【英语】2018届人教版必修四一轮复习：Unit1WomenofAchievement教案设计(24页)

【英语】2018届人教版必修四一轮复习：Unit1WomenofAchievement教案设计(24页)

Unit 1 Women of achievement教案设计 教材分析和教材重组 教材分析 本单元以女性为话题，介绍了几位生活在不同国度的成功女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。通过本单元的学习，可以帮助学生提高对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。通过本单元的语言技能训练，要求学生学会使用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。‎ 1. Warming Up 让学生评论课本列出的六位女性，就她们是否称得上是“伟人”提出自己的观点和理由（注意：学生的观点要有积极意义，并且要有理有据能使其令人信服）。‎ 2. Pre-reading 提出的两个问题要求学生思考Jane Goodall的工作对人类的影响以及实验室研究法与野外研究法的优势与不足之处。‎ 3. Reading是一篇对Jane Goodall的野外考察工作的片段描写，她用自己的工作和成就来呼吁人类理解动物、尊重动物和保护动物。‎ 4. Comprehending设置了3个练习，从不同层面引导学生进行阅读。练习1和2检查学生对文章的表层理解程度；练习3要求学生深层次的理解文章，并对Jane的言论提出自己的看法。通过这个话题的讨论可以使学生坚定保护动物的信念。‎ 5. Learning about Language 通过多种形式的练习帮助学生熟悉构词法、重点词汇与短语以及“主谓语一致”的操练。‎ 6. Using Language分为听说读写四部分，综合训练学生的语言运用能力。Reading 介绍了我国著名的妇科疾病专家——林巧稚。这篇文章不仅让学生了解了一位杰出女性的生平，也在学生未来择业的问题上给予了一定的启发。Listening 要求学生列出女性在通往成功的道路上所面临的特有的困难。Speaking and writing要求学生学会使用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。‎ 教材重组 ‎1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。‎ ‎2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。‎ ‎3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。‎ 4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。‎ 5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。‎ 课时分配 ‎1st Period Reading ‎2nd Period Language study ‎3rd Period Integrating skills(Ⅰ)‎ ‎4th Period Listening and Speaking ‎5th Period Integrating skills(Ⅱ) ‎ Warming Up Teaching Goals:‎ ‎1. To develop Ss’ ability of using words and expressions and speaking.‎ ‎2. To Prepare Ss’ for the new unit.‎ Teaching Procedures:‎ Step 1. New words and expressions Purpose: To prepare Ss for the new lessons. ‎ ‎1. Ask Ss to listen to the tape of Reading and read after the tape. ‎ ‎2. Ask Ss to read new words aloud and try to keep them by heart. ‎ ‎3. Ask Ss to make sentences with the following words and expressions.‎ respect, considerate, explain, achieve one’s goal, devote… to…, deliver a baby, care for, ‎ Step 2. Words using ‎ Purpose: To develop Ss’ ability of using new words and expressions. ‎ To develop Ss’s ability of creating words. ‎ ‎1. Words using competition ‎(1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as possible. The student who does best will win the game.‎ ‎① finish or reach succeed ‎② state or sitiation ‎ ‎③ relation ‎④ expert ‎⑤ encourage sb. with good feelings and aims ‎⑥ quarrel ‎ ‎⑦ watch carefully ‎⑧ don’t take sth. or sb. seriously ‎⑨ make others understand by telling sth.again and again ‎⑩ thoughtful or understanding ‎ Suggested Answers:‎ ‎① achieve ② condition ③ connection ④ specialist ⑤ inspire ‎⑥ argue ⑦ observe ⑧ look down upon/on ⑨ explain ⑩ considerate ‎(2) Ask Ss to finish the Ex1 on P4 as quickly as possible. After they finish it, ask them to discuss in pairs and then check the answers with the class. ‎ Suggested Answers:‎ ‎1.bond 2.nest 3.institute 4.crowd in 5.childhood 6.outspoken ‎7.move off 8.welfare 9.project ‎2. Discussion ‎(1) Ask Ss to finish Ex2 on P4 and then check the answers.‎ Suggested Answers:‎ Verb Noun Verb Noun achieve achievement connect connection behave behaviour organize organization observe observation inspire inspiration specialize specialist argue argument advertise advertisement permit permission ‎(2) Ask Ss to observe the words and discuss the meaning of each word in Ex1.‎ ‎(3) Ask Ss to remember some common suffixes of the noun, such as –tion, - ist, -or(er), -ment, -ing.‎ ‎(4)Ask Ss to finish Ex3 on P4.‎ Suggested Answers:‎ Observed worthwhile argue respect Step 3. Warming Up ‎ Purpose: To let Ss’ know how to describe and evaluate a person correctly.‎ To develop Ss’ ability of speaking.‎ ‎1. Leading-in Purpose: To arouse Ss’ desire for more information about women of achievement.‎ Discussion:‎ ‎(1) Ask Ss a question and let them discuss freely. ‎ How many great women can you think of? Who are they?‎ ‎(2) Show Ss some pictures of great women and offer Ss questions to discuss.‎ Do you know these people? Who are they? Why are they still famous?‎ ‎ ‎ ‎(3) Ask Ss to turn to P1, look at the pictures and read the brief description under each picture.‎ ‎(4) Ask Ss to discuss the following questions in groups of four. ‎ ‎① Are they great or important? Why? ‎ ‎② What makes the fifth person great woman?‎ Suggested Answers: ‎ ‎① A great person is one who has followed his or her ideas and sacrificed something so that they could be realized. The six women are all great because they made great contributions to the human society.‎ ‎② She studies chimps and works hard to protect chimps everywhere.‎ ‎(5) Ask Ss to go through the brief description under each picture again and discuss the following question in groups of four.‎ ‎ What qualities do the great people have? ‎ Suggested Answers:‎ intelligent, determined, generous, kind, modest, serious, unselfish, hard-working, brave, confident, considerate, honest, ambitious Step 4. Talking Purpose: To teach Ss how to describe a great person.