1、Unit1 Women of achievement Warming Up, Pre-reading and Reading 单元教学目标 技能目标 Skill Goals 技能目标 Skill Goals Talk about important women 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
2、 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 ca
3、n 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 the other is “leave . doing”. For the first one, we can refer to the Appendices in Page 76. Now lets look at the second one. In fact, t
4、here 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.
5、. 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. Lets translate these sentences to taste th
6、e 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 t
7、he 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. l I heard the te
8、acher call my name. l I will let you know the result of the voting as soon as possible. l We watch the children diving into the water from the top diving board. l Lets 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
9、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
10、 still have any questions? No? Ok, lets finish next task. Read the text again and try to finish Exercise 1 Be worthy to be done 1). 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.
11、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 6observe: v. 看到，注意到；遵守/奉行 Observe sb. do/doing sth. Observe that I observed a stranger going into the house. Do you often observe the speed limit? 7respect: n. v. We s
12、hould respect each other. Respectful: 恭敬的，对人有礼的 Respectable; 受/被人尊重 He is a respectful student. He respects the teachers. He is respectable teacher. He is respected by all his students. 8argue v. argue with/over/about He often argues with me. 极力说服；劝告 She argued him into/out of leaving his job. Argum
13、ent: n. His argument doesnt hold water. 9inspire He tried to inspire them to greater efforts. inspired / inspiring : adj. inspiration: n. 10support : v. 承受；支撑；抚养，资助；赞成，支持； n. do you think those shelves can support so many books? She needs a high income to support such a large family. Do you support
14、their demands of independence? Supporter: n. Im a strong supporter of womens rights. 11deliver: v. 传送；把踢向；发表，宣布；给接生 Letters are delivered every day. She delivered a hard kick to his knee. The doctor delivered her baby. Delivery: n. Step 3 Learning about language 1Ss do part 1 of the discovering usef
15、ul words and expressions。 2Ss finish part 2, 3 and 4. Step 4. Practice 1Ask the Ss to do Ex. 1 and 2 on page 42. 2Do Ex 3 on page 43. Unit 1 Women of Achievement Listening, Speaking and Writing Listening Teaching goals 1. Target language Men have more chances to get to the top of their career than w
16、omen. 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
17、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 He stayed up yesterday. T: Why? S: Dont listen to
18、 him. I just have had a cold. T: Youd better, have some thicker clothes. The weather is rather cold these days. S: Thank you, Miss Wu. T;: Now, lets begin our class. Have you finished your homework? Ss: Yes. T: Well, now Ill show you answers on the screen. Check your answers by yourselves. If you ha
19、ve 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 b
20、efore 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 the other is to let students get some useful information to finish Exercise 1 and 3. So after the disc
21、ussion, 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 para
22、graph. 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 do
23、wn 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
24、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 m
25、ust 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
26、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, todays homework i
27、s to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. Thats 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 stude
28、nts listen to it after class. Speaking Step 1. Revision 1Go over the language points with the Ss together. 2Check Ss homework. Step 2. Pre-listening Ss talk about the problems women have when they want a career of their own. Step 3 Listening Task 1: Ss listen to the tape and decide whether the state
29、ments are true or false on page 7, Ex 1. Task 2: Ss listen again and fill in the missing words: 1This _ girls form training for their chosen _. 2Most of the _ and running the house id the _ of the mother. Men do not have this pressure. 3Think about what _ they have had to face. Step 4. Task 3: Speak
