下载文档原格式
Unit5 A Theme parks语法篇__________________________________________________________________________________ __________________________________________________________________________________ 要求学生掌握本单元的重点语法----英语构词法并能熟练运用相关语法知识解决相应类型的题。
英语构词法种类英语构词法主要有：合成法，转化法，派生法，混成法，截短法和词首字母缩略法。
定义与精讲1.合成:两个单词连在一起合成一个新词，前一个词修饰或限定后一个词。
合成名词的主要构成方式(1)名词＋名词sunlight 阳光handbag手提包(2)形容词＋名词blackboard黑板darkroom 暗室(3)副词/介词＋名词afternoon 下午uproar 喧嚣(4)动词＋名词postcard 明信片pickpocket扒手(5)名词＋动名词sightseeing 观光handwriting 书法(6)动词＋副词get-together聚会break-through突破(7)其他方式构成的合成名词passer-by 过路人grown-up成年人合成形容词的主要构成方式(1)名词＋形容词snow-white雪白的world-famous 世界闻名的(2)形容词＋名词open-air 户外的old-style 旧式的(3)名词/形容词＋名词＋-edkind-hearted 好心的blue-eyed 蓝眼睛的(4)名词/形容词/副词＋现在分词good-looking 好看的well-written 写得好的合成动词的主要构成方式(1)名词＋动词sunbathe 晒日光浴typewrite 打字(2)副词＋动词underline 画底线标出overcome 克服(3)形容词＋动词blacklist 将……列入黑名单whitewash 用石灰水把……刷白1)有些合成词保留了原来两个单词的意思。
Unit 5 Theme parksPart One: Teaching Design1．A sample lesson plan for reading(THEME PARKS ——FUN AND MORE THAN FUN)AimsTo help students develop their reading ability.To help students learn about Theme parks.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-reading1. Looking 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 yo u 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 ourboating lake with views ofMegafobia. Suitable for upto 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, 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. Reading1. Reading 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.2. 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.3. 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 thebeginning, the middle or the end of the paragraph.WaterfallA steep shoot sends youskipping across a shallowpool of water on a singlesledge. Beware, you mightget wet on this ride.(For reference: 1st paragraph: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. 2nd paragraph: Many parks have been designed to provide entertainment. 3rd paragraph: Theme parks have a certain idea—a certain theme —that the whole park is based on. 4th paragraph: Some are history or culture theme parks. 5th paragraph: The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. 6th paragraph: There are also science theme parks. )4. Reading and transferring informationRead the text again to complete the table.5. 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.Closing down by doing exercisesTo end the lesson you are to do the comprehending exercisesNo. 1, 2 and 3 on page 34.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 mindaway 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? NationalAmusement Park History Association defines a theme park as "an amusement park inwhich 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." )2．A sample lesson plan for Learning about Language(Word formation)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.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root issimply "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, advertisment, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interprovincialintra (within) intramural, intrapersonal, intraprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateIII. 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 parks语法课一、教学内容 Discovering useful structures (p.37); Using structures (p.71) 二、教学目标1. 能力目标● 掌握构词法的知识，使学生明确根据词的结构辨别词类、理解词义。
● 了解英语词汇的特点，逐步掌握英语词汇学习的策略。
