Unit2 A Woman’s place is in the home
Unit2 A an’s plae is in the he一、单元分析 （Unit Analsis）(一) 单元地位 （Unit Psitin加油稿50字）1 本描述了一个关于女性是否应该成为家庭主妇的一个班级辩论活动，让同学熟悉了辩论的流程和基本用语。教师可以围绕“女性地位”这一主题，激发学生的思考，让同学更多的去关心一些社会问题和现象，通过收集有关资料对家庭主妇的生活有所了解，并提出自己的看法。2 教师可以设计一个辩论活动让学生将说学习到的辩论用语和辩论词的写作结构得以输出，通过学生思想火花的碰撞，给他们提供更多有趣，新颖的观点，提高学生的语言表达和组织能力，为他们之后的写作任务提供素材。 3 本的语法现象是掌握分词做定语，分词做表语的的使用，教师可以安排游戏或者竞赛的形式，训练学生对于这个语法点的应用。 （二）单元目标 （Unit Target）1了解女性在社会中的重要地位2掌握分词做定语，分词做表语的用法3学会与他人辩论的技巧4练习三大阅读技能：siing, sanning以及利用关联词分析结构 （三）单元重点 （Unit Pints）1关键词：Bring up, burden, apable f, hairpersn, linging, nede, nfined, disriinatin, life expetan, anual labur, tin, pla a plient, pririties, prpsing, suggestin2功能：Grup interatin: Disagreeing plitel（参考本第3页 Speaing）3语法点：1）掌握分词做定语，分词做表语的用法一、教学设计（Teahing Designs）教学内容教学实施建议教学资参考
1Reading作为“女性地位”这一主题的引入，教师可以让学生看一些关于成功女性的图片和字描述，引入本的主题。 [链接1]由于本是一篇辩论题材，教师应指导学生熟悉辩论稿的写作手法，分析结构，协助他们完成相关练习，使他们对内容能有更深刻、全面地了解。[链接2]本第24页—Reading 部分。2Listening作为教材第28页的听力练习部分是指导帮助学生如何转换信息的，教师可按照本要求和实际情况带领学生完成相关的习题。第28页—Listening部分3Speaing以“女性地位”为主题设计两个口语活动。活动一：根据内容和阅读相关材料，以小组采访的形式与各成员讨论他们是否愿意自己或者自己的伴侣成为家庭主妇，并说明理由。活动二：让学生看一组当地要求给家庭主妇发放工资的新闻，根据学生的观点把他们分为两组进行辩论。[链接3]第3页—Speaing 部分4riting学生通过之前的活动，已经对辩论题材的有一定的了解，教师应趁热打铁引导他们把自己的想法以辩论词的形式展现出。[常青藤联盟链接4]第38页——riting部分Language本语法主要是分词使用的学习，在此基础上教师可以帮学生回顾下之前学过过去分词和现在分词的用法。除了利用本上的图片和练习进行操练外，教师可以以竞赛的形式和学生一起回顾历年相关的高考题。如果条允许教师还可以让学生在自己喜欢看的英语报刊杂志上找出自己喜欢的句子带进堂与大家分享。[链接]第30页——Language 伏尸百万部分6re Language Input 根据时，安排re language input
的讲解，教师可以按照本要求和实际情况带领学生理解和完成相关的习题。第39页——re Language Input[链接1]活动一：说明： 作为导入，教师首先以一幅幅成功女性的图片和字，使学生快速进入到主题。 [链接2]说明：由于本是一篇辩论题材的，教师在初步处理时可以采用ig-sa reading这一方法，可以化整篇阅读为段落阅读，使学生通过对所读内容的互动交流，完成不同的练习，实现从部分到整体，逐步熟悉掌握的目的。在活动的各阶段，教师可设计不同的任务，有针对性地训练学生的阅读能力。整个活动都是以小组为单位进行的，这就要求学生通过组员间的配合，完成任务，培养学生互帮互助的团队合作精神。[链接3]活动一：说明：问卷调查是一个让学生搜集所需信息的一种与人沟通的技巧。该活动是一个能体现语言社会交际功能的活动，是贴近学生生活、真实的任务。通过采访周围的人，了解不同人的不同观点，并加以整理进行班级交流。不仅锻炼搜集信息的能力，也培养了整理信息的能力。SurveNae Pint f VieReasn相关阅读材料：I belng t that lassifiatin f peple nn as ives I a a ife And, nt altgether inidentall, I a a ther Nt t lng ag a ale friend f ine appeared n the ne fresh fr a reent divre He had ne hild, h is, f ur, ith his ex-ife He is ling fr anther ife As I thught abut hi hile I as irning ne evening, it suddenl urred t e that I, t, uld lie t have a ife h d I ant a ife? I uld lie t g ba t shl s that I an bee eniall inde
pendent, supprt lf, and if need be, supprt th dependent upn e, I ant a ife h ill r and nd e t shl And hile I a ging t shl I ant a ife t tae are f hildren I ant a ife t eep tra f the hildren’s dtr and dentist appintents And t eep tra f ine, t I ant a ife h ill ash the hildren’s lthes and eep the ended I ant a ife h is a gd nurturant attendant t hildren, h arranges fr their shling, aes sure that the have an adequate sial life ith their peers, taes the t the par, the z, et I ant a ife h taes are f the hildren hen the are si, a ife h arranges t be arund hen the hildren need speial are, beau, f au, I annt iss lass at shl ife ust arrange t l tie at r and nt l the b It a ean a sall ut in ife’s ine fr tie t tie, but I guess I an tlerate that