高中英语Women of achievement 人教版必修四

Unit 1 Women of achievementPart One: Teaching Design (第一部分：教学设计)1 A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE)AimsTo help students develop their reading ability.To help students learn about women of achievement.ProceduresI. Warming up Warming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, Id like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice. 任长霞：霞蔚长天警魂不朽Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?（Key: 伊丽莎白弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。 她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。）Well done! Next lets have Ju Xiaohong do the second one. II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )樊锦诗：敦煌女儿守望敦煌III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from A PROTECTOR OF AFRICAN WILDLIFEUse the rules, make a great person, know about, in pairs, give reasons for, improve prison conditions, give sb work and education, get the Nobel Peace Prize, one of the top leaders, in modern Chinese history, concern oneself with, lead China Welfare Institute, study animals, show the connection between and, protect chimps, found an international campaign, stop the use of landmines, give sb the Nobel Peace Prize, dress as a man, fight for, driveout of, put sb to death, become a specialist in womens illnesses, devote all ones life to, encourage sb to become doctors, visit the chimps in the forest, behave like humans, watch sb wake up, go back to a place, leave sb sleeping, the night before, wander off into the forest, show love, make all worthwhile, play in the tree, come into ones arms, go to sleep in the nest, understand chimp behaviour, spend years observing and recording daily activities, study at a university, be determined to work with animals, in ones own environment, begin ones project, change the way, eat meat, as a group, hunt a monkey, communicate with each other, work out, respect the life of, leavein the wild, use for entertainment or advertisements, set up special places, live safely, crowd in, sayto myself, think about, in cages, do nothing wrong, achieve everything, gain a doctors degree, cheer the achievements of women3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. (Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)4. Reading and transferring informationRead the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?Studied these animals for many yearsSpent many years observing and recording their daily activitiesDiscovered that chimps hunt and eat meatDiscovered how chimps communicate with each otherArgued for chimps to be left in the wildSet up special places Working with animals in their own environment5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. 黑猩猩IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. Closing down by having a discussionDo you agree with Janes ideas? Why or why not? (Key: I agree with Janes idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words. (Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for, set up special places) 2A sample lesson plan for Learning about Language(Subject-verb agreement) AimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates. 大自然的呼唤II. Learning about grammar1. Reading and thinkingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences. (For reference: Our group are, Watching a family of chimps is, Nobody before has fully understood)2. Doing exercises No. 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter. III. Ready used materials for Subject-verb agreementI got a hold of some bad pork chops the other day, and they didnt agree with me. Stomach aches arent very pleasant. Dont you agree? We all know these meanings of agree, but when we talk about subject-verb agreement, were talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When its wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully:o stuff in between the subject and verb o reversed sentence order o -body, -one, and -thing words o who, which, and that Stuff in between subjects and verbsThe stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject? Do the same thing if youre having problems with agreement. Now, thinking about that, look at the following sentence and decide whats wrong with it:The dishes in the kitchen is dirty.Good guess! The subject and the verb dont agree. Whats the probable cause for the problem? Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, its not. Cross out the prepositional phrase and youre left with:The dishes in the kitchen is dirty. The dishes . . . is dirty? Sounds wrong, doesnt it? The subject is plural, but the verb is singular. They dont agree. The correct version is:The dishes in the kitchen are dirty. Once you know how to look for this problem, it shouldnt be too hard to get rid of it when you proofread your paper.Reversed sentence orderThe normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):o There are snacks on the laundry-room table. o Where are they? o On the table are the goodies! See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldnt blunder into mistakes when writing reversed-order sentences.-body, -one, and -thing wordsThe correct term for these words is indefinite pronouns, but if you remember them as -body, -one, and -thing words, youll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:1. Everyone is going on a picnic. 2. Each of the boys is taking his own lunch. 