Teaching goals
1．Target language
a. Key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. Key sentences
Watching a family of chimps wake up is our first activity of the day.
Everybody sits and waits while the animals in the group begin to wake up and move.
But the evening makes it all worthwhile.
... we see them go to sleep together in their nest for the night.
Only after her mother came to help her for the first few months was she allowed to begin her project.
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
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
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: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博愛與慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
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 procedures & ways
Period 1-2. Warming up and pre-reading
Step 1. Lead in.
1.Discuss the following questions.
1）What are the differences between a famous person and a great person?
great--- of excellent quality or ability
important--- powerful or having influence
2) What makes a person great? (The quality of a great person)
Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid.
Most of the great people are also important people. But important people may not also be great people.
3)Name some great women in Chinese history. What are they famous for?
Step 2. Warming up
T: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.
1.Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?
2.Did she go through struggles and difficulties ?/ Did she suffer for her ideas ?
Name
Ambition
Problem
Sacrifices
Elizabeth Fry
to help improve prison conditions
She was criticized for neglecting her family and enjoying fame.
Less time was spent with her husband and family.
Soong Chingling
to work for civil rights,democracy and peace.
Her relatives held political opinions completely different from hers.
After her husband died, she lived alone.
Jane Goodall
to work with animals in the wild.
She lived a hard life in the wild.
She gave up the comforts of life to study the chimps.
Jody Williams
to prevent the making and use of landmines
It isn’t easy to persuade governments to stop the making and use of landmines.
She had lost her own personal time because of the demands of the job
Joan of Arc
to drive the English from France
Women were not allowed ot fight like a man
She lost her life.
Lin Qiaozhi
to help women and children with their illnesses an health
Women had greater difficulties getting into medical college and getting further training
She never got married or had a family of her own
Step3Pre-reading
1.WhydoyouthinkJaneGoodallwenttoAfricatostudychimpsratherthantoauniversity?
2.Doyouthinkherworkisimportant?Why?
Period3-4.Reading
StepⅠReading
Task1Pre-reading
Ssreadthepassageinfourminutesandgivethemainideastoeachparagraph.
Thefirstoneisaboutadayinthepark.
Thesecondoneisherwayofdoingherresearchandsomeachievement.
Thethirdoneisherattitudeandfeelingtotheanimals.
Thelastoneisashortsummarytoher.
T:Thanks.Well,let’sdrawachartofthetexttogetheraccordingtothemainideaswe’vefound.
Task2Makingachart
AprotectorofAfricanwildlife
↓
①②③
│∣∣
AdayintheparkJane’swaytostudychimpsHerattitudetoandherachievementtheanimals
Period5-6Languagepoints.
Step1.Difficultsentences:
1.Watchingafamilyofchimpswakeupisour…今天我們的第一件事
2.Thismeansgoingback….由定語從句修飾的place做go的賓語
3.Onlyafterhermothercametohelpherforthefirstfewmonthswassheallowedtobeginherproject….only+副詞（部分倒裝）
OnlyinthiswaycanwelearnEnglishbetter.
4.Buttheeveningmakesitallworthwhile
Step2.Wordsandexpressions
1.meandoingsth.…意味著做…Eg.Doingsuchathingmeanswastingtime.
meantodosth…打算做某事eg.Doyoumeantogowithoutmoney?
2.leavesb.doing讓某人做某事e.gTheywentoffandleftmesittingthereallbymyself.
3.wander的用法
1）可以解釋為漫步，逛，常與about搭配e.gWelovewanderingaboutthehills
2）還可以解釋為脫離，迷失e.gDon’twanderoffthepoint
4.worthwhileadj.值得做的,值得花時(shí)間(金錢)的
Itisworthwhiletodo/doingItwasworthwhiletovisitParis.=ThevisittoParisisworthwhile.去巴黎訪問是值得的.
It’sworthwhilediscussing/todiscussthequestionagain.這個(gè)問題值得再討論。
Itisaworthwhilebook那是一本值得一讀的書.
5.observe觀察到，注意到
Sheobservedhisactionswithinterest.她很感興趣地觀察他的行動(dòng)
Hisneighbourobservedastrangergointohishouse他的鄰居看到了一個(gè)陌生人進(jìn)入他的家．
6.“Only+狀語” 開頭的句子要用倒裝
OnlyinthiswaycanwelearnEnglishbetter.OnlythendidIrealizemymistake.
Onlyyouunderstandme.Imetheronlyyesterday.
