unit5themepark集体备课教案

教学设计Step 1 Pre-reading:Lead-in:ϖSharing timeLet the students share some photos which they took in a park.Then the teacher also shares two parks with the students.They can talk about the experience and the things they can do in the parks.Think about a question:What’s a park for?Answers:have some fun;do some exercise;relax oneselfϖWatching videoLet the students enjoy the video and guess which park it is?They can get the information that Disneyland is a theme park.Think about and discuss the difference between the ordinary parks and the theme parks.Answers:the theme parks have their own themes.In the theme parks, people can learn some special knowledge and experience a lot.Step 2. First reading(Students have one minute to go through the text and find out the answers.)Task 1.Matching the theme of each parkDisneyland Culture of the southeastern USADollywood History and stories of EnglandCamelot park Fairy tale storiesAims:train their reading skill of skimmingThey can learn how to use the key words to find out the information as quickly as possible.Step 3. Second Reading(Students get four minutes to read the text to find out some detail information in the text)Task1.Multiple-choice1.According to the passage,tourists can find Snow White and Mickey M ouse in .A.World Water ParkB.DisneylandC.Central ParkD.Camelot Park2.What’s the Dollywood’s main attraction.A.Its culture.B.Its country music.C.Its candy shops.D.Its wooden roller coasters.3.If you want to see fighting with swords or on horseback,which park would you go.A.DollywoodB.Hyde ParkC.Camelot ParkD.Disneyland4.It can be inferred(推断) from the 3rd paragraph that the main purpose of Dollywood is to .A.entertainB.make profitsC.show cartoonscate people5.The common characteristic of theme park is that they .A.have famous sights and delicious foodB.introduce science and historybine fun with the opportunity to learn somethingD.supply different ridesTask2.True or false statements(Students’ critical thinking can be trained in this part, and they can discuss the questions with their group members to find out the answers together)1.The theme park you are probably most familiar with is Dollywood.2.Tourism develops where a Disneyland is built.3.You can meet any cartoon characters you like at Disneyland.4.The theme parks have their respective characteristics.Task3. Complete the Mind map(Students can have a clear idea of the whole passage)Step 4.post readingHave a discussion about design a new theme park.(The students not only can have a good understanding about the conception of the theme park but also can make full use of their imagination, which can stimulate their interest and the language output )Step 5. Homework(practise their abilities of speaking and searching information)Make a survey of the theme parks from all over the world and prepare an oral speechFind out your favorite oneillustrate the theme and the activities of the park and what you can learn from it.。

Unit;5;Theme;parks教学设计unit 5 theme parks教学设计warming up and readingteaching aimsto help students develop their reading ability.to help students learn about theme parks.teaching proceduresi.warming upwarming up by discussinggood morning, class.today we are going to visit themeparks.but first what do you think a theme park is? with a classmate discuss what you might do in a theme park.(for reference: a large christmas party is being prepared at our theme park.visitors will find a dancing carnival, a european wedding, military band performances, classical christmas plays and christmas parades in the theme park.the 108-meter-tall eiffel tower will be lit up during the holidays with four types of lights.)warming up by watching and listeninghi, every one.today we are going to visit theme parks.look at the screen and listen to me telling you about them.this is the universal's islands of adventure which was opened in 11019, making universal orlando the nation's second multi-gate theme park resort (after walt disney world).ioa was universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.of course, that hasn't stopped universal and other studios from making films about almost every character represented in ioa over the past few years, rendering the park thematically indistinguishable from its sister, universal studios florida.warming up telling experiencesnice to see you again, boys and girls.as you have all travelled somewhere before i shall ask two of you at random to tell the class about their travel experiences.(for reference: visiting disney world was a childhood dream of mine, and i was able to realise it last year.i plan to keep going back, even given the overt commercialism.it is not a place i could live in, but it definitely has magic.one of the best parts was that i was able to interact with most of the disney characters, even though their appearance and mannerisms varied from the disney comic books i read.a few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters.i can't think of anything cooler.)ii.pre-readinglooking and sayingwork in pairs.look at the photos and theme parks and predict the contents of the text.when you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.(for reference: from the photos and title i guess that the text tells about theme parks where you can joy yourselves and have fun with various activities…2.talking and sharingwork in groups of four.tell your group mates what you know about theme parks.then the group leader is to stand up and share your group idea with the class.boating lakepedaloe boats on our boating lake with views of megafobia.suitable for up to five people.(for reference: as you wander down mainstreet usa in the magic kingdom park of walt disney world, you might stop and take a peek in the mainstreet theatre.here, steamboat willie shows how it all began depicting the first appearance of mickey mouse.at this point people usually stop for a bit, perhaps to rest from the hot florida summer, laugh at mickey's antics as he uses various animals as musical instruments (long before beavis and butthead were throwing cats in drying machines), and walk away amused and entertained.that was walt disney's primary goal.today, peoplemight consider the first cartoon featuring mickey as art, along with a host of other creative works produced by people who work at disney.notable among them are carl barks and don rosa, whose works sell in the thousands.however, walt disney himself never thought that what he, and his employees, did was art: "i don't pretend to know anything about art.i make pictures for entertainment, and then the professors tell me what they mean." )iii.readingreading aloud to the recordingnow please listen and read aloud to the recording of the text theme parks ——fun and more than fun.pay attention to the pronunciation of each word and the pauses within each sentence.i will play the tape twice and you shall read aloud twice, too.reading and underliningnext you are to read and underline all the useful expressions or collocations in the passage.copy them to your notebook after class as homework.collocations from theme parks ——fun and more than funprovide sb.with sth., amuse oneself, escape one’s busy life for a while, share a purpose, find ways to do sth., meet one’s need, sit chatting, play games, listen to birds’singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do,charge money for doing sth., make a profit, sell souvenirs, advertise sth.on television, have a certain idea, base sth.on sth., a sports theme park, involve sb.unphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cookcultural foods, have pictures taken, chare admission, name sb.after sb./sth., a place of fantasy, get close to sth./sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.reading to identify the topic sentence of each paragraphskim the text and identify the topic sentence of each paragraph.you may find it either at the beginning, the middle or the end of the paragraph.waterfalla steep shoot sends you skipping across a shallow pool of water on a single sledge.beware, you might get wet on this ride.reading and transferring informationread the text again to complete the table.park nametheme example of activitiesdisneylandfairy tale stories travel through space, visit a pirate ship, meet fairy tale characters, ride a swinging ship, go on a free-fall drop.dollywood culture of the southeastern usalisten to american country music, see traditional craftsmen and their work, try some traditional candy, ride on an old steam engine, see bald eagles, ride on thunderhead and other rides.camelot ancient english history and storieswatch magic shows, see fighting with swords or on horseback, visit farm section , learn about farms in ancient england.reading and understanding difficult sentencesas you have read the text times, you can surely tell which sentences are difficult to understand.now put your questions concerning the difficult points to me the teacher.iv.closing downclosing down by doing exercisesto end the lesson you are to do the comprehending exercises 3 and 4 on page 35.suggested answers to exercise 4:1.the purpose of dollywood is to show and celebrate america’s traditional southeastern culture.probably a lot of americans will visit this park.2-4 students will give their own answers.closing down by having a discussiondo you lake a theme park? why or why not?(for reference: all over the world people seek stimulating experiences to take their mind away from everyday troubles, and the united states is definitely no exception to this rule.most of its residents have the money and time to entertain themselves as it pleases them -- and visiting amusement parks certainly does please them.)closing down by defining a theme parkwhat is a theme park? define it in your own words.(for reference: how do theme parks differ from ordinary amusement parks? national amusement park history association defines a theme park as "an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes.examples include the disney parks, the sixflags parks and the paramount parks." an amusement park, according to napha, is "an entertainment facility featuring rides, games, food and sometimes shows." the world of coasters’glossary defines a theme park as "an amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park.disneyland, knotts berry farm, and busch gardens williamsburg are examples of theme parks." )。

