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1、-Unit 1 Women of achievement第一部分金色教案教学设计说明About the topic 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
2、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。Period 1Reading 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
3、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 aloud 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 Goodall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 looking and saying进行预读活动。Reading是一篇对Jane Goodall的野外考察工作的片段描写文，她用自
4、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 aloud，Reading and underlining，Reading to identify the topic sentence of each paragraph，Reading to complete the table， Reading to decide on the type of writing and summary of the text Reading the text to
5、make a diagram of it，Retelling the text in your own words。教师结课可以 Closing down by having a discussion。Period 2Learning about language 知识课Learning about language Learning about 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 discovering useful words and expressions，Reading a
6、nd thinking，Doing exercises 1 and 2 on page 5，Ready used materials for Subject-verb agreement，Closing down by doing a quiz。Period 3Using 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
7、 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 to the tape，Reading and underlining，Doing exercises，Listening，Acting，Writing an imagined dialogue，Writing a description，Doing a project，Closing down by filling a form。实际教学过程课时划分建议Period 1将W
8、arming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period 2将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。Period 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）”。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。Period 5将Workboo
9、k 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Section 1Background 背景围绕单元话题“Festival around the world”，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。Section 2Explanation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
10、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。Section 3Vocabulary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Part 1 Teaching Design第一部分 教学设计Section 1 A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE)IntroductionIn this period, after the warming up, students will first
11、be guided to talk and share. Coming next are such steps as Listening and reading aloud，Reading and underlining，Reading to identify the topic sentence of each paragraph，Reading to complete the table，Reading to decide on the type of writing and summary of the text，Reading the text to make a diagram of
12、 it and Retelling the text in your own words. The period can be closed down by students having a discussion. ObjectivesTo help students understand the texts forms and contents and learn about women of achievement To help students communicate on the topic in focus with the words, expressions and stru
13、ctures learned in this unitFocusWordsspecialize，campaign，behave，shade，observe，respect，argue，crowd，support，refer，deliverExpressionsmove off，crowd in，look down upon，by chance，come across，carry onPatterns1. She worked hard to make as many countries as possible agree not to use them. 2. Watching a famil
14、y of chimps wake up is our first activity of the day. 3For example, one thing she discovered was that chimps hunt and eat meat. 4. She has argued for them to be left in the wild and not used for entertainment or advertisements. Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1.
15、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
16、 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
17、 woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? And may I have your reasons for your choice?Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class
18、I shall ask six of you at random to read aloud and translate the captions under the photos on page one to see how youve understand these women. Zhao Yanfei, would you try reading aloud and translating the first caption?Key for 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
19、尔和平奖。Well done! Next lets have Ju Xiaohong do the second one. 2. Pre-reading by 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 tha
20、t helped you to make the predictions. Key for reference: 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 behavior, arguing for them to be left in the wild
21、and protected. 3. 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 for reference: I am from Group 3. We think that Jane is a woman of achievement. For she has h
22、elped 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. 4. Listening and reading aloudReading aloud to the recording of the text improves our literacy skills - reading, writi
23、ng, speaking, and listening. Now please listen and then read the text aloud. 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. 5. Reading and underliningA really useful way to help us with our listenin
24、g is to become aware of thought groups .When we speak, we need to divide speech up into small chunks to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end o
25、f thought groups.Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.Collocations from A PROTECTOR OF AFRICAN WILDLIFEmake a great person 造就一个伟人, give reason
26、s for 给出理由, improve prison conditions 改善监狱的条件, give sb. work and education 为某人提供工作和受教育的机会, get the Nobel Peace Prize 获得诺贝尔和平奖, in modern Chinese history 在中国现代史上, concern oneself with从事；忙于；关心, show the connection between and表明与之间的联系, found an international campaign发起一项国际运动, stop the use of landmines
27、停止使用地雷, give sb. the Nobel Peace Prize 授予诺贝尔和平奖, fight for为而战, driveout of把赶出去, put sb. to death 杀死或处死某人, become a specialist in womens illnesses 成为妇科疾病的专家, devote all ones life to一生致力于, encourage sb. to do sth. 鼓励做, behave like humans 像人类一样活动, leave sb. sleeping让睡着, wander off into the forest 晃晃悠悠地
28、走进森林, make all worthwhile使得都非常值得, spend years observing and recording their daily activities 用多年时间观察和记录它们的日常活动, be determined to do sth.下定决心做某事, in ones own environment 在自己的生存环境中, begin ones project 开始的计划, communicate with each other 互相交流, work out解决；算出, respect the life of尊重的生活, leavein the wild 让生
29、活在野生世界, use for entertainment or advertisements 用于娱乐和拍广告, set up special places 设立专门地区, crowd in 涌入, sayto myself 对自己说, do nothing wrong 没做错什么, achieve everything 得到一切, gain a doctors degree 获得博士学位, cheer the achievements of women 为妇女成功而喝彩6. Reading to identify the topic sentence of each paragraphSk
30、im 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 for reference: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behavio
31、r. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.7. 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 the
32、se 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 for chimps to live safelyworking with animals in their own en
33、vironment8. 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. 9. Going over the text once again for the type of writing and summary of the textDe
34、termining the type of writing will help you determine the authors topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)Type of writingThis is a piece of narrative writing.Main idea of the passage
35、Being a protector of African wildlife Jane Goodall works to understand chimps and protect them.Topic sentence of 1st paragraphOur group are all going to visit the chimps in the forest. Topic sentence of 2nd paragraphJane spent many years observing and recording their daily activities. Topic sentence
36、 of 3rd paragraphFor forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. 10. Reading the text to make a diagram Our group visiting chimps in forest in East AfricaJane helping the world understand and respect chimpsJane observing and recor
37、ding chimps life 11. Retelling the text with the help of the diagramA possible versionWe set out at 5:45 am to visit the chimps in Gombe national Park. We watched a family of chimps wake up in the morning and followed them wandering into the forest. Jane had been there observing and recording chimps
38、 daily activities. For 40 years, she had been helping the world to understand and respect the life of these animals. Jane is indeed a woman of achievement and a good example for us all.12. Closing down Closing down by having a discussionDo you agree with Janes ideas? Why or why not? Key for referenc
39、e: 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 for reference: I think the best way is to understand and res
40、pect 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 blackboard. You are to retell the story of Jane Goodall according to these words. Keys: visit the chimps, watch the chimps, understand chimp behavior, argue for, set up special places-第 9 页-