‎ To develop Ss’ ability of speaking ‎1. Make a dialogue with a student to help Ss know how to describe a person. ‎ T: Have you heard of Jane Goodall?‎ S: Sorry, I haven’t heard of her before. How would you describe her?‎ T: Well, she is a great woman. I admire her.‎ S: Why do you admire her?‎ T: She is ambitious and determined. She gave up the comforts of life to study the chimps.‎ S: Why did she choose to study the chimps?‎ T: She liked animals. As a young girl, She wanted to study animals.‎ S: What do you think about her?‎ T: She works with animals in the wild and lives a hard life. I think she is a hard-working, brave, kind and great woman. Do you think so?‎ S: Yes, I think so.‎ ‎2. Ask Ss to describe one of the six great women in pairs. One student asks; the other student answers. Use the following expressions to help Ss. ‎ What does she look like?‎ What do you think about…?‎ Why do you admire her?‎ What are her strengths?‎ How would you describe her?‎ Why did she choose to…?‎ How do her friends think of her?‎ Step 5. Homework ‎ ‎1. Revise new words and expressions in this unit and finish Ex1, Ex2 and Ex3 in Using Words And Expressions on P42.‎ ‎2. Ask Ss to describe a great woman they are familiar with by making up a dialogue in pairs.‎ Period 1: A sample lesson plan for reading ‎(A PROTECTOR OF AFRICAN WILDLIFE)‎ Aims To develop reading ability To learn some useful expressions in the text To learn about women of achievement Procedures 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? And may I have your 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 to see how you’ve understand these women. Zhao Yanfei, would you try reading aloud and translating the first caption?‎ Key for reference: 伊丽莎白·弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。 她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。‎ Well done! Next let’s have Ju Xiaohong do the second one. ‎ 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 for reference: 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 behavior, 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 for reference: 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. ‎ III. Reading 1. Listening and reading aloud Now please listen and then read the text aloud. 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. ‎ 樊锦诗：敦煌女儿　守望敦煌 ‎2. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.‎ Collocations from A PROTECTOR OF AFRICAN WILDLIFE make a great person 造就一个伟人, give reasons for… 给出理由, improve prison conditions 改善监狱的条件, give sb. work and education 为某人提供工作和受教育的机会, get the Nobel Peace Prize 获得诺贝尔和平奖, in modern Chinese history 在中国现代史上, concern oneself with…从事；忙于；关心, show the connection between… and…表明……与……之间的联系, found an international campaign发起一项国际运动, stop the use of landmines 停止使用地雷, give sb. the Nobel Peace Prize 授予……诺贝尔和平奖, fight for…为……而战, drive…out of…把……赶出去, put sb. to death 杀死或处死某人, become a specialist in women’s illnesses 成为妇科疾病的专家, devote all one’s life to…一生致力于……, encourage sb. to do sth. 鼓励……做……, behave like humans 像人类一样活动, leave sb. sleeping让……睡着, wander off into the forest 晃晃悠悠地走进森林, make …all worthwhile使得……都非常值得, spend years observing and recording their daily activities 用多年时间观察和记录它们的日常活动, be determined to do sth.下定决心做某事, in one’s own environment 在……自己的生存环境中, begin one’s project 开始……的计划, communicate with each other 互相交流, work out…解决；算出, respect the life of…尊重……的生活, leave…in the wild 让……生活在野生世界, use… for entertainment or advertisements 用于娱乐和拍广告, set up special places 设立专门地区, crowd in 涌入, say…to myself 对自己说……, do nothing wrong 没做错什么, achieve everything 得到一切, gain a doctor’s degree 获得博士学位, cheer the achievements of women 为妇女成功而喝彩 ‎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 for reference: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behavior. 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 for chimps to live safely 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. ‎ IV. Closing down ‎ Closing down by doing exercises ‎ To end the lesson you are to do the comprehending exercises 1 and 2. ‎ Closing down by having a discussion Do you agree with Jane’s ideas? Why or why not? ‎ Key for reference: 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 for reference: 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 blackboard. You are to retell the story of Jane Goodall according to these words. ‎ Key for reference: visit the chimps, watch the chimps, understand chimp behavior, argue for…, set up special places Additional Materials Complete the summary of the story with one word in each blank. ‎ A PROTECTOR OF AFRICAN WILDLIFE We set out at 5:45 am to __1__ the chimps in Gombe National Park. We watched a __2__of chimps wake up in the morning and followed them __3__ into the forest. Jane had been there __4__ and recording chimps’ daily __5__. __6__ 40 years, she had been helping the world to understand and __7__respect the life of these animals. Jane is __8__ a woman of __9__ and a good example for us __10__. ‎ ‎（Key: 1. visit 2. family 3. wandering 4. observing 5. activities 6. For 7. respect ‎ ‎8. indeed 9. achievement 10. all）‎ Comprehension questions ‎1. Most of the time, chimps show love in their family in the following ways EXCEPT _______. ‎ A. feeding each other B. cleaning each other C. playing together D. fighting with each other ‎2. She has achieved everything she wanted to do. Which of the following statements is not what she wants to do? ‎ A. To show that women can live in the forest as men can.