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A World of Fun I. Teaching aims and demands 教学目标和要求: 1.Topics 话题 Talk about amusement parks 2.Function: 交际功能 问路和指路(Asking and giving directions) Excuse me.Am I going in the right direction? It's in that direction. Which...goes to...? Go down/up the path/road... Does this road lead to...,please? It's south/north of... Where can I find...? Turn left/right at... 3.Vocabulary 重点词汇和短语 amusement; souvenir; attraction; collection; castle; minority; cartoon; thrill; educate; conversation; coastal; divide; section; shuttle; butterfly; injury; rocket; helicopter; carve; achievement; civilization; prevent; handbag; twist; darkness; imagination; designer; endless free fall ride; cut off 4.Grammar:语法 动词-ing形式做状语 1.用动词-ing形式表示行为原因 2.用动词-ing形式表示行为伴随状况 3.用动词-ing形式表示短暂动作 II. Difficult points III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards Ⅳ. Main teaching methods 教法： 1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on. 2. Listening-and–answering activity to help the students go through with the listening material. 3. Use both individual work and group or pair work to make every student work and think in class V. Teaching procedure： Period 1第一节 （一）明确目标 1. Talk about amusement parks and our experiences. 2. Warming up to arouse the students love in talking. 3. Do some listening to improve the students listening ability. 4. Making simple dialogues to train the students speaking ability. 5. Practice giving directions. (二) 整体感知 Step 1 Presentation This world is full of fun. All of us like to have fun. Most of us have ever been to parks, zoos. Today we are going to learn something about amusement parks. 2. Ask the students to look at the four pictures on page 64, and then answer the following questions. (1) Have you ever been to an amusement park? What did you do and see there? (2) Have you tired any of the things in the pictures? Would you like to try them? Why or why not? (3) Why do people like or dislike the activities in the pictures? （三）教学过程 Step 2 Warming up Task one Listen and guess Students listen to the tape-recorder which is about a roller coaster coming down sharply. 2. What is happening? Using the sentence structure: They are on a roller coaster advancing fast. 3. How did they feel? Task Two Talk about our own experiences 1. Make a list of at least four things in groups. 2. Report to the class. Questions: Have you ever been to an amusement park? What did you see? Have you ever tried sitting in a roller coaster? How did you feel? Do you like it? Why? Task Three Watch pictures and practice 1. Look at the pictures and fill in the blanks.(Individual work) Do you like these activities? Why / Why not? 2. Do an interview to find others’ ideas. Students may go around (Pair work): The dialogue can be like this: Student A: Hello ... Have you ever been to an amusement park? Student B: Oh, yes. I have tried… Student A: Do you like it? Student B: Sure. I like it because it’s really exciting and … 3. Some students tell about their interviews. (Individual work) Task Four Talk about other amusement activities found in funfairs. Students tell about other activities, such as rock-climbing, rafting, skiing, surfing, skydiving and so on. They can draw simple pictures to describe the activities. (Class work) Summary: Everyone may experience the things in the pictures in our daily life. I hope all of you can do what you like! Answers: 1 Various answers are possible. 2 Various answers are possible. 3 Sample answers: Activity Reasons for liking it Reasons for disliking it Roller coasters rides Very fast and thrilling to ride Too fast, scary and maybe unsafe Bungee jumping Feels like flying and thrilling Too high, scary and maybe dangerous Free-fall rides Feeling of falling fast, thrilling Feeling of losing control, scary, too high Fast cars Feeling of controlling fast speeds Too fast, could have an accident Scary films Suspenseful, exciting Too scary, have bad dreams later Step 3 Listening comprehension Now let s have some listening training. Pre-Task Talk about a theme park Lead-in: A theme park must have a special theme. Pre-listening: Go over the questions or sentences that have something to do with the listening materials at P.64 and P65 and guess in pairs if possible. While-listening: 1. Listen for the first time with the book closed 2. Listen again with the book open and individually answer the questions and complete the sentences at P.64 and P.65. 3. Check the answers in pairs. 4. Fill in the following form. Which of the parks do you think is better? Name Theme Your reason and ideas LISTENING TEXT: (CM=Chairman; MJ=Mrs Johnson; MA=M.r Andersen) Part 1 CM: Welcome to our meeting. We are here to discuss the new theme park that will be built in our city. As you know, two companies, Lots of Fun Com¬pany and Merry Rides Limited want to build the park. Today, we'll listen to representatives from both companies and see if we can decide which one we'll choose. Mrs Johnson, you represent Lots of Fun Company. Will you please tell us about your company's idea? MJ: Thank you, Mr Chairman. I'd be happy to. Our company wants to build a park where people can have fun and learn at the same time. We would like to have three parts. First, there is the Lots of Fun Park, where we'll have rides and entertain¬ment. The second part will have museums and ex¬hibitions where you can learn about the environ¬ment. The third part will be the Fun Learning Park, where visitors can learn more about how they can protect the environment. We think that our park is the best choice for your city because it'll help the people in your city understand environmental pro¬tection better. We also think that