Section 1 A sample lesson plan for reading
(A PROTECTOR OF AFRICAN WILDLIFE)
Introduction
In this period, after the warming up, students will first be guided to talk and share. Coming next are such steps as Listening and reading aloud，Reading and underlining，Reading to identify the topic sentence of each paragraph，Reading to complete the table，Reading to decide on the type of writing and summary of the text，Reading the text to make a diagram of it and Retelling the text in your own words. The period can be closed down by students having a discussion.
Objectives
To help students understand the text’s forms and contents and learn about women of achievement
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words specialize，campaign，behave，shade，observe，respect，argue，crowd，support，refer，deliver
Expressions move off，crowd in，look down upon，by chance，come across，carry on
Patterns 1. She worked hard to make as many countries as possible agree not to use them.
2. Watching a family of chimps wake up is our first activity of the day.
3．For example, one thing she discovered was that chimps hunt and eat meat.
4. She has argued for them to be left in the wild and not used for entertainment or advertisements.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. 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: 伊麗莎白·弗賴(lài)伊是一位教友派信徒。她幫助改善了監(jiān)禁條件，向囚犯提供工作和教育機(jī)會(huì)。 她的工作幫助教友派贏得了1947年度的諾貝爾和平獎(jiǎng)。
Well done! Next let’s have Ju Xiaohong do the second one.
2. Pre-reading by 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.
3. 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.
4. Listening and reading aloud
Reading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. 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.
5. Reading and underlining
A really useful way to help us with our listening is to become aware of ‘thought groups’ .
When we speak, we need to divide speech up into small ‘chunks’ to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.
Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.
Collocations from A PROTECTOR OF AFRICAN WILDLIFE
make a great person 造就一個(gè)偉人, give reasons for… 給出理由, improve prison conditions 改善監(jiān)獄的條件, give sb. work and education 為某人提供工作和受教育的.機(jī)會(huì), get the Nobel Peace Prize 獲得諾貝爾和平獎(jiǎng), in modern Chinese history 在中國(guó)現(xiàn)代史上, concern oneself with…從事；忙于；關(guān)心, show the connection between… and…表明……與……之間的聯(lián)系, found an international campaign發(fā)起一項(xiàng)國(guó)際運(yùn)動(dòng), stop the use of landmines 停止使用地雷, give sb. the Nobel Peace Prize 授予……諾貝爾和平獎(jiǎng), fight for…為……而戰(zhàn), drive…out of…把……趕出去, put sb. to death 殺死或處死某人, become a specialist in women’s illnesses 成為婦科疾病的專(zhuān)家, devote all one’s life to…一生致力于……, encourage sb. to do sth. 鼓勵(lì)……做……, behave like humans 像人類(lèi)一樣活動(dòng), leave sb. sleeping讓……睡著, wander off into the forest 晃晃悠悠地走進(jìn)森林, make …all worthwhile使得……都非常值得, spend years observing and recording their daily activities 用多年時(shí)間觀察和記錄它們的日常活動(dòng), be determined to do sth.下定決心做某事, in one’s own environment 在……自己的生存環(huán)境中, begin one’s project 開(kāi)始……的計(jì)劃, communicate with each other 互相交流, work out…解決；算出, respect the life of…尊重……的生活, leave…in the wild 讓……生活在野生世界, use… for entertainment or advertisements 用于娛樂(lè)和拍廣告, set up special places 設(shè)立專(zhuān)門(mén)地區(qū), crowd in 涌入, say…to myself 對(duì)自己說(shuō)……, do nothing wrong 沒(méi)做錯(cuò)什么, achieve everything 得到一切, gain a doctor’s degree 獲得博士學(xué)位, cheer the achievements of women 為婦女成功而喝彩
6. 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.
7. 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
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.
Going over the text once again for the type of writing and summary of the text
Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)
Type of writing This is a piece of narrative writing.
Main idea of the passage
Being a protector of African wildlife Jane Goodall works to understand chimps and protect them.
Topic sentence of 1st paragraph Our group are all going to visit the chimps in the forest.
Topic sentence of 2nd paragraph Jane spent many years observing and recording their daily activities.
Topic sentence of 3rd paragraph For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
10. Reading the text to make a diagram
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