‎ B. To set up special places where they can live safely. ‎ C. To use chimps for entertainment and advertisements.‎ D. To gain a doctor’s degree for her studies.‎ ‎3. The best way to protect wildlife is to ______. ‎ A. keep them in cages B. use them for entertainment C. leave them in the wild D. watch them ‎ ‎（Key: 1. D 2. C 3. C）‎ Notes to some difficult sentences:‎ 1. She worked hard to make as many countries as possible agree not to use them. (Warming up) ‎ 句中as many countries as possible是“尽可能多的国家”的意思；注意句中make sb. do sth. 在被动语态中是 be made to do sth.‎ 2. Watching a family of chimps wake up is our first activity of the day. (Reading)‎ 句中Watching a family of chimps wake up 做主语，谓语动词用单数。‎ 注意感官动词watch, see, look at, notice, observe, hear, listen to, feel +宾语+do/doing/done, 在被动句中为to do 例如：‎ I saw her cross the road. (from one side to the other)‎ I saw her crossing the road. (in the middle of the road, on her way across)‎ He was never heard to say “Thank you” in his life. ‎ I heard the word “suffer” repeated several times in a strange voice. ‎ ‎3．For example, one thing she discovered was that chimps hunt and eat meat. (Reading)‎ 句中she discovered是定语从句，修饰前面的one thing；而that chimps hunt and eat meat是表语从句，that不能省略。‎ ‎4．She also discovered how chimps communicate with each other and her study of their body language helped her work out their social system. 她还发现黑猩猩之间是如何相互交流的，她对它们的身体语言的研究也帮助她解开黑猩猩的社会体系之谜。‎ ‎5. She has argued for them to be left in the wild and not used for entertainment or advertisements. ‎ ‎1) argue (for / against ) 坚持；提出理由（以支持或反对……）；争辩 如：‎ He argued soundly. 他争辩得很有道理。‎ You can argue either way, for or against. 你可以在正反两面择一辩论。‎ ‎2) argue with sb. about / over sth. 与某人争论某事 如：‎ Don’t argue with me about it, my decision is final. 不要与我争论，我的决定是最后的了。‎ ‎3) argue sb. into / out of doing sth. （提出理由以）说服某人做/不做某事 They tried to argue him into joining them. 他们试图说服他加入他们。‎ ‎ 【高考链接】‎ ‎1. School children must be taught how to deal with dangerous ____. （2006辽宁）‎ A. states B. conditions C. situations D. positions ‎2._____ by keeping down costs will PowerData hold its advantage over other companies. （2006浙江）‎ A. Only B. Just C. Still D. Yet ‎3. Although medical science ____ control over several dangerous diseases, what worries us is that some of them are returning. （2006江苏）‎ A. achieved B. has achieved C. will achieve D. had achieved ‎4. The building around the corner caught fire last night. The police are now ____ the matter. (2006湖北)‎ A. seeing through B. working out C. looking into D. watching over ‎5.—When do we need to pay the balance?‎ ‎—____ September 30. (2006北京)‎ A. In B. By C. During D. Within ‎【巩固练习】‎ ‎1.—Have you read this book? ‎ ‎—Yes. But that one is ____ worth reading. I suggest you read it if you have time. ‎ A. best B. well C. better D. more ‎2. We hoped to be able to move into our new house at the end of the month, but things didn’t ___ as we expected. ‎ A. work out B. move out C. carry out D. get out ‎3.—Did you say something rude to him because of his wrongs? —Yes, but I _______ so. ‎ A. would rather not do B. shouldn’t do C. had better not do D. shouldn’t have done ‎4. He was made ____. ‎ A. go B. gone C. going D. to go ‎5. Only in this way ____ to improve the situation there. A. can you hope 　B. you can hope 　C. hope can 　D. you hope ‎ ‎【汉译英】‎ 1. 她一生从事癌症治疗方面的研究而且成为这方面的专家。‎ 2. 他用了大量的时间来说明这个计划。‎ 3. 如果你不尊重自己，怎能期盼别人来尊重你？‎ 4. 什么鼓励了他因而做出如此精彩的表演？‎ 5. 有人看到他进了银行。‎ ‎【答案及解析】‎ ‎【高考链接】‎ ‎1. C 句意：小学生必须接受应付危险情况的教育。A. state状态，状况 B. conditions 环境，条件 C. situations 情况；形势 D. positions 位置，方位。 根据各项词的不同应用，结合整个句子，应选C ‎2. A句意：只有通过降低消耗，才能使PowerData优于其他公司。选项中只有“only+状语”放在句首，主句倒装。‎ ‎3. B 句意：尽管医学已成功地控制了几种危险的疾病，但令我们担心的是有些疾病还会反复。根据句意可知说话者在谈论现在的情况，故为现在时，所以选B。‎ ‎4. C句意：昨晚附近的那座建筑着火了，警察现在正调查此案。look into意思是“调查”。see through 看透，识破；work out 计算，处理，解决；watch over照管，监督；其中B项有干扰，但只要弄清look into与work out （处理，解决）在时间上的先后顺序，问题就迎刃而解了。‎ ‎5. B句意：我们需要何时付余款？到9月30号之前。September 30为点时间，介词in, during 和within后应接段时间，故排除。而介词by意为“不迟于，在……之前”后接点时间，故选B。‎ ‎【巩固练习】‎ ‎1. C 题中表示this book 与 that one二者比较，所以选择比较级。又因worth 用 well 修饰，well 的比较级为better，故选C。‎ ‎2. A work out在本句中意思为“成功地发展”；move out搬/移出；carry out执行；get out取出；下车。根据句意“……，但事情并不象我们希望的那样发展。”选A。‎ ‎3. D shouldn’t have done “本不该这样做”。‎ ‎4. D make sb. do sth. 如果是被动形式，不定式do前的to不能省略。‎ ‎5. A only和它所修饰的状语一起置于句首时，须用倒装。 ‎ ‎【汉译英】‎ ‎1．She became a specialist in cancer and devoted all her life to the cure of cancer. ‎ ‎2．He spent a lot of time (in) explaining the plan. ‎ ‎3．If you don’t respect yourself, how can you expect others to respect you?‎ ‎4．What inspired him to give such an excellent performance?‎ ‎5．He was observed to enter the bank.