高中英语北师大版(2019)必修第二册-Unit 6 The Admirable—Topic Talk-教案
北师大版高中英语学案必修第二册精品课件 UNIT 6 THE ADMIRABLE Section A
5.You can’t let your failures define you.You have to let your failures teach you. 你不能让失败来限制你。你必须从失败中学到东西。
6.Everything great that has ever happened in this world began with a dream. 世界上所有伟大的成就都始于梦想。 7.It’s not the years in your life that count.It’s the life in your years. 重要的不是你活了多少年,而是你活出的生命有多少分量。
8.When everything seems to be going against you,remember that the airplane takes off against the wind,not with it. 如果你事事不顺,记住飞机是逆风而不是顺风飞行的。 9.You should never let your fears prevent you from doing what you know is right. 永远不要让恐惧阻止你去做你认为正确的事。 10.If you do what you’ve always done,you’ll get what you’ve always gotten. 如果你只是在做自己一直习惯做的事情,那你也只能得到一直以来的那一 分收获。
Ⅱ.重点短语
1.be awarded a Nobel Prize 被授予诺贝尔奖
2.one by one
逐一;一个一个地
3. put out fires
灭火
4. fight for...
Unit 6 Lesson 3 教案 2022-2023学年高中英语北师大版(2019)必修第二册
Unit 6 The Admirable Lesson 3 The superhero behind superman Objectives:Students will be able to analyze the impact of Superman on popular cultureStudents will be able to express their opinions on the concept of superheroes and their influence on societyMaterials:Textbook: Unit 6 The Admirable, Lesson 3 The superhero behind SupermanHandout: Superman and Popular CultureComputer or mobile device with internet accessProcedure:Warm-up:Have students share their favorite superhero and explain why they like themFacilitate a class discussion on the characteristics of superheroes and their impact on societyReading:Ask students to read Lesson 3 The superhero behind Superman in their textbookEncourage students to take notes and ask questions as they readDiscussion:Divide the class into small groups and ask them to discuss the following questions:How did the character of Superman evolve over time?What impact did Superman have on popular culture?After the group discussion, ask each group to share their findings with the classPost-reading:Ask students to read the article and write a short paragraph on their opinion of the influence of superheroes on societyWrap-up:Ask students to share their paragraphs and facilitate a class discussion on the topicExercises:Vocabulary Matching: Have students match the vocabulary words related to the lesson to their definitions.True or False: Provide statements related to the text and have students decide if they are true or false.Short Answer Questions: Create questions based on the text and have students answer them in complete sentences.Writing: Have students write a short essay on the impact of superheroes on popular culture and society.Exercises:Vocabulary Matching:Match the vocabulary words related to the lesson to their definitions.a. mentor i. a feeling of pleasure and satisfaction that you get from doing somethingb. escapism ii. the act of bringing someone or something back to lifec. trauma iii. someone who gives another person help and advice over a period of time and often teaches them new skillsd. resurrection iv. a mental condition caused by severe shock, especially when the harmful effects last for a long timee. fulfillment v. the act of avoiding reality by engaging in fantasy or entertainmentAnswers:a. mentor - iiib. escapism - vc. trauma - ivd. resurrection - iie. fulfillment - iHomework:Have students write a short essay on the impact of superheroes on popular culture and society.Sample Essay:Superheroes have had a tremendous impact on popular culture and society. They have become iconic figures that represent the best of humanity and inspire people to be better. Superheroes are symbols of hope, justice, and heroism. They are the embodiment of the human spirit and the will to overcome adversity.Superheroes have also had a profound impact on the entertainment industry. They have spawned numerous movies, TV shows, video games, and merchandise. Superheroes have become a billion-dollar industry that generates massive revenue for companies and creates jobs for people.Moreover, superheroes have had a social and cultural impact. They have become a way for people to escape from reality and indulge in fantasy. Superheroes have also become a way for people to explore and address social issues such as race, gender, and identity. Superheroes have become symbols of diversity, inclusivity, and representation.In conclusion, superheroes have had a lasting impact on popular culture and society. They have become symbols of hope, justice, and heroism, and have spawned a billion-dollar industry. Superheroes have also had a social and cultural impact and have become a way for people to explore and address social issues. Superheroes will continue to inspire and entertain people for generations to come.。
