课件13张PPT。Unit 1 Women of achievement
Period 1
Culture input Do you know who these women are? Say something about them if you can.
Elizabeth FrySong QinglingJane Goodall Jody WilliamsJoan of ArcLin Qiaozhi I. Warming UpWarming Up
1)What did Joan of Arc do?
dress as / fight for / drive sb out of …
2) What did Elizabeth Fry do?
help improve …
3) What did Song Qingling do?
concern oneself with …
4) What did Lin Qiaozhi do?
devote one’s life to …
5) What did Jane Goodall do?
show the connections between …
6) What did Jody Williams do?
found a campaign to …2. Read the passages and answer the questions. 3. Match the words with their meanings.welfare
institute
connections
human beings
campaign
organizationa group of people formed together to achieve a certain aim
a series of planned activities with a social or political aim
happiness and health of people; money paid by the government
the way in which two facts, events, etc. are related to each other
a society that has a particular purpose
a man, woman or child4. Scan the passages and fill in the table.Warming Up TipsWarming UpII. Discussion1. What do these six women have in common?2. Do you still remember Nelson Mandela? What
do you think makes a great man or woman?
Is it being rich?
Is it being famous?
Is it devoting oneself to help others?devoted, determined, committed, inspiring, influential, had careers1. Discuss in groups.
Is it easy for women to succeed?
What difficulties might women meet?
* Do you think men have the same problems?
Give reasons.
III. ListeningListen for the first time and check the ideas
that you have just discussed before.Listening3. Listen to the tape again and take notes on the
three problems given in the listening.
1) Girls have more difficulty getting an
education than boys.
2) Women have more difficulty getting to the
top of their chosen career.
3) Women are more likely to give up their
careers to look after children or run the house.ListeningThis way of thinking _________ some girls
from training for a _________.
2) Unless women are given the _________, they will never be able to show that they can ________ __________ successfully.
3) These are women’s ____________ while men do not have this problem. They can work long ________ and go on__________ __________. preventscareeropportunityruncompaniesresponsibilitieshoursbusinesstrips4. Listen once more and fill in the blanks.Listening IV. Discussion
It is said that “it is more difficult for a woman to be successful”. Do you agree or disagree? State your reasons.V. Summary and homework1. Remember the following words and expressions.
achievement, welfare project, institute, specialist, connection,
human beings, campaign, organization, found a campaign
dress as / fight for / help drive sb out of some place /
help improve / concern oneself with / devote one’s life to /
show the connections between …
2. Preview the reading “A student of African wildlife”.
Study the new words and finish Exercise 1 on page 4.
Unit 1 Women of achievement
单元整体设计
第一课时：文化知识课Warming up (p.1); Using language: Listening (p.7)
第二课时：阅读课 Pre-reading (p.1); Reading (p.2); Comprehending (p.3)
第三课时：阅读与表达Using language: Reading (p.6), Speaking (p.7)
第四课时：词汇知识与应用课Learning about language: Discovering useful
words and expressions (p.4); Using words and expressions (p.42)
第五课时：语言知识课Learning about language: Discovering useful structures
(p.5); Using structures (p.43)
第六课时：综合语言运用课Listening and talking (p.41); Listening task (p.44);
Reading task (pp.44-45)
第七课时：写作课和总结课Using language: Writing (p.7)
第一课时 文化知识课
一、教学内容 Warming up (p.1); Using language: Listening (p.7)
二、教学目标
1. 能力目标
学生通过快速阅读了解国内外几位著名女性的生平、主要事迹和社会贡献，并能用所学词汇简单描述Warming Up中六位女性的贡献。
培养听前预测和在听的过程中抓关键词的能力。
2. 语言目标
在本节课结束后，学生能够理解下列词汇的意义，初步掌握其用法。
achievement, welfare project, institute, specialist, connection, human beings, campaign, organization, dress as, help do sth, concern oneself with sth, devote one’s life to sth, found a campaign to do sth
学生学会使用以下重点句子与结构。
Joan of Arc was a girl from the countryside who dressed as a man and went to fight for the French.
She helped drive the English out of France.
She helped improve prison conditions and gave prisoners work and education.
She concerned herself with welfare projects, especially the China Welfare Institute for women and children.
She devoted all her life to medical work for Chinese women and children.
Her research showed the connections between chimps and human beings.
Jody Williams helped found an international campaign to stop the making of landmines.
3. 文化目标
学生通过听力材料了解女性在社会中遇到的不公平待遇，并树立正确的性别观和价值观。
三、教学步骤
步骤一 热身
呈现课本上的六幅图片, 让学生以小组为单位，谈谈他们所知道的关于这几位女性的信息，并且将这些信息记录下来。
选取每组同学发言，其他小组做记录。
学生以小组为单位，阅读课本上的图片介绍，并回答问题。教师在黑板上写下重要的动词短语，为学生完成接下来的口头表达做准备。老师在这里可以强调一下动词短语的使用对增强文章说服力和生动性的作用。
让学生根据上下文猜测单词的意思，完成
连线题，学习新词汇。
再让学生快速浏览文字介绍，填写表
