人教版 (新课标)必修3&4Unit 1 Women of achievement教学设计

这是一份人教版 (新课标)必修3&4Unit 1 Women of achievement教学设计，共9页。

第一部分 教学设计
Sectin 1 A sample lessn plan fr reading
(A PROTECTOR OF AFRICAN WILDLIFE)
Intrductin
In this perid, after the warming up, students will first be guided t talk and share. Cming next are such steps as Listening and reading alud，Reading and underlining，Reading t identify the tpic sentence f each paragraph，Reading t cmplete the table，Reading t decide n the type f writing and summary f the text，Reading the text t make a diagram f it and Retelling the text in yur wn wrds. The perid can be clsed dwn by students having a discussin.
Objectives
T help students understand the text’s frms and cntents and learn abut wmen f achievement
T help students cmmunicate n the tpic in fcus with the wrds, expressins and structures learned in this unit
Fcus
Aids
Multimedia facilities, tape-recrder, phts, diagrams
Prcedures
1. Warming up
Warming up by describing
Gd mrning, class. Tday we are ging t read abut A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like t knw if yu have ever heard f wmen like Elizabeth Fry, Sng Chingling, Jane Gdall, Jdy Williams, Jan f Arc and Lin Qiazhi. Nw turn t page 1, lk at the phts, read the captins and describe t yur neighbr the wmen in fcus. Wh is she? What is she? What did she d t benefit the wrld?
Warming up by discussing
Hi, every ne. Hw did yu spend yur winter vacatin? Did yu read any bks? Did yu read any wmen f achievement? What makes a wman f achievement? Nw in pairs discuss the wmen n page ne. Which f these wmen d yu think is a great wman? And may I have yur reasns fr yur chice?
Warming up by reading alud and translating
Nice t see yu back at schl, bys and girls. As yu have all prepared lessns befre class I shall ask six f yu at randm t read alud and translate the captins under the phts n page ne t see hw yu’ve understand these wmen. Zha Yanfei, wuld yu try reading alud and translating the first captin?
Well dne! Next let’s have Ju Xiahng d the secnd ne.
2. Pre-reading by lking and saying
Wrk in pairs. Lk at the phts and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the cntents f the text. When yu are ready, jin anther pair and cmpare yur predictins and the clues that helped yu t make the predictins.
3. Talking and sharing
Wrk in grups f fur. Tell yur grup mates what yu knw abut wildlife prtectin. Then the grup leader is t stand up and share yur grup idea with the class.
4. Listening and reading alud
Reading alud t the recrding f the text imprves ur literacy skills -- reading, writing, speaking, and listening. Nw please listen and then read the text alud. Pay attentin t the prnunciatin f each wrd and the pauses within each sentence. I will play the tape twice and yu shall read alud twice, t.
5. Reading and underlining
A really useful way t help us with ur listening is t becme aware f ‘thught grups’ .
When we speak, we need t divide speech up int small ‘chunks’ t help the listener understand messages. These chunks r thught grups are grups f wrds which g tgether t express an idea r thught. In English, we use pauses and lw pitch t mark the end f thught grups.
Next yu are t read the text, dividing the text int thught grups and circling all the useful expressins r cllcatins in the passage. Cpy them int yur ntebk after schl as hmewrk.
6. Reading t identify the tpic sentence f each paragraph
Skim the text and identify the tpic sentence f each paragraph. Yu may find it either at the beginning, the middle r the end f the paragraph.
7. Reading and transferring infrmatin
Read the text again t cmplete the table, which list what Jane des t prtect African wildlife.
Reading and understanding difficult sentences
As yu have read the text times, yu can surely tell which sentences are difficult t understand. Nw put yur questins cncerning the difficult pints t me.
Ging ver the text nce again fr the type f writing and summary f the text
Determining the type f writing will help yu determine the authr’s tpic (subject), purpse (why he is writing), style (hw he shuld write) and tne (his attitude tward his subject - supprtive, cndemning, bjective, etc.)