‎ Period 2: A sample lesson plan for Learning about Language:Subject-verb agreement Aims To learn about subject-verb agreement To discover and learn to use some useful words and expressions To discover and learn to use some useful structures Procedures I. Warming up Warming up by discovering useful words and expressions Turn to page 4 and do exercises 1, 2, 3 and 4. Check your answers against your classmates’. ‎ II. Learning about grammar ‎ ‎1. Reading and thinking ‎ Turn to page 2 and read 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 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 2 on the same page, that is, fill in the correct verb form in the letter. ‎ III. Ready used materials for Subject-verb agreement I got a hold of some bad pork chops the other day, and they didn't agree with me. Stomach aches aren't very pleasant. Don't you agree? ‎ 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:‎ ● stuff in between the subject and verb ‎ ● reversed sentence order ‎ ● ‎"-body," "-one," and "-thing" words ‎ ● ‎"who," "which," and "that" ‎ Stuff in between subjects and verbs The stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject? Do the same thing if you're having problems with agreement. Now, look at the following sentence and decide what's wrong with it:‎ The dishes in the kitchen is dirty.‎ Good guess! The subject and the verb don't agree. What's the probable cause for the problem? Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, it's not. Cross out the prepositional phrase and you're left with:‎ The dishes in the kitchen is dirty. ‎ ‎"The dishes . . . is dirty?" sounds wrong, doesn't it? The subject is plural, but the verb is singular. They don't agree. The correct version is:‎ The dishes in the kitchen are dirty. ‎ Once you know how to look for this problem, it shouldn't be too hard to get rid of it when you proofread your paper.‎ 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):‎ ● There are snacks on the laundry-room table. ‎ ● Where are they? ‎ ● 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:‎ ● Either the mailman or the construction workers are causing Peggy to bark like crazy. ‎ ● Neither the dogs down the street nor the one next door pays any attention. ‎ Compare this with the following: ‎ ● Either the construction workers or the mailman is causing Peggy to bark like crazy.‎ ● Neither the one next door nor the dogs down the street pay any attention. ‎ Agreement, in this case, depends on the placement of the subject. ‎ ‎"Who," "which," and "that"‎ Remember dependent clauses? They have a subject and a verb, but they can't stand alone. That's what we're dealing with here, but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it, usually in the same clause or one very close to it.‎ Peggy is a troublemaker. She bites my ears and steals my food.‎ ‎"Who," "which," and "that" are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a clause. Compare the following sentences:‎ 1. Big Dog is one of those animals who are very intelligent. ‎ 2. Big Dog is an animal who is very intelligent. ‎ In both, who is the subject of a dependent clause. In number 1, it takes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2, who takes the place of animal (a singular form), and that's why "is" is correct.‎ This may seem a bit confusing at first, but there's a way to get it right every time. If you find "who," "which," or "that" introducing a dependent clause (like in the examples above):‎ 1. Look at the word right in front of it (usually that's the word it takes the place of). ‎ 2. Decide if the word is singular or plural (that will tell you whether "who," "which," or "that" is singular or plural). ‎ 3. Make the verb agree! ‎ That's all there is to it! ‎ IV. Closing down by doing a quiz To end the period you are going to take a quiz on subject-verb agreement. ‎ Period 3: A sample lesson plan for Using Language ‎(A GOOD EXAMPLE FOR ME)‎ Aims To read and enjoy the passage A GOOD EXAMPLE FOR ME To learn to use the language by reading, listening, speaking and writing Procedures I. Warming up Let’s listen to the recording of the text first and then read the passage aloud. ‎ II. Guided reading 1. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.‎ Collocations from A GOOD EXAMPLE FOR ME sit down at the computer 坐在电脑前, do some research on… 对……研究或调查, choose…to study at university 选择在大学里学……, show information on the screen 屏幕上显示出一些资料, be busy in one’s career 忙于……的事业, travel abroad to study 到国外学习, catch one’s eyes 引起……的注意, cut the death rate 降低死亡率, have and care for a baby生养和照顾孩子, follow rules 遵循规则, keep… clean and healthy 使……保持干净和健康, be intended for… 专门为……而计划/制作等, reach a doctor 找到医生, get a medical training 得到医学方面的培训, place women’s education second to men’s 把女人受教育的机会置于男人之后, show kindness and consideration to…对……关心和体谅, be tired after a day’s work 工作一天之后很累, late at night 深夜, deliver a baby 接生, find out more about…了解更多有关……, choose not to do sth.