Womenofachievement整单元五个课时教学设计

必修四Unit1Womenofachievement教学设计教学设计Period1（重点教案，配课件）WarmingupandReadingI(Fastreading)Teachingaims：1)TalkaboutWomenofachievement.2)Mastertherelatedwordsandimportantsentences.Focus：EnablethestudentstolearnfromJaneGoodallinatleasttwoaspects:oneiswhatisthehumanewaytostudyanimals;theotheristhatitwashergreatpersonality-universalloveandmercy（博爱与慈悲）thatmadehersuccessful.Teachingmethods:listening,reading,groupdiscussionandrecitingTeachingaids:amulti-functionalcomputerandarecorderTeachingsteps:Stepone:Warming-upIntroducethetopicofgreatwomen.T:Hello,boysandgirls!TodaywewillcometoUnit1,.womenofachievement.Atthe2022CCTVSpringFestival"TheThousand-handedGoddessofMercy",impressedusbyherperformancebutmorebyherspirit.Doyoustillrememberhername?S1:Ofcourse,itisTaiLihua,thedisabledleaddancer,whoseperformanceassobreathtakingthatwe'llneverforgether.Thedisabledweregreatenoughtoshockthewholeworld.T:Soitis,butcanyouthinkofanothergreatwoman?S3:IthinkMulanisgreatforherbravery.Shedressedasamanandfoughtforhercountryinsteadofherfather.S4:IthinkSoongQinglingisgreat.IadmireherforherachievementsinImprovingthelivingconditionsofwomenandchildren....T:Doyouwanttogetmoreinformationaboutmoregreatwomen?Ss:Yes,wedo.T:Passagesinunit1introducesseveralwomentousandtellsushowtheyliveandwork.Nowlet’sturntoPage1.Lookatthesepicturesandthebriefintroductions,thenworkinpairstodiscusswhichofthesewomenyouthinkisagreatwoman.Youneedtogiveyourreasonsforyourchoice.Givestudents3minutestodothistask,andthenasksomeofthemtospeakouttheirchoices.Teachershouldgivethemsomeguide.Forexample,whatisherambition?Whataretheproblemsshemet?Andwhatarehersacrifices?AfterthattheteachercanrefertothechartonPage11inthereferencebook.Andthengivethemabriefsummaryabouttheirdiscussion.Asamplesummary:Asgreatwomen,theydon’tcareforthemselvesatall,andatsomepointorrather,theymustgivesomesacrifices,justlikeLinQiaozhi,shedevotedallherlifetomedicalworkforChinesewomenandchildrenandhadchosennottohaveafamilyofherown.Instead,shemadesurethatabout50,000babiesweresafelydeliveredtotheirmothers.Notallpeoplecandothis.Oncetheyhavechosentheircareers,theywouldcarryonwiththemwithoutanywithdrawal.Whattheydidisencouragingthousandsofpeopletocontinuetheircareers.Thosewhoareonlyfamousbutnotgreatcan’tbematched.教师活动：通过千手观音的导入和讨论，引起学生对伟大的女性及她们相关事迹的兴趣。教师进而引导学生介绍一些她们所熟悉的杰出的女性，并不由自主的在讨论思索的过程中感受她们的伟大之处。学生活动：1、观看幻灯上的以及课本中的六福图片，直观了解一些杰出女性的伟大成绩。。Brainstorm一些熟悉的伟人以及她们的伟大之处以及她们对国家或世界的贡献。2、学生报告（Students’reports）：通过课前学生预习、报刊、网上查阅各种资料，学生展示他们了解的杰出女性。比如花木兰、武则天、宋庆龄、居里夫人、杨澜等等。设计意图：这个单元涉及的是卓有成就的女性，学生们可能对国外的一些伟大女性不是很熟悉，通过大脑风暴可以及时帮助学生了解不同国界和不同领域的杰出女性以及她们的生平经历。