【正文】 the park. The second one is her way of doing her research and some achievement. The third one is her attitude and feeling to the animals. And the last one is a short summary to her. Ss: That?s right. T: Thanks. Well, let?s draw a chart of the text together according to the main ideas we?ve found. Task 2 Making a chart A protector of African wildlife ↓ ① ② ③ │ ∣ ∣ A day in the park Jane?s way to study chimps Her attitude to and her achievement the animals ↓ ④ She has achieved everything she wanted to do. Task 3 Language Points T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language? S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”? T: Who?d like to help her? S2: The subject of the sentence is a “Ving form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我們 的第一件事是觀察一個猩猩家庭的早起。 將 Writing（ P8）和 Writing（ P46）整合成一堂寫作課，以完成本單元的寫作要求。當(dāng)然，教師可依情況將其中的任何一、兩個作為主要內(nèi)容，將別的作為泛聽內(nèi)容進行處理。教學(xué)形式上以學(xué)生討論為主，教師指導(dǎo)為輔。 Learning Tip 部分就人物描寫提出了建 議，即選取典型事件，抓住人物特征。這也為下一步的說與寫打下了基礎(chǔ)。所有這些項目都設(shè)計了相應(yīng)的練習(xí)題，以求通過上下文語境，讓學(xué)生了解詞匯與語法如何具體運用，作到精講多練。 Comprehending中針對課文內(nèi)容從細節(jié)到中心思想，由淺入深地設(shè)計了練習(xí)題，可幫助學(xué)生真正了解 Jane Goodall 及其所從事的事業(yè)。 Reading 這部分由 Prereading， Reading和 Comprehending三部分組成。 Warming up 中的材料是古今中外六位杰出女性的簡介。它可以引導(dǎo)學(xué)生樹立正確的世界觀和人生觀。這些對學(xué)生可起到一定的啟發(fā)作用，使他們能以這些偉人為榜樣，并堅定信念，塑造自我，創(chuàng)造未來。 Unit1 Women of achievement Warming Up, Prereading and Reading Ｉ．單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals 技能目標(biāo) Skill Goals Talk about important women amp。在這樣一個主題之下，有兩個值得讓學(xué)生思考的問題：一，什么樣的人是偉 人，什么樣的人是名人。二，一個人的成就是否由性別來定。這部分要求學(xué)生通過討論來區(qū)分偉人與名人。 Reading一文介紹了 Jane Goodall與其同事們在非洲森林里的一天，并由此引出她的工作方法及其所取得的成就。 Learning about Language 這部分包含兩方面的內(nèi)容：詞匯和語法。 Using Language 中包含讀、聽、說和寫四個方面的內(nèi)容，全面體現(xiàn)對英語的綜合訓(xùn)練。 Workbook中包含的聽、說、讀、寫的內(nèi)容更為豐富，它是對前面所學(xué)內(nèi)容的復(fù)習(xí)與總結(jié)， 其設(shè)計仍然圍繞單元主題。 2． 教材重組 從本單元整體結(jié)構(gòu)來看 ,可將 Warming Up, Prereading, Reading 和 Comprehending整合成一堂閱讀課。 將 Learning about Language 作為一堂語法課。 將 Reading（ P6）， Speaking（ P7）與 Talking（ P41）整合成一堂口語課。 將 Reading Task（ P45）， Writing Task（ P46）， Project（ P47）和 Summing Up（ P8）組合成一堂復(fù)習(xí)課，對本單元內(nèi)容進行鞏固與完善。 T: That?s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning. S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me. T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”。 worthy 6． observe: v. 看到，注意到；遵守 /奉行 Observe sb. do/doing sth. Observe that… I observed a stranger going into the house. Do you often observe the speed limit? 7． respect: n. v. We should respect each other. Respectful: 恭敬的，對人有禮的 Respectable。 He stayed up yesterday. T: Why? S: Don39。s begin our class. Have you finished your homework? Ss: Yes. T: Well, now I39。s listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn39。s homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That39。例如： There is much water in the thermos. 但當(dāng)不可數(shù)名詞前有表示數(shù)量的復(fù)數(shù)名詞時，謂語動詞用復(fù)數(shù)形式。 典型例題 The League secretary and monitor ___ asked to make a speech at the meeting. A. is B. was C. are D. were 答案 B. 注： 先從時態(tài)上考慮。這樣本題主語為一個人，所以應(yīng)選 B。 2）當(dāng) either… or… 與 neither… nor ，連接兩個主語時，謂語動詞與最鄰近的主語保持一致。 3 謂語動詞與前面的主語一致 當(dāng)主語有 with, together with, like, except, but, no less than, as well as 等詞組成的短語時，謂語動詞與前面的主語部分一致。例如： Each of us has a taperecorder. 我們每人都有錄音機。 He as well as I wants to go 。例如： Either you or she is to go. 不是你去，就是她去。 例如： There is a pen, a knife and several books on the desk. 桌上有一支筆、一把小刀和幾本書。本題易誤選 D，因為 The League secretary and monitor 好象是兩個人，但仔細辨別， monitor 前沒有 the，在英語中，當(dāng)一人兼數(shù)職時只在第一個職務(wù)前加定冠詞。 注意：當(dāng)主語由 and連結(jié)時，如果它表示一個單一的概念，即指同一人或同一物時，謂語動詞用單數(shù)， and 此時連接的兩個詞前只有一個冠詞。 2） 意義上要一致，即主語意義上的單復(fù)數(shù) 要與謂語的單復(fù)數(shù)形式一致。 the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1amp。 great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we39。d better, have some thicker clothes. The weather is rather cold these days. S: Thank you, Miss Wu. T。 2． Ss finish part 2, 3 and 4. Step 4. Practice 1． Ask the Ss to do Ex. 1 and 2 on page 42. 2． Do Ex 3 on page 43. Unit 1 Women of Achievement Listening, Speaking and Writing Listening Teaching goals 1. Target language Men have more chances to get to the top of their career than women. Why did Joan have to dress up as a man to bee a solider? 2. Ability goals Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines. 3. Learning ability goals Help students learn how to get required information by listening. Teaching important and difficult points Train to get the key words by reading the questions before listening. Teaching methods Instruction and practice. Teaching aids A recorder. Teaching procedures amp。2