10. Reading the text t make a diagram
Our grup visiting chimps in frest in East Africa
Jane helping the wrld understand and respect chimps
Jane bserving and recrding chimps’ life
11. Retelling the text with the help f the diagram
A pssible versin
We set ut at 5:45 am t visit the chimps in Gmbe natinal Park. We watched a family f chimps wake up in the mrning and fllwed them wandering int the frest. Jane had been there bserving and recrding chimps’ daily activities. Fr 40 years, she had been helping the wrld t understand and respect the life f these animals. Jane is indeed a wman f achievement and a gd example fr us all.
12. Clsing dwn
Clsing dwn by having a discussin
D yu agree with Jane’s ideas? Why r why nt?
What d yu think is the best way t prtect wildlife?
Clsing dwn by retelling the stry f Jane Gdall
I shall write sme key wrds and expressins n the blackbard. Yu are t retell the stry f Jane Gdall accrding t these wrds.
第一部分
《金色教案》教学设计说明
Abut the tpic and the structures
单元话题和结构
本单元以女性为话题，介绍了几位生活在不同国度的成功女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。通过本单元的学习，可以帮助学生提高对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。通过本单元的语言技能训练，要求学生学会使用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。
本单元语言功能项目是：人物描写。
本单元语言结构项目是“主谓一致”。
本单元还要求学生学习写作“描写文：短文”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Perid 1
Reading
阅读课
Warming Up 课本“热身”部分让学生评论课本列出的六位女性，就她们是否称得上是“伟人”提出自己的观点和理由（注意：学生的观点要有积极意义，并且要有理有据能使其令人信服）。教师也可以采用本书的Warming up by describing/ Warming up by discussing/ Warming up by reading alud and translating进行热身教学。
Pre-reading 课本第1页提出的两个问题要求学生思考Jane Gdall的工作对人类的影响以及实验室研究法与野外研究法的优势与不足之处。教师也可以采用本书提供的Pre-reading by lking and saying进行预读活动。
Reading是一篇对Jane Gdall的野外考察工作的片段描写文，她用自己的工作和成就来呼吁人类理解动物、尊重动物和保护动物。本书提供的教学设计有助于学生从形式到内容学好、用好本文：Talking and sharing，Listening and reading alud，Reading and underlining，Reading t identify the tpic sentence f each paragraph，Reading t cmplete the table， Reading t decide n the type f writing and summary f the text Reading the text t make a diagram f it，Retelling the text in yur wn wrds。教师结课可以 Clsing dwn by having a discussin。
Perid 2
Learning abut language
知识课
Learning abut language Learning abut Language 通过多种形式的练习帮助学生熟悉构词法、重点词汇与短语以及“主谓语一致”的操练。教师可以酌情使用下列程序：Warming up by discvering useful wrds and expressins，Reading and thinking，Ding exercises 1 and 2 n page 5，Ready used materials fr Subject-verb agreement，Clsing dwn by ding a quiz。
Perid 3
Using language
运用课
Using Language分为听说读写四部分，综合训练学生的语言运用能力。Reading 介绍了我国著名的妇科疾病专家——林巧稚。这篇文章不仅让学生了解了一位杰出女性的生平，也在学生未来择业的问题上给予了一定的启发。Listening 要求学生列出女性在通往成功的道路上所面临的特有的困难。Speaking and writing要求学生学会使用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。教师可以酌情使用本书提供的下列程序设计：Warming up by listening t the tape，Reading and underlining，Ding exercises，Listening，Acting，Writing an imagined dialgue，Writing a descriptin，Ding a prject，Clsing dwn by filling a frm。
实际教学过程课时划分建议
Perid 1
将Warming Up、 Pre-reading、Reading和Cmprehending整合在一起上一节“阅读课”。
Perid 2
将Learning abut language 和Wrkbk中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Perid 3
将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Perid 4
将Wrkbk 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Perid 5
将Wrkbk 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Sectin 1
Backgrund
背景
围绕单元话题“Festival arund the wrld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Sectin 2
Explanatin
解析
重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Sectin 3
Vcabulary
词汇
按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
Wrds
specialize，campaign，behave，shade，bserve，respect，argue，crwd，supprt，refer，deliver
Expressins
mve ff，crwd in，lk dwn upn，by chance，cme acrss，carry n
Patterns
1. She wrked hard t make as many cuntries as pssible agree nt t use them.
2. Watching a family f chimps wake up is ur first activity f the day.
3．Fr example, ne thing she discvered was that chimps hunt and eat meat.