通过图片展示和学生报告，了解学生主动学习情况，使学生在实际的学习不断改进学习方式，并由此促进课堂学习，并由此引出本节课话题:womenofachivement.Steptwo:Pre-readingGetthestudentstodiscussthetwoquestionsonpage1withtheirpartners.ShowsomepicturesaboutJaneGoodalltothestudentsandaskthestudentstopredictherachivements…PlayashortvideoaboutJanethestudentstodiscussthedifficultiesthatJaneGoodallmaycomeacross.教师活动：展示简.古道尔的相关图片。让学生通过图片猜测文章的内容和古道尔的相关生平。学生活动：1、观看图片，了解古道尔的一些片段。2、学生讨论（students’discussion）：通过观看图片和一小段古道尔与黑猩猩的视频后后，发表个人观点，包括黑猩猩与人类之间的关系。让学生预测reading的内容。设计意图：用图片引起学生们的对Reading的兴趣，使学生通过再观看古道尔在非洲森林里研究黑猩猩的视频的活动，培养学生从文本资源和视听资源获取有关信息的能力，并为进入课文阅读输入相关的背景知识。自然将学生从“热身”过渡到“阅读”的学习同时培养学生合作学习能力。（视频见本单元的相关素材）Stepthree:FastreadingGetthestudentstoreadthepassagequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Givethestudentsacoupleofminutestolookthroughthewholepassage.Tellthemtoreadsilentlyandthenasksomedetailedquestionsaboutthetext.Encouragethemtoexpresstheirideasandchoosethemainideaofeachparagraph.T:WearegoingtolearnapassageaboutJaneGoodall.Nowreadthetextquicklyandchoosethemainideaofeachparagraph.Discusstheanswerswiththewholeclass.设计意图：通过预测和快速浏览，了解课文内容大意，提高学生预测能力及快速阅读能力Stepfour:Detailreading1.Afterreadingthepassagecarefully,pleasespeakoutwhattheydidonthefirstdayaccordingtoparagraph1,FinishtheformonthescreenaccordingtoparagraphFinishtheexerciseof"Trueorfalse"onthescreenaccordingtoParagraph3.TellmewhatJaneGoodall'sachievementsareaccordingtoParagraph4.ReadingComprehension.1).Whatdidthegroupdofirstinthemorning?They__________.A.wentintotheforestslowlyB.leftthechimpfamilysleepinginatreeC.observedthefamilyofchimpswakeupD.helpedpeopleunderstandthebehaviorofthechimps2)WhydidJanegotoAfricatostudychimpsintheworld?Becauseshewanted_________.A.toworkwiththemintheirownenvironmentB.toprovethewaypeoplethinkaboutchimpswaswrongC.todiscoverwhatchimpseatD.toobserveachimpfamily...(详细内容见课件)Stepfive:Homework1.Chooseonewomanthatyouthinkgreatandtrytodescribehertoyourclassmatesandtellwhyyouthinksheisgreat.2.Readandretellthepassage.教学设计Period2

（重点教案，配课件）Languagepoints(ReadingI)Teachingaims：1）Getstudentstounderstandtheusefulexpressions.2）Enablethestudentstodoexerciseusingtherelatedlanguagepoints.Focus：Enablethestudentstomastersomeimportantlanguagephenomenon.Teachingmethods:listening,reading,groupdiscussionandrecitingTeachingaids:amulti-functionalcomputerandarecorderTeachingsteps:Stepone:Careful-readingRevision：________afamilyofchimpswakeupisourfirstactivityoftheday.Thismeans______backtoaplace_______weleftthechimpfamily_______inatreethenightbefore.Everybody_____and______whiletheanimalsinthegroupbeginto____________andmoveoff.Thenwe_______asthefamilybeginsto_______intotheforest.Everybodywillbevery______and_______bytheafternoon.Buttheeveningmakesitallseethemgoto______togetherintheirnest____thenight.