Unit6TheAdmirableLesson1Amedicalpioneer教学设计高中英语北师大
北师大版（2019）必修第二册Unit 6 The AdmirableLesson 1 A medical pioneer本节课的教材分析：本节课是北师大版（2019）必修第二册Unit 6 The Admirable Lesson 1 A medical pioneer。
教材主要通过一篇名为"A medical pioneer"的文章介绍了一个医学先驱汤姆·斯马利故事。
文章中既有文化背景的介绍，又有对汤姆·斯马利的个人历史及贡献的描述。
语言简单易懂，适合高一学生的英语水平。
教学目标：1. 知识目标：(1) 了解医学先驱汤姆·斯马利的故事和他的贡献。
(2) 掌握文章中的重点词汇和常用表达方式。
2. 能力目标：(1) 能够阅读并理解本课文章的内容。
(2) 能够用适当的语言表达自己对医学先驱的敬佩之情。
3. 情感目标：(1) 培养学生对医学事业的兴趣。
(2) 增强学生的社会责任感和对英雄人物的尊敬。
1. 阅读理解：通过阅读文章，理解医学先驱汤姆·斯马利的故事和他的贡献。
2. 词汇和表达：掌握文章中的重点词汇和常用表达方式。
教学难点：1. 阅读理解：理解医学先驱汤姆·斯马利的故事和他的贡献的细节。
2. 词汇和表达：运用所学的词汇和表达方式进行自由表达。
学情分析：学生是高一年级的学生，英语水平普遍较低，阅读理解和词汇掌握水平有待提高。
然而，他们对英雄人物和医学事业的兴趣可能较高，容易对医学先驱汤姆·斯马利的故事产生共鸣。
他们一般喜欢在课堂中进行小组合作讨论和角色扮演等活动。
教学策略：1. 情景教学策略：通过提供相关文化背景和真实案例，激发学生的学习兴趣和参与度。
2. 合作学习策略：采用小组合作讨论和角色扮演等活动，促进学生的互动和合作，加深对故事的理解。
1. 预习导入法：通过提问学生医学先驱的相关知识，激发学生的学习兴趣。
2. 细节理解法：采用师生共同阅读和讨论的方式，引导学生深入理解文章中的细节内容。
Unit6TheAdmirableWritingWorkshop教学设计高中英语北师大版
北师大版（2019）必修第二册Unit 6 The AdmirableWriting Workshop本节课的教材分析：教材来自北师大版（2019）必修第二册Unit 6 The Admirable Writing Workshop。
主要内容是关于写作工作坊的，并围绕写作过程和技巧展开，包括创意写作、日记写作和观察写作等。
教学目标：1. 了解写作工作坊的概念和作用，并理解各种写作方式和技巧的运用。
2. 培养学生的写作兴趣，提高写作能力和创造力。
3. 培养学生的观察力和表达能力。
教学重点：1. 学习和掌握不同类型的写作方式和技巧。
2. 掌握如何通过观察来写作。
教学难点：1. 培养学生的创意和想象力。
2. 提高学生的写作表达能力。
学情分析：学生是高一年级的学生，对英语写作的基础知识已经有一定的了解。
他们对写作的兴趣不高，缺乏创造力和表达能力。
他们习惯于机械性的写作，缺少思考和观察的能力。
教学策略：1. 激发学生的兴趣：通过引入写作工作坊的概念，让学生了解写作的乐趣和意义，激发学生的写作兴趣。
2. 拓展学生的思维：引导学生思考和讨论不同类型的写作方式和技巧，鼓励他们运用所学知识进行创造性的写作。
3. 激发学生的观察力：通过观察写作的例子和练习，培养学生的观察力和表达能力。
教学方法：1. 情境教学法：通过引入写作工作坊的情境，让学生能够理解写作的实际意义和用途。
2. 合作学习法：组织学生进行小组讨论和合作活动，促进学生的参与和交流。
3. 演示法：通过教师的写作范例和示范，帮助学生理解写作的思路和技巧。
通过以上设计，在本节课中，我将尽力激发学生的写作兴趣，培养他们的写作能力和观察力，使他们能够通过写作表达自己的想法和情感。
导入环节（约5分钟）：教学内容：本节课的导入环节旨在引起学生对写作的兴趣，调动学生的主动学习积极性。
教学活动：1.教师播放一段关于成功人士的短视频，激发学生对成功人士的好奇心和欲望。
2.教师出示几张成功人士的图片，要求学生根据图片进行描述和提问，引导学生思考成功人士的特点和成就。
北师大版(2019)必修第二册 Unit 6 The Admirable Lesson3
Unit 6 The AdmirableLesson 3 The Superhero Behind Superman【学习目标】You will be able to1. read and talk about a superhero2. read for deep understanding3. summarise information4. learn about and practise synonyms and antonyms 【学习重难点】1. reading for deep understanding2. talking about a superhero【学习过程】1. Who do you think is a superhero? What makes him/her a superhero?2. What do you want to know about Christopher Reeve?3. Read the story, take notes, and then talk aboutBecoming the star inSuperman filmsBecoming a superheroin real life4. Read again and answer questions.1) What was Reeve’s “wildly successful Hollywood career” like?2) How was he injured? Why was it considered a disaster?3) How did he come out of the “nightmare”? From where did he get the strength?4) What did he do as an advocate for medical research?5. Pick out the expressions that you feel are the most impressive. Read them aloud and explain why you chose them.6. Imagine yourself in the following situations. Answer the questions.1) What emotional changes did Reeve’s wife, family and friends possibly go through after the accident? What might they have said to Reeve?2) After Reeve became an advocate for people with back injuries and disabilities, what might he possibly have said to his audience?3) What might Reeve’s doctors have said to Reeve directly after the accident and when he managed to return to his film career?7. Group Work: Think and share.1) Explain the meaning of the s entence “What I do is based on powers we all have inside us … and you don’t have to be a ‘superman’ to do it”.2) What’s your understanding of the title “The Superhero Behind Superman”?8. What inspiration do you get from Christopher Reeve?9. Use what you have learnt to introduce a superhero in real life that you admire.。
高中英语 UNIT 6 The admirable导读话题妙切入(教师用书)教案 北师大版必修第二册
UNIT 6 The admirableThere are pioneer souls that blaze their paths where highways never ran.在那没有大道可通的地方，先驱者开辟了他们的道路。
—Sam Foss We always like those who admire us；we do not always like those whom we admire.我们总是喜欢崇敬我们的人，但并不永远喜欢我们所崇敬的人。
—duc de La Rochefoucauld Many of life's failures are experienced by people who did not realize how close they were to success when they gave up.很多人的失败，是因为他们不知道他们放弃时，距离成功是多么地近。