4. She has argued fr them t be left in the wild and nt used fr entertainment r advertisements.
Key fr reference: 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。
Key fr reference: Frm the phts and title I guess that the text tells abut a wman scientist wh is wrking in Africa t prtect the wildlife there. She studies a family f chimps, delivers a speech n their behavir, arguing fr them t be left in the wild and prtected.
Key fr reference: I am frm Grup 3. We think that Jane is a wman f achievement. Fr she has helped peple understand hw much chimps behave like humans. Because f her we knw that it is better fr the animals t be left in the wild r in the special places set up fr them.
Cllcatins frm A PROTECTOR OF AFRICAN WILDLIFE
make a great persn 造就一个伟人, give reasns fr… 给出理由, imprve prisn cnditins 改善监狱的条件, give sb. wrk and educatin 为某人提供工作和受教育的机会, get the Nbel Peace Prize 获得诺贝尔和平奖, in mdern Chinese histry 在中国现代史上, cncern neself with…从事；忙于；关心, shw the cnnectin between… and…表明……与……之间的联系, fund an internatinal campaign发起一项国际运动, stp the use f landmines 停止使用地雷, give sb. the Nbel Peace Prize 授予……诺贝尔和平奖, fight fr…为……而战, drive…ut f…把……赶出去, put sb. t death 杀死或处死某人, becme a specialist in wmen’s illnesses 成为妇科疾病的专家, devte all ne’s life t…一生致力于……, encurage sb. t d sth. 鼓励……做……, behave like humans 像人类一样活动, leave sb. sleeping让……睡着, wander ff int the frest 晃晃悠悠地走进森林, make …all wrthwhile使得……都非常值得, spend years bserving and recrding their daily activities 用多年时间观察和记录它们的日常活动, be determined t d sth.下定决心做某事, in ne’s wn envirnment 在……自己的生存环境中, begin ne’s prject 开始……的计划, cmmunicate with each ther 互相交流, wrk ut…解决；算出, respect the life f…尊重……的生活, leave…in the wild 让……生活在野生世界, use… fr entertainment r advertisements 用于娱乐和拍广告, set up special places 设立专门地区, crwd in 涌入, say…t myself 对自己说……, d nthing wrng 没做错什么, achieve everything 得到一切, gain a dctr’s degree 获得博士学位, cheer the achievements f wmen 为妇女成功而喝彩
Key fr reference:
1st paragraph: Our grup are all ging t visit the chimps in the frest.
2nd paragraph: Nbdy befre has fully understd chimp behavir.
3rd paragraph: Fr frty years Jane Gdall has been helping the rest f the wrld understand and respect the life f these animals.
What des Jane d?
studied these animals fr many years
spent many years bserving and recrding their daily activities
discvered that chimps hunt and eat meat
discvered hw chimps cmmunicate with each ther
argued fr chimps t be left in the wild
set up special places fr chimps t live safely
wrking with animals in their wn envirnment
Type f writing
This is a piece f narrative writing.
Main idea f the passage
Being a prtectr f African wildlife Jane Gdall wrks t understand chimps and prtect them.
Tpic sentence f 1st paragraph
Our grup are all ging t visit the chimps in the frest.
Tpic sentence f 2nd paragraph
Jane spent many years bserving and recrding their daily activities.
Tpic sentence f 3rd paragraph
Fr frty years Jane Gdall has been helping the rest f the wrld understand and respect the life f these animals.
Key fr reference: I agree with Jane’s idea, because leaving the animals in the wild is the nly gd way t prtect them. The animals belng t the frest, just as we belng t the civilized wrld.
Key fr reference: I think the best way is t understand and respect the life f animals. Setting up special places where they can live safely is imprtant and effective.
Keys: visit the chimps, watch the chimps, understand chimp behavir, argue fr…, set up special places