人教版高中必修四英语Unit1单元教学设计

人教版高中必修四英语

Unit 1 Women of achievement 教案【教学内容】

人教版新课标高中英语必修4 第一单元（Unit 1 Women of achievement) 第一课时阅读课 A SUDENT OF AFRICAN WILDLIFE

【教材分析】

本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，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。学习本单元内容有助于提高学生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。

“热身”(Warming Up)部分要求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。该部分呼应了模块一中第五单元Nelson Mandela－a modern hero的“热身”部分。在学习这一单元时，学生们经过讨论已总结出区分名人与伟人的标准。因此，在教学本单元时，教师可以让学生沿用这一标准，并针对本单元具体内容进行讨论，当然，学生也可以提出自己的看法。教师应当鼓励学生提出异议，但必须注意以下两点：（1)学生所提出的观点要有积极意义；（2）学生应有理有据地阐述自己的观点并使其令人信服。

“读前”(Pre-reading）部分提出了两个问题：Jane Goodall 为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？她的工作有什么重要

意义？这两个问题不仅要求学生思考她的工作对人类的影响，还要求学生思考两种不同的研究方法（即实验室研究法与野外研究法）的优势与不足之处。

“阅读”（Reading)部分以《非洲野生动物保护者》为题，描写了Jane与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性以及她所取得的成就。尽管他们在野外的考察工作又脏又累，但他们觉得这样做是值得的，他们有一些重要的发现是在学校的实验室不可能获得的，这正是Jane Goodall要到非洲原始森林来的原因。她通过许多年的研究，帮助人类了解黑猩猩的生活习性。她强烈呼吁让动物回归自然，反对用动物作广告或从事娱乐活动，她力图唤起人类理解动物、尊重动物和保护动物的意识，而她所取得的成就无疑是对有进取心的广大妇女的莫大鞭策和鼓舞。

“理解”(Comprehending)部分有三项练习，分别从不同层面引导学生进行阅读。前两个练习通过选择题和判断正误题来检查学生对阅读篇章的表层理解程

度。练习三要求学生必须在深刻理解课文内容的基础上，对课文引用的简的言论表达自己的看法。通过讨论这个开放性的话题，可以坚定学生保护动物的信念。

“语言学习”(Learning about Language)部分主要着重于词汇和语法的训练。词汇学习部分主要通过同源词对比、缺词填空、词语释义、反义填空等多种形式的练习帮助学生熟悉构词法、重点词汇以及短语。语法部分紧扣“主谓语一致”这一语法项目，重点学习如何确定集合名词的数，并通过短文填空的形式综合操练主谓语一致。

“语言运用”(Using Language)部分综合训练听说读写的能力。阅读部分介绍了另一位杰出女性一一林巧稚，我国著名的妇科疾病专家。她以其执着的追求和不懈的努力获得事业上的成功；她关注贫穷的妇女和母亲，尤其是农村妇女，她以善良和爱心赢得人们的尊敬。不但如此，她还把毕生的心血全部贡献给了她的病人和中国的医疗事业。这篇文章不仅仅要让学生了解一位中国杰出女性的生平，更重要的是它在如何选择未来事业的问题上给予学生一定的启发。听力部分要求学生在听完录音后，列出女性在通向成功道路上所面临的特有的困难。说的部分要求学生运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。写的部分从内容和方法两个方面给了四点提示。

“小结”（Summing Up）部分让学生从内容、词语和结构三个方面对本单元内容进行归纳总结。词汇部分的小结可以从构词法的角度进行适当的梳理和拓宽。

“学习建议”(Learning Tip）部分就人物描写提出了建议，即选取典型事迹，抓住人物特征。

【学情分析】

1.学生个性和英语水平差异大，教学设计要有梯度，由浅入深，注意层次性。教师要抓住学生的心理，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。

2.根据学生的心理特征，采用视、听、说的教学方法，从感性认识入手，逐渐上升到理性认识，培养学生运用英语进行表达的能力。

【教学目标】Teaching goals

1.Target language目标语言

a.重点词汇

achievement, behave, shade, worthwhile, nest, observe, outspoken, respect, argue.

b.重点句子

Watching a family of chimps wake up is our first activity of the day.

2.能力目标Ability goals

a. 能够识别出伟大女性know how to tell the great women.

b. 学会描述人物Learn the way to describe a person.

3.学能目标Learning ability goals

教学生如何描述人物Teach students how to describe a person.