—Thomas EdisonWe do not admire the man of timid(胆怯的) peace.We admire the man who embodies victorious efforts，the man who never wrongs his neighbor，who is prompt to help a friend，but who has those virile qualities necessary to win in the stern strife of actual life.It is hard to fail，but it is worse never to have tried to succeed.In this life we get nothing save by effort.Freedom from effort in the present merely means that there has been effort stored up in the past.A man can be free from the necessity of work only by the fact that he or his fathers before him have worked to good purpose.Qian Xuesen was a rocket scientist.He was famous all over the world as the father of China's space technology.He was born in 1911.On October 31，2009，he passed away peacefully.Qian Xuesen graduated from Shanghai Jiao Tong University in 1934.In 1935，he wentto the United States for further study.In 1950，he heard that the new China had been founded，he began to try his best to go back to his motherland.Since 1958，Dr.Qian had devoted all his life to China's aerospace science and technology and made great achievements.He set up China's first missileandrocketresearch institute (导弹、火箭研究机构)，which later helped start China's space program.He retired in 1991，the year before China's manned space program (载人航天计划) was started.His research formed the basis (基础) of the Long March CZ2F rocket that carried astronaut Yang Liwei into orbit in 2003.[探索发现]1．Find out how old when Qian Xuesen passed away?98.2．Find out when China started manned space program.In 1992.。
高中英语Unit6TheAdmirablePartⅠTopicTalk课件北师大版必修第二册
The light went out. 灯灭了。
The meeting is put off till next month. 这次会议被推迟到下月。
He put forward a suggestion at the meeting. 在会上他提出一项建议。
She was admiring herself in the mirror when I entered the room. 我进屋时，她正对着镜子自我欣赏。
He was looking at the picture with admiration. 他正以赞叹的神情赏画。
admire sb. for... 因……而羡慕/钦佩某人 admire oneself 自我欣赏 have admiration for... 对……表示钦佩 in/with admiration 钦佩地
►第二版块：核心短语
1．put out 扑灭(大火等)；熄灭；使不安，使困惑；使烦恼 (教材 P50)put out fires and save people's lives 扑灭大火，拯救人们的生命
[合作探究] 体会 put 短语的意义和用法 She was so put out by his rudeness that she didn't know what to say. 她被enerous adj.无私的，慷慨的；大方的 generosity n．慷慨； 大方
( 教 材 P50)brave, intelligent, creative, sensible, capable, hard-working, generous
勇敢，聪明，有创造力，明智，有能力，勤奋，大方
高中英语必修第二册教案Unit-6-The-Admirable-Lesson-1-A-Medical
Unit 6 The AdmirableLesson 1 A Medical Pioneer【教学目标】Students will be able to1. read and talk about Tu Youyou, a medical pioneer2. read for general understanding3. read for specific information and write a summary of the text4. learn about and practise relative clauses【教学重难点】1. reading for specific information about Tu Youyou2. 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 confirmideas 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 isTu Youyou is at the Nobel Prize Lecture receiving happening in the picture, i.e.,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. Thiswill 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 taketheir 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 answerswith 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 inthe 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 Y o u y o’u 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 thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“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 mostcommon relative pronouns are who, whom, whose, which,andthat.(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.(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 answerswith 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 inthe 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 Y o u y o’u 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 thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“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 mostcommon relative pronouns are who, whom, whose, which,andthat.(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.(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 answerswith 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 inthe 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 Y o u y o’u 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 thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“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 mostcommon relative pronouns are who, whom, whose, which,andthat.(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
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) V olunteer 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) V olunteer 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) V olunteer 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.。