学生活动此环节中，穿插学生朗读核对答案。一方面学生可以找语感，进一步熟悉课文内容，另一方面学生也在有限的时间内容进行了朗读和听的训练和背诵训练。Steptwo.Languagepoints1.FollowingJane’swayofstudyingchimps,ourgroups。。。句中的following为现在分词作伴随状语，因是主动关系所以用following点拨：分词做伴随状语如分词与逻辑主语是主动关系则用-ing；被动则用-edSomekidsareontheplayground,playingfootball.比较：Seeinghermother,thebabysmiled.Seenfromthetopofthehill,ourcityismorebeautiful.2.behave：表现Thechildbehavesbadly/well/properlyattheparty.那孩子在聚会上表现差/好/得体。Theparentsencouragedthechildrentobehavewellinfrontoftheguests.父母鼓励孩子们在客人面前好好表现。拓展：behaveoneself表现得体；有礼貌Pleasebehaveyourself.请礼貌点儿。YouareexpectedtobehaveyourselfwhileIamaway.我不在家时你要乖。behavior：n行为；举止【C】Sometimestheboy’sbehaviorisverystrange.=Sometimestheboybehavesstrangely.有时候，那个男孩的行为很怪。well-behavedchildren：有礼貌的孩子3.Watchingafamilyofchimpswakeupisourfirstactivityoftheday.我们当天的首要任务是观察黑猩猩一家是如何醒来的。watching在句中为动名词做主语，谓语动词用单数。Doingmorningexercisesisgoodforhealth.做早操对健康有益。ReadingaloudisimportantinlearningEnglish.大声朗读在学外语中很重要。拓展：Seeingisbelieving.眼见为实Askingcostsnothing.多问不吃亏4.meandoing：“意味着…”Missingthetrainmeanswaitingforanotherhour.误了这趟火车意味着再等一个小时。比较：meantodo打算做某事Imeanttogiveyouthisbooktoday,butIforgot.Sorry,Ididn’tmeantohurtyou.我本没想伤害你．拓展：Environmentmeansmuchtoachild.环境对儿童有着重大意义。Whatdoyoumeanbysayingthat?你那样说是什么意思?5.shade：①n.荫；阴凉处intheshadeof…在…的阴凉处②vt为…遮住光线；Thebigtreecanshademanypeopleinhotsummer.在炎热的夏季这棵大树可以为好多人遮阳。moveoff离开：Billwavedhishandsandthecarmovedoff.比尔挥挥手，汽车就开走了。6.worthwhile：adj值得（出力）的；值得…的（可作定语和表语）Ithinkteachingalwaysaworthwhilejob.我认为教书一直都是一项值得出力的工作Themeeting/Doingthejobisworthwhile.这次会议/做这项工作是值得的Thesmileonherfacemadeitallworthwhile.她脸上的笑容使一切都非常值得。常用表达：Itisworthwhiletodo/doingsth表示“值得做……”Itisworthwhiletodothejob.=Itisworthwhiledoingthejob.练一练：翻译这本书值得一读_______________________________________________答案：Itisworthwhilereading/toreadthebook.=Reading/Toreadthebookisworthwhile.拓展：worth：adj.值得的(只做表语；后跟名词、代词、动名词)Thebookis(well)worthreading.这本书（很）值得一读。7．sth观察某事物sb.doing观察到某人正在做某事observe：①观察+sbdosth观察到某人做了某事that…观察到…Shelikestoobservethebehaviorofinsects.他喜欢观察昆虫的习性。Heobservedhercomeacrossthestreet.→Shewasobservedtocomeacrossthestreet.他看见她穿过了街。IobservedTomwanderingbytheriver.→Tomwasobservedwanderingbytheriver.我看见汤姆在河边漫步了。②遵守Wemustobservetherulesoftheroad/thelaw.我们应遵守交通规则/法律拓展：observe有“庆祝”的意思：observeChristmas庆祝圣诞…详见单元回顾Stepthree:Activity学生活动：学生两两结组在最后六分钟进行本课所学语言点的一个当堂检测，学生一问一答，提问内容为本课所有讲解，包括句子短语用法等，数量为每组五个，回答情况最好的一组将给与嘉奖。这不但给教师本堂课的内容提供有效反馈，也给学生提供了一个很好的重难点自检平台。通过检测，学生能及时了解当堂课效果，便于及时查缺补漏。Step4HomeworkReviewwhatwelearnedinclass.教学设计Period3（重点教案，配课件）LearningaboutlanguageGrammar(主谓一致)Teachingaims：1.Discoverusefulwordsandexpressions.2.Discoverusefulstructures.3.LearnabouttheSubject—VerbagreementFocus：EnablethestudentstoLearntouseSubject-verbagreementcorrectly.byunderstandingtheirmeaningsincertainsituations.Teachingmethods:groupdiscussionandobservingTeachingaids:amulti-functionalcomputerTeachingsteps:Stepone.Warmingup教师活动： 检查预习作业：请学生举例说出本单元的主要语法现象。在教授学生集合名词的主谓一致的过程中，教师可以先介绍一下相关的例句引导学生总结出尽可能多的要点；之后请学生在课文中找出与主谓一致相关的句子。部分学生作品展示：Theteamismadeupof11players.Theteamarepracticingplayingfootballontheplayground.OurclassisbetterinEnglishthanClass11.Ourclassarelisteningtotheradiocarefully.Myfamilyisabigone.MyfamilyarewatchingTV.