UNIT 2: Biggest, Longest, Widest GENERAL OBJECTIVES      This is an information-oriented unit that engages students with fascinating facts. This unit covers world records in a variety of categories, including people, animals, weather, machines and buildings. The information and projects in this unit motivate students to review and learn vocabulary for describing and comparing physical characteristics and abilities. Students also learn some vocabulary for expressing amazement! SPECIFIC OBJECTIVES         词   汇       掌握词汇     whether, tower, thick, whole, weigh, ton, including, human, farther, farthest, bridge, list, anybody, kilo, guitar, impossible, lift, pull              接触词汇    ordinary, structure, locate, storey, length, astronaut, dam, gorge, whale, average, bumblebee, bat, bumblebee bat, gram, centimetre, Thailand, tortoise, cheetah, falcon, unusual 语言知识   词组和 句型      break/hold a world record, be located in/on, on average, on record, four times as ... as ..., find out, all over the world That's very kind of you, but ...    That's wonderful/great.       功能意念   Expressing Happiness 表达喜悦       语   法       Compare ative and Super ative Degrees of Adjectives and Adverbs 形容词和副词的比较级与最高级           听       1 ．在听录音时有目的地获取所需关键信息。   2 ．以词或词组的形式简单记录所获取的信息。         说     1 ．根据提示给出连贯的简单指令。 2 ．引出话题并进行几个回合的交谈 3 ．在教师的帮助下或根据图片用简单的语言描述自己或他人的经历。 4 ．在教师的指导下参与角色扮演等活动。 5 ．在上述口语活动中使用正确的语音、语调。 语言技能       读       1 ．连贯、流畅的朗读课文。 2 ．从简单的文章中找出有关的信息，理解大意。 3 ．根据上下文猜测生词的意思。 4 ．理解简易的科技和说明性的文章。         写       1 ．利用所获取的信息写作。   2 ．正确运用比较级和最高级。 学习策略   1 ．通过自己阅读，理解课文大意。 2 ．自己发现和总结语言规律，并能加以运用。 3 ．主动在听说交际中运用课文中的语言知识。 情感态度   1 ．在学习中敢于用英语表达自己的看法。 2 ．培养学习英语的兴趣和学好英语的信心。 3 ．通过小组活动培养合作精神，并通过互相评价激发学习兴趣。 文化意识   了解一些世界之最。   Lesson 9: Be a Champion! LESSON STRUCTURE CLASS OPENING   For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher' s guide. KEY STEPS Step 1: Come to "Think About It." Step 2: Check to see if the students have previewed the readings as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. In any case, you can introduce the students to the readings by asking questions such as:   Who is the tallest in our class?   Who in our class lives farthest from the school?   What does world record mean?   Would you like to break a world record? Step 3: Play the audiotape. Have the class follow the audiotape while looking at the text. Step 4: Divide the class into groups of three. Ask each group member to take one of the three roles (Brian, Danny or Jenny) and act out the dialogue. Step 5: If you have time, have the groups make a list,in English, of the world records they know of. Then have groups share their information with the rest of the class. Step 6: Come to "Project 1." Begin unit project 1. This project can cover two lessons. Students will learn about superlative forms of adjectives as they imagine a record-breaking challenge for their class and make a plan to accomplish it. Refer to "Introducing a New Project" in the "Teaching Techniques" section at the back of this teacher's guide for ideas on introducing this unit. project. •   One suggestion is to give students one or two funny examples of world records, either orally or on the blackboard. Have students brainstorm ideas for what records might be found in a record book, such as creating the "longest" something or doing "the most" of something. Ask a volunteer to record their suggestions on the blackboard. Help the students choose the appropriate form of superlative (either adding the suffix "est" or using "most. ") •   Divide the class into small groups. Have each group discuss and decide what world record the class should try to break. They can use one of the suggestions in the class list or invent a new one. Ideas can be either funny or serious, but they should be possible ( if they had time, opportunity and the cooperation of all of the students!) Have the groups begin planning for breaking this world record.   Conclude unit project 1. Students continue to work in the same groups. They complete their plan for breaking a record. Groups report their plans to the class or exchange plans with another group. CLASS CLOSING. •   the first reading in the reader •   the remaining exercises in the activity book •   the next reading in the student book   Lesson 10:Where’s the Highest Hotel? LESSON STRUCTURE CLASS OPENING   For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. KEY STEPS Step 1: Come to "Think About It." Step 2: Check to see if the students have previewed the reading as required. Are there any questions? Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.   You may find it necessary to briefly mention the following words, in order to help smooth the way for teaching the reading. You may wish to write this list on a large sheet of paper in advance of this lesson.   Grand Hyatt   Jin Mao Tower   structure   the Great Wall   dam   the Three Gorges Dam   Now introduce the reading to the class by asking the following questions:   ........   What is the tallest building in China/in the world?   What is the biggest dam in the world?   What is the longest wall in the world'?   Students should be encouraged to refer to the reading or the Intemet for the answers. Step 3: Play the audiotape. Have the class follow the audiotape while reading the text. Step 4: Divide the class into small groups. Have each group do one of two things: make a list of the world records with the details mentioned in the reading; or make a list of world records for China that the students know of. (Hints: population; sports, particularly ping- pong, wonen's volleyball and gymnastics; bicycles. etc. ) Step 5: If thne allows, have one or two groups share their lists with the rest of the class. Step 6: Come to "Let's Do Il," CLASS CLOSING •   the second reading in the reader • the remaining exercises in the activity book •   the next reading in the student book   Lesson 11: Don’t Fall, Danny LESSON STRUCTURE CLASS OPENING   For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. KEY STEPS Step 1: Check to see if the students have previewed the reading as required. You may wish to mention the comparative and superlative forms of words that appear in the reading. Select a few of these words and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it's wrong. Step 2: Ask the class to read the dialogues and ask, "What does 'stand on one foot' mean?" Step 3: Introduce the class to the reading "Special Animals" by asking the following questions. Encourage the students to refer to the reading for the answers.   What is the largest animal in the world?   What is the smallest animal in the world?   what is the oldest animal in the world?   What is the fastest animal in the world? Step 4: Play the audiotape. Have the class follow the audiotape while reading the text. Step S: Divide the class into small groups. Ask each group to discuss, the reading and then make a list of the world records for animals with the details provided in the text. Step 6: If time allows, have the students discuss what else they know about animal world records. Step 7: Come to "Let's Do It." CLASS CLOSING •   the third reading in the reader •   the remaining exercises in the activity book •   the next reading in the student book   Lesson 12: Let’s Go the Farthest! LESSON STRUCTURE CLASS OPENING   For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. KEY STEPS Step 1: Check if the students if they have previewed the song as required. Ask the class to look for adverbs and adjectives that occur in the reading, such as far, long, high,fast, strong and thick. As students call out words, make a list on the blackboard. Ask students to give the comparative and superlative forms of the above words. In the case of far, for example, the forms are farther and farthest. Step 2: Divide the class into two groups. Ask each group to read one line of the song at a time as a poem. One group could read the lines aloud while the other group performs the song with actions. This will tell you how well the students have understood the song and how well they have learned to appreciate it. Step 3: Play the audiotape. Have the class follow the audiotape and sing along. Step 4: Practise until everybody sings the song well. Step 5: Come to "Let's Do It." CLASS CLOSING •   the remaining exercises in the activity book •   the next reading in the student book   If you have time, end the class by singing the song "Let's Go the Farthest!



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