资料简介
Period1 ReadingTheGeneralIdeaofThisPeriodThisperiodincludesWarmingup,ReadingandComprehendingoftheReading.ItintroducesadayofJaneGoodallandhercolleaguesintheforests,observingthechimps.AfterreadingthepassagethestudentscanknowaboutJaneGoodall’sworkingmethods,hergreatachievementsandherattitudetowardswildanimals.Readingthepassage,thestudentscanalsolearnsomereadingstrategiessuchaspredicting,skimminganddrawingconclusions.TeachingImportantPointsHelphestudentstocomprehendthestoryofJaneGoodall’sprotectingtheAfricanwildlife.GetthestudentstolearnfromJaneGoodall’sstoryandcometotheideathatgreatpersonalityisofimportancetoone’ssuccess.Learnandmastersomeimportantwords,phrasesandsentencepatternsinthisperiod.TeachingDifficultPointsGetthestudentstocomprehendthestoryandunderstandwhatJaneGoodallhasdonetogaintheachievements.Getthestudentstobelievethatone’spersonalityaswellasluckandabilityisimportanttoone’ssuccess.TeachingMethodsPredictingtoguessthecontentofthepassage.Skimmingtogetthegeneralideaofthetext.Scanningtogetdetailedinformationandgettounderstandthepassagebetter.Task-basedactivitiestogetthestudentstocomprehendthepassageandbeabletodebateaboutwhetherwomencandoabetterjobthanmen.TeachingAidsAtaperecorderAmultimediacomputerThreeDimensionalTeachingAimsKnowledgeandSkillsEnablethestudentstocomprehendthestoryofJaneGoodall’sprotectingtheAfricanwildlife.EnablethestudentstolearnfromJaneGoodalltotreatanimalsinahumanwayandcometotheideathatgreatpersonalityisofimportancetoone’ssuccess.Learnsomeusefulwordsandexpressions:achieve,achievement,condition,welfare,connection,behave,behavior,worthwhile,specialist,observe,observationargue,inspire,support,devote...to,etc.Learnsomesentencepatterns:Watchingafamilywakeupisourfirstactivityoftheday.Onlyafterhermothercametohelpherforthefirstmonthswassheallowedtobeginherproject.ProcessandStrategiesGroupworktoencouragethestudentstoparticipateinclassactivities.Fastreadingtomakethestudentsgetthemainideaofthepassage.FeelingsandValueForfortyyearsJaneGoodallhasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseanimals.Peoplewilldosomethingthatcansatisfytheirfeelingsandmakeabetterworld.TeachingProceduresStep1Lead-in1.Greetthestudents.T:Goodmorning/afternoon,boysandgirls!Ss:Goodmorning/afternoon,Miss./Mr...,2.Introducethetopicofgreatwomen.1)Showsomepicturesofwomenforthestudentstoguesswhotheyareandtellwhethertheyaregreatwomenornot.T:Doyouhaveidols?NowIwouldliketoshowyousomepicturesofwomentoseewhethertheyareyouridolsandtrytotellmewhethertheyaregreatwomen.Showsomepicturesofsomefamouspeople.Thestudentsmightbeveryexcitedtoseethepictures.Theywilltelltheirnamesandthereasonswhytheyaresofamous.Buttheywillhavethesamepointofviewthattheyarefamousandimportantbuttheyarenotgreatwomen.2)Getthestudentstohaveadiscussionaboutthequalitiesneededtobeagreatwoman.T:Althoughtheyaresofamousandimportantinacertainfield,theyarenotgreatwomen.Sowhatdoyouthinkisneededinordertobeagreatwoman?(Givethestudentstwominutestodiscussinpairs.)T:Nowwhatdoyouthinkisneededinordertobeagreatwoman?Whowouldliketosharetheopinionswithus?S:Letmehaveatry.Inmyopinion,agreatwomanshouldbeintelligentandhard-working,otherwiseshewillnotachievehergoals.S:Ithinkagreatwomanshouldbedeterminedandconsistent.Becausesometimesshemightcomeacrossalotofdifficultiesbeforeherideaandinventionareacceptedbythepublicorotherspecialists.Ifshecan’tsticktoheropinion,shemayfailinachievinghergoals.S:Accordingtome,Ithinkagreatwomanshouldbemodestandresponsible.Idon’tthinkanarrogantandirresponsiblewomanwillbecomeagreatwoman.Otherstudentsaddtheiropinions.T:Iagreewithallofyou.Butinmyopinion,mostimportantlyagreatwomanshouldbeunselfishandwillingtosacrifice.Otherwisetheywillnotovercomedifferentdifficultiesandmakegreatcontributionstohumansandoursociety.Doyouthinkso?Ss:Yes.3)Talkaboutgreatwomen.T:Nowcanyounamesomefamouswomen?S:IthinkMadamCurieisagreatwoman.Shediscoveredradium(镭)withherhusbandandmadegreatcontributionstothefieldofscienceandalsooursociety.ShewontheNobelPrizeforChemistryandPhysics.T:Good.Whoelsewouldliketoexpressyouridea?S:IthinkMotherTeresaisagreatwoman.SheworkedinIndiatohelpthepoor,tookcareofthedisabledpeopleandwontheNobelPeacePrizein1979.