I. 單元教學目標
技能目標Skill Goals
Talk about different types of theme parks in different cultures
Show people around a place and give directions
Study word formation
Write an introduction to a place with detailed explanations
II. 目標語言
功能句式
Expressions used to show people around a place
We are happy to show you ...
Over there is the ...
Down the path you can see ...
The main idea/ theme in the park is ...
You will enjoy doing/ seeing ...
Expressions used to ask the way and give directions
Can/ 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/ opposite the ... , you can’t miss it.
It is about ... minutes’ walk/ bus ride.
It is about ... meters away.
詞彙
1． 四會詞彙
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
2． 認讀詞彙
roller coaster, fantasyland, imaginary, imagination, vary, Futuroscope, mysterious, T-Rex combination
3． 詞組
No wonder, in advance, get close to, come to life,
結構 Word Formation
III. 教材分析和教材重組
1. 教材分析
本單元以Theme parks 為話題，旨在通過本單元的教學，使學生瞭解分散於世界各地的各種各樣的主題公園，學會向別人介紹某個景點的大體情況，以及計劃各項活動，同時培養學生對世界及生活的熱愛。
1.1 Warming up通過向學生呈現四個風格各異的世界著名主題公園，激發學生學習本單元的興趣。
1.2 Pre-reading 通過學生對主題公園裏活動的想象，交流了解主題公園的有關知識。
1.3 Reading 通過介紹世界各地形式各異的主題公園概況，使學生了解風格迥異的各國主題公園。
1.4 Comprehending 讓學生從文章的標題及各段大意來整體理解課文。
1.5 Learning about Language 分詞彙和語法兩部分。
Discovering useful words and expressions 中的練習1是以給出意思寫出相對應詞彙的形式考查對文章中重要詞彙及短語的理解。練習2 是以短文填詞完型的形式考查對練習1中詞彙的運用。練習4則以完成句子的形式考查學生對get/ be closer to這一短語不同意義及用法的準確運用。
Discovering useful structures 是通過填表格的練習方式向學生呈現英語詞彙不同的構詞法（合成及派生）。
1.6 Using Language 分為四個部分練習聽、説、讀、寫。
1) Listening練習聽力可配合Listening on P69 in Workbook及Listening Task on P73 進行。
2） Reading and speaking這是一篇泛讀文章，介紹更新奇的主題公園（觀察未來）。然後讓學生練習朗讀課文的第二段，注意個別特殊的發音方式。接着把（觀察未來）公園的各項活動性質歸類及解釋理由。然後根據自己對文章的理解為該主題公園繪製一張地圖。最後分別説出（觀察未來）主題公園會讓你體驗到的三種時間及空間的經歷。
3） Writing要求介紹某一主題公園的概況，包括種類，方位，各活動項目及門票收費。
4） Speaking根據所準備的公園概況介紹寫一段
對話，作為導遊回答一位正在遊覽公園的朋友對公園情況的一些詢問。
2. 教材重組
2.1 因本教材重點強調的.是閲讀能力，故將Warming-up, Reading, Comprehending合在一起設計成一節“精讀課”。
2.2 Learning about Language, Using Structures 和Workbook中的Using words and expressions, Using structures合在一起,設計成一節“語法課”（既有詞彙又有語法）。
2.3 將Using Language 中的Listening, Workbook 中的Listening 和Listening task 整合成一節“聽力課”。
2.4 將Reading and speaking，Workbook 中的Reading task整合為一節“泛讀課”，旨在從整體上理解課文，作為對本單元話題“主題公園”的知識擴充。
2.5 將Speaking, Workbook 中的Talking 和Speaking task整合為一節“口語課”。
2.6 將Using Language 中的Writing和Workbook中的Writing task 整合成一節“寫作課”。
3. 課型設計與設時分配（經教材分析，根據學情，本單元可以用六個課時教完。）
1st period Intensive Reading
2nd period Language Study
3rd period Listening
4th period Extensive Reading
5th period Speaking
6th period Writing
IV. 分課時教案
The First Period Intensive Reading
Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞彙和短語
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． 重點句子
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 能力目標
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 學能目標
Learn how to generalize and compare the similarities and differences.
Teaching important points 教學重點
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 教學難點
How to give a general instruction/ description of a place.
Teaching methods 教學方法
Listening;
Skimming;
Scanning;
Task-based.
Teaching aids 教具準備
A recorder and a computer.
Teaching procedures && ways 教學過程與方式
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 na?tional 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 stu?dents 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. 合成名詞
(1) n+n
air conditioner 空調
blood pressure 血壓
income tax 所得税
credit card 信用卡
(2) adj + n
central bank 中央銀行
fast food 快餐
solar system 太陽系
remote control 遙控
(3) v-ing +另一詞
washing machine 洗衣機
driving license 駕駛執照
(4) 其他方式
by-product 副產品
editor-in-chief 主編
2. 合成形容詞
(1) 過去分詞或帶ed詞尾的詞構成。
absent-minded 心不在焉的
grey-haired 頭髮灰白的
(2) 動詞的ing 或另一詞構成
long-suffering 長期受苦的
far-reaching 深遠的(影響)
3. 合成動詞及合成副詞
water-ski 滑冰
overeat 吃得太多
baby-sit 看孩子
empty-handed 一無所獲的
Derivation: add letters to the beginning or the end of a word.
1) 前綴:
(1) dis-: disagree, dislike, disappear
(2) in-(il-, im-, ir-): incorrect, impossible, irregular,
(3) un-: unhappy, unable, unfit,
(4) non-: nonstop, nonverbal (非語言的)
(5) re-: rewrite, review
2) 後綴:
(1) 構成名詞：-er, -ese, -ist, -ian, -ment, -tion, -ness, -th.
buyer, Chinese, socialist, musician agreement, collection, illness, truth
(2) 構成形容詞: -al, -an, -ful, -ing, -y, -less
national, American, careful,
exciting, cloudy, useless
(3) 構成動詞: -fy, -is (z)e:
beautify, realize
(4) 構成副詞: -ly:
badly
(5) 構成數詞: -teen, -ty, -th
thirteen, sixty, twelfth
Conversion: change the part of speech of a word.
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