3. If anyone drops something to eat, Ill grab it before he can pick it up. You shouldnt have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:o Either the mailman or the construction workers are causing Peggy to bark like crazy. o Neither the dogs down the street nor the one next door pays any attention. Compare this with the following: o Either the construction workers or the mailman is causing Peggy to bark like crazy. o Neither the one next door nor the dogs down the street pay any attention. Agreement, in this case, depends on the placement of the subject.Who, which, and thatRemember dependent clauses? They have a subject and a verb, but they cant stand alone. Thats what were dealing with here, but with a little something extra. Now weve got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it, usually in the same clause or one very close to it.Peggy is a troublemaker. She bites my ears and steals my food.Who, which, and that are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a clause. Compare the following sentences:1. Big Dog is one of those animals who are very intelligent. 2. Big Dog is an animal who is very intelligent. In both, who is the subject of a dependent clause. In number 1, it takes the place of animals (a plural form). Thats why are is the correct verb choice. In number 2, who takes the place of animal (a singular form), and thats why is is correct.This may seem a bit confusing at first, but theres a way to get it right every time. If you find who, which, or that introducing a dependent clause (like in the examples above):1. Look at the word right in front of it (usually thats the word it takes the place of). 2. Decide if the word is singular or plural (that will tell you whether who, which, or that is singular or plural). 3. Make the verb agree! Thats all there is to it!IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement. Quiz on Subject-Verb AgreementSelect one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence. Dont use the HINT buttons unless you really need them.1. Either the physicians in this hospital or the chief administrator _ going to have to make a decision. (is, are)2. _ my boss or my sisters in the union going to win this grievance? (Is, Are)3. Some of the votes _ to have been miscounted. ( seems,seem)4. The tornadoes that tear through this county every spring _ more than just a nuisance. (is, are)5. Everyone selected to serve on this jury _ to be willing to give up a lot of time. (has, have)6. Kara Wolters, together with her teammates, _ a formidable opponent on the basketball court. (presents, present)7. He seems to forget that there _ things to be done before he can graduate. (are, is)8. There _ to be some people left in that town after yesterdays flood. (have, has) 9. Some of the grain _ to be contaminated. (appear, appears)10. Three-quarters of the students _ against the tuition hike. (is, are)11. Three-quarters of the student body _ against the tuition hike. (is, are)12. A high percentage of the population _ voting for the new school. (is, are)13. A high percentage of the people _ voting for the new school. (was, were)3 A sample lesson plan for Using Language (A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresI. Warming upRead aloud to warm up: Lets warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.林巧稚-中国医学圣母II. Guided reading1. Reading and translatingRead the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. .2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from A GOOD EXAMPLE FOR MEsit down at the computer, do some research on, enjoy English, chooseto study at university, show information on the screen, be busy in ones career, travel abroad to study, catch the eyes, cut the death rate, have and care for a baby, follow rules, keep clean and healthy, need the advice, be intended for, live in the countryside, reach a doctor, become a specialist in womens diseases, get a medical training, place womens education second to mens, makefamous, show kindness and consideration to, be tired after a days work, late at night, deliver a baby, find out more about, choose not to do sth, have a family of ones own, make sure that, carry on the work, fill in the forms for the university entrance exam3. Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article. 4. ListeningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3. 5. ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!A text play of A GOOD EXAMPLE FOR ME(Time: Sunday evening; Place: at home; People: Mom and I )I: Mom, do you know anything about Lin Qiaozhi? Mom: No, but you may turn on the computer and get online to do some research on her.I: All right, thanks. Look, I get her. It seemed that Lin Qiaozhi had been very busy traveling abroad, studying and writing books and articles. Mom: What books did she write?I: It is a small book on how to cut the death rate from having and caring babies by following some simple rules. Mom: What are the rules? Tell me more about them.I: They are simply rules for keeping babies clean and healthy. Mom: Why did she write that? Who are the women that she thought needed that advice?I: Let me see. Mom, I think it is intended for women living in the countryside. Perhaps they could not reach a doctor. Mom: When did she live? I mean Lin Qiaozhi.I: Here it is. She lived in the early 20th century. Mom: Oh, thats before the liberation and the founding of New China. Its a long time ago. It must have been very difficult for her to get a medical training. I: Why is that, Mom?Mom: Because womens education was always placed second to mens. I am sure it was hard work and determination as well as her good nature that got her into medical school. I: Mom, you are right. She is great