2024年新课标英语unit5themeparks课件一、教学内容本节课我们将学习2024年新课标英语五单元的主题公园（Unit 5 Theme Parks）。

教学内容主要包括教材的第三章，详细内容涉及主题公园的介绍、活动描述、方位表达以及相关的情景对话。

二、教学目标1. 学生能够掌握描述主题公园的词汇和表达方式，如roller coaster、carousel、water slide等。

2. 学生能够运用一般现在时描述在主题公园的活动，如“I am going to ride the Ferris wheel”。

3. 学生能够在实际情景中运用目标语言进行交流，提高口语表达能力。

三、教学难点与重点教学难点：方位表达和描述活动的句子结构。

教学重点：主题公园相关词汇和一般现在时的运用。

四、教具与学具准备1. 教具：PPT课件、主题公园图片、录音机、磁带。

2. 学具：学生用书、练习册、笔记本、彩色笔。

五、教学过程1. 导入：通过展示主题公园的图片，引导学生谈论他们去过的主题公园，激发学生的兴趣。

2. 新课内容：学习主题公园相关词汇和表达，进行例句讲解和随堂练习。

a. 教师展示PPT，呈现新词汇，引导学生跟读。

b. 教师给出例句，解释一般现在时的用法，让学生模仿造句。

c. 学生进行小组活动，用新学的词汇和句型描述主题公园的活动。

3. 情景对话：播放教材录音，让学生听并模仿对话，提高口语表达能力。

4. 随堂练习：完成练习册上的相关习题，巩固所学知识。

六、板书设计1. 主题公园词汇：roller coaster、carousel、water slide等。

2. 一般现在时的句子结构：主语 + 动词原形。

3. 常用方位词：in front of、behind、next to等。

七、作业设计1. 作业题目：以小组为单位，编写一段关于主题公园的对话，至少包含5个新学的词汇和3个一般现在时的句子。

2. 答案示例：A: What are you going to do at the theme park, Tom?B: I'm going to ride the roller coaster. It's really exciting!A: I want to try the water slide. Do you know whereit is?B: It's behind the carousel. Let's go!八、课后反思及拓展延伸1. 反思：本节课学生的参与度较高，能够积极运用新学的词汇和句型进行交流，但部分学生在方位表达方面仍需加强。

Unit 5 Theme parks1.单元授课目的技术目标Skill GoalsTalk about different types of theme parks in different culturesShow people around a place and give directionsStudy word formationWrite an introduction to a place with detailed explanationsII.目口号言Expressions used to show people around a placeWe are happy to show you ...Over there is the ...功 Down the path you can see ...能 The main idea/ theme in the park is ...句 You will enjoy doing/ seeing ...式 Expressions used to ask the way and give directionsCan/ Could you show me where ... is?Can/ Could you tell me the way to ... ?How can we get to ... ?How far is/ are the ...?You can reach ... by bus/ subway/ ...Go along/ down ... and turn left/ right at the ... crossing.It is just behind/ next to/ opp osite the ... , you can’ t miss it.It is about ... minutes’ walk/ bus ride.It is about ... meters away.1．四会词汇theme, amusement, various, variety, rides, equipment, experiment, advance, advanced, technique, test, cloth, Brazil, jungle, creature, up-to-date, excitement, volunteer, jungle, sneaker, admission, outing, shuttle, brand, advanced词 2．认读词汇roller coaster, fantasyland, imaginary, imagination, vary, Futuroscope, mysterious, T-Rex汇 combination3．词组No wonder, in advance, get close to, come to life,结Word Formation构III.教材解析和教材重组1. 教材解析本单元以 Theme parks 为话题，旨在经过本单元的授课，使学生认识分别于世界各地的各样各样的主题公园，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。

Unit 5 Theme parks教学目的和要求(Teaching aims and demands)一、教学内容分析本单元的话题是“主题公园”，教师可以从学生身边的或熟知的主题公园谈起，帮助学生对这一话题有个较为全面的了解。

