Using LanguageⅡ教案（名师）

Unit 5 Reading: Theme Parks - Fun and More Than Fun 英语必修四（人民教育出版社）

I.

Background information A.

Teaching Content Analysis This text is from Unit 5 of New Senior English for China Student’s Book 4. The topic in this unit is about “theme park”. Through reading, students will get a full understanding of what a theme park is and what kind of activities they can do from different theme parks. This period takes in 3 parts, including grasping what a theme park is, reading and appreciating the text, as well as

designing their own theme parks according to their understanding of what they have learned in this period. B.

Learner analysis

The students are from Senior 1. On one hand, they are fond of theme parks, not only have they been there, but also they are eager to know the characteristics and activities of different theme parks. On the other hand, they have learned some words and expressions in this unit previously. Consequently, it is not difficult for them to read the text, and it is very excited for them to know something about parks.

C.

Teaching methods Help students comprehend what a park is and what a them park is by showing them different pictures; train students’ reading skills of prediction by showing them the headline and illustrations of the text and ordering them to predict what the text is about; train students’ reading skills of skimming and scanning by giving them some tasks to do; improve students’ communicative skills by giving them opportunities to make dialogues with their partners and communicate with their peers. D.

Teaching aids

blackboard, chalk, PPT

II.

Teaching objectives A. Students will know the difference between parks and theme parks. B. Students will make their own prediction according to some simple clues, such as the headline and illustrations.

C. Students will grasp the text and improve the reading skills by fulfilling some tasks D. Students will appreciate and feel the fantasy of theme parks, as well as develop their feelings of loving life and this colorful world. E. Students will broaden students’ eyes and know more about the world.

III.

Important points and difficult points A.

Important points a. Students will understand what is a theme park and the differences between the park and theme park. b. Students will know what kind of activities do people do in different theme parks. B.

Difficult points a. Students will use the words, expressions and sentence patterns in the text accurately through reading and learning. b. Students will handle the main points of skimming, scanning and careful reading. c. Students will enhance their communicative competence in communication and changing their own ideas in pair work or group work.

IV.

Teaching procedures: A.

Step1: Warming Up (10 minutes) a.Good morning, class! Today, I will show you some interesting and relaxing places. First, please look at these pictures. b.Show students some pictures of normal parks on PPT, and give the defination. A park is a public area of land with grass and trees, usually in a town, where people go in order to relax and enjoy themselves.

c.Today, we are going to visit somewhere more interesting, theme parks. Please share your understanding with your deskmates and discuss what you think the theme park should be. d.Ask students to share their experience of visiting a theme park and what they can do in theme parks.

e.Show students some pictures of theme parks on PPT, and give the defination. A theme park is a large outdoor area, in which all the different activities are usually based on a particular theme.. 

The design intent: In this section, students will quickly get involved in a new topic, which is very interesting and familiar with them. Especially, the showing-picture part can attract students’ attention and make them have some personal experiences or feelings to share with the peers.

B.

Step2: Pre-reading (5 minutes) a.Today, we’re going to study a text about the theme parks. First, please look at the title and pictures on the book, and then predict the contents of the whole text.

b.It’s very excited to listen to your ideas. According to the title and pictures, what will you read in this text? 

The design intent: In this section, students will have a chance to speak out their own thoughts and share their wonderful experiences with the whole class. Besides, the prediction part is also an important skill of reading, which they can improve their reading skills by predicting and thinking.

C.

Step3: Reading (15 minutes) a

.Now read the text Theme Parks –

Fun and More Than Fun, and answer the questions:

How many theme parks are mentioned in the text? What are they?

b.Now, we have got a general idea of this passage. I’d like you to read the whole text carefully again and try to finish the table on the screen. Park Name Disneyland Theme

fairy tale stories Example of Activities 1.

travel through space 2.

visit a pirate ship 3.

meet fairy tale characters 4.

ride a swinging ship

5.

go on a free-fall drop Dollywood

culture of the southeastern USA 1.

listen to American country music 2.

see traditional craftsmen and their work 3.

