Brief introduction to the unit The topic of this unit is women of achievement. It briefly introduces several great women from different countries, talks about women's important role in different fields and speaks highly of womens achievement Teaching goals 1. Talk about great women s achievements and their characters 2. Be familiar with the word, phrases and expressions describing a person especially a great woman 3. Leam sth about agreement. 4. Leam to write about a woman by giving an example and then drawing a conclusion riod one Reading Teaching aims: Get the students to be familiar with Jane Goodall and know the importance of protecting wildlife and get them to realize the important qualities a person should have to be successful Get the students to understand the structure of the reading material and learn to summarize the Get the students to learn some phrases and structures and try to use it freely Teaching procedures: Step 1 Warming up Before class ask the students to look for information about a kind of animals including their habits food, mamage, etc and report it in class as a warming-up exercise There are a variety of animals in the word. How much do you know about wildlife? Please introduce some to the whole class
Brief introduction to the unit The topic of this unit is women of achievement. It briefly introduces several great women from different countries, talks about women’s important role in different fields and speaks highly of women’s achievement. Teaching goals 1. Talk about great women’s achievements and their characters. 2. Be familiar with the word, phrases and expressions describing a person especially a great woman. 3. Learn sth about agreement. 4. Learn to write about a woman by giving an example and then drawing a conclusion. Period one Reading Teaching aims: Get the students to be familiar with Jane Goodall and know the importance of protecting wildlife , and get them to realize the important qualities a person should have to be successful. Get the students to understand the structure of the reading material and learn to summarize the story. Get the students to learn some phrases and structures and try to use it freely. Teaching procedures: Step 1 Warming up Before class ask the students to look for information about a kind of animals, including their habits, food, marriage, etc. and report it in class as a warming-up exercise. There are a variety of animals in the world. How much do you know about wildlife? Please introduce some to the whole class
Let 's enjoy a video about chimps Show a video clip of a chimp trying to crack a nut and get them to think What do you know about the chimps? It helps us to understand how much they behave like humans Do you think it necessary to protect wildlife? Yes, because they are our friends Step 2 Skimming (individual work) There is a woman called Jane Goodall who is protecting chimps in Africa. What do we call her? Show the topic A Protector of African Wildlife What do you know about her? Jane goodall博士于2002年4月16日被任命为联合国和平使者。她因其在保护坦 桑尼亚黑猩猩方面所做的开拓性工作而享有盛誉,这一工作在42年前就开始了。 为表彰其在环保研究、环保教育、环保倡议等方面所作出的贡献,联合国秘书长 任命她为可持续发展峰会顾问小组的成员,协助峰会达到预定目标 Jane goodall is more than just the "chimpanzee lady". Her work gives new insight to our own humanness and humaneness. We now have the knowledge to explore our own behaviors and emotions in a new light. Jane was born in London, England on April 3, 1934. When she was a younggirl, Jane spent as much time outdoors as she could, exploring various creatures. She had a very good relationship with her mother. Their good relationship continued, even as she fought her way to Africa, spendingmuch time outside as she could When Jane was 18 months old. vanne found her with a bunch of earthworms in her bed. Jane has been doing research at Gombe for 38 years now At the age of eleven, Jane decided that she wanted to go to Africa, maybe even live there Altogether there are three paragraphs in the text. Read through the passage and tell us the main ideas of each paragragh Paral a day in GombeNational Park Para2 Jane's 40 years work on observing chimps Para 3 Her attitude to animals and her achievements What's Jane Goodall's daily work like? Try to describe it as if you are Jane and telling the story to your students. After that, ask the students to fill in the blanks
