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紫霞仙客的博客

我和我的女儿 我和我的学生

 
 
 

日志

 
 

Unit 5 Theme parks  

2010-01-15 12:59:44|  分类: 默认分类 |  标签: |举报 |字号 订阅

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http://swfa.ekunet.cn/kj001/001_7660_11249860735_36798.swf

 

III. 教材分析和教材重组

       1. 教材分析

本单元以Theme parks 为话题,旨在通过本单元的教学,使学生了解分散于世界各地的各种各样的主题公园,学会向别人介绍某个景点的大体情况,以及计划各项活动,同时培养学生对世界及生活的热爱。

1.1 Warming up通过向学生呈现四个风格各异的世界著名主题公园,激发学生学习本单元的兴趣。

1.2 Pre-reading 通过学生对主题公园里活动的想象,交流了解主题公园的有关知识。

1.3 Reading 通过介绍世界各地形式各异的主题公园概况,使学生了解风格迥异的各国主题公园。

1.4 Comprehending 让学生从文章的标题及各段大意来整体理解课文。

1.5 Learning about Language 分词汇和语法两部分。

Discovering useful words and expressions 中的练习1是以给出意思写出相对应词汇的形式考查对文章中重要词汇及短语的理解。练习2 是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/ be closer to这一短语不同意义及用法的准确运用。

Discovering useful structures 是通过填表格的练习方式向学生呈现英语词汇不同的构词法(合成及派生)。

1.6 Using Language 分为四个部分练习听、说、读、写。

1) Listening练习听力可配合Listening on P69 in Workbook及Listening Task on P73 进行。

2) Reading and speaking这是一篇泛读文章,介绍更新奇的主题公园(观察未来)。然后让学生练习朗读课文的第二段,注意个别特殊的发音方式。接着把(观察未来)公园的各项活动性质归类及解释理由。然后根据自己对文章的理解为该主题公园绘制一张地图。最后分别说出(观察未来)主题公园会让你体验到的三种时间及空间的经历。

3) Writing要求介绍某一主题公园的概况,包括种类,方位,各活动项目及门票收费。

4) Speaking根据所准备的公园概况介绍写一段

对话,作为导游回答一位正在游览公园的朋友对公园情况的一些询问。

       2. 教材重组

2.1 因本教材重点强调的是阅读能力,故将Warming-up, Reading, Comprehending合在一起设计成一节“精读课”。

2.2 Learning about Language, Using Structures 和Workbook中的Using words and expressions, Using structures合在一起,设计成一节“语法课”(既有词汇又有语法)。

2.3 将Using Language 中的Listening, Workbook 中的Listening 和Listening task 整合成一节“听力课”。

2.4 将Reading and speaking,Workbook 中的Reading task整合为一节“泛读课”,旨在从整体上理解课文,作为对本单元话题“主题公园”的知识扩充。

2.5 将Speaking, Workbook 中的Talking 和Speaking task整合为一节“口语课”。

2.6 将Using Language 中的Writing和Workbook中的Writing task 整合成一节“写作课”。

3. 课型设计与设时分配(经教材分析,根据学情,本单元可以用六个课时教完。)

       1st period    Intensive Reading

       2nd period    Language Study

       3rd period    Listening

       4th period    Extensive Reading

       5th period    Speaking

       6th period    Writing

 

IV. 分课时教案

The First Period   Intensive Reading

Teaching goals   教学目标

1. Target language 目标语言

a. 重点词汇和短语

theme park, provide ... with ... , amuse oneself, various, a variety of, shuttle, charge ... for, admission, make a profit, souvenir, base on, involve ... in, athletic, brand, equipment, sneakers, come to life, minority, fantasy, get close to, settlers, take an active part in, experiment, advanced, technique

b. 重点句子

As you wander around the fantasy amusement park, you may see Snow White or Mickey Mouse in a parade or on the street.

With all these attractions, no wonder tourism is increasing wherever there is a Disneyland.

2. Ability goals 能力目标

Enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises.

3. Learning ability goals 学能目标

Learn how to generalize and compare the similarities and differences.

Teaching important points  教学重点

To solve the questions in Comprehending, and let the students find out the main idea of each paragraph, give a summary of the text.

