Unit 5 Theme parks 教学设计.docx

1、Unit 5 Theme parks 教学设计Unit 5 Theme parks 教学设计Warming up and readingTeaching AimsTo help students develop their reading ability.To help students learn about Theme parks.Teaching ProceduresI. Warming up Warming up by discussing Good morning, class. Today we are going to visit theme parks. But first w

2、hat do you think a theme park is? With a classmate discuss what you might do in a theme park. (For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas pa

3、rades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)Warming up by watching and listeningHi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.This is the Universals Islands

4、 of Adventure which was opened in 1999, making Universal Orlando the nations second multi-gate theme park resort (after Walt Disney World). IOA was Universals first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies. Of co

5、urse, that hasnt stopped Universal and other studios from making films about almost every character represented in IOA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.Warming up telling experiencesNice to see you again, boys and g

6、irls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialis

7、m. It is not a place I could live in, but it definitely has magic. One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommen

8、dation if youre taking a kid is to make sure they get some time with the characters. I cant think of anything cooler. ) II. Pre-readingLooking and sayingWork in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your pred

9、ictions and the clues that helped you to make the predictions. (For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities2. Talking and sharingWork in groups of four. Tell your group mates what you know ab

10、out theme parks. Then the group leader is to stand up and share your group idea with the class. Boating LakePedaloe boats on our boating lake with views of Megafobia. Suitable for up to five people.(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you

11、might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickeys antics as he uses various animals as musical

12、instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained. That was Walt Disneys primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work

13、 at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: I dont pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what t

14、hey mean. )III. ReadingReading aloud to the recordingNow please listen and read aloud to the recording of the text THEME PARKS FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.Re

15、ading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THEME PARKS FUN AND MORE THAN FUN provide sb. with sth., amuse oneself, escape ones busy life for a while, share a p

16、urpose, find ways to do sth., meet ones need, sit chatting, play games, listen to birds singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do, charge money for doing s

17、th., make a profit, sell souvenirs, advertise sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. unphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cook cultural foods, have pictures taken, chare admission, name sb.

18、after sb./sth., a place of fantasy, get close to sth. /sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at t

19、he beginning, the middle or the end of the paragraph. WaterfallA steep shoot sends you skipping across a shallow pool of water on a single sledge. Beware, you might get wet on this ride.Reading and transferring information Read the text again to complete the table.Park NameTheme Example of Activitie

20、sDisneylandFairy 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 USAListen to American country music, see traditional craftsmen and their work, try some traditional candy, ride on a

21、n old steam engine, see bald eagles, ride on Thunderhead and other rides.Camelot Ancient English history and storiesWatch magic shows, see fighting with swords or on horseback, visit farm section , learn about farms in ancient England.Reading and understanding difficult sentencesAs you have read the

22、 text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises 3 and 4 on page 35. Suggested answers to

23、Exercise 4:1. The purpose of Dollywood is to show and celebrate Americas traditional southeastern culture. Probably a lot of Americans will visit this park.2-4 Students will give their own answers.Closing down by having a discussionDo you lake a theme park? Why or why not? (For reference: All over t

24、he world people seek stimulating experiences to take their mind away from everyday troubles, and the United States is definitely no exception to this rule. Most of its residents have the money and time to entertain themselves as it pleases them - and visiting amusement parks certainly does please th

25、em. )Closing down by defining a theme parkWhat is a theme park? Define it in your own words.(For reference: How do theme parks differ from ordinary amusement parks? National Amusement Park History Association defines a theme park as an amusement park in which the rides, attractions, shows and buildi

26、ngs revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks. An amusement park, according to NAPHA, is an entertainment facility featuring rides, games, food and sometimes shows. The World of Coasters glossary defines a theme

27、park as an amusement park which has one or more themed areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks. )Learning about Language(Word Formation)Teaching AimsTo help stude

28、nts 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.Teaching ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 an

29、d 3 first. Check your answers against your classmates. Find the compound nouns in the reading passage and write them down:Roller coaster, whichever, whatever, free-fall, wherever, southeastern, indoor, outdoor, craftsmen, old-fashioned, steam-engine, world-famous, horsebackII. Learning about Word fo

30、rmationThe 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 in

31、to 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,

32、 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) adve