Let’s enjoy a video about chimps. Show a video clip of a chimp trying to crack a nut and get them to think. What do you know about the chimps? It helps us to understand how much they behave like humans. Do you think it necessary to protect wildlife? Yes, because they are our friends… Step 2 Skimming (individual work) There is a woman called Jane Goodall who is protecting chimps in Africa. What do we call her? Show the topic A Protector of African Wildlife. What do you know about her? Jane Goodall 博士于 2002 年 4 月 16 日被任命为联合国和平使者。她因其在保护坦 桑尼亚黑猩猩方面所做的开拓性工作而享有盛誉，这一工作在 42 年前就开始了。 为表彰其在环保研究、环保教育、环保倡议等方面所作出的贡献，联合国秘书长 任命她为可持续发展峰会顾问小组的成员，协助峰会达到预定目标。 Jane Goodall is more than just the "chimpanzee lady". Her work gives new insight to our own humanness and humaneness. We now have the knowledge to explore our own behaviors and emotions in a new light. Jane was born in London, England on April 3, 1934. When she was a younggirl, Jane spent as much time outdoors as she could , exploring various creatures. She had a very good relationship with her mother. Their good relationship continued, even as she fought her way to Africa, spendingmuch time outside as she could. When Jane was 18 months old, Vanne found her with a bunch of earthworms in her bed. Jane has been doing research at Gombe for 38 years now. At the age of eleven, Jane decided that she wanted to go to Africa, maybe even live there. Altogether there are three paragraphs in the text. Read through the passage and tell us the main ideas of each paragragh Para1 A day in GombeNational Park Para2 Jane’s 40 years’ work on observing chimps Para 3 Her attitude to animals and her achievements What’s Jane Goodall’s daily work like? Try to describe it as if you are Jane and telling the story to your students. After that, ask the students to fill in the blanks
She is really a great woman, what does she think of the animals, can you guess? Try to read her diary in the third paragraph, and tell us her attitude to animals. And what's her great achievement Since she has spent almost 40 years in the forest studying chimps. Let's have a look at what she has done and has seen in the past forty years Step 3 Scanning(pair work) Why did she not study in college but determined to go to the forest? To Study the animals in their environment A day and 40 years are a great contrast. What difficulties would she met when going to African forests and live there? Opposition from her family and friends, hard conditions in the forests, fear of staying alone, inconvenience for a woman to travel and do her studies her child Divide the class into two parts, one part looking for what Jane Goodall has done to achieve her goal, the other part looking for her research on chimps in the forests. Each part deals with different goal What did Jane do in the past 40 years to achieve her goal of studying chimps? Ask the students to read the text carefully this time and try to find out the sentences describing her action then work in groups of four and report their findings in class, She did not study at a university but she was determined to work with animals in their environment. ( determination) Only after her mother came to help her for the first few months was she allowed to begin her project. ( support from family She has argued for them to be left in the wild and not used for entertainment or advertisements (great love and sympathy towards wildlife Has been helping the rest of the world understand and respect the life of these animals (belief in equality between human and animals She has set up special places where they can live safely Gain a doctors degree for her studies(diligence and choose one of them to make a speech about Jane Goodall by beginning like this: I think Jane goodall is a great woman Humans and animals should live in peace. Jane helps us to understand wildlife better
She is really a great woman, what does she think of the animals, can you guess? Try to read her diary in the third paragraph, and tell us her attitude to animals. And what’s her great achievement ? Since she has spent almost 40 years in the forest studying chimps. Let’s have a look at what she has done and has seen in the past forty years. Step 3 Scanning (pair work) Why did she not study in college but determined to go to the forest? To Study the animals in their environment. A day and 40 years are a great contrast . What difficulties would she met when going to African forests and live there? Opposition from her family and friends, hard conditions in the forests, fear of staying alone, inconvenience for a woman to travel and do her studies, her child… Divide the class into two parts, one part looking for what Jane Goodall has done to achieve her goal, the other part looking for her research on chimps in the forests. Each part deals with different goal. What did Jane do in the past 40 years to achieve her goal of studying chimps? Ask the students to read the text carefully this time and try to find out the sentences describing her action , then work in groups of four and report their findings in class, She did not study at a university but she was determined to work with animals in their environment. (determination) Only after her mother came to help her for the first few months, was she allowed to begin her project. (support from family) She has argued for them to be left in the wild and not used for entertainment or advertisements. (great love and sympathy towards wildlife) Has been helping the rest of the world understand and respect the life of these animals. (belief in equality between human and animals) She has set up special places where they can live safely. Gain a doctor’s degree for her studies (diligence ) and choose one of them to make a speech about Jane Goodall by beginning like this : I think Jane Goodall is a great woman… Humans and animals should live in peace. Jane helps us to understand wildlife better
