人教版高中英语必修四 Unit 1 Women of achievement 教学设计
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Unit 1 Women of achievement
教学设计
Teaching Aims
To help students develop their reading ability.
To help students learn about women of achievement.
Teaching Procedures
Warming up and reading
Step 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? Give reasons for your choice.
HYPERLINK "http://news.sohu.com/20041123/n223137562.shtml" \t "_blank"
任长霞：霞蔚长天 警魂不朽
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. Zhao Yanfei, would you try reading aloud and translating the first caption?
（Key: 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.
Step II. Pre-reading
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: 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 behaviour, arguing for them to be left in the wild and protected. )
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: 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. )
樊锦诗：敦煌女儿 守望敦煌
Step III. Reading
Reading aloud to the recording
Now please listen and read aloud to the recording of the text A STUDENT OF AFRICAN WILDLIFE. 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.
Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A STUDENT OF AFRICAN WILDLIFE
Use the rules, make a great person, know about…, in pairs, give reasons for…, improve prison conditions, give sb work and education, get the Nobel Peace Prize, one of the top leaders, in modern Chinese history, concern oneself with…, lead China Welfare Institute, study animals, show the connection between… and…, protect chimps, found an international campaign, stop the use of landmines, give sb the Nobel Peace Prize, dress as a man, fight for…, drive…out of…, put sb to death, become a specialist in women’s illnesses, devote all one’s life to…, encourage sb to become doctors, visit the chimps in the forest, behave like humans, watch sb wake up, go back to a place, leave sb sleeping, the night before, wander off into the forest, show love, make …all worthwhile, play in the tree, come into one’s arms, go to sleep in the nest, understand chimp behaviour, spend years observing and recording daily activities, study at a university, be determined to work with animals, in one’s own environment, begin one’s project, change the way, eat meat, as a group, hunt a monkey, communicate with each other, work out…, respect the life of…, leave…in the wild, use… for entertainment or advertisements, set up special places, live safely, crowd in, say…to myself, think about…, in cages, do nothing wrong, achieve everything, gain a doctor’s degree, cheer the achievements of women
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.
Paragraph1 : Our group are all going to visit the chimps in the forest.
Paragraph 2 : Nobody before has fully understood chimp behaviour.
Paragraph 3 : For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
Paragraph 4：Jane’s achievements.
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
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 the teacher.
黑猩猩
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2.
Closing down by having a discussion
Do you agree with Jane’s ideas? Why or why not?
(Key: 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: 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 board. You are to retell the story of Jane Goodall according to these words.
(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)
Learning about Language
(Subject-verb agreement)
Teaching Aims
To help students learn about subject-verb agreement.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Teaching Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
大自然的呼唤
II. Learning about grammar
Reading and thinking
Turn to page 2 and read with me 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…)
Doing exercises No. 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 No. 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, thinking about that, 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:
Everyone is going on a picnic.
Each of the boys is taking his own lunch.
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:
Big Dog is one of those animals who are very intelligent.
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):
Look at the word right in front of it (usually that's the word it takes the place of).
Decide if the word is singular or plural (that will tell you whether "who," "which," or "that" is singular or plural).
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.
Quiz on Subject-Verb AgreementSelect one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence. Don't use the HINT buttons unless you really need them.Either the physicians in this hospital or the chief administrator ____ going to have to make a decision. (is, are) ______ my boss or my sisters in the union going to win this grievance? (Is, Are) Some of the votes __________ to have been miscounted. ( seems, seem) The tornadoes that tear through this county every spring _____ more than just a nuisance. (is, are) Everyone selected to serve on this jury _____ to be willing to give up a lot of time.
(has, have) Kara Wolters, together with her teammates, _________ a formidable opponent on the basketball court. (presents, present) He seems to forget that there __________ things to be done before he can graduate. (are, is) There _______ to be some people left in that town after yesterday's flood. (have, has)9.? Some of the grain __________ to be contaminated. (appear, appears)10.? Three-quarters of the students __________ against the tuition hike. (is, are)11.? Three-quarters of the student body __________ against the tuition hike. (is, are)12.? A high percentage of the population _________ voting for the new school. (is, are)13.? A high percentage of the people _________ voting for the new school. (was, were)
Using Language
Teaching Aims
To help students read the passage WHY NOT CARRY ON HER GOOD WORK.