“热身”(Warming Up)与“读前”(Pre-reading)部分，先以图片呈现不同风格的主题公园，引起学生兴趣，然后提出问题，便于学生小组讨论。

“阅读”(Reading)部分内容有趣，易于理解。

作者不仅讲述了主题乐园与普通公园的异同以及各种类型的主题公园，还指出了人们不仅可以在主题公园中使自己身心放松并得到娱乐，同时还可以从娱乐中获得知识和必要的体验。

(Comprehending)部分，通过释读题目(THEME PARKS－FUN AND MORE THAN FUN)，明确建造主题公园的目的，帮助学生加深对本单元主题的理解。

“语言学习”(Learning about Language)部分，涉及阅读中的重点词汇，归纳、介绍了一些构词法知识，如合成法、派生法（前缀、后缀），对于学生有效的记忆词汇、了解英语词汇的构成会有一定的帮助。

“语言运用”(Using Language)部分，通过听、读和说、写的训练，介绍了深圳的中华民俗文化村、法国的“观测未来”（FUTUROSCOPE）科技主题公园，让学生在情景中运用语言，同时了解不同文化背景、不同类型的主题公园，拓宽视野。

写作部分要求学生以义务导游的身份自选一个主题乐园，写一篇介绍短文；说的部分、要求学生以“问路”为题，进行角色扮演。

这些为学生提供了更多使用本单元所学语言的情景和机会。

“小结”(Summing Up)部分要求学生就本单元的话题、词汇和结构三个方面进行归纳和总结。

本单元语法部分的构词法对于英语词汇学习有着重要的意义。

可以结合学生用书附录中有关构词法的语法材料，小结合成法、派生法和转义法。

“学习建议”(Learning Tip)部分提醒学生注意在公园等场所的英语标志或说明，抓住一切机会提高阅读能力，并比较汉语和英语的差别。

Unit 5 Theme parksPeriod 1 &2 warming-up and reading Teaching aims:1.Enable the students to know something about the various themeparks all over the world2.to understand the difference between a theme park and atraditional park and try to finish the comprehending exercises. 3. Learn how to generalize and compare the similarities anddifferences.Teaching important points:1. To solve the questions in Comprehending2. let the students find out the main idea of each paragraph, give a summary of the text.3. To develop S s’ reading skills.Teaching difficult points:How to give a general instruction/ description of a place. Teaching methods:Listening; Skimming; Scanning; Task-based.Teaching aids:A recorder and a computer.Teaching procedures:Step 1 RevisionT: 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.T: Now, hand in your paper please; I’ll check your work after class. Step2 Warming up1. Ask Ss to discuss the following questions.(1) Why were parks originally developed?(2) What uses do parks have?(3) Do you think that parks have something to do with people’s living conditions?2. Divide Ss into six groups to discuss the difference between the theme park and the traditional park.Question 1: Have you ever compared the fare that the two kinds of parks ask? Which is more expensive?Question 2: There are many activities you can take part in the theme park. If you have a chance to go, what kind of activities will you take part in?Question 3: What is your idea about some very dangerous activities, such as the following pictures show?Rock-climbing Rafting Bungee jumping Free-fall rides Conclusion:Many countries have theme parks to attract both tourists and local people, as the visitors also bring some money to nearby hotels and restaurants.Step 3 Reading1. Leading-inAsk Ss the following questions. They can talk as much as possible.(1) How much do you know about the traditional park?(2) Do you often go to parks?(3) What do you usually do when you are in the park?(4) Do you expect to go to the theme park?Suggested answers:The traditional park is a place for people to rest, to have a walking or to do some exercises. It is free during certain time, for example: in the morning before 8:00 o’clock. If people have to pay, the fare for it is very low.No, because we are busy in studying.I usually have a walk with my family or watch the mass dancing and singing.Yes. Because I haven’t been to any of them.2. Fast Reading(1) Ask Ss to look at the pictures in the text and find out the answer to Ex2 on page 35. Ask Ss to pay more attention to the first and the last sentence of each paragraph.(2) Find out the topic sentences of six paragraphsTopic sentencesParagraph 1. Different kinds of theme parks.Paragraph 2. Disneyland.Paragraph 3. DollywoodParagraph 4. England’s Camelot Park(3) Ask Ss to read the text quickly and try to tell weather the following sentences are right or wrong according to the text.①Parks find only one way to meet people’s need.②It costs little or no money to go to some parks.③Though theme parks are not so huge, they provide more than amusement parks.④Theme parks only make a profit from the charge for admission.⑤Disneyland is the oldest theme park, named after Walt Disney.⑥In theme parks,people can only look or watch, they are not allowed to go for activities, let alone eating or buying anything. Suggested answers:①F ②T ③F ④F ⑤T ⑥ F3. Intensive reading(1) Ask Ss to read the first paragraph and answer the following questions.W hat’s the theme park?②Do you know what kinds of theme parks are?③what can you in the theme park?(2)Ask Ss to read the last 3 paragraphs and fill in the form.Suggested Answers:Step 4. Homework1.Ask Ss to read the text again and finish Ex3 of Comprehending on P35.2. Ask Ss to use the new words to make some new sentences.3. Ask Ss to try to recite paragraph 1 & 2.Period 3&4 Learning about Language Teaching goals1. Enable the students to master the useful words and expressions and to understand the word formation of the English words.2. Learn how to master the compounding and derivation of the English words.Teaching important pointsTo solve the questions in Learning about language and using words and expressions.Teaching difficult pointsWord formation (Compounding, Conversion, Derivation) Teaching methodsLearning and practicing.Teaching aidsA recorder and a computer.Teaching procedures:Step I RevisionT: In the last lesson, we study a passage about the different theme parks in the world. Let's try to complete the summary of the passage with the words from the text.Teacher shows the exercise on the screen.Summary: Parks provide people with a place to amuse themselvesand to escape their busy life for a while. In recent decades, however, many parks have been designed to provide entertainment. We call them theme parks. The new parks are usually huge places and have a variety of things to see and do. Theme parks have a certain idea—a certain theme that the whole park is based on. For example, a sport theme park will offer visitor sports to play or watch; a history or culture theme park will let us see how our ancestors dressed, worked and lived. The oldest theme park in the world is Disneyland. It seemed like a place of fantasy. Besides these, we have the marine or ocean parks, the science theme parks and so on to let us enjoy totally different experience from the real world.Step 2 Discovering useful words and expressions(Page35)Ask the students to fill in the form with the words from the text.T: So