【教学重点】Teaching Important Points

1.了解世界上不同领域中的杰出女性以及她们的生平经历，讨论伟大的女性所具有的品质和特点。

2.学会如何描述他人的情况，学会运用介绍人物品质和个性的形容词，如：considerate，modest等。

3.熟练识别集体名词的数，并掌握如何保持语句的主谓语一致。

4.掌握同词根的动词与名词的构成关系，进一步学习英语的构词法。

5.掌握本单元的词汇、短语及其用法。

【教学难点】Teaching Difficult Points

1.课文里边出现了一些名词，如Quaker, China Welfare Institute, campaign等，估计学生不知其意，要进行适当的解释说明。

2.本单元阅读课文所接触的两位伟大女性，学生都比较陌生。因此，要进行详细的背景的介绍。

3.本单元主要学习句子的主谓一致。这也是本单元的难点。因为汉语动词里面没有单复数的变化，因此，如何让学生掌握“数”的概念，当某些集体名词或连词出现时，如何判断使用单复数？这是一个关键问题。

4.使学生相信只要不断努力，我们中的每一个人都能成为像简那样成功的人。Let everyone believe that all of us can become Jane Goodall to one’s success.

【教学方法】Teaching Methods

1.预测文章的主要内容Predicting to guess the content of the passage.

2.浏览文章获得段落大意Skimming to get the general idea of the text.

3.细读文章获得信息，深入理解文章内容Scanning to get detailed information

and get to understand the passage better.

4.任务型活动，使学生主动探究文章深层内涵，向主人公学习。Task-based activities to get the students to comprehend the passage and learn something from Jane Goodall.

【教具准备】Teaching Aids

A multimedia computer

【教学过程】Teaching Procedures

将Warming Up部分与Pre-reading, Reading, Comprehending部分放在同一课时教学设计成一节阅读课。

Step 1 Warming-up and Lead-in （热身与导入）

Step 2 Prediction（预测）

Step 3 Reading（阅读）

Step 4 Group discussion（小组讨论）

Step 5 Consolidation （巩固运用）

Step 6 Homework （作业）

具体教学步骤

Step1 Warming up and Lead-in 热身与导入

Introduce the topic of great women.

1. Show some pictures of women for the students to guess who they are and tell whether they are great women or not.

2. Get the students to have a discussion about the qualities needed to be a great woman

T: Do you think they are great women?

What they have in common?

(Give the students two minutes to discuss in pairs.)

T: Now what qualities do you think is needed in order to be a great woman? Who would like to share the opinions with us?

S: In my opinion, a great woman should b e…

Other students add their opinions.

T: I agree with all of you. But in my opinion, most importantly a great woman should be unselfish and willing to sacrifice. Otherwise they will not overcome different difficulties and make great contributions to humans and our society. Do you think so?

Step 2 prediction预测

Get the Ss to read the title and pictures to predict the main content of the passage.

T: Who is the woman?

Ss: Jane Goodall.

T: What is the animal?

Ss: It’s a chi mp.

T: What is she doing?

Ss: She is kissing the chimp.

T: If you meet a chimp in the forest, will you do that like Jane Goodall?

T: Now let’s have a look at the title—A student of African wildlife. What do you think the passage is about?

S: I think the passage is about how Jane Goodall worked with chimps in their environment

T: Do you agree with her?

Ss: Yes/ No.

T: Let’s read and find out whether you are right or wrong.

Step 3 Reading阅读

Task1–scanning

The students are required to scan the text quickly and find out specific information of the following questions.

1 who is the student?

2 what animals are observed?

3 when did Jane Goodall arrive at Gombe? How old was she?

4 what was the purpose of her study?

By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

Task2-skimming

The students are asked to skim the text quickly and summarize the main idea of each paragraph.

By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

Task3 careful reading

For paragraph 1: Video watching and completing a diagram

Get the students to watch a short video of Jane’s research with chimps.

This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

For paragraphs 2-3: Retelling job

These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

By doing this activity, I can tr ain the students’ language organizing ability to meet the demands of the new curriculum.

For paragraph 4: Question answering

It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

Task4- Consolidation巩固练习

Jane Goodall has studied the _____ for many years in Africa and helped people _______ how much they ______ like human. Jane wanted to work with animals in their own _________. She spent many years _______ and ______ their daily activities. For 40 years, Jane has been________ about making the rest of the world understand and respect the life of these animals. She ______ those who want to _____ the achievements of women.

