Using LanguageⅡ教案教学设计

Unit5 Theme parks教学设计

教材分析

在本单元的Warming Up部分，先谈论parks, 通过提问的方式结合图片，询问学生人们在公园能够进行什么活动，帮助学生激活有关公园的背景知识，使学生对一般公园和主题公园以及他们之间的差异有了大体的了解。主题公园也有一些图片，加深理解。Reading部分

“Theme Parks—Fun and More Than Fun”，使学生对一般公园和主题公园之间的差异，以及主题公园的发展有了更深刻的理解。懂得主题公园带给人们的不仅仅是娱乐，还有各种各样的知识和激动人心的新体验，获得知识。

学情分析

我所带的学生是普通班的，英语基础不是很好。口语和听力都不是很好。一部分学生没有兴趣和耐心阅读完整篇文章，掌握文意就更难了。为了照顾所有学生，让每位学生都参与我们的课堂教学活动，这就需要我们教师在组织教学方面作科学合理的调整。在这一过程中，即使有些学生在前面的快速阅读中对课文认识不够，但经过后面的这一系列活动，绝大多数学生都能很好地理解课文。

教学目标

1.语言知识目标

theme central various cartoon whichever fantasy amusement swing attraction tourism wherever unique carpenter engine preserve length deed 重点词汇

sword tournament settler athletic translator minority cloth jungle creature sunlight advance brand outing admission shuttle freeway souvenir sneaker brochure 重点短语

be famous for

no wonder

be modelled after

get close to

come to life (1) Whichever and whatever you like, there is a theme park for you! (2) It will bring you into a magical world and make your dreams come 重点句子

true, whether you are travelling through space, visiting a pirate ship or

meeting your favourite fairy tale or Disney cartoon character. (3) Futuroscope is not only for individuals, but is also the perfect mix of

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fun and learning for class outings. 语法项目：构词法(Word formation) 2.语言技能目标

了解了一般公园与主题公园的差异，明白了主题公园是一种围绕一个或多个主题展开的，提供各种方式的游戏、展览、演出的娱乐中心。并举了三个例子(Disneyland，Dollywood，Camelot Park)来说明主题公园的多样性和丰富性。指出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有益的体验。

3.情感目标

To help students to learn more about theme parks and gain useful knowledge and beneficial experiences from amusement. 4.学习策略

Discussion, Learning, Listening, Pair work, Teaching grammar in real situation 等。

教学重点和难点

Learn new words and useful expressions; know the main idea of the article clearly and know about the differences between traditional parks and theme parks; inspire students’

enthusiasm of speaking English; enable students to have a good command of word formation. 教学方法

1.任务型语言教学法

本课教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

2.情景教学法

创设情境，引入主题，配合小组讨论交流，采用启发式教学启发学生主动学习。

教学过程

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Step 1

read the new words together Step 2

warming up 1.Do you often go to a park? 2.What do you do in a park?

3. Have you ever heard of a theme park? Show some pictures about theme parks. (设计意图：通过这一环节先让学生在大脑中有公园这个概念的意识，然后通过问问题和展示图片的方式让学生对公园和主题公园有直观的概念，对他们的区别有了初步认识，从而激发学生的学习兴趣和欲望，自然过渡到课文。) Step 3. Title prediction and fast reading 1.

What does the title “THEME PARKS—FUN AND MORE THAN FUN”

mean? 2.

(1) Read the passage quickly for the general idea. (

) A. Theme parks are more than amusement. B. Theme parks are places for people to amuse themselves. C. Theme parks have a variety of things to see and do. D. Theme parks have a certain idea. (2) Three theme parks are mentioned in the passage. What are they? _________________________________________________________________ Suggested answers: (1) D

(2) Disneyland, Dollywood and Camelot Park. Step 4

Careful reading 1. Let the students read the passage carefully. Para1 various theme parks

1. What are the things theme parks may provide for us ?

2. Fill in the table(para 2-4) Park Name Theme location

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Disneyland

Dollywood

Camelot

3.

True or falseStep 1. Disneyland can be found everywhere. 2. You can meet any cartoon character you like at Disneyland. 3. Tourism develops where a Disneyland is built. 4. Dollywood is in the mountains in the southeastern USA.

5. Country music singers perform in Dolly wood throughout the whole year.

4. Post-reading The pig and the money want to go to a theme park, which park should they go?

5 。Design your own them park. 教学反思

通过学习课文，学生对一般公园和主题公园的差异有了一定的了解，并且意识到主题公园的多样性和丰富性。但是对主题公园的设计意图还不是很清楚，因此在讲授这一部分内容的时候，除了在课堂上给时间让学生进行讨论，可更多地把重点放在输入型的听、读方面，向学生补充了大量的有关主题公园发展的背景知识，让学生更加全面而深刻地了解主题公园。

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