many tourists will come to your city because of the park. Parf2: CM: Mr Andersen, you represent Merry Rides limited. We are happy to have you here today. Could you tell us about your park? MA: Yes, Mr Chairman. We care very much about the peoplb-in,the cities where we build our parks. We want to build a park here because we think that it would provide many new jobs for the people in your city. We want all the workers in the park to be local people. We also believe our park is im¬portant to the education in your city, because the park will teach visitors about life in the ocean. Your city is on the coast, and your biggest univer¬sity is famous for its courses about ocean life. To help your university and your city, the park will have lots of rides and attractions having some¬thing to do with water and the ocean. People will come here to have fun and to learn. CM: Thank you, Mr Andersen. And thank you both for coming here today. We'll think about what you've told us and try to make a good decision. Answers to Part 1: IB 2C 3B Answers to Part 2: lA 2B Answers to Part 3: Various answers are possible but 5s are expected to provide reasons based only on what they heard about the parks. Step 4 Speaking practice Task Watch the map and find the way Pre-speaking T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping… Please write about how we can get there, according to page 65. While-speaking Activity One One tells the class how to get to the places. Activity Two Make up dialogues, using the information above. Activity Three Make up dialogues, talking about their own destinations. T: Talk about where you plan to go and the reason, about how to get there… Post-speaking Task Have a Free Discussion T: Suppose you are at the main entrance and you want to go to the Big Tower for a free fall ride in the morning. Which way will you prefer to choose: Take the direction of the Animal Park and the Roller Coaster; Take the direction of the Dinosaur Park and the Tomorrow Land. Why do you prefer that? Discuss the situations in group. (Group work) Step 4 Practice Task Watch the map and say 设计意图：贴近生活，充满幻想 T: Suppose you are at the Ocean Park of Hong Kong now. Which part will you try? Tell about your reason and the way. （Teachers design a map for the talk or copy a similar one from the internet） Introduction This activity allows the students to prac¬tise one of the unit's objectives (ie giving directions) within a realistic setting (ie an amusement park), which should also reinforce your 5s understanding of the unit topic. This activity has an additional benefit: it gives your 5s practice in reading and using a map. Example (given in the SB) Extension 1 Tell your 5s to prepare a role card in which the easiest or shortest route to reach a destination is NOT available because of some construction work in the park. Ask partner groups to explain this inconvenience, or temporary problem, and offer an alternative, or differ¬ent way, of reaching their destination. An example is provided on page 65 in the 5B with "0 seful expres¬sions" on the following page. Extension 2 1 Divide the class into small groups and give each group a map of the town or city where your school is located. If the town is very small, prepare a sketch of its main streets and well-known buildings, and any rivers, lakes or mountains within it or surrounding it. If their hometown is a large city, purchase a map and photocopy it. 2 Now ask 5s to identify a bus or railroad station or airport where the tourist has arrived and is asking for directions. 3 Then ask 5s to identify a place (such as a famous restaurant, a popular theater, a museum or other tour¬ist attraction) and write an explanation of how to find it. 4 Now have each group prepare a role card to similar to the one shown on page 65 in the 5B and practise a dialogue. 5 Each group presents a short conversation to the class while their classmates check the map to be sure that the directions are accurate. The group that gives the clearest and best directions wins. （四）总结扩展 Step 5 Necessary language points Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients. Listening and speaking听说要点 1>Have you ever been to an amusement park? an amusement park [用法]游乐园 amusement n.1. 乐趣;兴味[U] 2. 娱乐,消遣;娱乐活动[C][U] [举例]To our amusement, the actor jumped on and off the stage. 令我们感到有趣的是,那个演员从舞台跳上跳下。 Reading and seeing movies are among my amusements. 阅读和看电影也是我的娱乐活动。 They often sing for their own amusement. 他们常常唱歌自娱。 2>Go straight down this road and the roller coaster will be on your left.You can't miss it. straight [用法]ad.1. 直,挺直地 2. 直接地,一直地 3. 正直地,坦率地 4. 立刻,马上 a.1. 笔直的;挺直的 2. 正直的,坦率的(+with) 3. 连续的,无间断的 [举例]His friend is a tall, slim girl with a straight nose. 他的朋友是位鼻子挺直,身材高而苗条的姑娘。 The boss is not completely straight with us. 上司对我们并不完全坦诚。 You can't miss it! [用法]你一定会找得到的。这是在告诉对方路后的一句肯定话。 意思是让对方放心，告诉得没错。 3>Straight down, then left, over the bridge and it will be on my left.Got it.Thank you. Got it [用法]类似：I’ve got it . 我明白了 [联想]You got it. 你算说对了 4>Excuse me.Does this road lead to...,please. lead to [用法]导致；导向 [举例]Hard work leads to success. 苦干可以导致成功。 Step 6 Summary小结: T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people. Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so? Step 7 Homework T: Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson. Period 2第二节 （一）明确目标 1. Develop the students reading ability, especially their reading comprehension. 2. Read the reading passage and know about the material and have a good understanding of theme parks. 