Unit 2 Biggest,Longest,WidestLesson 9Class openingFor ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guideStep1: 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 f rom 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 .Aska 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 closingThe first reading in the reader.The remaining exercises in the activity book.The next reading in the student book.Lesson 10Class openingFor 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 menti on the following words, in order to he lp 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 HyattJin Mao TowerStructureThe Great WallDamThe Three Gorges DamNow introduce the reading to the class by asking the following questi ns:What is the tallest building in the world?[来]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 closingThe second reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 11Class openingFor 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 answersWhat 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 closingThe third reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson12Class openingFor 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 bookStep5: Come to “Let’s do it.”Class closingThe remaining exercises in the activity bookThe next reading in the student bookIf you have time, end the class by singing the song “Let’s Go the Farthest!”Lesson 13Class openingFor 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 closingThe fourth reading in the readerThe remaining exercises in the activity bookThe 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。
Lesson 15 Say ThanksI. Lead-in1. Show two pictures and ask some questions:(1) What does the boy do in the first picture?The boy is helping the girl to reach the book on the shelf.(2) What does the girl give to the boy in the second picture?The girl gives the boy a box of chocolate as a thank-you gift.2. Talk about the questions:(1) When do you say “thank you”?We should say “thank you” when someone does something helpful, kind, or polite for us.(2) What other phrases can we use to show our thanks?We can use some other phrases such as “thanks so much”, “many thanks”, “thank you very much” and so on.II. Understanding1. Read the text quickly and answer the questions:(1) What did Don do for Roberta last Friday?Don gave Roberta a ride home last Friday.(2) What did Roberta say when Don arrived?When Don arrived, Roberta said, “Thanks for the ride, Don! Appreciate it!”2. Read the text again and answer the questions:(1) What does Don think about Roberta?Don thinks Roberta is very polite.(2) What does Roberta say about Don?Roberta says Don is very kind.III. Language points1. Give sb. a ride意思是“搭载某人的车”，是一种比较随意的交通方式，可以用来表达朋友之间的友情和信任。