Teaching difficult points   教学难点

How to give a general instruction/ description of a place.

Teaching methods  教学方法

Listening;

Skimming;

Scanning;

Task-based.

Teaching aids  教具准备

A recorder and a computer.

Teaching procedures && ways  教学过程与方式

 

Step I Revision

T: Good morning/ afternoon, boys and girls! First let’s have a dictation about the words and phrases in Unit 4. Take out a piece of paper, please.

major, local, represent, Columbia, introduce, approach, touch, strange, express, be likely to, general, avoid spoken, misunderstand, punish, at ease

T: Now, hand in your paper please; I’ll check your work after class.

Step II  Warming up

T: Let’s look at the  pictures on P33. Try to match the names of the parks with the pictures. Can you guess which are parks and which are theme parks?

T: Which one of these parks would you like to visit most if you have the chance?

Sa: Of course I would go to Disneyland. I have watched so much about it on TV and I’ve been dreaming about shaking hands with those lovely cartoon characters and taking pictures with them.

Sb: I would like to go to Waterpark, because I like swimming and I like to take part in the activities in water in this park.

Step III  Reading

Skimming

T: It’s interesting to listen to your ideas. Today we are going to study a passage about theme parks. The title is THEME PARKS—FUN AND MORE THAN FUN. I would like you to read the passage quickly for the first time to get a general idea of the passage. At the same time, please find out the topic sentence of each paragraph.

(3 minutes later)

T: Have you got the main idea of the passage? Who can tell me the topic sentences of six paragraphs?

Topic sentences

Paragraph 1. Different kinds of theme parks.

Paragraph 2. Disneyland.

Paragraph 3. Dollywood

Paragraph 4. England’s Camelot Park

 

Scanning

T: After the first reading, we have all got a general idea of the passage. So I would like you to read it carefully again and try to find the answers to these detailed questions.

Teacher shows the questions on the screen.

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

2.  What do you know about ancient English stories? What other activities do you imagine there are at Camelot Park?

3.  Disneyland is a place to have fun. What will you do if you have a chance to visit Disneyland ?

4. If you have a chance to visit one of these three parks, which will you visit ? Why?

 

suggested answers

1. The purpose of Dolly wood  is to show and celebrate America’s traditional  southeastern culture. Probably a lot of Americans will visit this theme park.

2-4 students will give their own answers.

 

Step V   Discussion

T: If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go the theme parks to enjoy the exciting experiences? Give reasons for your choice.

a) Teacher divides the class into groups of four. Each group tries to reach an agreement and to collect as many reasons as possible from the group members.

b) After the discussion, the teacher asks a student from each of the groups to report the decision of their group and to give their reasons for the decision.

 

Step VI  Homework

Remember all the new words and phrases in the reading passage.

Write a summary of the reading passage using the new words.

 

The second period Listening

Teaching goals  

1.    Target language 

cloth, Marine Land theme park, dolphins, polar bears, do tricks, a roller coaster, dugout

2.    Ability goals 

Enable the students to master the skill of listening for information.

3.    Learning ability goals 

Help the students learn how to get the skills of listening.

Teaching important points  

Listen to the three materials about customs, Sea World and building a dugout boat and answer the questions correctly.

Teaching difficult points  

Listen and get the needed information to complete the exercises.

Teaching methods  

Listening and cooperative learning.

Teaching aids   I

A recorder, a cassette tape and a computer.

Teaching procedures & ways  

Step I   Revision

Check the students' homework.

Step II   Listening (Page37 and 38)

Students are asked to read questions to find out the requirements first, and then listen to the tape three times to complete the matching exercises and answer the eight questions.

T: Please open your books and turn to Page37. Before you listen to the tape, read the requirements and keep them in mind. Pay attention to the important information while listening and you'd better take some notes of it.

T: Different countries have different cultures. Different na­tional groups have different customs too. In Part 1, we are going to hear about the customs of some national groups. Now let's listen to the recording and try to match each group to an example of its customs.

Students listen to the recording for the first time.

T: Have you got the answers? Let' s check.

Check the answers together.