Needless t sa, ife ill arrange and pa fr the are f the hildren hile ife is ring I ant a ife h ill tae are f phsial needs I ant a ife h ill eep hu lean A ife h ill pi up after hildren, a ife h ill pi up after e I ant a ife h ill eep lthes lean, irned, ended, replaed hen need be, and h ill e t it that persnal things are ept in their prper plae s that I an find hat I need the inute I need it I ant a ife h s the eals, a ife h is a gd I ant a ife h ill plan the enus, d the neessar grer shpping, prepare the eals, rve the pleasantl, and then d the leaning up hile I d studing I ant a ife h ill are fr e hen I a si and spathize ith pain and lss f tie fr shl I ant a ife t g alng h
en ur fail taes a vaatin s that ne an ntinue t are fr e and hildren hen I need a rest and hange f ne I ant a ife h ill nt bther e ith rabling plaints abut a ife’s duties But I ant a ife h ill listen t e hen I feel the need t explain a rather diffiult pint I have e arss in ur f studies And I ant a ife h tpe papers fr e hen I have ritten the I ant a ife h ill tae are f the details f sial life hen ife and I are invited ut b friends, I ant a ife h ill tae are f the babsitting arrangeents hen I eet peple at shl that I lie h ill have the hu lean, ill prepare a speial eal, rve it t e and friends, and nt interrupt hen I tal abut things that interest e and friends I ant a ife h ill have arranged that the hildren are fed and read fr bed befre guests arrive s that the hildren d nt bther us I ant a ife h taes are f the needs f guests s that the feel frtable, h aes sure that the have an ashtra, that the are ffered a nd helping f the fd, that their ine glass are replenished hen neessar, that their ffee is rved t the as the lie it And I ant a ife h ns that ties I need a night ut b lf I ant a ife h is nsitive t xual needs, a ife h aes lve passinatel and eagerl hen I feel lie it, a ife h aes sure that I a satisfied And, f ur, I ant a ife h ill nt deand xual attentin hen I a nt in the d fr it I ant a ife h assues the plete respnsibilit fr birth ntrl, beau I d nt ant re hildren I ant a ife h ill rea
平板微信下载in xuall faithful t e s that I d nt have t lutter up intelletual life ith ealusies And I ant a ife h understands that xual needs a entail re than strit adherene t nga I ust, after all, be able t relate t peple as full as pssible If, b hane, I find anther persn re suitable as a ife than the ife I alread have, I have the libert t replae prent ife ith anther ne Naturall, I ill expet a fresh, ne life; ife ill tae the hildren and be slel respnsible fr the s that I a left free hen I a thrugh ith shl and have a b, I ant ife t quit ring and reain at he s that ife an re full and pletel tae are f a ife’s duties Gd, h uldn’t ant a ife? 活动二：说明： 辩论是锻炼学生语言驾驭能力的活动。通过辩论比赛不但锻炼了学生在公众面前发表讲话的胆量，也能提高学生的语言表达和组织能力。学生在活动中相互学习和交流，取长补短，对英语语言的学习有一定的促进作用。本单元的内容提及辩论中的技巧，在学习之后，通过辩论比赛，让学生学以致用。相关新闻：The Ples ant the Huife t Reeive a Salarntributed b: Agniesza rzi, Pland Natinal VA nitren h give up their areer in rder t rai hildren and d the hur shuld get a salar – this is hat 82 per ent f respndents, h t part in the TNS BP surve, anred The surve as ade t “Dzienni’s” rderArding t the dail, this slutin is nt ell-pereived b plitiians and that is h it ill nt be turned int atin “e have t resist the teptatin f ppulis; e annt af