7.workout
Eg.Ican’tworkoutthemeaningofthepoem.(理解，說出)
Thingshaveworkedoutbadly.（進(jìn)行，發(fā)展）Workouthisincome（算出）
Workoutaplan（制定，擬定）
8.have/hasbeendoing現(xiàn)在完成進(jìn)行時(shí)，表示動(dòng)作從過去就已開始，一直持續(xù)到現(xiàn)在，可能還會(huì)繼續(xù)下去．
Eg.Hehasbeenreadingsincethismorning.今早起，他一直在看書．
Heisverytired;hehasbeenworkinghardallday
Hehasbeenwritingaletter.他一直在寫信．Hehaswrittenaletter.他已寫過信了．
9.argue爭論；辯論；說服
arguefor/argueagainst主張／反對argueaboutsth.arguewithsb.
arguesb.intodoingsth.說服某人做某事．
10.inspiresb.todo
Eg.Hisspeechinspiredusgreatly.
Theteacherinspiredustomakegreaterefforts.
Thememoryofhischildhoodinspiredhisfirstnovel(促成；賦予靈感)
inspired有靈感的inspiring 激勵(lì)人心的
Period7-8Grammarpoints.
StepIRevision
ReviewthetextbycheckingtheanswersforExercises2,3and4onPage4and5.Theseexercisesareabouttheusefulwordsthatappearinthetext.
StepIIWord-formation
Therearetwotasksinthispart.Oneisleadingin,inwhichteachertrystogivestudentsasmanywordsaspossible.Letthemguessthemeaningsofthewords.ThesecondoneistofinishExercise1onPage4.
Derivationisoneofthemostimportantword-formation.Itishelpfulinenlargingstudents'vocabulary.Teacherscangivethemenoughwords,andletthemguessthemeaningofthesewords.Asaresultofthis,studentswillbeinterestedintheword-formation,andbegintousethemethodtoguidetheirwordstudyintheirdailylife.
T:Justnowwereviewedsomewordsinthetext.Nowpleaselookatthesewordsontheblackboardandsaythemeaningsofthem.
OrganizeOrganizationStateStatement
DiscussDiscussionEntertainEntertainment
DirectDirectionConsiderConsideration
DecideDecisionAgreeAgreement
PreparePreparationAchieveAchievement
InformInformationTreatTreatment
Deter-DeterminationImproveImprovement
ExpressExpressionEncourgeEncouragement
ExamineExaminationEnjoyEnjoyment
EducateEducationGovernGovernment
FeelFeelingFindFinding
BeginBeginningMeanMeaning
T:Fromtheabovechartwecanseethatwithknowledgeofword-formation,wecanenlargeourvocabulary.Today,we'llfocusourattentionontheNounSuffix.TherearemanyNounSuffixesinEnglish.Inthisunit,we'lllearn-ment,-ing,-ation,-istandsoon.Nowlet'sfinishStep3Exercise1inPage4.
LetstudentsfinishExercise1.Checktheiranswerswiththewholeclass.
T:HerearesomeothernounSuffixesonthescreen.Readitandwritedowntheminyournotebooks.NounSuffix
-er(fighter)-or(sailor)-ist(artist)
-ant(assistant)-ee(employee)-ian(librarian)
-tion(attention)-ment(government)-dom(freedom)
-ness(carefulness)-ism(socialism)-ship(friendship)
-ure(pleasure)-ty(society)-ence(reference)
Letstudentsdoit,andthenchecktheanswerswiththewholeclass.
Step4Discoveringusefulstructures
Tellstudentswhattheyshoulddonext.AskthemtoreadtheEXAMPLEinExercise1onPage5.Makesurethattheyknowwhattheyshoulddo.FinishExercise1,andchecktheanswers.
Step5主謂一致
１．兩個(gè)或兩個(gè)以上做主語的單數(shù)名詞用and連接，謂語用復(fù)數(shù)．
TomandDick_______(be)goodfriends.
但若表示一個(gè)集合體時(shí)則用單數(shù)。
Asingeranddancer______(be)presentattheparty.
Theworkerandwriter___(be)talkingtothestudents.
Breadandbutter________(taste)good.
(aneedleandthread,ahorseandcart,awatchandchain,acoatandtie,truthandhonesty,medicalhelpandcure)
2用and連接的兩個(gè)名詞若被no,each,every,manya修飾，則謂語動(dòng)詞用單數(shù)。
Nobirdandnobeast______(be)seeninthebareisland.
Manyaboyandmanyagirl______(have)madesuchafunnyexperiment.
AtChristmaseachboyandeachgirl_____(be)givenapresent.
3．兩個(gè)主語由notonly…butalso,or,either…or,neither…nor 等連接時(shí)，謂語動(dòng)詞與第二個(gè)主語保持一致．
EitherheorI_____(be)togothere.
______(be)eitheryouorhegoingtoattendthemeeting?
4.主語后有aswellas,like,with,togetherwith,but,except,besides,等，謂語應(yīng)于前面主語保持一致．
Aprofessor,togetherwithsomestudents,_____(be)senttohelpinthework.