选择不做某事, have a family of one’s own 有自己的家庭, make sure that…确保……, carry on the work继续这一工作, fill in the forms for the university entrance exam填写大学入学考试的表格 ‎1. Doing exercises Now you are going to do exercises 1 and 2 on page 6.‎ ‎2. Listening Turn to page 7 and do exercises 1, 2 and 3. ‎ ‎3. Acting Next we are going to put the text A GOOD EXAMPLE FOR ME on stage. Now Zhu Qing and Zhang Qiang, please!‎ 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. ‎ III. 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.‎ IV. Closing down Closing down by filling a form Make use of the text and other information you’ve got to fill in the form. ‎ Lin Qiaozhi’s life history time place event Closing down by describing a person I am going to have two of you stand up to describe to the class a person whom he admires. Who’d like to speak first? ‎ Period 4 Grammar Subject-verb agreement Teaching Goals: ‎ ‎1. To let Ss learn the grammar Subject-Verb Agreement.‎ ‎2. To develop Ss’ ability of Summing. ‎ Teaching Procedures: ‎ Step 1. Homework-checking ‎ 1. Check if Ss have finished the homework assigned yesterday.‎ 2. Ask some Ss to show the typical sentences they have remembered.‎ Step 2. Grammar Purpose: To let Ss know the usage of Subject-Verb Agreement and use it freely. ‎ ‎1. Explain the usage of Subject-Verb Agreement by giving examples. ‎ 主谓一致的特殊用法归纳如下：‎ ‎1．由and连接主语时，注意以下几点：‎ ‎(1) 两个或者两个以上的名词由and连接作主语时；主语由both… and … 连接时，谓语动词用复数。‎ Baseball and swimming are usually summer sports. 棒球和游泳通常是夏天的运动。‎ Both bread and butter are sold in that grocery. 那个杂货店既卖面包，也卖黄油。‎ ‎(2) and连接两个名词表示一个概念（即指同一人或同一物）做主语时，谓语用单数。‎ The iron and steel industry is very important to our countryt. (一个概念)‎ 铁钢工业对我们的生活非常重要。 ‎ War and peace is a constant theme in literature. 战争与和平是文学中永恒的主题。(War and peace是一对概念，看作一个主题)‎ 同例：steam and bread 馒头 bread and butter 奶油面包　‎ ‎　 folk and knife 刀叉 needle and thread 针线 ‎　 love and hate 爱与恨 egg and rice 蛋炒饭 The writer and translator is delivering a speech in our school tonight. (指同一个人) ‎ The writer and the translator are delivering a speech in our school tonight. (指两个人)‎ A black and white dog is playing in the yard. (指一只狗)‎ A black and a white dog are playing in the yard. (指两只狗)‎ ‎(3)由 every…and every…; each … and each…; no … and no…; many a …and many a … 等连接的并列主语，谓语动词用单数。‎ Every man and every woman working here is getting along well with me. ‎ 在此工作的每一为男士和女士都与我相处很好。‎ No difficulty and no hardship has discouraged him.没有艰难困苦能使他气馁。‎ ‎(4) What 从句的并列式作主语时，并列完整式常用复数；并列缩略式常用单数。‎ What he says and what he thinks have nothing to do with me.‎ 他说什么想什么与我无关。‎ What I say and do is my own affair.我的所说所为是我自己的事。‎ ‎2. 就近原则： 由 either… or… ; neither… nor…; not only…but also…; …or…； there be …等引导的主语，谓语动词的单复数取决于最靠近动词的名词的单复数。‎ There is a pen, a knife and several books on the desk.‎ 桌上有一只笔，一把刀和几本书。‎ There are twenty boy students in the class.班上有20个男生。‎ Either you or your sister is to blame.你或者你妹妹该受责备 Not only the students but also their teacher is invited to attend the party. ‎ There is much water in the thermos.热水瓶里有很多水。‎ ‎3. 就远原则：主语＋ as well as + 另一个主语，谓语动词的单复数取决于第一个主语的名词的单复数。‎ My mother, as well as my two brothers, has a key to the office. ‎ 我母亲，还有我的两个哥哥都有办公室的钥匙。‎ The teacher together with some students is visiting the factory.老师正在和一些学生参观工厂。‎ He as well as I wants to go boating.我和他都想去划船。‎ 同例：with…; together with…; along with…; including…; in addition to…; besides …; except…; as much as…; accompanied by …; rather than…等。‎ ‎4. 表示时间、距离、价值、量度的复数名词作主语时谓语动词用单数。‎ One hundred dollars is a large sum for the poor.一百美元对于穷人是一大笔钱。‎ Three weeks was allowed for making the necessary preparations.有三周的时间来做必要的准备。‎ Ten yuan is enough.10元钱就够了。‎ ‎5. 单一的动词不定式、动名词、名词性从句做主语时，谓语动词通常用单数。‎ To work hard is necessary 努力工作是必要的。‎ Early to bed and early to rise makes one healthy, wealthy and wise. ‎ 早睡早起使人健康、富有、聪明。(主语“早睡早起”指一件事)‎ Reading and writing are very important.‎ 读和写都非常重要。 (注意：指不同性质的两件事，谓语用复数)‎ ‎6. many a, more than one + 单数可数名词，尽管表示复数意义，谓语仍用单数。 ‎ Many a person has read the novel.许多人都读过这本书。‎ More than one example is necessary to help the students understand this rule clearly.‎ 为了帮助学生很好地理解这条规则，多个例子是必要的。　　‎ Many a student has made such a mistake. 很多学生曾经犯过这样的错误。‎ 比较：‎ 在“more + 复数名词 + than one”结构作主语时，谓语动词用复数。‎ More persons than one have been involved. 卷入其中的远不止一人。‎ ‎7. 与后接名词或代词保持一致:由 all of, most of, half of, a lot of, part of ，plenty of…， one fourth of…， none of…， some of…， majority of…， … percent of…， the rest of…，more than… of等加名词构成的主语，谓语动词的数取决于该名词的单复数。 ‎ 例：All of us are going to see the game. 我们都要去看比赛。‎ Two-thirds of Canada is covered with forests加拿大三分之二为森林所覆盖。‎ Most of his money is spent on books.他的大多数钱都用来买书了。‎ Most of the students are taking an active part in sports.‎ 大多数学生都积极参加体育运动。‎ The majority of the students like English.大多数学生都喜欢英语 More than 60 percent of the students are from the city.‎ 百分之六十多的学生都来自这个城市。‎ ‎8. a number of (a total of , an average of ) +复数名词，谓语动词用复数；the number of (the total of, the average of ) +复数名词，谓语动词用单数。‎ A total of ten thousand dollars were donated last month.上个月总共捐了10,000美元。‎ The total of dollars donated last month was 100,000 dollars. 上个月的捐款的总数是10,000美元。‎ 同例： a / the variety of; a / the group of ‎9. 