30、ing Ss in pairs describe a special woman in their hometown. Try to use the following expressions: Her character is: Honest, hard-working, energetic, determined,. Her personality is : Modest, kink, considerate, quiet , lively, friendly, helpful, Step 5. Listening (on page 41) This passage is tell Ss
31、about a Frenchwoman named Joan of Arc, who fought to free France from the English. Before listening, ask the Ss read the questions first and then listen to the tape. Task 4:Ss listen to the tape twice and finish Wb Ex 1 on page 41. Step 6. Speaking Task 5: Ss in pairs discuss the qualities that you
32、think a great woman needs. Try to use the following words and expressions: intelligent, determined, generous, kind, modest, unselfish, considerate, brave, confident, hard- working,. What does she look like? What do you think about? What are her strengths? What are her weaknesses? How would you descr
33、ibe her? How do her friends describe her? Unit 1 Women of achievement Grammar and Useful Structures Step 1. Warm up Give Ss some sentences and ask them to pay attention to the verbs: 1I am a student. 2There is a desk in the room. There are no chairs in it. 3John gets up early every morning. 4Both ri
34、ce and wheat are grown in this part of China. 5My family is a large one. 6The family are sitting at the table. 7There is nobody in the house. 8Everything is ready. 9Either you or Jane is to be sent to New Zealand. 10The teacher with two students was at the meeting. 11Sixty years is a long time. 12Te
35、n dollars is enough for him. 13What he said is right. 14Seeing is believing. 15To see is to believe. Step 2. Subject-verb agreement 主谓一致是指： 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。例如： There is much water in the thermos. 但当
36、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。例如： Ten thousand tons of coal were produced last year. 1 并列结构作主语时谓语用复数，例如： Reading and writing are very important. 读写很重要。 注意：当主语由 and 连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语 动词用单数，and 此时连接的两个词前只有一个冠词。例如： The iron and steel industry is very important to our life. 钢铁工业对我们的生活有重要意义。 典
37、型例题 The League secretary and monitor _ asked to make a speech at the meeting. A. is B. was C. are D. were 答案 B. 注： 先从时态上考虑。这是过去发生的事情应用过去时，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 主谓一致中的靠近原则 1）当 t
38、here 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。例如： There is a pen, a knife and several books on the desk. 桌上有一支笔、一把小刀和几本书。 There are twenty boy-students and twenty-three girl-students in the class.班上有二十个男孩， 二十三个女孩。 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
39、语一致。 例如： Either you or she is to go. 不是你去，就是她去。 Here is a pen, a few envelops and some paper for you. 给你笔、信封和纸。 3 谓语动词与前面的主语一致 当主语有 with, together with, like, except, but, no less than, as well as 等词组成的短语时，谓 语动词与前面的主语部分一致。例如： The teacher together with some students is visiting the factory. 教师和一些学生在参
40、观工厂。 He as well as I wants to go boating.他和我想去划船。 4 谓语需用单数 1）代词 each 以及由 every, some, no, any 等构成的复合代词作主语时，或主语中含有 each, every 时, 谓语需用单数。例如： Each of us has a tape-recorder. 我们每人都有录音机。 There is something wrong with my watch. 我的表坏了。 2）当主语是一本书或一条格言时，谓语动词常用单数。例如： The Arabian Night is a book known to love
41、rs of English. 天方夜谭是英语爱好者熟悉的一 本书。 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。例如： Three weeks was allowed for making the necessary preparations. 用三个星期来做准备。 Ten yuan is enough. 十元够了。 5 指代意义决定谓语的单复数 1）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。例如： All is right. 一切顺利
42、。 All are present. 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，谓语动词用复数形式时强调这个集体中的各个成 员，用单数时强调该集体的整体。例如： His family isnt very large. 他家成员不多。 His family are music lovers. 他家个个都是音乐爱好者。 但集合名词 people, police, cattle, poultry 等在任何情况下都用复数形式。例如： Are there
43、 any police around? 附近有警察吗？ 3）有些名词，如 variety, number, population, proportion, majority 等有时看作单数，有时看 作复数。例如： 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, most of, none of, heaps of, lots of, p
44、lenty of 等引起主语时，谓语动词通常与 of 后面的名词/代词保持一致。例如： Most of his money is spent on books. 他大部分的钱化在书上了。 Most of the students are taking an active part in sports. 大部分学生积极参与体育运动。 2）用 a portion of, a series of, a pile of, a panel of 等引起主语时，谓语动词通常用单数。 例如： A series of accidents has been reported. 媒体报道了一连串的事故。 A pile of lots was set beside the hearth. 炉边有一堆木柴。 3）如 many a 或 more than one 所修饰的短语作主语时，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。例如： Many a person has read the novel. 许多人读过这本书。 More than 60 percent of the students are from the city.百分之六十多的学生来自这个城市。