3. We have learned the –ing form in the pas. Today we mainly talk about –ing form used as adverbial. （二）整体感知 Step 1 Presentation Today we come to the Reading. It s about theme parks （三）教学过程 Step 2 Pre-reading discussions Task Watch and discuss Activities: Check the students’ homework and show the finest copies of theirs to the whole class. After the class watch the nice pictures on the screen, the teacher gets students to discuss the following: 1. What do you think you can see in a theme park? 2. What do you think about adventure sports? 3. Do your town or city have an amusement park? What can you do there? 4. Is a theme park different from a traditional park? Why? Answers: 1 Various answers are possible but should show evi¬dence of knowledge from the "Warming up" exer¬CIse. 2 Various answers are possible; if your 5s have never been on a ride, ask them to imagine what it's like. 3 Various answers are possible but should show evi¬ dence of knowledge from the "Warming up" exer¬cise. 4 Allow 5s to assist one another in answering this ques¬tion accurately as some may be unfamiliar with the amusement park, if there is one. Step 3 Reading Read the text carefully again, and give the students some explanations. T: What is a theme park? Ss: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions. T: What are the activities based on? Ss: The activities are based on a common theme. Task 1 Skimming Question 1. How many theme parks does the writer tell us? What are they? Where are they? Question 2. What are the themes about? Task 2 Scanning Question: What attract people in these theme parks? Individual work: read through the first three paragraphs. Then fill in the form below. Title Par. Parks Themes Attractions Group Work T: Exchange your ideas and prepare to report. Suggested answers: Title Theme Parks (People can have fun and experience sth. different.) Part Parks Themes Attractions 1 The World Park To teach visitors sth… to help experience sth Buildings, castles, statues, customs of Chinese minorities, cartoon characters, animals 2 The Ocean Park To get visitors to know more about the idea.. to help people to explore the past. Thrills and entertainment; Rides, opportunities to learn about life in the ocean, a conversation center, the dinosaur exhibition, the two giant pandas… 3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal 4 New theme parks are being built. Notes: About the new phrases, words and sentences. Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film. It seemed like people just cannot get enough of scary rides and exciting adventures. The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury. Ask certain questions to check students’ understanding to these sentences. Task 3 Discussing (Think, write and then discuss.) 1. Which of the theme parks mentioned in the text will you visit? Why? 2. Why are theme parks so popular throughout the world? 这是一个大话题，可集思广益。 Step3 Designing Task 4Design a theme park and exchange ideas in class by interviewing. Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope... Name Theme Attractions Others’ Ideas For This Park Many theme parks have a castle. Ask your 5s to look at the photo and consider: Why do you think castles are found in theme parks? Cultural note 1: American speakers of English do not use the word "chance" in the plural form, as in "He has many chances to get better marks in school." Instead, they prefer the word "opportunities," which also suggests that more than luck is involved in the success of whatever is being done. For example: "She has a good opportunity to learn En¬glish on the job." Cultural note 2: The informal expression can't get enough means that one enjoys something so much one wants to keep expe¬riencing it. Step 4 Listening to the reading passage Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation. Step 5 Post-reading Answers: 1 Various answers are possible but may include the following: Theme parks offer a larger variety of at¬tractions and may teach something. They have spe¬cial celebrations and kinds of food to eat. The ad¬mission charge is also much more expensive. 2 Various answers are possible. Possible reasons in¬clude: People want more than just fun / People want to learn something when they visit a park / Theme parks show us the world and teach us about nature. 3 People go on rides, eat, watch others, and just relax. 4 See the example given below Example of attractions in an English-Speaking World Park: What to learn Reading Writing Speaking Listening Grammar How to learn Read signs along the way as you walk throughout the park. The signs tell you some interesting stories about the English language. At the end of the day when you are ready to leave the park, you may choose a form to fill out. On the form you must write down the main idea of the signs. Only two of the signs are listed on each form and each form lists different signs. The signs are in the shapes of symbols that repre¬sent what the sign says to help you remember. If you get the main ideas correct, you will receive a 20% refund on your admission ticket to the park. Look into a viewfinder at photos of some beautiful places. You only get a few sec¬onds to see each photo. Then you must describe all the details that you can remember by typing the description onto a computer screen. You must identify some key things in the photos and write sentences properly to get the chance to look at another set of photos. You earn points for photos that you have described well. These points can be used to purchase tickets to special rides in the park. You enter a haunted house with many scary creatures. In order to escape the house, you must ask permission in English at the doors to different rooms. If your pronun¬ciation is unclear or incorrect, the door will not open. You go on a treasure hunt. To find the treasure, which is some special sweets, you must listen to the clues along a path in the forest. The clues give you the directions about which path to take to find the hidden goodies. Learn parts of speech of various words in a maze. The maze is made up of bushes. In order to get from one part of the maze to the next, you must correctly guess the part of speech of three words. Otherwise, you must find your way out of the maze by taking the long way. （四）总结扩展 Step 6 Summary 小结 Step 7 Homework 1. Finish the reading part of the workbook. 