frd this” – sas Elżbieta Radziszesa, the eber f the ivi PlatfrThe entral Statistial ffie has reentl alulated that the Plish huife’s nthl r is rth 120 PLN (402 USD) The surve prves that the Ples uld aept even a ler salar fr huives – 1000 PLN (333 USD)“But h uld suppl the ne transferred t the huives’ ban aunts? N 8 per ent f Plish large failies need the state’s helping hand and 0 per ent f all failies get sial elfare, hih sts 14 billin PLN here uld e get re?” – ass anna luzi-Rstsa, the Deput inister f Labur arian Piła, the eber f La and ustie, nds in agreeent ith luzi-Rstsa’s rds Arding t hi, lnger aternit leaves and tax relief fr ung failies are re iprtant than a salar fr huives“Peple d nt understand that this slutin ill redue their ines, as it ill affet the tax rate Is a nur read t pa additinal 10 PLN in rder t give it t her unepled friend h rais her ids?” – ass Elżbieta RadziszesaBut Prf ain ról, a philspher, histrian and publiist, sas that instead f plaining abut the la f ne a slutin thst des nt s verlad the state’s budget shuld be fund “10 ears ag I alled fr a salar fr huives, beau hur is a nral b I d nt n h t slve this prble, but e shuld publil tal abut this idea” – he nvines the readers f “Dzienni”一些收集到的观点：Dnnah idig, 22, Studenten have persnal needs and prvided it is the an deanding that she reains a huife regardless f her
aadeiall aquired sills then he ust pa her a salar as pensatin If he des nt, then be sure she ill get a side-i t prvide the hequeHelena Naal, 27, BanerIt sunds aard fr a husband t pa his ife fr being a sta he u I persnall annt aept it I thin hat needs t happen is that the an shuld give his sta he ife ne that I uld refer t as failitatin This ill help her eet her requireents tHadia Nassuna, 2, TherapistThe husband ust never pa his ife a salar Instead he shuld give her ne t u fr her persnal needs The ne shuld nt be santined but it shuld be ut f her husband’s ill s that she an r n her hair and bd, and als ater fr the hildren’s iediate needsBena Naagga, 27, Sales persnIf I a restrited fr ring b husband, he ust pa e the ne I uld have been earning at b I have n needs that require qui attentin et the an a nt be in psitin t attend t the quil It is the reasn I shuld get n ne as regularl as pssible I als ent t shl fr a better livelihd and that inludes earning neBrenda Businge, Designerh shuld the huife be paid a salar b her husband? abe a an shuld give his ife ne fr her n needs henever she needs it and als ne t enable her start her n business lie pultr, pigger, gardening r flriulture at he s that she des nt r far aa fr he but still earns ne Paing a ife fr ashing lthes adds n value t the anarin gere, 20, asuIf he stpped e fr ring and earning