Task5-New words study

1. behave vt.&vi. 举动；(举止或行为)表现behavio(u)r n. 行为；举止；习惯

（1）Behave yourself; don’ t make a fool of yourself. 注意你的举止, 别闹出笑话来。

（2）How is your new car behaving? 你的新车性能如何？

[重点用法]

behave oneself 使某人自己举止规矩

behaviour towards/to... 对……的态度/行为

2. worth / worthy / worthwhile

worth只能作表语，其后接钱数、名词或及物动词的动名词的主动一般形式: be worth doing

worthy可作表语，后接of+名词/of+动名词的被动形式/不定式的被动形式: be worthy of + n. / of being done / to be done 也作定语，“值得……的”，“有价值的”：a worthy winner名副其实的赢家

worthwhile可作表语和定语: a worthwhile job 值得做的工作

it is worthwhile to

3. observe vt. 观察；观测；遵守observation n.[u] 观察；观测；监视

（1）The police observed the man entering/enter the bank. 警方监视着那男子进入银行的情况。

（2）The woman was observed to follow him closely.有人看到那女子紧跟着他。

[重点用法]

observe sb. do sth. 观察某人做某事(已做完)

observe sb. doing sth. 观察某人正在做某事

under observation 被监视

4. Only after her mother came to help her for the first few months was she allowed to begin her project. 她母亲头几个月来帮过她的忙，这才使她得以考虑自己的计划。

[解释] 以“only+状语(通常是副词、介词短语或从句)”开头的句子要用部分倒装，即将助动词或连系动词置于主语之前，如：

（1）Only after my friend came was the computer repaired. 只有在我的朋友

来后电脑才修好。

（2）Only when you pointed it out for me did I realize that I was wrong. 只有当你帮我指出来了我才意识到我错了。

[注意] 如果以“only+主语”开头的句子不用倒装，如：

（1）Only we can help ourselves. 只有我们能帮自己。

（2）Only Tom failed in the exam. 只有汤姆考试不及格。

5. respect vt. & n. 尊敬；尊重；重视

（1）If you don’ t respect yourself, how can you expect others to respect you? 自己不自重, 又怎能受到别人尊重呢?

（2）I have the greatest respect for you. 我非常尊敬您。

[重点用法]

respect sb. for sth. 因某事而尊敬某人

have / show respect for sb./sth. 尊敬某人/事

gain/get/earn/win the respect of sb. 赢得某人的尊敬

out of respect 出于尊敬

6. argue vt.&vi. 讨论；辩论；争论argument n.[c]争论；争辩；争吵

（1）Don’ t argue with your mother.不要和母亲争辩。

（2）I argued that we needed a larger office.我据理力争我们需要大些的办公室。

[重点用法]

argue ______ (sb./sth.)为(某人/某事)而辩护

argue _______ (sb./sth.) 反对某人/某事)而辩护

argue _______ sb. ( about/over sth.) 与某人(为某事)而争吵

argue that... 主张……

argue sb. into/out of doing sth. 通过争论使某人做/不做某事

have an argument about/over sth. 辩论某事

argue指某人坚持自己的主张，举出事实和理由说服某人或反对其他方面的意见。debate指辩论者长在自己的立场公开争论一个问题。

7. live/lead a... life 过着……的生活

They live a peaceful life. 他们过着平静的生活。

[短语归纳] “v. + 同源宾语”结构：

smile a... smile 露出……微笑

dream a... dream 做了个……的梦

sleep a... sleep 睡个……觉

sing a... song 唱……的歌

die a... death ……怎样地死去

laugh a... laugh 发出……方式的笑声

Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.

Step4 group discussion小组讨论

1. How can you describe Jane Goodall?

By using following questions

(1)What did Jane Goodall do for wild animals

(2)What qualities do you think Jane Goodall have?

(3)What should we learn from Jane Goodall?

2. Jane was brave enough to live in the forest. What difficulties do you think she was facing?

3. If you have the chance, will you do what she did?

This activity is to cheer the students to think deeply about Jane’s research an d to practice their oral English.

Step 5 Consolidation巩固运用

活动1：深化阅读的2个问题的讨论。

1.What problems might she have while working in the forest?

2.What do you think of her? Give examples to support what you think.

活动2：学生扮演Jane Goodall展开面对面的访谈。课件显示下列关键词：born in London in 1934

study chimps at Gombe, East Africa

get help from mother, teammates...

study by observing, recording

have a hard life for many years

understand, respect, discover…, achieve…

活动3：利用所学课文信息内容的辩论活动。

教师把学生分成男女生两组围绕Women are able to do more than men.和Women aren’t able to do more than men.展开辩论。此过程是教材内容的升华，预计为课堂的高潮部分。

Step6 Homework 作业

1. Surf the Internet to find more information about great women.

2. Write a short passages about the great women you choose ( about 100 words ).

附：板书设计

将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。