2. Get on line to search the information of a certain theme park that one is interested in and write a short description about that. 3. List ideas for an “English-Speaking World Park”, using the form of Page67. b. Finish the exercise Talk on the workbook. c. Write about your own experiences in a theme park. Period 3第三节 （一）明确目标 1. Learn about the useful words and expression in the reading text. 2. Learn to use the –ing form: used as an adverbial. 3. Discuss the answers to all the exercises in the Students’ Book. （二）整体感知 Step 1 Presentation In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other. Activity1: Suppose you are the manager of the World Park of Beijing, the Ocean Park of Hong Kong, or Disneyland in California. Please tell about your attractions to the visitors. Activity2: Check the homework. Students form groups to discuss their ideas for an “English-Speaking World Park”, and then get several students to report theirs. （三）教学过程 Step 2 Language points in the reading text 1>Theme parks often want to teach visitors something. theme [用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章 [举例]The main theme of discussion was press censorship. 讨论的主题是新闻审查制度。 2>People can learn about the customs of China's 56 minorities. minority [用法]n.1. 少数 2. 少数派;少数群;少数民族 [举例]Only a minority of the class voted for the plan. 班里只有少数学生投票赞成这项计划。 a law to protect religious minorities 保护宗教上少数派的法令 3>Many people come to theme parks looking for thrills and entertainment. looking for thrills and entertainment. [用法]在句中作状语。这种-ing form 作状语时，通常都表示主语正在进行的另一动作，来对谓语表示的主要动作加以修饰或作为陪衬。 如：They stood there for an hour watching the game. 他们在那儿站了一个钟头看比赛。 Please fill in this form, giving your name, address, etc. 请把这份表填一下，写下你的姓名、住址等。 thrill [用法]vt.1. 使兴奋,使激动 2. 使紧张;使毛骨悚然 vi.1. 感到兴奋,感到激动(+at/to) n.[C] 兴奋,激动;恐怖 [举例]He was thrilled by her conversation. 她的谈话使他很激动。 She was thrilled with terror when she saw the scene of the murder. 她看到凶杀现场时,吓得毛骨悚然。 4>The park has a conservation centre that helps protect marine animals and their habitats. conservation [用法]n.[U](+of)1. 保存 2. (对自然资源的)保护,管理 [举例]Conservation is one way to make sure we have enough energy in the future. 对自然资源的保护是保证我们将来有足够的能源的一种办法。 5>It seems that people just get enough of scary rides and exciting adventures. scary [用法]a.1. 引起惊慌的 2. 胆小的;提心吊胆的 [举例]a scary film 恐怖电影 6>New technology allows us to experience almost everything without actually being in danger or risking injury. risk [用法]n.1. 危险,风险[C][U][(+of)] vt.1. 使遭受危险,以...作为赌注 2. 冒...的风险[+v-ing] [举例]He saved my life at the risk of losing his own. 他冒着生命危险救了我的性命。 I don't think they will risk holding an election. 我想他们是不会冒风险举行选举的。 7>复杂句分析: (1)A theme park is a collection of rides, exhibitions or other attractions that are based on a comman theme. 主题公园就是围绕着某一主题所设计的集车乘、展览及其他游乐项目为一体的公园。 That are based on a comman theme是一个由that引导的定语从句修饰限定a collection of rides, exhibition or other attractions. 定语从句在本单元出现较多，现举例如下： 1)A good example of a theme park that both educates and entertains is Ocean Park, in Hong Kong. 一个集教育与娱乐于一身的样板主题公园就是香港的海洋公园。 2)Visitors to Ocean Park will find all the rides and attractions that can be found in most parks, but… 去海洋公园参观的游管们将会在那里发现大多数公园都有的车乘和游乐项目。 3）The park has a conservation that helps protect marine animals and their habitats in the rivers and coastal waters of Asia. 这座公园有一个帮助保护在亚洲河流和沿海海域的海洋动物及栖息地的保护中心。 4)Visitors can go on exciting rides where they can feel what it is like to do the things they have seen their heroes do in the film. 游客们能够坐上令其兴奋的车乘，体会做在电影里看到的英雄所做的事的感受。 在本句中出现了两个定语从句，一个是由where引出的定语从句，另一个是由省去的which或that引导的主语从句。 5)You sit in a car that“fall”from a tall tower and you scream your way down to a safe landing. 你坐在从高塔上跌下来的车中，一路尖叫着落到安全处。 (2)What they all have in common is that they combine fun with the opportunity to learn something. 它们的共通之处是将短语和学习机会结合在一起。 本句出现了两个名词性从句。 其一为what they all have in common为主语从句。其二为that they combine with the opportunity to learn something为表语从句。 名词性从句包括主语从句、表语从句、宾语从句以及同位语从句。 课文中出现的名词性从句列举如下： 1)But theme parkes also try to make sure that visitors leave knowing more about their theme.(宾语从句) 2)It seems that people just cannot get enough of scary rides and exciting adventures.(宾语从句) 3)So if you want to know what it feels like to fall through the air…(宾语从句) 4)For many visitors,rides are what theme parks are all abort…(表语从句) (3)If there isn’t one where you live get, don’t worry, the theme parks are coming. 如果在你住的地方还没有主题公园的话，不要着急，马上就会有的。 本句含着一个由whose引出的地点状语从句。 (4)Entering one of the attractions at Universal studios like stepping into the world of your favourite film. 进入环球影城的一个娱乐项目，就像踏进你更喜欢的电影世界。 本句中entering和stepping均为动名词，前者作主语，后者作介词like的宾语。 又如： The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury. 本句中出现的动名词being和risking均作介词without的宾语。 (5)Some thrill rides will let you feel what it is like to fall through the air. 有些动感电影会让你有自天而降的感受。 1)let为使义动词，后面接动词原形作宾语。 例如：let/have/make sb. do 注意：get sb. to do 2)What it is (feels) like to do sth. 其中it 为形式主语，to do sth.作真正的主语。 译为：做某事有什么样的感受，或是什么样的主语。 