Unit 6 The Admirable
Lesson 1 A Medical Pioneer
【教学目标】
Students will be able to
1. read and talk about Tu Youyou, a medical pioneer
2. read for general understanding
3. read for specific information and write a summary of the text
4. learn about and practise relative clauses
【教学重难点】
1. reading for specific information about Tu Youyou
2. Using relative clauses
【教学过程】
1. What do you know about malaria?
(1) Write the heading “Pioneer” on the board. Ask students their understanding of the word. Use a dictionary if necessary. Explain that a pioneer is similar to a hero but is different because they achieve or discover something no other person has before.
(2) Encourage students to think of examples of pioneers, e.g., Christopher Columbus, Neil Armstrong, Alexander Fleming.
(3) Encourage students to research what these pioneers are remembered for: Christopher Columbus discovered a new continent; Neil Armstrong was the first man to set foot on the Moon; Alexander Fleming discovered penicillin, which is used in antibiotics.
(4) Ask students to read through the facts silently and tick the information that they find striking. Refer students to the Notes section for any tricky words they don’t know and explain any that are not included.
2. Pair Work: Share with your partner what you know about Tu Youyou.
(1) Invite students to read the phrases in the box silently.
(2) In pairs students discuss what they know about Tu Youyou. Do not confirm ideas at this point.
(3) Invite pairs to come to the front of the class and share what information they know about Tu Youyou. Gather any interesting details and write them on the board.
3. What do you expect to read in a news article about Tu Youyou?
(1) Tell students that they will be reading a news article about Tu Youyou. Draw students’ attention to the photo on page 52 and ask them what they think is happening in the picture, i.e., Tu Youyou is at the Nobel Prize Lecture receiving the prize.
(2) Students write at least three questions they would like to ask about Tu Youyou.
4. Read and find out.
(1) Tell students that they will be reading a news article on a pioneer.
(2) Allow students time to read the full article or call on volunteers to read the passage aloud.
(3) Encourage students to try to use context to understand unknown terms.
(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. This will help the students to sort out the new information.
(5) Ask students if their questions were answered in the news article.
(6) If there is time, make a list of any unanswered questions and search for answers on the Internet or assign students to find the answers at home.
5. Read, complete and introduce.
(1) Tell students to read the news article in more detail, they should take their time to go through the text carefully.
(2) Draw students’ attention to the mind map on page 54 and have students read the topics they need to find details about in the news article. Clarify any unknown words before students start reading.
(3) Encourage students to underline the parts of the text that contain the information.
(4) Help any struggling students by giving them the paragraph number where each piece of information is located.
(5) Once students have completed their notes, have them share their answers with a partner or with the class.
6. Match and talk about Tu Youyou’s work and achievement.
(1) Divide students into groups based on their understanding level. Allow high level students to complete the exercise independently. Encourage middle level students to work together to read the rubric and words in the columns. Then complete the activity. Support low level students by listening as they read the words in the columns aloud and explain unknown terms. Then help low level students to match the columns.
(2) Encourage students to use their dictionaries for understanding.
7. Group Work: Summarise Tu Youyou’s personal quality.
(1) Remind students about qualities of admirable people.
(2) In small groups students discuss Tu Youyou’s personal qualities. Encourage students to provide reasons for their answers.
(3) Assign one representative to share their group’s answers with the class.
8. Group Work: Think and share.
(1) In small groups students discuss the questions. Encourage students to provide reasons for their answers.
a. Why is Tu Youyou considered a medical pioneer?
b. What typical writing features can you identify in the news article about Tu Youyou?
(2) Assign one representative to share the group’s answers with the class.
9. Identify relative clauses.
(1) Explain to students that a relative clause is a part of a sentence that has a verb in it and is joined to the rest of the sentence by words such as “who”, “which”, “where”, “when”.
(2) Instruct students to work in pairs to read aloud the sentences and to point out the verbs which indicate the relative clauses.