much for the revision, now please turn to Page35 in your book. Let's study "Learning about Language". First, let's do Part 1 Discovering useful words and expressions. (Three minutes later.) T: Let' s check the answers. The suggested answers:theme, rides, sneakers, settlers, fantasy, experiment, minority, come to life T: I will give you three minutes to complete the passage inPart 2. Please do. 3 minute later, check the answers. The suggestedsneakers, rides, theme, experiment, fantasy, settlers,come to life, minorityDo Part 3 and Part 4 in the same way.Step 3 Using words and expressions (Page70)T: Now, please turn to Page 70. Let's do Part 1 and Part 2 USING WORDS AND EXPRESSIONS. Please finish them in 5 minutes. (Five minutes later.)The teacher checks the answers by asking the students to tell the whole class his/her answers one by one.T: Now let's come to Part 3: Translation. I will ask some students to do their translation on the blackboard, and the rest of you please do yours in your exercise books.We will check the answers later. Five minutes later, the teacher corrects the translation with the class.Step 4 Discovering useful structuresGet Ss to learn some rules of word forming.In English, according to the form of the words, we can form words in the following ways.(1) Compounding: Words are formed by linking two or more words to make one unit.◆Compound nouns: fire-engine, green-house, earthquake, downfall,◆Compound adjectives: snow-white, firsthand, red-hot◆Compound verbs: sun-bathe, overcome, typewrite◆Compound adverbials: sideways, sky-high, where about(2) Conversion: This is a way which is unnecessary to change a word but only to change its part of speech.◆from nouns to verbs : house, conduct, digest etc◆from adjectives /adverbials to verbs : brave, wrong, etc◆from verbs to nouns: smoke, bathe etc(3) Affixation: Words with a prefix or suffix or both attached to a root is formed by affixation. Usually this way the word’s speech is not changed.◆Adjectives: unable disloyal irregular◆Verbs: dislike untie transplant◆Nouns: nonconductor inability autobiographyBut if a suffix is used, the word’s speech is changed.For example: agreement, inventor, foolish, discovery, failure, sharpenThe following prefixes can change the speech of a word, such as en-, be-, em-, a- etc.For example: rich(adj.)→enrich (v.); slave (n.) →enslave(v.); friend(n.) →befriend(v.); etc.2. Ask Ss to finish Ex1, Ex2, Ex3 and Ex4 of Discovering useful structures on P37 to practice the rules.Step 3. PracticePurpose: to get Ss to have the knowledge of the grammar through exercises.1. Ask Ss to tell the part of speech of each word in italics in the following:(1) Winter has past and spring has come.(2) She is a woman far past her youth(3) I’m tired of your ifs and buts(4) She is still but a child.(5) I can’t see where I was wrong.(6) Two wrongs don’t make a right.(7) He closed his speech with a funny way.(8) Stay close together.Suggested answers:(1) v (2) prep (3) n (4) adv (5) adj (6) n (7) v (8) adj2. Ask Ss to Join two simple words to make a compound word with the rules we learned. If necessary, tell the students to consult the dictionary.Examples: book +worm→bookwormSuggested Answers:(1) go- between (2) at- home (3) work shop (4) walk man (5) back book (6) coffee break (7) drop out (8) fault finder (9) market place (10) back stage3. Get Ss to finish the Ex1 Ex2 and Ex3 on P71～P72 to strengthen the grammar and enlarge their vocabulary.Step 5 Homework1. Ask Ss to review the new words and phrases.2. Ask Ss to read the rules of word formation on P91～P94.Period 5 Using LanguageTeaching Goals:1. To improve Ss’ listening ability.2. To ensure Ss have really grasped the important words and phrasesof the unit.Teaching Procedures:Step 1 Listening1. Ask Ss to look at the words in the form of Ex1 on P38 to get the Chinese meaning. Then ask them to enjoy some beautiful pictures and then discuss the questions in the pairs.(1) How many nationalities are there in China?(2) Can you name some?(3) Which nationality do you belong to?(4) How much do you know about the other nationalities of China? Suggested answers:(1)T here are fifty six nationalities in China.(2)F or example: Han, Miao, Man., Hui, Yi, etc.(3)I belong to Han/ Hui/ Zhuang/Don g…(The answers may bedifferent.)(4)H uichu, for example, doesn’t eat anything dead before beingkilled.2. Before listening, ask Ss to look through Ex1 on page 38 to make sure that they know what to listen to. Then play the tape once without stopping. (If Ss have any questions, play the tape once again). Then check the answers.3. Ask Ss to finish Ex2 on P38 and answer the questions in Ex3.. Step 2 Reading and speaking1. Fast readingAsk Ss to read the text quickly and get the main idea.Suggested Answers:Science and technology-based theme parks like Futuroscope provide up-to-date information, hands-on learning and lots of fun and excitement.2. Intensive reading(1) Ask Ss to read the text again carefully and finish Ex2 on P39.(2) Ask Ss to talk about what Futuroscope may look like and finish Ex1 on P39.Step 3 WritingAsk Ss to enjoy some pictures of China Folk Cultural Village and then to form groups to think about what kind of theme parks they are going to write with the help of the given words and expressions on P39.Step 4. SpeakingAsk Ss to look at the request of Ex1 on page 39 and prepare a dialogue to present to the whole class.Step 5. Homework1. Ask Ss to finish the exercises of Using Words And Expressions onP70.2. Ask Ss to use the words or phrases learned in this unit to write a short passage about their favorite parks.Period 6 ListeningTeaching goals:1. Enable the students to master the skill of listening for information.2. 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: IA recorder, a cassette tape and a computer.Teaching procedures:Step I RevisionCheck 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 matchingexercises 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 inPart 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 thingsby 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 HomeworkDo the listening again after class.Preview Reading and speaking, Reading task.。

Unit5 Theme Parks的设计教案Unit5 Theme Parks的设计教案I 教学内容分析本单元的中心话题是“主题公园”——以某种特定的主题为中心的公园。

