高三Unit 1 That must be a record （分课时教案．详案）

After checking the answers, deal with Ex2 in the post reading.
This exercise will help students to sum up the main idea of the passage.
Ask students to read Paragraph 6 carefully and then fill in the form. This exercise will help students to remember the steps to get one’s record into the Guinness Book of the World Records.
Show the following key words on the PowerPoint.
contact, decide, send, inspect, confirm,
The steps to get your record into the Guinness Book of the World Records
Step 1: 
Step 2: 
Step 3: 
Step 4: 
Step 5: 
Step 6: You will get a certificate that says you are a world record holder.

The steps to get your record into the Guinness Book of the World Records
Step 1: First contact the Guinness Book of the World Records
Step 2: The editors need to decide if your suggestion is suitable and safe.
Step 3: The editors will send you rules and the form you need to apply for the record.
Step 4: A Guinness official will come to inspect your attempt.
Step 5: The official will confirm the record.
Step 6: You will get a certificate that says you are a world record holder.

Step IV  Reading
Deal with the reading part. Play the tape for students to listen. Then analyze the text paragraph after paragraph. Ask the students to read through the text. While reading, pay attention to the writing style and try to grasp the main idea of the text. Before giving students the answers, ask them to discuss first.
In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.
(Cooperative learning)
T: I will play the tape for you to listen. Then we will analyze the text.
(After listening to the tape, students will have a discussion.)
…
T: OK. I’m glad you have thought actively and had a heated discussion. Now look at Paragraph One. What can we learn from the first paragraph?
S1: How and when the first edition was put out.
Deal with the rest of the text in the same way.
…
Show the following on the PowerPoint.
Paragraph 1: How and when the first edition was put out.
Paragraph 2: The records that can be printed in the book are put into different categories and some examples.
Paragraph 3: Chinese records in the book.
Paragraph 4: Examples of records from the world of sports and the moving story of Armstrong’s struggle against disease.
Paragraph 5: Why people are so interested in world records.
Paragraph 6: How the Guinness Book of World Record accepts a world record.
T: From the main idea of each paragraph, how many parts can we divide the text into?
Ss: Four.
T: Good. Please divide the text and sum up the main idea of each part.
(Three minutes later show the following on the PowerPoint.)
Part 1:  Paragraph 1     How and when the first edition was put out.
Part 2:  Paragraph 2--4  The records that can be printed in the book are put into different categories.
Part 3:  Paragraph 5     Why people are so interested in world records.
Part 4:  Paragraph 6     How the Guinness Book of World Record accepts a world record.
T: OK. Now let’s sum up the main idea of the text. You may discuss in groups first and then write it out in your exercise books
A few minutes later show the sample to the students.
The text provides readers information of the Guinness Book of World Records. From the text we can learn how and when the first edition came out. We also learn that collected records are put them into different categories. The text also explains why so many people are interested in world records. From the text we can learn the steps to be a world record holder. The Guinness Book of World Records is the most complete, authoritative, and exciting guide to every record, statistic, and feat of human endeavor and natural wonder imaginable. We can find every imaginable world record here. After learning about the Guinness Book of the World Records, we common people may have a desire to set a world record and become a world record holder.
T: What is the writing style of the text?
Ss: It describes and provides some information of the Guinness Book of the World Records.
T: Yes, it is an expository writing. According to the characteristics of expository writing, the writer selects informational/technical, descriptive language appropriately. The language is easy to understand. The text is well organized. From the first part we can learn how and when the first edition was put out. In the second part it tells us that records are put into different categories and gives some examples. In the third part it tells us why people are interested in world records. The last part tells how to get one’s record into the Guinness Book World Records.
T: After learning something about the book, what are you thinking about?
Ss: From the fastest car to the most recently discovered element, from the wonders of nature to the wild world of extreme sports, Guinness World Records is the undisputed authority for every record that's worth knowing.
T: That’s quite true. As we know, the Guinness Book of the World Records is the result of curiosity and creativity. Whether you use this book to settle bar bets, entertain the family, or inspire yourself to dizzying heights of personal achievement, it's a sure hit for trivia buffs of all ages. Are you thinking of becoming a world record holder?
S1: Can I make it? It is so difficult to set a world record.
T: Of course, not everyone can break the 100-m track record, walk the high wire at a record altitude, or become the world’s youngest supermodel. But everyone can try to set a new record, as an individual or as part of a team. If you want to become a world record holder, you must be creative.
Step IV   Explanation
During this procedure, Teacher will explain the text and deal with language problems.
T: We have learned something about the Guinness Book of the World Records. This time we will deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text.
T: Do you have any difficulties with the text？
S1: I find the second sentence in the second paragraph difficult to understand. I don’t know what “to keep track of ” means.
T: OK. “to keep track of sth.” means “record sth”. As we know only some of the more than 60, 000 new records can be printed every year. We can understand the sentence like this: The editors of the book write down the records and keep them in other ways instead of printing them in the Guinness Book.
keep track of: 1) record sth; write down 2). keep informed of sb./sth.
Don’t feel bad if you make a mistake. Keep track of (i.e. write down) your mistakes and learn from them.
Her mother used to keep track of (i.e. write down) every penny she spent.
Mr. Stevens kept track of his business by telephone when he was in hospital. (keep informed of)
It’s hard to keep track of (i.e. maintain contact with) all one’s old school friends.

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