Unit 5 Theme Parks全单元教案

Unit 5 Theme Parks全单元教案

教学目的和要求

(Teaching aims and demands)

一、教学内容分析

本单元的话题是“主题公园”，教师可以从学生身边的或熟知的主题公园谈起，帮助学生对这一话题有个较为全面的了解。

“热身”(Warming Up)与“读前”(Pre-reading)部分，先以图片呈现不同风格的主题公园，引起学生兴趣，然后提出问题，便于学生小组讨论。

“阅读”(Reading)部分内容有趣，易于理解。作者不仅讲述了主题乐园与普通公园的异同以及各种类型的主题公园，还指出了人们不仅可以在主题公园中使自己身心放松并得到娱乐，同时还可以从娱乐中获得知识和必要的体验。

(Comprehending)部分，通过释读题目(THEME PARKS－FUN AND MORE THAN FUN)，明确建造主题公园的目的，帮助学生加深对本单元主题的理解。

“语言学习”(Learning about Language)部分，涉及阅读中的重点词汇，归纳、介绍了一些构词法知识，如合成法、派生法（前缀、后缀），对于学生有效的记忆词汇、了解英语词汇的构成会有一定的帮助。

“语言运用”(Using Language)部分，通过听、读和说、写的训练，介绍了深圳的中华民俗文化村、法国的“观测未来”（FUTUROSCOPE）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。写作部分要求学生以义务导游的身份自选一个主题乐园，写一篇介绍短文；说的部分、要求学生以“问路”为题，进行角色扮演。这些为学生提供了更多使用本单元所学语言的情景和机会。

“小结”(Summing Up)部分要求学生就本单元的话题、词汇和结构三个方面进行归纳和总结。本单元语法部分的构词法对于英语词汇学习有着重要的意义。可以结合学生用书附录中有关构词法的语法材料，小结合成法、派生法和转义法。

“学习建议”(Learning Tip)部分提醒学生注意在公园等场所的英语标志或说明，抓住一切机会提高阅读能力，并比较汉语和英语的差别。

本单元所涉及的要点是：

（一）了解主题公园与一般公园的异同，以及主题公园半个世纪来的发展。懂得主题公园带给人们的不仅仅是娱乐，还有各种各样的知识和激动人心的新体验。

（二）学习掌握本单元教学目的和要求中所列的词汇。

（三）复习：掌握常用的“问路”用语。

（四）复习归纳基本的构词法。

（五）运用本单元所学，发挥想象，完成一篇介绍某主题公园的短文。

二、教学计划

本单元建议分六课时：

第一课时：Warming Up,Pre-reading, Reading & Comprehension

第二课时：Learning about Language

第三课时：Using Language

Period 1 Warming Up,Pre-reading, Reading & Comprehension

Step1. Before learning this unit, I will introduce some background information to the students. And show some pictures of the theme parks and other kinds of parks.

Here are some questions in page 33. Discuss these questions with your parter.

1. What is a park? What is a park for?

2. Do you know the differences between a theme park and an ordinary park?

Give the students several minutes to discuss then ask 2-3 students to state their ideas.

Theme parks: provide entertainment,

a variety of things to see and do,

charge money for admission.

After knowing this, let’s come to the vocabularies.

Step 2.Vocabularies

List some new words on the blackboard and give the explanation to students.

Step3.Pre-reading: What do you suppose a theme park is?

Reading: Theme Parks — Fun and More Than Fun

The title means that theme parks are fun to visit, but that they can also be educational and can offer useful information.

Let’s go to the theme parks in the world------Disneyland.

Introduce the Disneyland to the students: such as Ferris wheel; Free-fall rides; Merry-go-round; Roller-coaster rides.

Step4. Fast-reading: complete the table

Questions for fast reading:

What theme parks are mentioned in the text?

(Disneyland, Dollywood, Camelot )

Skimming: find out the main idea of each paragraph.

Answers:

Para. 1: Different kinds of theme parks.

Para. 2: Disneyland

Para. 3: Dollywood

Para. 4: England’s Camelot Park

Step5. Language points in the text

1. theme: a main subject or idea

e.g. The theme for tonight’s talk is education.

2. fun: enjoyment; pleasure (U)

have fun: enjoy oneself 尽情地玩

for fun: for pleasure 为了娱乐

a lot of / much / no fun 有趣/没趣

(be) in fun 在开玩笑

The little cat is full of fun.

It’s no fun spending the weekend doing nothing.

Other vocabularies such as more than, variety, wander, amuse oneself, wherever, no wander, whatever ect.

Step4. Careful reading(according to the following questions):

What do parks provide people with ?

Do theme parks have a certain idea ?

What is the purpose of Dollywood? What kind of people do you think will visit this theme park?

Referring answers:

1. Parks provide people with a place to amuse themselves and to escape their busy lives for a while.

2.Yes, they do. Theme parks have a certain idea that the whole park is based on.

3.To show and celebrate America’s traditional southeastern culture. Probably a lot of Americans will visit this theme park.

Step6. Homework:

1. Remember the new words and phrases in the text.

2. Retell the text.

Period2 Learning about Language(Word formation)

Aims

To help students learn about word formation.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

II. Learning about Word formation

Some words can be guessed by looking for smaller words within them. These are called compound words. Examples of compound nouns are theme park, fantasyland and English-speaking.

Find out three types of compound nouns in the reading passage.

The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).

English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes:

"ad" (to) + "fix" (attached) = "affix"

"pre" (before) + "fix" = "prefix"

"sub" (under) + "fix" = "suffix"

Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.

Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):

ab (away) abrupt, absent, absolve

ad (to) adverb, advertisment, afflict

in (not) incapable, indecisive, intolerable

inter (between, among) intercept, interdependent, interprovincial

intra (within) intramural, intrapersonal, intraprovincial

pre (before) prefabricate, preface prefer

post (after) postpone, postscript, postwar

sub (under) submarine, subscription, suspect

trans (across) transfer, transit, translate

Period 3 Using Language

(FUTUROSCOPE—EXCITEMENT AND LEARNING)

Aims

To help students read the passage UTUROSCOPE—EXCITEMENT AND LEARNING

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Listen to the tape and match the national group to an example of its customs.P37

Listen to the tape again and finish the following questions.

1. How many cultural groups are represented in the theme park?

2. How many villages are there in the theme park?

3. Name three cultural groups that are mentioned in the passage.

4. Name three things that the theme park contains other than people.

5.What does the guide say they must see and hear?

6. What does Lucy want to buy?

7. What will Ricky want to do again

Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text UTUROSCOPE—EXCITEMENT AND LEARNING

II. Guided reading

1.Reading and translating

Read the text UTUROSCOPE—EXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph.

Task1:What are the three times and three places that Futuroscope lets you travel to?

Task2:Listen and tick the experiences visitors can have at Futuroscope.

Ask the Ss to choose the correct answers

Task 3: Doing exercises

Now you are going to do exercises No. 1, 2, 3 and 4 on page 38 and 39 following the article.

Then create a map of what you think futuroscope looks like.

2. Reading and underlining

Next you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.

III.Guided Writing

You are a guide in a theme park. Write an introduction to the park.

IV. Acting

Next we are going to put the text THEME PARKS —FUN AND MORE THAN FUN

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