Unit 17 Great woman
學習目標
大綱詞匯
admire, cheerful, mean, tense, dishonest, dull, mile, bottom, regret, extreme, extremely, value, pianist, promise, kindergarten, graduation
課標詞匯
Inspire, champion, Antarctica, expedition, shelter, climate hardship, bear, scholarship
語法
Subject-Verb Agreement
功能句
Describing people
本單元教材內容分析和處理
本單元中心話題是famous women--“著名女性”。介紹了世界上不同民族、不同領域中的非凡女性及其成就的取得，各部分的內容都是圍繞這一中心話題而進行設計的。
Warming up部分呈現四幅著名女性的照片，它們分別是Song Qingling, Madame Curie, Pearl S. Buck and Mother Teresa。引出著名女性這一話題。在這個階段的語言實踐中著重培養學生概述人物特征的能力。
課前預先設計一個任務（Task）：Collect information about the famous women。發動學生通過各種渠道（雜志、圖書、因特網等）收集有關這四位女性的資料。這個任務的目的是使學生主動學習，擴展和利用學習資源，從多渠道獲取信息, 為Warming up 作鋪墊，是熱身的預熱。它的完成便于在后面的小組活動中有話可說。小組活動要求學生分別說出她們的姓名、簡要經歷及主要成就。小組活動結束后由小組長匯總報告。這樣，學生通過參與、合作與交流的學習方式使這一任務得以完成，對這四位著名女性有比較深入的了解，并明白偉大女性取得輝煌的成就必須付出艱辛這個道理，以此激勵自己。
人們都說：每個成功的男人后面都站著一位女性，那成功的女性后面是什么呢？也有人曾說：做人難，做女人更難，做名女人難上加難。由此揭開鍋蓋，讓學生討論這一話題導入另一個活動。這一活動由學生自己主持并展開討論，討論結束后由組長匯總陳述。在這一語言實踐過程中，使學生形成積極的情感態度，主動思維，大膽表述，提高語言實際運用能力，同時，又使他們陶冶情操、拓展視野，開發思維能力，發展個性，提高人文素養，形成健康的人生觀。
Listening部分的內容是一則對話，談論old school photos 中的人物及其過去和現狀。用pre-listening 導入聽力內容，然后要求學生根據聽力材料，正確記錄所談及人物的特征、專長及現狀，并對陳述的句子進行正誤判斷。讓學生通過“聽”學習描述人物的形容詞，并在Post-listening中結合實際運用，在這過程中發展學生的實踐能力和語言運用能力，讓他們活學活用，感受成功。
Speaking 由兩部分組成。一是小組活動。一學生想出一個著名女性人物，其他學生輪流提問并通過對方Yes/No的回答判斷該著名女性人物是誰，這一活動旨在激發學生的興趣，激活他們的思維。二是看圖描述人物。呈現了三幅不同身份普通女性的照片，要求學生根據照片對人物進行描述，訓練學生恰當使用形容詞描述人物的能力。前一節課課外的一個任務是要求學生查找盡可能多的描述人物的形容詞，學生從描述著名女性到普通女性，學習使用各種描述不同人物品質的形容詞，滿足不同類型和不同層次學生的需求，提供機會讓學生大膽、充分表現自我。
針對Speaking 部分設計了一個課堂任務：談話節目（talk show）。小組成員分別擔任主持人、著名女性、普通女性和一名男士，就“Women, their achievements and their difficulties”這一話題展開討論，各自抒發自己的觀點意見等。目的是讓學生通過討論交流，發展語言技能，提高語言實際運用能力。
另一個是課外任務：收集有關兩極知識信息，包括地理位置、氣候特征，兩極的動物以及兩極的探險等。目的是開發和利用廣播電視、英語報刊、圖書館和網絡等多種資源，拓寬學習渠道，改進單一被動接受知識的學習方式，讓學生自主學習，主動獲取信息、處理信息和使用信息，提高學習效果，為下一課閱讀奠定基礎。這一任務溶入了其他學科的一些相關知識，涉及地理、生物等學科。它的完成可以通過pre-reading中的提問來檢測。目的是擴大學生的知識面，促進英語與其他學科間的相互滲透和聯系，發展學生的綜合素質。
Reading本單元的閱讀部分是一位60歲的女性獨自一人在南極探險的故事，是一篇以第一人稱來敘述的記敘文。敘述“我”獨自一人在南極探險的故事，講述了“我”怎樣以頑強的意志和高超的自救技能戰勝困難，脫離險境。表現了“我”樂觀和大無畏的精神。
文章一開始就表明作者是個不畏艱險的探險者，把南北極探險作為自己生日的禮物，說明“我”樂于挑戰自我，征服自然。
第二、三自然段，描寫了南極惡劣的氣候條件。突出描寫“風”，以“我”只能呆在帳蓬里反襯風力的強大和環境的惡劣。
第四自然段寫在惡劣的環境中高唱著《生日快樂》給自己過生日，充分表現了主人公樂觀的性格特點。
第五、六、七自然段，寫了兩次遇險的經過。一次是不慎吊掛在一個幾百英尺深的洞穴，“我”憑著平時掌握的自救常識，成功地脫離險境。掉下的冰塊聽不到聲音描寫了洞深不可測，而一句“感謝平時的訓練”更是說明了求生的能力是平時刻苦練就的。第二次是寫我滑雪時腿部受傷，且傷勢不輕，最后還是以頑強的意志，忍著傷痛搭好帳逢，躲過了凍傷凍死這一大難。前一險突出了我的沉著冷靜，臨危不懼。第二險則突出了“我”有堅忍不拔這一頑強的意志。
最后一段寫“我”脫險后的心理感受，有議論，有抒情。在困境面前，“我”有過猶豫，也想念家人親情，但很快作出了抉擇--向既定目標沖刺，永不言棄。這里雖然沒有豪言壯語，但充分表現了作者樂觀的情緒和生命不息奮斗不止的精神。這種積極向上的人生態度確是世界上所有人學習的榜樣，更是學生應該樹立的人生態度。
這是一段自傳體的文章，屬記敘文，寫作者的一段人生經歷，表達方式是敘述，最后點睛之筆是議論和抒情。全篇文章以生動具體的事例表現人物性格、道德品質和中心思想。作者以第一人稱自敘，仿佛把讀者帶入冰天雪地的南極探險，隨她一同面臨危險和挑戰，顯得真實可信，有很強的說服力和感染力。
通過一學期的閱讀教學，學生已初步建立了閱讀的基本技能-Skimming(略讀)和Scanning(查讀)，教師引導學生結合語境，采用推測、查閱或詢問等方法進行學習。