格，一方面加深词汇印象，另一方面
加强获取重要信息的能力。
小组合作学习，利用黑板上的动词短语和
完成的表格修改活动1中的记录，用几句
话简单归纳每位女性的主要事迹。教师抽
查几位同学做全班汇报。
7. 课堂评价（具体评价步骤和评价表
格请参见本课教案的最后）。对活动
3进行学生小组评价，对活动6进行
教师评价。在评价“课堂表现”时，
要特别强调学生是否准确使用了本
节课的目标词汇和表达法。
设计意图：利用教材中的图片展开单元话题，调动学生原有的关于六位女性的背景知识，初步讨论，然后全班交流，让学生做记录，获取别人提供的信息。接着阅读课本中的介绍，加深对几位女性的了解，获取新的信息和语言知识，最后完善小组的讨论成果，再次展示。通过这个过程，让学生体验到学习的过程和取得进步的喜悦。
步骤二 讨论
小组合作，根据六位女性的事迹，讨论她们的共同之处。教师可以给出一些形容词作参考。同时结合模块1曾经学过的Nelson Mandela的事迹，讨论成为伟大男性或女性的标准。
教师找小组代表发言，全班分享讨论结果。
设计意图：学生读完六位女性的简介后，已经有了一个热身的过程。接下来的讨论帮助学生深入理解这几位女性的伟大之处。同时结合曾经学过的Nelson Mandela的事迹，进一步讨论成为伟人的标准（模块1第5单元曾经讨论过“what makes a great person”），在情感态度上引导学生树立正确的价值观。
步骤三 听
1. 在听之前，先让学生小组讨论问题，列出女性在社会上可能遇到的困难，为接下来的听做好铺垫。
2. 听第一遍，抓大意，看看与小组讨论的结
果是否一致。
听第二遍，完成听力练习2（p. 7），了解女性成功道路上遇到的三个困难。
让学生阅读练习3（p. 7）的句子，猜一猜空格中所填词的词性。再听一遍录音，在听的过程中抓关键词，完成练习3。互相核对答案。
课堂评价。对活动3和4 开展学生小组评价和教师评价。
*步骤四 讨论
学生小组合作学习。根据It is more difficult for a woman to be successful.这一观点阐述自己的看法，并给出理由。 设计意图：此活动可以根据学生的实际情况和课堂时间灵活选择。通过这个活动，让学生复习本节课所学到的一些表达法。还可以向程度好的学生提出挑战，要求他们在听的过程中尽量多地记录一些表达观点的语言，在讨论中实现从输入到输出。
步骤五 小结和作业
1. 总结黑板上的单词和短语及用法。
2. 收交“学生小组课堂评价学生记录表”和“教师对小组评价学生记录表”，录入评价分数。
3. 让学生听录音带，预习本单元阅读篇章中的单词和词组（参照单词表）。完成练习1（p.4）的词汇题。
评价实施建议
1. 简单介绍
课堂评价包括课堂学习过程评价和课堂学习效果评价。课堂学习过程评价指的是对学生个人和小组在课堂学习过程中完成任务的评价，可以从“学生小组评价”和“教师评价”两个方面开展。课堂学习效果评价指的是对学生通过课堂学习获得的知识与能力的评价，评价从学生完成教师设计的各项质量性评价任务方面开展。如课堂单词听写、课堂句子翻译、写作和有关的课堂小测验等。
教师在教授其他单元时也可以参考下面的评价过程。 2. 课堂学习过程评价说明
学生小组评价
教师要对各小组长进行培训，让小组长根据“评价内容”（见表一）对小组成员的合作表现、情感、学习策略、课堂表现等给予打分、评价。其中前三项（表现性评价、情感性评价、学习策略评价）每项一分，最后一项（课堂表现）根据具体情况给分。根据经验前三项在课堂教学结束时才进行评价。
表一 学生小组课堂评价项目
评价内容
评价项目
评价内容
学
生
课
堂
具
体
学
习
活
动
表现性评价
小组是否能有效使用人际交往和小组相处技能（interpersonal and group skills）组织活动；小组成员是否能有效完成个人任务(individual accountability）。
情感性评价
小组是否相互依靠(positive interdependence)；小组是否有积极的态度。
学习策略评价
是否应用了某种学习方法；小组成员是否取长补短，在反馈提高的过程（group progressing）中更有效地完成任务；是否有面对面的促进性互动(face-to-face promotive interaction）来完成任务。
课堂表现
是否针对教师的课堂任务有良好的表现，如：回答问题、任务展示等。
小组长根据表二的评价内容与评价系数对小组成员的课堂活动开展评价，并记录评价结果，下课时交给老师。老师根据学号把学生评价结果登录在表三上，单元学习结束后计算出每个学生小组评价环节的结果。
表二 学生小组课堂评价记录表
第 1 小组课堂活动评价记录
项目
课型
评价内容与评价系数
总分
组员
学号
表现性评价（1分）
情感性评价（1分）
学习策略评价（1分）
对教师任务有表现（0.5分/次）
对教师任务有良好表现（1分/次）
单元1
第一课
2 李力
1
1
1
0
0
3
9张方
1
1
1
1
4
34刘涛
1
1
1
0.5
0
3.5
46王晓
0
1
1
0.5
0
2.5
单元1
第二课
2 李力
1
1
1
0
1
4
9张方
1
1
1
0
2
5
34刘涛
1
1
1
3
46王晓
1
1
1
3
单元1
第三课
2 李力
1
1
1
3
9张方
1
1
1
3
34刘涛
1
1
1
1
4
46王晓
1
1
1
1
4
根据表三的记录，在单元学习结束之后，算出每个学生在该单元小组活动中的平均分，从而得到学生小组评价的等级和分数。评价等级计算方法为：①均分4.5分以上为A ②均分4-4.4为B ③均分3-3.9为C ④均分2.9以下为D。为了能够和课堂学习效果评价的分值进行换算，再把等级换算成百分制分值。换算分值方法为: A=80分，B=70分，C= 60分， D=50分。
表三 学生小组课堂活动评价统计表
第 1 模块 第 1 单元
学号
姓名
课时1
课时2
课时3
课时4
课时5
课时6
…
均分
等级
分值
2
李力
3
4
3
3.3
C
60
9
张方
4
5
3
4
B
70
34
刘涛
3.5
3
3
3.2
C
60
46
王晓
2.5
3
3
2.8
D
50
47
…
…
…
…
…
…
…
…
…
…
…
2）教师评价
教师根据表四的内容对学生小组完成每节课任务的表现情况给予评价。前三项教师通过观察各小组在完成任务过程中的表现给分,最后一项教师根据小组完成任务后在班级的表现按指标给分。这样，即使有的小组没有机会展示任务结果，也可以得到3分。评价时教师在黑板上写出小组号，用“正”字记分。每节课结束后把评价结果登记在表五中，再根据表二小组成员的学号把每节课的小组成绩登录在表六的个人成绩中。
表四 教师对小组的课堂评价项目与指标
评价内容
评价项目
评价内容
评价指标
学
生
课
堂
具
体
学
习
效
果
表现性
评价
小组是否有效使用人际交往和小组相处技能（interpersonal and group skills）组织活动；小组成员是否有效地完成个人任务。(individual accountability)
满分1分（完成1个评价内容得0.5 分）
情感性
评价
小组是否相互依靠(positive interdependence)；小组是否有积极的态度。
满分1分（完成1个评价内容得0.5 分）
学习策略评价
是否应用了某种学习方法；小组成员是否取长补短，在反馈提高的过程中（group progressing）更有效地完成任务；是否有面对面的促进性互动(face-to-face promotive interaction)来完成任务。
满分1分（完成1个评价内容得0.5 分）
完成任务效果
是否最有效。
每次1分（小组任务在班级的表现，任务效果良好1次，小组得1分）
表五 教师对小组评价学生记录表
单元
课时
1组
2组
3组
4组
5组
6组
7组
8组
9组
10组
11组
12组
…
1
课时1
3
4
5
4
7
5
3
2
4
3
5
3
…
1
课时2
6
5
3
3
4
7
3
5
4
3
6
7
…
1
课时3
4
3
6
7
4
5
6
3
3
7
5
3
…
1
课时4
1
课时5
1
课时6
1
课时7
2
课时1
2
课时2
2
课时3
…
…
表六 学生小组课堂活动教师评价统计表
第 1 模块 第 1 单元
学号
姓名
课时1
课时2
课时3
课时4
课时5
课时6
课时7
均分
等级
分值
2
李力
3
6
4
4.3
B
70
9
张方
3
6
4
4.3
B
70
34
刘涛
3
6
4
4.3
B
70
46
王晓
3
6
4
4.3
B
70
47
…
根据表六的记录，在单元学习结束之后，算出每个学生在该单元中教师评价的平均分，从而得到教师评价的等级和分数。评价等级计算方法为：①均分5分以上为A。 ②4.5-4.9分为B。③3.5-4.4分为C。④3.4分以下D。为了能够和课堂学习效果评价的分值进行换算，再把等级换算成百分制分值。换算分值方法为: A=80分，B=70分，C= 60分，D=50分。
3. 课堂教学效果评价说明
经过课堂学习，教师设计各项质量性评价任务开展教学效果评价。如课堂单词听写、句子翻译、写作和有关的小测验等。结果记录在表七中，从而得出每一个学生的学习效果评价。（说明：这里只设计了写作评价任务，其它的评价任务教师根据自己的教学实际具体安排。）
表七 单元课堂学习效果评价表（模块 1 单元 1）
项目
姓名
课堂单词听写
平均分
写作与表达
平均分
课堂其他练习
平
均
分
2
李力
70
70
70
70
80
80
80
80
68
90
85
81
77
9
张方
80
80
80
80
85
85
85
85
78
89
87
85
83
34
刘涛
90
90
90
90
90
90
90
90
93
89
94
92
91
46
王晓
60
60
60
60
70
70
70
70
86
75
78
79
70
47
…
4. 模块课堂教学评价
把每个单元的三个评价（表三、表六、表七）汇总到表八中就得到了每个学生模块学习的总评价。
表八 学生课堂学习效果评价总表（模块 1）
项目
姓名
学生小组课堂评价
教师对小组课堂评价
学生课堂学习效果评价
总
平
均
分
等
级
学号
姓名
小组评价
U1
小组评价
U2
小组评价
U3
小组评价
U4
小组评价
U5
教师评价
U1
教师评价
U2
教师评价
U3
教师评价
U4
教师评价
U5
课业评价
U1
课业评价
U2
课业评价
U3
课业评价
U4
课业评价
U5
2
李力
60
70
77
9
张方
70
70
83
34
刘涛
60
70
91
46
王晓
50
70
70
47
…
课件17张PPT。Unit 1 Women of achievement
Period 2
Reading 1. Retell the story about
Jane Goodall. study chimps in Africa, showed the connections between chimps and human beings, protect chimpsI. Pre-reading
Pre-reading2. Discuss in groups.
