Body language 说课稿(新课标版英语高一)

2024-10-08

Body language 说课稿(新课标版英语高一)（4篇）

1.Body language 说课稿(新课标版英语高一) 篇一

1高三语文将进酒说课稿新课标

（新疆石河子148团一中高三李秀兰2010.12.26）

一、本诗在教材中的地位及特点

高三对诗歌的学习不能仅限于读懂而要鉴赏。李白是唐代诗坛上的一座高峰，他的诗飘逸豪放，语言流转自然,摇曳多姿，他的古体诗和七绝尤为后人所称道。《将进酒》是一首鲜明体现诗人创作风格的劝酒诗，李白饮酒悲歌，一吐心中块垒，既有治国齐家的理想，又有怀才不遇的苦闷，但李白傲世的态度和豪放不羁的个性又使全诗悲而不伤，忧而不愁。蕴涵其中的开阔与旷达打动人心而又引人思考。无论是从提高个人的修养角度来讲，还是从备战高考的角度来说，李白的诗都是很好的例子。

二、学生情况分析：

1,通过高二诗歌单元的学习，我发现学生对诗歌有初步的了解，懂得理解诗词一方面要从诗词的内容出发，即分析诗词的内容美，另一方面也分析诗词的形式美。这节课就要以《将进酒》为例学习古典诗词如何把内容美和形式美二者有机结合。

2,由于诗词存在含蓄性和跳跃性，学生对欣赏诗词还有很多的胆怯之处，所以先打消学生这种畏惧心理。

三、教学目标：

知识目标：

1体会诗人感情的起落，感受诗人充实深厚的内在情感及潜在的郁怒情绪。

2体会李白诗歌夸张的艺术手法。能力目标：

1培养学生声情并茂，准确传达情感的朗读能力。

2培养学生筛选信息，抓住关键词语进行分析的能力。

德育目标：培养学生勇于发表自己见解的勇气。

教学重点：把握诗歌整体，体味诗人感情的跌宕起伏。

教学难点：发表对李白痛饮狂歌的见解，从而加深学生对诗歌主旨的理解。

四、教学方法教学手段的运用

在朗读成诵的基础上进行讨论分析是我上这节课的指导思想，在教学方法的选用上主要体现这一点。在和学生共同鉴赏时先让学生通过听读、朗读、带着问题读这些方式使学生在整体上进行充分的感知，在突破学习目标的鉴赏中力图结合时代背景体会情感、感受形象。在教学中充分调动学生积极性，采用朗读、讨论、质疑这些方式使学生动口动脑。教学手段是多媒体。

五、学习方法的指导和学习习惯的培养

对学生学法的指导和习惯的培养是学生走向自主学习的根本途径，因此本节诗歌教学也十分注重学法的渗透：1通过强调朗读加强学生读的意识，尤其是诗歌这一体裁。2李白其人及其诗歌学生略知一二，通过让学生自己查找相关资料而培养学生的动手能力，并加深学生对诗人的了解和对作品的理解。

六、教学过程

（一）导入：在高二年我们学习了李白作品《梦游天姥吟留别》，在那篇文章中，作者采用了卒章显志的手法，结尾处直抒胸臆：安能摧眉折腰事权贵，使我不得开心颜。表达了自己对权贵的蔑视。这堂课我们来学习诗仙李白的另一作品《将进酒》在这篇文章中作者也表达了同样的主题：对权贵的蔑视。不过李白在这篇文章是借劝酒为名，一吐心中块垒，一生诗酒相伴，“李白一斗诗百篇”而又“举杯销愁愁更愁”。大济苍生而又处处碰壁的李白有悲叹，有忧愁，但李白毕竟是李白，他的悲愁不是李煜“恰似一江春水向东流”的哀愁，不是李清照“才下眉头，却上心头”的怨愁，也不是贺铸“一川烟草，梅子黄时雨”的闲愁，李白的忧愁中有达观，李白的忧愁中有豪放，《将进酒》就是酒助诗兴，笔酣墨饱的豪放之作。

说明：《将进酒》是鲜明表现诗人个性的劝酒诗，导入时将诗和酒联系起来，既关照了全诗内容，又感受了诗人饮酒悲歌的形象，更主要的是突出李白的悲而不伤，忧而不愁的开阔、旷达，对李白的个性风格有一个初步的感受。

（二）多媒体展示配乐朗诵，同时，展示于本诗相关的画面，如李白狂歌图、黄河奔流图等。

说明：朗读诗语文学习的重要方法之一，新教材也非常重视诵读和背诵，朗读录音声情并茂的示范朗读，让学生整体感知又将学生带入诗歌的情境和感情中。

（三）学生准备后，指明朗读诗歌

（四）师生研讨，完成教学目标

一、疏通文章大意

1、先分析文章的形式美：

〈1〉了解文章大开大合的结构

〈2〉学习文章变化多端的语言形式

〈3〉熟悉文章夸张的艺术手法

诗人好用夸张写法，这和他的浪漫气质和狂放性格有关，所以不使人感到言过其实，试从这首诗中举几个例子加以说明。

说明：诗中有些夸张写法是凭借数字来表现的，例如：“一饮三百杯”表现豪爽，用“斗酒十千”表现酒价的昂贵，用“万古愁”表现愁的深广；有些则属于感觉的夸大啊，如“黄河之水天上来”极言黄河源头之高，“朝如青丝暮成雪”极言人生短促。诸如此类的夸张句都有力地说明诗人横放杰出，用词大胆，他人莫及，也表现了他那豪放飘逸的诗风。

2、再先分析文章的内容美：

〈1〉找出《将进酒》一文中体现作者的感情变化的语句。

说明：开头四句是写悲，感叹流光易逝，“人生”以下六句写欢，体现作者的豪情壮志，“钟鼓”以下六句写愤激之情，结尾句写狂放之情，〈2〉，阅读全文，找出文章的主旨句，试比较本文的主旨句与〈梦游天姥吟留别〉一文中主旨句异同

（五）拓展迁移：诗圣杜甫不赞成李白饮酒过多，曾写到：“痛饮狂歌空度日，飞扬跋扈为谁雄。”你对李白痛饮狂歌有什么看法。

（六）再次指名朗诵全诗

说明：学生在分析理解的基础上，能更准确地把握诗人的形象，最后一次的朗读应是再现诗人形象最好的时机。

板书：

悲欢愤激豪放

2.向快乐和幸福出发说课稿新篇二

各位评委老师：上午好！很高兴有这样的机会向大家学习。今天我说课的课题是《向快乐与幸福出发》，对于今天的说课，我将从以下六个方面进行，一是说教材、二是说教法、三是说学法、四是说教学过程、五是说板书、六是说教学反思，以下我将做具体介绍。

一、说教材

（一）教材的地位和作用

我选用的教材是高等教育出版社出版的中等职业教育改革国家规划新教材，余国良主编的《心理健康》教材，此教材内容贴近中职生。旨在普及中职生心理健康知识，提高心理素质以及良好行为的养成。全书图文并茂、内容充实、生动活泼，具有很强的针对性、实效性、时代感。而此次说课的内容是成长篇中第三单元第12课《向快乐与幸福出发》,本课时是成长篇最后一篇，它是篇章的结尾，在本章书中占有重要的位置，它是认识自我快乐成长的必备知识，同时是上一课“做情绪的主人”的知识承接内容。本节课知识内容的学习使学生能够掌握正确合理的情绪调节方法，提高情绪适应的能力，以便以更佳的情绪状态投入到学习生活中，做一个健康快乐的中职生。