(Someotherstudentsexpresstheiropinions.)T:NowIwouldliketoshowyousomemorepicturestoseewhetheryouknowthemandtheirachievements.T:Whoisshe?Ss:SongQingling.T:Whocansaysomethingaboutherachievements?S:ShewasthevicepresidentofPRCandsheworkedforwomenandchildrenwelfareactivities.,T:Good.Whataboutthisone?Ss:SheisJoanofArc.S:ShelivedatthetimewhenBritishandFrancefought“theHundredYearsWar”.SheencouragedthekingcrownedandshowedtheFrencharmyhowtowinthewar.ShewasadmiredbytheFrenchpeople.T:Good.Whatabouther?Ss:JodyWilliams.T:Whataboutherachievements?S:In1972shebegantoorganizeICBL(theInternationalCampaigntoBanLandmines)andJodywasGiventheNobelPeacePrizein1997forherwork.T:Andshe?Ss:ElizabethFry.S:ShespentmostofherlifehelpingtoimprovetheprisonconditionsinBritain.ShefirstvisitedNewgatePrisoninLondon1812andin1816beganherprisonschoolinNewgatePrison.In1818shetalkedtotheleadersofBritainaboutlifeinprisonandpersuadedthemtomakethe1823NewPrisonAct,whichagreedtospendmoremoneyonprisoners.Besides,shepublishedabookaboutwhatshehadseeninmanyprisons.ShewontheNobelPeacePrizein1947.T:Good.Whataboutthiswoman?Ss:SheisLinQiaozhi.S:SheisChinese.Shedevotedallherlifetogynaecologyandobsterics.Sheremainedsingleallherlife.Evenwhenshedied,sheleftherbodyformedicalresearch.T:Soweareveryproudofher.Whataboutthefollowingone?,Ss:SheisJaneGoodall.T:Howmuchdoyouknowabouther?S:ShespendshertimeprotectinganimalsinSouthAfrica.T:Good.Theyallmadegreatcontributionstoourworldandinspireus.Soweshouldadmireandlearnfromthem.(Getthestudentstoreadtheinformationofthesixwomentogether.)Step2PredictingGettheSstoreadthetitleandpredictthemaincontentofthepassage.T:Todaywearegoingtolearnaboutoneofthegreatwomen.BeforethatIwouldliketoshowyousomepictures.T:Whatcanyouseeinthepicture?Ss:Awomanandananimal.T:Whoisthewoman?Ss:JaneGoodall.T:Whatistheanimal?Ss:It’sachimp.T:Whatisshedoing?Ss:Sheiskissingthechimp.T:Ifyoumeetachimpintheforest,willyoudothatlikeJaneGoodall?Ss:No.T:(smiles)Whataboutthispicture?Ss:Sheisshakinghandswithasmallchimp.T:Willyoudothatlikeher?Ss:No./Yes.T:Andthis?,Ss:Sheishuggingthechimpandimitatingitswayoftalking.T:Willyoudothat?Ss:Yes./No./Maybe.T:Whataboutthesepictures?Ss:Sheiswatchingthechimpwithgreatinterest.T:Whatdoyouthinkwhenyouseethepictures?Ss:Admireherforhercourage.T:Doyouknowwherethephotosweretaken?Ss:No.T:TheyweretakeninGombeNationalParkinEastAfrica.T:Nowlet’shavealookatthetitle—AprotectorofAfricanwildlife.Afteraglanceatthetitle,whatdoyouthinkthepassageisabout?S:IthinkthepassageisabouthowJaneGoodallprotectedthewildlifeinAfricaandherachievements.T:Dodoyouagreewithher?Ss:Yes/No.T:Let’sreadandfindoutwhetheryouarerightorwrong.Step3SkimmingtogetthegeneralideaGettheSstoreadthepassageandfindtheanswerstothefourquestions(twominutes)andtrytosumupthegeneralideaofthepassage.1.Whoistheprotector?2.Whatanimalswereobserved?3.WhendidJaneGoodallarriveinGombe？Howoldwasshe?4.Whatwasthepurposeofherstudy?T:Nowwhocananswerthefirstquestion?Whoistheprotector?S:1.JaneGoodallistheprotector.T:Good.Whataboutthesecondone?Whatanimalswereobserved?S:2.Chimpswereobserved.T:Thethirdone?WhendidJaneGoodallarriveinGombe？Howoldwasshe?S:3.ShearrivedinGombein1960whenshewas26.T:Verygood.Andthelastone?S:4.Herpurposewastohelptherestoftheworldtounderstandandrespectthelifeofthechimps.T:Goodjob.Whataboutthegeneralidea?S:ThepassageismainlyabouthowJaneGoodleworkedwithchimpsintheirenvironmentandhelpedpeople,understandandrespectthelifeoftheseanimals.T:Wonderfuljob.Sodidyougettherightprediction?Ss:Yes.Step4MainideasGetthestudentstoreadthewholepassageandsumupthemainideaofeachparagraph.Atthesametime,instructthemthewayoffindingorsummingupthemainidea.T:Nowwehavearoughideaaboutthepassage.HowwillthewriterintroduceJaneGoodall’sstorytous?Howwillsheorganizethepassage?Iwouldlikeyoutoreadthestorycarefullyandsumupthemainideaofeachparagraph.Howcanwesumupthemainideaeasily?S:Trytoseewhetherthereareanytopicsentences,whichareusuallyatthebeginningortheendofaparagraph.Iftherearenotanytopicsentences,trytosumupthemainideaaccordingtothecontentoftheparagraph.T:Good.Nowreadthepassageandtrytofindoutthemainideas.(after4minutes)T:Howmanyparagraphsarethereinthepassage?Ss:Four.T:Whatarethemainideasofthem?S:1.ThefirstparagraphisaboutadayintheCombeNationalPark.S:2.ThesecondparagraphtellsusJane’swaytostudychimpsandherachievements.S:3.Thethirdparagraphtellsusherattitudetotheanimals.S:4.Thelastparagraphisashortsummaryofthewholepassage,tellingusthatshehasachievedeverythingshewantedtodo.T:Wonderfuljob.Step5ScanningGetthestudentstoreadthewholepassagetogetsomedetailedinformation.T:Nowwehaveformedanoverviewofthewholepassage.NextIwouldlikeyoutoreadandgetmoreinformationaboutJaneGoodall.Pleasetrytofindouttheanswerstothefollowingquestions.Iftherearesomesentencesthatyoucannotunderstand,putthemdownandweshallsolveyourproblemslater.1.Whatdidthegroupdointhemorningintheforest?2.WheredidJaneGoodallsuggestthatthechimpsbeleft?3.Whatdidsheachieve?T:(fourminuteslater)Nowwhocananswerthequestions?S:1.Theywatchedthechimpswakeupinthemorningintheforest.S:2.Shesuggestedthechimpsshouldbeleftinthewild.S:3.Shediscoveredthatchimpshuntandeatmeat,howchimpscommunicatewitheachotherandworkedouttheirsocialsystem.