Why do you think Jane Goodall went to
Africa to study chimps rather than to university?
Do you think she was right? Give your reasons.
Can you think of the possible difficulties that Jane Goodall might meet doing her research without training?
3. Prediction
Look at the title and the pictures. Then answer the following questions.
1) What do you think the passage will tell us?
2) What is Jane Goodall doing in the picture on the top
right?
3) What is Jane Goodall doing in the picture on the
bottom left?Pre-reading4. Vocabulary matching._____ close connection that people have with
each other
_____ to fill sb with feelings or aims
_____ (of thoughts, questions, etc) to fill one’s
mind
_____ the period of time when someone is a child
_____ giving opinions openly and honestly
_____ to move away from a place; to leave
_____ task that requires a lot of time and effort
_____ to watch carefully
bondinspirecrowd inchildhoodoutspokenmove offprojectPre-readingobserve1. Fast reading
Skim the passage and underline the basic
information: what, who, why, where, when,
how.
II. ReadingReading2. Underline the topic sentence in each paragraph.
Following Jane’s way of studying chimps, our group are all going to visit them in the forest.
Nobody before Jane fully understood chimp behaviour.
For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals.
She has achieved everything she wanted to do.Reading3. Summarize the main idea of each paragraph.Reading4. Ask questions.
Make up questions within your group based on the reading. Each group chooses a best question and the other groups compete to answer it.ReadingWhat Qs?What’s the main idea of the first paragraph? When did Jane first arrive in Gombe? What do we know about Jane’s personality from the second
paragraph? Which part is the summary of the reading? GeneralDetailedmake an inferenceWriting skillsReading5. Answer my questions. In which way has Jane helped people? (behave)
What did we do before we followed the chimps wandering into the forest? (shade, move off)
What did the writer think of the evening?
(worthwhile)
What did the writer realize after a day’s watching?
(bond)
Reading
How did Jane discover the society of chimps? (observe )
How did Jane try to protect the lives of chimps in their
natural habitat? (be outspoken about, respect, argue)
When did Jane want to work with animals in their own
environment? (childhood)
What about Jane’s life now? (lead a busy/meaningful
life)
Reading1. In your group retell the text using the following questions and words as a support.
What did the writer do? (behave, shade,
worthwhile, bond)
What did Jane Goodall do and find out about chimps? (observe, discover)
What did Jane Goodall do to protect the chimps?
(be outspoken about, respect, argue)
What about her achievements?
III. Post-reading2. Discuss in groups.
Reconsider the title. Do you understand it
differently? Discuss with your partners.
Do you think it is more important to study
chimps in the wild rather than in a zoo? Give
reasons.
Do you think you would go if you are asked to
study animals in the wild? Why or why not?
Post-readingIV. Summary and homeworkRemember the following words and expressions.
behave, shade, move off, worthwhile, nest, bond, behaviour, observe, childhood, be outspoken about, respect, argue, entertainment, lead a busy life, crowd in, inspire2. Finish Exercises 1 and 3 ( p. 3) and Exercise 3 (p. 4).
3. Interview your mother or grandmother based on the questions on page 46.
第二课时 阅读课
一、教学内容 Pre-reading (p.1); Reading; Comprehending (pp.2-3)
二、教学目标
1．能力目标
进一步训练学生根据文章标题和图片推测文章大意；培养学生把握篇章中心内容、归纳段落大意以及获取关键信息的阅读技巧，并且能针对阅读内容提出问题，发展思维，抓住文章的行文逻辑进行复述。
提高学生通过阅读获取信息的能力，归纳Jane Goodall观察黑猩猩的方法，以及她在黑猩猩的研究和保护方面取得的成就。
2. 语言目标
重点词汇与短语
behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspire
move off, be outspoken about, lead a busy life, crowd in
重点句子
Watching a family of chimps wake up is our first activity of the day.
Everybody sits and waits in the shade of the trees while the family begins to wake up and move off.
Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right.
Her work changed the way people think about chimps.
3. 情感目标
引导学生认识Jane Goodall不畏艰难的精神。
三、教学步骤
步骤一 读前
引导学生回顾Warming Up部分Jane Goodall的事迹，复习上节课所学过的词汇。
2. 让学生分组讨论问题。
3. 让学生阅读文章标题，谈一谈他们对A student of African wildlife的理解，并利用图片预测文章的内容。
4. 让学生做词汇搭配练习，了解学生的预习
情况。
5. 课堂评价。对活动3进行教师评价。
设计意图：简单复习上节课内容，让学生回顾Jane Goodall的事迹，为本节阅读课作好铺垫。小组讨论问题还可以激发学生的学习欲望，引导学生对事物的发展进行预测，从而自然引出本节课的学习内容。接下来的进一步预测是培养学生充分利用阅读标题和图片的意识。读前处理生词，在检查学生课下作业的同时也为接下来的阅读扫清了词汇障碍。
步骤二 阅读
第一遍快速阅读文章，并在阅读过程中划出如：what, who, why, where, when, how等基本信息。
找出各段主题句，就文章段落大意进行归纳总结，完成课本上的练习2（p. 3）。
根据每一段的内容，把文章归纳为两大部分：第一段是第一部分，剩余段落是第二部分。
4. 再读一遍文章，就文章内容提出问题。每一个小组选出本组的最佳问题向全班提问，其他小组竞争回答问题。
教师可以指导学生从以下几个方面进行提问：
1）关于文章大意方面（What’s the main idea of the first paragraph?）
2）关于文章细节方面（When did Jane first arrive in Gombe?）
3）根据文章内容进行推断（What do we know about Jane’s personality from the
second paragraph?）
4）关于篇章结构、写作技巧等方面（Which part is the summary of the reading?）
设计意图：这个活动是培养学生提问题的能力。提问能有效促进学生思维的发展，要培养学生自主探究的精神，前提之一就是教师要给学生提供“问”的机会。另外，教师还应该给予具体的方法和实例指导，让学生了解怎么问、问什么，为学生搭建好“脚手架”。
5. 师生互动。第一次训练学生提问问题时，学生可能有很多问题没有想到，或问得不够深
入。教师应该针对学生的问题，查缺补漏，再提出若干引导和检测学生阅读理解的问题，
进一步深化对课文的理解。学生回答问题的同时教师板书文章中的重点词汇。因为无法预测学生会提出什么样的问题，下面的问题仅供教师参考。
设计意图：通过师生问答可以加强学生提问题的意识，指导学生应该怎样提问题，提什么问题。同时也可以传递给学生下列信息：即在学习这篇课文时教师关注了哪些方面，我提出的问题和教师的问题差别在哪里，我是否还有漏掉的内容，今后在阅读中还应该注意什么等等。这一步实际也是学习策略的培养。教师在学生提问和回答的时候，可以挑选若干问题，在黑板上写下重要的词汇和表达法，以便强化新词汇的学习。
步骤三 读后
复述。小组合作学习，小组成员之间
利用给出的问题线索和词汇，按照文章
的行文逻辑复述课文。然后每组代表
进行全班汇报，选出最佳复述者（可以比
一比看谁用的课文中的新单词最多）。
设计意图：抓住文章的行文逻辑很重要。用问题和词汇作为线索提示，根据文章的行文逻辑复述课文，目的是让学生应用“具体事例引文——主要事迹说明——评价”的步骤来描述、介绍人物。同时让学生在使用中体会词汇用法，为下面具体的词汇学习打下伏笔。
讨论。让学生在反复阅读后，进一步谈论对题目“A student of African wildlife”的理解。可以把student在题目中的意义告诉学生：person who is studying or has a
particular interests in sth。看看学生是否
能够结合Jane Goodall的具体事业、敬
业精神和人格魅力做深层的探讨。讨论
练习4（p. 3）中的问题3和4（此部
分可以根据课堂实际情况选做）。
设计意图：学生在读前已经讨论过对题目的理解，但那是根据有限材料（如Warming Up的简介）或已有知识进行的讨论。在细读之后，学生对A student of African wildlife会有进一步的理解，讨论同一个问题可以让学生对比原来的认识，更深刻地理解题目对文章的高度概括和归纳。练习4中的问题3和4是两个相关的讨论题，可以让学生换位思考，结合自己的情况谈论野外研究动物的重要性和困难。
3. 课堂评价
针对步骤二，对活动4进行学生小组评价，对活动5进行教师评价。
针对步骤三，对活动1和2进行学生小组评价。
步骤四 小结与作业
1. 语言知识小结。教师或学生小结黑板上词汇的基本用法。
2. 布置作业：完成练习1和练习3（p. 3）以及练习3（p. 4）。
3. 收交“学生小组课堂评价学生记录表”和“教师对小组评价学生记录表”录入评价分数。
4. 根据练习册p.46的口语活动，让学生根据表格中的问题，回家采访自己的母亲或祖母，看她们曾经梦想的职业以及实现情况，并作记录。
课件12张PPT。Unit 1 Women of achievement
Period 3
Reading and speakingI. Review1. Review Jane Goodall’s story. Use as many new words from the passage as possible.
behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspire
move off, be outspoken about, lead a busy life, crowd in 2. Check the homework. Share your mother or grandmother’s experiences with your group.
Now Let’s look at the career of somebody who lived at the same time as your grandmother.
ReviewWhat do you know about Lin Qiaozhi?
(a doctor, a specialist in women’s diseases …)
2. Which adjectives could you use to describe her ?II. Pre-readingdevoting, kind, inspiring, respected, clever, …
1. Read for the first time. List three of Lin Qiaozhi’s achievements.
She got a medical training for her career.
She became a specialist in women’s diseases.
She had made sure that about 50,000 babies
were safely delivered.III. ReadingReading2. Find the words or phrases in the text to replace the underlined parts.
I went to all the bookstores of the town to buy the book, but failed. Today, I found it by chance in my friend’s house. (came across)
Last night the heavy rain destroyed the country road and the only doctor in the village had to help a woman to give birth to a baby. (deliver a baby)
After my partner left I tried to continue our work as usual. (carry on)
The book is designed for children. (is intended for)
3. Read again and answer the following questions
by using sentences from the passage.
When did the writer decide to study at a medical
college? (do research on)
How did the writer find the article about Lin Qiaozhi?
(by chance, come across)
For whom and for what purpose did Lin Qiaozhi write
a small book about how to look after babies?
(cut the death rate, be intended for)ReadingWhy was it difficult for Lin Qiaozhi to get medical
training? (generation, be placed second to)
What helped Lin Qiaozhi succeed later on?
(kindness and consideration)
Why do you think the writer chose to study at
medical college? (carry on )
ReadingQualities hard work determinationkindnessconsiderationgentle nature IV. Post-reading
Work in groups to discuss what are the
important qualities a good doctor should have.
2. What do you think of Lin Qiaozhi? Work in groups to think out the adjectives which can describe one’s quality.
hard-working energetic active determined
intelligent fair generous kind
helpful confident brave honest
unselfish devoted educated warm-hearted
modest considerate strong-minded
self-reliant self-respected responsiblePost-reading3. Group work. Use the adjectives to talk about
the great person you admire. Follow the given
outline.Outline:
1) Topic sentence
2) Supporting sentences
3) Examples Post-readingV. Summary and homework1. Remember the following words and expressions.
do research on, by chance, come across, cut the death rate, intend, emergency, generation, kindness, consideration, deliver, carry on
2. Write a composition about the person you admire based on your classroom talk.第三课时 阅读与表达
一、教学内容 Using language: Reading (p.6), Speaking (p.7)
二、教学目标
1. 能力目标
学生能通过阅读获取主要的信息，归纳主人翁的品质。
能掌握描写人物个性与品质的表达方法。
2．语言目标
重点词汇与短语
sickness, intend, emergency, generation, kindness, consideration, deliver
do research on, by chance, come across, cut the death rate, carry on
重点句子
By chance I came across an article about a doctor called Lin Qiaozhi, a specialist in women’s diseases.
Who were the women that Lin Qiaozhi thought needed this advice?
Further reading made me realize that it was hard work and determination as well as her gentle nature that got her into medical school.
三、教学步骤
步骤一 复习
选几位学生复述上节课所学的Jane
Goodall的事迹，尽量多用所学的新词汇。
教师可以再强调一下重点词汇的用法。
让学生拿出课下对自己母亲或祖母的采访结果，小组内进行交流，看看当时她们的职业梦想是什么，并找出相似的困难。小组成员归纳总结。教师找几位同学作汇报。
设计意图：通过回顾Jane Goodall的事迹复习上节课内容。学生在第一节课听力中已经了解了女性求职中的困难。通过采访可以让学生了解自己身边的人的情况，深化所学的知识。本节课要阅读林巧稚如何克服困难取得成功的事迹，读前对作业的讨论可以为接下来的阅读做伏笔。
步骤二 读前
回顾第一课时学到的关于林巧稚的事迹，小组讨论使用什么形容词可以描述林巧稚。
设计意图：通过这两个问题，激活学生所学相关背景知识和语言知识。等到学生阅读完这篇文章，进行口语练习时，再让学生思考还有什么形容词可以描述林巧稚。前后形成对比，促进学生新知识的获得。
步骤三 阅读理解
让学生读第一遍。读之前，布置任务，即要求学生列出林巧稚的三条主要事迹，完成练习3（p.6）。
结对活动。让学生两人一组从课文中找出合适的词组代替划线部分。借助这个活动，提醒学生注意本节课的重点词汇，并学习其用法。
师生合作学习。让学生仔细阅读课文，然后回答下列问题，告诉学生需要用课文中的句子来回答。教师在学生回答问题的同时板书主要生词和短语。学生回答完问题Why was it difficult for Lin Qiaozhi to get medical training? 可以对比之前讨论的自己母亲或祖母所遇到的不平等待遇，更深一步了解林巧稚所付出的努力。
设计意图：第一个练习是训练学生通过阅读获取主要信息的能力。在第一遍阅读之后，学生可能对其中的生词不是很清楚，教师要及时为他们“排忧解难”，这样既能让他们熟悉这些词在文中的使用，同时也能练习在新的语境中的使用。第三个练习是让学生进行第二遍阅读，然后进行深层意义的挖掘，再一次复习文章中的新词汇。
课堂评价。对活动5进行学生小组评价。
步骤四 读后
1. 小组合作学习。思考一位好医生应该具有的品质，并设计成一个网状图，要求学生从课文中找到一些关键词，小组成员之间互相检查。鼓励学生发挥想象力，补充一些词汇。教师在黑板上强调consideration，kindness的名词词缀，简单分析一下构造法，为下节课词汇知识的学习打基础。
向学生提问：What do you think of Lin Qiaozhi? 并让他们思考描述林巧稚个性与品质的词汇。
小组合作学习。小组成员之间用上述形容词轮流描述自己心中的伟人，应用给出的描写提纲。
4. 课堂评价。对活动2和3进行学生
小组评价和教师评价。
设计意图：在学习课文的基础上，通过小组活动归纳描写人物的个性和品质的形容词，然后通过互相描述自己心中的伟人达到应用的目的。同时促进了小组成员之间的合作与探究意识。
步骤五 小结与作业
1. 强调黑板上的词汇要点。
2. 根据课堂上对心目中伟人的口头描
述，写一篇作文。作文内容应该按
照描写提纲展开，包括Topic
sentence—Supporting sentences—Examples。注意：作业成绩记录在“单元课堂作
业效果评价表”中。
3. 收交“学生小组课堂评价学生记录表”和“教师对小组评价学生记录表”录入评价分数。
课件21张PPT。Unit 1 Women of achievement
Period 4
Vocabulary I. Homework checkingShare your writing with our group. Check with each other. II. Word formation
Fill in the chart with a suitable verb or
noun form. Pay attention to the connection
between them. （p.4 Ex. 2）achievementbehaveobservespecialistadvertiseWord formation connectionorganizationinspirearguepermissionWord formation 2. Work in groups to discuss how verbs can be changed into nouns.agree--- move---
appreciate--- examine---
admit--- educate---
tour--- separate----ment -ation -ion -ist agreementmovementappreciationexaminationadmissioneducationtouristseparatistWord formation 3. Can you summarize other suffixes? Give examples if you can.
