Unit 21 Body Language
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一、 教材分析
（一）教材内容分析
本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.
“读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。
“语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1）学会区分动词-ing形式在句中的所担任的成分功能；2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；4）按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。
“综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。
“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。
“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
（二）教学重点与难点
I. 动词-ing形式在句子充当主语、宾语、表语或定语
In many countries, shaking one’s head means “no” and nodding means “yes”.
We can learn a lot about what a person is thinking by watching his or her body language.
A good way of saying “I am full” is rubbing the stomach after a meal.
An old man walked into the waiting room with a walking stick in his hand.
II. 交际功能句型
如何提议和请求及其答语的句型
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
Could you give me a hand with this?
No, thanks. I can manage it myself.
Is there anything else I can do for you?
Could you help me with …?
That’s very nice of you.
Do you need some help with that?
III. 重点、难点词汇词组
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、语篇分析：
Body Talk (P59-P. 60)
（一）课文图解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can divide the whole text into three parts:
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES
COUNTRIES
MEANINGS
eye contact
some countries
a way to show that one is interested
other countries
rude or disrespectful
a circle with one’s thumb and index finger
most countries
OK
Japan money
France
zero
Brazil rude
Germany
thumbs up
the US
great or good job
Nigeria rude
Germany
the number one
Japan
moving the index finger in a circle in front of the ear
some countries
crazy
Brazil You have a phone call.
（二）课文复述
Retell the text using about 100 words.
Notes:
1.Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.
（三）德育渗透
l Do in Rome as Rome does [as the Romans do].[谚]入国问禁, 入乡随俗。
l Manners make the man.礼貌造就人。
l Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
礼貌周到是使同我们谈话的那些人感到自在的艺术。 ——（英作家）斯威夫特
（四）写作技巧
1、写作线索：
Raising the topic: communicating in body language (Paragraph 1) à
Interpretations of body language in different countries (Paragraphs 2-3) à
Universal body language (Paragraphs 4-5)
2、趣味说教
课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。
（五）优美句式
There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。
原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.
e.g. There is nothing better than serving/to serve this great nation of ours.
There is nothing better than the encouragement of a good friend.
三、课时安排
Teaching Procedure:
Period 1 Warming up & Listening
Step 1 Warming up
1. Brainstorm: the words of emotions/feelings of human beings
As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.
happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.
2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.
Possible answers:
Picture 1: Confused; I don’t know what to do.
Picture 2: Angry; I can’t believe she said that! That is so unfair!
Picture 3: Sad; I’ve lost my wallet!
Picture 4: Happy; I got an A in my exam!
Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.
3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.
Step 2 Listening
1. Pre-listening
Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?
1) shake the head
2) wave the arms
3) stand with arms folded
4) … …
(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)
2. Listening
1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.
2) Listen to Part 1 again and do the rest two questions of Part 1.
3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.
3. Post-listening
Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?
Homework
1. Make a list of facial expressions and gestures and their meanings we’ve learned today.
1. Preview the following lesson.
Period 2 Listening (WB) & Speaking
Step 1 Listening
Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.
Step 2 Pre-speaking
Make some requests and ask/help students to answer and make offers, for example:
T: Could you give me a hand?
S: Yes, of course. What can I do for you?
T: Could you please clean the blackboard for me?
S: With pleasure.
T: That’s very nice of you.
(Teachers can also ask students to open/close the window, turn on the projector and so on.)
Step 3 Speaking
1. Language Input
Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.
Useful expressions of making offers and requests
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
Could you give me a hand with this?
No, thanks. I can manage it myself.
Is there anything else I can do for you?
Could you help me with …?
That’s very nice of you.
Do you need some help with that?
Notes:
Is there anything else I can do for you? = What else can I do for you?
We use these two sentences offer help again when we’ve already offered help.
2. Practice
Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.
Then get some pairs to act out the dialogues in front of the class.
Step 4 Useful Expressions --- Making offers/requests and responses
In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.
