Learning about Language教学目标设计

Unit 4 Theme Parks 教学设计

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。

教学目标

Knowledge and ability: 1. Students learn the useful new words and expressions in this part by reading aloud. 2. By observing pictures of some theme parks, students can tell differences and similarities of theme parks. 3. Students predict what the text is about to develop their ability of prediction. Emotions Students can have an positive attitude to life.

Teaching key points and difficult points: How to define theme parks. Teaching methods a. Task-based teaching and learning b. cooperative learning c. discussion

Teaching aids a projector, some slides, learning plan Step I Leading in Show some pictures of different parks and tell the students some back knowledge. 教师通常在呈现的过程中适当讲解与课文有关的背景知识，目的是把学生的注意力引导到文章的话题上，并展开适当联想，以达到语言输出的目的。

Step II Skimming & Scanning In this part, we will read the text quickly to find some specific information about the text and the main idea of each paragraph. Q1. How many theme parks are mentioned in the passage? Q2. What are they?

Q3. What is the main idea of each paragraph ?

学生快速阅读课文，同时圈出课文中的生词。并且提出少量问题，让学生快速阅读寻找答案，目的就是让学生在详细阅读之前先了解文章的大体意思。

Step III Careful reading In this part, you are supposed to read the text carefully to know some details about the three theme parks. Then fill in the blanks. 其目的是寻找某种资料或信息，对于无关部分可以忽略。在这一步骤中教师根据不同的篇章结构，采用不同的方法使学生达到理解、欣赏或评价的目的。

Step Iv Task Lily, Jim, Tony, Jane and Kate want to visit a theme park. Help them to choose the theme park which is suitable for them. 1.

Lily is interested in the life of ancient people, so she could visit

2.

Jim wants to experience rides, especially the wooden roller coaster, so

__________ is a good place for him. 3.

Jane is a girl who likes fantasy and loves fairy tales very much, so she is advised to visit __________. 4.

Kate is crazy about American country music, so she may go to ___________. Step V Discussion

To build a theme park, much money, time, energy, effort…will be spent on it. Do you think it is worthwhile building one? 通过精心设计一些开放性的话题，使课文内涵达到升华，从而把课堂教学活动推向高潮。

Step VI Writing Some useful sentences to introduce a place 1.

…

is located in

……

2.

……

is made up of ……

3.

If you want to ….., come to ……

4.

……

is one of the most…… in …….

5.

Come to……. to……

6.

If you come to …, you’ll have a wonderful time in the Marco Polo Comic City. 要求学生写一篇作文，描写一个本地的主题公园，写作之前为学生提供一些词汇和结构，搭建支架，达到语言运用的目的。