work--- drive--- advise---
act--- conduct--- sail---
attend---
admit--- attend--- guide---
employ--- train---
address---
read--- cook--- record---
depart --- press--- fail---
-er -or -ant -ance -ee -ing -ureworkerdriveradviseractorconductor sailorattendantadmittanceattendanceguidanceemployeetraineeaddresseereadingcookingrecordingdeparturepressure failure Word formation III. Vocabulary
Work in groups and study the words and expressions. Try to summarize the usages. Then make sentences by yourselves.1. achieve sth (success, goal, aim, purpose, etc)
1) He achieved his ambition of making a robot.
2) Because he was hard-working, he achieved full
marks in the exam.
n. achievement
1) The achievement as a teacher is to show his
students how to learn.
2) A sense of achievement will encourage students to
learn more.Vocabulary2. campaign n. & v.
1) Now we have launched a campaign against
the drug.
2) We should carry on a campaign for protecting the environment.
3) Jody Williams helped found an international campaign to stop the making of landmines.
4) The organization campaigned to protect women’s rights.～ for/against;
～ to do sthVocabulary
3. dressIs the boy old enough to
dress himself yet?
2) The bride was dressed in white.3) She got dressed and went out.
4) Joan of Arc dressed as a man.5) People dress up to celebrate Mardi Gras.Vocabulary 4. put sb/sth to death
All the chicks and ducks were put to death because of bird flu.
5. deliver
1) We deliver the goods to your door.
2) She was delivered of a healthy girl.
3) He delivered a talk on chimps to the society.
Vocabulary 6. behave
1) He behaved well/badly.
2) He behaved himself in public.
well-behaved / badly-behaved
a well-behaved girl
a badly-behaved classVocabulary 7. argue vi.
Yesterday I argued with my father about/over
money.
2) We argued against buying a computer.
3) We argued for / in favour of protecting the world environment.
8. worthwhile
1) A worthwhile experiment
2) Working on the farm is worthwhile.
3) It is worthwhile to print this book.Vocabulary 9. observe v.
1) He observed Tom leaving the hotel.
2) Near the ant hole, you can observe ants take
food back to their hole.
3) He came into the room and immediately
observed that his TV was gone.
4) When driving, we must observe traffic
regulations.Vocabulary 10. lead a … life
Nowadays people lead a happy life.
11. crowd in
Memories of last year crowed in.
12. look down upon/on
Her parents tell her not to look down upon
people without a college education.
Vocabulary 13. intend
1) I don’t intend to wait here all day.
2) I did not intend you to go out.
3) Don’t read the letter. It is not intended for
you.
4) This book is intended for children, not adults.Vocabulary 14. carry on
They ignored me and carried on with their
conversation.
2) They ignored me and carried on talking.
3) It was too noisy to carry on their conversation.
15. refer to
1) He referred to me during their conversation.
2) If you have any problem, you can refer to this book. VocabularyComplete the sentences with the words in
their proper forms.
1) A sense of (achieve) is very important for a student.
2) It is strange that the old lady is (dress) in red.
3) His life (devote) to helping the poor.
4) It is worthwhile (walk) to work every day.
5) The school being built is (intend) for the homeless children.
6) He observed her face (turn) red.IV. Practise
achievementdressedwas devotedwalkingintendedturning 2. Complete the passage.
My neighbour Pat Anderson always shows great ______ and __________to others. One day we had an ________ in our family. My sister Lily was going to ______ a speech at an institute. I ______ to take her there, but our car would not start. I rushed into the street to hire a taxi. Then suddenly I ________ Pat. She was going to hospital, because she feared that she had caught the ______ that was going around the local area. After she heard our problem, she rushed home to get her own car and took us there. The ______ was already in the hall. We were only just in time!kindnessconsiderationemergencydeliverintendedcame acrosssicknessaudienceaudience intend kindness consideration deliver
emergency come across sicknessIV. Practise
V. Summary and homework1. Summarize noun suffixes.
2. Finish Exercises 1 and 3 on page 42.第四课时 词汇知识与应用
一、教学内容 Learning about language: Discovering useful words and expressions (p.4); Using words and expressions (p.42)
二、教学目标
1. 掌握动词变名词的常用后缀。
2. 学会应用本单元的重点词汇和短语。
三、教学步骤
步骤一 作业检查
让学生以小组为单位，互相读一读上一节
课布置的作文，互相修改，然后找几位同学做全班汇报。
步骤二 词缀学习
小组讨论完成练习2（p.4）。了解动词转换成名词的方法之一是加后缀。
小组合作学习。总结练习2（p. 4）中所加的后缀，再给出类似的动词转换成名词的例子。
3. 小组合作学习。归纳把动词转换成名词的常用后缀，教师可以给与补充。
步骤三 学习本单元重点词汇和短语
教师先带领学生学习三个词汇，告诉学生在学习重要词汇时应该注意它的形、音、义、常用搭配和使用环境等。
小组合作学习和师生合作学习。教师把所有的句子事先打印出来发给学生。让学生以小组为单位探究和讨论教师提供的词汇或短语的例子，按照前三个单词的学习方法总结词汇或短语的语义和语用，然后再造句。教师在学生讨论过程中对关键点要给予适当的点拨。
3. 课堂评价。此活动通过小组竞争的方式来完成，教师对小组完成任务的质量依据“教师对小组的课堂评价项目”给予打分。
设计意图：提供学生探究材料，通过小组讨论研究，归纳出词汇和短语的用法，并通过学生造句来加深语用理解，培养学生自我总结和自我归纳的能力。教师利用好课堂评价手段，确保探究活动的效果。有些词汇在前几个单元已经学过，如果教师认为学生已经掌握得较好，在这里也可以不重复。
步骤四 练习和应用
让学生完成词汇填空练习，对学过的词汇知识进行操练和巩固。
步骤五 小结与作业
1. 教师或学生总结动词变名词的常用词缀。
2. 布置作业：完成练习3（p.4）和练习3（p.42）。
3. 收交“学生小组课堂评价学生记录表”和“教师对小组评价学生记录表”录入评价分数。
课件16张PPT。Unit 1 Women of achievement
Period 5
Grammar Choose the correct verb form. Can you summarize the rules?I am/are seventeen.
