend, emergency, generation, kindness,
consideration, deliver
do research on,
by chance, come across, cut the death rate, carry
on
key sentence patterns
By chance I
came across an article about a doctor called Lin
Qiaozhi, a specialist in
women’s diseases.
Who were the women that Lin Qiaozhi thought
needed this advice?
Further reading made me
realize that it was hard work and determination as
well as her
gentle nature that got her into
medical school.
☆ Teaching procedures &
ways
I. Review
1. Review Jane
Goodall’s story. Use as many new words from the
passage as possible.
• behave, behaviour,
shade, worthwhile, nest, bond, observe, childhood,
respect, argue,
entertainment, inspire
•
move off, be outspoken about, lead a busy life,
crowd in
2. Check the homework. Share your
mother or grandmother’s experiences with your
group.
Now Let’s look at the career of
somebody who lived at the same time as your
grandmother.
II. Pre-reading
do you know
about Lin Qiaozhi? (a doctor, a specialist in
women’s diseases …)
adjectives could you use
to describe her?(devoting, kind, inspiring,
respected,
clever, …)
III. Reading
1.
Read for the first time. List three of Lin
Qiaozhi’s achievements.—Ex 1 p.6
2. Find the
words or phrases in the text to replace the
underlined parts.
I went to all the
bookstores of the town to buy the book, but
failed. Today, I found it by
chance in my
friend’s house. (came across)
Last night the
heavy rain destroyed the country road and the only
doctor in the village had
to help a woman to
give birth to a baby. (deliver a baby)
After
my partner left I tried to continue our work as
usual. (carry on)
The book is designed for
children. (is intended for)
3. Read again and
answer the following questions by using sentences
from the passage.
When did the writer decide
to study at a medical college? (do research on)
How did the writer find the article about
Lin Qiaozhi? (by chance, come across)
For
whom and for what purpose did Lin Qiaozhi write a
small book about how to look
after babies?
(cut the death rate, be intended for)
Why
was it difficult for Lin Qiaozhi to get medical
training? (generation, be placed
second to)
What helped Lin Qiaozhi succeed later on?
(kindness and consideration)
Why do you
think the writer chose to study at medical
college? (carry on )
IV. Post-reading
in
groups to discuss what are the important qualities
a good doctor should 2Q4 p.6
2. What do you think of Lin Qiaozhi? Work in
groups to think out the adjectives which can
describe one’s quality.
hard-
working energetic active determined
intelligent fair generous kind
helpful
confident brave honest unselfish devoted
educated warm-hearted
modest
considerate strong-minded self-reliant
self-respected responsible
3. Group work. Use
the adjectives to talk about the great person you
admire. Follow the given
outline.
Outline:
1) Topic sentence
2)
Supporting sentences
3) Examples
V.
Summary and homework
1. Remember the following
words and expressions.
do research on, by
chance, come across, cut the death rate, intend,
emergency, generation,
kindness,
consideration, deliver, carry on
2. Write a
composition about the person you admire based on
your classroom talk.
☆ Reflection:
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Period Four Learning about
language: Discovering useful words and expressions
(p.4);
Using words and expressions (p.42)
☆ Teaching objectives
1. Master the
common suffixes transforming verbs into nouns:
-ment, -ation, -ion, -ist, -er, -or, -ant,
-ee, -ance, -ure
2. Study and master the key
words & phrases in this unit.
☆ Teaching
procedures & ways
I. Homework checking
Share your writing with our group. Check with
each other.
II. Word formation
in the
chart with a suitable verb or noun form. Pay
attention to the connection
between them.
（p.4 Ex. 2）
2. Work in groups to discuss how
verbs can be changed into nouns
-ment
-ation -ion -ist
•
agree--- move---
•
appreciate--- examine---
•
admit--- educate---
•
tour--- type---
3.
Can you summarize other suffixes? Give examples if
you can.
-er -or -ant -ance
-ee -ure
work---
drive--- advise---
act---
conduct--- sail---
attend---
admit--- attend---
guide---
employ---
train---
depart ---
press--- fail---
III.
Vocabulary
Work in groups and study the words
and expressions. Try to summarize the usages. Then
make
sentences by yourselves.