…StepTwo:StudyingtheGrammarDiscoveringusefulstructuresTellstudentswhattheyshoulddofirst.AskthemtoreadtheEXAMPLEinExercise1onPage5.Makesurethattheyknowwhattheyshoulddo.FinishExercise1,andchecktheanswers.T:Doyouhaveanyquestions?Ss:Sometimesit'sdifficulttodecidewhetherthemeaningofthesubjecttendstosingleorplurality.T:Thisisagoodquestion.Althoughweknowthatifthewordreferstodifferentmembers,useaplural,andifthewordisconsideredasawhole,useasingularverb,westillfinditisdifficulttousethisinourpractice.Ithinkwhatweshoulddoistopracticeagainandagain.Trytoexperiencethemeaningofthewordinthesituation.That'sthewaytosolvethisproblem.Ok,let'sfinishExercise2onPage5.Letstudentsdoit.Theycanhaveadiscussiontochecktheanswers.Afterthat,checkwiththewholeclass,tofactteachershouldenlargethisstructureforstudents.DiegrammarchartinthereferencebookonPage5,isagoodonetoletstudentsknowmoreaboutsubject-verbagreement.Ifpossibleteachercouldshowallthegrammarknowledgetostudents.ThisisespeciallyusefulforthosewhowouldliketolearnEnglishGrammar.…学生活动：因必修四教材中只有此单元一个单元涉及到了主谓一致，因此在这里由学生自我讨论总结主谓一致的几大类原则（语法一致、意义一致、就进原则、就远原则）和涉及的相关单词或短语。此项工作需要教师恰当的引导已达到最佳效果。教师活动：通过幻灯片展示给学生最清晰的语法思路，帮助学生构筑此项语法的知识网络，并通过每一项原则后例句和和练习检验学生的掌握情况。灵活掌握授课侧重点。（详情见课件）Stepfive:HomeworkFinishtheexercisesinUSINGSTRUCTURESonPage43.教学设计Period4（重点教案，配课件）Usinglanguage：Readingandlistening.Teachingaims：1.Helpstudentslearnhowtogetrequiredinformationbylistening.2.Toreadandlistenabout“Whynotcarryonhergoodwork?”Focus：Traintogetthekeywordsbyreadingthequestionsbeforelistening.Teachingmethods:Instructionandpractice.Teachingaids:amulti-functionalcomputerTeachingsteps:Stepone.Pre-listeningT:Pleasedtomeetyouagain!Ss:Me,too.T:YesterdaywelearnedmuchaboutJaneGoodall,todaywewilldiscussfurtherdetailsaboutthedifficultiesgreatwomenmaymeetwhentheytrytoachieveagoal.Doyouthinkitdifficultforwomentobecomegreat?S;Yes.T:Why?S1:Maybeitisthetraditionalideasthataccountsforthisproblem.T:Verygood,thankyou.Anotherreason?S2:Ithinktheyarenotbornasstrongasmen,whichcanalsocausesomeproblems.T:Youarerightinaway,butIdon’tthinkthismattersmuch.Ss:…T:Well,nowyouwillgetyouranswersfromthelisteningtext.Let’sturntopage7andperformthelisteningtask.Pleaselookthroughthewholeexercisesbeforelistening,sothatyoucanrealizethemaintaskinlistening.Ss:Yes,MissWang.Steptwo:whileListening1）ThefirstlisteningT:Thelisteningtextisorganizedbythefirst,secondandthirdparagraph.Sowhenyoulistenforthefirsttime,trytogetthegeneralideaofthematerialandthinkwhichsentencesarethemainideasofthethreeparagraphs.Nowlet'slistenforthefirsttime.教师活动：为学生播放第一遍录音并要求学生在听完后是这复述他们所听到的内容。不管学生说出的是单词、句子、短语还是大意，都要鼓励他们积极的说出所听内容，让学生分以小组为单位完成此项活动。学生活动：以小组竞赛的形式说出所听的内容，说出内容最多的将被给予奖励。设计意图：让学生知道自己已经捕捉到了一些信息，然后在逐渐引导他们自己分析哪些是重点信息，培养学生的听力技巧。