She is/are sixteen.
There is/are a desk in the room.
There is/are no chairs in it.
John gets/get up at six o’clock every morning.
They has/have not come yet.
What is/are the latest news about the Olympic Games?I. Review主语和谓语在人称上一致1. Compare the following sentences. Note the subject and the verb. Our group are all going to visit them in the forest.
Our group is going to be very tired and dirty by the afternoon.II. Collective nounsCan you summarize the rule?2. More examplesCollective nounsCollective nouns3. Rules.4. In pairs brainstorm six questions using collective nouns. Then join with another pair of students and take turns to ask questions.What does your family do in the summer holidays?
Is there a crowd on an open day?
What does your class …?Collective nouns1. Look at the following sentences.
Note the subjects and verbs.III. PronounsPronounsPronounsPronouns 2. Practise After the talk the audience ________(is/are) to be divided into two groups. One group ________ (is/are) for the very young with nobody older than eighteen. The other group ________ (is/are) for their parents. Both groups ________ (is/are) to discuss the generation gap (代沟). Neither _______ (is/are) sure how well ________ (he/she/they) understand each other. But neither ________ (does/do) they think that it cannot be resolved. All the trouble ________ (seems/seem) to come from misunderstandings. So what ________ (seems/seem) to be most important ________ (is/are) to have an understanding family. It is the same with a team or a company. A football team ________ (plays/play) very well if ________ (it/they) ________ (understands/understand) each other. A company ________ (becomes/become) a big family for the same reason.
isisisareistheydoseemsseemsisplaytheyunderstandbecomesPronounsisare1. Fill in the verbs. Find the rule.IV. Other examples就近原则Other exampleswasisisis Dear Xiaoyu,
I think everyone _____(is/are) settled in London, although
neither the weather nor the food ___ (is/are) good. Either rain or
snow fell every day this week but everybody____ (has/have) tried
to ignore it. My friends and my mother _____ (has/have) visited
almost all the museums in London. None of them ___________
(carry/carries) an umbrella but nobody_____(has/have) let that
affect their activities. We are enjoying ourselves so much that I
wonder if anybody______(want/wants) to come home. This group
of tourists______(love/loves) the culture and _____(is/are)happy in
England and would like to visit London every summer!
See you soon,
Dong Xiaoshun
isishashavecarry/carrieshaswantsloveareOther examples2. Practise.V. Summary of subject-verb agreement rulesRead through the Grammar summary on pages
88-89. VI. Homework
Finish Exercise 2 on page 5 and Exercises 1
and 3 on page 43.第五课时 语言结构知识课
一、教学内容 Learning about language: Discovering useful structures (p.5); Using structures (p.43)
二、教学目标
1. 掌握集合名词、不定代词、并列连词连接的名词、代词等作主语的主谓一致规则。
2. 能够应用主谓一致的知识。
三、教学步骤
步骤一 复习
选出下列句子谓语动词的正确形式。引出本
节课的语言学习任务：主谓一致。
设计意图：学生在以前的学习中对主谓一致已经有了一些认识和了解。这里从最简单的形式入手，让学生归纳学过的主谓一致规则，为进一步的学习做好铺垫。参考课本语法部分p.88主谓一致规则的第一部分。
步骤二 集合名词作主语的主谓一致规则
学生小组讨论和探究下面的例子，思考两句中be动词用法的不同。教师可以找几位学生说一说他们的想法。
设计意图：这两个句子均是课本上的句子，学生比较熟悉，教师让他们思考、探究be动词用法的区别，先不做总结。
学生小组合作，阅读更多的例句，讨论不同主语名词的特点以及动词的用法，归纳集合名词作主语的主谓一致规则。
3. 教师请个别小组发表意见，其他小组做记录，最后教师帮助学生归纳集合名词作主语时的主谓一致的规则。
4. 让学生完成下面的活动，通过造句和互相询
问来运用、操练所学规则。
设计意图：本节课语法学习遵循学生观察例 句——小组探究、归纳规则——教师点拨及总结——学生操练及运用的过程展开，充分发挥学生的积极主动性。
步骤三 不定代词作主语的主谓一致规则
先让学生观察下面代词作主语的例句，注意谓语动词的使用，小组讨论后总结不同
类代词作主语时主谓一致的规律。教师帮助学生归纳。
2. 让学生完成短文填空练习，巩固主谓一致规则。
步骤四 其他情况下的主谓一致规则
1. 教师呈现由neither … nor, not only … but
also …引导的成分作主语的例句，让学生填
写谓语动词。然后呈现由there或here引起
的句子，让学生对比谓语动词。
2. 小组一起讨论、核对答案，总结主谓一致的
规则。
3. 教师找几个小组代表发言，然后总结规律。
设计意图：并列连词连接的名词、代词作主语的主谓一致规则比较简单、明了，可以让学生先完成句子，再讨论规律。同时对比there 或 here引导的句子，找出相同规律，进行对比记忆。通过这两种情况，总结“就近原则”。
4. 教师呈现主语后接修饰语，以及时间、金钱
等复数名词（表示抽象概念）作主语的情况
下的例句，让学生讨论主谓一致的规则。教
师给予点拨。
5. 让学生完成短文填空。进一步巩固练习。
步骤五 总结
让学生独立阅读课本pp.88-89的关于主谓一致的语法总结，从整体上把握规律，巩固所学的语法知识。教师也可以让几位同学进行总结，其他同学补充。
设计意图：在分类呈现不同情况下的主谓一致规律，并做了一定的练习后，让学生通读课本上的总结，可以帮助他们梳理语法知识，有条理地进行强化记忆。教师根据学生实际，可以补充更多的主谓一致的规则。示例如下。
例 句
用 法
The impossible is nothing to him.
(The+adj.) +(单数动词) 表抽象
The rich are not always happy.
(The+adj.) +(复数动词)表示该类全体
A poet and novelist has visited our school.
(n. and n.) +(单数动词)表示同一人物或观点
A poet and a novelist have visited our school.
(n. and n.) +(复数动词) 表示不同人物或观点
What he said is wrong.
单个从句作主语，谓语动词用单数
What he said and did are quite different.
并列从句作主语，谓语动词用复数
When and where you did it is still unknown.
单个从句作主语，谓语动词用单数
Do you know the girl who is talking to the teacher?
引导词指代的单复数决定谓语动词的单复数
Do you know the girls who are playing volleyball over there?
步骤六 评价
课堂评价。根据小组在语法规则讨论中的表现进行学生小组评价和教师评价。 步骤七 作业
完成课本练习2（p.5）。
完成课本练习1和练习3（p.43）。
课件17张PPT。Unit 1 Women of achievement
Period 6
Integrating skills
1. Look at the picture on page 41 and read
through Exercises 2 and 3. What can you
predict about the listening?
I. Listening 2. What questions can you add?Joan’s country:_____________________
Her reason for fighting:______________
Her enemy:________________________
How did Joan help?__________________I. ListeningJoan of Arc (1412-1431), French
A countryside girl
Dressed as a male soldier
Helped drive the English out of France
Caught and put to death by the English Information sheet3. Listen to Part 1 and finish Exercise 2.Joan’s country:________________________
Her reason for fighting:_________________
Her enemy:___________________________
How did Joan help?____________________FranceTo drive the English out of FranceThe EnglishShe joined the French army.Listening 4. Listen to Part 2 and finish Exercise 3.