（二）教学目标

依据本教材结构和内容分析，结合高二年级学生的认知结构及心理特征，我采用了布鲁姆的三维目标，制定了以下目标：

1、知识与技能目标：认识阳光心情有助于身心健康和心理潜能的发展，掌握调节情绪的方法。

2、过程与方法目标：采用案例分析、小组讨论交流，体验法等方式，在分析案例，参与体验活动的过程中，掌握处理消极情绪、自我控制、自我修炼的有效方法。

3、情感态度与价值观目标：引导中职生建立乐观向上的积极情绪，生活中能够驾驭自己的情绪，提高自觉培养健康的心理品质和自我调节情绪的能力，做一个健康快乐的中职生。

设计意图：通过这样的三维目标明确教学预期，突出学生是课堂的主体。

（三）教学重难

针对本节课内容和学生特点，我将本节课的教学重点设定为：引导学生掌握合理的调适情绪的方法以及学会驾驭自己的情绪；学会换个角度看问题，教学难点：(1)帮助学生学会化解和修复负情绪;（2）破除用绝对化和过分概括化等非理性思维看问题的习惯。设计意图：之所以这样设计，是因为此知识点较抽象且学生之前没有接触过，无此方面的理论基础，学生难以理解掌握，因此需要教师带领学生突破难点，完成本节课的教学任务。

二、说教法

（一）学情分析

我授课的班级是高二年级中专57班学前教育专业，该班级是由傣族和哈尼族组成的女生班，思想活跃、善于思考问题，对课程的活动参与积极性高，学习主动性强，动手能力强，有很强的班级团队意识，并且对心理健康知识非常感兴趣。但近来班级的氛围比较浮躁，学生与学生间的关系有微妙的变化。据调查学生出此情况，主要有宿舍成员不打扫宿舍卫生，引起宿舍矛盾；班级参与学校技能比赛，参赛选手选拔冲突问题；自己的绘画原料莫名丢失等。所有问题堆积在一起，学生难以调适心里的烦恼，将自己的不良情绪堆积，找不到调适自己的情绪的方法，所以通过本课的学习，可以帮助学生找到情绪释放突破口，重新找寻快乐。

（二）说教法：

根据“以教师为主导，学生为主体”全面实施素质教育的基本要求，以及本班学生的学情分析，我使用的教学方法主要有：案例教学法、讨论交流法，体验法等，引导学生达成本节课教学目标。

【设计意图】：结合学生生活实际问题，教学案例引发学生深思，把在学习和生活中，遇到的情绪问题进行预防式教育。

三、说学法

有人说“现代的文盲不是不懂学的人，而是没有掌握学习方法的人”，因而我在教学中，注重学法指导。引导学生从“学会”转变为“会学”。在教学中，我注重学生集体讨论和情感体验相结合，鼓励学生说出自己的想法和观点，从而培养学生的自主学习能力。

【设计意图】：在小组讨论中充分发挥她们的学习积极性和兴趣，通过体验活动，让学生在轻松和活跃的课堂氛围下学习，引起学生的共鸣与反思。

四、说教学过程

教学流程及时间分配：本节课45分钟课程导入3分钟、分享快乐5分钟、寻找快乐18分钟、获得快乐心理体验13分钟、传递快乐3分钟、小结及作业布置3分钟。

教学过程：课前准备

(1)班级成员分为5组，每组10人，围成圈坐好，教室布局左右各两组，教室中间偏后一组。

(2)教师准备一张1K设计好的板报

(3)每位同学准备一张彩色小卡片，卡片上制作出代表自己快乐心情的文字或绘画。

图片导入：

上课伊始，我便向学生展示两张图片，一张人人板着脸严肃的照片，一张人人微笑的照片，并提问学生：以上这两张图片你喜欢哪一张，为什么？学生纷纷表达自己的意见，我来引出每个人都希望快乐并幸福着，那么今天就让我们“向着快乐与幸福出发”来一个探寻快乐之旅。

【设计意图】：通过展示图片，有效唤起学生的注意，引发学生对追寻快乐的共鸣，导出新课。

学习新课：

（一）分享快乐

活动内容：快乐卡片

每个学生将自己提前准备好的快乐卡片在小组内分享，分享结束，在一首《欢乐颂》音乐声中将快乐卡片依次粘贴到教师准备的1K板报上。教师总结快乐是可以分享的，积极的情绪是有感染力的。这里给大家展示一小段活动视频。

【设计意图】：通过活动逐步导入新课内容，引发学生对快乐的感受，以及体验快乐心情能给自己带来什么。

（二）寻找快乐

1、在学生感受到快乐之后，我引出让我们来帮助一个心存烦恼的朋友找寻快乐，进入快乐之旅第二站，在“寻找快乐”这一站中，我设计了三个环节来引导学生探寻“寻找快乐”的方法。首先主要以心灵故事王晓荷的案例故事为主线，通过假设自己为王晓荷的同学，以帮助王晓荷寻找快乐为目的，进行的教学活动设计。主要流程有我先播放动画案例故事，之后提出问题故事中的王晓荷有什么样的情绪体验，以及产生此情绪的原因？（2）假如你是王晓荷的同学，你要怎么帮助王晓荷摆脱烦恼，找寻快乐？然后小组进行交流讨论，讨论完把观点整合，小组代表进行汇报。在汇报过程中，我将要点写在黑板副版上，方便之后归纳。【设计意图】：

通过直观性较强的视频展示案例，丰富课堂，吸引学生的注意力，本着帮助人的心理去完成任务，增强学习趣味性，让学生讨论，小组成员主动参与、积极发言、各抒己见，让学生真正成为教学的主体，最终集思广益，找出解决问题的方法。

2、在学生汇报完之后，我进入到第二个环节，我也来给王晓荷支支招，其实在我们生活中，也会遇到像王晓荷同学一样的事件，被众多的情绪包围，有喜有怒，有开心、快乐，也有焦虑、痛苦。那积极地情绪会成为我们获得幸福与成功的动力，消极的情绪使人心灰意冷、沮丧消沉，若不妥善处理，还可能严重危害身心健康。这样一段话的过渡，引出实际上情绪是可以调节的，调节情绪的方法有注意转移法，合理发泄法，理智调节法，合理化想法，主动寻求心理援助法，我在讲解调节情绪的方法的过程中，引用实际生活例子以及王晓荷的故事，进行讲解。对学生容易产生极端化想法的内容，进行解释，比如合理发泄法中，将不合理的发泄法以漫画的形式展示，帮助学生理解。理智调控法，从中带领学生破除用绝对化和概括化等非理性思维看问题的习惯，突破难点知识。对于难以理解的内容，进行细致讲解，比如说合理化想法中的酸葡萄心理、甜柠檬心理，通过引入伊索寓言故事帮助学生理解，其次在这里我加入一个活动，请学生品尝柠檬水活动，通过请学生品没加糖和加糖的柠檬水，以及提问假如加盐的柠檬水会怎么样，让学生感悟出其实要想快乐的生活，可以在生活中加入调味剂，当然看你加什么样的调味剂，可以是糖，也可以是盐，快乐是可以选择的，看你怎么选。为此引导学生可以把控制和调节情绪的方法当做调味剂，在生活中遇到不开心的事儿，加点调味剂，让自己的生活变得快乐。此部分内容的设计完成了教学目标，其次也突破了教学重难点。【设计意图】：通过教师适时归纳重要知识点，侧重重难点突出讲解，帮助学生理解掌握，引导学生掌调节情绪的方法。