(Notallthestudentscanfindtheanswertothethirdquestion,orsomeofthemcanonlyfindpartoftheanswers.Theteachershouldinstructthemthewayoffindingthemaccurately.Firstgetthemtofindthepossiblesentenceswheretheanswerlies—“Forexample,onethingshediscoveredwasthatchimpshuntandeatmeat...Shealsodiscoveredhowchimpscommunicatewitheachotherandherstudyoftheirbodylanguagehelpedherworkouttheirsocialsystem.”Remindthemtopayattentiontothetransitionalwordslike“onething”,“also”and“and”.)Step6Competition(TrueorFalseconsolidationexercises)Dividethestudentsintofourgroups.Eachstudenttriestotellwhetherthestatementsaretrueorfalseassoonaspossibleinordertogainpointsfortheirgroup.Ifhetellstherightanswer,heshallgetonepoint.Ifthestatementiswrongandhecantellthereason,hegetsdoubleofthepoint.Thegroupthatgetthehighestpointsshallbethewinnersandgetsomeprizes.1.Withuniversitytraining,shehasachievedwhatshewanted.,2.Thechimpsshowloveintheirfamilybytalkingwitheachother.3.Shehopesthatchimpscanbeleftinthezoo.4.Shesupposesthatpeopleshouldnotusechimpsforentertainment.5.Shehasspentmorethanfortyyearshelpingpeopleunderstandherwork.6.Shehasnotbuilthomesforthewildanimalstolivein.KeyS:1.False.Becauseshedidnotstudyatauniversitytogetanyuniversitytraining.Sheachievedwhatshewantedwithoutgettinganyformaluniversitytraining.2.False.Thechimpsshowlovetoeachotherbyeitherfeedingorcleaningeachother.3.False.JaneGoodallhasarguedforthechimpstobeleftinthewildandnotusedforentertainment.4.True.5.True.6.False.Becauseshehassetupspecialplaceswherethechimpscanlivesafely.T:Goodjob.SowecanseeyouhaveagoodunderstandingofJaneGoodall’slife.DoyouthinkJaneGoodallwasbravetogoandliveintheforest?Ss:Yes.T:Wouldyouhavedonewhatshedidifyouhadthechance?Sssharetheirviews.T:WhatcanwelearnfromJaneGoodall?S:Weshouldshowtruelovetoothers,aswellastoanimals.Everythingisequal,nomatterwhattheyare.Itisn’tbecausewearehumanbeingsthatwearesuperiortotheanimals.Wedon’thavetherighttocontroltheotherlivingthingsontheearth.Theyareourfriendsandrelatives.Theonlydifferenceisthatwehavedifferentappearancesanddifferentintelligence.Onlyifweshowtruelovetowardsthemcanwemaketheworldabetterone.S:Iadmireherforherbeliefandpersonality.Step7StoryretellingDividethestudentsintogroupsoffourandgetthemtochooseaslipofpaperonwhichtheircharactersaredesigned(forexample,supposeyouareJaneGoodall/JaneGoodall’scolleague/JaneGoodall’smotheretc.).Getthemtodiscussandretellthepassage.Trytodescribewhatshethinks.Amongthefourstudents,oneshouldbechosentomakearecordandgiveareport.Step8Languagepointsfocus1.Thestudentsraisequestionsaboutthepassageandtheotherstrytoanswerthequestions.Whennecessary,theteacherhelpstoillustrate.2.Thestudentsfindtheimportantwords,phrasesandstructuresfromthereadingandtheteacherexplains.Trytouseeffectiveexamplestoillustratethepoints.Afterillustration,teachercangivethestudentssomeexercisestoconsolidatetheirunderstanding.Step9DebateAftertheexplanationofthelanguagepoints,thestudentshavegotthetotalunderstandingofthereadingtext.Thentheteacherdrawsthestudents’attentionbacktothetextandputsforwardatopicforthemtodiscuss.Dividethestudentsintotwogroups—boysandgirlsandletthemdebatewitheachotheraboutthetopic:Womenareabletodomorethanmen.Thegirlsarefortheideawhiletheboysareagainsttheidea.Eachgrouptriestothinkofasmanyargumentsaspossibletodefeattheotherside.Aftertheirdebate,getsomestudentstogivetheirreportfortheirgroups.Step10SummaryandhomeworkT:Timeisrunningout.TodaywelearnedaboutJaneGoodall’sstoryandwehavelearntalotfromher.Ourworldwillbecomeamorebeautifuloneifwealltreattheanimalsequallyandshowourlovetothem.Wewillsucceedinovercominganydifficultiesandachievingourgoalsifwecanbeasstrong-willedasher.,Homework:1.Readthepassagefluentlyandrecitethekeysentencesinthetext.2.RetellthestoryofJaneGoodall.3.FinishthewordexerciseS:Ex1,2&3onPage4andEx4onPage5.TheDesignoftheWritingontheBlackboardUnit1Period1 AprotectorofAfricanwildlifeLanguageFocus1.behave(1)vi.toact;bearoneself行为;举止(2)vt.&vi.tobear(oneself)inasociallyacceptedorpoliteway举止适当或有礼(3)vi.(ofthings)toactinaparticularway（指事物）有某种作用2.worthwhileadj.值得的 可作定语和表语beworthyof+n.beworthytobedone3.花费 spend Sb.spendsth.(onsth.)/(in)doingsth.pay Sb.paysomemoneyforsth.cost Sth.costsb.somemoneytake Ittakessb....todosth.4.observe(1)vi.&vt.tonotice/watchcarefully观察,注意到observe+n./pron.observesb.doing/dosth.observe+that-clause(2)vt.toobey;toactinaccordancewith遵守,顺从(3)vt.toholdorcelebrate举行（仪式等）,庆祝（节日等）5.Only+状语+部分倒装“只有……才”6.现在完成进行时have/hasbeendoing7.argue(vi.)+withsb.about/oversth.同某人辩论某事argue(vt.)