1) That’s because she ______ God had sent her. She had many good ideas and the French soldiers ______ her.
2) The English soldiers were very ______. They caught Joan and the Church said that she had not ______ as a woman should. So they ______ her.
3) Much ______ they ______ that she was ______ for her country. The Church made her a saint.thoughtfollowedangrybehavedkilledlaterunderstoodfightingListeningII. Talking1. Which Chinese woman in the past also disguised herself as a man to join the army?
2. Compare Joan of Arc and Mulan.
bravedeterminedwarm-heartedFrenchChineseunluckyluckydevoted confidentTalking3. Read the questions in pairs. You can make up more questions.Why do you admire her?
What did she do to impress you most?
How would you describe her?
Why did she choose to join the army?
Was she successful? What happened to her later?
Can you give an example to show …?
Talking
4. Make up a short
dialogue in pairs.
S1: Do you think that Joan
of Arc was like Mulan?
S2: Well, I suppose she was
in some ways. They
were both brave,
weren’t they?
S1: Yes, but I admire Mulan
more.
S2: What did she do to
impress you?
S1: …
TalkingIII. Listening Task
1. Before Listening. We are going to listen to a dialogue between Ding Lingyu and Ms Jody Williams about the latter’s work to ban landmines.
1)What does ICBL mean?
2)Why are landmines dangerous? What
can landmines do to people?
International Campaign to Ban Landmines2. Listen to Part 1 carefully and take notes. People were killed by landmines.To stop the making or use of landmines.To help remove landmines more quickly.3. Listen to Part 2 and fill in the blanks.
The Oslo Agreement of __________ stopped the __________ and __________ of landmines. __________ countries signed it and __________ countries agreed to make it part of there __________. We felt so happy and proud.1997makinguse18181laws2) Jody Williams and ICBL have __________ an
even greater __________ since then. It was the
Nobel __________ Prize in __________.
receivedhonourPeacethe same year/1997IV. Reading Task1. What do you know about Elizabeth Fry?
A QuakerHelped improve prison conditions and gave prisoners work and educationHelped the Quakers get the Nobel Peace Prize in 19472. Skim the reading about Elizabeth in five minutes and finish Exercise 1.
1) The women ________________________.
2) They had no ___________________________________.
3) The children ___________________________________.
Notes on English prisons in the19th centurywere treated like animalsbeds, clean clothes, food or heatingborn in prison had to stay there and had no chance of an educationReading TaskWhat did Elizabeth do about the problems?Elizabeth Fry’s actions to change the conditionsShe taught the women to sew, knit and make goods to sell.
She provided food, clean clothes and straw for beds.
She began a prison school for the children.Reading TaskV. Homework
1. Remember all the new words and phrases in
Unit 1. 2. Finish Exercise 2 on page 45.
3. Think about a special woman you admire and
look for some information about her.第六课时 听、说、读综合课
一、教学内容 Listening and talking (p.41); Listening task (p.44); Reading task (p.44)
二、教学目标
1. 学生能根据图片和已知信息预测听力内容，并在听的过程中抓住关键信息，学会记笔记。
2. 学生能够熟练使用描述人物的形容词，并能用英语描述人物之间的不同之处。利用交际策略，互相提问，维持谈话。
3. 学生能够在阅读中抓住主要段落，注意连接词的使用。
三、教学步骤
步骤一 听
1. 听前。让学生看图片，注意图中人物的衣着。然后读一读练习2、3提供的信息，对听力内容进行预测。
2. 呈现练习2的表格，让学生结合图片和第一课时学到的关于贞德的信息，说说他们能够预测的内容。学生们可以发挥想象力，为该表格再设计几个问题，以便带着问题去听。
提示：
1）根据图片可以预测到：The girl in the picture is dressed as a soldier and holding a flag, so she may fight for a country.
2）根据练习可以预测到：There was a war between France and England. Joan was from France and she dressed as a man. She was caught by the English soldiers. Later the Church made Joan a Saint.
3. 让学生听第一部分，完成练习2的表格。在这一步，要提醒学生做好笔记。介绍做笔记的策略：如用某些字母代替听力材料中常常提到的人物和事物（这里可以用J代替Joan of Arc，用F代替French soldiers， 用E代替English soldiers）。并告诉学生做笔记的方法是因人而异的，关键是养成习惯和建立自己的风格。
4. 让学生听第二部分，完成练习3。提醒学生在听前猜测空格处的单词或词性，在听的
过程中抓关键词。
5. 师生核对答案。
设计意图：由于在第一课时了解过圣女贞德，这个听力活动本身并不难，教师可以让学生充分利用图片和练习给出的信息做预测，并发挥想象力对听力内容提问题，一方面可以培养学生的预测能力，激发学生听的欲望，另一方面可以培养学生主动思考的习惯。
步骤二 讨论活动
1. 提出问题Which Chinese woman in the past also disguised herself as a man to join the army?
引起学生思考。大部分学生应该马上就能想到中国的花木兰。
2. 让学生对比贞德和木兰，突出她们的相似点。
3. 综合学生用书第7页和练习册第41页的问 题，呈现给学生，也可以鼓励学生自己提出
问题。为下一步的结对谈话作准备。
4. 学生两人一组，就两位女英雄编对话，教
师提供范例。
设计意图：这个步骤属于语言的输出阶段。关键要为学生铺平道路，首先提供词汇帮助，然后为学生的交际活动提供谈话内容（学生利用问题可以维持谈话），然后再布置任务，让学生自编对话，范例可以告诉学生怎样利用前两步的词汇和问题。这样设计可以进一步巩固前几节课中学过的功能项目Describing people。
步骤三 听的任务
1. 听前。教师告诉学生：We are going to listen to a dialogue between Ding lingyu and Ms Jody Williams about the latter’s work to ban landmines.让学生对听力的主要内容有准备。然后组织小组讨论问题。根据学生实际，教师可以提前讲解或提示听力中涉及的生词，如ICBL, landmine, remove等。
听第一部分。让学生完成练习2。教师提醒学生听之前先看表格中的问题，以便在听的过程中抓住关键信息。
听第二部分，完成练习3。提醒学生在听前猜测所填单词或词性，在听的过程中抓关键词。
根据学生实际，再听一遍全文。听后师生核对答案。
课堂评价。对听力活动进行学生小组评价和教师评价。
设计意图：本节课的目标之一是听的过程中抓住关键信息，学会记笔记。这项技能在第一个听力练习中得到了训练，为了巩固效果，建议利用本单元的Listening Task继续操练。对于该部分的其他练习，老师可以根据学生的水平和课堂时间自行安排。
步骤四 快速阅读
先让学生回忆一下Warming Up部分所了解
的Elizabeth Fry的信息。猜测文章的大体意
思。
让学生先看练习1（p. 44）中的表格，有目的地去阅读。
给学生5分钟快速阅读文章，完成练习1的表格。在这个环节，可以教授学生速读的一些策略：如抓住主要段落和主要信息。在本篇文章中，第二段是主体段落，学生应该把阅读精力放在这一段。带着问题去查找答案。
师生核对答案。教师选几位学生说说他们如何快速找到有关Elizabeth Fry’s actions的信息，引导学生注意连接词（first，later）的使用。
设计意图：每篇文章都有主体部分，如果阅读目的是为了查找信息或解决某个问题，没有必要每一部分都看到，通过这样的阅读，训练学生根据主题和目的分辨主体部分和次要部分。再者，连词是作者组织篇章的手段之一，可以帮助读者把握文章的脉络。通过连词的使用把握行文逻辑可以有效地提高阅读速度。教师应注意及时帮助学生总结、归纳快速阅读的技巧。
步骤五 作业
记忆该单元的所有课标词和词组。
完成阅读练习2（p.45）。
思考自己最崇拜的一位女性，查找该
女性的资料，为下节写作课做准备。
课件16张PPT。Unit 1 Women of achievement
Period 7
Writing and summing up
Review the three passages we have read.