1. achieve sth (success, goal, aim, purpose,
etc)
1) He achieved his ambition of making
a robot.
2) Because he was hard-working, he
achieved full
marks in the exam.
n. achievement
1) The achievement as a
teacher is to show his students how to learn.
2) A sense of achievement will encourage students
to make more efforts.
gn
4. put… to
death
r
hile
e
a… life
in
down upon
on
IV.
Practise
1. Complete the sentences with the
words in their proper forms.
1) A sense
of_______ (achieve) is very important for a
student.
2) It is strange that the old lady
is_______ (dress) in red.
3) His life
_________ (devote) to helping the poor.
4) It
is worthwhile_______(walk) to work every day.
5) The school being built is_________(intend)
for the homeless children.
2. Complete the
passage-Ex2 p42
V. Summary and homework
1.
Summarize noun suffixes.
2. Finish Exercises 1
and 3 on page 42.
☆ Reflection:
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Period Five
Learning about language: Discovering useful
structures (p.5);
Using structures (p.43)
☆ Teaching objectives
1. Master the
principles of subject-verb agreement when
collective nouns,pronuns,nouns orand
pronuns
connected by connectors;
2. apply the
language knowledge about subject-verb agreement to
practice.
☆ Teaching procedures & ways
I. Review-the definition of subject-verb
agreement
Choose the correct verb form. Can
you summarize the rules?
• I amare seventeen.
She isare sixteen.
• There isare a desk in the
room.
· There isare no chairs in it.
• John getsget up at six o’clock every
morning.
• They hashave not come yet.
•
What isare the latest news about the Olympics?
II. Collective nouns
the
examples in Ex1 p.5 and
2. More examples
inEx2 p.5
3. Guide Ss to summarize the rule
Collective nouns:
Subject family, group,
army, class, the public, police, college, school,
crowd,
government, audience, team, etc.
Verb
Singular: when looked as a whole
Plural: when the emphasis is on the individual
III. Pronouns
1. Look at the
following sentences. Note the subjects and verbs
Everything is ready.
Nobody
Each student in our class
Both of them
Many of us
All of us
All
2.T’s guidance
Subject
Has
was
Does
has
were
were
are
is
somebody told you about the result?
alive after the accident.
anybody else
want to go?
a dictionary.
tired after the
walk.
absent yesterday.
here for lunch.
going well.
anyone, anybody,
anything,everyone, everybody, everything,
someone, somebody, something,no one, nobody,
nothing,
each, the other
Singular
both, many, few
little, much
Verb:
Plural
Verb: Singular
Verb
Subject
Subject
Subject all, neither, none,
some, any, Verb: Singular or plural
wh-pronoun
3. Practise-Ex2 p.43
IV. Other examples
the following sentences,payingattention to
the subj-v agreement
Not only you but also he
is late for school.
Neither the table nor
the chairs are
There
Here
is
are
made of wood.
就近一致
a
lamp, two pens on the desk.
some English
books for you.
A young
mother with her two boys
Tom as well as his
sister
Two years
Three thousand miles
is
is
is
is
waiting
downstairs.
going to join the music club.
a short time to some people.
a long
distance.
2. Practice-Ex3 p.5
V. Summary
of subject-verb agreement rules :
Read
through the Grammar summary on pages 88-89.
VI. Homework
Finish Exercise 2 on page 5
and Exercises 1 and 3 on page 43
☆
Reflection
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Period Six
Listening and talking (p.41); Listening task
(p.44); Reading task (p.44)
☆ Teaching
objectives
After this period of learning,
Ss will be able to:
1. predict the listening
content based on the picture and already-known
information take notes of
key points while
listening;
2. ⑴adeptly describe a person with
adjectives & describe differences between persons;
(2)maintain a talk by resorting to
communicative strategies, like, asking &
clarifying Qs
3. while reading,grasp key
information & take special note of connecting
words.
☆ Teaching procedures & ways
I. Listening
1. Look at the picture on
page 41 and read through Exx 2 & 3. What can you
predict about the
listening?
2. listen to
Part 1 and finish Ex2 p.41
3. Listen to Part 2
and finish Ex 3. p.41
II. Talking
1. Which
Chinese woman in the past also disguised herself
as a man to join the army?