2. 语言目标● 重点词汇unchangeable overwork athletic translator misread impossibility amusingly equip attract agreeable suitable represent willing ● 重点构词法 dis- un- mis- -able三、教学步骤 步骤一 导入1. 检查上节课布置的课下任务：分小组研究和总结构词法的几种形式并举例。
在一个小组汇报的同时，要求其他学生记录。
2. 让不同小组竞相进行补充和纠正。
教师根据各小组代表的回答在黑板上总结、归类并进行指导。
设计意图：课下任务的完成促进了学生小组合作和探究的学习方式，同时对本课所要学习的内容进行提前预习，为本课的顺利进行以及加强学生对构词法的掌握打好基础。
步骤二 合成词构词法练习1. 两人小组活动：快速阅读课文，在限定的时间内找出文章中出现的合成词，讨论分析合成词的构成并填写表格。
I. Lead inIn your group make a list of compound words you know. Tell the class your list next lesson.Homework last time:words joined by a hyphenone word two separate words Compound words are made from:free-fall, old-fashioned, steam-engine, world-famouswhichever, whatever, wherever, southeastern, indoor, outdoor, craftsmen, horsebackroller coasterPracticeII. Practice1.Read the passage quickly. Underline the compound nouns in the reading passage and finish the table as follows:2. 找朋友游戏：教师把p.37 Discovering useful structures 的练习2中Column 1和Column 2中的词汇分别做成不同颜色的纸条。
新人教版高一英语必修四第五单元Theme parks教案之语言点详解词汇详解：一•词语辨析1. whichever / no matter which【解释】whichever无论哪一个；任何一个/些1) 引导名词从句，即主语从句或宾语从句；2) 引导让步状语从句=no matter which,译作"无论哪一个”。
no matter which只能引导让步状语从句。
【练习】用whichever, no matter which 填空。
1) . _______ of you comes in first will get the book.2) . _______ side win s, I shall be satisfied.3) . You can take ________ you like.4) . ______ you choose, you must sta nd by your decisi on.Keys: 1). Whichever 2). Whichever (=No matter which)3) . whichever 4). Whichever (=No matter which)2. cloth / clothe / clothes / clothing【解释】cloth n.指“衣料”时是不可数名词，作"(特殊用途的)布”时，是可数名词, 女口：a table cloth ；a dish-clothclothe vt.给“给.... 穿衣，为... 提供衣物”，女口：He has to work hard to feed and clothe his large family.clothes n.指“衣服服装”;包括“上衣裤子内衣”等，是复数名词，没有单数，不能直接和连词连用，后面要接复数动词，如：These new clothes are all for her.clothing n.指“总称衣服被褥”，还包括“帽子鞋袜”等，没有复数形式，后面跟单数动词, 女口：Our clothing protects us from cold. / A coat is a clothing.【练习】用cloth，clothe，clothes，clothing 填空。
（完整版）高中英语人教新课标必修四Unit5ThemeParks教案Unit5 Theme ParksPeriod One Warming upTeaching aims:1.enable Ss to talk something about parks.2. get Ss to match the names of the parks with the pictures.Teaching important points:Get Ss to know which pictures are theme parks.Teaching method:a. Individual, pair or group workd. DiscussionTeaching procedure:Step I. Leading-inStep II. Warming up.1.warn the students up by some pictures.2.ask the students to think about the two questions.3.get the students to match the names of the parks with the pictures.Step III. Speaking taskAfter matching the names of the parks with the pictures, the students try to guess which are parks and which are theme parks?Period Two ReadingTeaching aims:Get the students to know some famous theme parks—Disneyland, Dollywood and Camelot Park and the attractions of these theme parks through this passage.1. Ability aim:Get some knowledge of some famous theme parks.2. Language aim:Teaching important points:Teaching procedure:Step 1. Warming up.Warm the students up by ask them to tell the differences between parks and theme parks. Step 2. Pre-reading.Ask the students to discuss a question about theme parks.1.What do you think a theme park is?2.What you might do in a theme park.Step 3. Reading.1.SkimmingAsk the students to skim the text and check their ideas and get the meaning of thetitle.2.ScanningAsk the students to scan the text and choose the correct answer in the book./doc/f417913528.html,prehensionAsk