T: Let's listen to the tape again and answer the questions in

Part 2. You may listen to it twice. Students listen to the recording for another two times. Check the answers to the questions by asking some stu­dents to answer them.

Step III   Listening (Page69)

T: Let's come to the Listening on Page 69. Here we are going to listen to David Evens and Ji Yang who are visiting the Sea World.

T: Have you ever been to Sea World?

Ss: Yes.

T: What can you do in Sea World?

Ss: We can feed the dolphins.

We can play with the polar bears.

We can watch sea animals do performances.

We can go diving to see fish.

We can see learn about the different kinds of fish and seaweed.

We can go surfing on the sea.

T: Good. Let' s listen to the recording about the Sea World in Australia. After listening, tick the item in the list of what people can do in this park. Are you ready? Let's go. Students listen to the recording for the first time and finish the exercise.

T: Have you got the answers? Let's check. Teacher checks the answers with the whole class.

T: Let' s listen to the tape again and try to answer the questions in Part 3. Please read the questions first.

T: Ok. Let's keep these three questions in mind and try to find the answers while listening. Are you ready? Let's go! Play the tape again, and then check the answers to the questions by asking some students to answer them.

Step IV   Listening Task (Page73)

T: Let's turn to Page 73 and go on to do the Listening Task here. For this task, we are going to learn how to build a dugout boat and how to make a house of palm leaves. Are you interested in making things by yourselves?

Ss: Yes.

T: Great! You will be able to do it after doing the listening.

T: Let's find out how to build a dugout boat first. While listening, you need to pay attention to the materials you need, the steps, the method of making a person sit in it, and the method of making the boat easily go through the sea. Are you clear about what to do now? Let' s listen.

Students listen to the recording for two or three times and fill in the table in Part 1.

T: Have you got all this information? Let' s check.

Teacher checks the answers by asking some students to read out their answers.

T: Now, we come to the building of a house of palm leaves. While listening, we need to pay attention to the method of joining the palm leaves, the number of areas for sides, how to join the sides of the house together, the number of areas for the roof, and how to join the roof to walls. With this five questions in mind, let's begin listening.

Students listen to the recording for two or three times and complete the chart in Part 2.

T: Have you got the information to complete the second column of the chart? Let' s check the answers together.

Teachers checks the answers with the whole class.

Step V    Homework

Do the listening again after class.

Preview Reading and speaking, Reading task.

 

 

The third period Grammar

Compound

1. 合成名词

     (1) n+n

           air conditioner   空调  

           blood pressure   血压

           income tax    所得税     

           credit card     信用卡

     (2) adj + n

           central bank  中央银行  

                    fast food 快餐

         solar system   太阳系 

         remote control   遥控

   (3) v-ing +另一词

         washing machine   洗衣机

         driving license    驾驶执照

   (4) 其他方式

          by-product    副产品

         editor-in-chief   主编

2. 合成形容词

    (1) 过去分词或带ed词尾的词构成。

          absent-minded   心不在焉的

          grey-haired   头发灰白的

    (2) 动词的ing 或另一词构成

          long-suffering   长期受苦的

          far-reaching   深远的(影响)

3. 合成动词及合成副词

    water-ski  滑冰      

    overeat 吃得太多

    baby-sit  看孩子   

    empty-handed 一无所获的

 

Derivation: add letters to the beginning or the end of a word.

1) 前缀:

       (1) dis-: disagree, dislike,   disappear

       (2) in-(il-, im-, ir-): incorrect, impossible, irregular,

       (3) un-: unhappy, unable, unfit, 

       (4) non-: nonstop, nonverbal (非语言的)

       (5) re-: rewrite, review

2) 后缀:

(1) 构成名词:-er, -ese, -ist, -ian, -ment, -tion, -ness, -th.

          buyer, Chinese, socialist, musician agreement, collection, illness, truth

(2) 构成形容词: -al, -an, -ful, -ing, -y, -less

      national, American, careful,

      exciting, cloudy, useless

(3) 构成动词: -fy, -is (z)e:

      beautify, realize

(4) 构成副词: -ly:

      badly

(5) 构成数词: -teen, -ty, -th

      thirteen, sixty, twelfth

Conversion: change the part of speech of a word.

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