Tag Archives: Jane Goodall

Jane Goodall is 87 and Still A Crusader!

Image- janegoodall.org

“Wherever the story of our natural world ultimately lands, Jane Goodall will have earned a proud place in its telling.”D. Marchese, The New York Times, July 12, 2021

ESL Voices Lesson Plan for this post with Answer Key

Excerpt: Why Jane Goodall Still Has Hope for Us Humans, By David Marchese, The New York Times, July 12, 2021

Note: [The following is an interview with Ms. Jane Goodall conducted  by David Marchese, The New York Times]

“Goodall, 87, first found fame in the early 1960s for her paradigm-busting work as a primatologist. Studying the chimpanzees of Gombe Stream National Park in Tanzania, she was the first to observe those entrancing animals eating meat and using tools, thus expanding our understanding of primate capabilities.

While that work is likely to remain what the public primarily associates her with, Goodall’s career as an activist is arguably her more important legacy. She has spent 44 years leading conservation efforts through her Jane Goodall Institute and seeding the future with like-minded souls via the Roots & Shoots educational programs for young people, which can be found in more than 60 countries and have nurtured millions of students.

Jane Goodall with a group of Roots & Shoots members in Salzburg, Austria. Credit- Jane Goodall Institute:Templeton Prize

DM: The stories you tell about the planet and conservation have to do with instilling hope…But all we have to do is look around to see the persuasiveness of stories built on fear and anger. Have you ever wondered if tapping into those emotions might be useful?

JG: No. It’s one of my big complaints when I talk to the media: Yes, we absolutely need to know all the doom and gloom because we are approaching a crossroads, and if we don’t take action it could be too late. But traveling the world I’d see so many projects of restoration, animal and plant species being rescued from the brink of extinction, people tackling what seemed impossible and not giving up. Those are the stories that should have equal time, because they’re what gives people hope. If you don’t have hope, why bother? Why should I bother to think about my ecological footprint if I don’t think that what I do is going to make a difference?

The Jane Goodall Institute

DM: Are there ideas you have about conservation that you feel are too radical to express publicly?

JG: Absolutely. I would never approach people about the crisis of the billions of animals in the factory farms and say you’ve got to be vegan. People have to change gradually. If you eat meat one less day a week, that’s the beginning. Bad zoos, you want to close them down, but you’ve got to work out what are we going to do with the animals when we do get it closed down. You have to make compromises… I don’t ever want to appear holier than thou. You’ve got to be reasonable. If you tell people, ‘You’ve got to stop doing that,’ they immediately don’t want to talk to you. The main thing is to keep a channel open. Young activists, sometimes they’re inexperienced and demand something. They ask my advice, and I say: Talk about how the issue is affecting you. How you feel about it. I think that’s the way forward. But that’s just my way.

DM: You mentioned zoos. Should they exist?

JG: Oh, yeah. The really good ones have people who understand the animals. They’ve got lovely enclosures. They do a lot of education, especially for children. They put money into conservation programs in the field. They give veterinary training for people caring for animals in captivity around the world. The other thing is, people think out in the wild is utopia for animals. If they’d seen the places I’ve seen, where you hear the chain saws approaching while snares are catching chimps and others are being shot. Then you watch a group of chimps in a good zoo: two or three males grooming, two females lying in the sun, the babies playing. You think, let me put myself in the position of a chimp: I’d rather be in a zoo. People often don’t think from the point of view of the animal.

Jane Goodall, pictured here with baby chimp. Image credit- The Jane Goodall Institute:Hugo van Lawick.

DM: This is maybe a goofy question, but did you ever personally identify with a chimp you studied?

JG: Nobody has asked me that before. The answer is no. There were chimps I liked a lot. Chimps I loved, I guess you could say. Chimps I totally disliked. [Goodall takes a photo down from the bookshelf behind her.] This one here, I’ll show him to you because he was very special. He was the first one to lose his fear of me.

DM: David Greybeard.

JG: Yes, David Greybeard.  He showed me tool-using, helped me get the trust of the others. [Goodall takes down another photo.] Then this one is Frodo. He was a bully. He attacked me several times, but not with a desire to hurt or kill, because otherwise I wouldn’t be here. He was just asserting his dominance.