从文体上来讲，本单元属于说明文，按照由总到分的方式来安排顺序。

这是一个学生比较陌生的话题，因为大部分学生都未亲眼目睹过课本上所列举的那些公园。

因此，老师应多收集相关材料，以激起学生的学习兴趣。

Warming Up 部分通过提问的方式，帮助学生激活有关公园的背景知识，如修建公园的目的.、公园的种类、公园提供的活动等。

还配有插图让学生猜测主题公园与一般公园的不同之处。

Pre-reading部分提出了一个问题：你认为主题公园是什么？给学生充分的时间去讨论。

但因学生的经历所限，老师可以在学生简短的讨论后接着单独提问，从而把问题讨论得深刻一些，为正文的阅读打下良好的基础。

Reading 部分分四段介绍了主题公园: 1. 什么是主题公园；2. 迪斯尼乐园；3. 多莱坞公园；4. 卡默洛特公园。

Comprehending部分通过释读题目THEME PARKS、填充信息、判断句子正误以及就文章内容进行讨论等形式帮助学生理解课文主旨，掌握细节，加深对本单元主题的理解。

Learning about Language 包括词汇和语法两部分。

词汇部分设计了释义、造词填空（单句层次和短文层次）等三个练习，复习和运用课文中所学的词汇。

语法部分主要让学生掌握合成词的构词法，扩大学生的词汇量。

Using Language 部分介绍了深圳的锦绣中华民俗村和法国的“观测未来”科技主题公园，让学生在情景中运用语言，同时了解不同文化背景、不同类型的主题公园，拓宽视野。

Learning Tip 提醒学生重视有关构词法知识的学习，让学生理解构词法知识对于英语词汇学习的重要意义，而且此部分对构词法中的转化法又做了补充说明。

II．教学重点和难点1．教学重点（1）本单元教学目的和要求中的生词和短语；（2）掌握英语构词法：合成法和派生法；（3）学会欣赏和介绍主题公园。

Unit 5 Theme parks 1. 单元教学目标II. 目标语言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。

普通高中课程标准实验教科书必修4 人民教育出版社Unit5 Theme parks教学设计（一）教学目标1.知识目标：阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

2.技能目标：学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

通过拓展阅读与小组合作，学生能够设计出一个简单的主题公园。

3.情感态度与价值观：通过本节课的学习，学生能够有较强的自信心自如地陈述自己的观点，并鼓励学生积极想象、培养创新能力。

（二）教材内容分析1.这节课使用的是全日制普通高中课程标准实验教科书。

这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为。

它的语言教学理念是强调语言的应用、促进学生自主学习，发展学习的策略，培养创新精神，突出实践能力。

2.本单元通过THEME PARKS---FUN AND MORE THAN FUN这篇文章，围绕Theme parks 这一主题开展听、说、读、写多种教学活动。

单元语言素材涉及摩天轮、旋转木马、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。

对本单元的教学，我们可以从学生身边的或熟知的主题公园谈起，帮助学生对这一话题有比较全面的了解。

3.本课是Module 4 Unit 5 Theme parks中的warming up 、pre-reading、reading和comprehending. 它是第五单元的第一课时，它以Theme parks为中心话题，围绕着区分主题公园与一般公园的异同、主题公园的起源、发展和特点以及世界著名的主题公园及其主题。

4.根据《新课程标准》总目标的描述，结合高一学生实际和本单元的内容，按照语言知识、语言技能、学习策略、情感态度、文化意识五个方面把本节课的教学目标系统化。

人教版高二英语必修四《Unit 5 Theme parks》教案【导语】高二一年,强人将浮出水面,鸟人将沉入海底。

高二重点解决三个问题:一,吃透课本;二，找寻适合自己的学习方法；三，总结自己考试技巧，形成习惯。

为了帮助你的学习更上一层楼，无忧考网高二频道为你准备了《人教版高二英语必修四《Unit 5 Theme parks》教案》希望可以帮到你！教案【一】教学准备教学目标(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学重难点(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学过程Step 1 Warming-up and lead-in (5 mins)(1)导入教师提问学生“Have you been to a themepark?”与“What can you do in a themepark?”，以此导入到本课的课题。

然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。

T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:①Is our West Lake Park atheme park? What about Jingqi Water Park?②Have you been to a theme park?③ What can you do in a theme park?S1: West lake is not a theme park. Jingqi Water Park is a theme park.S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?S3: 游乐设施T: Yes. Here it is a noun, meaning “供乘骑的游乐设施”.(2)揭题教师引导学生对课文题目进行预测。

Unit 5 Theme parks单元概述教材解读本单元的话题是主题公园。

通过本单元的学习使学生了解世界各地的各种各样的主题公园，并学习如何介绍某个景点的大体情况。

Warming-up通过向学生展示四个风格各异的世界著名主题公园，激发学生对本单元学习的兴趣。

Pre-reading通过对主题公园里活动的猜测与想象，讨论主题公园的有关知识。

Reading通过介绍世界各地形式各异的主题公园概况，使学生了解各国的主题公园。

Comprehending引导学生从文章的标题以及各段大意理解课文。

Learning about Language部分中，Discovering useful words and expressions练习1要求学生根据给出的含义写出相应的词汇；练习2用短文填空的形式考查对练习l中词汇的运用；练习3是找出同义词；练习4是完成句子，来考查学生对be/get close to这一短语不同意思的运用。

Discovering useful structures向学生呈现英语词汇不同的构词法。

Using language部分的听说读写都是围绕不同类型的主题公园的两个话题展开训练。

而且要求学生在听说读之后，能运用导游介绍性的表达方式来写导游介绍。

单元目标知识与技能1．掌握重点词汇的含义及用法：amuse, various, variety, charge, admission, shuttles, profit, souvenirs, athletic, brand, equipment, sneakers, come to life, minority, fantasy, get close to, settlers, experiment, advanced, techniques, take part in, volunteer, translator。

