loading人教版高中英语必修四 Unit 1 Women of achievement
Reading
教案
Teaching goals 教学目标
1．Target language 目标语言 a. 重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. 重点句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
2．Ability goals 能力目标
a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3．Learning ability goals 学能目标 Teach Ss how to describe a person. Teaching important points 教学重点
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; 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 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 can 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 & ways 教学过程与方式 StepⅠLead-in
T: Good morning, everyone! Haven’t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?
S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.
S2: I would die of boredom. I didn’t know what to do but read. I didn’t know how to relax myself. I just hoped that the new term began. The sooner, the better.
T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human being or animals. Have a try, Ok? Today we’ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let’s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice.
Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.
A sample summary:
As great women, they don’t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can’t be matched.
StepⅡReading
There are four tasks in this step:
a. Pre-reading to find the main idea of each paragraph. b. Making a chart of the text structure. c. Language points. d. Comprehending. Task 1 Pre-reading
There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the title A protector of African wildlife. Teacher can give students some time to read the text quickly and find these main ideas to form a overview of the text.
T: How many paragraphs are there in the text? Ss: Three.
T: What are the main ideas of theirs?
S1: The first paragraph is about a day in Combe National Park.
S2: The second one tells us how Jane Goodall did her research and the achievement she has made in her research.
S3: The third one tells us her influence to the world.
T: OK. Can we divide the text in this way? There are four paragraphs in the text. The first one is about a day in the park. The second one is her way of doing her research and some achievement. The third one is her attitude and feeling to the animals. And the last one is a short summary to her.
Ss: That’s right.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.
Task 2 Making a chart A protector of African wildlife
↓
① ② ③ │ ∣ ∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
↓ ④ She has achieved everything she wanted to do. Task 3 Language Points
T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?
S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?
T: Who’d like to help her?
S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。
T: That’s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.
S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.
T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refer to the Appendices in Page 76. Now let’s look at the second one. In fact, there 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. ... 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. Let’s translate these sentences to taste the 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 the 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.
I heard the teacher call my name.
I will let you know the result of the voting as soon as possible. We watch the children diving into the water from the top diving board. Let’s 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 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 still have any questions? No? Ok, let’s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.
Give students some time to do this. After that, check the answers with the whole class. Step Ⅲ Discussion