try some traditional candy 4.

ride on an old steam engine

5.

see bald eagles 6.

ride on Thunderhead and other rides Camelot

ancient English history and stories 1.

watch magic shows 2.

see fighting with swords or on horseback

3.

visit farm section 4.

learn about farms in ancient England c.Discussion: Work in a group of 4 students. If you have a chance to visit one of these three parks, which one you will pay a visit? Why? Change your ideas with your group members.

d.Read the passage again and decide if the following statements are true or false. (1) Disneyland can be found everywhere.

false

Disneyland can be found in several parts of the world. (2) You can meet any cartoon character you like at Disney land.

false

You can meet fairy tale or Disney cartoon characters at Disneyland. (3) Dollywood is in the mountains in the southeastern USA.

true (4) Dollywood has the only electric train still working in the USA.

false

Dollywood has the only steam-engine train still working in the southeastern USA. (5) Visitors to Camelot Park can taste candy like the candy made in ancient England.

false

Visitors to Dollywood can taste candy like the candy made in the American South 150 years ago.

(6) Camelot Park has the oldest roller coaster in the world.

false

Camelot Park does not have the oldest roller coaster in the world.

d.Translate and make sentences. (1) Some parks are famous for having the biggest or longest roller coasters.

be famous for: 以......而闻名

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

no wonder: 难怪，

不足为奇

(3)Dollywood has one of the best old wooden roller coasters.

one of+ the+ 形容词最高级+可数名词复数:最….的之一

(4)Every area of the park is modelled after life in the days of King Arthur and Knights of the Round Table.

be modelled after: 根据......模仿，仿造



The design intent: In this section, students can get a full understanding of the text and have a training of their reading skills, such as skimming and scanning. According to different tasks, they also can get hang of the communicative skills by sharing their answers with their partners.

D.

Step 4: Post-reading(10 minutes)

a.Our own theme park competition- We have seen lots of splendid and fantasy theme parks. We’ve known that what a theme park is and there are different kinds of activities people can do in various theme parks apart from having fun. Now, do you want to design your own theme park and show it to your classmates? Now, four students form a group and design your own fantasy theme parks. Procedures: (1) Think of your own theme park first; (2) Describe the feature of your theme park and make a map or draw the blueprint

of it if possible; (3) Design some interesting activities which tourists can enjoy in your theme park.

(4) Select a representative and present your group’s work. Teacher and students can assess each group's work from various kinds of aspects, such as team cooperative consciousness, creative ideas and language presentation. Finally, make students choose which group’s theme park they like best.



The design intent: In this section, students can fully use what they have learned in this period to fulfill the tasks. What’s more, they can have a full communication with their classmates and show their creativity. Importantly, they can have an evaluation from the peers, teachers and themselves, which can inspire their desire to learn English.

E.

Sum-up:

So much for this class, let’s conclude what we have learned in this class. Teacher can draw a conclusion with students together. First, we know what is park and what is theme park; Second, we read a text about 3 different theme parks in the world; Third, we draw a conclusion that we can get more than fun in theme parks, for example, we can learn history of ancient days, entertain ourselves by some activities, learn how to make some interesting gifts and so on. I hope that next time you visit a theme park, you can learn a lot from your experience. F.

Homework:

Please write a composition to introduce one of a theme parks you have visited. (100 words)

V.

Reflection: A. In this period, students were very interested in this topic and couldn’t wait to share their experience. Therefore, students participated in every task actively and eagerly. B. The whole teaching planning elaborated class activities from the perspective of the students and made them understand teaching objectives. Designing and providing

activities of clear instructions to students are the primary requirements of task-based teaching methods. In this circumstance, students can learn by accomplishing very specific tasks, strengthen language ability, get learning experience and comfort themselves with the pleasure of success. C.This period used multimedia assisting teaching which could motivate students in learning and create a good communicative environment for students. D.The teaching design is reasonable and can reach teaching objectives. This lesson planning simulates and creates a very authentic language learning environment, provides plentiful sources and broadens the learning channels for students.