2．掌握句型：(1)What do you suppose a theme park is?(2) Though parks share this basic purpose, they find various ways to meet this need.(3) They all charge money for admission, and for the rides and shows in the park.(4) Theme parks have a certain idea—a certain theme—that the whole park is based on.(5) Its purpose is to involve visitors in physical exercise and athletic competition.(6) The past can come to life when we see how our ancestors dressed, worked and lived.(7) The park is named after Walt Disney, the famous film maker.(8)You can end your travels by meeting face to face with a dinosaur, the terrible T-Rex, and survive the experience.3．能够通过变换词缀辨认自己已经熟悉的词，知道这些词缀的含义。

Unit 5 Theme parks 教学设计Warming up and readingTeaching AimsTo help students develop their reading ability.To help students learn about Theme parks.Teaching ProceduresI. Warming upWarming up by discussingGood morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)Warming up by watching and listeningHi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.This is the Universal's Islands of Adventure which was opened in 1999, making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IOA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IOA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.Warming up telling experiencesNice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )II. Pre-readingLooking and sayingWork in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues thathelped you to make the predictions.(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…2. Talking and sharingWork in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.Boating LakePedaloe boats on our boatinglake with views ofMegafobia. Suitable for up tofive people.(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: "I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean." )III. ReadingReading aloud to the recordingNow please listen and read aloud to the recording of the text THEME PARKS——FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.WaterfallA steep shoot sends youskipping across a shallow poolof water on a singlesledge. Beware, you mightget wet on this ride.Reading and transferring informationRead the text again to complete the table.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises 3 and 4 on page 35.Suggested answers to Exercise 4:1.The purpose of Dollywood is to show and celebrate America’s traditionalsoutheastern culture. Probably a lot of Americans will visit this park.2-4 Students will give their own answers.Closing down by having a discussionDo you lake a theme park? Why or why not?(For reference: All over the world people seek stimulating experiences to take their mind away from everyday troubles, and the United States is definitely no exception to this rule. Most of its residents have the money and time to entertain themselves as it pleases them -- and visiting amusement parks certainly does please them. )Closing down by defining a theme parkWhat is a theme park? Define it in your own words.(For reference: How do theme parks differ from ordinary amusement parks? National Amusement Park History Association defines a theme park as "an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks." An amusement park, according to NAPHA, is "an entertainment facility featuring rides, games, food and sometimes shows." The World of Coasters’ glossary defines a theme park as "an amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks." )Learning about Language(Word Formation)Teaching AimsTo help students learn about word formation.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.Teaching ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your classmates’.Find the compound nouns in the reading passage and write them down:Roller coaster, whichever, whatever, free-fall, wherever, southeastern, indoor, outdoor, craftsmen, old-fashioned, steam-engine, world-famous, horsebackII. Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginningand/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes: "ad" (to) + "fix" (attached) = "affix""pre" (before) + "fix" = "prefix""sub" (under) + "fix" = "suffix"Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):ab (away) abrupt, absent, absolvead (to) adverb, advertisement, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interprovincialintra (within) intramural, intrapersonal, interprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateFinish exercises2-3 on page 37III. Ready used materials for Word formation了解了英语构词法是迅速扩大词汇量的有效途径之一。