I was always saying in my mind, Frodo, I know you’re dominant. You do not have to prove it. When he was young, other infants would be playing, and Frodo would join in, and the others would immediately stop because when Frodo joined in then the game would turn nasty, and he’d hurt somebody.

DM: There are obviously plenty of unanswered questions about primate behavior. In your mind, does the same apply to humans?

JG: You’re asking me, ‘Do you understand human nature?’ Definitely not. But I think there are people, for example strict materialists or religious fundamentalists, who have schematics that they feel afford them an understanding of all human behavior.

Religious fundamentalism is one of the strangest things. Religion has a bad name because of fundamentalism. But if you look at every major religion, the golden rule is the same: Do to others as you would have them do to you. These fundamentalists are not actually preaching about the fundamental principles of the religion that they are talking about. They’re educating young people to believe ridiculous things. At the beginning of Islam, nobody ever said that if you went and blew yourself up and killed lots of people, you’d go to heaven. Religion can be so damaging. When I think of our attitude to animals in Genesis, where man is told that he has ‘dominion’ over the birds and the fish and the animals and so on — the actual word, I’m told, is not dominion, it’s stewardship. Which is very different.

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 60 minutes.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Analyzing headings and photos

Directions: Examine the titles of the post and of the actual article.  Examine any photos, then create a list of  words and  ideas  that you  and your group members think might be related to this article. 

II. While Reading Activities

Word Inference

Directions: Try to infer the meanings of the words in bold taken from the article. You use a dictionary, thesaurus, and Word Chart for assistance.

  1. Goodall first found fame in the early 1960s for her work as a primatologist.
  2. Studying the chimpanzees of Gombe Stream National Park in Tanzania, she was the first to observe those animals using tools.
  3. Goodall is globally known as an activist.
  4. This is arguably her most important legacy.
  5. She has spent 44 years leading conservation efforts through her Jane Goodall Institute.
  6. Jane Goodall believes that we should be aware of all of the doom and gloom in the world.
  7. Traveling the world Jane has seen many projects of restoration.
  8. Many animal and plant species are being rescued from the brink of extinction.
  9. We should be aware of our ecological footprints.
  10. Some people have ideas about conservation that are too radical.

 

Grammar Focus: Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error.  Identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

  1. We absolutely need to know all the doom and gloom.
  2. If you don’t have hope, why bother?
  3. People have to change gradually.

II

  1. Back in the 1970s I didn’t know about factory farms.
  2. Talk about how the issue is affecting you.
  3. people think out in the wild is utopia for animals.

III

  1. People often don’t think from the point of view of the animal.
  2. Chimps act on the spur of the moment.
  3. Chimps can be altruistic.

Reading Comprehension Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following sentences  taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

This___, who, as per ___name for him, had ___facial hair, was the ___one she observed at___ eating meat and using___. He also was the___ to___contact with her, ___the way for others in his___to do the same.

WORD LIST:   group, paving,  initiate ,  first,   tools, Gombe,   first,  distinctive,   chimp

Goodall’s, 

III. Post Reading Activities

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion Questions for Comprehension /Writing

Directions: Have  students discuss the following questions/statements. Afterwards,  students share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Why does Ms. Goodall feel it necessary for us to be aware of the ‘doom and gloom’ printed in the media?
  2. According to Ms. Goodall which stories in the media deserve more attention from us?
  3. What do people generally think about animals out in the wild?  What is the reality for these animals?
  4. Does Jane think chimps are evil?
  5. What is Goodall’s example of ‘evil’?
  6. Does Jane understand human nature?
  7. Do you understand human nature? Explain why or why not.
  8. Make a list of questions that you would like to ask Jane Goodall. Share them with the class.
  9. List three new ideas  that you’ve learned about the topic from the reading,  two things that you did not understand in the reading, and one thing you  would like to know that the article did not mention.  Share your responses with your class.

Additional Activities

The article states that, “Jane Goodall first found fame in the early 1960s for her paradigm-busting work as a primatologist. Studying the chimpanzees of Gombe Stream National Park in Tanzania… While that work is likely to remain what the public primarily associates her with, Goodall’s career as an activist is arguably her more important legacy. She has spent 44 years leading conservation efforts through her Jane Goodall Institute and seeding the future with like-minded souls via the Roots & Shoots educational programs for young people.”