Think about:
what we can write when introducing a person;
how we shall organize an article about a person.I. Lead in
2. Talk about a great woman you admire.Lead in
1）personal information
2）personality and quality
3）things she/he has done
4）evaluation from other peopleII. Summary1. Possible content:2. Possible ways to write the article:
Part 1: an introduction of the person
Part 2: supporting details
1) characters
2) achievements
Part 3: a conclusion
1) what you think of him/her
2) how people view him or herSummary
Introduce a person bravedevote … tohelpfulgentle generousdetermined3. Description and evaluation vocabularyhard-working Summary
4. Writing TipWhen you are writing about somebody’s life, choose an interesting example that shows the person’s character.(p. 8)Examples speak louder than words.Summary
5. Sayings & proverbsReading for fun (p.8)
You have to believe in yourself. That’s the secret of success. (Charles Chaplin)
人必须相信自己，这就是成功的秘诀。 （卓别林）
It is no use doing what you like; you have got to like what you do.
(Winston Churchill, British prime minister)
不能爱哪行才干哪行，要干哪行爱哪行。 （英国首相丘吉尔）
It is at our mother’s knee that we acquire our noblest and truest and highest ideas, but there is seldom any money in them. ( Mark Twain)
就是在我们母亲的膝上，我们获得了我们的最高尚、最真诚和最远大的理想，但是里面很少有任何金钱。
The important thing in life is to have a great aim, and the determination to attain it. (Johan Wolfgang von Goethe, German poet and dramatist)
人生重要的事情就是确定一个伟大的目标，并决心实现它。(德国诗人、戏剧家歌德 )
Summary
III. Writing15 minutes2. Look at your first draft. Is your title attractive?
Have you given an introduction to your heroine in the
1st paragraph?
Have you listed her achievements in the 2nd paragraph?
Have you mentioned her qualities in the 2nd paragraph?
Have you written one or two examples to support your
idea?
Do you have a conclusion in the 3rd paragraph?
Writing 3. Peer-editing. Has your partner expressed his/her idea clearly?
Has he/she spelt all the words correctly?
Is his/her grammar correct?
Has he/she used punctuations correctly?
Has he/she used the adjectives and phrases you
learned in the unit to describe the heroine?
Writing4. Complete your draft.WritingIV. Summing UpFrom this unit you have learned
useful verbs:
useful nouns:
useful adjectives:
useful expressions:
a new grammar item:
1. Choose the right answer for each sentence.
1）The club __________ a bigger room for their meetings.
A. needs B. need C. is needing D. have needed
2）This team __________ a goal this year.
A. hasn’t scored B. haven’t scored
C. doesn’t score D. don’t score
3）The audience __________ in a variety of ways, some in suits
and dresses, some in jeans.
A. dresses B. dress C. is dressed D. are dressed
4）It is reported that the police __________ the murderer.
A. catch B. catches C. have caught D. has caught
5）The whole family __________ to visit us soon for Christmas.
A. are coming B. is coming C. have come D. has comeBBDCASumming Up6）Martin said neither his wife nor his children __________ come with him to the exhibition.
A. plan to B. is planning to C. plans to D. has plans to
7) Two-thirds of what the chairman said __________ true.
A. were B. are C. was D. seem
8) In her essay, she said that the main reason she came to this country __________ its attractions.
A. are B. have been C. was D. were
9）Every boy and girl __________ the book and they each __________ to buy one.
A. like, wants B. like, want C. likes, want D. likes, wantsACCCCSumming Up2. Fill in each blank with a word in the correct form to complete the sentence. The first letter has been given.
1) His great a______________ is to have made the players into a united team.
2) There is a c______________ between pollution and the death of trees.
3) I want you both to be on your best b______________ at Grandad’s.
4) Art classes help develop children’s powers of o______________.
5) The town provides a wide choice of e______________.
6) It was very c______________ of you to let us know you were going to be
late.
7) I______________ by the sunny weather, I decided to explore the woods.
8) I never i______________ things to turn out the way they did.
9) It was o______________ that 40 percent of patients had high blood
pressure after a serious operation.
10) She s______________ her family by teaching evening classes. chievement onnection ehaviour bservationntertainment onsiderate nspired ntendedbserved upportsSumming Up第七课时 写作课和总结课
一、教学内容 Using language: Writing (p.7), Summing up (p.7)
二、教学目标
1. 学生能够掌握人物介绍类作文的基本写作方法和写作策略。
2. 学生能写人物介绍类的短文。
3. 小结本单元内容。
三、教学步骤
步骤一 导入
1. 教师结合本单元已经阅读过的三篇文章，询问学生人物介绍类作文的写作内容和格式。
学生自己通读、回顾一下所学文章，独立思考问题。
小组讨论，题目是Which great woman do you admire? 让学生根据自己课下的思考和查找的信息，互相交流。
设计意图：通过已经学过的阅读范例，让学生回顾如何介绍人物（著名女性），同时鼓励学生给出自己的构思。学生在写作之前应该学会收集素材，通过这些素材，形成自己的观点。
步骤二 归纳写作要点
1. 学生进行小组交流，收集观点。
2. 教师抽查小组代表进行汇报，帮助归纳人物介绍类作文的内容和写作格式。
3. 通过蜘蛛网图或其他形式，总结本单元已
经学过的描写人物（女性）特征或评价人物
的词汇。鼓励学生进行适当拓展。
4. 教师可以提供一些关于工作、奋斗、理想
等的名人名言，供学生在写作时选用。可以
参考课本p.8的名人名言。提醒学生在写作
中适当引用一些名人名言可以使文章更生
动，更有说服力。
设计意图：本单元的写作围绕著名女性的介绍展开。让学生动笔之前，先对如何介绍人物进行讨论和归纳，帮助学生整体上把握写作的内容和必要格式。同时对所学的描写以及评价女性的词汇进行复习，为接下来的写作做准备。
步骤三 写作
1. 根据小组讨论和师生共同总结，给学生15分 钟进行独立写作。
2. 指导学生进行第一次修改，这次修改重点在内容上。
3. 然后让学生小组活动，互相修改（peer-editing），这次修改重点在语言表达上，包括拼
写、语法、标点等。
4. 最后让学生各自修改，完成自己的创作。
5. 教师选取两三篇优秀作品，在课堂上展示。
设计意图：通过学生小组合作学习和师生互动，分别从写作内容、写作逻辑、写作技巧等方面进一步了解如何写人物介绍类作文。写后通过小组合作互相改错、互相欣赏美文美句，有助于调动学生的积极性，培养互助学习的意识。
步骤四 总结
先让学生总结通过本单元的学习，自己学到了哪些新知识，有哪些新的收获。
再给学生布置一些练习题，课上完成，复习巩固本单元的语言知识。
步骤五 小结与作业
1. 小结介绍人物类作文的写作内容、行文方法和写作技巧。
2. 修改并完成课堂所写的作文。注意：作业成绩记录在“单元课堂作业效果评价表”中。
步骤五 作业
教师可以根据学生的实际情况，布置课本以外的作业。
