Book 4 Unit 1  Period one  Warming up and reading

The material in Warming up is a brief introduction to six great women home and abroad. Before we introduce them and have students discuss what qualities should a great woman possess. It is necessary to activate students’ previous knowledge as well as to provide them with necessary relative vocabulary in the form of a brainstorm.

Step 1 lead-in

Show students some pictures of great women home and abroad throughout history. Have them tell what they know about these women as much as possible.

 a 

Discussion about the qualities needed to be a great woman. Elicit possible answers from students after a brainstorm.

Personally, I think the discussion is very meaningful for it activate and should be reserved in the teaching design. (If students, due to proficiency levels, are unable to produce meaningful idea in English within short period of time, it is suggested that they organize their idea before class.) 

(optional activity/project)The standard for assessing great people

In module one, we have already learned something about great people. In this unit, we need to explore further. Surfing the Internet, we may find many ranking list for celebrities or important people. We can present students with several such lists and have them discuss.  For example, at this website ----http://users.erols.com/mwhite28/ 20 cvip.html, there is an interesting point about how to choose the most important people in the 20^th century:

The best way to do this is to check. the index to their books (books written by historians). If the book spends twice as many pages discussing Winston Churchill as it does discussing Margaret Thatcher, then it's safe to say that this historian thinks Churchill is the more history worthy of the two.... All we have to do is count the index entries for the 20th Century VIPs in several history books, average them all out, and we've got our list ....

We can elicit opinions from students on this kind of evaluation method as a preparation for oral English practice. Or we can assign this as a after class project/writing task.

Step 2 Predicting

Get the Ss to read the title and pictures, and have them predict the main content of the passage.

Step 3 Skimming to get the general idea.

Get the Ss to read the passage and find the answers to the four questions (two minutes) and try to sum up the general idea of the passage.

The title A PROTECTOR OF AFRICAN WILDLIFE tells us that there are two main threads through the passage: PROTECTOR and WILDLIFE

 We can have students scan the passage and answer the following questions:

1) Who is the protector? (Jane Goodall)

2) What animals are observed? (chimps)

3) Where did Jane Goodall arrive at Gombe? What did Jane do in the forest?

4) What is the writer doing in the forest? (watching the chimps wake up) ,

Step 4 Main ideas.

Get the students to read the whole passage and sum up the main idea of each paragraph. At the same time, instruct them the way of finding or summing up the main idea.

Step 5 Comprehension 

use multiple choice questions to test students’ comprehension of the passage within limited period of time.

Step 6 Summary and homework.

T: Time is running out. Today we learned about Jane Goodall’s story and we have learnt a lot from her. Our world will become a more beautiful one if we all treat the animals equally and show our love to them. We will succeed in overcoming any difficulties and achieving our goals if we can be as strong-willed as her.

Homework:

1. Read the passage fluently and recite the key sentences in the text.

2. Retell the story of Jane Goodall.

3. Finish the word exercise S:Ex 1,2&3 on Page 4 and Ex 4 on Page 5.