3、通过我的讲解，学生基本掌握了调节情绪的基本方法，此刻引入第三个环节，心灵交流。我鼓励学生敢于在组内与同学分享自己在成长过程中曾经发生过的情绪冲突事件，让组内同学为其摆脱消极情绪支支招。学生运用情绪调节方法帮助身边同学，可考察学生掌握情况。设计意图：考察学生学以致用能力。

（三）获得快乐心理体验

1、在学生掌握了控制和调节情绪的方法之后，我引入第三个环节获得快乐心理体验，这里有两个活动，创编故事和情绪面对面活动。首先进入到第一个活动创编故事，在这里我出示了老太太的烦恼故事的漫画，漫画中没有任何提示，只有人物情绪。然后请学生根据漫画自编自创故事，之后再请听故事的学生谈谈听完故事的感受。我归纳出：任何事情，换个角度想想，心情会不一样。这里给大家展示一小段上课视频。

【设计意图】创编故事的活动设计，结合了学前教育的专业优势将专业带入到课堂中，让学生体会到所学专业带给大家的乐趣，学生自主创编，把课堂交给学生，让学生主动思考，培养创新能力和发散性思维能力，学生再通过故事，感悟知识，达到教学目的。

2、之后我进入到第二个活动情绪面对面活动，在活动前说明活动规则：要求出10人参与游戏，5人一组围成内外套圈，内外圈人要求两两相对站好。要求一开始内圈同学当镜子，外圈同学当照镜子的人，外圈同学在老师的口令下做动作，动作要求有面部表情和肢体语言，我的口令是喜、怒、哀、惧。之后内圈的同学模仿外圈同学的动作，两个动作之后，互换角色。做完请同学们谈谈感受，参与的同学和没参与活动的同学纷纷发表意见后。教师归纳出：生活就像一面镜子，你笑它也笑，你哭它也哭，己所不欲勿施于人。要以一颗积极向上的心面对生活。这里给大家展示一小段上课视频。

【设计意图】情绪面对面活动的设计，让更多的同学参与到教学中来，融入到快乐的氛围之中，通过活动，真正让学生体验到快乐是可以选择的，看你怎么对它。

3、活动完成之后，课堂将进入尾声，那让老师来总结一下其实一个人想要快乐很简单，只要你去选择快乐，在生活中加入可口的调味剂，并且记住生活和学习中，凡事儿换个角度思考，你会发现原来事情没有你想的那么糟。试着去把自己的坏情绪修复好，试着尽可能的不用坏情绪去影响人，“己所不欲，勿施于人”，生活就像一面镜子，当你面对他时，你笑，生活笑，你哭，生活也会哭。试着去帮助其他人，试着将你的快乐传递开，你会发现快乐时刻就在你身边。

（四）传递快乐《幸福快乐歌》

我说明今天的课达到尾声，我们用歌声去传递快乐，让我们一起歌唱幸福快乐歌，全体同学起立，请一位同学开头。

【设计意图】：在课堂结尾，以唱歌结束，起到升华的一个作用，可以让学生对本堂课印象深刻，相对应的对本堂课学到的知识产生催化效应，更好的吸收。也让学生明白让自己快乐了，才能传递快乐，传递快乐靠行动，做一个有爱、快乐的中职生。

(五）课后作业：

1、要求学生完成情境问卷，遇到这些问题，你该怎么办？（1）参报技能比赛自己准备了好久，却没被选上

（2）没打扫宿舍卫生与舍友吵了一架，舍友联合其他同学不与我交往（3）今天上课没回答出老师的问题，老师对你表现不满（4）妈妈心情不好，迁怒于你

2、结合“送人玫瑰，手有余香”及本节课学习的内容，谈谈本节课带给我的感悟与收获？

【设计意图】：本节课主要让学生掌握合理的情绪调节方法，提高情绪调适能力，向快乐出发。因此在评价学生情绪时，采用情绪检测法和自我评价法。在情绪检测法中，采用情境问卷法，通过设计一些与本班学生密切相关的问题情境检验学生对本堂课的掌握情况；在自我评价中，通过写学习本节课我的感与收获来考察。

五、说板书

一、分享快乐

二、寻找快乐

三、获得快乐心理体验

四、传递快乐

【设计意图】：通过直观系统的板书使课题内容脉络更加清晰，有趣的课题，吸引学生对整堂课的期待，有助于调动学生参与积极性，增强课堂氛围，进而帮助学生掌握知识。

六、说教学反思：

3.Body language 说课稿(新课标版英语高一) 篇三

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

1) What are cultural relics?

The Great Wall in China; The Pyramids in Egypt; Stonehenge in England

2) What do they have in common?

They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.

3) What does the phrase Cultural relics mean?

relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.

4) Do you know any other cultural relics in China or in the world?

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.

Step 2 Listening

1. Listen to the description of the three cultural Lis sites and fill in the table.

2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.

Step 3 Homework

1. Go over listening exercise on Page 121.

2. Go over Speaking on Page 44 and fill in the table.

3. Think about cultural sites in Nanjing and what should be done to protect them.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of guessing words and reading comprehension.

3. To help the Ss get into a good habit of reading.

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

a. Why do people think St Petersburg is a great city?

b. Why was it so difficult for people to rebuild the old palaces?

c. What did people use to help them rebuild the city?

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

2. Check the homework, giving some explanation if necessary.

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:

We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

4.Body language 说课稿(新课标版英语高一) 篇四

浙江省黄岩中学王精红王晨溢陈佩君丁瑛毛海晨冯丽红许威

教材分析

本单元中心话题是“伟大女性”。谈论了普通女性, 着重介绍了世界上不同民族、不同领域中的非凡(杰出)女性及其成就。各部分的内容都是围绕这一中心话题而进行设计的。

“热身”(Warming up) 部分呈现四幅杰出女性的照片，引出杰出女性这一话题。要求学生说出她们的姓名及主要成就，然后通过提问和讨论，让学生了解杰出女性取得辉煌的成就必须付出艰辛这个道理，并以此激励自己。在这阶段的语言实践中可培养学生概述人物特征的能力。

“听力”(Listening)部分的内容就是一则对话，谈论old school photos 中的人物及其过去和现状。要求学生根据材料，正确记录所谈及的人物的特征、专长及现状并对陈述的句子进行正误判断。让学生通过“听”学习描述人物的形容词，为后面的“口语”部分打下基础。“口语”(speaking) 由两部分组成。一是看图描述人物，呈现了三幅不同身份女性的照片，要求学生根据照片对人物进行描述，训练学生恰当使用形容词描述人物品质的能力。二是小组活动，一个学生想出一个著名女性人物，其他学生轮流提问并通过对方回答内容推断该著名女性人物是谁，本活动旨在活跃学生思维和课堂气氛。

读前(pre-reading)部分设计了四个问题，分别是有关南极探险，南北极地理知识及两极著名动物知识，通过讨论扩大学生知识面，并为下一步阅读提供背景资料。

“阅读”(reading)部分是一位女性独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志战胜困难，脱离险境。这篇文章以生动的事实教育学生要在逆境中奋起，从而培养学生耐挫的良好品格。

“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生评价文中的人物，旨在培养学生概括能力，同时渗透了德育内容。

语言学习(Language Study)分词汇和语法两部分。词汇部分设计了10个语境，帮助学生加深对新词汇的理解和记忆，训练学生在语境中理解词汇的能力。指导学生养成通过语境记忆词语的方法。本单元的语法项目是主谓一致。主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式;如指个体成员时，谓语动词用复数形式。具体包括三个步骤：1.主谓一致的语法规律和例子;供学生自主学习并探究群体名词主谓一致的变化规律。2.机械性操练，用动词的适当形式填空，检验学生自主学习的结果，强化群体名词一致规律的掌握。3.不定代词的人称指代。

学习技能(Integrating Skills)部分包括读、说、写三种，其中读说结合，通过阅读和讨论，掌握用典型事例刻画人物性格特征的写作手法，了解成功女性应具备的条件和品质，进一步培养概括能力和描写能力。叙述人物时做到观点与材料相统一，善于用具体生动的事例去表现人物。随后提供范文，要求学生会写fan letters，旨在让学生运用写作方法。

学习建议(Tips)部分向学生提供了如何描写人物的一些建议。旨在帮助学生了解描写人物的框架及文体特点。学会用生动具体的实例去表现人物，刻画人物的特点，从而培养学生的英语写作能力。

复习要点(Checkpoint)简要总结了本单元的语法重点-主谓一致。并罗列了一些常用的群体名词供学生拓展使用。最后两个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。

课时安排

Teaching Plan for Unit 17 Great Women

1.Warming up, Listening and Speaking

(1)Listening

(2)Speaking

(3)Listening in Work Book

2. Talking

(1)Warming up

(2)Talking in Work Book

(3)Extended reading

3. Reading

(1)Pre-reading

(2)Reading

4. Post-reading

(1)Reading

(2)Post-reading

(3)Extended reading

5.Language Study

(1)Word Study

(2)Grammar

6.Integrating skills

(1)Reading

(2)Writing

(3)Checkpoint

教材重点和难点

1.重点单词:

inspire vt. 鼓舞、感动、激发、启示

admire vt. 赞美;钦佩;羡慕

regret. n. 懊悔，悔恨 vt. 为……感到遗憾;后悔

increase vt./ vi 增加;增大

value vt. 估价;评价;重视

threaten vt. 恐吓;威胁;预示危险

bother vt. 烦扰;打扰 vi. 烦恼;操心

generous adj. 慷概的;大方的

cheerful adj. 愉快的;高兴的

mean adj. 卑鄙的;吝啬的

warm-hearted adj. 热诚的，热心的

cold-hearted adj. 冷漠的;无情的

tense adj. 紧张的，拉紧的

miserable adj. 痛苦的;悲惨的

dishonest adj. 不诚实的

dull adj. 迟钝的;无趣的;呆滞的

optimistic adj. 乐观的

extreme adj. 极端的;极度的;偏激的

stormy adj. 暴风雨的;多风暴的;激烈的

shelter n. (U)避难;保护，隐藏 (C)避难所，隐藏处

2、重点词组：

be about to do 即将，正要做某事

around the corner 很近

struggle through 艰难地渡过

find…doing 发现---处于(状态)

increase to增加到

none of毫无，一个也没有

lie down躺下;(风)渐息

at the top of one’s voice以最大的嗓音

tie to系在，栓在

(be) in good health身体状况好，健康

put up a tent 搭起，架起帐蓬

make a decision作为决定

give up放弃

think of考虑、想起、记起

come to terms with 甘心忍受(不愉快的处境)

rise to fame 出名

lead…to… 通向，导致

3、词汇拓展：

inspire (vt.) → inspiring (adj.) inspired(adj.) inspiration(n.)

admire (vt.) → admiring (adj.) admirer(n.) admirable (adj.) admiration(n.)

value (vt.) → valuable (adj.) valueless(adj.) value(n.)

extreme (adj.) →extremely (adv.)

cheerful (adj.) → cheerfully (adv.) cheer (vt.)

4、句型结构

(1)It has often been said that life is difficult as it is.

(2)…during the next week the wind grew stronger and I found myself spending a whole day in my tent.

(3)I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.

(4)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives.

(5)I had travelled only two hours one day when the winds increased so much that I had to put my tent up before the winds became too strong.

5、重点语法

主谓一致,主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式;如果指个体成员时，谓语动词用复数形式。主要群体名词有: band, club, company, minority, police, party, public, audience, class, government, enemy, team, group, enemy, family etc.

6、教学难点

(1)用得体的英语描写人物特征，并以生动具体的例子来佐证。

(2)引导学生学习杰出女性的优良品质，树立远大目标，勤奋刻苦，严以律己，敢于冒险，知难而进。困难时候，改变方法，或者调整方向，达到成功彼岸。

Teaching Plan

Period 1 Warming up, Listening and Speaking

Goals:

1.Train the students’ listening ability.

2.Master some words describing people and use them correctly.

Step 1 Warming up

In March, there is an important international festival. Ask and answer:

Qs: 1.What festival is it? (Women’s Day)(show a picture of Women’s Day)

2.Is there Men’s Day? (No)

3.Why is there a special festival for women?(In the old time, women were looked down upon and badly treated. By creating this festival, the government just intends to raise the women’s position in society.)

4.What will you say to your mother?(Thank you)

5.What do you think of your mother?(patient, hard-working, kind, caring, careful, etc.)

Most ordinary women like our mothers have such excellent qualities. They are worth respecting.

6.What about girls?(lovely, charming, cheerful, etc.)

Step 2 Pre-listening

Look at the photos of four girls-- Lily, Rose, Jane and Sandra. They are Alice’s old school friends. Everyone has their school days. It gives us great pleasure to look at the old school photos and talk about the old school friends. Now let’s share the pleasure with Alice and the other women.

Step 3 While-listening

Tell the students that they will be listening to a dialogue of two young women. Alice tells Lucy about her old school friends.

For Part 1, the students have to listen carefully to the descriptions that Alice gives of four of her classmates: Lily, Rose, Jane and Sandra. Look at the three questions in the chart and make sure that they understand what they should listen for.(This listening material can be divided into four parts for the four girls. The students can listen to each part twice, and then check the answers at once.)

For Part 2, students should listen carefully to the descriptions of the four women, the relations between them and Alice and their qualities. They have to fill in the blanks with the correct words.(The students should listen to the material as a whole, and then check the answers.)

Step 4 Post-listening

Well done! From the listening material, we have got some useful expressions to describe women and girls. Now let’s make a list of adjectives for describing them. The adjectives can be positive or negative. Boys give a list of positive words and girls try to give a list of negative words. Let’s see who can give as many as possible.

positive negative

strong smart honest friendly warm kind cheerful popular generous pretty hard-working pretty charming helpful optimistic warm-hearted talented learned fashionable naive caring patient responsible patient weak stupid lazy dishonest mean tense cold unkind dull cunning cruel cross cold-hearted selfish

Step 5 Picture-talking

Show Picture 1 and ask:

1.What can you see in the picture?

2.What does she look like?

3.What kind of woman do you think she is?

Ask individual students for details. Then the teacher give suggested answers, emphasizing the adjectives and useful expressions used to describe women.

Suggested answers:

Photo 1: There is a woman in an office. She’s about middle-aged and dressed in a gray jacket. She’s talking on the phone. She is holding a pen in her right hand to write down some information from the phone call. The desk she is working at is perhaps a reception desk. There’s a pile of papers on her left. There’s also a bag with sunflower seeds. There’s an empty chair beside her with what looks like a computer. There are some plants on the window sill. The woman seems to be a hard-working person. You can see that she’s very careful, because she is listening attentively, and has a pen and writing pad ready to make notes. I don’t think people like her are unfriendly, but she may be a bit cold. She could be a manager or an office worker.

Step 6 Gathering

Ask students to gather expressions used to describe this woman.

1.The woman seems to be …

2.I don’t think people like her…

3.She may be…..

4.She could be….

5.I can see that…

Besides, more expressions can be used for describing a woman. Individual students can brainstorm them, or they are presented directly by the teacher if it is difficult.

6.She seems to me to be the kind of woman who …

7.The impression (that) she makes on me is….