定语从句的谓语动词注意与先行词保持一致，但注意the only one of… 的用法。‎ One of those men likes to drive fast.这些人中有一个爱开快车。‎ One of those men who like to drive fast is her son.这些人中爱开快车的那个是她儿子。‎ He is the only one of those men who likes to drive fast.他是这些人中唯一爱开快车的。‎ ‎10. 由some，any，no，every 构成的复合词如： somebody, nothing, nobody, anything, everybody等代词作主语，谓语动词用单数；由each, every one, no one, either, neither, another, the other作主语时，谓语动词用单数；由either, neither, each, every修饰名词作主语时，谓语动词用单数。如：　‎ Neither is satisfactory.两个都不尽人意。‎ Each of us has a tape-recorder.我们每个人都有一台录音机。‎ ‎11. the + adj / v-ed 表示一类人时，用复数谓语动词；表示个别人或抽象概念时，谓语动词用单数。‎ The sick have been cured and the lost have been found.‎ 病人得到了医治，失踪的也找回来了。‎ 同例：the poor / dumb / innocent / guilty / unemployed / aged We can do the difficult first. The impossible takes a little longer.‎ 我们先从难题开始，不会的可能花的时间长一些。‎ The best is yet to come. 好戏还在后头。‎ ‎12. 当主语由 a series of…， a portion of …， a species of …， a kind of …， a chain of…， a piece of …, a pair of … 加名词(单数或复数)构成时，谓语用单数。‎ A series of lectures on psychology is said to be given by Mr. Li.‎ 据说，李先生要举办一系列的心理方面的讲座。‎ My new pair of pants is being altered. 我的一条短裤正在修改。‎ ‎13. 当主语被one ( a ) and a half 修饰时，谓语动词用复数。‎ 比较：‎ He went away on June 1, and now one and a half months have passed and it’s July ‎ He went away on June 1, and now one month and a half has passed and it’s July 他6月1日离开，现在一个半月过去了，都7月15日了。 ‎ ‎14. 集体名词作主语时，谓语的数要根据主语的意思来决定。如family, government, audience, crew, crowd, class, company, committee等词后用复数形式时，意为这个集体中的各个成员，用单数时表示该个集体。例：‎ His family isn't very large.他家不是一个大家庭。‎ His family are music lovers.他的家人都是音乐爱好者。‎ 但集合名词people(人们), police, cattle, poultry等在任何情况下都用复数形式。‎ Are there any police around?周围有警察吗？‎ ‎15. 强调结构中，动词要与It一致，都用It is（was）．．．。如： It is my teachers who are very kind to me． 强调句型中，当关系代词who，that作主语时，动词的单复数取决于所修饰的先行词。如： It is I who haven't finished reading the book．是我还没有读完这本书。 It was Mary who was late for the class．是Mary上课迟到了。‎ ‎16. 算术中的加法与乘法，谓语动词通常单复数都可以。如： Three fives are（is）fifteen． 减法与除法中用单数动词。如： Three from eight leaves five． Fifteen divided by three equals five．‎ Step 3. Consolidation ‎ Purpose: To check if Ss have mastered the usage of Subject-Verb Agreement ‎ ‎1. Ask Ss to do Ex1 and Ex2 in Discovering Useful Structures on P5. ‎ ‎2. Ask Ss to finish Ex1 and Ex2 in Using Structures on P43～44. ‎ ‎3. Ask Ss to choose the best answer to each of the following questions:‎ ‎(1) A poet and artist ________ coming to speak to us about Chinese literature and painting tomorrow afternoon. A. is B. are C. was D. were (2) Most of what has been said about the Smith ______ also true of the Johnson． A. are B. is C. being D. to be (3) The company had about 20 notebook computers but only one-third _______ used regularly. Now we have 60 working all day long. A. is B. are C. was D. were (4) With more forests being destroyed, huge quantities of good earth ____ each year. A. is washing away B. is being washed away C. are washing away D. are being washed away ‎(5) The teacher, with 6 girls and 8 boys of her class, ______ visiting a museum when the earthquake struck.‎ A was B. were C had been D would be ‎(6) All the employees except the manager______to work online at home. ‎ A. encourages B. encourage C. is encouraged D. are encouraged ‎(7) The police ____searching for the robber at present. A. is B. are C. was D. were (8) Learning to use computers _____necessary today. A. is B. are C.was D. wer e (9) Ten thousand pounds ____a large sum of money. A. is B. are C. have been D. were (10) The majority of the damage ___easy to repair. A. are B. is C. be D. were ‎ ‎(11) The majority of the people ___against the plan. ‎ A. are B. s C. be D. was ‎ ‎(12) Many a woman ___to leading posts these twenty years.‎ A. is elected B. has been elected C. are elected D. have been elected ‎(13) Early to bed and early to rise ___a man healthy, wealthy and wise. ‎ A. make B. makes C. made D. making ‎ ‎(14) The singer and dancer ___come to our college. ‎ A. were B. was C. have D. has ‎(15) The singer and the dancer ___come to our college. ‎ A. were B. was C. have D. has Suggested Answers: (1)～(5) ABDDA (6)～(10) DBAAB (11)～(15) ABBDC Step 4. Homework ‎ ‎1. Ask Ss to finish the form of Summing Up on P8 and write down what they have learned on the their notebooks. ‎ ‎2. Ask Ss to finish the rest of the exercises of this unit in the Workbook.‎ Period 5 Reading (Using Language) & Reading task (Workbook)‎ Teaching Goals: ‎ ‎1.To let Ss read and enjoy the passage A GOOD EXAMPLE FOR ME.‎ ‎2. To develop Ss’ ability of reading, speaking and writing.‎ Teaching Procedures:‎ Step 1. Homework-checking Purpose: to make sure Ss have mastered all the language points Revise the language points by translating the following sentences. First ask one student to translate, and then check the answer with the class. Finally, repeat it together. ‎ ‎1. 那个老板让工人整夜地工作。‎ ‎2. 做这项实验是值得的。‎ ‎3. 再给他谈也没用，他不会听你的。‎ ‎4. 只有当你掌握了语言的实质，你才能自如地运用它。‎ ‎5. 吸烟意味着花钱买死亡。