资源描述
Unit 2 Biggest,Longest,Widest
Lesson 9
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide
Step1: Come to “think about it.”
Step2: 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?
Step3: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step4: 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.
Step5: 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.
Step6: Come to “Project!.”
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 of 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 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
Class opening
For ideas and tips on beginning a class , see “Teaching Techniques” at the back of this teacher’s guide.
Step1: Come to “think about it.”
Step2: Check to see if the students have preview ed 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 questins:
What is the tallest building 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 to the answers.
Step3: Play the audiotape . Have the class follow though audiotape while reading the text.
Step4: 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, women’s volleyball and gymnastics: bicycles,
Step5: If time allows, have one or two groups share their lists with the rest of the class.
Step6: Come to “let’s do it.”
Class closing
The second reading in the reader
The remaining exercises in the activity book
The next reading in the student book
Lesson 11
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Step1: 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 relies 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.
Step2: Ask the class to read the dialogues and ask, “What’s does ‘stand on one foot’ mean?”
Step3: 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?
Step4: Play the audiotape. Have the class follow the audiotape while reading the text.
Step5: 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.
Step6: If time allows, have the students discuss what else they know about animal world records.
Step7: 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
Lesson12
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Step1: Check if the students if they have previewed the song aas 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 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.
Step2: 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.
Step3: Play the audiotape. Have the class follow the audiotape and sing along.
Step4: Practice until everybody in the activity book
Step5: 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!”
Lesson 13
Class opening
For ideas and tips on beginning a class, see “Teaching techniques” at the back of this teacher’s guide.
Step1: Come to “think about it”.
Step 2: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. Again, you may want to mention the superlative forms of the adjectives that appear in the reading (youngest, oldest, fastest, highest, farthest, most, greenest, fewest, longest). Can students identify these words? Do they understand the meanings?
Step3: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step4: Divide the class into small groups. Ask each group to discuss the reading. Have each group make a list of the suggestions for class records made in the reading.
Step5 :If time allows, ask each group to make further suggestions for class records. They should try to use categories that apply to their classmates. Try to make it fun!
Step6: Come to “Project2.”
Begin unit project 2, which can cover four lessons.
Write on the blackboard “the most .” Have students list examples of words that would fit in the blank. Ask them to compare their suggestions. By questioning , elicit from them the information that “most” can be used with a noun to refer to either number or volume.
“Most” can also be used with modifiers to form the superlative. (They don’t have to use these grammatical terms!) Ask students to give examples of records that could be found in this category; for example, “the most children in a family, “ remind students that the most common form of making the superlative is to add the suffix “est” to the end of an adjective.
As a class, brainstorm categories for possible records that could be set for your class, have a volunteer write the suggestions of categories on the board for the students to copy.
Continue unit project2. As a class, agree on a final list of categories, Prompt the students to use the vocabulary for this lesson as well as other English words they know.
Have students work with a partner or in a small group. Each team should choose a category for possible records in their class. They will use the objects and people in their classroom for research data. Each team will plan their research and divide the tasks between the team members. For example, one or more students would make measurements or ask questions to get information and another student would record the data on a chart.
Conclude unit project 2. Ask two volunteers to facilitate recording the information on a large poster of on the blackboard, listing all of the records for the class. One volunteer can ask each team for their record while the other writes down the information. Teams must give their information in a complete sentence using appropriate vocabulary. For example, “Li Ping is the tallest student.”
Class closing
The fourth reading in the reader
The remaining exercises in the activity book
The next reading in the student book每个同学总结自己所知道的班里的一些最高记录保持者,并且make a list, 课上读给大家，课下做成墙报贴到教师的墙上。 来鼓励同学们勇于挑战.
全班活动.同门自由发言,说出自己想创造的某一项最高记录.然后要求同学们把自己所想的记录写在纸上,全班同学做一个Guessing Game,同学们逐一进行猜测:Do you want to ran faster/have the longest hair/be the tallest/ have most money?..
Lesson14
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques at the back of this teacher’s guide.
Step1: Come to “Think about it.”
Step2: Check to see if the students have previewed the reding as required. 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 meaning. Remember to give lots of praise for a good try, even if it’s wrong.
Step3: Play the audiotape. Have the class follow the audiotape while reading the text.
Step4: Come to “Let’s do it.”
Class closing
The fifth reading in the reader
The remaining exercises in the activity book
The next reading in the student book
注意:强化I don’t think…这一否定转移句式.可以要男同学说一个否定句,女同学作否定转移.然后再对换,女同学说一个否定句,男同学做否定转移.
老师给出一个活动,如:play the violin,同学们再想something unusual,如,一边倒骑车一边拉小提琴(play the violin riding backwards)等.作完示范以后,将全班同学分成若干小组,给每个小组提示一些活动,让他们想出something unusual.
Lesson 15
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Step1: Since this reading is basically a review of what the class has learned, there are not many new things to be elaborated upon. Check to see if the students have previewed the reading. Ask if they have any questions.
Encourage other students to try to answer the questions. Remember to give lots of praise for a good try, even if it’s wrong.
Step2: Play the audiotape. Have the class follow the audiotape while reding the text.
Step3: There are two choices. One is to discuss the reading with students. Use as much English as possible.
Ask questions to make it easier for students to participate. Ask questions such as:
What is Danny’s favorite record?
What record did Sandra win?
The other choice is to divide the class into small groups and have each group discuss, in English , what they would like to write about in their e-mails or diaries. Ask the students to decide on their topics and begin outlining their e-mails or diaries following the example of the reading.
Step4: Come to “Let’s do it.”
Class closing
The remaining exercises in the activity book
The next reading in the student book
让同学们将自己的制作品(如纸飞机等)或家里保存的东西(如像册等)带到班里,把带同类东西的同学分为一个小组,每个同学在组内描述自己所带的东西(如It’s…tall/ high/ heavy/long/ wide等)最后找出class records.
要求每个同学将这个活动全过程记录下来,写一篇e-mail,读给全班.
Lesson 16
Class opening
Greet your students. Help the students respond in an appropriate way. Ask : Who is on duty today? Listen to the students report.
Say “very good/ yes/ ok/ that’s right/ Fantastic/ Good try, etc.” as the students report.
Make sure the next student for “Who is on duty?” knows who he or she is for next time.
Step1: Ask the students to sing the song “Let’s go the Farthest!” And from the song let the students go back to what they have learned in this unit.
Step2: Ask the students to do the exercise on page 19 and 20. Go over what the students have mainly learned in this unit, which is summarized on page 20.
Step3:.Come to “Class review Activity”.
Have the class play games as a review activity .See “Games” at the back of this teacher’s guide for an alphabetical list of games with instructions on how to play. Two games that are recommended for reviewing this unit are :
Draw and Guess (Modify the game to use comparative and superlative adjectives. For example, a clue might be “ darker.” The person would need to draw two objects, color the darker, and point to that one.)
Spelling Bee (Practice the vocabulary from the unit and other mastery words students have learned.)
Class closing
Singing the song “let’s go the Farthest!”
Asking the students what they like best about this unit and what trouble they still have .
Ask the students to preview the next unit at home. From words, pictures, and other clues, can they guess the topic of the next unit?
形容词和副词比较级和最高级大比拼:男生说一个形容词或副词的原级,女生说出其比较级和最高级形式,并给处另外一个形容词或副词的原级,男生说出其比较级和最高级,依次进行下去,一直到哪个组对不上来,即为输.
句子接龙第一个学生说A…than …B.
第二个学生说B…than…C
第三个学生说C…than…D
……
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