(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.
(4) Students can independently tick the sentences that include a relative clause.
10. Which words are used to join the sentences together?
In pairs students read the sentences and circle words that link sentences or clauses together. Ask students if they notice common words and summarise how they are used.
11. Join the pairs of sentences using relative pronouns.
(1) Explain to students that a relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies or describes the noun. The most common relative pronouns are who, whom, whose, which, and that.
(2) Instruct students to work in pairs to read aloud the sentences and to join the two sentences with relative pronouns.
(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative pronouns in the examples.
(4) Students can independently write and join the sentences using relative pronouns.
12. Express yourself.
(1) Instruct students to write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model.
(2) Students read their sentences to the class.
(3) Put two groups of students together and have one of them be the committee. The other group should present their arguments in order to persuade the committee. Find out whether this is the case or not. Then have groups change roles.
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Unit 6 The Admirable
Lesson 2 History Makers
【教学目标】
Students will be able to
1. discuss facts and admirable qualities about Mahatma Gandhi and Martin Luther King
2. listen to a dialogue about Martin Luther King and put events in order
3. listen for details
4. recall information previously heard
5. listen for expressions on certainty/uncertainty
6. express certainty/uncertainty in discussion
【教学重难点】
1. listening for details
2. expressing certainty/uncertainty in discussion
【教学过程】
1. What do you know about Mahatma Gandhi and Martin Luther King?
(1) Draw students’ attention to the title of the lesson and ask what it means, i.e., a person that manages to bring a significant change in the lives of many people.
(2) Allow students to work individually or in pairs if they are struggling to complete the task.
(3) Read the sentences. Explain any difficult words. Point out that some facts may be common for both Mahatma Gandhi and Martin Luther King.
(4) Students write G for Gandhi and K for King next to the sentences that match them.
(5) Review the answers as a class.
2. Listen, add years and order.
(1) Read the Skill Builder box. Sequencing skill is important when listening to facts about a person or story. Read aloud the events. Explain any unknown words.
(2) Play the discussion once and have students listen for understanding. They can make notes on the events.
(3) Advise students to add the year for each event first as this will help them to order the events.
(4) Play the discussion a second time and have students work on their own to complete the task. Have students review their answers in pairs or as a class.
3. Listen again and complete.
(1) Explain to students that they will listen to the discussion for further details.
(2) Review the sentence frames with students and then ask them to take notes as they listen.
(3) Check answers as a class. If needed, replay the discussion.
4. Pair Work: Talk about what Martin Luther King did in the following years.
(1) In pairs students note down what information they recall about the events in the years.
(2) Play a quiz game and award a point to each pair for giving a correct answer. Review answers as a class this way.
5. Listen and discuss.
(1) Read the questions aloud and play the discussion for general understanding.
Question: Why does the girl suggest that they talk about Mahatma Gandhi in their project?
(2) Invite volunteers to answer the question.
6. Listen again and decide.
(1) Read the sentences. Explain how certainty and uncertainty can be expressed. Point out that students need to be careful who the sentence is about, as both of the speakers express their opinions on some points.
(2) Play the discussion once and if necessary, play it again. Students complete the exercise.
(3) Review answers in pairs or as a class.
(4) Challenge students to note down the expression each speaker uses to express their opinion and share their answers with the class, i.e., there’s no doubt; mmm, I’m not sure about …
7. Listen, imitate and complete the Talk Builder.
(1) Read the sentence frames.
(2) Encourage students to work in pairs and complete the sentences from memory.
(3) Play the discussion for students to check their answers and complete any blank spaces.
(4) Review the answers as a class.
8. Present a history maker for China.
(1) Provide students with the resources to research a history maker, either books from the library or online tools or this activity could be set as homework.
(2) Ask students to share with the class an example of a history maker and their reasons for choosing this person.