‎ Suggested Answers:‎ ‎1. The boss kept the workers working the whole night. ‎ ‎2. It’ worthwhile to do/doing the experiment. ‎ ‎3. It’s no use talking with him again.He won’t listen to you ‎ ‎4. Only when you master the spirit of a language,can you use it freely.‎ ‎5. Smoking means buying death with money.‎ Step 2. Leading-in ‎ ‎ Show some pictures of Lin Qiaozhi and give Ss a brief introduction about Lin Qiaozhi. ‎ ‎ ‎ Step 3. Fast Reading ‎ Purpose: To develop Ss’ ability of collecting information quickly. ‎ Ask Ss to read the text quickly and then decide which of the following is true and which is false. ‎ ‎① The writer found the information about Lin Qiaozhi by accident. ( ) ‎ ‎② Lin Qiaozhi was famous as a great woman traveller. ( ) ‎ ‎③ Lin Qiaozhi knew little about how to care for babies. ( ) ‎ ‎④ It was her success at university that had made Lin Qiaozhi famous. ( ) ‎ ‎⑤ Lin Qiaozhi made great contribution to Chinese medical cause. ( )‎ Suggested Answers:‎ ‎① T. ‎ ‎② F. Lin Qiaozhi had become a specialist in women’s disease. ‎ ‎③ F. Lin Qiaozhi wrote a small book explaining how to cut the death rate from having and caring for babis by following some simple rules for keeping babies clean and healthy. ‎ ‎④ F. It was not her success at university that had made her famous. It was her kindness and consideration showed to all her patients. ‎ ‎⑤ T. ‎ Step 4. Intensive reading ‎ Purpose: To let Ss learn more detailed information about Lin Qiaozhi. ‎ Ask Ss to read the text aloud and discuss to find out the answers to the questions: ‎ ‎1. What was the small book about? ‎ ‎2. Why was the book intended for women living in the countryside? ‎ ‎3. Why was it difficult for a woman to get a medical training in the early 20th century? ‎ ‎4. What made Lin Qiaozhi get into medical school? ‎ Suggested Answers: ‎ ‎1. The small book was about how to cut the death rate from having and caring for babies by following some simple rules for keeping babies clean and healthy. ‎ ‎2. Because Lin Qiaozhi thought they needed this advice when they couldn’t reach a doctor. ‎ ‎3. Because in the early 20th century, women’s education was always placed second to men’s. ‎ ‎4. It was hard wok and determination as well as her good nature that had got her into medical school. ‎ Step 5. Language points Purpose: To let Ss master important language points.‎ ‎1. Ask Ss to go through the text again, and find out important or difficult points or sentences ‎ and then discuss the meaning of them. ‎ ‎2. Ask some students to present what they think is difficult or important. ‎ u One of them caught my eye. (Para.2, Line 4) ‎ u It was a small book explaining how to cut the death rate from having and caring for babies. (Para 2, Line 4) ‎ u ‎…it was intended for women in the countryside. (Para.2 Line 8)‎ ‎3. Explain some difficult points to help Ss. ‎ ‎ (1) catch one’s eye 相当于attract/ catch one’s attention，如：‎ All of a sudden something red caught his eye.突然，一个红色的东西引起了他的注意。‎ The title of a poem in the book caught my eye.这本书里一首诗的题目吸引了我。‎ ‎(2) It was a small book explaining how to cut the death rate from having and caring for babies. (Para 2, Line 4)‎ 本句话中有五个V-ing形式, explaining 作后置定语，修饰book；having和caring作介词from的宾语，keeping作介词for的宾语，the rules for keeping意为“保持……的规则”；by following表示方式，在句中作方式状语。‎ ‎(3) …it was intended for women in the countryside. (Para.2 Line 8)‎ be intended for sb.表示“（原）为……而准备”、“（本）打算给……”。如：‎ The book was intended for you as a birthday gift, but I lost it on the way. 那本书我本打算给你作为生日礼物，可是我在路上丢了。‎ This dictionary is intended for the students in senior school.. 这本字典是专门供给高中学生使用的。‎ Step 6. Speaking ‎1. Ask Ss to read the main information about Lin Qiaozhi and try to make up a dialogue between the Ss. One student acts as Lin Qiaozhi. They can begin like this: ‎ Hello, doctor. Glad to see you . May I ask you some questions?‎ ‎2. Make a dialogue with a student to help Ss.‎ S: Hello, doctor. Glad to see you . May I ask you some question?‎ Lin: Sure, go ahead.‎ S: What have you been busy in your career?‎ Lin: I have been travvlling abroad to study and writing books and articles?‎ S: What books did you write?‎ Lin: It’s a small book on how to cut the death rate from having and caring for babies by following some simple rules.‎ S: What are the rules? Please tell me about them.‎ Lin: They are rules for keeping babies clean and healthy.‎ S: Why did you write that? Who do you think need that advice?‎ Lin: It is intended for women living in the countryside. Perhaps they could not reach a doctor.‎ S: How did you get a medical training in the early 20th century when women’s education was always placed second to men’s?‎ Lin: Well,I think it was my hard wok and determination as well as my good nature that got me into medical school.‎ S: You are great. You have became a famous specilist in women’s diseases. ‎ Lin:Thank you! ‎ Step 7. Writing Ask Ss to write a passage according to the dialugue made by themselves.