8.I think she is the kind of person who ….

9.She looks as if….

10.She doesn’t seem…

Step 7 Group work.

Show Picture 2 and 3. Get the students to describe them, making use of the adjectives and useful expressions. Remind the students that it is not important to describe these people as they really are, but what impressions they have of them. They may refer to the questions below:

1.What can you see in the picture?

2.What does she look like?

3.What kind of woman do you think she is?

4.What could she be?

Work in groups and have a discussion. After the discussion, the leader reports. Then the teacher gives the suggested answers:

Photo 2:

There’s a girl using a mobile phone. She’s wearing a red jacket. I can’t see her face very well. From the way she’s dressed, I think she’s perhaps a cheerful and friendly person. She might be a student.

Photo3: In Photo 3, there’s a mother feeding her baby. The baby is sitting in a special chair. The impression she makes on me is that of a woman who is friendly, caring and warm.

Step 8 Listening

You see, ordinary women have different personalities. They play an important role in different fields. Among them, some have made efforts to allivate poverty in their communities to make life better. The Women’s World Summit awards special prizes to these people, like Mrs Adetona and Mrs Zeng. Listen to the tape and hear how they earned their prizes.

Suggested answers:

1.Why do some women get the award that is talked about?

Women may get the award when their ideas or work have helped to make life better in their villages.

2.How has Mrs Adetona helped women in her village?

Mrs Adetona has helped women in her village (get loans) to start small businesses.

3.Why was Mrs Adetona’s work important?

Mrs Adetona’s work was important because with her help now more than a thousand people can take care of their families and send their children to school.

4.What did Mrs Zeng teach women in her village? Write down two things.

Mrs Zeng taught the villagers 1)how to plant potatoes, 2)how to take care of sheep and 3) how to take care of the environment by planting trees on the hills around the village.

5.What happened to Mrs Zeng in ?

In 2002 Mrs Zeng was chosen to be one of the village leaders.

Step 9 Summary

Today we’ve done some listening and speaking, especially we have learned to describe people.

Homework

Divide the students into four groups to collect information about these great women: Song Qingling, Madam Curie. Pearl S Buck, Mother Teresa, including their family and achievements.

Suggested answers:

Song Qingling married Dr Sun Zhongshan in 1915. She was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the women’s Federation to a number of committees involving (orphaned) children.

Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

Pearl S.Buck(1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. She first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for literature in 1938.

Mother Teresa of Calcutta (1910-) was a world famous Catholic nun. From the age of 18 she worked in India to help the poor. For more than 20 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.

Step 4 Game

Besides these four great women, there must be more great women who really inspire you. Let’s play a game. Student A thinks of a famous woman, comes to the blackboard, writes the name on a piece of paper and folds it so that it can’t be seen. One of the other students begins by asking questions about her. Student A may only answer “yes” or “no”. If the answer is “yes”, the student can ask more questions. If the answer is “no”, another student gets a chance to ask questions. Keep asking questions until you know who she is.

Example: B:Is she Chinese? A:Yes, she is.

B:Is she a famous actress? A:No, she isn’t.

C:Is she good at sports? A:Yes, she is.

C:Has she ever been a world champion? A:Yes, she is.

C:Does she play table tennis? A:Yes, she does.

C:Is her name Deng Yaping? A:Yes, it is.

Some possible great women:

Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe, Wu Zetian, Zhao Wei etc.

Step 5 Pre-talking

As we all know, there are many famous women in all fields, including politics, science, literature and peace. All these fields were usually occupied by men. But it has proved that women can do as well as men. They have got many prizes and achieved fame and fortune. Fans, flowers and applause are all around them. What we have seen is their success and their fame. Ask questions :

1.Do you admire them? Why?

2.Is it easy for them to reach their achievements?

3.What qualities have made them stand out?

Fame and achievements never come easy. In addition to that, the career of women is often less smooth than that of men. They have to overcome obstacles. It has often been said that life is difficult as it is. For women it sometimes seems twice as difficult.

4.Was it more difficult in the past?

In the old time, girls used to be looked down upon. They didn’t learn to read or write. When they got married, what women were expected to learn was how to “catch” husbands and then to keep them happy by running a comfortable home. They couldn’t go out to work. In modern times, great changes have taken place. Please turn to Workbook Page 95 Talking. Look at the graph.

Step 6 Role Play

The graph shows us that the number of women taking part in higher education in China is actually very high. And their members are on the rise. So if women get out of school with a high level of education, why is it difficult for them to get high-level jobs?

Suppose you are all members of a group that must decide who will be the new manager in the department store where you work. A woman has applied for this job and you discuss whether she can get the job or not. There are five roles:

1)First, there is the boss of the company.

2)Second, there is the manager who is leaving. It is his job that the woman wants to take.

3)Third, there is a colleague who will have to work together with the manager.

4)Fourth, there is a worker. The new manager will be his or her boss.

5)Finally, there is the owner of the company who will help the others to make a decision.

The students will be divided into groups of five. In each group, there are five roles. The role of the fifth student is the owner of the company who will help the others make the best decision. The boss will start the discussion. Later, ask one group to act it out.

Example:

B: Okay. As we all know M, the manager here will leave next month. So our company will hire a new staff member. We have received many letters from men and women who would like to take this job. In this meeting, we hope to make a decision whom to give the job. M, maybe you can say something first.

M: OK. Well, we all know that my job is no easy one. Therefore we are looking for somebody who is responsible and has good communication skills. There is no need to say that we are looking for somebody who is hard-working and loyal to our company. I think the person for this job must be good at dealing with people and he or she must be a real team worker. The job is difficult because sometimes there can be conflicts between staff. You have to be a strong kind of person and hold a firm stand.

B: Well. Together with the owner of the company, we have already looked at most letters and made some choices. Manager of this department is an important job in our company and that’s why I want that person to be a strong and inspiring personality. Qualities that the right person for this job should have are that he or she is friendly and warm, but also strong and smart. We are now left with two, a man and a woman. I would like to hire the man, because I think a man will do this job better. But the woman has better qualifications and although she does not have as much work experience as the man. It looks as if she could do the job well. The owner of the company has said, well maybe he can explain himself.

O: Yes. I have no preference for myself. I believe both the man and the woman could do the job very well. The things, however, I would like all of you to consider are: 1. It might be good if we had more female managers in our company, so the management team could learn more from different experiences, and 2. Most staff that the new manager has to work with are women. I know there never were any problems with X, but I have also heard that some colleagues in the department would welcome a woman in this position. We are here to hear their opinion, before making a decision.

C: Well, many of our colleagues are women and they do their jobs just as well as the men. I think it could be either a man or a woman, though I prefer we choose a woman. It is very pleasant to work with different people and because there are already so many men working as managers in the company, it might be a good idea to hire the woman.

M: Qualities that the right person for this job should have are that he of she should be honest, strong and hard-working. And as far as I can see, both men and women can have all these qualities. The most important thing is that the job gets done.

C: Sure. Maybe men and women have different ways to solve problems, but we should not say that it isn’t a good thing. I’m sure a female manager will hold her stand in conflicts and can be strong.

W: I haven’t met this person. I’m not sure whether we should take a man or a woman. I suppose if both are equal in many ways, I agree with the owner that we should take a woman. In some ways it would be easier for female staff to talk to a female manager. She might understand some problems better. I believe that women should get the same opportunities provided that she is well qualified and possesses the qualities we feel are needed. On the other hand I am sure that if everybody feels that the man is the better of the two, then we should decide to take him.