Ways of making offers or requests
Ways of replying to others' offers or requests
Acceptance
Refuse
1.Can/Could/Shall I help you?
2.Would you like me to …?
3.Is there anything (else) I can do for you?
4.Do you want me to …?
5. What (else) can I do for you?
6. Let me do/carry/help … (for you)?
7. Would you like some …?
8. Do you need some help with …?
　
1. Thanks. That would be nice/fine.
2. That’s very kind of you.
3. Thank you for your help.
4. Yes, please.
5. Here, take this/my…
. No, thanks/thank you. I can manage it myself.
2. Thank you all the same.
3. That’s very kind of you, but….
1. Could you please …?
2. Could you give me a hand with …?
3. Could you help me with …?
1. With pleasure.
2. Yes, of course.
1. I’m sorry, but …
2. I’d like to …, but ….
Step 5 Making up dialogues
Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)
help you with homework
help you with cooking a meal
show you how to use the typewriter
go and buy some medicine
do the shopping
show you to the dining room
Example:
A: Would you like some help?
B: Yes, please.
A: Shall I show you how to use this electric typewriter?
B: Thanks. I haven’t used this one before.
A: Would you like me to type your composition for you?
B: No, thanks. I can manage it myself.
Step 6 Post-speaking
If time permits, get students to finish the task of talking in the workbook.
Homework
Prepare the task of talking in the workbook.
Preview the following lesson: Body talk.
Periods 3-4 Reading
Step 1 Revision
Check the homework of making up a dialogue in the workbook.
Go over the ways of making offers/requests and responses.
Step 2 Pre-reading
In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.
1. Who can tell us some ways of telling what one is thinking or feeling?
2. Do people from different parts of the world use different body language? What about people who live in different parts of China?
3. How do you communicate the following with body language?
Thank you! No. Yes. I don’t know. Come here!
Step 3 Reading
1. Scanning
Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.
Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2. Reading
This part is designed to help students to get more detailed information of the text.
1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)
GESTURES
COUNTRIES
MEANINGS
eye contact
some countries
a way to show that one is interested
other countries
rude or disrespectful
a circle with one’s thumb and index finger
most countries
OK
Japan Money
France
Zero
Brazil Rude
Germany
thumbs up
the US
great or good job
Nigeria rude
Germany
The number one
Japan
moving the index finger in a circle in front of the ear
some countries
crazy
Brazil You have a phone call.
2) Read the last part (Para 4-5) again and then try to answer some questions:
1. How can we communicate “I am tired” with the body language? And please act it out?
2. What does “rubbing one’s stomach” mean?
3. Why do we say “ the smile is a universally understood body language”?
3. Reading aloud
Listen to the tape of the text and make marks where they don’t understand.
4. Some language points
Discuss something that students don’t understand.
Possible notes:
1. Just like spoken language, body language varies from culture to culture.
vary vi. be different 变化, 不同, 违反
e.g. The weather varies from day to day.
The leaves of the tree vary with seasons.
* They never vary from the law of nature. 他们从不违反自然规律。
vt. to give variety to; make diverse 使变化，使多样化
e.g. To keep healthy, we’d better vary our diet.
2. And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.
1) feel down be/feel low in spirits or depressed 情绪低落的；沮丧的
2) There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。
e.g. There is nothing better than serving/to serve this great nation of ours.
There is nothing better than the encouragement of a good friend.
Step 4 Post-reading
Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.
1.What are some situations where we need to be very careful about our body language and gestures?
2.How is body language different from spoken language? What do they have in common?
3.Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
4. Work together in pairs or groups. Complete the chart below.
Step 5 Discussion/Assessment
If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?
Homework
1. Preview the following lesson.
2. Retell the text.
Period 5 Language study & Grammar
Step 1 Revision
Get some students to retell the text.
Step 2 Language study
1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.
2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.
Then invite some students to tell and act out these gestures.