Her characters /her love towards nature /her awareness /her support from her mother What did Jane observe in the african forest? Ask the other part of the students to read through the text at the same time and find out more information about chimps, then make a comparison between humans and chim a. Either feed or clean each other as a way of showing love in their family b. The mother chimp and her babies play in the tree and, after they come into her arms, we see them go to sleep together in their nest for the night c chimps hunt and eat meat d how chimps communicate with each other and her study of their body language helped her work out their social system the similarties and differences between humans and chimps and make a conclusion about what we should do to chimps since humans are capable of anything We share many things with chimps We share 98% of DNA with chimps, they often use facial expression that look uncannily human they greet each other with a kiss, a hug and a gentle touch, they can make tools, etc. We are haning one earth, we staying together, and what humans are doing to wildlife will later affect human ' s life Step 4 Discussion (group work) Jane goodall is so determined to continue such a hard job. She is surely a woman of great determination as well as a great heart. Do you want to know more about her. Let's read her diary together, let the students read the italicized part in para3 together and suppose you are Jane Goodall, you are also writing a diary about one day s observation in the forest, ask them to work in pairs and report their diary according some key words What do you think is the best way to protect wildlife? Organize a team to publicize the importance of wildlife Put on a performance to add to the importance of protecting wildlife Have a lecture about wildlife lotogragh these rare animals Go to the forest to meet chimps Each group choose one possible solution and work out the details about the programmes
Her characters /her love towards nature /her awareness / her support from her mother … What did Jane observe in the African forest? Ask the other part of the students to read through the text at the same time and find out more information about chimps, then make a comparison between humans and chimps. a. Either feed or clean each other as a way of showing love in their family b. The mother chimp and her babies play in the tree and, after they come into her arms, we see them go to sleep together in their nest for the night. c. chimps hunt and eat meat. d. how chimps communicate with each other and her study of their body language helped her work out their social system. the similarities and differences between humans and chimps and make a conclusion about what we should do to chimps since humans are capable of anything. We share many things with chimps: We share 98% of DNA with chimps, they often use facial expression that look uncannily human, they greet each other with a kiss, a hug and a gentle touch, they can make tools, etc. We are sharing one earth , we staying together, and what humans are doing to wildlife will later affect human’s life. Step 4 Discussion (group work) Jane Goodall is so determined to continue such a hard job. She is surely a woman of great determination as well as a great heart. Do you want to know more about her. Let’s read her diary together, let the students read the italicized part in para3 together and suppose you are Jane Goodall, you are also writing a diary about one day’s observation in the forest, ask them to work in pairs and report their diary according some key words. What do you think is the best way to protect wildlife? Organize a team to publicize the importance of wildlife Put on a performance to add to the importance of protecting wildlife Have a lecture about wildlife Photogragh these rare animals Go to the forest to meet chimps Each group choose one possible solution and work out the details about the programmes
