Unit 5 Theme Parks优秀教学设计教案

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Unit 5 Theme Parks优秀教学设计教案
发布者： 高勍
I 教学内容分析
本单元的中心话题是“主题公园”——以某种特定的主题为中心的公园。从文体上来讲，本单元属于说明文，按照由总到分的方式来安排顺序。这是一个学生比较陌生的话题，因为大部分学生都未亲眼目睹过课本上所列举的那些公园。因此，老师应多收集相关材料，以激起学生的学习兴趣。
Warming Up 部分通过提问的方式，帮助学生激活有关公园的背景知识，如修建公园的目的、公园的种类、公园提供的活动等。还配有插图让学生猜测主题公园与一般公园的不同之处。
Pre-reading部分提出了一个问题：你认为主题公园是什么？给学生充分的时间去讨论。但因学生的经历所限，老师可以在学生简短的讨论后接着单独提问，从而把问题讨论得深刻一些，为正文的阅读打下良好的基础。
Reading 部分分四段介绍了主题公园: 1. 什么是主题公园；2. 迪斯尼乐园；3. 多莱坞公园；4. 卡默洛特公园。
Comprehending部分通过释读题目THEME PARKS、填充信息、判断句子正误以及就文章内容进行讨论等形式帮助学生理解课文主旨，掌握细节，加深对本单元主题的理解。
Learning about Language 包括词汇和语法两部分。词汇部分设计了释义、造词填空（单句层次和短文层次）等三个练习，复习和运用课文中所学的词汇。语法部分主要让学生掌握合成词的构词法，扩大学生的词汇量。
Using Language 部分介绍了深圳的锦绣中华民俗村和法国的“观测未来”科技主题公园，让学生在情景中运用语言，同时了解不同文化背景、不同类型的主题公园，拓宽视野。
Learning Tip 提醒学生重视有关构词法知识的学习，让学生理解构词法知识对于英语词汇学习的重要意义，而且此部分对构词法中的转化法又做了补充说明。
II．教学重点和难点
1． 教学重点
（1）本单元教学目的和要求中的生词和短语；
（2）掌握英语构词法：合成法和派生法；
（3）学会欣赏和介绍主题公园。
2．教学难点
（1）通过学习学生应有较强的观察能力；
（2）学生应具有好奇心和丰富的想象力；
（3）学会写作中应用“总分式”，使文章层次清晰，内容充实。
III．教学计划
本单元建议分六课时：
第一课时：Warming Up, Listening（Workbook）&Talking (Workbook)
第二课时：Pre-reading, Reading & Comprehension
第三课时：Learning about Language
第四课时：Using Language
第五、六课时：Listening task (Workbook), Speaking task (Workbook), Reading task (workbook) & Writing task (workbook)
IV. 教学步骤：

Period 1 Warming Up, Listening（Workbook）& Talking (Workbook)
Teaching Goals:
1. To arouse Ss’ interests in talking about parks.
2. To developSs’ ability in listening and speaking.
Teaching Procedures:
Step 1. Leading- in
Purpose: Give Ss a few minutes to say something about parks by asking the following questions.
Disneyland
                      Happy Valley
                             Yunnan Nationalities Village
1. Can you name the theme parks?
2. And can you tell us more of the theme parks?
3. Have you ever been to any of the famous theme parks? If so, where have you been? Can you describe some scenery to us? If not, will you go to one of them?
Step 2. Warming up
Purpose: To introduce the topic of this unit to Ss in the form of discussion.
1. Ask Ss to discuss the following questions.
(1) Why were parks originally developed?
(2) What uses do parks have?
(3) Do you think that parks have something to do with people’s living conditions?

2. Divide Ss into six groups to discuss the difference between the theme park and the traditional park.
The traditional park The theme park
Chinese parks Western parks activities for visitors to do or to see; a specific idea to attract visitors; owned privately and built for profit;…
four elements: water, rock, bridges and pavilions open grassy areas; benches to sit on; shelters for picnics or playing music; water for sailing…


Question 1: Have you ever compared the fare that the two kinds of parks ask? Which is more expensive?
Question 2: There are many activities you can take part in the theme park. If you have a chance to go, what kind of activities will you take part in?
Question 3: What is your idea about some very dangerous activities, such as the following pictures show?

Rock-climbing      Rafting      Bungee jumping Free-fall rides
Conclusion:
Many countries have theme parks to attract both tourists and local people, as the visitors also bring some money to nearby hotels and restaurants.
Step 3. Listening (workbook)
Purpose: to help Ss to guess the main idea about the listening by the given information.