To help students to use the language by reading, listening, speaking and writing.
Teaching Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text WHY NOT CARRY ON HER GOOD WORK.
林巧稚-----?中国医学圣母
II. Guided reading
Reading and translating
Read the text WHY NOT CARRY ON HER GOOD WORK and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….
Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from WHY NOT CARRY ON HER GOOD WORK
sit down at the computer, do some research on…, enjoy English, choose…to study at university, show information on the screen, be busy in one’s career, travel abroad to study, catch the eyes, cut the death rate, have and care for a baby, follow rules, keep… clean and healthy, need the advice, be intended for…, live in the countryside, reach a doctor, become a specialist in women’s diseases, get a medical training, place women’s education second to men’s, make…famous, show kindness and consideration to…, be tired after a day’s work, late at night, deliver a baby, find out more about…, choose not to do sth, have a family of one’s own, make sure that…, carry on the work, fill in the forms for the university entrance exam
Doing exercises
Now you are going to do exercises No. 1 and 2 on page 6 following the article.
Listening
For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.
Acting
Next we are going to put the text WHY NOT CARRY ON HER GOOD WORK on stage.
A text play of WHY NOT CARRY ON HER GOOD WORK(Time: Sunday evening; Place: at home; People: Mom and I )I: Mom, do you know anything about Lin Qiaozhi?Mom: No, but you may turn on the computer and get online to do some research on her.I: All right, thanks. Look, I get her. It seemed that Lin Qiaozhi had been very busy traveling abroad, studying and writing books and articles.Mom: What books did she write?I: It is a small book on how to cut the death rate from having and caring babies by following some simple rules.Mom: What are the rules? Tell me more about them.I: They are simply rules for keeping babies clean and healthy.Mom: Why did she write that? Who are the women that she thought needed that advice?I: Let me see. Mom, I think it is intended for women living in the countryside. Perhaps they could not reach a doctor.Mom: When did she live? I mean Lin Qiaozhi.I: Here it is. She lived in the early 20th century.Mom: Oh, that’s before the liberation and the founding of New China. It’s a long time ago. It must have been very difficult for her to get a medical training.I: Why is that, Mom?Mom: Because women’s education was always placed second to men’s. I am sure it was hard work and determination as well as her good nature that got her into medical school.I: Mom, you are right. She is great for her kindness and consideration shown to all her patients.Mom: So what about you, son? Have you made up your mind as to what to study at college?I: Sure, mom. I will go to a medical university, to be a doctor as great as she is.Mom: I am confident that you will be as good a doctor as her. Go and fill in the forms for the university entrance exam…
III. Guided writing
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. …
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.
DESCRIBE A FAMOUS PERSON YOU ADMIREMother Teresa is a great woman though she has died. She spent her whole life helping the poorest of the poor. Today, she is renowned and respected around the world. Mother Teresa was born on 26th august 1910 and named Christened Agnes Bojaxhiu. She grew up in the Serbian town of Skopje, which was a poor country at that time. Her whole family was Christians. When she was twelve years old, she expressed her wish to become a nun. As she wanted to be sure on her wish, she spent six years pondering about this decision. At last, she made up her mind and worked as a nun to help the poorest people in India. After becoming sister Teresa, she said that she received a message from god that god wanted her to go to the slums to live with the poor. Her worked started. She founded a new congregation called the missionaries of Christianity in Calcutta. It helped the poor, the sick, orphans, alcoholics, drug addicts and even the aids patients. Mother Teresa was not afraid of infection. She looked after the patients herself and loved them. She never stopped taking care if them and never considered giving up anyone of them. Her work was made known to the world. Some people supported her but some didn’t. She didn’t care. She continued her work and setup other missionaries around the world. She gave love to all the poor in other parts of the world, not only in India. Although she was seriously ill, she never ceased to help the poor. Her work was recognized by the world when she was awarded the Nobel Prize in peace in 1997. She contributed the money she received to the missionary of charity. Mother Teresa died of cardiac arrest on 5th September 1997 in the missionaries’ Calcutta headquarters. Million of people over the world mourned over the loss of this remarkable woman who was a shining example of goodness and love all her life. I regard her as a role model. I wish I could contribute myself for the good of the world like she did.
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 others to fill in form.