Step 5 Homework Ask the students to write a short passage about Jane goodall and her contributions to our world Period two Learning about language The Subject-Verb Agreement Teaching aims: 1. Leam the rules of the Subject-Verb Agreement 2. Help the students master the way of using the proper form of verbs in the Subject-Verb Teaching important points: The rules of the Subject-Verb Agreement Teaching difficult points How to use the proper form of verbs in the Subject-Verb Agreement Teaching Procedures Step 1: Lead-in Give students two pictures and four incomplete sentences and then ask students to fill in the blanks The group _js_ made up of nine students The group _are dancing happily The team has some good players. (have) The team_are_ handsome.(be) Step2: Group discussion 1. Ask students to have a group discussion and find out the grammar rules in the above four sentences Grammar rules: Collective nouns can have a singul ar or plural verb. If the noun refers to a whole unit, the verb is singular If it refers to the different members of a unit, the verb is plural 2. Ask students what words are collective nouns Collective nouns: group, family, class, govemment, team, public, enemy, crowd, company, audience, club, party, police, army, band, minority and soon 由集体名词,如 group, family, class, govemment,team,pubi, enemy, crowd, company, audience,cub, party,crew等作主语时,如果看成一个整体,谓语动词用单数形式如果 看成其中各成员,则用复数形式
Step 5 Homework Ask the students to write a short passage about Jane goodall and her contributions to our world. Period two Learning about language The Subject-Verb Agreement Teaching aims: 1. Learn the rules of the Subject-Verb Agreement. 2. Help the students master the way of using the proper form of verbs in the Subject-Verb Agreement. Teaching important points: The rules of the Subject-Verb Agreement. Teaching difficult points: How to use the proper form of verbs in the Subject-Verb Agreement. Teaching Procedures: Step 1: Lead-in Give students two pictures and four incomplete sentences and then ask students to fill in the blanks. The group _is_ made up of nine students. The group _are dancing happily. The team has some good players. (have) The team _are_ handsome. (be) Step2: Group discussion 1. Ask students to have a group discussion and find out the grammar rules in the above four sentences. Grammar rules: Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the different members of a unit, the verb is plural. 2. Ask students what words are collective nouns. Collective nouns: group, family, class, government, team, public, enemy, crowd, company, audience, club, party, police，army, band, minority and so on. 由集体名词，如 group, family, class, government, team, public, enemy, crowd, company, audience, club, party, crew 等作主语时,如果看成一个整体，谓语动词用单数形式,如果 看成其中各成员，则用复数形式
注意:集体名词为 people, police, cattle,谓语动词用复数形式 E.g. The police are searching for the thief 3. Ask students to do some exercise Step3: Learning the rules of the Subject-Verb Agreement 、代词作主语 Give students four examples (1). Neither dog_A big. (A is B are (2). Neither of them_/Bbig. (A is B are (3). Neither rabbit_A_ handsome. (A is B are) (4). Neither of the rabbits_A/B_handsome. (A is B are) 2. Ask students how to use none and neither neither +n (singl )-+V(singl. neither of→n.(C)→V. ASIng none of (C) plural (U)→V.(sing 3. Ask students to do some exercises (1). None of these people__c_ doctors A has B is C are D was (2).Neither of them_B a good singer. A are B is C were D is used to be (3). Neither of us_was/were_ was/were)ready when the party began (4). None of them_ has/have_(has/have) watched the talk show 4. Ask students what words are indefinite pronouns Indefinite pronouns: everybody, anybody, everyone, nobody, somebody, everything, anything, nothing, something 当这些词做主语时,谓语动词用单数,在句中我们可以用they来代替它们,有时
注意：集体名词为 people, police, cattle，谓语动词用复数形式 E.g. The police are searching for the thief. 3. Ask students to do some exercises. Step3: Learning the rules of the Subject-Verb Agreement 一、代词作主语 Give students four examples. (1). Neither dog _ A__ big. ( A. is B. are ) (2). Neither of them _ A / B__ big. ( A. is B. are ) (3). Neither rabbit __A_ handsome. ( A. is B. are ) (4). Neither of the rabbits _ A / B__ handsome.( A. is B. are ) 2. Ask students how to use none and neither. neither + n.(singl.) →V.(singl.) neither of → n.(C) →V. ↗singl. ↘plural. none of → n.(C) →V. ↗singl. ↘plural. n. (U) →V.(singl.) 3. Ask students to do some exercises. (1).None of these people __C_ doctors. A. has B. is C. are D. was (2).Neither of them _B__ a good singer. A. are B. is C. were D. is used to be (3).Neither of us _ was/were _ (was/were) ready when the party began. (4). None of them __ has/have _ (has/have) watched the talk show. 4. Ask students what words are indefinite pronouns. Indefinite pronouns: everybody, anybody, everyone, nobody, somebody, everything, anything, nothing, something. 当这些词做主语时，谓语动词用单数，在句中我们可以用 they 来代替它们，有时