Noonebuttheteachers_____(be)allowedtousetheroom.
5．一些集合名詞做主語，如果看作一個(gè)整體，謂語動(dòng)詞用單數(shù)；如果指其中的成員，謂語用復(fù)數(shù)．如audience,committee，class(班級),crew（全體船員或機(jī)組人員),family,government,public(公眾)等，但people,police,cattle等用復(fù)數(shù)．
Myfamily_____(be)abigfamily.Myfamily_____(be)listeningtotheradio.
Thepolice____(be)tryingtocatchthethief.
6.通常作復(fù)數(shù)的集體名詞
有些集體名詞，如police,people,cattle,militia,poultry(家禽),)等，通常作復(fù)數(shù)，用復(fù)數(shù)動(dòng)詞。
Domesticcattle______(provide)uswithmilk,beefandhides.
7.通常作不可數(shù)名詞的集體名詞
有一些集體名詞，如machinery,equipment,furniture,merchandise(商品)，clothing通常作不可數(shù)名詞，隨后的動(dòng)詞用單數(shù)。例如：
Themerchandise_____(have)arrivedundamaged.
Allthemachineryinthefactory____(be)madeinChina.
8．表示時(shí)間、重量、長度等名詞，盡管是復(fù)數(shù)形式，但作為一個(gè)整體看，謂語還是用單數(shù)。
Fiveminutes______(be)enough.
Onedollarandseventyeightcents_____(be)whatshehas.
9.all作為主語，代表人物時(shí)，一般用作復(fù)數(shù)；代表整個(gè)事件或情況時(shí)，一般看作單數(shù)。
AllthatIwant_____(be)agooddictionary.All______(be)outofdanger.
All______(be)silent.人人都緘口無言。萬籟俱寂。
10．形容詞加定冠詞the表示一類人時(shí)，謂語動(dòng)詞用復(fù)數(shù)。
Whatalifethepoorwereliving!
Theyoung_____happytogivetheirseatstotheold.
11．who,which,that作定語從句的主語時(shí)，其謂語取決于先行詞。
Thosewhowanttogoshouldsignyournameshere.
Heisoneofthestudentswhohavepassedtheexam.
Heistheonlyoneofthestudentswhohaspassedtheexam.
12.以-ics結(jié)尾的學(xué)科名稱
某些以-ics結(jié)尾的學(xué)科名稱，如physics(物理學(xué))、mathematics(數(shù)學(xué))、mechanics(機(jī)械學(xué))、politics(政治學(xué))、statistics(統(tǒng)計(jì)學(xué))、economics(經(jīng)濟(jì)學(xué))、linguistics(語言學(xué)）athletics(體育學(xué))、等，通常作單數(shù)用。例如：
13.其他以-s結(jié)尾的名詞
英語中有一些由兩個(gè)部分組成的物體名稱通常是以-s結(jié)尾，如scissors(剪子)，pincers(鉗子)，glasses(眼鏡），shorts(短褲)，trousers(褲子)，suspenders(吊褲帶)等。這一類名詞，如果不帶"一把"、"一副"、"一條"等單位詞而單獨(dú)使用，通常作復(fù)數(shù)。例如：
如果帶有單位詞，則由單位詞的單、復(fù)數(shù)形式?jīng)Q定動(dòng)詞的單、復(fù)數(shù)形式。例如：Onepairofscissorsisn'tenough.
14.以-s結(jié)尾的地理名稱
某些以-s結(jié)尾的地理名稱，如果是國名，如theUnitedStates,theUnitedNations,theNetherlands等，盡管帶有復(fù)數(shù)詞尾，但系單一政治實(shí)體，故作單數(shù)用。但若不是國名，而是群島、山脈、海峽、瀑布等地理名稱、通常作復(fù)數(shù)用。例如：
TheWestIndies,apartfromtheBahamas,arecommonlydividedintotwoparts.TheHimalayas（喜馬拉雅山脈)haveamagnificentvarietyofplantandanimallife.
TheStraitsofGibraltarhavenotlosttheirstrategicimportance.
15.英語中還有一些以-s結(jié)尾的名詞，如:
arms(武器),clothes(衣服),contents(內(nèi)容，目錄)，fireworks(煙火),goods(貨物),minutes(記錄),morals(道德，品行),remains(遺體),stairs(樓梯),suburbs(郊區(qū)),thanks(謝意),wages(工資)等，通常作復(fù)數(shù)。
16.凡是由-ings結(jié)尾的名詞，如:clippings(剪下來的東西),diggings(掘出的東西),earnings(收入),filings(銼屑),lodgings(租住的房屋),surroundings(環(huán)境),sweepings(掃攏的垃圾)等,通常作復(fù)數(shù)用。例如：
Theclippingsofthehedgesareusuallyburnt.