1. Divide Ss into groups of six and discuss the pictures below with their partners.

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Dolphins             Rafting
What are the animals in the pictures?
Are they fish or mammals? Do you ever heard of the story of them?
Have you ever seen the film “Free Willy”? Do you think the animal is clever or not?
There are many water activities in the ocean parks, what kind of water sports will you like to take part in? Do you like rafting? Why or why not?
Suggested answers:
The animals are dolphins which are very clever and have a good ability to communicate effectively with each other. They are mammals. There are also water sports in the theme park, such as, water skiing, parasailing and deep-sea diving.

2. Get Ss to look through Ex1 on P69 before listening to the tape. Then play the tape and check the answers.
3. Ask Ss to listen to the tape again and finish Ex2 on P69 and then let them check the answers in pairs.
Step 4: Talking
Purpose: To get Ss to discuss the questions on the theme park.


1. Ask Ss to think about the following questions and present the opinion to the class.
(1) If you are planning for visiting parks, what kind of parks would you like to go?
(2)    Can you go there by yourself?
(3)    What would you like to do, just having a rest or taking risks?

2. Ask Ss to look through the requests of Talking on P69. Encourage Ss to use what they have learned to express whatever they want to.

3. Ask Ss to make up the dialogue in pairs and then let some pairs present it.

Step 5. Homework
1.       Ask Ss to continue talking about parks.
2.       Ask Ss to go over all the new words and prepare for the reading text.

Period 2 Pre-reading, Reading & Comprehending
Teaching Goals:
1.       To learn about the differences between traditional parks and theme parks.
2.       To develop Ss’ reading skills.
3.       To arouse Ss’ interest in visiting theme parks.
Teaching Procedures:
Step 1. Pre-reading
Purpose: To arouse Ss’ interest in learning about theme parks.

1. Encourage Ss to say something about theme parks and ask them to answer the following questions.


(1) Who has ever been to the theme park? Please put up your hand.
(2) Will you stand up and tell something about it?
(3) What is your favorite activity?
(4)    In your opinion, what is the main character if the theme park?
(5)    Which one would you prefer to go? What are you planning to do?
Suggested Answers:
(1)    I’ve been to Euro Disney, which was opened in 1992. The park has five various sections called “lands”. These lands are called Main Street USA, Adventure land, Frontier land, Fantasyland and Discover land.
(2)    The main character of the theme park is that its fare is high and there are many activities you can take part in.
(3) I’m planning to go to China Folk Cultural Village.
(4) Various answers are acceptable.
(5) Various answers are acceptable.


2. Ask Ss to state their own ideas about the theme parks and predict what we are going to read in the passage.
Step 2. Reading
Purpose: To Ss to know how to skim for the gist.
       To get Ss to know the theme park.
        To ask Ss to make notes of the differences between the traditional park and the theme park
1. Leading-in
Purpose: to stimulate Ss’ interest in reading the text
Ask Ss the following questions. They can talk as much as possible.
(1) How much do you know about the traditional park?
(2) Do you often go to parks?
(3) What do you usually do when you are in the park?
(4) Do you expect to go to the theme park?
Suggested answers:
(1)    The traditional park is a place for people to rest, to have a walking or to do some exercises. It is free during certain time, for example: in the morning before 8:00 o’clock. If people have to pay, the fare for it is very low.
(2)    No, because we are busy in studying.
(3)    I usually have a walk with my family or watch the mass dancing and singing.
(4)    Yes. Because I haven’t been to any of them.
2. Fast Reading
Purpose: To get the gist of the passage.

(1) Ask Ss to look at the pictures in the text and find out the answer to Ex2 on page 35. Ask Ss to pay more attention to the first and the last sentence of each paragraph..

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(2) Ask Ss to read the text quickly and try to tell weather the following sentences are right or wrong according to the text.
① Parks find only one way to meet people’s need.
② It costs little or no money to go to some parks.
③ Though theme parks are not so huge, they provide more than amusement parks.
④ Theme parks only make a profit from the charge for admission.
⑤ Disneyland is the oldest theme park, named after Walt Disney.
⑥ In theme parks,people can only look or watch, they are not allowed to go for activities, let alone eating or buying anything.
Suggested answers:
① F ② T ③ F ④F ⑤ T ⑥ F

3. Intensive reading
(1) Ask Ss toread the first paragraph and answer the following questions.
①      What’s the theme park?
②  Do you know what kinds of theme parks are?
③ what can you in the theme park?
(2)Ask Ss to read the last 3 paragraphs and fill in the form.