+n./clause(从句)/sb.tobe...8.support1)支持 2）承受 3）供养RecordafterTeachingActivitiesandResearchThisunitisaboutimportantandgreatwomen.Thestudentsmaynotknowalotaboutthem,whichmightmakethetalkingofthetopicquiteboringanddifficult.Inordertoarousetheirinterestandcreation,oneactivityaboutwomenofachievementisdesigned.Dividethestudentsintogroupsoffour.Assigneachgrouptocooperatewiththeirgroupmatestodosomeresearchonacertainwomanofachievement.Theyaretofindasmuchinformationaspossibleandasmanypicturesaspossiblebyreadingbooks,surfingtheInternetorevendoinganinterview.Theyaretofindoutintheprojectthewoman’sappearance,qualitiesandachievements,etc.,Getthestudentstoarrangewhattheyhavefoundinawell-organizedorderandmaketheinformationintoacoursewareorawebpage,withclearandvividpicturesandexamplestoillustrateeachpoint.Havethestudentssharetheircoursewareorwebpages.Havethestudentswriteareport(entitledwith“...,awomanofachievement”)onhowtheyhavecarriedouttheresearchandwhattheyhavefound.Showtheirreportsonthewalls,sharingthemwiththeclass.ReferenceforTeachingBackgroundInformationWomenofAchievement1.MotherTeresa(1910-1997)MotherTeresafoundedtheMissionariesofCharityin1948.Throughit,shehasdedicatedherlifetohelpingthepoor,thesickandthedyingaroundtheworld,particularlythoseinIndia.ShefoundedtheKalighatHomefortheDyingandalepercolonywasestablishedunderherguidance.Herselflessworkhasbroughthermanyawards,includingtheNobelPeacePrizein1979.2.MadameCurie(1867-1934)MarieCurie,agreatwomanscientist,wasborninPolandin1867.FromherearlychildhoodMarielovedtostudyandhopedtobecomeascientist.Herinterestinsciencewasencouragedbyherfather,ateacherofphysics.In1891,sheleftPolandforFranceandenteredtheUniversityofParis.Fouryearslater,shegraduatedwiththehighestgradeinherclass.Aftergraduationsheremainedinthesameuniversity,doingscientificresearchwork.Inordertodiscoversomethingthatgaveoffakindofradiation,shedidexperimentsmostcarefullyagainandagain.Shefailedmanytimes,butshedidn’tloseheart.Finallyin1902,she,togetherwithherhusband,succeededinfindingtheradioactiveelement—radium.Owingtotheirachievement,theCuriesreceivedtheNobelPrizeinPhysicsin1903.In1911,shewonanotherNobelPrize,thistimeallbyherselfinchemistryandthusshebecamethefirstwomanscientisttowinaNobelawards.Shediedin1934,obviouslyasaresultoftheeffectsoftheradiationswithwhichsheworkedforover30years.3.ElizabethFry(May21,1780-October12,1845)ElizabethFrywasaprisonreformer,socialreformerandphilanthropist.ShewasborninaQuakerfamilyonMay21,1780.Shetookaninterestinherteenageryearsinthepoor,thesick,andtheprisoners.In1812shefirstvisitedNewgatePrisoninLondonandwasveryshockedattheconditionsshefoundthere.FromthenonshebegantoworktoimproveprisonconditionsinBritain.ShesuppliedthewomenofNewgatePrisonwithclothesandestablishedaschoolandachapel.In1817ElizabethFryandelevenothers,formedtheAssociationfortheImprovementoftheFemalePrisonersinNewgate.ThenextyearshewasinvitedtogiveevidencetoaHouseofCommonsCommitteeonLondonPrisons.Shedescribedindetailthelivesoftheprisoners,andrecommendedthatwomenprisonersshouldbelookedafterbywomeninsteadofmen,andstressedherbeliefintheimportanceofusefulemployment.Bythe1820sElizabethFryandherworkhadbecomeverywellknowninBritain.Shefacedcriticismandproblemsatvarioustimes.ElizabethFry’sworkwasveryimportantbecauseitstartedthemovementforprisonimprovement.Herideawasthatpeopleinprisoncouldnotchangetheirwaysandleadusefullivesifyoudidnotgivethemalegalwayofearningmoney.Sheaimedatchangingtheprisonersbyeducatingthemandchangingthewaytheyweretreated.HerworkwasmentionedasoneofthereasonsthattheQuakersgottheNobelPeacePrizein1947andshewasrememberedinBritainbybeingputonthenewfivepoundnotein2000.4.SoongChingling(1893-1981)SoongChinglingwasoneoftheSoongsisters,alsoknownasMadameSunYet-sen.ShewasbornintoarichChristianfamilywhichplayedanimportantroleinChinesepoliticsinthefirsthalfofthe20thcentury.Sheandhertwosistershadagoodeducation.ShewenttostudyinGeorgia,USA.In1915shemarriedDrSunYat-sen,founderoftheRepublicofChina.,AfterSun’sdeathin1925,shewaselectedtotheKuomingtangCentralExecutiveCommitteein1926.AftertheestablishmentofthePeople’sRepublicofChina,shebecametheVicepresidentofthePeople’sRepublicofChina,headoftheSino-SovietFriendshipAssociationandHonoraryPresidentoftheAll-ChinaWomen’sFederation.In1951shewasawardedtheSatlinPeacePrize.From1968to1972sheactedjointlywithDongBiwuasheadofstate.OnMay16,1981,twoweeksbeforeherdeath,shewasadmittedtotheCommunistPartyandwasnamedHonoraryPresidentofthePeople’sRepublicofChina.5.JaneGoodallJaneGoodallwasappointedpeacemessengeroftheUnitedNations（联合国和平使者）onApril16,2002.Shewasfamousforhercreativeworkstarted42yearsagoinprotectingchimpanzeesinTanzania.GoodallwenttoTanzaniaandstudiedchimpsfromthe1960s.ShewentwiththreeAfricanhelpers(andhermotherforthefirstmonth)toliveintheGombeNationalParkinEastAfrica.ShemadefriendswiththelocalAfricanpeopleaftersettingupaclinictohelpcureminorillnesses.Herlifewasspentfollowingandrecordingthesociallifeandrelationshipsofthechimps.HersuppliesandthecareofherbasecampweremanagedbyherAfricanhelpers.JaneuncoveredmanyaspectsofchimpanzeebehaviourduringherfirstyearsintheGombeNationalPark.Becauseofherresearch,wenowknowthatchimpanzeeshuntformeat,usetools,andhavedifferentpersonalities.In1965,JaneearnedherPhDinEthologyfromCambridgeUniversity.SoonshereturnedtoTanzaniatocontinueherresearchandtoestablisharesearchcenter.Later,shebecametheScientificDirectoroftheGombeStreamResearchCentre,Tanzania.In1977,JanefoundedtheJaneGoodallInstituteforWildlifeResearch,EducationandConservation,USAtoprovidesupportforfieldresearchonwildchimpsandencouragewildliferesearch.6.JodyWilliams(1950- USA)JodyWilliamswasbornintheUnitedStatesin1950.AftershegotherMaster’sdegreeofArts,shewenttoworkfortwoyearsasalanguageteacherinMexico,wheresheforthefirsttimesawthemiserablelifeofthepoor.ShehasworkedformanyyearstohelppeopleinSouthAmericabyorganizingmedicalcare(MedicalAidforElSalvador)andeducation(Nicaragua-HondurasEducationProject).In1992shebegantoorganizetheInternationalCampaigntoBanLandmines(ICBL).AsanICBLcoordinator,shehaswrittenandspokenextensivelyontheproblemoflandminesandthemovementtobanthem.Sheworkedwithgroupsindifferentcountries.In1992shewasworkingwithsixgroupsbutby1997morethan1000groupsfromoversixtycountrieshadjoinedICBL.Althoughtheorganizationbecameverylarge,thefriendlywayoforganizingICBLcontinuedandhasprovedverysuccessful.Workinginaunprecedentedcooperativewaywithgovernmentsandotherinternationalgroups,theICBLachieveditsgoalofaninternationaltreatybanninglandminesduringthediplomaticconferenceheldinOsloinSeptember1997.In1997ICBLwasgiventheNobelPeacePrizeandtheworkofJodyWilliamswasrecognizedandrewarded.ShestillworksforICBLtoday.7.JoanofArc(1412-1431)JoanofArcwasborninthesmallvillageofDomremyinFrance.ShelivedatthetimewhentherewasawarbetweenEnglandandFrancecalled“TheHundredYearsWar”.JoanofArcwasimportantbecausesheencouragedtheoldFrenchking’sson,theDauphin,tobecrownedinRheimsastheonlyKingofFrance.TheFrenchpeopleacceptedhimasthetruekingofFrance.JoanalsoshowedtheFrencharmyhowtowinbattlesandinspiredthemwiththeconfidencetowin.SoJoanofArcbegantheprocessbywhichtheEnglishleftFranceanditbecameacountryinitsownright.AtthetimeJoanliveditwasconsideredwrongforwomentofightinthearmy.ButJoanarguedthatGodhadspokentoherandsenthertohelptheFrencharmy.ShesaidGodhadspokentoherthroughtwomessengersandtheyhadencouragedherinhermission.WhenshewascapturedbytheEnglish,theydidnotbelieveherstoriesofthemessengersfromGodandcriticizedherforfightingandwearingmen’sclothes.Afteratrialshewasputtodeath.ShewasverypatrioticanddidinspiretheFrenchtowinagainsttheEnglish.Sheshowedhowbraveshewas,bywhatshedidjustlikeHuaMulaninChina.8.LinQiaozhi(1901-1983)LinQiaozhiwasborninXiameninFujianProvince.HerparentswereChristiansandherfatherworkedatauniversityofSingapore.Hebelievedintheeducationofwomen.LinQiaozhi’smotherdiedwhenshewasfiveandshewenttolivewithherbrotherandhisfamily.Theyfulfilledtheirfather’swishesbysupportinghereducationevenwhentheycouldnolongersupporttheeducationoftheirownchildren.Atelementaryschooloneofherteachersnoticedhowquickandneatherknittingwasandencouragedhertobecomeadoctor.1921SheenteredthePekingUnionMedicalCollege.1929ShegraduatedfromtheUniversitywithaPhDdegreeingynaecology.1932ShewenttoLondonUniversityMedicalSchoolandManchesterUniversityMedicalSchoolforfurtherstudies.1933ShestudiedinViennaandthenreturnedtoChinatoworkforwomenandchildren’sdiseases.1933ShestudiedabroadintheUSAattheChicagoUniversityMedicalSchool.1940ShereturnedtoChinaastheHeadofGynaecologyandObstetricS:thefirstfemaleheadofsuchadepartment.1941WarbetweenJapanandtheUSAforcedthehospitaltoclosesosheopenedaprivatehospitalinthehutongsforpatients.Afterthewarshereturnedtothehospitalwhenitreopened.1949AftertheLiberationshewenttostudydiseasesofwomeninthecountrysideandwroteabooktohelpthemkeeptheirbabieshealthy.ShewasveryimportantininspiringwomentobecomedoctorsandwasoneofthefoundersofmoderngynaecologyinChina.ShedidimportantresearchandusedthemethodsshehadlearnedabroadtoimproveChinesemedicine.1983Shediedleavingherbodyformedicalresearch.Herworkwasrecognizedwhenonthe100thanniversaryofherbirthacopperstatuetohonourherwasplacedintheGreatHallofthePeople,Beijing.LanguagePoints1.Janehasstudiedtheseanimalsformanyyearsandhelpedpeopleunderstandhowmuchtheybehavelikehumans.简已经研究它们很多年了,她帮助人们了解了黑猩猩跟人类的行为是多么的相似。behave（1）vi.toact;bearoneself行为;举止她表现出了很大的勇气。Shebehavedwithgreatcourage.他对顾客的态度不好。He__________tothecustomers.(behavedbadly)(2)vt.&vi.tobear(oneself)inasociallyacceptedorpoliteway举止适当或有礼你应该学会举止得体。Youshould__________.(learntobehave)(3)vi.(ofthings)toactinaparticularway（指事物）有某种作用我的摄像机自从修好后一直很正常。Mycamera__________(hasbeenbehavingwell)sinceitwasrepaired.2.Thismeansgoingbacktoaplacewhereweleftthechimpfamilysleepinginatreethenightbefore.