| 新高一英语教案Unit 22
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| 中学英语教学资源网 → 英语教案 → 教学设计 手机版 | ||||
学习目标 （一）知识点目标 1.词汇 Amusement 消遣；娱乐（活动）minority 少数民族thrill 兴奋；激动attraction 吸引；吸引力educate 教育；培养；训练conservation （自然资源）保护；管理；保存souvenir纪念品；纪念物 collections 收集；搜集；聚集divide分；划分；分开；隔开 shuttle往返汽车；航天飞机 injury伤害；侮辱 achievement成就 ；功绩 prevent 阻止endless 无止境的；无穷的be based on 以某某为依据combine with 结合risk injury 冒着受伤的危险a variety of 种种的；形形色色的 make up 编造故事；虚构，捏造；补充；化装；打扮be in danger 处于危险中focus on 集中（注意，关心）于… 2. 交际用语和句型 Excuse me: am I going in the right direction? Excuse me. What…goes to..? Excuse. Does this road read to …, please? Excuse: could you tell where …is? Where can I find a … please? It is in that direction. Go down/up this path/street/road… It is south/ north of the … Turn left/right at… Go straight at… Go across… You can not miss it. You are welcome. 3. 句型 My people come to theme parks looking for thrills and entertainment. Theme parks also try to make sure visitors have knowing more about their theme. Having enjoyed the rides at the headland, visitors can take the shuttled to the lowland. Visitors can go on exciting rides, where they can feel what it is like to do the things they have been their heroes do in the film. There are also thrill rides that send you through caves and even rivers, sometimes, splashing you with water! 4.语法 The-ing form used as adverbial (二) 能力目标 1. 通过热身让学生了解多种娱乐活动。 2. 口语训练会熟练掌握并运用有关问路的日常交际用语。 3. 语法训练促使学会the-ing from 作状语。 4. 指导阅读课文，培养学生的阅读能力。 （三）情感目标 1. 通过这个单元的学习，知道人民的创造力的无限的，在以后的学习中充分发挥他的创造力。 2. 人们在努力工作努力学习的同时， 享受美好生活也是必要的。 Period 1 Warming-up & Listening （一）明确目标 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. （二）整体感知 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? (3) Why do people like or dislike the activities in the pictures? (三) 教学过程 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 (一) 明确目标 1. Practice giving directions. 2. Enlarge expressions of asking the way and answering. （二）整体感知 A theme park is a type of park where you can have fun riding on big machines such as a Rotler Coaster the big wheel, fart cars and bungee jumping, but where the whole park is based on one subject such as water or space travel. (三) 教学过程 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? 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 （一）明确目标 1. Learn some expressions about theme parks. 2. Read through the material and have a good understanding of theme parks. （二）整体感知 We have learned the –ing form in the pas. Today we mainly talk about –ing form used as adverbial. (三) 教学过程 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. Then fill in the form below. Title Par. Parks Themes Attractions 1 2 3 4 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 (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 （一）明确目标 1. Revise the words. 2. Learn to use the –ing form: used as an adverbial. （二）整体感知 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 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”, and 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 （一）明确目标 1. Read through the text live to ride. 2. Understand “live to ride”. 3. Learn to write a description. （二）教学过程 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 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? … … 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 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… |
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