(3) Students gather information about their chosen history maker using the following titles as a guideline: Background, What did he/she do, and What did he/she achieve. Encourage students to use their own words and the vocabulary that has been explored in this unit.
(4) Students make a short presentation about this person to the class.
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Unit 6 The Admirable
Lesson 3 The Superhero Behind Superman
【教学目标】
Students will be able to
1. read and talk about a superhero
2. read for deep understanding
3. summarise information
4. learn about and practise synonyms and antonyms
【教学重难点】
1. To introduce the Ss for deep understanding while reading
2. To have the Ss know how to talk about a superhero properly
【教学过程】
1. Talk about Christopher Reeve.
1) Read the title of the lesson. Revise admirable qualities and the definition of a superhero with the students.
2) Discuss the photos:
a. What do the pictures tell us?
b. What is happening in each picture?
c. How has Christopher Reeve changed?
2. What do you want to know about Christopher Reeve?
1) Students can complete the mind map in pairs or small groups.
2) Using the background knowledge from Activity 1, create a discussion on how Superman was a true superhero both in real life and in the movies.
3) Students brainstorm questions that they would like to ask Christopher Reeve.
3. Read the story and find out.
1) Divide students into groups based on their reading level. Allow high level readers to read the story independently and complete the activity alone. Encourage middle level readers to work together to read the story and to find the answers to their questions. Support low level readers by listening as they read the story aloud and explaining unknown terms and tricky sentence structures. Help low level readers to underline the answers to their questions.
2) Discuss the answers that the students found as a class.
3) If there is time, write down the questions that weren’t answered and research their answers.
4. Read again, take notes, and then talk about Christopher Reeve.
1) Discuss the diagram.
2) Divide the class into small groups. In each group, students read the story aloud and discuss important facts about Christopher Reeve.
3) Students complete the diagram.
4) Students share their answers with the class.
5. Read again and answer questions.
1) Students volunteer to read the questions and the story.
2) Divide students into groups based on their reading level. Allow high level readers to read the story independently and complete the questions alone. Encourage middle level readers to work together to read the story and to find the answers. Support low level readers by listening as they read the story aloud and explaining unknown terms and tricky sentence structures. Provide sentence frames for low level readers to complete in order to answer the questions.
3) Discuss the answers as a class.
6. Read and pick out impressive expressions.
1) Students work independently to underline the expressions that impressed them most.
2) Encourage students to share their answers with the class and to provide reasons.
7. Imagine and answer questions.
1) Read the situations. Explain any difficult words.
2) Read and discuss the Skill Builder. Provide example situations for the students to practise with, e.g., If you were paralysed, how would you feel? If you could not follow your dream, how would you feel?
3) Students work independently or in small groups to answer the questions.
4) Encourage students to share their answers with the class and to support their answers with reasons.
8. Group Work: Think and share.
1) Read the questions.
2) Divide students into small groups. Each group discusses the two questions.
3) Encourage the students to support their answers with reasons.
4) Groups share their answers with the class.
9. Find words and complete sentences.
1) Ask students to volunteer to read the phrase and sentence frames. Explain any unknown words.
2) Students complete the task with the correct form of the words.
10. Complete the Word Builder and sentences.
1) Discuss with students that synonyms are words with similar meanings and antonyms are words with opposite meanings. Read the notes from the Grammar Summary on page 93.
2) Provide each student with a word that they need to give a synonym and an antonym for, e.g., quiet and silent are synonyms, quiet and noisy are antonyms.
3) Instruct students to complete the exercise independently. Students can use a dictionary.
4) Check answers as a class.
11. What inspiration do you get from Christopher Reeve?
1) In small groups, students explain what inspired them about Christopher Reeve’s life. Encourage students to support their answers with reasons.
2) Groups share their answers with the class.
12. Use what you have learnt to introduce a superhero in real life that you admire.
1) Provide students with the resources to research a superhero, either books from the library or online tools.