Step 3 Grammar
The –ing form (2): used as a noun
1. Language input
Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)
Then go through the three sentences in the students’ books.
Subject In many countries, shaking one’s head means “no” and nodding means “yes”.
Object We can learn a lot about what a person is thinking by watching his or her body language.
Predicative A good way of saying “I am full” is rubbing the stomach after a meal.
Attributive The price of building materials has gone up again.
2. Practice
Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.
3. Drills
Do Exx. 1-3 on page 61-62 one by one.
1) The –ing form in this exercise is used as Subject.
2)The –ing form in this exercise is used as Attributive.
3) The –ing form in this exercise is used as Object/Predicative.
4. Consolidation
Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
只能用动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc.
动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.
(This part can also be left as homework.)
Homework
Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
Period 6 Reading & Writing
Step 1 Warming up
The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).
Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.
Possible order: 1, 3, 2
Possible version:
One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.
Step 2 Pre-writing
Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.
Step 3 While-writing
Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.
1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.
2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.
3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.
Step 5 Post-writing
1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.
2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.
Homework
Write your story in your exercise books.
Unit 22 A world of fun
一、教材分析
1、教材内容分析
在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。
Warming up以图片形式引入本单元的话题之一：amusement parks；并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容。
Listening提供一个会议事例：在我城市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。这一话题很具有社会化特点，可适当对发展性观点画龙点睛。
Speaking紧紧围绕“问路与指路”话题： 课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，描述the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园；同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力。
Language study要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。
Integrating skills阅读部分以rides为主题内容，鼓励学生创造、现象。写作部分主要引导学生写好对事物的描述材料。
学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。
2、教学重点、难点
1） 重点：
话题: Talking about amusement parks.
功能: Ways of giving directions. Designing new things.
词汇: theme create attract attractions lead to have sth. in common thrills and entertainment
be based on more advanced step into experience sth. risk injury give sb.
a thrill scream one’s way… race against imagination design live to ride
表达用语: Excuse me. Am I going in the right direction?
Excuse me. Does this road lead to …? Got it. Thank you.
句型: There is the Fun Fun Park, where we will have rides and entertainment.
What reason does he give for choosing his park?
Entering one of the attractions at Universal Studios is like steeping into the world of your
favourite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
You can feel what it is like to live in space…
语法: The –ing form used as an adverbial.
eg. Many people come to the theme parks looking for thrills and entertainment.
Visitors leave knowing more about the idea behind the park.
Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
2) 难点：
a.针对Reading的语篇分析。b.动词-ing结构作状语的运用。c.针对事物特点描述的写作。
二、语篇分析
单元Reading 的Theme Parks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。
1、编者意图
引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。
2、文章结构思路如下：
1）What is a theme park? →
2）Know about 3 great theme parks:
The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong---People come for thrills and entertainment and know more about the idea
behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters. →
3）New theme parks are being built.
3、篇章结构图示：
4、课文线索内容复述如下：
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.
5、德育渗透：
* All work and no play makes Jack a dull boy.
工作而无娱乐使人愚钝。
* Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.
任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。
* Never go to the forest if you are afraid of the wolf. (Lenin)
大胆的探索和体验源自你的勇气。（列宁）
6、写作技巧
如何描写事物？
关键：抓住事物特征
Ask ourselves questions as follows:
What is it?
What is the use of it?
What does it look like?
How large is it?
What does it sound / feel / smell / taste like?
How does it work?
What do people do to it?
What do people think of it?
Why do some people love it?
What is your opinion towards it?
三、课时安排
Period 1 Warming up、 Listening
Period 2 Speaking
Period 3 Reading、Post-reading
Period 4 Language Study
Period 5 Integrating Skills
四、教学计划
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task one Listen and guess
Students listen to the tape-recorder which is about a roller coaster coming down sharply.
Question 1. Where are the people?
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!
