Unit 1    Women of achievement

Unit 1 Women of achievement 1． Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... to b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2 ... we see them go to sleep together in their nest for the night. P2 2． Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on. 3． Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching aids A computer, a projector and a recorder.  The first period reading Procedures Step I. Warming up Warming up by describing Good morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world? Warming up by discussing Hi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice. Warming up by reading aloud and translating Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption? Well done! Next let’s have Ju Xiaohong do the second one. Step II. Pre-reading 1.          Looking and saying Work in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. ) 2.          Talking and sharing Work in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. ) Step III. Reading 1.          Reading aloud to the recording Now please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 2.          Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.  3.          Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. (Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.) 4.          Reading and transferring information Read the text again to complete the table, which list what Jane does to protect African wildlife. What does Jane do? Studied these animals for many years Spent many years observing and recording their daily activities Discovered that chimps hunt and eat meat Discovered how chimps communicate with each other Argued for chimps to be left in the wild Set up special places Working with animals in their own environment 5.          Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.  Step IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussion Do you agree with Jane’s ideas? Why or why not? (Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife? (Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective) Closing down by retelling the story of Jane Goodall I shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words. (Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)   The second period Learning about Language Aims To help students learn about subject-verb agreement. To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. Procedures StepI. Warming up Warming up by discovering useful words and expressions Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’. Step II. Learning about grammar 1.          Reading and thinking Turn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences. (For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…) 2.          Doing exercises No. 1 and 2 on page 5 Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.  Step III. Ready used materials for Subject-verb agreement We all know these meanings of "agree," but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play. In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully: Reversed sentence order The normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence): o        There are snacks on the laundry-room table. o        Where are they? o        On the table are the goodies! See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences. "-body," "-one," and "-thing" words The correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following: 1.      Everyone is going on a picnic. 2.      Each of the boys is taking his own lunch. 3.      If anyone drops something to eat, I'll grab it before he can pick it up. You shouldn't have problems with these if you simply memorize the endings of words that are always singular. NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it: o            Either the mailman or the construction workers are causing Peggy to bark like crazy. o            Neither the dogs down the street nor the one next door pays any attention. Compare this with the following: o            Either the construction workers or the mailman is causing Peggy to bark like crazy. o            Neither the one next door nor the dogs down the street pay any attention. IV. Closing down by doing a quiz To end the period you are going to take a quiz on subject-verb agreement.       The third period  Using Language (A GOOD EXAMPLE FOR ME) Aims To help students read the passage A GOOD EXAMPLE FOR ME. To help students to use the language by reading, listening, speaking and writing. Procedures Step I. Warming up Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME. Step II. Guided reading 1.          Reading and translating Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. …. 2.          Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.  3.          Doing exercises Now you are going to do exercises No. 1 and 2 on page 6 following the article. 4.          Listening For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3. 5.          Acting Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase! Step III. Guided writing 1.          Writing an imagined dialogue Groups 1 and 2 are going to write an imagined dialogue  between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. … 2.          Writing a description Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit. Step IV. Further applying  Finding information Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning. Writing letters Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope. Acting a text play Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month. Step V. Closing down Closing down by filling a form Make use of the text and others to fill in form.   Lin Qiaozhi’s life history time place event              Closing down by describing a person To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?             The fourth period  Listening Step 1 Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of them Step 2 Listening Listen to the tape and do the true or false exercises 1. Girls often leave school earlier for family reasons.   2. When there is very little money, the school often prevents girls from training.   3. Girls don’t have a chance to run a company.   4. When women have children, they have to stop work.   5. Men have more chances to get to the top of their career than women.   6. Men can do whatever they like. Then ask them to answer the question What three problems do women have which do not apply to men? Step 3 Listening text Hand out the listening materials to the students , Listen to the tape and ask them to complete the passage , after three times ,encourage some students to read the passage with the right answers. Step 4 Listening on P41 Introduce the war between France and Britain. Then mention the important woman: Joan of Arc Ask the students to listen to the tape and Answer the questions 1. Why did Joan have to dress up as a man to become a soldier?  2. Why did the Church not like Joan acting as a man? 3. Why did France not win a war against the English before Joan became a soldier? 4. Why did Joan help the French army to fight better even after her death? 5. How was she honoured after her death? At last show them the listening material and get some students to read it