Lin Qiaozhi’s life history
time place event
Closing down by describing a person
To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?
- 14 -
教学设计
Teaching Aims
To help students develop their reading ability.
To help students learn about women of achievement.
Teaching Procedures
Warming up and reading
Step 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? Give reasons for your choice.
HYPERLINK "http://news.sohu.com/20041123/n223137562.shtml" \t "_blank"
任长霞：霞蔚长天 警魂不朽
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. Zhao Yanfei, would you try reading aloud and translating the first caption?
（Key: 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.
Step II. Pre-reading
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: 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 behaviour, arguing for them to be left in the wild and protected. )
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: 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. )
樊锦诗：敦煌女儿 守望敦煌
Step III. Reading
Reading aloud to the recording
Now please listen and read aloud to the recording of the text A STUDENT OF AFRICAN WILDLIFE. 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.
Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A STUDENT OF AFRICAN WILDLIFE
Use the rules, make a great person, know about…, in pairs, give reasons for…, improve prison conditions, give sb work and education, get the Nobel Peace Prize, one of the top leaders, in modern Chinese history, concern oneself with…, lead China Welfare Institute, study animals, show the connection between… and…, protect chimps, found an international campaign, stop the use of landmines, give sb the Nobel Peace Prize, dress as a man, fight for…, drive…out of…, put sb to death, become a specialist in women’s illnesses, devote all one’s life to…, encourage sb to become doctors, visit the chimps in the forest, behave like humans, watch sb wake up, go back to a place, leave sb sleeping, the night before, wander off into the forest, show love, make …all worthwhile, play in the tree, come into one’s arms, go to sleep in the nest, understand chimp behaviour, spend years observing and recording daily activities, study at a university, be determined to work with animals, in one’s own environment, begin one’s project, change the way, eat meat, as a group, hunt a monkey, communicate with each other, work out…, respect the life of…, leave…in the wild, use… for entertainment or advertisements, set up special places, live safely, crowd in, say…to myself, think about…, in cages, do nothing wrong, achieve everything, gain a doctor’s degree, cheer the achievements of women
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.
Paragraph1 : Our group are all going to visit the chimps in the forest.
Paragraph 2 : Nobody before has fully understood chimp behaviour.
Paragraph 3 : For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
Paragraph 4：Jane’s achievements.
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
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 the teacher.
黑猩猩
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2.
Closing down by having a discussion
Do you agree with Jane’s ideas? Why or why not?
(Key: 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: 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 board. You are to retell the story of Jane Goodall according to these words.
(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)
Learning about Language
(Subject-verb agreement)
Teaching Aims
To help students learn about subject-verb agreement.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Teaching Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
大自然的呼唤
II. Learning about grammar
Reading and thinking
Turn to page 2 and read with me 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…)
Doing exercises No. 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 No. 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, thinking about that, 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:
Everyone is going on a picnic.
Each of the boys is taking his own lunch.
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:
Big Dog is one of those animals who are very intelligent.
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):
Look at the word right in front of it (usually that's the word it takes the place of).
Decide if the word is singular or plural (that will tell you whether "who," "which," or "that" is singular or plural).
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.
Quiz on Subject-Verb AgreementSelect one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence. Don't use the HINT buttons unless you really need them.Either the physicians in this hospital or the chief administrator ____ going to have to make a decision. (is, are) ______ my boss or my sisters in the union going to win this grievance? (Is, Are) Some of the votes __________ to have been miscounted. ( seems, seem) The tornadoes that tear through this county every spring _____ more than just a nuisance. (is, are) Everyone selected to serve on this jury _____ to be willing to give up a lot of time.
(has, have) Kara Wolters, together with her teammates, _________ a formidable opponent on the basketball court. (presents, present) He seems to forget that there __________ things to be done before he can graduate. (are, is) There _______ to be some people left in that town after yesterday's flood. (have, has)9.? Some of the grain __________ to be contaminated. (appear, appears)10.? Three-quarters of the students __________ against the tuition hike. (is, are)11.? Three-quarters of the student body __________ against the tuition hike. (is, are)12.? A high percentage of the population _________ voting for the new school. (is, are)13.? A high percentage of the people _________ voting for the new school. (was, were)
Using Language
Teaching Aims
To help students read the passage WHY NOT CARRY ON HER GOOD WORK.