Step2 Listening
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
Post-listening questions:
Has anything similar that happened to you? What was the situation? How did you deal with it? In what way?
Step3 Summary
1. Summary:
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?
2. Homework
a. Recall all the new words and expressions that occur in this period.
b. Finish the exercise Talk on the workbook.
c. Write about your own experiences in a theme park.
Period 2 Speaking
Goals:
1. Practise giving directions.
2. Enlarge expressions of asking the way and answering.
Step1 Revision & Warming-up
Task Report about experiences
Activity One Tell the experiences (Individual and Class work)
Which amusement park have you ever been to?
How did you feel? / What makes it unforgettable?
Activity Two Tell about how to get to the park (Individual work)
How can we get there?
Step 2 Listening
Task Listen and answer
Listen to 2 dialogues and answer the following:
Where is she/he going? How to get there?
(This part is taken from a test tape). Such as:
A: Excuse me, but can you tell me how to get to the zoo?
B: Sorry, I’m a stranger here.
Question: What does the conversation mean?
A: Excuse me, how can I get to the railway station?
B: Just walk one more block and you will see a No.15 bus stop. Wait there
for the bus to take you over.
Questions:
Where is she going? How to get there?
Step 3 Speaking
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）
Step 5 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 3 Reading
Goals:
1. Learn some expressions about theme parks.
2. Read through the material and have a good understanding of theme parks.
Step1 Pre-reading
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?
Step2 Reading
The Main Task Students learn about theme parks.
Lead-in:
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.
Group Work T : Exchange your ideas and prepare to report.
Suggested answers:
Title
Theme Parks (People can have fun and experience sth. different.)
Par.
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 allow 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 Design 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
(Attention: One form is for your ideas while the rest is for others’.)
Step4 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.
Period 4 Language Study
Goals:
1. Revise the words.
2. Learn to use the –ing form: used as an adverbial.
Step 1 Revision
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”, then get several students to report theirs.
Step 2 Word Study
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.
Step3 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)
Step4 Homework
Finish the word study and grammar part on the workbook.
Read more passages about theme parks.
Period 5 Integrating Skills
Goals:
1. Read through the text live to ride.
2. Understand “live to ride”.
3. Learn to write a description.
Step1 Warming up
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.
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 Dollywood 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? … …
Step2 Reading
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
Step3 Designing
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 much
more 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, .
Step6 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…
五、课文语言点注释
*重点词汇和词组
1.attract , attraction
attract vt.吸引，引起（兴趣、注意）
attract sb. ; attract one’s attention / interest
attraction n.指吸引人的事物，吸引力，吸引
What are the chief attractions of tonight’s performance?
2. minority n.少数，少数民族
“少数”反义词: majority
Only a minority of Guangzhou households do not have a car.
be in a/the minority （在投票中）是少数派
We are in the minority. 我们是少数派 （多数人反对我们）
be in one’s minority 未成年
She is in her minority.
3. conversation 谈话
have a pleasant conversation with sb. 与某人谈得好
4. achievement (great success) 成就、成功、伟绩
His flying across the Pacific is a great achievement.
他的飞度太平洋之事是一大伟绩。
achieve vt. 完成、获得
achieve success获得成功, achieve victory 获得胜利
achieve one’s purpose 达到目的
5. motion
n.运动，动作 The ship was in motion. 那轮船在移动。
v. 运动
to motion to sb. 向某人点头或摇手示意
to motion sb. to a seat 以手示意某人坐下
6. imagination n. 想象（力）； 空想； 想象的事物
She has a very strong imagination.
imagine vt. 想象（其后加：名词、动名词、名词性从句）
I can imagine what he looks like.
Can you imagine walking on the moon?
7. experience vt. & n.
experience 用作可数名词，意为“经历；经过的事”。如： I had an unusual experience last week.
experience 用作不可数名词，意为“经验”：
She has 20 years’ experience in teaching.
experience 用作及物动词，意为“经历，体验”：
Have you ever experience real hunger?
experienced 用作形容词，意为“有经验的”：
Beckham is an experienced football player.