the students to read the text paragraph by paragraph, and get some detailinformation.a.Students find out the information to fill in the table of the three famous themeparks.b.Students find out information to decide if the statements are true or false.Step 4. discussions:1.What is the purpose of Dollywood? What kind of people do you think will visit thistheme park ?2.What do you know about ancient English stories? Whatother activities do youimagine there are at Camelot Park?3.Disneyland is a place to have fun. What will you do if you have a chance to visitDisneyland？4.If you have a chance to visit one of these three parks, which will you visit? Why ?Period Three Learning about language Teaching aims:1. Learn some words and phrases in the reading passage.2. Enable the Ss to use some useful structure.3. Learn about word formation .Teaching important points:Enable the students to mater some useful words and phrases.Teaching difficult points:How to use word formation correctly.Teaching procedures:Step I. Learn about some language points in the passage:1.b e famous for “因……而出名”，表示出事物的特征或人物的特长Columbus is famous for his discovery of America.be famous as“作为……而出名”，所接名词作主语的同位语Luxun is famous as a writer.be famous to “为谁所知” 表示某个地方或某个范围的人都知道Disneyland is famous to people all over the world.2.Whichever and whatever you like, there is a theme park for you.whatever = no matter whatwhichever = no matter whichwherever = no matter wherewhenever = no matter whenhowever = no matter how“疑问词+ever”既可以引导名词性从句,还可以引导状语从句,而”no matter+疑问词”只能引导状语从句.Whatever / No matter what happens, don’t be surprised.Take whatever magazines you want to read.3. be familiar with (某人) 熟悉,通晓,精通(某事)I am familiar with some theme parks now.be familiar to (某事) 被(某人)熟悉的These tales are familiar to Chinese children.4. come true 后面不能接宾语,没有被动语态realize 是及物动词, 后接名词作宾语,一般用被动语态.Our dream came true. = Our dream was realized.5. …no wonder tourism is increacing wherever…No wonder / It is no wonder 难怪, 怪不得No wonder you’ve got a headache. You drank too much last night.6. one of + n (pl.) 此结构单独作主语,谓语动词用单数.one of + n (pl.) 其定语从句谓语动词用复数.若one前the或the only修饰谓语动词用单数One of the students has ever been to Disneyland.He is one of the students who have ever been to Disneyland.He is the only one students who has ever been to Disneyland.7. celebrate 表示“庆祝, 祝贺”之意,其宾语是事。
Unit5 A Theme parks语法篇__________________________________________________________________________________ __________________________________________________________________________________要求学生掌握本单元的重点语法----英语构词法并能熟练运用相关语法知识解决相应类型的题。
英语构词法种类英语构词法主要有：合成法，转化法，派生法，混成法，截短法和词首字母缩略法。
定义与精讲1.合成:两个单词连在一起合成一个新词，前一个词修饰或限定后一个词。
合成名词的主要构成方式(1)名词＋名词sunlight 阳光handbag 手提包(2)形容词＋名词blackboard 黑板darkroom 暗室(3)副词/介词＋名词afternoon 下午uproar 喧嚣(4)动词＋名词postcard 明信片pickpocket 扒手(5)名词＋动名词sightseeing 观光handwriting 书法(6)动词＋副词get-together 聚会break-through 突破(7)其他方式构成的合成名词passer-by 过路人grown-up 成年人合成形容词的主要构成方式(1)名词＋形容词snow-white 雪白的world-famous 世界闻名的(2)形容词＋名词open-air 户外的old-style 旧式的(3)名词/形容词＋名词＋-edkind-hearted 好心的blue-eyed 蓝眼睛的(4)名词/形容词/副词＋现在分词good-looking 好看的well-written 写得好的合成动词的主要构成方式(1)名词＋动词sunbathe 晒日光浴typewrite 打字(2)副词＋动词underline 画底线标出overcome 克服(3)形容词＋动词blacklist 将……列入黑名单whitewash 用石灰水把……刷白1)有些合成词保留了原来两个单词的意思。
keyword 关键词toothache 牙痛2)有些合成词与原来两个单词的意思区别很大。
eggplant 茄子parkway 驾车专用道注意：2.派生:是通过在词根上加前缀或者后缀构成一个新词。
前缀词根加前缀多数不改变词性，只改变词义。
(1)表示相反意义的前缀有：un-，in-，im-，il-，ir-，non-，dis-，mis-等。