n ne, he ust pensate e in equal value t hat I uld have been earning at b If he is nt read t easure up then h uld I be a huife et I have aquired sills t r and earn ne?Slvia Nunda, 23, Studenth shuldn’t husbands pa huives? It is the prie en ust pa espeiall hen the stp their ives fr ring et the have the qualifiatins fr a deent b As a an h an I eep up ithut n ne?Didas ulera, 34, PediuristI supprt the idea f huives being paid ne ever nth b their husbands This is beau huives have their n needs and despite the fat that hur is their dut, it an be tire t ash the dishes, lthes, and lean the hu Besides, she als needs ne fr persnal expenditureInnent Turateba, 29, Business AdinistratinIf the an is rih and deides t stp his ife fr ring, then he ust pa her ever nth s that she an ater fr her needs hen a an stps his ife fr ring, he ust n that he has a bigger burden t ft eah need f hers that she uld theri have addresd herlf if she as ring Vinent usisi, 26, usi PrduerIn the Bible it is ritten ategriall that a an ill be a an’s helper and b ding the hu r, she is aiding effrts as I l fr ne fr the fail I annt pa her a salar hen she is a hu-ife if she deides t be If I did, hat uld I pa the hu-girl?Stephen ude, 23, usi PrduerHnestl h uld I have t pa ife a salar beau she is a huife? hen I a arried t her, she is panin and nt rer She des the hur fr
the gd f the fail and nt e alne I an nl pa an eplee but ife is nt a hu girl Ana I annt stp ife fr ring and abve all I a suppd t prvide fr her nt pa her a salar出处：brverug/indexphp?ptin=_ntent≈vie=artile≈id=1624:shuld-huives-reeive-an-allane-fr-their-husbands≈atid=40:street-tal≈Iteid=73辩论用语：软式排球1 H t agree strngl ith an pinin I uldn’t agree re! That’s abslutel true! Abslutel! I tae ur pint I’d g alng ith u there I’ ith u n that That’s ust hat I as thining That’s a gd pint That’s ust h I e it That’s exatl pinin 2 H t half agree ith an pinin es,perhaps ell, es es, in a a ,pssibl es, I agree up t a pint ell, u’ve gt a pint there There’s thing in that,I supp I guess u uld be right es, I supp s That’s rth thining abut 3 H t disagree plitel ith an pinin I a nt sure reall D u thin s? ell, it depends I’ nt s ertain ell, I’ nt s sure abut that I’ inlined t disagree ith that N, I dn’t thin s reall 4 H t disagree strngl ith an pinin I disagree I disagree ith u entirel I’ afraid I dn’t agree I’ afraid u are rng there I uldn’t aept that fr ne inute u an’t reall ean that u an’t be rius u ust be ing[链接4]说明： 写作是学生英语学习的薄弱环节。通过互评互改的学习方式，使学生在交流中探讨写作方法，互相学习，取长补短。从错误中发现问题，从反思中得到提高。这种互动的学习方式不仅有助于提高学习效率，也让学生集思广益，丰富自己的论点，
枫桥夜泊古诗解释同时加强了他们合作交流的意识。1 法老王的诅咒学生通过之前的活动，已经对辩论题材的有一定的了解，教师应趁热打铁引导他们把自己的想法以辩论词的形式展现出，学生在规定的时间内完成写作。2 教师确定合作小组，小组成员交换。3 每个学生按下列要求互评。 （1）划出表达论点的语句，检验论点是否明确。 （2）找出论据，检验论据是否支持论点，是否客观。 （3）找出结论，检验结论是否与论点呼应。杜加试验 （4）划出关联词，检验结构是否清晰。[链接] 关于好句搜索的建议：说明：语法的学习除了教师的精讲之外，离不开学生自己的实际语言练习与运用。创设不同的活动让学生积极参与，提高学生的学习热情，使语法学习不再被动接受、死记硬背。第一层次：好句搜索要求学生自行从中及报纸上搜索自己喜欢的有过去分词或是现在分词的句子，尤其是分词做定语和表语的句子。每位同学搜索句左右，并在堂中共享。第二层次：句型操练让学生完成第31页以及rb的相关练习。活动二：问答竞赛说明： 竞赛的形式比较活跃，容易调动学生的积极性和强烈的参与兴趣。老师将高考题转化成问答竞赛的内容的形式制作成幻灯片，让学生在愉快的形式中加深对该语法点的了解和运用。步骤：᠄将学生分成4个小组，以小组为单位进行抢答。᠄共20题，没个题目分值10分，答对但不完整得分，同一小组队员补答若答对可以得满分，其他小组补答若答对，其他小组得分。᠄每个小组有一个计分牌（用台历制成，由老师事先准备），由老师进行计分。᠄比赛结束时，各小组计算得分，胜者给予奖励。