Directions:  Students (in groups) might research  Jane Goodall’s work with chimpanzees beginning with the Jane Goodall Institute website https://janegoodall.org/our-story/about-jane/

Next, students could visit Jane’s famous Roots and Shoots website https://www.rootsandshoots.org  which offers a variety of projects for students.

After, groups  can create graphs, pictures, collages, or models to demonstrate their understanding of Jane’s work with chimpanzees and with preserving our environment.

ANSWER KEY

Category: Biology, Children/Teens, Education, Environmental | Tags:

The Extraordinary Jane Goodall Still Going Strong At 80!

“During her girlhood, Tarzan was her role model. When she realized how chimpanzee habitats were being destroyed, she turned into a crusader. At 85, she’s still preaching: ‘One million species are in danger of extinction…Just think logically. This planet has finite natural resources. And in some places, we’ve used them up faster than Mother Nature can replenish them.“  D. Gelles, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Jane Goodall with Motambo, an orphan at the JGI Tchimpounga Chimpanzee Rehabilitation Center. Courtesy: The Jane Goodall Institute

Excerpt: Jane Goodall Keeps Going, With a Lot of Hope (and a Bit of Whiskey) David Gelles, NYT

“Jane Goodall nursed a glass of neat Irish whiskey. It was the end of a long day of public appearances, and her voice was giving out. That’s what Ms. Goodall does these days. She talks. To anyone who will listen. To children, chief executives and politicians. Her message is always the same: The forests are disappearing. The animals are going quiet. We’re running out of time.

Dr. Jane Goodall. Photo-New York Times

Ms. Goodall, the celebrated primatologist, was in New York as part of her ongoing efforts to raise money for her institute and its affiliates. The nonprofit organization raises money for conservation efforts across Africa, and works with local communities to promote economic self-sufficiency and improve public health. It’s proven to be an effective model for preserving chimpanzee habitats, yet Ms. Goodall is worried it’s not working fast enough.

Her faltering voice was the result of arduous travel and relentless campaigning. Yet her energy didn’t flag. For more than an hour, Ms. Goodall, 85, spoke about her family history, her unconventional career path and how business leaders — and consumers — can make a difference.

The following interview [conducted by David Gelles] was condensed and edited for clarity.

Where’s home for you these days? Mostly hotels and airplanes. But I’ve got a home in England. It’s that house I grew up in. It belonged to my grandmother, she left it to her three daughters and they left it to me and my sister.

What did your parents do for work? My father was an engineer. As soon as World War II was declared, he joined up and went to build Bailey bridges in Burma. My mum looked after us.

What was your first job? My very first job was with my aunt who was a physiotherapist. She had a clinic, and I would go there and take down the notes when the doctors were examining her patients. I learned a lot there about how lucky I was to be born healthy. And I’m so glad I grew up in the war. Children today, they take everything for granted. We had two little squares of chocolate — that was our ration for a week. One egg.

When did you know you wanted to make working with chimpanzees your life’s work? I don’t know that I thought of it quite like that. There was no thought of becoming a scientist, because girls weren’t scientists like that in those days. And actually, there weren’t really any men going out there, living in the wild. So my model was Tarzan.

How did you make it happen against such long odds? When I dreamed of Africa, everybody laughed at me at school. How would I do that? We didn’t have money. Africa was far away. It was the Dark Continent in those days, and I was just a girl. But my mom said, ‘f you really want this, you’re going to have to work really hard.’

When you finally got into the field, how did you approach the work? I didn’t have any academic training, and so I didn’t have this reductionist way of thinking. But fortunately I just applied common sense. I knew that to find out about the chimps, I would have to get their trust. And that took months. They ran away. They’re very conservative.

Did working with chimps teach you anything about humans? That we’ve been very arrogant in thinking that we’re so separate. Chimps turned out to be, not only behaviorally so like us, but also biologically like us, sharing 98.6 percent of DNA, similarities in immune system, blood composition, anatomy of the brain. We’re not, after all, separate from the animal kingdom. We’re part of it.