B: Well, that should not make any difference. I think the person for this job could either be a man or a woman. The qualities that the right person for this job should have are to treat all staff, men and women equally. …

Step 6 Summary

Today we’ve learnt something about some great women in the world. From what we’ve learnt we can understand that women are equal to men. If we want to succeed, we must work hard.

Just as Madam Curie says: “Life is not easy for any of us. We must work, and above all must believe in ourselves. We must believe that each of us is able to do something well and that, when we discover what this something is, we must work hard at it until we succeed.”

Homework

1.Extended reading---Read four passages about Song Qingling, Madam Curie, Pearl S Buck, Mother Teresa to get more information.

2.Search the Internet for facts about Antarctica and Arctic.

Period 3 Reading

Goals:

1.Train the students’ basic reading ability by getting to know something about a famous woman named Helen Thayer.

2.Let students have strong wills and determination if they set their goals.

Step 1 Lead-in

Show some pictures of winter scenery, the North Pole and the South Pole, etc. While asking and answering, the teacher should present some new words.

Ask Qs:

1. Are they beautiful?

2.Is it cold or hot?

3.Where is the coldest place? (The North Pole and the South Pole/Antarctica)

4.What countries are part of the North Pole and South Pole?

Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, The USA, Canada, Greenland, Denmark

Countries that are part of the South Pole: Chile, Argentina, South America, Australia, New Zealand

5.What’s the weather like there?

(extremely cold, stormy, windy, 24 hours of day or night) (show videos)

6.What animals live on the North Pole and the South Pole

Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whale

Some animals that live on the South Pole: penguin, seal, walrus, whale

7.Why do polar bears never eat penguins?

Polar bears live on the North Pole while penguins live only on the South Pole.

Step 2 Pre-reading

1.Do you want to go there and have a look at these animals with your own eyes?

2.If you want to go there, what will you take with you? Why?(While asking and answering, teaching some new words and expressions.)

1)warm clothes 2)dark sun-glasses 3)ski/snowshoe

4)tent (put…up for shelter) 5)sled (pull… dogs) 6)ice pick

7) matches. 8)maps 9)stove 10)backpack

3.What doesn’t need to be brought? (Drinking water)

4. Will you travel alone to the South Pole?

5.If a person was alone in Antarctica, what would the person be like in your opinion?

The person should be strong, young, energetic, healthy and brave.

The person should have a strong will, great courage and determination.

It’s clear to see that being in Antarctica alone is a dangerous journey of challenge. Can you imagine a woman of 60 years old making a solo expedition in Antarctica? The woman is called Helen Thayer.(呈现图像)

Step3 Skimming

Task 1 Now please read the text fast to find out:

Did Helen Thayer finish her solo expedition? (No)

Task 2 Then show the six simple drawings in the wrong order. Ask them to rearrange the pictures in the right order.

Step 4 Scanning

Then the teacher explain each picture by asking and answering some questions. Meanwhile, some important and difficult language points in bold should be explained.

Picture Detailed Information

1 1)What did she do at 50?

2)What did she decide to do at 60?

3)When did she begin her journey?

2 1.What was the weather like?

2.How was the weather later?

3.How many hours did she travel when the winds increased?

3 1.When was her birthday?

2.How did she spend her birthday?

4 1.What happened when she was moving forward over a slope?

2.How did she rescue herself?

3.Why do you think she could rescue herself?

5 1.How did she hurt herself?

2.What did she do after the accident happened?

3.What’s the result of the accident?

6 1.What decision did she make?

2.Why did she make such a decision without regret?

Suggested answers:

1)The sweetest grapes hang the highest.最甜的葡萄在最高的树梢。

2)Where there is a will, there is a way.有志者事竟成。

3)Perseverance is vital to success.毅力是成功的重要条件。

Step 8 Song.

Enjoy a song----- It’s A Long, Long Road To Travel Alone

I always thought I’d like to roam

One day I started alone

Out in this old wide wicked world

Away from friends and home

It’s a long long road to travel alone

And when the day is gone

No place to pillow my head at night

Only on the cold stone

I’ve traveled around from town to town

Now it’s time that I settled down

I’ve had my fill of rambling around

And now I am homeward bound

One day a letter came to me

And this is what it read

Come home my boy to the old homestead

Your father and mother are dead

It’s been a long road to travel alone

I wish I had never roamed

I thought I’d soon see my mother and dad

But now I am left alone

Homework

1. 假设你是Helen Thayer，请你选择下面的日期写一篇探险日记。

Nov.12,1997 / Nov.22,1997

2.Surf the internet for more information about Helen Thayer.

相关网址www.goals.com/thayer/expfrm.htm.

Period 4 Post reading

Goals:

1.To develop some in-depth understanding skills by correctly evaluating Helen Thayer.

2.To inspire students to aim high , work hard and keep on working to reach their goals. Sometimes they should find solutions or different ways to reach their goals if their results are not very good or they have difficulty.

Step 1 Lead-in

Ask some Ss to share the diaries about Helen Thayer’s solo expediton with the whole class.

Step 2 Post-reading

(Group work)

1.Do you admire Helen Thayer?

2.What kind of woman is Helen Thayer? Why?

Suggested answers:

brave It is unusual for women of her age to do things like that.

strongThe description of the terrible weather conditions and the ways she deals with her accident.

perseverantShe has the power to go on even when the circumstances or conditions are very hard.

responsibleShe demonstrates this by her good decision to stop and not risk her life after her accident.

honestThe description of her journey.

Step 3 Appreciation

(Individual work)

Ask Ss to find out the beautiful sentences which make deepest impressions on them. Then paraphrase them.

1.Another-journey of challenge and danger was about to begin.

Paraphrase: I was going to start another journey of challenge and danger.

2.I found myself spending a whole day in my tent.

Paraphrase: Suddenly I found that I had been spending a whole day in my tent.

3.I was thankful for all the training I had had.

Paraphrase: I was rescued by myself all because of the training that I had had.

4.It is an experience I shall never forget and shall value for the rest of my life.

Paraphrase: This experience will affect my life in the future.

5.Within a few minutes the winds increased to a howling storm that threatened to blow me and my tent away, but none of that happened.

6.A few days later, I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.

notes: The sentence structures of No.5 and No. 6 should be analysed carefully and the personification should be pointed out.

Step 4 Discussion

Task 1(Pair work)

Some people think Helen Thayer is a failure because she didn’t finish her extreme travel. Do you agree? What’s your point of view?

Suggested answers:

Helen Thayer shows us that no matter whether we are men or women and no matter what age, we can set ourselves goals and work hard to achieve them. In the process of getting there. She experienced difficulties and set-backs. After a bad accident, she realized that she could not reach her goal in any possible way, or her ambition was too high for her. She gave up and go back home. It is reasonable. We shouldn’t risk our life. We can change our ways or methods to reach the goal. In a word, Helen Thayer is a success.

Task 2(Group work)

1.What about your own goals in life?

2.How will you try to reach them?

Some advice:

A.You must set goals (what you are really good at and what you most like to do)

B.In any cases, work hard and keep on working to reach your goal.

C.If your results are not very good or you have difficulty, you must think about this carefully. You have to go on or make a decision. The most important thing is to believe in yourself and not to give up too early.

Step 5 Extended reading

Read the passage about Helen Thayer--First Woman to Solo Any of the World’s Poles in order to get more information about her extreme travel to the North Pole.(show a picture of Helen Thayer with her faithful dog called Charlie.)

Helen Thayer

--First woman to Solo Any of the World’s Poles

Helen Thayer, born and educated in New Zealand enjoyed a lengthy career as an international discus thrower, representing three countries, New Zealand, the country of her birth, Guatemala, where she lived for almost four years with her husband Bill, a helicopter pilot, and then the United States. Later in 1975 she won the USA national luge championship, gained All American honours and represented the USA in luge competition in Europe. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.