Park name Theme Example of Activities
Disneyland     
Dollywood     
Camelot     


Suggested Answers:

Park name Theme Example of Activities
Disneyland Fairy tale stories Travel through space, visit a pirate ship, meet fairy tale characters, ride a swinging ship, go on a free-fall drop
Dollywood culture of the southeastern USA Listen to American country music, see traditional craftsmen and their work, try some traditional candy, ride on an old ste
am engine, see bald eagles, ride on Thunderhead and other rides
Camelot Ancient English history and stories Watch magic shows, see fighting with swords or on horseback, visit farm section, learn about farms in ancient England


Step 3. Homework
1.Ask Ss to read the text again and finish Ex3 of Comprehending on P35.
2. Ask Ss to use the new words to make some new sentences.
3. Ask Ss to try to recite paragraph 1 & 2.
Period 3Learning about Language
Teaching Goals:
1. To get Ss to know how to use new words and phrases.
2. To help Ss to master some important words and expressions.
3. To get Ss to have the knowledge of this grammar point: the rule of compound words.
Teaching Procedures:
Step 1. Discovering useful words and expressions
Purpose: To consolidate the words and phrases in the text.
1.       Ask Ss to read the text again and finish Ex1 on P36.
2.       Ask Ss to finish Ex2,3 on P36 and check the answers in pairs.

Step 2. Discovering useful structures
1.       Get Ss to learn some rules of word forming.
In English, according to the form of the words, we can form words in the following ways.
(1) Compounding: Words are formed by linking two or more words to make one unit.
◆Compound nouns: fire-engine, green-house, earthquake, downfall, drop-in
◆Compound adjectives: snow-white, firsthand, red-hot
◆Compound verbs: sun-bathe, overcome, typewrite
◆Compound adverbials: sideways, sky-high, where about
(2) Conversion: This is a way which is unnecessary to change a word but only to change its part of speech.
◆from nouns to verbs : house, conduct, digest etc
◆from adjectives /adverbials to verbs : brave, wrong, etc
◆from verbs to nouns: smoke, bathe etc
(3) Affixation: Words with a prefix or suffix or both attached to a root is formed by affixation. Usually this way the word’s speech is not changed.
◆Adjectives: unable disloyal irregular
◆Verbs: dislike untie transplant
◆Nouns: nonconductor inability autobiography
But if a suffix is used, the word’s speech is changed.
For example: agreement, inventor, foolish, discovery, failure, sharpen
The following prefixes can change the speech of a word, such as en-, be-, em-, a- etc.
For example: rich(adj.)→enrich (v.); slave (n.) →enslave(v.); friend(n.) →befriend(v.); etc.
2. Ask Ss to finish Ex1, Ex2, Ex3 and Ex4 of Discovering useful structures on P37 to practice the rules.
Step 3. Practice
Purpose: to get Ss to have the knowledge of the grammar through exercises.

1. Ask Ss to tell the part of speech of each word in italics in the following:
(1) Winter has past and spring has come.   
(2) She is a woman far past her youth
(3) I’m tired of your ifs and buts         
(4) She is still but a child.
(5) I can’t see where I was wrong.         
(6) Two wrongs don’t make a right.
(7) He closed his speech with a funny way.
(8) Stay close together.
Suggested answers:
(1) v (2) prep (3) n (4) adv (5) adj (6) n (7) v (8) adj

2. Ask Ss to Join two simple words to make a compound word with the rules we learned. If necessary, tell the students to consult the dictionary.
Examples: book +worm→bookworm

go   home   at finder break   work between shop walk bank
fault man stage book out place back drop coffee market
  

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Suggested Answers:
(1) go- between (2) at- home (3) work shop (4) walk man (5) back book (6) coffee break (7) drop out (8) fault finder (9) market place (10) back stage

3. Get Ss to finish the Ex1 Ex2 and Ex3 on P71～P72 to strengthen the grammar and enlarge their vocabulary.
Step 4. Homework
1. Ask Ss to review the new words and phrases.
2. Ask Ss to read the rules of word formation on P91～P94.
Period 4. Using Language
Teaching Goals:
1. To improve Ss’ listening ability.
2. To ensure Ss have really grasped the important words and phrases of the unit.
Teaching Procedures:
Step 1. Listening
Purpose: To help Ss improve the listening ability.

1. Ask Ss to look at the words in the form of Ex1 on P38 to get the Chinese meaning. Then ask them to enjoy some beautiful pictures and then discuss the questions in the pairs.
(1) How many nationalities are there in China?
(2) Can you name some?
(3) Which nationality do you belong to?
(4) How much do you know about the other nationalities of China?

Suggested answers:
(1)    There are fifty six nationalities in China.
(2)    For example: Han, Miao, Man., Hui, Yi, etc.
(3)    I belong to Han/ Hui/ Zhuang/Dong… (The answers may be different.)
(4)    Huichu, for example, doesn’t eat anything dead before being killed.

2. Before listening, ask Ss to look through Ex1 on page 38 to make sure that they know what to listen to. Then play the tape once without stopping. (If Ss have any questions, play the tape once again). Then check the answers.