2) Ask students to share with the class an example of a superhero and their reasons for choosing this person.
3) Students gather information about their chosen superhero using the following titles as a guideline: Background and Achievements. Encourage students to use their own words and the vocabulary that has been explored.
4) Students make a short presentation about this person to the class.
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Unit 6 The Admirable
Topic Talk
【教学目标】
Students will be able to
1. talk about people who are admirable
2. listen for general understanding
3. read for specific information and understand words in context
【教学重难点】
1. talking about people you admire and offering reasons.
2. listening for general understanding
【教学过程】
1. Pair Work: Talk about people who you admire.
(1) Preview the topic of this talk by asking students what makes a person admirable. For example, it’s usually something special they do which average people can’t do.
(2) Students work in pairs to brainstorm “people I admire” and organise the information in the mind map.
(3) Volunteer students can present their information to the class.
2. Listen and complete the Text Builder.
(1) Read the sentence frames. Explain the meanings of unknown terms.
(2) Discuss what the dialogue could be about.
(3) Play the dialogue.
(4) Ask students to recall the information they heard in the talk to complete the sentences. If needed, play the dialogue a second time and pause after key statements in the interview.
(5) Review the answers with students.
3. Use the Text Builder to talk about the person you admire.
(1) Ask students to call out words/phrases they learnt in this section, such as brave, help people in danger, weakness and work hard and creatively.
(2) Then have students talk about the person they admire in different pairs or small groups.
4. Listen, complete and discuss.
(1) Tell students that they should write three qualities while listening, one in each box.
(2) Ask students to tell a partner what they expect to hear, e.g., people who are admirable and what makes them admirable.
(3) Play the dialogue.
(4) Play the dialogue a second time if needed and pause after key statements in the dialogue.
(5) Review the answers as a class.
(6) Have students discuss in pairs or small groups whether they agree or disagree with the qualities mentioned in the dialogue. Encourage them to give reasons for their answers.
(7) Volunteer students can share their opinions with the class.
5. Write a short paragraph about the person you admire.
(1) Ask students to choose a person they admire.
(2) Refer students back to the Text Builder to write a short paragraph. Help struggling students with ideas and sentence structure.
(3) Volunteer students can read their paragraph in small groups or to the class. Find out whether the students have similar ideas on the people that they admire.
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Unit 6 The Admirable
Viewing Workshop
【教学目标】
Students will be able to
1. read and talk about Martin Luther King’s speech
2. view for understanding
3. summarise information
4. prepare a short speech about “My Dream”
【教学重难点】
1. summarising information of a speech
2. presenting a short speech about dreams
【教学过程】
1. Watch the end part of a speech, find the main purpose, and discuss two quotes.
1) Ask students to volunteer to read the two quotes. Explain any difficult words.
2) Discuss each quotes:
a. What is similar about each quote?
b. What makes each quote striking?
3) Discuss the questions as a class. Review what students remember about Martin Luther King.
2. Watch and describe.
1) Tell students they will watch Martin Luther King giving the speech. Ask students to take notes of what they notice in the video, the scenery and the audience.
2) Discuss the students’ answers.
3. Group Work: Talk about your feelings and explain why.
1) In small groups students discuss the impression the speech made on them.
a. How did the speech make you feel?
b. How did the audience feel?
c. What made the speech so powerful?
d. What was the most interesting part for you?
2) Play the video again if necessary.
4. Group Work: Find repeated expressions and discuss their effects.
1) Students should have already commented on the repetition of two phrases.
2) Students write down the repeated phrases.
3) Play the video, ask students to count how many times each phrase is repeated.
4) In groups students discuss the effects of the repetition.
5. Group Work: Watch again and discuss.
1) Divide the class into groups of four. Each student chooses one aspect to talk about how it helped to achieve the overall impact of the speech. Refer to the notes below which will guide the students.
His facial expression Start with a smile to make your audience feel welcome. Audience depend on facial expressions to add to meaning.