In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world.

The first project would be a journey to the North Pole. It was the barren islands, the hardy plant life, the arctic animals which have adapted to one of the world harshest climates and the sea ice which Helen would have to travel across that made her realize that this would be the place to begin the educational programs. Polar bears were her special fascination and she was not to be disappointed. This is home to one of the largest populations of Polar bears in the world.

In 1988, at the age of 50, Helen decided to walk alone to the North Pole without the aid of aircraft, dog teams or snow mobiles. She was totally unsupported. She walked and skied, pulling her own 160 pound sled filled with all her supplies. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears. He did his job well. He saved her life at least once. They were confronted by seven polar bears, one at a time, throughout the almost month- long journey of 364 miles. Helen made her way around the entire North Pole area.

She began on March 30 and finished on April 27. It was a long and lonely journey. Helen’s expedition was the only one going to the magnetic North Pole in 1988, therefore she had no warning of the ice conditions which lay ahead of her.

Then she wrote a book about her journey to the Pole titled Polar Dream with a foreword by Sir Edmund Hillary, published in the USA by Simon& Schuster.

Helen traveled most of the journey across the sea ice photographing and taking notes as she went. Because the North Pole is constantly in motion, she traveled to the area of the Pole. The Canadian Geological Survey gives expeditions, air charter services and scientists the yearly coordinate of the Pole which is the approximate center of a large area.

When Helen arrived in the area of the Pole she traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.

After she returned home her first job was to gather her photographs and notes into a programme of education for students K to 12. The educational programme has reached students in 38 countries. To date Helen has spoken to more than 450,000 students in schools, classrooms and school conventions.

Polar Dream is an adult book but is also popular in classrooms as a study project. Not only is the book the real life story of this historical journey but it is a factual account of this interesting place close to the top of the world.

And it is the story of a faithful dog called Charlie who traveled at Helen’s side watching for polar bears. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury. As Helen will tell you, “What Charlie wants, Charlie gets”

Ask and answer some questions:

1.What did she do?

2.How many high mountains did she climb?

3.Why did she decide to make the journey to North Pole? Did her husband support her?

4.Who was her only companion on the journey? How did it help her?

5.What has become of her companion?

6.In what way did she travel throughout the area of the North Pole? Why?

7.Did she finish her journey? How long did it last?

8.What book did she write about her journey to the North Pole?

Suggested answers:

1. She enjoyed a lengthy career as an international discus thrower. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor.

2. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.

3. In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world. /Yes.

4. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears.

5. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury.

6. She traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles, it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.

7.Yes./ She began on March 30 and finished on April 27.

8. Polar Dream.

Homework:

1.Suppose you are a reporter on a magazine named “Great Women”. You’re going to write a report about Helen Thayer after the interview with her.

(Group work): Work in groups and discuss how to write the report, what to write and how to describe Helen Thayer. Then finish it.

2.Preview “Language Study”.

Period 5 Language Study

Goals:

1.To practise using some words and expressions in the unit.

2.To help the students to draw the grammar rules for Subject-Verb Agreement and put them into practice.

Step1 Game

In the last several periods, we’ve learned some new words. Let’s play a game:

Two students from each group are standing face to face. Some words are shown on the screen. One of them explains them one by one either by body language or by giving situations, the other tries to say the word by guessing its meaning. The one who guesses the most in the given time will win.

The words are as follows: generous, warm-hearted, threaten, tense, thankful, candle, miserable, cheerful, mean, shelter, slope, solo, mean, inspire, challenge, optimistic, value.

Sample situation:

T: The Wangs are my neighbours. One evening, someone knocked at my door. I opened and saw the son with a basket of ripe and nice oranges. He said his uncle had brought them a lot from the countryside and his mother wanted him to give some to me for a taste. Before I could express my thanks, he moved to the next house. The Wangs are always ready to have their neighbours share the things their relatives bring them. What do you think of the Wang’s Family? And what about their son?

S: ( The family are generous, and the son is generous, too.)

Step 2 Word Study

I. Turn toSB Page 32 Word Study Complete these sentences with the words from the box.. Some words may not be used.

II.Turn to page 97 and finish Exx 1 and 3 as quickly as possible

Step 3 Grammar

Task 1 Multiple choice

1)A library with five thousand books ______ to the nation as a gift.

A.is offered B.has offered C.are offered D.have offered

2)Growing around the lake ______ wild flowers of different colors.

A.is B.are C.was D.has been

3)Each of the hotel’s 3000 rooms ______ with air conditioning and television.

A.has equipped B.were equipped C.is equipped D.are equipped

4)Different areas of the country _______ own customs.

A.have their B.have its C.has their D.has its

5)The Olympic Games, which ______ held every four years, ______ the most important event in the world.

A.are,is B.are,are C.is,is D.is,are

Suggested answers:

1)A 2)B 3)C 4)A 5)A

Task 2 Conclusion

From the exercises we know that singular nouns are used with singular verbs while plural nouns are used with plural verbs.

Task 3 Filling the blanks with the correct verb form.

1)Our little group ______ complete again.

2) ______ your group want to stop for lunch now?

3)Our family ______ not poor any more.

4)The Smith’s family all ______ Chinese.

5)The army ______ helping to clear up after the floods.

6)The army ______ the important task to keep the peace.

7)Our class______ better than any other classes at playing basketball in our school.

8)Our class______ playing a basketball match tomorrow.

9)The team ______ going to play a match on Saturday.

10)This international organization ______ going to open an office in Beijing.

11)The government ______ to build new villages in the north.

12)The government ______ holding a meeting this evening to discuss the problems.

Suggested answers:

1)is 2)Do 3)is 4)speak 5)are 6)has 7)is 8)are

9)is/are 10)is 11)is 12)is/are

Task 4 Conclusion

From the exercises we know that Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the individual members of a unit, the verb is plural. Such collective nouns are: army, class, family, club, company, audience, committee, public, party, government, crowd, police, band, minority and so on.

Task 5 Practice

Get the Ss to make sentences with collective nouns as subjects(Show pictures of two families and two groups).

1)The whole family are watching TV.

2)His family is a big one.

3)The group are having a discussion.

4)This group is bigger than that one.

Task 6 Practice

Finish Students’ Book Page 33 Exx 1 and 2 as quickly as possible.

Step 4 Project

(Group work) Each group is asked to prepare a paper for testing Subject-- Verb Agreement.

The number of exercises should be 10, and the form is unlimited. You can refer to the exercises and checkpoint we’ve finished. Then each group exchange the papers with each other. Correct the mistakes while doing it. The best one will be printed out for your homework.

Homework

1.Read SB Page 155 Subject-Verb Agreement carefully to get more rules.

2.Finish the paper for testing Subject-Verb Agreement.

3.Finish WB Page

4.Put the sentences into English.

1) 四班正在讨论怎样学好英语。

2)每一个学生都参加了这次运动会。

3)不是他去，就是我去。

4)刘军和魏国都不来。

5)书包里有一只铅笔盒，一块手表和几本书。

6)这件事谁也不知道。

7)我们每人都知道他在想什么。

8)我们中间没有人去过加拿大。

9)他们俩都不懂法语。

10)周兰和杨蓓都爱好体育。

11)警察正在问他们问题。

12)340加660等于1000。

Suggested answers:

1)Class Four are discussing how to learn English well.

2)Every student has taken part in the sports meeting.

3)Either he or I am to go.