这意味着我们要返回我们前一天晚上我们离开时黑猩猩睡觉的大树旁。动名词百闻不如一见。Seeingisbelieving.他喜欢在余暇听音乐。He__________(enjoyslisteningtomusic)inhissparetime.他现在正在游泳池里练习游泳。He__________intheswimmingpoolnow.(ispractisingswimming)3.Buttheeveningmakesitallworthwhile.但是到傍晚时候我们觉得这一切都是值得的。worthwhileadj.值得的 可作定语和表语,aworthwhileexperiment/jobTheexperimentisworthwhile.Itisworthwhiletodosth./doingsth.Itisworthwhiletodothejob/doingthejob.比较worthprep./n.beworth(doing)sth.常主动表被动这本书很值得一读。Thebookis_________.(wellworthreading)=Itisworthwhiletoreadthebook.比较:worthybeworthyofdoingsth.beworthytotobedone这本书很值得一读。Thebookis_________.(wellworthyofbeingread)=Thebookisworthytoberead.4.Janespentmanyyearsobservingandrecordingtheirdailyactivities.简花了多年时间来观察和纪录黑猩猩的日常活动。spendvt.用（钱）;花（钱）你暑假怎么打发?Howwill_________(youspendyoursummerholiday)?他把钱都花光了。Hehasspentallhismoney.他将全部积蓄花在一辆新车上。Hespentallhissavingsonanewcar.花费spend Sb.spendsth.(onsth.)/(in)doingsth.pay Sb.paysomemoneyforsth.cost Sth.costsb.somemoneytake Ittakessb....todosth.He_________(spent)aboutathirdofhissalaryindrinking.She_________(paid)3000dollarsforthedress.TheDVD_________ (cost)her150yuan.It_________(took)himtendaystofinishthework.5.observe(1)vi.&vt.tonotice/watchcarefully观察,注意到 observe+n./pron.observesb.doing/dosth.observe+that-clause这位科学家一生都在观察星星。Thescientisthasobservedthestarsallhislife.我看到一个陌生人进了、正在进办公室。Iobservedastrangergo/goingintotheoffice.我注意到班上有几个学生睡着了。Iobservedthatseveralstudentswereasleepinclass.(2)vt.toobey;toactinaccordancewith遵守,顺从我们必须遵守交通规则。Wemust_________(observethetrafficrules).(3)vt.toholdorcelebrate举行（仪式等）,庆祝（节日等）你们国家的人庆祝圣诞节吗？Doyou_________inyourcountry?(observeChristmasDay)6.Onlyafterhermothercametohelpherforthefirstfewmonthswassheallowedtobeginherproject.她母亲头几个月来帮忙,这才使得她得以开展自己的计划。Only+状语+部分倒装“只有……才”,Exercise:只有这样,我们才能学好英语。Onlyinthisway_________（canwelearnEnglishwell）.到那时我才意识到我的错误。Onlythen_________（didIrealizemymistakes）.只有你了解我。Onlyyou_________（understandme）.但Only+主语时不倒装Multiplechoice1)Ifailedinthefinalexaminationlasttermandonlythen_________theimportanceofstudies.(D)A.Irealized B.IhadrealizedC.hadIrealized D.didIrealize2)Itwas_________backhomeaftertheexperiment.(C)A.notuntilmidnightdidhegoB.untilmidnightthathedidn’tgoC.notuntilmidnightthathewent D.untilmidnightwhenhedidn’tgo7.ForfortyyearsJaneGoodallhasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseanimals.40年来,简·古多尔帮助世人了解并尊重这些动物的生活。现在完成进行时have/hasbeendoing表示过去某一时刻开始的动作或状态一直持续到现在,甚至到将来,强调进行的过程或表示到现在为止的一段时间内一再反复进行的动作或存在的状态。Hehasbeenlyinginbedfortwoweeks.译:他已经卧床两周了。（现在还躺着）Exercise:他累了。一天来他一直在学习。（现在还在学习)Heistired.Hehasbeenstudyingallday.这些天他不断地给我们的杂志写文章。Allthesedays_________toourmagazine.(hehasbeenwriting)几个月以来,汤姆每天晚间都给艾丽斯打电话。Tom_________forseveralmonths.(hasbeenphoningAliceeverynight)Multiplechoice:1)Nowthatsheisoutofajob,Lucy_________goingbacktoschool,butshehasn’tdecidedyet.(B)A.hadconsidered B.hasbeenconsideringC.considered D.isgoingtoconsider2)HewenttoBeijingin1990and_________thereeversince.(B)A.isworking B.hasbeenworkingC.works D.worked8.Shehasarguedforthemtobeleftinthewildandnotusedforentertainmentoradvertisement.她一直主张他们应该留在野外生活,而不是为娱乐和广告所利用。argue(vi.)+withsb.about/oversth.同某人辩论某事Theyarearguingwiththeirclassmatesaboutthesolutiontotheproblem.Theyarearguingwitheachotheraboutthejusticeofthewar.argue(vt.)+n./clause(从句)/sb.tobe...Wearguedthatweshouldbepaidmore.Thewayhespendsmoneyargueshimtoberich.arguefor/against为、为反对……而辩论Theworkersarguedfortherighttostrike.Somepeopleargueagainstfreetrade.9.Sheinspiresthosewhowanttocheertheachievementsofwomen.她激励着人们为妇女的成就而欢呼喝彩。,inspire＝encourageinspired/inspiringadj.inspirationn.eg:Shewasaninspirationtoallofus.Her_________speechyesterdaymadeus_________.Wearedeterminedtolearnfromherandtrytodoourjobbetter.(inspiring,inspired)Multiplechoice:Hewasan_________poetatthattimeandhis_________poemsspreadthroughallthecountry.（D）A.inspired;inspired B.inspiring;inspiredC.inspired;inspiring D.inspiring;inspiring10.Hermothercametosupporther.她母亲来支持她。support1)支持 2）承受 3）供养IwonderiftheAmericanssupportthenewpoliticalparty.Ithinkit’simportanttosupportlocalbusinesses.Thatbenchwon’tsupportfourpeople.Translation:Theoldmansupportshimselfwithastick.那位老人拄着手杖。Hesupportabigfamily.他支撑着一个大家庭。Hecansupporthimselfaftergraduationfromcollege.他大学毕业后就能自力谋生。Period2 LearningaboutLanguageTheGeneralIdeaofThisPeriodThisperiodhelpwillconsolidatethewordsandexpressionsthestudentslearntinthereadingpartanddealwiththegrammarpart:wordformationandsubject-verbagreement.Systematicexplanationshallbegivenandsomeexercisesshallbeassignedforthestudentstocompletetoconsolidatetheirknowledgeonthem.TeachingImportantPointsNounsuffixesinwordformation.Subject-verbagreementrules,especiallyofcollectivenouns.TeachingDifficultiesNounsuffixesinwordformation.Subject-verbagreementrules,especiallyofcollectivenouns.TeachingMethodRecognizetherulesindependentlyandpractice.TeachingAidsAmulti-mediacomputer.Ablackboard.ThreeDimensionalTeachingAimsKnowledgeandSkillsEnablethestudentstorecognizeandlearnbyhearttheusefulwordsandexpressionslearntintheReadingpart.