Thesweepingsofthegodown(倉庫)havebeendisposedof.
17.還有一些以-s接的單、復(fù)數(shù)同形的名詞，如:headquarters(總部),means(方法、手段),series(系列),species(種類),works(工廠)等，隨后動(dòng)詞的單、復(fù)數(shù)形式取決于這些名稱是作單數(shù)，還是用作復(fù)數(shù)。例如：
Aheadquarterswassetuptodirecttheoperation(指揮作戰(zhàn)).
TheirheadquartersareinParis.
Theonlymeanstoachievesuccessistoappealtoarms(訴諸武力).
18.remains用于"遺體"意義時(shí)，隨后的動(dòng)詞通常作復(fù)數(shù)：
Hisremainslieinthechurchyard.
Themartyr'sremainswereburiedatthefootofthehill.
但作"遺跡"或"剩余物"解釋時(shí)，可作復(fù)數(shù)或單數(shù)用：
Hereistheremainsofatemple.
Theremainsofthemealwere/wasfedtothedog.
19.如果作主語的名詞詞組由“分?jǐn)?shù)(或百分?jǐn)?shù))+of-詞組”構(gòu)成，其動(dòng)詞形式依of-詞組中名詞類別而定。例如：
Twothirdsoftheswampland(沼澤地)_____(have)beenreclaimed(開墾).
Oversixtypercentofthecity____(be)destroyedinthewar.
Thirty-fivepercentofthedoctors______(be)women.
20.如果主語是allof...,someof...,noneof...,halfof...,mostof...等表示非確定數(shù)量的名詞詞組，其后的動(dòng)詞形式依of-詞組中的名詞類別而定。例如：
Mostofthemoney_____recoveredbyDeputyPlayer.Mostofthemembers______there.
Allofthecargo______lost.Allofthecrew______saved.
21.兩數(shù)相減或相除，動(dòng)詞用單數(shù)；兩數(shù)相加或相乘，動(dòng)詞可用單數(shù)，也可復(fù)數(shù)。
Fortyminusfifteen(40-15)leavestwenty-five.Fortydividedbyeight(40/8)isfive.
Sevenandfive(7+5)makes/maketwelve.Fivetimeseight(5+8)is/areforty.
22.主語是由“akind/sort/typeof,thiskind/sort/typeof+名詞”構(gòu)成，動(dòng)詞用單數(shù)。
Thiskindofmanannoysme.
但若在kind/sort/type之前的限定詞是these/those,同時(shí)，of-詞組中的名詞又是復(fù)數(shù)，則動(dòng)詞用復(fù)數(shù)：
Thesekindsofmenannoyme.Thosetypes/sortsofmachinesareuptodate.
23.如果主語是由“manya+名詞”或“morethanone+名詞”構(gòu)成，其意義雖屬多數(shù)，但隨后的動(dòng)詞仍遵循“語法一致”原則，用單數(shù)。例如：
Manyamanhasdonehisduty.Morethanonegamewaslost.
24.1)由who,why,how,whether等wh-詞引導(dǎo)的名詞性分句作主語，其后的動(dòng)詞通常用單數(shù)。
2).兩個(gè)由and連接的并列名詞性分句作主語，如果主語表示兩件事情，動(dòng)詞用復(fù)數(shù)。例
Whatcausedtheaccidentandwhowasresponsibleforitremainamysterytous.
3).以what-分句作主語的SVC結(jié)構(gòu)
在以what-分句作主語的SVC結(jié)構(gòu)中，主句補(bǔ)語是復(fù)數(shù)名詞，如果主句謂語動(dòng)詞可用復(fù)數(shù)。
25.1).在“oneof+復(fù)數(shù)名詞+關(guān)系分句”結(jié)構(gòu)中，關(guān)系分句動(dòng)詞通常依照語法一致原則用復(fù)數(shù)形式。例如：
Joanisoneofthosepeoplewhogooutofthierwaytobehelpful.
2).在這類結(jié)構(gòu)之前有定冠詞the或者有theonly等限定詞和強(qiáng)調(diào)詞時(shí)，關(guān)系分句動(dòng)詞形式依one而定，用單數(shù)。例如：
Selfishnessistheoneofhermanyfaultswhichdefeatsitself.
Period9Listening
Step1ListeningtothematerialonPage7
Therearethreetasksinthisstep:thefirstlistening,thesecondlisteningandthethirdlistening.Teachersshouldaskstudentstoglancethewholeexercisesbeforelistening,sothattheycanrealizewhatisthemaintaskinlistening.
Period10writing