4)Neither Liu Jun nor Wei Guo will come/is coming.

5)There is a pencil-box, a watch and some books in the schoolbag.

6)Nobody knows anything about it.

7)Every one/Each of us knows what he is thinking about.

8)None of us has been to Canada.

9)Neither of us has been to Canada.

10)Both Zhou Lan and Yang Pei like sports.

11)The police are/is asking them questions.

12) Three hundred and forty plus six hundred and sixty is/are one thousand.

Period 6 Integrating Skills

Goals:

1To learn how to use examples to support your opinions.

2.To learn to write a fan letter.

Step 1 Pre-reading

1. There are many famous women in all fields. Let’s enjoy some pictures of them.

(Show pictures of famous women such as Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe)

2. (individual work)What do you think is needed in order to be a successful woman?

(A successful woman should be intelligent, determined, hard-working, energetic, strong, responsible, perseverant and endurant.)

Step 2 Reading

As we have seen, women often experience more difficulty reaching high positions. In America and many other places it is even more difficult when people are coloured. In addition to that, people from poor, remote areas or small villages and towns also often have more difficulty in going to good schools and finding good jobs than people who have grown up in bigger cities. Today we’ll read a passage about such a black woman from a poor village in America. (Show the video of her interviewing Marilyn Monroe).But now, she is the Number One TV personality.

Step 3 Skimming

Read the passage to find out how Oprah Winfrey achieved success.

(Hard work and discipline lead to her success)

Step 4 Scanning

Task 1 Ask Ss to read each paragraph and find out the main idea for it.

Task 2 When asking for main ideas for each paragraph, the teacher ask more questions for details.

Title Para Main Idea Detailed Information

: 1

: Oprah Winfrey is not just a very successful TV Personality in the USA, She is also a woman who has inspired millions.

1)What is Oprah’s Programme about?

2)Why is Oprah Winfrey not just a very successful TV personality in the US, but also a woman who has inspired millions?

2 Her family 3) What about her family?

3 She was an extremely bright girl at school. 4)Why was she an extremely bright girl at school?

5)What did she learn from her father when she lived with him?

4 Her work experience. 6)What did she do?

7)Why is her show one of the most popular television programmes in history?

5 Oprah Winfrey’s wonderful career inspires many people to fight for success.

Suggested answers:

1)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives. Her another programme about literature is popular as well.

2)Oprah Winfrey is not just a successful TV personality. She has inspired millions of people through her talk shows. She helped people by giving information about difficulties that they had in their lives and talked about things that people could not or were afraid to talk about. In that way she helped people come to terms with problems that worried them or for which they could not find solutions.

3)For her family, life seemed to hold no promise.

4)She asked her kindergarten teacher to let her go to school sooner and she also skipped the second grade of primary school. A few years later, she won a college scholarship that allowed her to go to university.

5)Hard work and discipline could lead to self-improvement.

6)Worked part-time on a radio programmeStarted working for different television stations became the host of “AM Chicago”

7)Oprah’s show is one of the most popular in history. The history of television is of course not very long. Oprah has been successful with her TV programme for more than 20 years.

After asking and answering, the teacher can present the table below for the students to have a better understanding about how Oprah Winfrey reached her success.

a successful TV personality

a woman who has inspired millions

work for television talk about /great moments/ difficulties

help / come to terms with

program about

literature / popular

win many prizes

go to university Host a talk show

AM Chicago →

The Oprah Winfrey Show for over 20 years.

a bright girl

6-14 hard won a college

scholarship

part-time job on a radio program

black

born in a poor family

skip second grades

hard work discipline self-improvement success

Step 5 Listening

Go through the passage while listening to the tape. The teacher may explain some language points.

I.difficult expressions:

1.come to terms with 甘心忍受

2.bother sb. about sth. 麻烦某人某事

3.inspiring/ inspired令人鼓舞的/备受鼓舞的

4.hold no promise 毫无希望

5.lead to…= cause 引起,导致

6.so far 到目前为止，和现在完成时连用。

7.inspire sb. to do sth. 鼓舞某人做某事

8.within reach在某人所能够得着的范围

II.difficult sentences:

1….made it possible to talk about great moments…

2.Ophrah Winfrey is a black woman whose rise to fame is an inspiring story

3.For Many women such hardship would be too heavy to bear

Step 6 Role play

(Group work) Suppose you were Oprah Winfrey. Now you are at work. You work on a radio programme. People who have something that bother them or have something they can’t talk with others often ask you for help…

Problem 1: Student A has a problem with his friend. He lost 100 yuan last week and he thought it was his new friend who took it because he was with him all the time that day. But he can’t make a check on his friend and he doesn’t want to lose his friend. He wonders what to do.

Problem 2: Student B has a problem with his parents. He thinks that what his parents say is to ask him to work hard and do well in the college entrance exams. Their goal is his son should go to key university. What they care most is his marks and his health. He is unhappy at home. In this way he can’t get on well with his parents.

Problem 3: Student C is good at singing and dancing. Of course she is pretty. She wants to be a famous singer or a film star. She wonders how she can achieve success.

Problem 4: Student D is struck by one of his classmates. He is sure he loves her. It has a very bad effect on his study. He doesn’t know what to do.

Work in groups and do the role play. Then get the Ss to act it out.

Step 7 Writing

You know, Oprah Winfrey is not just a very successful TV personality in the USA, she is also a woman who has inspired millions. She gets many fan letters every day. She enjoys reading them. Here is a letter from one of her fans(SB Page 35). Read it and go on to read tips on writing and try to find out how to write a fan letter. Use it as a model and write a letter to a famous woman you admire, and read to each other in the group.

Guided writing

假设你是好莱坞著名华裔女影星-----刘玉玲的影迷，根据下面所提供的资料，给她写封信(请不要逐字翻译)。词数：100词左右。信头已给出(不计入总词数)。

刘玉玲(英文名：Lucy Alexis Liu)1986年12月2日生于美国纽约，从小立志想成为演员。大学毕业后，边打工边为争取角色而到处试镜，不断碰壁却不气馁，终于有了回报。因演电视戏剧《艾莉的异想世界》(Ally Mc Beal)中的吴琳一角而开始令人瞩目。她在成龙的动作喜剧片《西域威龙》(Shanghai Noon)中饰演公主。接下来，因演《霹雳娇娃1，2》(Charlie’s Angels)而大红大紫，风靡全球。同时自19以来也获得了不少国际性奖项。

One possible version:

Dear Miss Liu,

My name is Emily Li. I am 17 and live in Zhejiang, China. I wish to tell you how much I like your films and your performance. I am a big fan of your work. I have seen you on TV and in movies many times. My favorite movie is Charlie’s Angels.

I really admire you and all the good work that you do. I know you had dreamed of becoming an actress since you were a little girl. After college, you took a number of different part-time jobs while waiting for your fortune. In the beginning, your acting career seemed to be going nowhere, but you didn’t give up. Your persistence slowly began to pay off. Now you are world-famous because of your hard work. I hope to be just as successful as you are when I grow up.

Good luck to you always. I wish you a lot of success in the future.

Your fan and friend,

Emily Li

Step 8 Assessment

(Group work)Exchange the writing with the group members according to the following criteria for the content

1)Does the writer follow the format for informal letters?

(address +date at the top, opening and closing)

2)Does the letter give enough detail about the writer’s hero and his or her work?

1) Does the writer express his or her admiration?

Each group recommends one letter to show to the class.

Homework:

1.Finish reading the Integrating Skills on the workbook..

2.Go over the whole unit and do self-assessment. .

3.Surf the Internet about Oprah Winfrey.

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