(behave,behavior,respect,achieve,achievement,connect,connection,inspire,worthwhile,observe,observation,condition,argue,entertainment,communicate,communicationetc.)Enablethestudentstograspsomerulesofwordformationtoenlargetheirvocabularyorguessthemeaningsofsomenewwordsbyrecognizingsomesuffixessuchas-tion,-ion,-ment,-ist,-erand-oretc.Enablethestudentstoapplythesubject-verbagreementcorrectly.,ProcessandStrategiesSystematicexplanationtomakethestudentsknowhowtoapplythesubject-verbagreementcorrectly.FeelingsandValueThroughthestudyofthisperiodthestudentsaresuretohaveabetterunderstandingofthesubject-verbagreement.TeachingProceduresStep1Revision1.Revisethecontentofthereadingpassagebyaskingthestudentssomequestions.T:Goodmorning,boysandgirls!Lastclasswetalkedaboutsomegreatwomenintheworld,remember?Ss:Yes.T:IfIwanttobecomeagreatwoman,whatismostimportant?Ss:Youshouldbeunselfishandwillingtosacrificeandmakecontributionstothesociety.T:Good.Yesterdaywetalkedaboutoneofthegreatwomenandherlife.Whoisthegreatwoman?Ss:JaneGoodall.T:Whatdidshedo?S:SheprotectedthewildlifeinAfrica.S:Shestudiedchimpsandhelpedpeopleunderstandchimpbehaviorandrespectthelivesofchimps.T:Right.Didshehavetospendalotoftimeachievinghergoal?Ss:Yes.Shehasbeendoingthatforfortyyears.T:Withhardwork,whatdidshediscovered?S:Shediscoveredthatchimpshuntandeatmeat.S:Shediscoveredhowchimpscommunicatewitheachother.S:Sheworkedouttheirsocialsystemwiththehelpoftheirbodylanguage.T:Wonderfuljob.Doyouadmireher?Ss:Ofcourse.Wewillallfollowherexampleandmakeourselvesusefulpersons.2.Checktheassignedhomework.T:Yesterday,youwereexpectedtocompletetheexercisesindependentlyinDiscoveringusefulwordsandexpressions.Haveyoufinished?Ss:Yes.T:Good.Nowlet’schecktheanswers.PleaseturntoPage4.Let’shavealookatexercise2first.Nowlet’schecktheanswers.(Asksomestudentstotheblackboardtowritedowntheiranswers,thenasktheotherstudentstocorrect.)Inthesameway,checkexercises3and4.Step2Nounsuffixesinwordformation1.BrainstormwordformationT:WeknowthatJaneGoodallhasdonealotforthechimps.Shehasarguedforthechimpstobeleftinthewild.Thatistosay,whathasshemadeforthechimpstobeleftinthewild?Ss:Arguments.Shehasmadeargumentsforthechimpstobeleftinthewild.T:(writesargueandargumentontheblackboardandunderlines-ment)Good.Shedidalotandfinallyachievedhergoal.Thatistosay,shemade...?Ss:Shemadeachievements.T:(writesachieveandachievementontheblackboardandunderlines-ment)Good.Nowlet’shavealookattheblackboard.Canyouseeanythingincommoninthetwopairsofwords?S:Yes.Thenoun“argument”comesfromtheverb“argue”,adding“-ment”.Thenoun“achievement”comesfromtheverb“achieve”,adding“-ment”too.Wecansee“-ment”canbeaddedtoaverbtomakeanoun.T:Verygood.Youhaveverykeeneyes.Thiswaytoformanewwordiscalledwordformation.Here,“-ment”iscalledasuffix,whichcanbeaddedtoanotherwordtoformanewword.Doyouwanttoknowmoreabout,suffixes?Ss:Yes.T:OK.Todaywewilltalkaboutsuffixeswhichcanmakeanotherwordintoanoun.Wecallthemnounsuffixes.2.Introducingmorenounsuffixes.T:Nowpleasehavealookatthescreen.Herearesomegroupsofverbs.Saytheirmeanings,please.(Sssaythemeaningsoftheverbs.)organize determinediscuss examinedecide educatedirectT:Good.Whatabouttheirnouns?Canyoutellme?Ss:(saythenouns)organization determinationdiscussion direction educationdecisionT:Whatisincommonamongthesewords?Ss:Suffix“-ion”,“-tion”,“-sion”or“-ation”isaddedtotheverbtomakeanoun.T:Verygood.Sowecansee“-ion”,“-tion”,“-sion”and“-ation”aresomeofthenounsuffixes.Doyouknowmoresuffixes?Canyougivemesomeexamples?S:Letmehaveatry.IfIfeelbad,thatistosay,Ihaveafeelingwhichisbad.Ifthewordmeansright,thatistosaythewordhavethemeaningwhichisright.Sowecansee,“-ing”isalsoanounsuffix.T:(writes“feel”,“feeling”,“mean”and“meaning”ontheblackboardandunderlines“-ing”)Terrificjob.Arethereanyothernounswith“-ing”?Ss:Warning,findingetc.T:Whoelsewillsaysomethingaboutothersuffixes?S:YouteachusEnglish.Thatistosay,youareourEnglishteacher.“-er”isanounsuffix.T:Good.Anymoreexampleswith“-er”?Ss:Writer,organizeretc.T:(writesdown“-er”ontheblackboard)Whataboutothernounsuffixes?S:ThomasEdisoninventedthewayofgivingelectricity.Hewasaninventor.“-or”isanounsuffixforaperson.Anotherexampleis“sailor”from“sail”.T:(writesdown“-or”ontheblackboard)Right.S:Irememberonemoresuffixforaperson.Forexample,YangZhenninghasmadegreatcontributionstothefieldofscience.Heisascientist.