如：①名词派生词imbalance 不平衡displeasure不快②形容词派生词impatient 不耐烦的uncommon 不普通的③动词派生词disagree 不同意inactivate使不活跃(2)表示其他意义的前缀有：re- (重新)，anti- (反，防)，bi- (双)，en- (使成为)，co- (共同)，sub-(下面的)，post- (后的)，fore- (先的)，pre- (预先的)，auto- (自动的)，inter- (之间的)，super- (超级的，上层的)等。
如：retell复述superman 超人subway 地铁international 国际的后缀许多名词、形容词、副词和动词是由词根加后缀构成的。
(1)构成名词的后缀①-er，-or，-ist，-ee，-ian，-ese，-ant 等构成表示人或事物的名词。
如：employee 雇员translator 翻译家②-ance，-ence，-ancy，-(a)tion，-sion，-ment，-bility，-ship，-hood，-age，-ing，-ity，-ness，-th，-ty，-ism 等构成表示行为、性质、状态等的抽象名词。
如：invention发明movement运动(2)构成形容词的常用后缀有：-able，-ible，-al，-ful，-less，-ish，-ive，-ous，-ent，-y 等。
如：responsible 负责的natural 天然的(3)构成副词的常用后缀有：-ly，-ward，-wise 等。
如：carefully 细心地otherwise 否则(4)构成动词的常用后缀有：-ise (ize)，-en，-ify 等。
如：realize 意识到strengthen 加强3.转化: 英语中有些单词，词形不变，词性却可以由一种转化成另一种。
一个单词由某一种词类转用为另一种词类，这就是转化。
单词转换后的意义往往与未转换前的意义有密切的联系。
转化法动词转化为名词很多动词可以转化为名词，大多数意思没有多大的变化（如下①）；有时意思有一定变化（如下②）；有的与一个动词和不定冠词构成短语，表示一个动作（如下③）。
如:①Let’s go out for a walk.我们到外面去散散步吧。
②He is a man of strong build.他是一个体格健壮的汉子。
③Let’s have a swim.咱们游泳吧。
名词转化为动词很多表示物件（如下①）、身体部位（如下②）、某类人（如下③）的名词可以用作动词来表示动作，某些抽象名词（如下④）也可作动词。
如:E.g.①Did you book a seat on the plane? 你订好飞机座位了吗？E.g.②Please hand me the book.请把那本书递给我。
E.g.③She nursed her husband back to health.她看护她丈夫，使他恢复了健康。
E.g.④We lunched together.我们在一起吃了午餐。
形容词转化为动词有少数形容词可以转化为动词。
E.g. We will try our best to better our living conditions.我们要尽力改善我们的生活状况。
副词转化为动词有少数副词可以转化为动词。
E.g. Murder will out.（谚语）恶事终将败露。
形容词转化为名词表示颜色的形容词常可转化为名词（如下①）；某些形容词如old，young，poor，rich，wounded，injured等与the连用，表示一类人，作主语时，谓语用复数（如下②）。
E.g.①You should be dressed in black at the funeral.你在葬礼中该穿黑色衣服。
E.g.②The old in our village are living a happy life.我们村的老年人过着幸福的生活。
4.截短法(缩略法)截短法，即将单词缩写，词义和词性保持不变，主要有截头、去尾、截头去尾等形式。
1)截头telephone → phone aeroplane → plane omnibus → bus2)去尾mathematics → maths co-operate → co-opexamination → exam kilogram → kilolaboratory → lab taxicab → taxi3)截头去尾influenza → flu refrigerator → fridge prescription → script5.混合法(混成法)混合法，即将两个词混合或各取一部分紧缩而成一个新词。
后半部分表示主体；前半部分表示属性。
news broadcast → newscast新闻广播television broadcast →telecast电视播送smoke and fog → smog烟雾helicopter airport → heliport直升飞机场6.首尾字母缩略法首尾字母缩略法，即用单词首尾字母组成一个新词。
读音主要有两种形式，即各字母分别读音；作为一个单词读音。
very important person→ VIP(读字母音)要人；大人物television→TV(读字母音)电视Testing of English as a Foreign Language →TOEFL托福例1.（2019湖北孝感月考）In recent years many new roads have been built，which are of great ______to the areas around.A. distanceB. benefitC. sceneryD. puzzle解析：根据句意“近几年许多新公路已经建成，这些公路给周边地区带来极大的好处。
”be of great+ 抽象名词=be+adj.答案：B。
例2.（2019浙江）We most prefer to say yes to the ______ of someone we know and like.A. attemptsB. requestsC. doubtsD. promises解析：根据句意“对于我们认识和喜欢的人的请求我们大多喜欢说可以。
”attempt尝试；request请求；doubts怀疑；promises承诺答案：B。
例3.（2019江苏鹰潭期末）It took us quite a long time to get to the amusement park. It was ____ journey.A. three hourB. a three-hoursC. a three-hourD. three hours解析：根据句意“去游乐园花了很长的时间，它大约花了三个小时的时间。
”这里是时间做定语用a three hours’ journey或a three-hour journey答案：C。
例4.（2019浙江杜桥月考）The incomes of skilled workers went up. _____ ，unskilled workers saw their earnings fall.A. MoreoverB. ThereforeC. MeanwhileD. Otherwise解析：根据句意“技术工人的收入在增长，与此同时非技术工人却看见他们的收入下降。
”moreover 并且；therefore因此；meanwhile期间，与此同时；otherwise要不然的话。
答案：C。
例5.（2019江西赣州期中）He tried to ________ some childhood memory ，which would tell him tell him whether he come to London.A. make outB. set outC. take outD. squeeze out解析：根据句意“他试图逼迫自己想起一些童年的记忆，这些记忆会告诉他他是否到过伦敦。