1、Skimming
A）先通過讓學生看標題，猜一猜獨自一人在南極探險的人會是怎樣一個人。然后快速閱讀，找出文章中是怎樣的一個人。
B）給出6個 statements, 讓學生聽錄音，根據文章內容判斷正誤。
2、Scanning
A）根據課文設計了5個問題讓學生查找答案。
B）歸納文章的各個段落，并就每個段落的具體細節設計問題，找出答案。
Title Alone in Antarctica
Par Outline Detail
1 The journey of challenge and danger began 1.What did she do at 50? 2.What would she do at 60? 3.When did she begin her journey?
2 The first days of the journey 1.What was the weather like? 2.How was the wind later? 3.How many hours did she travel when the winds increased?
3 Her birthday in Antarctica 1.When was it? 2.How did she spend her birthday?
4 Self rescue 1.What happened when she was moving forward over a slope? 2.How did she rescue herself?
5 A bad accident 1.How did she hurt herself? 2.What’s the result of the accident?
6 Making a decision How did she make a decision?
Post-reading 部分里有兩種練習。第一部分是針對文章的理解，設計了五個選擇題，檢測學生對文章理解的程度。第二部分是學生評價文中的人物，旨在培養學生的概括能力，有條理地描述人物，并表達個人的見解，與此同時，可不失時機地滲透德育教育。
閱讀課教學中可以安排的活動：
1、就探險期間某一日寫一篇日記。
Nov.12, 1997 / Nov. 22, 1997
2、“Famous Women”雜志社記者采訪Helen Thayer，并為此刊寫一篇報道。
Language study分詞匯和語法兩部分。為配合這部分的詞匯教學，在這部分的Warming up 中設計了小組猜詞匯競賽。詞匯部分設計了10個語境，幫助學生加深對新詞匯的理解和記憶，訓練學生在語境中理解詞匯的能力，指導學生養成通過語境記憶詞語的方法。
本單元的語法項目是主謂一致。主要是群體名詞作主語的用法。如果群體名詞指整體概念，謂語動詞用單數形式；如果指個體成員時，謂語動詞用復數形式。
首先提供主謂一致的語法規律和例子，供學生自主學習并探究群體名詞主謂一致的變化規律。引導學生運用觀察、發現，歸納和實踐等方法，學習語言知識，感悟語言功能。
然后是機械性操練（Mechanic drill）。用動詞的適當形式填空，檢驗學生自主學習的結果，強化群體名詞一致規律的掌握。讓學生自己發現、得出這一單元的語法規律，并提供其他類似的群體名詞供拓展使用。
最后一部分是根據示范做不定代詞的人稱指代的練習。
為引導學生對本單元語法進行有意義的操練（Meaningful drill）設計了一個學生會的通知。
通 知
校園文化周即將來臨，請各相關部門做好準備工作。請合唱團、舞蹈隊、文學社成員做好彩排，屆時為全校師生奉獻出一臺高品質的晚會。
請攝影俱樂部與書畫俱樂部組織好各自成員參加攝影展與書畫展。
請足球隊、籃球隊積極訓練，為文化周期間的比賽做好準備。
學生會
×年×月×日
Integrating skills 部分包括讀、說、寫三種。其中讀說結合，要求學生閱讀文章，找出Oprah Winfrey 是怎樣步入成功的，用臺階的圖表說明她從出生到步入輝煌的成就，以及取得這一切的堅實基礎。
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
完成閱讀后，做一個role play-Oprah Winfrey 的現場工作實況。學生遇到麻煩（與同學的相處，與父母的相處，如何成名等）請求現場解答幫助。這一活動以學生的生活為出發點，所遇到的都是發生在學生身邊的事，貼近學生的生活，具有真實性，可以發展學生用英語解決實際問題的能力，同時培養學生綜合語言運用能力。
通過閱讀和討論，掌握用典型事例刻畫人物性格特征的寫作手法，了解成功女性應具備的條件和品質，進一步培養概括能力和描寫能力。強調敘述人物時做到觀點與材料相統一，善于用具體生動的事例去表現人物。隨后提供范文，要求學生會寫fan letters（慕名信）， 旨在讓學生運用寫作方法。
Tips部分向學生提供了如何描寫人物的一些建議。旨在幫助學生了解描寫人物的框架及文體特點。學會用生動具體的實例去表現人物，刻畫人物的性格特點，從而培養學生的英語寫作能力。
Checkpoint簡要總結了本單元的語法重點--主謂一致。并羅列了一些常用的群體名詞供學生拓展使用。最后兩個問題引導學生對本單元所學的詞匯作一次小結，以增強學生自主探索的學習能力。
教學過程
導入
模塊一：Warming up. (問答方式).
T: In March, there is an important international festival. Do you know what the festival is?
S: Yes. It’s Women’s Day.
T: Very good. Now we’re going to talk about some famous women in the world. Open your books and turn to Page 22. Please look at the pictures. Talk about them in groups of four. You’re given three minutes to discuss them. After that, I’ll ask some students to talk about them. Is that clear?
教學過程
導入
模塊二：Warming up.（辯論形式）