3. Ask Ss to finish Ex2 on P38 and answer the questions in Ex3..

Step 2. Reading and speaking
Purpose : To get Ss to extend their information about the variety of theme parks.
       To get Ss to note the use of compound words in the passage.
1. Fast reading
Ask Ss to read the text quickly and get the main idea.
Suggested Answers:
Science and technology-based theme parks like Futuroscope provide up-to-date information, hands-on learning and lots of fun and excitement.
2. Intensive reading
(1) Ask Ss to read the text again carefully and finish Ex2 on P39.
(2) Ask Ss to talk about what Futuroscope may look like and finish Ex1 on P39.

Step 3. Writing
Ask Ss to enjoy some pictures of China Folk Cultural Village and then to form groups to think about what kind of theme parks they are going to write with the help of the given words and expressions on P39.
Sample writing:
Hello, welcome to our China Folk Cultural Village, adjoining to Splendid China---a theme park which is the first large –scale cultural and science spot assembling folk arts, customs, folk villages. It covers an area of 200 thousand square meters, 24 villagers, houses and streets, China Folk Cultural Village reflects the colorful Chinese culture in many aspects.
The main theme in the park is to present the Chinese customs. Here you will enjoy the performance of Villages, folk dance and singing, and large-scale, performance of Folk Cultural Plaza . All these performances bring a climax for the tourists. Meanwhile, we are happy to show you various national festivals including the Water-splashing Festival of Dai nationality, Torch Festival of Yi nationality, Lusheng Festival of Miao nationality and Great Temple Fairs of Chinese Nationalities which are celebrated in a magnificent manner, and thus bring the tourist into a charming cultural world. The ceremony, which integrates gusto with art, is extraordinary, splendid and most beautiful. It fully displays Chinese history and glory. The living folk customs, the glorious performances, and the elegant and harmonious atmosphere attract every tourist from all over the world.
    You can visit the park with a certain route which is shown on the map from the tickets. The entrance fee is 70 yuan for adults and 35 yuan for children whose height is from 1.10 meters to 1.40meters. If the child is under 1.10 meters, he or she is free. But for children above 1.40 meters, they are charged the same fare as adults. For the elder above 65-69 years old, half of the fare is ok. The elder who are above 70 years old are free. Each activity in the park is free for watching and seeing.
    We wish you have a good time here.
Step 4. Speaking
Purpose: to encourage Ss to use informal spoken forms in the dialogue for an introduction of a place.
Ask Ss to look at the request of Ex1 on page 39 and prepare a dialogue to present to the whole class.
Step 5. Homework
1. Ask Ss to finish the exercises of Using Words And Expressions on P70.
2. Ask Ss to use the words or phrases learned in this unit to write a short passage about their favorite parks.
Period 5 & 6 Listening task (Workbook), Speaking task (Workbook), Reading task (workbook) & Writing task (workbook)
Teaching Goals: 1. To improve Ss’ ability in listening and speaking.
2.       To learn how to describe the route to a place.
3.       To enlarge Ss’ vision of different cultural theme parks and let them get more experience about designing things.
Teaching Procedures:
Step 1 Listening

1. Ask Ss to discuss the following questions with their partners.
(1)    Have you ever made any tool for working or any toy for playing?
(2)    If you have made one, what is it?
(3)    If you haven’t, do you want to make one?
(4)    What should you do first? Then? Next?
2. After discussion, ask Ss to listen to the first part of the tape twice and finish Ex2 on P73.

Step 2. Speaking

1.       How would you preserve traditional Chinese culture in a cultural centre? Draw a simple map of a Chinese cultural centre.
2. Let Ss form groups of six and use the map you have drawn to introduce your park.

Step 3. Reading task (Workbook)
1. Fast reading:
Ask Ss to read the text quickly and silently and then answer the question.
What is text mainly about?
Suggested answers:
It is mainly about the PCC in Hawaii — a theme park, is not only amusing but also educational..
2. Intensive reading
(1) Ask Ss to read the text carefully and fill in the brochure below the passage on P72.
(2) Ask Ss to have a discussion with their partners and discuss the general idea of this passage.
3. Retelling
Ask Ss to retell the text in pairs and choose some pairs to present it.

Step 4. Writing task (Workbook)
Purpose: To improve Ss’ writing ability.
Ask the students to have a look at the poster on P7 and write a new poster about a theme or amusement park.
Suggested Answers:


Lowland gardens
Find out the importance of wildlife conservation for yourself
l         See the habitat’s way of life
l         Watch a pair of giant pandas, An An and Jia Jia
l         Find out their coming as a gift from the Central Government
l         Look at the Butterfly House
l         Discover education on wildlife conservation.
l         Learn the importance for humans and animals to live peacefully.
l         See Goldfish Pagoda
l         Watch Dinosaur Discovery Trail.

Step 5. Homework
1.       Ask Ss to review all the important words and phrases of the unit.
2.  Ss to work as a good guide to a place, write down their planned routes first and then speak it out.