‎ Suggested Answers: ‎ Lin Qiaozhi lived in the early 20th century. She had been busy in her chosen career. She wrote a small book explaining how to cut the rate by following some rules for keeping babies clean and healthy. It was her kindness nad consideration that made her famous. She devoted her whole life to her patients and became a famous specilist in women’s diseases. ‎ Step 8. Reading task (Workbook)‎ Purpose: To make Ss learn about Elizabeth Fry.‎ To develop Ss’ ability of reading.‎ 1. Ask Ss to read the passage on P45 quickly and put the following sentences into the correct order. ‎ ‎( )A. She went to visit some women prisoners. ‎ ‎( )B. She provided the women prisoners food, clean clothes and straw for beds. ‎ ‎( )C. she taught the women prisoners to sew, knit. ‎ ‎( 1 )D. Elizabeth got married and lived a peaceful life. ‎ ‎( )E. She died. ‎ ‎( )F. She found prisoners were treated like animals. ‎ ‎( )G. She started a prison school. ‎ ‎( )H. She asked leaders of Britain to improve the conditions for prisoners. ‎ ‎( )I. The Quakers were given Nobel Peace Prize. ‎ Suggested Answers: D A F B G C H E I ‎ ‎2. Ask Ss to discuss the prisons in the nineteenth century in Britain and then finish Ex1 and Ex2 on page 45～46. Check answers with the class. ‎ Step 10. Homework ‎1. Ask Ss to revise all the language points. ‎ ‎2. Ask Ss to write a passage according to the information given below.‎ 请根据下文汉语提示，写一篇词数100左右的人物介绍，简单介绍一下英国著名作家夏洛蒂. 勃朗特。‎ 提示：‎ 夏洛蒂. 勃朗特(Charlotte Bronte) (1816～1855), 英国女小说家。出生在英格兰北部的一个贫穷家庭。6岁丧母，童年生活很不幸。所幸的是父亲是个学识渊博的牧师，使她受到良好文学教育。她的最出名的一部小说《简·爱》，写于1847年，受到热烈欢迎，并得到马克思的高度赞扬，后来被改编成电影。夏洛蒂. 勃朗特在1855年因病去世。她的作品至今仍受到广大读者的欢迎。‎ Period 5 Listening (Using Language), Listening (Workbook) & Listening task (Workbook)‎ Teaching Goals: ‎ ‎1. To develop Ss’ ability of listening. ‎ ‎2.Let Ss learn more information about ‎ Teaching Procedures:‎ Step 1. Homework checking Purpose: To make sure Ss have finished the homework and mastered what has been learned.‎ ‎1. Read the following sentences and ask Ss to write them down.‎ ‎(1) The small book was intended for women living in the countryside.‎ ‎(2) All of a sudden something red caught his eye.‎ ‎(3) You are to finish your homework before watching TV.‎ ‎2. Ask Ss to read the passage written by themselves and then point out and correct some errors.‎ ‎3. Give Ss one possible version.‎ Charlotte Bronte, a famous woman novelist of Britain, was born in the north of England in 1816. Her mother died when she was only 6 years old. Because of her poor fimaly, she led a hard life when she was young. Luckily, her father was a learned minister so that she was well educated in literature. Jane Eyre, which was her most famous novel, was written in 1847. It was well received after its pulication and was highly praised by Karl Marx. Later, it was adapted to a film. Although she died of disease at an early age in 1855, her works are still popular with readers all over the world. ‎ ‎ ‎ Step 2. Listening (Using Language)‎ Purpose: To develop Ss’ listening skills.‎ ‎1. Ask Ss to go through the Ex1, Ex2 and Ex3 on P7 and try to predict what the listening text is about. ‎ ‎2. Ask Ss to listen to the tape carefully and try to finish Ex2 on P7 and write down what they hear as much as possible. ‎ ‎3. Ask Ss to exchange the information in pairs, and play the tape again for Ss to finish the exercise1 on P7. ‎ ‎4.Give 3 minutes to the Ss to discuss to check answers. ‎ ‎5. Ask Ss to listen to the tape again and try to finish Ex3 on P7. ‎ ‎6.Check all the answers with the class.‎ ‎7. Play the tape again to make sure Ss understand the information in the text. ‎ Step 3. Listening (Workbook)‎ ‎1. Before listening to the tape, ask all the students to write down their career ambitions. Then add the qualifications that are needed to reach that ambition.‎ ‎2. Then ask the students in pairs to do Ex1 and make a list of the problems they think women who want a career may have. These may include: ‎ u Not being given the same chances for a primary or secondary education as their brothers.‎ u Not being given a university education.‎ u Possibly having to stop work if parents need care and attention u Not being able to train later for a career they may like Step 4. Listening task (Workbook) ‎ ‎1. Tell Ss that helping others can be a job as well as a volunteer activity. The listening text is about a woman who took helping others as her job.‎ ‎2. Ask Ss to read the information in the form on P44 first, and then ask Ss to listen to the tape and try to fill in the chart. While listening, Ss should write down as much information as possible.‎ ‎3. Play the tape again sentence by sentence. Ask Ss to write down more information to fill in ‎ the form.‎ ‎4. Ask Ss to exchange the information in pairs and play the tape again.‎ ‎5. Check the answers and explain some difficult listening points if necessary.‎ ‎6. Ask Ss to listen to the tape again and make sure they understand the information.‎ Step 5. Homework ‎1. Ask Ss to read the reading texts on P2 and P6 and write down what they have learned about wildlife protection and main information about Lin QiaoZhi. ‎ ‎2. Ask Ss to revise all the language points in this unit and try to remember some typical sentences.‎