“-ist”isasuffixforaperson.T:(writesdown“ist”ontheblackboard)Goodjob.Infactwehaveonemoresuffixforaperson.Forexample,ifIinterviewyou,youaremyinterviewee.“-ee”meansapersontoo.(writesdown“-ee”ontheblackboard)3.Practice1)Checkexercise1onPage4.Showthetableonthescreenandgetthestudentstosaytheanswersaloudinchorussothateveryonewillbeawareofthesuffixes.Iftheyhaveanyquestions,givefurtherexplanation.2)Showsomemorewordsonthescreenandgetthestudentstoguesstheirmeaningsaccordingtotherulesofwordformation.Theyshouldbeabletotelltheirmeaningsatthefirstsight.Instructthemtofindouttherootfirstandthenguessthemeaningsofthewords,takingthesuffixesintoconsideration.pianist,typist,physicist,educationalistprotection,imagination,separation,educationpunishment,management,statement,requirement,entertainment,payment,prisoner,adviser,lecturer,climber4.SummaryT:Nowwecanseeitisnotreallydifficulttorememberwordsaslongaswemastersomerules.Withtheknowledgeofwordformation,wecanenlargeourvocabulary.Today,wefocusourattentionontheNounSuffix.InfacttherearemuchmoresuffixesinEnglish,laterwewillcomeacrosssomeofthem.Step3Discoveringusefulstructures(Subject-verbagreement)1.Brainstorm Subject-verbagreementbygivingsimpleexamples.T:Nowwatchme.WhatamIdoing?(drawsapictureontheblackboard)Ss:Youaredrawingontheblackboard.T:Yes.Theteacherisdrawingontheblackboard.(Writesthesentence“Theteacherisdrawingontheblackboard”.)Whataboutyou?Whatareyoudoing?Ss:Wearewatchingandlisteningtoyou.T:(Writesthesentence“Wearewatchingandlisteningtoyou.”)Theteacherisdrawingontheblackboard.Wearewatchingandlisteningtoyou.Nowpleasehavealookatthesetwosentences.Canwesaytheteacheraredrawingorweiswatchingandlisteningtotheteacher?Ss:No.T:Why?Ss:Therearesomerulesforustofollowwhenwewritesentences.T:Youareright.Whenwewriteasentencethepredicateshouldagreewiththesubject,whichiscalledsubject-verbagreement.Ifwecannotapplytherulescorrectly,wemightnotgetourselvesunderstood.2.Instructthestudentstodiscovertherulesforsubject-verbagreement.T:Therearethreemainprinciplesforustofollow.语法一致 就近一致 意义一致Showthestudentssomesentencesandgetthemtocompletethesentencesbyfillinginthepredicate.Getthemtoobservethesentencesandsumuptherules.T:Nowpleaselookatthescreenandcompletethesentencesbyfillingintheblanks.Aboy_________sittingthere.(be)Water_________importanttous.(be)S:Boththetwoblanksshouldbefilledin“is”.T:Isheright?Ss:Yes.T:Nowobservethesentences.Canyousumuponeruleaccordingtothetwosentences?S:Letmehaveatry.Whenthesubjectisanouninsingleformorisanabstractnoun,thepredicateshouldbeinsingleform.T:Verygood.Afterbeingintroducedtotherules,thestudentsareaskedtofinishexercise1onPage5.Herearetheexerciseswithkeys.1.Thefamilyis(be)verybig.Thefamilyare(be)earlyrisers.2.Thisclasshas(have)eighteengirlsandtwenty-fiveboys.Thisclassare(be)verybright,especiallyinsciencesubjects.3.Thegovernmentis(be)madeupofsixhighofficials.Thegovernmentwere(be)havinganimportantmeetingwhenIgotthere.4.Itwaslate,buttheaudiencewas(be)stillenteringthehall.Theaudiencewere(be)dressedindifferentways.Whenthestudentsaredoingtheexercises,theteacherleadsthemtopaymoreattentiontothesecondandthird,groupsofrules.3.Consolidation1)Getthestudentstodoexercises2onPage5.DearXiaoyu,Ithinkeveryoneis(is/are)settledinLondon,althoughneithertheweathernorthefoodis(is/are)good.Eitherrainorsnowfelleverydaythisweekbuteverybodyhas(has/have)triedtoignoreit.Myfriendsandmymotherhave(has/have)visitedthetheatrealmosteverynight.Noneofthemcarries(carry/carries)anumbrellabutnobodyhas(has/have)letthataffecttheiractivities.WeareenjoyingourselvessomuchthatIwonderifanybodywants(want/wants)tocomehome.Thisgroupoftouristslove(love/loves)thecultureandis(is/are)happyinEnglandandwouldliketovisitLondoneverysummer!Seeyousoon,DongXianshun2)Dividethestudentsintofourgroupsandhaveacompetition.Thegroupthatgetsthemostpointswillbethewinners.1.Thewholefamily_________(be)watchingTV.(are)2.Fiveminutes_________(be)enoughtodothisexercise.(is)3.Thenews_________(be)exciting.(was/is)4.Thenumberoferrors_________(be)surprising.(was/is)5.Thecrowd_________(be)runningfortheirlives.(are)6.EitheryourstudentsorMr.Wang_________(know)this.(knows)7.Thepolice_________themurderereverywherewhenhesuddenlyappearedinatheatre.(B)A.issearchingfor B.weresearchingforC.aresearchingfor D.weresearching8.Theteacher,with6girlsand8boysofherclass,_________visitingamuseumwhentheearthquakestruck.(A)A.was B.wereC.hadbeen D.wouldbeStep4Homework1.Page43Ex1Choosethebestanswersfortheblanks.2.Page44Ex2Choosetherightwordsandcompletetheshorttexts.3.SurftheInternettofindasmuchinformationaspossibleaboutLinQiaozhi.T:That’sallforthisclass,afterclassIhopeyou’llpreparefortheSpeakingandWritingpart,andfinishtheexercisesonyourexercisebooks.
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