3)So if you want to know what it feels like to fall through the air… Step 3 Practice: Vocabulary Activity 1. Write the following words on the blackboard: statue entertainment minority collection attraction advanced rocket amusement ancient explore Ask the students to write about their meanings and then one tells the class. Activity 2. T: Fill in the blanks with the correct form of the words. Finish the part of Page 68. Checking: 1. statue 2. explore 3. collection 4. rocket 5.amusement 6. advanced 7. attractions 8.ancient 9. entertainment 10.minorities Activity 3. Fill in the blanks of the following (suggested answers): When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand, people can have fun / thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming. Step 4 Practice: Grammar Task Learn the use of –ing form as an adverbial. Activity 1. Study the example: He was ill and didn’t attend the meeting. → Being ill, he didn’t attend the meeting. Activity 2. Compare with another example: After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. → Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland. Summary: This having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times. Suggested answers for part1: 1. Hearing a sound, the baby stopped crying. 2. Living far from school, he is often late. 3. Having been told that her daughter got sick, she hurried to the school to take her home. 4. Cutting off the electricity quickly, he prevented an accident. 5. Having lived in the country for many years, she knows how to grow vegetables. 6. Not having received any news from home for a long time, she is becoming more and more homesick. 7. Having found that her handbag was missing, she went to the police for help. 8. Having won the game, all of them sang and danced all night. Suggested answers for part2: Notes: The –ing form is used to tell about the result or aim of the main character. 1. Jack and Jane have just returned from their trip to Walt Disney world, saying that they had a wonderful time. 2. Kids have great fun in this world-famous theme park, discovering many cartoon characters seen on TV. 3. He only paid half of the price for the seven-day ticket, having much saved. 4. Having worked as a guide in her part time for 2 months, Sandy has made enough money to buy a five-day ticket to three water parks. (as in Part1) 5. They went to visit Disney’s Animal Kingdom Theme Park right after breakfast, arriving at 9:00 . 6. Having heard there would be a magic show, Jim decided to visit the World of Magic Theme Park instead of Universal. (as in Part1) （四）总结扩展 Step 5 Summary Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first. Step 6 Homework Finish the word study and grammar part on the workbook. Read more passages about theme parks. Period 4 第四节 （一） 明确目标 1. Review the language points learnt last period. 2. Do some reading about the text live to ride. And understand “live to ride”. 3. Do some writing to develop the students writing skill. (二) 整体感知 Step 1 Presentation The passage “live to ride “will tell you a lot of attractions in may theme parks. Let’s find them. （三）教学过程 Step 1 Question the students on some language points Step 2 Integrating skills Task 1 Report about the passages found the day before. T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand. Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities. Task 2 Read the information below and make up a dialogue. Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it. Step 3 Listening to the Passage Step 4 Reading comprehension After fast reading, do the following True-or-False exercises. Task 1 Skimming Question: What attraction can be found important in theme parks? → Rides, the “thrill ride” … Task 2 Scanning Questions: 1. How do people ride roller coasters nowadays? 2. What is a thrill ride like? Answers: 1. Rides are wider and scarier than ever. The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends. Some ride through darkness inside a mountain and a building. 2. Very exciting and scary. Thrill rides use speed, motion, and special effects to give you a thrill. Some let you feel what it is like to fall through the air. Some rides send you through caves and even rivers. Thrill rides can also send you into space or deep down in the ocean. Task 3 Discussing Group Work Question: What else can we do in a thrill ride? S1: We can dash through the snow during the ride. S2: We will ride together with some animals. S3: The car rides in a desert. … … Summary: We can imagine so many ways, but it’s still not enough. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless. Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey “科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威 Give the students some explanations when necessary. Step 5 Writing Now let s have some listening training. 设计意图：以生活实际例子为引导，可操作性强。 Ant Farm Express Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3 Year Built: 1971 Top Speed: 37 MPH Elements: Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0 Color: yellow G-Force: Other: Comments: Operated at Dolly wood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 2002. Photos: …… Students may raise questions as follows: What’s the name? When was it built? How many passengers can it take at a time? What is the length? How high can it go? What about the top speed? Are there any comments about it? … … Activity1: Design the scariest and most exciting ride in the world. Tips: What should your ride look like? How large is it? What is the length? How many people can it take? How fast should it be? How would you design the loops, corkscrews and other features? How much should it cost? What about the ticket for each? … Activity2: Design a new theme park. What is the name of your park? What is the theme of the park? Any attractions? What do you want to show visitors, give visitors, and teach visitors? How much will it cost to visit the park? T: Write down your ideas and then talk with your partners. Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful. Step4 Tips Task Learn how to describe the thing one is writing about. Use the questions when thinking. 1. What does it look like? How big is it? What color is it? 2. What does it sound like? 3. What does it feel like? 4. What does it smell like? 5. What does it taste like? 6. How does it work? Step5 Checkpoint Activity: Students go through the Checkpoint and do the exercise. The –ing form can be used to modify verbs. Exercises: 1. The old man smokes a great deal, only his health worse. 2. the host into the meeting room, we found many new faces. 3. the Film Jurassic Park III, we walked out of the cinema. 4. in the heavy rain, the pupils got all wet through. 5. Visitors leave the museum more about nature. 6. Dr Wu replied to the invitation, ____. Step 6 Assessment Students do individual work for self-assessment. Step7 Homework Write about an unforgettable place. Go over the whole unit and revise the words and expressions… Sample writing: Write a description of your park and explain what people can do there and why they should visit your park. Earth Is Ours Welcome to Earth Is Ours! In our theme park, you can learn about our beautiful planet and discover ways to protect the environment. The Earth is ours and we must learn to protect it. At EIO, you will learn that each geographic place is spe¬cial and everything is connected in some way. These places can easily be destroyed if even a small part of it is lost. We have a responsibility to learn more about our planet and make sure that we take good care of it. A visit to Earth is Ours will help you understand what life is like in other parts of the world. Our main attrac¬tion is the Ride Around the World, a huge ride that takes you through natural exhibits of tropical forests, a desert, a mountain, a frozen place, underwater, and elsewhere in the world. The ride begins in the tropical rainforests of South America. Sitting in your car, you will hear the wonderful music of hundreds of birds and watch a fly¬ing rainbow of butterflies. Leaving the rainforest, you will see the lush green landscape turn brown as you en¬ter the deserts of Northern Africa. Along the way, you will discover that there is more life in the desert than you think. Your car then climbs the mighty mountains of Asia and you can enjoy the view at the top of the world. From the mountains, you will go on to the North Pole, where you can watch the polar bears from a safe distance. Finally, the ride takes you on an underwater journey. Sailing safely in the deep blue, you will enjoy the company of all the life-forms of the oceans. The Ride Around the Globe also gives you a chance to taste delicious food from all over the world. From the spicy tamales of Mexico to Russian borscht and Chi¬nese Kung Pao Chicken, the One Earth Restaurant of¬fers its customers all the flavours of the world. Having enjoyed a Tang dynasty snack in the Chinese teahouse, you can follow the smell of South Carolina barbecue and line up for some ribs in the American Grill. For dessert, you might want to head over to the French Bak¬ery, where a wide variety of pastries and cakes are wait¬ing for you. A visit to EIO will give you memories that will last for a lifetime. You will also learn an important lesson about the importance of environmental protection. Best of all, you don't have to spend too much money. Tickets are only 150 yuan for adults and 70 yuan for children. So hurry up and visit EIO - the world is waiting for you! （四）总结扩展 Step 6 Necessary language points Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients. 1>Another attraction found in many theme parks is the thrill ride. found in many theme parks [用法]过去分词短语充当定语，found和attraction之间有逻辑上的动宾关系。 thrill ride [用法]动感电影 2>The only limit to the fun is the imagination of the designers of the thrill rides –and it seems to be endless! endless [用法]adj.永无止尽的；无穷尽的 [举例]The journey seemed endless. 这段路程似无尽头。 I'm fed up with your endless complaining. 我对你没完没了的牢骚讨厌极了。 Step 7 Homework Period 5 第五节 （一）明确目标 1. Do some listening to improve the students listening ability. 2. Making simple dialogues to train the students speaking ability. （二）整体感知 Step 1 Presentation Today we come to the Workbook and do the listening comprehension and also do some talking practice. （三）教学过程 Step 2 Listening comprehension LISTENING TEXT: Ann is talking about Disneyland to her friend Steve, who is about to go there. (S=Steve, A=Ann) S: You've beoo to Disneyland, haven't you, Ann? A: That's right. I went a year ago. It's very big and great fun. S: Can you tell me where to go and what to see? What are the best things? A: Well, make sure that you go to the Tomorrow Land. You can spend a whole morning there. It's very in¬teresting and there's a lot to see. S: What about the Sleeping Beauty Castle? I hear you can get a wonderful view from the top of the tower. Is it true? A: I didn't find that very interesting because it happened to be cloudy when I was there. You can go to Adven¬ture Land; that's quite fun. It's quite close to the Sleeping Beauty Castle. S: What else is there to do? A: There's Bear Country, but we didn't go there; we didn't have time. You can go to the Film Studios; they're quite interesting. And if you have time, go on the Mountain Train. That's really exciting. S: Did you buy anything? A: Yes. You can buy different things from all over the world. S: What did you get? A: I bought a T-shirt, a necklace, a hat and some toys for my sister's children and some presents for my friends. Of course, I don't know what they will have on sale this year. S: Thanks. That's very helpful. Answers: 1 