我们可以用 he/she来代替。 5. Ask students to do some exercise (1). Nothing difficult in the word if you set your mind to it (2). Nobody thought they/he/she_ would have to pay for _their/his/her own ticket(s) 、用作主语的两个名词或代词由or, either.or, neither.nor, both . and或 not only but also连接 Give students six incomplete sentences and ask them to fill in the blanks (1). Bob__is_a worker. (2). Mike and Bob_are_ workers (3). Both Mike and Bob_are_ workers (4). Neither Mike nor Bob_s a teacher. (5. Neither of them _knows/know_ know)how to teach English (6). None of them _knows/know (know) how to teach English 2. Give students the rules AorB←Verb not a but b←Veb Either a or b←verb Neither a nor b←verb Not only a but also B+Verb Here +verb→→ A and b There+verb→ A Band c 3. Ask students to do some exercises 1). Not only you but also he _is_ wrong (is/are) (2).Ne (3). There_are two shops and a cinema beside the railway station. (is/are) (4). Here _is_ a map and a handbook for you. ( is/are) 三、由and连接的两个并列主语指同一个人或物,谓语动词用单数,这时后面的名 词没有冠词。 Give students two pictures The singer and dancer_is__ on the stage
我们可以用 he/she 来代替。 5. Ask students to do some exercises. (1). Nothing _is difficult in the world if you set your mind to it . (2).Nobody thought they/he/she_ would have to pay for _their/his/her own ticket(s). 二、用作主语的两个名词或代词由 or, either… or, neither… nor, both… and 或 not only… but also 连接 Give students six incomplete sentences and ask them to fill in the blanks. (1). Bob __is__ a worker. (2). Mike and Bob __are__ workers. (3). Both Mike and Bob _are__ workers. (4). Neither Mike nor Bob __is__ a teacher. (5). Neither of them _knows/know______ (know) how to teach English. (6). None of them ___knows/know _________ (know) how to teach English. 2. Give students the rules. A or B ←Verb Not A but B ←Verb Either A or B←Verb Neither A nor B←Verb Not only A but also B←Verb Here +verb →A and B There+verb→A Band C 3. Ask students to do some exercises. (1). Not only you but also he _is_ wrong. (is/are) (2). Neither you nor he _is__ right. (is/are) (3). There _are__ two shops and a cinema beside the railway station. (is/are) (4). Here _is_ a map and a handbook for you. (is/are) 三、由 and 连接的两个并列主语指同一个人或物，谓语动词用单数，这时后面的名 词没有冠词。 Give students two pictures. The singer and dancer _is__ on the stage
a knife and fork is used to have meals 2. Ask students to do some exercise (1). The worker and writer__visits_our school today. visit (2). The worker and the writer_ have come to the meeting. (have come/has come) (3 Each man and woman_ the same rights A has B have C had D. is having 由each, every,no,maya所修饰的名词,即使用and连接作主语,谓语动词一般用 单数。 四、当主语后面跟有 as well as, as much as, no less than, along with,wth,ike, rather than, together with,bt, except, besides, including等引导的词组时,其谓语动词的单、复数由 主语的单、复数而定。 Give students two examples (1). The teacher with two students_ was_at the meeting.(was/were (2).E-mail, as well as the telephones, -A an important part in daily communication A is playing B have played C are playing D play 2. Ask students to do some exercis (1)A library with five thousand books _A_ to the nation as a gift. A is offered B has offered C. are offered D have offered (2 )Nobody but Jane _b the secret A know B knows C have known D is known 五、分词、量词作主语 1由分数或百分数或 a lot of, lots of, plenty o, half of, the rest d, some of. most of,alot,(a) rtof+名词作主语时,谓语动词的形式与of后面的名词的数一致 2. Give students some examples Lots of damage was caused by fire Some students are planting trees. The rest of them are watering them Tom is one of the students who are good at playing football Tom is the only one of the students who is good at playing football
A knife and fork is used to have meals. 2. Ask students to do some exercises. (1).The worker and writer __visits__ our school today. ( visit ) (2).The worker and the writer __have come____ to the meeting. (have come / has come ) (3)Each man and woman __A__the same rights. A. has B. have C. had D. is having 由 each, every, no, many a 所修饰的名词，即使用 and 连接作主语，谓语动词一般用 单数。 四、当主语后面跟有 as well as, as much as, no less than, along with, with ,like, rather than, together with , but ,except, besides, ,including 等引导的词组时，其谓语动词的单、复数由 主语的单、复数而定。 Give students two examples. (1). The teacher with two students __was__ at the meeting . (was / were) (2).E-mail, as well as the telephones, __A___ an important part in daily communication. A. is playing B. have played C. are playing D. play 2. Ask students to do some exercises. (1) A library with five thousand books _A__ to the nation as a gift. A. is offered B. has offered C. are offered D. have offered (2)Nobody but Jane _B__ the secret. A. know B. knows C. have known D. is known 五、分词、量词作主语 1.由分数或百分数或 a lot of, lots of, plenty of, half of, the rest of, some of, most of, all of , (a) part of +名词作主语时，谓语动词的形式与 of 后面的名词的数一致 2. Give students some examples. Lots of damage was caused by fire. Some students are planting trees. The rest of them are watering them. Tom is one of the students who are good at playing football. Tom is the only one of the students who is good at playing football