8.have something to do with 与……有关
have nothing ( not much / a great deal) to do with… 与……没有关系( 与……关系不大; 与……关系很大)
9.be based on 以……为基础
Writing is based on words and sentences.
10.give sb.a thrill 使人激动,令人兴奋;令人毛骨悚然
thrill 可用作名词和动词
Her voice thrilled with joy. 她的声音因高兴而发抖。
Skydiving may give the new hand a thrill. …令新手毛骨悚然。
11.a variety of 种种，许多
Iron had a variety of uses.
12.have sth. in common 有共同之处
The two countries have something in common.
**近义词辨析
1.amusement , entertainment
2.thrill , excite vt.
3.divide , separate
4.discover , invent
5. injure , hurt , wound6.darkness , dark
7.opportunity , chance
8.experience , skill
***难句理解
1. What they all have in common is having fun and experiencing something different.
这些公园所拥有的共同特点是让人们感到快乐与体验不同的东西。
What they all have in common是主语从句, 其后谓语动词用单数形式。
having fun and experiencing something different 作表语
2. But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
但是主题公园也尽力去做，使得来访者在离开时已对公园的良苦用心了解更多。
make sure 是“弄确定”意思。
Make sure that the lights have been turned off when you leave the room!
The train leaves at 5 o’clock, but you’d better make sure.
knowing more about the idea behind the park 是现在分词结构作结果状语，表达一定逻辑的结果。
而动词不定式作结果状语通常表达非逻辑的结果。请对比以下句子：
The little boy woke up, unluckily to find his books lost.
I got off the bus, only to find my pocket picked.
3.Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
在Headland玩了过山车后，游客们可以坐车直接到Lowland。
Having enjoyed the rides at the Headland为现在分词的完成式结构，表达主语的这一动作在下一动作前已经发生并完成，
特别强调前后动作在时间上的对比。这个结构可以转换为从句After they have enjoyed the rides at the headland,…
4. Entering one of the attractions at Universal Studios is like stepping into the world of your favourite film.
走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。
Entering one of the attractions at Universal Studios是动名词结构作主语；
stepping into the world of your favourite film是动名词结构作宾语。
动名词结构可以作主语、宾语、表语、状语、定语、独立成分和同位语等。
5.It seemed like people just cannot get enough of scary rides and exciting adventures.
看来人们从这样的惊险赛车和刺激冒险活动中还得不到足够的满足。此处用It seemed that …句式更为正式。
seem的用法如下：
6.You can feel what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole.
你可以感觉到如同居住在太空、在海底行走或在北极和北极熊一同滑雪那样的情况。
feel后面跟了宾语从句what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole。
what it is like to do sth.表达事物情况如何。
7. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
对于这种乐趣的唯一限制是惊险车乘的设计者的想象力。设计工作是无穷无尽的。
（这2句话表明一个事实：个人的想象力是有限的但又不断发展变化的，想象活动是无止境的，想象是创造的基础。）
此处limit作名词。The …limit of something / to something is ……也是一个常用句型。
****语法内容分析
现在分词作状语的用法
1、表示时间
Walking across the bridge, the painter made preparations for his painting. 走过桥时，这位画家在为他的画准备内容。
2、表示原因
Hearing the cry for help, the soldiers rushed out of the building.战士们听到外面的呼救声就冲出了房子。
3、表示状态
I was in the room watching TV when the earthquake happened.地震发生时我正在房间里看电视。
4、表示方式
The whale looks for food using sound waves. 鲸鱼通过声波寻找食物。
5、表示条件
Our class may go to the West Lake tomorrow, depending on the weather.
我们明天可以去西湖看看，那要看天气情况了。
6、表示结果
A lot of good soil has gone with the floods, leaving only sand. 许多泥土被水冲走了，仅仅留下了沙子。

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