and 2 the Tomorrow Land **, the Sleeping Beauty Castle X, the Adventure Land *, the Film Stu¬dios *, the Mountain Train ** 3 a T-shirt; a necklace; a hat and toys for her sister's children; presents for her friends. Step 3 Talking practice Sample dialogue: A: OK, let's start. Can you tell me where the lake is? B: The lake, hmm, let me see. Do you have the picnic area on your map'? A: Yes, I do. B: The lake is to the left of the picnic area. A: I see. And where is the souvenir shop? B: The souvenir shop is in front of the phone box. A: In front of the phone box. Right. Got it. B: Can you please tell me where the cafe is? A: The cafe? Yes, it's to the left of, no, to the right of the trees. B: To the right of the trees. The Magic Castle is behind the cafe. A: Oh, behind the cafe? The Free Fall ride is to the left of the Magic Castle. Step 4 Sample talking Step 5 Summary 小结 Step 7 Homework Period 6 第六节 （一）明确目标 1. Discuss all the answers to the exercises in the Workbook. 2. Learn to use the grammar knowledge 3. Further develop the students’ writing skills. （二）整体感知 Step 1 Presentation In the class （三）教学过程 Step 2 Vocabulary 1 1 attraction 2 minority 3 injury 4 conservation 5 section 6 achievement 7 entertainment 8 endless 9 imagination 10 helicopter 11 darkness The highlighted words spell out the words "amuse¬ment park." 2 1 divide 2 cartoon 3 thrill 4 twist 5 sections Step 3 Grammar Answers to Exercise 1: 1 Later, a second Disneyland was opened on the east coast in 1971, costing between $500 and $600 mil¬lion. 2 Wearing clean _hoes and trousers, they always smile, and are friendly and polite to visitors. 3 Having arrived in Disneyland, you will find all the characters from Walt Disney's films. 4 Attracting, millions of kids and adults from all over the world every year, the Sleeping Beauty Castle is a favourite place for visitors. OR Being a favourite place for visitors, the Sleeping Beauty Castle attracts millions of kids and adults. from all over the world every year. 5 Standing at the top of the tower, you get a wonderful view of the coast and the sea. 6 Wearing nineteenth-century clothes, people walk around in the streets. OR Walking around: in the streets, people wear nineteenth-century clothes. Answers to Exercise 2: 1 As it now reads, the sentence implies that the door is what is arriving home. We can improve the sentence by adding a subject. "Arriving home, we found that the door was locked." 2 The two parts of the sentence are not logically con¬nected. The sentence could be improved by adding a subject, eg "looking out the window, Steve saw that there were lots of people in the street." 3 As it now reads, the sentence implies that the com¬puter games are what have failed the exam. Improve by adding a subject. "Having failed the exam, Peter decided that computer games were no longer! part of his life.” 4 See 1 and 3. Add the subject and change the second part, eg "Reading the letter, Mary started crying." 5 See 4. Rewrite the second part, eg "Not knowing what to do, I need( ed) your advice." Answers to ,Exercise 3: 1 She noticed a girl who stood by herself on one side of a playing filed. The girl was watching the rest of the kids enjoying a soccer game at the other side. 2 The girl looked at her in surprise and said that she was. 3 Sandy went up again and asked, "Would you like me to be your friend?" 4 The girl hesitated, then said, "Okay." She looked at the woman with uncertainty. 5 Sandy felt that she was making progress and then asked "Why are you standing here all alone?" Answers to Exercise 4: 1 Many :we(i)ple come to the theme parks for thrills and entertainment. 2 After exploring Dinosaur World, the children came to Panda Park where two giant pandas live. 3 Having been to the Ocean Park twice, Ted refused his friend's invitation to go there. 4. Knowing (that) this is a scary film, Susan doesn't want to see it. Step 4 Integrating skills We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) . Many students like having snacks. Is the habit good or bad? Let s read “Snacks". Step 5 Listening to the Passage Step 6 Reading comprehension After fast reading, do the following True-or-False exercises. 1 Various answers are possible. The students should point out that the parks show visitors what different countries look like. The Window of the World parks teach visitors about life, architecture and culture in countries allover the world, and the Splendid China parks teach visitors about life, architecture and cul¬ture in various parts of China. They both allow visi¬tors to explore the world without actually travelling to faraway places. The Underwater World and Safari Park both let visitors see what nature looks like. Visi¬tors to the park can learn more about animals and their ecosystems and they also help protect animals by teaching us to respect them in the wild. 2 The animals in Safari Park are not kept in cages be¬cause it is better for the animals to live in an open area and because it allows visitors to see what the animals natural habitat looks like. An "open zoo" is also more fun and exciting to visit. 