Unit 5 Theme parksPeriod 1 &2 warming-up and reading Teaching aims:1.Enable the students to know something about the various themeparks all over the world2.to understand the difference between a theme park and atraditional park and try to finish the comprehending exercises. 3. Learn how to generalize and compare the similarities anddifferences.Teaching important points:1. To solve the questions in Comprehending2. let the students find out the main idea of each paragraph, give a summary of the text.3. To develop Ss’ reading skills.Teaching difficult points:How to give a general instruction/ description of a place. Teaching methods:Listening; Skimming; Scanning; Task-based.Teaching aids:A recorder and a computer.Teaching procedures:Step 1 RevisionT: 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.T: Now, hand in your paper please; I’ll check your work after class. Step2 Warming up1. Ask Ss to discuss the following questions.(1) Why were parks originally developed?(2) What uses do parks have?(3) Do you think that parks have something to do with people’s living conditions?2. Divide Ss into six groups to discuss the difference between the theme park and the traditional park.Question 1: Have you ever compared the fare that the two kinds of parks ask? Which is more expensive?Question 2: There are many activities you can take part in the theme park. If you have a chance to go, what kind of activities will you take part in?Question 3: What is your idea about some very dangerous activities, such as the following pictures show?Rock-climbing Rafting Bungee jumping Free-fall rides Conclusion:Many countries have theme parks to attract both tourists and local people, as the visitors also bring some money to nearby hotels and restaurants.Step 3 Reading1. Leading-inAsk Ss the following questions. They can talk as much as possible.(1) How much do you know about the traditional park?(2) Do you often go to parks?(3) What do you usually do when you are in the park?(4) Do you expect to go to the theme park?Suggested answers:The traditional park is a place for people to rest, to have a walking or to do some exercises. It is free during certain time, for example: in the morning before 8:00 o’clock. If people have to pay, the fare for it is very low.No, because we are busy in studying.I usually have a walk with my family or watch the mass dancing and singing.Yes. Because I haven’t been to any of them.2. Fast Reading(1) Ask Ss to look at the pictures in the text and find out the answer to Ex2 on page 35. Ask Ss to pay more attention to the first and the last sentence of each paragraph.(2) Find out the topic sentences of six paragraphsTopic sentencesParagraph 1. Different kinds of theme parks.Paragraph 2. Disneyland.Paragraph 3. DollywoodParagraph 4. England’s Camelot Park(3) Ask Ss to read the text quickly and try to tell weather the following sentences are right or wrong according to the text.①Parks find only one way to meet people’s need.②It costs little or no money to go to some parks.③Though theme parks are not so huge, they provide more than amusement parks.④Theme parks only make a profit from the charge for admission.⑤Disneyland is the oldest theme park, named after Walt Disney.⑥In theme parks,people can only look or watch, they are not allowed to go for activities, let alone eating or buying anything. Suggested answers:①F ②T ③F ④F ⑤T ⑥ F3. Intensive reading(1) Ask Ss to read the first paragraph and answer the following questions.What’s the theme park?②Do you know what kinds of theme parks are?③what can you in the theme park?(2)Ask Ss to read the last 3 paragraphs and fill in the form.Suggested Answers:Step 4. Homework1.Ask Ss to read the text again and finish Ex3 of Comprehending on P35.2. Ask Ss to use the new words to make some new sentences.3. Ask Ss to try to recite paragraph 1 & 2.Period 3&4 Learning about Language Teaching goals1. Enable the students to master the useful words and expressions and to understand the word formation of the English words.2. Learn how to master the compounding and derivation of the English words.Teaching important pointsTo solve the questions in Learning about language and using words and expressions.Teaching difficult pointsWord formation (Compounding, Conversion, Derivation) Teaching methodsLearning and practicing.Teaching aidsA recorder and a computer.Teaching procedures:Step I RevisionT: In the last lesson, we study a passage about the different theme parks in the world. Let's try to complete the summary of the passage with the words from the text.Teacher shows the exercise on the screen.Summary: Parks provide people with a place to amuse themselvesand to escape their busy life for a while. In recent decades, however, many parks have been designed to provide entertainment. We call them theme parks. The new parks are usually huge places and have a variety of things to see and do. Theme parks have a certain idea—a certain theme that the whole park is based on. For example, a sport theme park will offer visitor sports to play or watch; a history or culture theme park will let us see how our ancestors dressed, worked and lived. The oldest theme park in the world is Disneyland. It seemed like a place of fantasy. Besides these, we have the marine or ocean parks, the science theme parks and so on to let us enjoy totally different experience from the real world.Step 2 Discovering useful words and expressions(Page35)Ask the students to fill in the form with the words from the text.T: So much for the revision, now please turn to Page35 in your book. Let's study "Learning about Language". First, let's do Part 1 Discovering useful words and expressions. (Three minutes later.) T: Let' s check the answers. The suggested answers:theme, rides, sneakers, settlers, fantasy, experiment, minority, come to life T: I will give you three minutes to complete the passage inPart 2. Please do. 3 minute later, check the answers. The suggestedsneakers, rides, theme, experiment, fantasy, settlers,come to life, minorityDo Part 3 and Part 4 in the same way.Step 3 Using words and expressions (Page70)T: Now, please turn to Page 70. Let's do Part 1 and Part 2 USING WORDS AND EXPRESSIONS. Please finish them in 5 minutes. (Five minutes later.)The teacher checks the answers by asking the students to tell the whole class his/her answers one by one.T: Now let's come to Part 3: Translation. I will ask some students to do their translation on the blackboard, and the rest of you please do yours in your exercise books.We will check the answers later. Five minutes later, the teacher corrects the translation with the class.Step 4 Discovering useful structuresGet Ss to learn some rules of word forming.In English, according to the form of the words, we can form words in the following ways.(1) Compounding: Words are formed by linking two or more words to make one unit.◆Compound nouns: fire-engine, green-house, earthquake, downfall,◆Compound adjectives: snow-white, firsthand, red-hot◆Compound verbs: sun-bathe, overcome, typewrite◆Compound adverbials: sideways, sky-high, where about(2) Conversion: This is a way which is unnecessary to change a word but only to change its part of speech.◆from nouns to verbs : house, conduct, digest etc◆from adjectives /adverbials to verbs : brave, wrong, etc◆from verbs to nouns: smoke, bathe etc(3) Affixation: Words with a prefix or suffix or both attached to a root is formed by affixation. Usually this way the word’s speech is not changed.◆Adjectives: unable disloyal irregular◆Verbs: dislike untie transplant◆Nouns: nonconductor inability autobiographyBut if a suffix is used, the word’s speech is changed.For example: agreement, inventor, foolish, discovery, failure, sharpenThe following prefixes can change the speech of a word, such as en-, be-, em-, a- etc.For example: rich(adj.)→enrich (v.); slave (n.) →enslave(v.); friend(n.) →befriend(v.); etc.2. Ask Ss to finish Ex1, Ex2, Ex3 and Ex4 of Discovering useful structures on P37 to practice the rules.Step 3. PracticePurpose: to get Ss to have the knowledge of the grammar through exercises.1. Ask Ss to tell the part of speech of each word in italics in the following:(1) Winter has past and spring has come.(2) She is a woman far past her youth(3) I’m tired of your ifs and buts(4) She is still but a child.(5) I can’t see where I was wrong.(6) Two wrongs don’t make a right.(7) He closed his speech with a funny way.(8) Stay close together.Suggested answers:(1) v (2) prep (3) n (4) adv (5) adj (6) n (7) v (8) adj2. Ask Ss to Join two simple words to make a compound word with the rules we learned. If necessary, tell the students to consult the dictionary.Examples: book +worm→bookwormSuggested Answers:(1) go- between (2) at- home (3) work shop (4) walk man (5) back book (6) coffee break (7) drop out (8) fault finder (9) market place (10) back stage3. Get Ss to finish the Ex1 Ex2 and Ex3 on P71～P72 to strengthen the grammar and enlarge their vocabulary.Step 5 Homework1. Ask Ss to review the new words and phrases.2. Ask Ss to read the rules of word formation on P91～P94.Period 5 Using LanguageTeaching Goals:1. To improve Ss’ listening ability.2. To ensure Ss have really grasped the important words and phrasesof the unit.Teaching Procedures:Step 1 Listening1. Ask Ss to look at the words in the form of Ex1 on P38 to get the Chinese meaning. Then ask them to enjoy some beautiful pictures and then discuss the questions in the pairs.(1) How many nationalities are there in China?(2) Can you name some?(3) Which nationality do you belong to?(4) How much do you know about the other nationalities of China? Suggested answers:(1)T here are fifty six nationalities in China.(2)F or example: Han, Miao, Man., Hui, Yi, etc.(3)I belong to Han/ Hui/ Zhuang/Don g…(The answers may bedifferent.)(4)H uichu, for example, doesn’t eat anything dead before beingkilled.2. Before listening, ask Ss to look through Ex1 on page 38 to make sure that they know what to listen to. Then play the tape once without stopping. (If Ss have any questions, play the tape once again). Then check the answers.3. Ask Ss to finish Ex2 on P38 and answer the questions in Ex3.. Step 2 Reading and speaking1. Fast readingAsk Ss to read the text quickly and get the main idea.Suggested Answers:Science and technology-based theme parks like Futuroscope provide up-to-date information, hands-on learning and lots of fun and excitement.2. Intensive reading(1) Ask Ss to read the text again carefully and finish Ex2 on P39.(2) Ask Ss to talk about what Futuroscope may look like and finish Ex1 on P39.Step 3 WritingAsk Ss to enjoy some pictures of China Folk Cultural Village and then to form groups to think about what kind of theme parks they are going to write with the help of the given words and expressions on P39.Step 4. SpeakingAsk Ss to look at the request of Ex1 on page 39 and prepare a dialogue to present to the whole class.Step 5. Homework1. Ask Ss to finish the exercises of Using Words And Expressions onP70.2. Ask Ss to use the words or phrases learned in this unit to write a short passage about their favorite parks.Period 6 ListeningTeaching goals:1. Enable the students to master the skill of listening for information.2. 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: IA recorder, a cassette tape and a computer.Teaching procedures:Step I RevisionCheck 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 matchingexercises 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 inPart 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 thingsby 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 HomeworkDo the listening again after class.Preview Reading and speaking, Reading task.。