T: As is known, women didn’t have high positions in ancient times and were not allowed to receive education and have jobs. But nowadays the situation for women has greatly changed. And a lot of successful women have appeared in all kinds of fields. Do you think women are able to do more than men or not? Now let’s have a debate: Girls are pros: women are able to do more than men. Boys are cons: women are not able to do more than men.
教學過程
導入
模塊二：閱讀（Reading） 解讀標題
When I first read the title ALONE IN ANTARCTICA. I was a bit puzzled. My first question is “Where is Antarctica? ” What questions do you have?
Where is Antarctica?
Period 1
（一）明確目標
1. Learn how to describe people in English.
2. Improve the students’ abilities of listening and speaking.
（二）整體感知
Step 1 presentation
People often admired great persons, especially great women. Why? It has often said that life is difficult as it is. For women it sometimes twice as difficult. That is, it is more difficult t for women to become famous or get jobs in high positions. What do you think?
（三）教學過程
Step 2 warming up
1. Ask the students to look at the pictures of the four great women and tell who they are?
2. Divide the students into small groups to discuss the questions given.
Step 3 listening
1. Listen to the tape and fill in the form.
2. Listen to the tape again and do true-or-false exercises.
Step 4 speaking
Look at the pictures and tell what kind of people they are by using the words and useful expressions given.
（四）總結、擴展
1. Work in groups and play a game of question-and –answer only by answering “yes” or “no”.
2. Finish off the exercises in the workbook.
3. Talk about a great women you admire and explain why.
（五）隨堂練習
根據內容填空
1. That house is ____. There is nothing in it now.
2. Your uncle is not _____ about this money. He is very ____ to buy you that expensive car for your birthday.
3. The new employee was ____ and quick to learn.
4. He was so ____ that he can move such a heavy stone easily.
8. In the past, the Chinese people lived a ____ life.
參考答案
1. empty 2. mean; generous 3. smart 4. tense 5. hardworking 6. blind 7. strong 8. miserable
Period 2
（一）明確目標
1. Read about the great woman Helen Thayer.
2. Train the students’ abilities of reading.
3. Learn the subject –verb agreement.
（二）整體感知
Step 1 presentation
It is freezing cold in the North Pole and the South Pole. Few people, in the world have ever been there. However, there was a brave woman who had traveled alone to the North Pole and the South Pole. Do you know who she was? Right, Helen Thayer. She was the first woman who traveled alone there. Today we are going to read about the great woman the great woman, Helen Thayer.
（三）教學過程
Step 2 pre-reading
Get Ss to discuss the questions above the passage with their partners before reading the text.