意]在" one of+复数名词+关系代词的结构中,定语从句中谓语动词用复数形式 但是若前有 the only,将其限定为只有一个时谓语动词用单数形式 六、名词化的形容词作主语 Give students some examples The rich are to help the poor. The wounded was a young boy 以定冠词the+adj(或过去分词)结构作主语,谓语动词常用复数形式,如 the brave, the poor, the blind, the sick, the unemployed等,但有少数过去分词与定冠词连用时指个 体,用单数形式。 七、当主语由不定式、动名词或疑问词引导的句子充当时,谓语动词用单数。 Give students some examples (1) To hold the Olympic Games_is_ a rich prize for a country (be) (2). Choosing what to eat _is_ no longer as easy as it once was (3). What we need is more time and more materials 由 what, who, why, how, whether等引导的主语从句,谓语动词通常用单数,(但所指的 具体内容为复数意义,则可以用复数形式 What we need are teachers.) 八、表示时间、金钱、距离、重量等复数名词,在表示单位数量用作主语时,通 常被看作整体,谓语动词用单数。 Give students some examples A million dollars _js_(is/are)really a lot of money Sixty years is a long time Three thousand miles is a long distance Fifty kilogrammes is not too heavy to be carried Step4: Practice and exercises Finish workbook page 43 using structures 1 and page 44 using structures 2 Period three Using Language Teaching aims: 1. Improve Ss reading and listening abilities
[注意]在“one of+复数名词+关系代词”的结构中，定语从句中谓语动词用复数形式； 但是若前有 the only, 将其限定为只有一个时,谓语动词用单数形式. 六、名词化的形容词作主语 Give students some examples. The rich are to help the poor. The wounded was a young boy. 以定冠词 the + adj.（或过去分词）结构作主语，谓语动词常用复数形式，如 the brave, the poor, the blind, the sick, the unemployed 等，但有少数过去分词与定冠词连用时指个 体，用单数形式。 七、当主语由不定式、动名词或疑问词引导的句子充当时，谓语动词用单数。 Give students some examples. (1).To hold the Olympic Games _is__ a rich prize for a country. (be) (2). Choosing what to eat _is_ no longer as easy as it once was. (3). What we need is more time and more materials. 由 what, who, why, how, whether 等引导的主语从句，谓语动词通常用单数，(但所指的 具体内容为复数意义，则可以用复数形式. What we need are teachers.) 八、表示时间、金钱、距离、重量等复数名词，在表示单位数量用作主语时，通 常被看作整体，谓语动词用单数。 Give students some examples. A million dollars _is_(is/are) really a lot of money. Sixty years is a long time. Three thousand miles is a long distance. Fifty kilogrammes is not too heavy to be carried. Step4: Practice and exercises Step5: Homework Finish workbook page 43 using structures 1 and page 44 using structures 2. Period three Using Language Teaching Aims: 1. Improve Ss’ reading and listening abilities
2. Get Ss to know more about the great woman "Lin Qiaozhi 3. Know some words and sentences. eg. Strike, deliver a baby, etc Teaching important and difficult points Improving Ss' integrating skills of reading and listening Teaching procedures Step1.Greating and Lead-in 1. Greet the ss 2. A guessing game"who is she? (T reads some sentences and get the Ss to guess who she is Sentence 1: She is a great woman and famous doctor S2: She was born in the early 20th century S3: She remained single(didn t get married) all her life S4: She wrote a book for country side women Students will work out she is Lin Qiaozhi Step2. Reading T: Lin Qiaozhi is not only a great woman, but a good example for us. after reading, you will have the same feeling (1)Fast reading(Listen and answer) Q1: Which period did she live in? She lived in the early 20th century Q2: True or false After reading about Lin Qiaozhi, the writer was moved by what she did, so she decided to study (2)Careful reading Q1 from para. 1, what can we infer? A. The writers home work was to change her life B. The writer liked biology and chemistry C. The writer was a middle school student D. The writer was studying at university
2. Get Ss to know more about the great woman “Lin Qiaozhi” 3. Know some words and sentences. eg. Strike, deliver a baby, etc Teaching important and difficult points: Improving Ss’ integrating skills of reading and listening. Teaching procedures Step1.Greating and Lead-in 1. Greet the Ss 2. A guessing game “who is she?” ( T reads some sentences and get the Ss to guess who she is ). Sentence 1: She is a great woman and famous doctor. S2: She was born in the early 20th century. S3: She remained single (didn’t get married) all her life. S4: She wrote a book for country side women… … Students will work out she is Lin Qiaozhi. Step2. Reading T: Lin Qiaozhi is not only a great woman, but a good example for us. After reading, you will have the same feeling. (1)Fast reading (Listen and answer) Q1: Which period did she live in? She lived in the early 20th century. Q2: True or false: After reading about Lin Qiaozhi, the writer was moved by what she did, so she decided to study medicine. (T) (2)Careful reading Para1. Q1.from para.1,what can we infer? A. The writer’s home work was to change her life. B. The writer liked biology and chemistry. C. The writer was a middle school student. D. The writer was studying at university