Did becoming an activist come naturally to you? No, I was very shy. It happened because I helped organize this conference in 1986. The purpose was to find out if chimp behavior might differ in different environments, or is it so innately chimp that you find it everywhere. But we also had a session on conservation. And in all of these sites, forests were going, chimp numbers were dropping. It was the beginning of the bush meat trade, of chimpanzees caught and wire snares, losing hand and feet. Poachers shooting mothers to steal babies to sell as pets overseas, or training for circuses…After seeing that secretly filmed footage from a medical research lab, I couldn’t sleep. I went to the conference as a scientist, and I left as an activist.

What have you found to be some effective strategies to promote conservation? When we went to find out about the chimps’ problems in Gombe, Tanzania, we also learned about the suffering of the people — poverty, lack of health care and education…So we set up micro credit, based on the work of Muhammad Yunus…We started restoring fertility to the overused farmland, bringing in better health education and family planning information.

Now they love us, and they have agreed to put up a buffer zone between Gombe and the villages, and now they’re creating corridors for the Gombe isolated chimps to interact with other chimpanzee groups. And if you fly over Gombe today, there are no bare hills anymore.

Jane Goodall always travels with a stuffed animal named Mr. H to remind her of the indomitable human spirit.

What’s your message to business leaders today? How can it make sense if we carry on in the way we are now, with business as usual, to have unlimited economic development on a planet with finite natural resources, and a growing population?

But consumers, at least if they’re not living in poverty, have an enormous role to play, too. If you don’t like the way the business does its business, don’t buy their products.

This is beginning to create change. People should think about the consequences of the little choices they make each day.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced

Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Using a Pre-reading Organizer

Directions:  Ask students to examine the title of the post and of the actual article they are about to read. Then, have them  examine the photos. Ask students to write a paragraph describing what they think this article will discuss. Students can use a Pre-reading organizer for assistance.

Pre-reading chart by J. Swann

 

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. Jane Goodall nursed a glass of neat Irish whiskey.
  2. Ms. Goodall is a  celebrated primatologist.
  3. Ms. Goodall was in New York as part of her ongoing efforts to raise money for her institute and its affiliates.
  4. Her institute is effective for preserving chimpanzee habitats.
  5. According to Ms. Goodall, one million species are in danger of extinction.
  6. Her faltering voice was the result of arduous travel and relentless campaigning.
  7. Ms. Goodall 85, spoke about her family history, her unconventional career.
  8. Her nonprofit organization works with local communities to promote economic self-sufficiency and improve public health.
  9. If any of the family doesn’t want to inherit the house, it can’t just be sold.
  10. Jane’s family used to get food parcels from Australia.

 

Grammar Focus: Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

  1. At 85, she’s still preach.
  2. It was the end of a long day of public appearances.
  3. Ms. Goodall talks to anyone who will listen.

II

  1. Her message is always the same: The forests are disappearing.
  2. Ms. Goodall is an celebrated primatologist.
  3. The nonprofit organization raises money for conservation efforts across Africa.

III

  1. One million species are in danger of extinction.
  2. Her faltering voice was the result of arduous travel.
  3. For more than an hour, Ms. Goodall spoke about her family history.

 

Reading Comprehension

True /False/NA-Statements

Directions: Review the following statements from the reading.  If  a statement is true they mark it T. If the statement is  not applicable, they mark it NA. If the statement is false they  mark  it F and provide the correct answer. 

  1. Jane Goodall is a primate.
  2. Ms. Goodall is  75 years old.
  3. She has a home in England.
  4. Jane’s father was an engineer during War II.
  5. Her mother served in the military.
  6. Jane has two  sisters.
  7. Her very first job was with an aunt who was a physiotherapist.
  8. Her uncle Rex, joined the air force and he was killed.
  9. Jane had a Masters in biology when she first began working with chimps.
  10. Some of the problems for the people  in Gombe, Tanzania, were poverty, lack of health care and education.