3 Various answers are possible Park What I did What I saw What I learnt I walked or rode in a bus In one part of the park I and saw lots of animals in saw horses, sheep, goats, Safari Park their natural habitat. cows and geese. In another part, I saw lions, tigers, monkeys and snakes. I visited several small mu- I saw clothes, furniture, I learnt about the history, seums and old buildings. vases, household goods, culture and customs of Splendid China jewelry, houses and build- people in different parts of ings from various parts of China. China. Step 7 Sample writng Writing Tell the students to use the answers from question 3 to write a story about an imagined or a real visit to one of the parks in the reading (or a park that the students have visited). The story should tell the readers where they went and what they saw, did, learnt and what they think of the park. Sample A Day at Underwater World Last week, my classmates and I visited the Under¬water World. We arrived early in the morning. Our teacher told us that we could spend the whole morning in the park and that we should take notes of what we saw and learned in the park. Entering the park was like walking into the ocean. The fIrSt part of the park taught us about life on the beach. I saw many interesting ani¬mals and learnt a lot about life in the wet sand. I had no idea that there were so many animals living on the beach! As we moved into the park, we got deeper and deeper into the ocean. Each part of the park showed us all the wonderful kinds of marine animals that swim, float or crawl around in the ocean. We saw fish of all sizes, shapes and colours and we took pictures of some of them. My favourite part was the one where we learned about life on the bottom of the ocean, deep, deep down in the sea. I learnt how animals and plants adapt to life in a habitat where there is no sunlight at all and where it is difficult to survive. When it was time to leave and go to lunch, we were all very tired and happy. I loved the park and I would like to go there again. Life in the ocean is so colourful and varied that you could spend a life-time learning about it. I really recommend the park, it is well worth a visit. （四）总结扩展 Step 5 Summary Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first. 4. workbook 1>In the park,visitors can view small copies of famous buildings and landscapes. view [用法]n. 1.风景 2.见解 3.视野 4.观点；见解，意见 vt. 1.认为 2.观察 3.看待，考虑 [举例]The Great Wall came into our view. 长城出现在我们眼前。 The view from our house is very beautiful. 从我们的房子看出去，风景很美。 What a wonderful view from your window! 从你家的窗子里看，这一带景色美丽极了！ We had a good view of the town from the top of the hill. 从山顶上我们清楚地看到了全城景色。 view the problem from all angles 全面地考虑问题 2>It is also believed that this culture was different from most other cultures because it was the women,and not the men,that were the leaders. it was the women,and not the men,that were the leaders [用法]此句型依然是你们已经十分熟悉的强调句型. 语法基础知识 “-ing”形式在句子中作状语 分词或分词短语在句中可以作状语修饰谓语或整个句子，说明谓语动作发生的时间、原因、条件、结果、让步或伴随状况，可以用下面句型来表示： 分词/分词短语+ 主语+谓语动词+…… 分词或分词短语修饰谓语动词，分词或分词短语也可以修饰全句。 分词或分词短语用来说明谓语动词发生的时间、原因、条件、结果、让步或伴随状况 根据现在分词所表示的动作与谓语动作发生的先后，我们应选择现在分词的不同形式在句型中作状语，若现在分词所表示的动作与谓语动作同时存在，或同时发出，则用现分词的的一般式，若现在分词所表示的动作发生在谓语动作之前则用现在分词的完成式，即having done的形式。 一、现在分词短语作时间状语有以下三种情况： 1.分词动作一生发，谓语动作紧跟着发生，这时用现在分词的一般式作时间状语，其逻辑主语为句中的主语。常用的动词，如：hear,see arrive, return, get to ,look, open, close, leave, trun around, walk 等，表示一个极短暂时动作。 此种情况可以换作on+动名词，表示相同的意思。译作“一(刚)……就……”。 此种情况也可以换作是when引导的时间状语从句，该从句的动词多用一般过去时表示。如： hearing their teacher’s voice, the pupils stopped talking at once. (=On hearing their teacher’s voice…=When they heard their teacher’s voice, the pupils…) 一听到教师的声音，学生们立即停止讲话。 2.谓语动作发生在分词所表示的动作过程之中，则用when/while+现在分词的一般式，分词的逻辑主语为句中的主语。此种情况可以用in+动名词的一般式代替。 也可以换作when\ while 引导的时间状语从句，该从句的谓语动词用进行时态如： Don’t be careless when/while having an exam = Don’t be careless in having an exam. =Don’t be careless when/ while you are having an exam. 考试时不要粗心。 注：此结构中，不能用其他连接词替换when或while. 3.分词所表示的动作完成之后，谓语动作才发生，则要现在分词的完成式，即having done 的形式。分词的逻辑主语应是句中的主语。 这种情况可以用after+动名词的一般式表示。 这种情况也可以用after/when引导的时间状语从句来替换，该从句的谓语动词用过去完成式。如： Having finished his homework the boy was allowed to watch TV play. After having finished his homework, the boy… After/when he had finished his homework, the boy… 二、现在分词在句中作原因状语 1.分词短语在句中作原因状语时，相当于一个原因状语从句。与时间状语一样，也要注意分词所表示的动作与谓语动作的先后关系。当分词所表示的动作与谓语动作同时发生或几乎同时发生时，用分词的一般形式。此时分词的逻辑主语须是句中的主语。这样的原因状语可以换成because, as引导的原因状语，该从句谓语动词用一般过去时。 Not knowing how to work out the difficult physics problem, he asked the teacher for help. 因为不知道如何解这道物理难题，他求助老师。 =Because he didn’t know how to work out the difficult physics problem, he asked…help. 2.当分词表示的动作发生在谓语动作之前，可以用现在分词的完成式在句中作原因状语，其逻辑主语须为句中的主语，该短语的作用相当于一个原因状语从句。该从句的谓语动词须用完成时。如： Having lived with the girl for 5 years, we all know her very well. = Because we have lived with the girl for 5 years, we all know her very well. 因为与那个女孩一起生活了五年，我们都非常了解她。 三、现在分词短 语在句中可以作条件状语，其逻辑主语须为句中的主语，该短语相当于一个条件状语从句。 Working hard, you’ll succeed.= If you work hard, you’ll succeed. 如果你努力工作，你会成功的。 Turning to the left, you will find the path leading to the the park.= If you turn to the left, you will find the path leading to the park. 如果转向左边，你将找到通向公园的小道。 四、分词短语在句中作让步状语 分词短语在句中作让步状语时，相当于一个让步状语从句，有时分词前可以带有连接词although, whether, even if, even though. 现在分词短语作让步状语，分词的逻辑主语是句中的主语，变成状语从句时，需用主动语态。 Weighing almost one hundred jin the stone was moved by him alone. = Although the stone weighted almost one hundred jin, it was moved by him alone. 虽然那块石头重将近一百斤，他一个人就把它挪动了。 五、分词短语在句中作结果状语 现在分词短语在句中可以作结果状语，它的逻辑主语便是句中的主语，该短语相当于一个结果状语从句，且用主动语态。分词短语在句中作结果状语时，通常位于句末，中间有逗号。有时为了加强语气，就在分词前加thus. Their car was caught in a traffic jam, thus causing the delay.=their car was caught in a traffic jam, thus it caused the delay. 他们的车遇上交通阻塞，因而耽误了。 六、分词短语在句中表示方式或伴随情况 分词短语表示方式或伴随情况是比较常见的。它用来说明动作发生的背景或情况。一般情况下，现在分词所表示的动作与谓语所表示的动作同时发生，它的逻辑主语就是句中的主语，谓语动词作为主要动作，而现在分词表示一个陪衬动作，它没有相应的状语从句可以转换，但可以用并列句来转换。过去分词可以主明谓语动作的背景。过去分词与其逻辑主语之间有动宾关系。如：The children ran out of the room, laughing and talking merrily.相当于: The children laughed and talked merrily, and they ran out of the room.那些孩子们跑出房间，愉快地笑着、说着。 Helped by their teacher, the students finished the task successfully.在老师的帮助下，学生们成功地完成了任务。 Step 7 Homework Period 7 第七节 1． 检查本单元单词、短语及相关句型。 2． 讲评统一布置的课外基础练习。 |
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