2）ThesecondlisteningTherearetwopurposesinthistask.OneistoletstudentsfinishExercise2;theotheristoletstudentsgetsomeusefulinformationtofinishExercise1and3.Soafterthediscussion,teacherscanletstudentslookthroughtheExercisesonPage7inordertocatchtheusefulinformationtofinishtheexerciseswhentheyarelistening.Thenplaythetapeagain,andtrytofinishExercise1&2.Exercise1isaboutsomedetails.Exercise2isaboutthemainideasofeachparagraph.Teachercanmakeapause,andrepeatitwherethemainideasappeartomakesurestudentscancatchit.3）ThethirdlisteningThisisagoodchanceforstudentstochecktheiranswers.Afterlisteningtwice,moststudentscanhaveagoodunderstandingaboutthematerial,andcanwritedowntheanswersmostly.Sothistimeisfortheircheckingandaddingtheiranswers.Iftheystillhavesomedifficulties,playthetapeforthefourthtimetomeettheirneeds.StepThree:Post-listeningTrytotellyourpartnerthepossiblewaysofsolvingthesedifficultiesthegreatwomencomeacross.Stepfive:ReadingWhynotcarryonhergoodwork?1). PlaythetapefortheSstolisten.2).LeadinbyshowingsomepicturesofLinQiaozhiwhichmayaffecttheminsomeway.ThengivethestudentsanintroductionofLinQiaozhi.StaySingletoStudyAllMyLife!'Inthesummerof1920,whenLinwas18andaftershehadgraduatedfromXiamenWomen'sTeacher-trainingSchool,shereachedthecrossroadsinherlife:Shehadtodecidewhethertostudyabroadorgetmarriedandcontinuetostudyathome.Sheknewaboutthefirst-classmedicalschoolofAsia,theUnionMedicalUniversitybasedinPeking,whichwassponsoredbytheUS-basedRockefellerFoundation.Linwasattractedtotheschoolbyitsfullrangeofcourses,advancedequipment,excellentfacultyand,mostespecially,itshighacademicstandards.Lindecidedtotaketheschool'sentranceexamination.Thelengthoftheprogram—eightyears—andthehightuitionfeespromptedoneofherbrotherstocomplain."Whyshouldgirlslearnsomuch?"heasked."Findingagoodhusbandshouldbetheirfinalgoal."Linwasannoyedbyhiswords."I'dratherstaysingletostudyallmylife!"shereceivedsupportfrombothherfatherandheroldestbrother.2). Readthepassagecarefullyandthenanswerthefollowingquestions.1.Whatwerethewriter’sproblems?2.Whatdidhedecidedtodoatlast?Why?3.WhichwordscanwefindinthetextusedtodescribeLinQiaozhi?4.CanyouspeakoutthethreeachievementsofLinQiaozhi?3).Findoutthekeypoints.1.catchone’seyes/attention吸引某人的注意力2.beintendedfor被用来作…用；被打算给….…Stepfive:HomeworkAllrightnow,boysandgirls,toendthisperiodnextyouaretowriteainterviewbetweenthereporterandLinQiaozhi.学生的课下活动：以“采访林巧稚”为题，写一篇文章参加本次的主题作文竞赛，入围的作品将刊登在校报上。让学生想象生活和事业中的林巧稚是一个怎样的人，有助于学生创造能力的培养，也有助于学生深刻理解林巧稚的伟大之处。如课上时间富裕，此项活动可在课上进行，有学生即兴发挥，上台表演。每组两个学生（一个扮演记者，一个扮演林巧稚）教学设计Period5（重点教案，配课件）Usinglanguage：SpeakingandwritingTeachingaims：1.Todiscusswitheachotheraboutagreatwomantheyknowanddescribeher.2.Enablethestudentstowriteashortarticleinwhichapersoncanbedescribedtothefull.Focus:TeachtheSshowtohowtotalkaboutapersonusingproperadjectives.Teachingmethods:groupdiscussionandobservingTeachingaids:amulti-functionalcomputerTeachingsteps:Stepone.SpeakingNowthatwehavelearnedmuchaboutJaneGoodall，LinQiaozhiandmanyothergreatwomenbefore,Ithinkitiseasierforyoutobrainstormsomesuitableadjectivestodescribethem,soeachofyouisexpectedtocontributeoneadjectivetoaclasscollectionofadjectives?Inpairschooseandthencollectsomeinformationonyourspecialwomanandherachievementsandshareyouropinionswithyourclass8minuteslater.(After8minutes.)部分学生作品展示：T：Haveyoufinished?Nowdescribeaspecialwomanyouknow.Volunteers,please.Onceastudentbeginshisdescription,theotherstudentcanaddsomethingwhenheorshefinisheshisorherdescription.Sa:Let’sdescribeourheadteacher.Shehasbeenincharge