 

WH-How Questions

Directions: Have students use theWH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion Questions for Comprehension /Writing

Directions: Place students in groups and have them discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Jane states, “I’m so glad I grew up in the war.” Explain why she made this statement.
  2. How did Jane’s uncle die?  What effect did this have on Jane’s mother? Why?
  3. According to the article someone told Jane the following, “If you really want this, you’re going to have to work really hard. Take advantage of every opportunity, and don’t give up.” Who said this and why?
  4. According to Dr. Goodall, what did her work with chimps teach her about humans?
  5. Why did Jane’s mother send her to live with a German family? Do you think that Jane learned a lesson  from this experience? What?
  6. Would you like to be a primatologist? Please explain why or why not? 
  7. Describe how your country is (or is not) helping to conserve wild life and forests.
  8. List 3  questions that you would like to ask Dr. Goodall. Share the questions with the class.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class. Note: For the lower levels allow more time for this writing activity.

ANSWER KEY

Category: Education, Environmental, People | Tags:

Jane Goodall Is 80 and Still Saving Chimps

“Half a century ago, she journeyed into the Tanzanian jungle to change how the world saw chimpanzees. Today the world’s most famous conservationist is on a mission to save their lives.”  P. Tullis–NYT

ESL Voices Lesson Plan for this post with Answer Key

Jane Goodall with chimps. Photo- wildchimpanzees.org

Jane Goodall with chimps. Photo- wildchimpanzees.org

Excerpt: Jane Goodall Is Still Wild at Heart By Paul Tullis -New York Times

“…Within two months of her arrival, Goodall met the paleontologist Louis Leakey…He happened to believe in a hypothesis first put forth by Charles Darwin — that humans and chimpanzees share an evolutionary ancestor. Close study of chimpanzees in the wild, he thought, might tell us something about that common progenitor. He was, in other words, looking for someone to live among Africa’s wild animals. One night at Olduvai, he told Goodall that he knew just the place where she could do it: Gombe Stream Chimpanzee Reserve, in the British colony of Tanganyika (now Tanzania). A forbidding environment, no humans lived there, though it was thought by many locals to be where they would be reborn, after death, as chimpanzees. In July 1960, Goodall boarded a boat, far smaller than the Kenya Castle, and after a few hours motoring over the warm, deep waters of Lake Tanganyika, she stepped onto the pebbly beach at Gombe.

Jane Goodall on Lake Tanganyika, offshore from Gombe Stream National Park in Tanzania. Credit Michael Christopher Brown:Magnum, for The New York Times

Jane Goodall on Lake Tanganyika, offshore from Gombe Stream National Park in Tanzania. Credit Michael Christopher Brown:Magnum, for The New York Times

Last summer, almost exactly 54 years later, Jane Goodall was standing on the same beach… The jungle had reclaimed the clearing where she pitched her first tent. A ranger station and a small lodge stood nearby. Just out of sight, carved into the vegetation, were more cinder-block buildings that housed staff, researchers and their labs. Jutting into the lake was now a dock, where a boat was pulling up with a load of day-trippers from Kigoma, a small city to the south. All of this bustle was, of course, a result of the work Goodall began that day in 1960, which continues as one of the longest and most rigorously conducted inquiries into animal behavior.

Gombe’s terrain is extremely rugged. The vegetation is tangled and thick; steep ridges rise abruptly from the lake, as much as 2,500 feet in just a mile and a half. The park cannot be reached by road, and its borders are a long walk from any village. These features make the preserve an Eden for chimpanzees, while mostly keeping people at bay… A couple of hundred yards down the beach from Gombe’s ranger station and lodge, Goodall keeps a small house for herself.

On her most recent visit to Burundi, in 2013, she discussed with the French ambassador, Gerrit van Rossum, the situation with Burundi’s Vyanda Park: Refugees from the country’s decade-long civil war were returning home and building houses in the park and along its edge. She told van Rossum she didn’t think the government could devote the resources to enforce the park’s legal protection. Today, at one meeting, van Rossum told Goodall that after that visit, he persuaded France’s government to come up with the cash to hire park rangers. They would also finance outreach, hoping to persuade residents that conserving the forest would promote tourism and with it, development.

“Can you imagine what it’s like for me to hear, ‘Because of your last visit, we’re doing this work’?” Goodall said.”