His intonation and volume of sound A speech that is monotone, without variation in tone and melody, will bore the audience. Decide which words and passages need extra attention and increase the tone to emphasise these points. If something sounds exaggerated or false, your audience can turn against you. Speak so that the audience can hear you. To draw the audience’s attention to certain parts of a speech, try varying the volume.
His use of gestures Begin in a neutral position, with hands at your sides. This is an open gesture, welcoming the audience. Use gestures sparingly, as they can detract from the speech. A hand gesture can emphasise a point.
The content of the speech The content needs to be addressed to the audience, at their level. The information has been researched and is supported. Made use of repeated phrases for emphasis.
6. Prepare a short speech “My Dream”.
1) Divide the class into small groups and encourage students to talk freely about Martin Luther King’s speech and how the events in his life were channelled into his passion.
2) Each student prepares a short speech on “My Dream”. The speech needs to be personal and supported with logical reasoning. Encourage students to use some of the speech presentation techniques that they noticed in the video.
3) Students present their speech to the class.
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Unit 6 The Admirable
Writing Workshop
【教学目标】
Students will be able to
1. read and talk about writing a summary about “A Medical Pioneer”
2. read for writing
3. summarise information
4. write a summary about “The Superhero Behind Superman”
【教学重难点】
1. understanding key components of a summary
2. writing a summary about an article
【教学过程】
1. Tick the statements that are true about summary writing.
1) Ask students to volunteer to read the sentences on page 62. Explain any difficult words.
2) Students tick the statements that they believe are true about summary writing. This can be used as a baseline assessment.
3) Discuss students’ answers.
2. Read the summary of “A Medical Pioneer”, and answer questions.
1) In small groups, explain to students that they will compare the news article with the summary on “A Medical Pioneer”. Students need to first read both texts. Then in the news article, students can underline the information that was used in the summary. This will help students to answer the questions.
2) Students then answer the questions.
3) Discuss the answers as a class.
3. Divide and match.
1) Read and discuss the instruction and the diagram.
2) As you read the text “A Medical Pioneer” aloud, students follow along and complete the diagram. Suggest that students firstly match the phrase with the Part and then fill in the corresponding paragraph number.
4. Read again and find out the main information.
1) Suggest that the students use the same diagram for Activity 3.
2) Ask students:
a. What do you notice about the diagrams for the news article and for the summary?
b. Why is the format important?
c. What are the similarities and differences?
5. Look at “The Superhero Behind Superman” and answer questions.
1) Suggest that the students use the same diagram for Activity 3 but with different phrases. Provide the following phrases for low level students (mix them up first): summary, personal information, achievements, accident, medical research, death.
2) As you read the story “The Superhero Behind Superman”, students mind map the parts and what they focus on.
3) Questions:
a. How many parts can it be divided into?
b. What does each part focus on?
6. Read, find the main idea, underline key words and summarise.
1) Ask students to volunteer to read the Writing Help box. Discuss the aspects of a summary and how to write a summary.
2) As you read the paragraph, ask students to underline the key points.
3) Students use these key points to write a sentence summarising the paragraph. Now students do this for each paragraph and compile a summary. This can be done in small groups if they need support.
4) Students read their summaries to the class.
7. Compose your writing: Drafting.
1) Remind students that a draft is the first version of a piece of writing and that it is also called a rough draft because it is not “smooth” or finished.
2) Have students draft their summary.
8. Compose your writing: Editing.
1) Remind students that the final stage of writing, before publishing, is editing. When we edit, we check that our ideas are clear and that our sentences are complete.
2) Have students exchange their writing with a partner and offer each other suggestions to improve their drafts.
3) After editing, writers will make changes to their drafts and either rewrite or print a clean copy of the work.
4) Ask students to prepare a final draft of their work to submit for your review and then place in a writer’s portfolio.
5) Students read their finalised summaries to the class.
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