Step 3 reading
Get Ss to read the passage fast and in silence.
Step 4 post reading
Ask the students to answer the questions given after reading.
Step 5 language study
1. Go through the passage together with the students and deal with the language points in it.
2. Dead with word study.
3. Learn grammar (the subject-Verb-agreement)
（四）總結、擴展
Step 6
1. Write a summary of the text.
2. Do the exercises in Wb.
（五）課堂練習
1. The teachers each _____ a computer (have, has)
2. The students ____ a Chinese- English dictionary. (Have, has)
3. Each of the students ____ a Chinese-English dictionary. (have, has)
4. ____ either of your parents written to you recently? (has, have)
5. Not only the father but also the children ____ sick.(are, is)
6. All the anxious to know the result of our English test.(are ,is)
7. All of the fruit ____ good. (taste, tastes)
8. Many a student _____ sure that our team will win.( is , are)
9. Six and six ___ twelve. (make, makes)
10. Everybody ___ what they have to do after the meeting. (knows, know)
11. The dollars ____ not enough for the ten –speed bicycle. (is ,are)
12. The rest of the speech ___ not very interesting. (sound ,sounds)
13. In that country the poor ___getting poorer and poorer .(is ,are)
14. She as well as her two sisters ____ music. ( like ,likes )
15. A professor with four children ____ in the lab this morning. (was, were)
16. The singer and dancer ___ come this afternoon. (has have)
17. The singer and dancer _____ going to give the performance this evening. (are ,is)
18. My family ____ not large.(is ,are)
19. My family all ____ music.(loves, love)
參考答案
1. have 2. have 3. has 4. has 5. are 6. are 7. tastes 8. is 9. makes 10. knows 11. is 12. sounds 13. are 14. likes 15. was 16. has 17. are 18. is 19. love
Period 3
（一）明確目標
1. Get the students to know about the great woman Oprah Winfrey.
2. Let the students know what is needed to e a successful man, especially a successful woman.
3. Train the student’s ability of writing.
（二）整體感知
Step 1 presentation
At the beginning of this unit, we’re got to know about several great women, such as Song Qingling, Madame Curie, and pearl S. Back, mother Teresa and Helen Thayer. Today we are going to read about another great woman named Oprah Winfrey; Oprah Winfrey is not just a very successful TV personality in the US but also a woman who has inspired millions of people.
（三）教學過程
Step 2
Read the text careful and then do the writing exercises below the passage.
Step 3
Learn to write a fan letter, read the tips about describing people before beginning to write.
Step 4
1. Tell the students again tips about how to describe people.
2. Finish the exercises in Wb.
（五）隨堂練習
Write a letter to Chinese astronaut Yang Liwei in about 100 words.
二、本單元知識要覽：
1、重點單詞:
inspire vt. 鼓舞、感動、激發、啟示 admire vt. 贊美；欽佩；羨慕
regret. vt. 為……感到遺憾；后悔 increase vt, vi 增加；增大
value vt. 估價；評價；重視 threaten vt. 恐嚇；威脅；預示危險
bother vt. 煩擾；打擾 vi. 煩惱；操心 generous adj. 慷概的；大方的
cheerful adj. 愉快的；高興的 mean adj. 卑鄙的；吝嗇的
warm-hearted adj. 熱誠的，熱心的 cold-hearted adj. 冷漠的；無情的
tense adj. 緊張的，拉緊的 miserable adj. 痛苦的；悲慘的
dishonest adj. 不誠實的 dull adj. 遲鈍的；無趣的；呆滯的
optimistic adj. 樂觀的 extreme adj. 極端的；極度的；偏激的
stormy adj. 暴風雨的；多風暴的；激烈的
2、重點詞組：
be about to do. 即將，正要做某事 around the corner. 很近
struggle through. 艱難地渡過 find…doing. 發現---處于（狀態）
increase to.增加到 none of毫無，一個也沒有
lie down躺下；（風）漸息 at the top of one’s voice以最大的嗓音
tie to系在，栓在 (be) in good health身體狀況好，健康
put up a tent 搭起，架起帳蓬 make a decision作為決定
give up放棄 think of考慮、想起、記起
come to terms with 甘心忍受（不愉快的處境） rise to fame 出名
lead…to… 通向，導致
3、詞匯拓展：
inspire (vt) → inspiring (adj) inspired(adj)
inspiration(n) admire (vt) → admiring (adj)
admirer(n) admirable (adj)
admiration(n) value (vt) → valuable (adj)
valuation(n) valuables(n)
valuer (n) valueless(adj)
extreme (adj) →extremely (adv) extreme(n)
extremist(n) extremism(n)
cheerful (adj) → cheerfully (adv) cheerfulness(n)
cheerless(adj) cheery(adj)
4、句型結構
（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’ 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.