ESL Voices Lesson Plan for this post

I. Pre-Reading Activities

KWL Chart

Directions: Have students use the KWL chart to list the information they already know about Jane Goodall.  Later in the Post-Reading segment of the lesson, students can fill in what they’ve learned about her from the reading.

KWL chart from Michigan State University.

KWL chart from Michigan State University.

II. While Reading Tasks

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. Goodall’s childhood dream was to live among the African wildlife.
  2. It’s hard not to wonder  at the subsequent events in her life.
  3. Excited and apprehensive, she boarded the ship.
  4. Her family departed, and at 4 in the afternoon, the ship cast off.
  5. Most of the passengers were suffering from seasickness.
  6. Jane Goodall remained  at the prow of the ship.
  7. She would deploy her keen observational skills.
  8. She was 8 when inspired by the stories of Dr. Doolittle.
  9. Goodall resolved to live in Africa one day.
  10. Goodall found her life among chimpanzees  very satisfying.
Freeology Chart

Freeology Chart

Reading Comprehension

True /False/NA-Statements

Directions: Review the following statements from the reading. If a statement is true they mark it T. If the statement is  not applicable, they mark it NA. If the statement is false they mark it F and provide the correct answer.

  1. Jane Goodall’s hometown was London England.
  2. Goodall’s childhood dream was to live among the African wildlife.
  3. Goodall, at 22, saved for two years to pay for her passage to Kenya.
  4. Jane Goodall was on a African dock in March 1957 when she realized that her passport was missing.
  5. The Kenya Castle was the name of the ship Goodall boarded to Africa that year.
  6. Goodall was inspired by the stories of Crocodile Dundee when she was 8-years-old.
  7. Within two months of her arrival, Goodall met the paleontologist Sigmund Freud.
  8. Goodall’s first job was to rise at dawn and spend hours observing the chimpanzees.
  9. In July 1960 Goodall boarded a boat to Gombe.
  10. David Graybeard was the name of the first sociologist to meet Goodall.

  Grammar Focus: Preposition Exercise

Prepositions: in, for, of, across, with, by, on, at, to, as, into, around, over, from, during, off,

Directions:  The following sentences are from the news article. For each sentence choose the correct preposition from the choices presented. Note that not all prepositions listed are in the article.
It’s hard not___ wonder how subsequent events___ her life rather consequential ___they have turned out ___be ___conservation, ___ science, ___ our sense ___ ourselves___a species — might have unfolded differently had someone not found her passport… Then her family departed, and ___4 ___the afternoon, the ship cast___. Twenty-four hours later, ___most ___the passengers were suffering ___seasickness ___their traverse ___the Bay of Biscay, Jane Goodall was ___the prow___ the ship “___ far forward ___one could get,” she wrote ___ her family.

 

III. Post Reading Tasks

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Exercise

Directions: Place students in groups and have them answer the following questions. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the following discussion topics.

The following  3  statements were taken from the article. Rephrase each statement in your own words, then discuss the meaning with the members of your group.

1. “Last summer, almost exactly 54 years later, Jane Goodall was standing on the same beach… But nearly everything else in sight was different. The jungle had reclaimed the clearing where she pitched her first tent. Jutting into the lake was now a dock, where a boat was pulling up with a load of day-trippers from Kigoma, a small city to the south. All of this bustle was, of course, a result of the work Goodall began that day in 1960, which continues as one of the longest and most rigorously conducted inquiries into animal behavior.”

2. “Gombe’s terrain is extremely rugged. The vegetation is tangled and thick; steep ridges rise abruptly from the lake, as much as 2,500 feet in just a mile and a half. The park cannot be reached by road, and its borders are a long walk from any village. These features make the preserve an Eden for chimpanzees, while mostly keeping people at bay.”

3. “Today the social lives of animals from whales to ants have been abundantly cataloged using Goodall’s methodology, which has helped to set the basic ground rules for contemporary field biology. Goodall herself became the first exemplar — before Carl Sagan, Stephen Hawking or Neil deGrasse Tyson — of the pop-culture scientist-communicator. She has inspired countless scientists, from the leader of Save the Elephants to the director of the Orangutan Project, at the same time as she has thrown open the door to other pioneering women in the sciences.”

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class.

ANSWER KEY

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