To help students to use the language by reading, listening, speaking and writing.
Teaching Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text WHY NOT CARRY ON HER GOOD WORK.
林巧稚-----?中国医学圣母
II. Guided reading
Reading and translating
Read the text WHY NOT CARRY ON HER GOOD WORK and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….
Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from WHY NOT CARRY ON HER GOOD WORK
sit down at the computer, do some research on…, enjoy English, choose…to study at university, show information on the screen, be busy in one’s career, travel abroad to study, catch the eyes, cut the death rate, have and care for a baby, follow rules, keep… clean and healthy, need the advice, be intended for…, live in the countryside, reach a doctor, become a specialist in women’s diseases, get a medical training, place women’s education second to men’s, make…famous, show kindness and consideration to…, be tired after a day’s work, late at night, deliver a baby, find out more about…, choose not to do sth, have a family of one’s own, make sure that…, carry on the work, fill in the forms for the university entrance exam
Doing exercises
Now you are going to do exercises No. 1 and 2 on page 6 following the article.
Listening
For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.
Acting
Next we are going to put the text WHY NOT CARRY ON HER GOOD WORK on stage.
A text play of WHY NOT CARRY ON HER GOOD WORK(Time: Sunday evening; Place: at home; People: Mom and I )I: Mom, do you know anything about Lin Qiaozhi?Mom: No, but you may turn on the computer and get online to do some research on her.I: All right, thanks. Look, I get her. It seemed that Lin Qiaozhi had been very busy traveling abroad, studying and writing books and articles.Mom: What books did she write?I: It is a small book on how to cut the death rate from having and caring babies by following some simple rules.Mom: What are the rules? Tell me more about them.I: They are simply rules for keeping babies clean and healthy.Mom: Why did she write that? Who are the women that she thought needed that advice?I: Let me see. Mom, I think it is intended for women living in the countryside. Perhaps they could not reach a doctor.Mom: When did she live? I mean Lin Qiaozhi.I: Here it is. She lived in the early 20th century.Mom: Oh, that’s before the liberation and the founding of New China. It’s a long time ago. It must have been very difficult for her to get a medical training.I: Why is that, Mom?Mom: Because women’s education was always placed second to men’s. I am sure it was hard work and determination as well as her good nature that got her into medical school.I: Mom, you are right. She is great for her kindness and consideration shown to all her patients.Mom: So what about you, son? Have you made up your mind as to what to study at college?I: Sure, mom. I will go to a medical university, to be a doctor as great as she is.Mom: I am confident that you will be as good a doctor as her. Go and fill in the forms for the university entrance exam…
III. Guided writing
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. …
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.
DESCRIBE A FAMOUS PERSON YOU ADMIREMother Teresa is a great woman though she has died. She spent her whole life helping the poorest of the poor. Today, she is renowned and respected around the world. Mother Teresa was born on 26th august 1910 and named Christened Agnes Bojaxhiu. She grew up in the Serbian town of Skopje, which was a poor country at that time. Her whole family was Christians. When she was twelve years old, she expressed her wish to become a nun. As she wanted to be sure on her wish, she spent six years pondering about this decision. At last, she made up her mind and worked as a nun to help the poorest people in India. After becoming sister Teresa, she said that she received a message from god that god wanted her to go to the slums to live with the poor. Her worked started. She founded a new congregation called the missionaries of Christianity in Calcutta. It helped the poor, the sick, orphans, alcoholics, drug addicts and even the aids patients. Mother Teresa was not afraid of infection. She looked after the patients herself and loved them. She never stopped taking care if them and never considered giving up anyone of them. Her work was made known to the world. Some people supported her but some didn’t. She didn’t care. She continued her work and setup other missionaries around the world. She gave love to all the poor in other parts of the world, not only in India. Although she was seriously ill, she never ceased to help the poor. Her work was recognized by the world when she was awarded the Nobel Prize in peace in 1997. She contributed the money she received to the missionary of charity. Mother Teresa died of cardiac arrest on 5th September 1997 in the missionaries’ Calcutta headquarters. Million of people over the world mourned over the loss of this remarkable woman who was a shining example of goodness and love all her life. I regard her as a role model. I wish I could contribute myself for the good of the world like she did.
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 others to fill in form.
Lin Qiaozhi’s life history
time place event
Closing down by describing a person
To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?
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