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1、Unit 1 Women of achievement 1 Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote . tob. Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals
2、in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2. we see them go to sleep together in their nest for the night. P22 Ability goals 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 pe
3、rson did, what she/he looks like and so on.3 Learning ability goals Teach Ss how to describe a person.Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a g
4、reat success?2) What should we learn from Jane Goodall?Teaching difficult points Let everyone believe that all of us can become Jane Goodall.Teaching methods Inspiration, Questioning and Discussion.Teaching aids A computer, a projector and a recorder.The first period readingProceduresStep I. Warming
5、 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 at the
6、 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 woman
7、of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give 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 I shall ask six of yo
8、u at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?Well done! Next lets have Ju Xiaohong do the second one. Step II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and the ti
9、tle 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 that helped you to make the predictions. (Key: From the photos and title I guess that the text tells about a woman scientist who is working in Af
10、rica to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to s
11、tand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped 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 s
12、et up for them. )Step III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. 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 t
13、wice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragr
14、aph. You may find it either at the beginning, the middle or the end of the paragraph. (Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the re
15、st of the world understand and respect the life of these animals.)4. 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 these animals for many yearsSpent many years observing and recording the
16、ir 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 Working with animals in their own environment5. Reading and understanding difficult sentencesAs you have read the text times, you
17、can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussionDo
18、 you agree with Janes ideas? Why or why not? (Key: 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: I think
19、the best way is to understand and respect 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 board. You are to retell the story of Jane Goodall acc
20、ording to these words. (Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for, set up special places) The second period Learning about LanguageAimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions
21、.To help students discover and learn to use some useful structures.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates. Step II. Learning about grammar1. Reading and think
22、ingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences. (For reference: Our group are, Watching a family of chimps is, Nobody before has fully understood)2
23、. Doing exercises No. 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plur
24、al verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter. Step III. Ready used materials
25、 for Subject-verb agreementWe all know these meanings of agree, but when we talk about subject-verb agreement, were talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy p
26、lays. When you have a plural subject, you must have a plural verb form: The boys play.In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When its wrong , it just sounds funny. However, there are four potential problem spots that you need
27、to watch carefully:Reversed sentence orderThe normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):o There are snacks on the laundry-room table. o Where are they? o On the table are the goodies! See how the subjec
28、t comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldnt blunder into mistakes when writing reversed-order sentences.-body, -one, and -thing wordsThe correct term for these words is indefinite pronouns, but if you remember them as -body, -one, and -
29、thing words, youll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:1. Everyone
30、 is going on a picnic. 2. Each of the boys is taking his own lunch. 3. If anyone drops something to eat, Ill grab it before he can pick it up. You shouldnt have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always s
31、ingular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:o Either the mailman or the construction workers are causing
32、 Peggy to bark like crazy. o Neither the dogs down the street nor the one next door pays any attention. Compare this with the following: o Either the construction workers or the mailman is causing Peggy to bark like crazy. o Neither the one next door nor the dogs down the street pay any attention. I
33、V. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.The third period Using Language (A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.
34、ProceduresStep I. Warming upRead aloud to warm up: Lets warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME. Step II. Guided reading1. Reading and translatingRead the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do par
35、agraph 1, please. .2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article. 4. ListeningF
36、or listening turn to page 7 and be ready to do exercises No. 1, 2 and 3. 5. ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing 1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue bet
37、ween Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. 2. Writing a descriptionTurn to page 8 and follow the direction to write a description of a womans character. You may use the information, structures and expressions from the unit. Step IV. Further applying Finding i
38、nformationGo to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning. Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and ho
39、pe. Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.Step V. Closing downClosing down by filling a formMake use of the text and others to fill in form. Lin Qiaozhis life historytimeplaceeventClosing down b
40、y describing a personTo end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first? The fourth period ListeningStep 1 Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of themStep 2
41、 ListeningListen to the tape and do the true or false exercises1. Girls often leave school earlier for family reasons. 2. When there is very little money, the school often prevents girls from training. 3. Girls dont have a chance to run a company. 4. When women have children, they have to stop work.
42、 5. Men have more chances to get to the top of their career than women. 6. Men can do whatever they like. Then ask them to answer the questionWhat three problems do women have which do not apply to men? Step 3 Listening textHand out the listening materials to the students , Listen to the tape and as
43、k them to complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman: Joan of ArcAsk the students to listen to the tape and Answer the questions 1.
44、Why did Joan have to dress up as a man to become a soldier? 2. Why did the Church not like Joan acting as a man?3. Why did France not win a war against the English before Joan became a soldier? 4. Why did Joan help the French army to fight better even after her death?5. How was she honoured after he
45、r death?At last show them the listening material and get some students to read it Unit 2 Working the land Teaching aims:1. Target Languagea.Words and phrasessunburn, struggle, super, expand, circulate, equip, export, rid . of, be satisfied with, lead a . life, search for, would rather, thanks to, wi
46、th the hope of, rather than b. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goals Enable Ss to learn more about agricultur
47、e, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problemstarvation. So after reading the passage about Dr Yuan students will know the importance of
48、 his achievement to man. Of course they will learn from Dr Yuan some noble character.3. Learning ability goals Help Ss learn how to describe Dr Yuan Longping including his personality.Teaching important points a. Help to comprehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the