Unit 5 Theme parksPeriod 1 &2 warming-up and readingTeaching aims:1.Enable the students to know something about the various themeparks all over the world2.to understand the difference between a theme park and atraditional park and try to finish the comprehending exercises.3. Learn how to generalize and compare the similarities anddifferences.Teaching important points:1. To solve the questions in Comprehending2. let the students find out the main idea of each paragraph, give asummary of the text.3. To develop Ss’ reading skills.Teaching difficult points:How to give a general instruction/ description of a place.Teaching methods:Listening; Skimming; Scanning; Task-based.Teaching aids:A recorder and a computer.Teaching procedures:Step 1 RevisionT: Good morning/ afternoon, boys and girls! First let ’s have adictation about the words and phrases in Unit 4. Take out a piece of paper, please.T: Now, hand in your paper please; I ’ll check your work after class. Step2 Warming up1. Ask Ss to discuss the following questions.(1) Why were parks originally developed?(2) What uses do parks have?(3) Do you think that parks have something to do with people ’s living conditions?2. Divide Ss into six groups to discuss the difference between the theme park and the traditional park.The traditional parkThe theme park Chinese parksWestern parks activities for visitors to do or to see; a specific idea to attract visitors;owned privately andbuilt for profit;…four elements: water,rock, bridges andpavilions open grassy areas; benches to sit on; shelters for picnics or playing music; water for sailing …Question 1: Have you ever compared the fare that the two kinds of parks ask? Which is more expensive?。

2024年公开课unit5themeparks经典完整课件一、教学内容本节课我们将学习《2024年公开课》Unit 5 "Theme Parks" 的相关内容。

主要涉及教材第二章 "Entertainment and Leisure"，具体内容包括主题公园的定义、特点、分类以及著名主题公园的介绍。

二、教学目标1. 了解主题公园的定义、特点及分类。

2. 学会介绍著名主题公园及其特色。

3. 提高学生的听说读写综合运用能力。

三、教学难点与重点重点：主题公园的定义、特点、分类以及著名主题公园的介绍。

难点：如何运用所学知识进行实际情景的口语表达。

四、教具与学具准备教具：PPT、录音机、磁带学具：课本、笔记本、词典五、教学过程1. 导入（5分钟）通过展示一组著名主题公园的图片，引导学生进行讨论，激发学生的兴趣。

2. 新课内容呈现（15分钟）通过PPT展示，讲解主题公园的定义、特点及分类。

播放录音，让学生跟读并模仿。

3. 情景对话（10分钟）创设情境，让学生分组进行角色扮演，模拟在主题公园的对话。

4. 例题讲解（15分钟）通过讲解典型例题，帮助学生巩固所学知识。

5. 随堂练习（10分钟）设计相关练习题，让学生进行随堂练习，检验学习效果。

6. 小组讨论（10分钟）让学生分组讨论自己最喜欢的主题公园及原因。

六、板书设计1. Unit 5 Theme Parks2. 主要内容：定义、特点、分类著名主题公园介绍口语表达技巧七、作业设计1. 作业题目：Write a short essay about your favorite theme park.Answer the following questions about the lesson.2. 答案：略八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与度，及时调整教学方法，提高教学效果。

2. 学生拓展：鼓励学生在课后了解更多关于主题公园的知识，提高英语实际运用能力。

Unit 5 Theme Parks 集体备课教案辉云辉艳Knowledge aims:1.Get the students to learn the new words and expressions in this unit.2.Let the students to get some information about parks and theme parks.3.Develop students’ ability in reading and speaking English.4.Get some knowledge about word-formation.Ability aims:1.Learn to retell the passage according to their own notes.2.Get some knowledge about word-formation , try to use it to guess the meaning ofa new word.Emotion aims:1.Get some knowledge about parks and theme parks, and get to know that themeparks can offer us not only amusement, but also kinds of knowledge and exciting experiences.2.Develop students’ sense of cooperative learning.The first period: Warming-up& word study.Step1. Warming upBoys and girls, summer holiday is approaching, right? Do you have any plans? Do you want to visit some places of interest. Now I will show you some famous parks.Step 2.Show some pictures of the theme parks and other kinds of parks.Here are some questions on page 33. Discuss these questions with your partner.1. What is a park? (Park is a large public area of land with grass and trees etc, where people can go in order to relax or enjoy themselves.)What is a park for?(for relaxation and entertainment)2. Do you know the differences between a theme park and an ordinary park?Give the students several minutes to discuss then ask 2-3 students to state their ideas.Referring answers:Traditional parks: little activitiesCost little or no moneyTheme parks: provide entertainment (enjoy unusual experience)a variety of things to see and do (broaden horizen)charge money for admission. (make profits)After knowing this, let’s come to the vocabularies.Step 3 .VocabulariesList some new words on the blackboard and give the explanation to students.Step4 Homework1.周报词汇地带。