2. Compare Joan of
Arc and Mulan
3. Read the questions in pairs.
You can make up more questions.
1) Why do you
admire her?
2) What did she do to impress you
most?
3) How would you describe her?
4)
Why did she choose to join the army?
5) Was
she successful? What happened to her later?
6)
Can you give an example to show …?
4. Make up
a short dialogue in pairs
S1: Do you think
that Joan of Arc was like Mulan?
S2: Well, I
suppose she was in some ways. They were both
brave, weren’t they?
S1: Yes, but I admire
Mulan more.
S2: What did she do to impress
you?
S1: …
III. Listening Task p44
1.
Before Listening. T: We are going to listen to a
dialogue between Ding Lingyu and Ms Jody
Williams about the latter’s work
to ban landmines.
1)What does ICBL mean?
2)Why are landmines dangerous? What can
landmines do to people?
2. Listen to Part 1
carefully and take notes. Fill in the chart in Ex2
p44
3. Listen to Part 2 and fill in the
blanks. Ex3 p44
IV. Reading Task p44
1.
What do you know about Elizabeth Fry from Warming-
up?
A Quaker Helped improve prison conditions
and gave prisoners work and education Helped
the Quakers get the Nobel Peace Prize in 1947
2. Skim the reading about Elizabeth in five
minutes and finish Ex 1. p44
V. Homework
1. Remember all the new words and phrases in
Unit 1.
2. Finish Exercise 2 on page 45.
3. Think about a special woman you admire and
look for some information about her.
☆
Reflection:
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Period Seven
Using language: Writing (p.7), Summing up (p.7)
☆ Teaching objectives
After this
period of learning, Ss will be able to:
1.
write about a person’s life and work , using basic
writing skills&strategies properly
up what
has been covered in Unit 1
☆ Teaching
procedures & ways.
I. Lead in
1.
Review the three passages we have about:
what we can write when introducing a person;
how we shall organize an article about a person.
2. Talk about a great woman you admire.
II. Summary
1. Possible content:
1）personal information
2）personality
and quality
3）things shehe has done
4）evaluation from other people
2. Possible
ways to write the article:
Part 1: an
introduction of the person
Part 2:
supporting details
1) characters
Introduce a person
2) achievements
Part 3: a conclusion
1) what you
think of himher
2) how people view him or
her
3. Description and evaluation vocabulary
4. Writing Tip
When you are writing
about somebody’s life, choose an interesting
example that shows the
person’s character.(p. 8)
5. Sayings &
proverbs : Reading for fun (p.8)
• You have to
believe in yourself. That’s the secret of
success. (Charles Chaplin)
人必须相信自己，这就是成功的秘诀。 （卓别林）
• It is no use doing
what you like; you have got to like what you do.
(Winston Churchill, British prime
minister)
不能爱哪行才干哪行，要干哪行爱哪行。 （英国首相丘吉尔）
• It is at our mother’s knee that we acquire
our noblest and truest and highest ideas, but
there is seldom any money in them. ( Mark
Twain)
就是在我们母亲的膝上，我们获得了我们的最高尚、最真诚和最远大的理想，但是里面很
少有任何金钱。
• The important thing in life is to have a
great aim, and the determination to attain it.
(Johan
Wolfgang von Goethe, German poet and
dramatist)
人生重要的事情就是确定一个伟大的目标，并决心实现它。(德国诗人、戏剧家歌德 )
III. Writing
1.15minutes
2. Look at your first draft.
Is your
title attractive?
Have you given an
introduction to your heroine in the 1st paragraph?
Have you listed her achievements in the 2nd
paragraph?
Have you mentioned her qualities
in the 2nd paragraph?
Have you written one
or two examples to support your idea?
Do you
have a conclusion in the 3rd paragraph?
3.
Peer-editing
Has heshe spelt all the words
correctly?
Has your partner expressed hisher
idea clearly?
Is hisher grammar correct?
Has heshe used punctuations correctly?
Has heshe used the adjectives and phrases you
learned in the unit to describe the
heroine
4. Complete your draft.
IV. Summing Up
(with the aid of prepared handouts)
◆ Reflection & Action
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