Unit 5　Theme parks教案教学设计精品02（人教版高中英语必修四)x11页

  教学准备1.  教学目标（1）阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。（2）阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。（3）通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划（4）通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。2.  教学重点/难点（1）阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。（2）阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。（3）通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划（4）通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。3.  教学用具4.  标签  教学过程Step1Warming-upandlead-in(5mins)（1）导入教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First,Ｉwouldliketoaskyou:①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark?②Haveyoubeentoathemepark? ③Whatcanyoudoinathemepark?S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark.S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalotofactivities.T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go-roundandsoon.Inaword,therearevariousrideswecantakeinathemepark.Well,whatdoes“ride”mean?S3:游乐设施T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”.（2）揭题教师引导学生对课文题目进行预测。T:Withtheserides,thereisnodoubtthatwewillhavegreatfuninathemepark,right?Justlikethetitleofthisarticlesuggest:Themeparks–fun.Butwhatabout“morethanfun”?Whatdoesitmeaninyouropinion?S4:“morethanfun”meansyoucanalsogetalotofinformation.[意图说明]教师通过图片及设问，从学生所熟悉的福州西湖公园和鲸奇水上乐园入手,激发学生原有的普通公园与主题公园知识体系，引导学生对文章题目进行预测，引发好奇心，从而导入新课。Step2Reading（34mins）（1） 扫读。引导学生回答以下问题。(3mins)a.Howmanythemeparksareintroduced?Whatarethey?Andwherearethey?b.Wheredoyouthinkyouwouldseethiskindofwriting?T:Thankyou,youropinionisquitereasonable.Nowlet’sdosomereadingtaskstocheckit.First,Iwouldlikeyoutofindout:“Howmanythemeparksareintroduced?” S5:Three.T:Yes.Itisveryobvious.Whenwetrytofindoutthemainideaofaparagraph,usuallywecanfocusonthefirstandthelastsentence.Thentellmewhatthethreethemeparksare?Andwherearethey?S5:DisneyLand,DollywoodandCamelot.T:Thanksforyouraccurateanswers.Nowthatwehavearoughideaofthisarticle,wheredoyouthinkyouwouldseethiskindofwriting?S6:Newspaper?S7:Magazine?T:Yes,verylikely.Maybefromanewspaperoratravelmagazine.[意图说明]引导学生扫读全文，关注文章结构，思考文章的出处，整体理解本篇课文。（2）跳读及拓展阅读。(20mins)a．引导学生填写以下表格。 T:Obviously,itaimstoattractthereaderstogotothesethemeparks,sowhatelseisitgoingtotellus?Now,pleasereadthearticlethroughandfindoutimportantinformationtofilloutthefollowingform.T:Allright.Itistimetocheck.Willyou?S8:Disneylandfairy,thethemeistalestories;activitiesaretravelthroughspace,visitapirateship,meetfairytalecharacters,rideaswingingship,andgoonafree-falldrop.S9:Dollywood,thethemeiscultureofthesouth-easternUSA;activitiesarelistentoAmericancountrymusic,seecarpentersandothercraftsmenmaketheirwork,trysometraditionalcandy,rideanoldsteamenginetrain,seebaldeagles,takearideonThunderheadandotherrides.S10:Camelot,thethemeisancientEnglishhistoryandstories.Activitiesarewatchmagicshows, seefightingwithswordsoronhorseback,visitfarmareaandlearnaboutfarmsinancientEngland.[意图说明]引导学生通过跳读获取特定的信息，将这些信息转化为表格形式，加深对文本的理解。b.展示图片，引导学生进行图片与三大主题公园的匹配，并陈述理由。 T:Thanks!Anyonehasanydifferentideas?No?Ok,itseemsthatallofyouhavehadagoodunderstandingofthisarticle.Thatisgreat.Next,Wearegoingtoplayagame.Iwouldliketoshowyousomepictures,pleasetellmewhichthemeparkitbelongstoandwhy.Ifyouknow,juststandupandsayit,assoonaspossible.Ready?Go!Ss:Disneyland.T:Wonderful.Whataboutthisone?Whatisinthepicture?Ss:Steamenginetrain.T:Exactly.So,itis…Ss:Dollywood.T:Nextone?Ss:Camelot.T:Yes.Wecanseeknightsfightingwithswords.Andnext?Ss:Camelot.Thereisbaldeagle.T:Ok.Thelastone,thelastchance.Ready?Go!S11:Camelot.T:Why?S11:itisafarm.T:Yes,youhavesharpeyes. [意图说明]运用图片，提供课文关键词汇和句型的运用情境，引导学生复述三大主题公园的主要特点，检测学生对文章的理解。采用学生快速站起回答的游戏方式，可以调动课堂气氛，创造轻松的学习环境。c.回顾课文题目，引导学生思考其含义。 T:Nowwehavefinishedthereading,couldyoutellmethemeaningofthetitle“Themeparks-funandmorethanfun”?Beforereading,Shumanmentionedthatitcanprovidefunbutalsoinformation.Doyouagreewithherordoyouhaveanewidea?S12:Ithinkitmeansthemeparkscanbringpeoplehappiness.T:Yes.Itbringshappiness.That’sthefunpart.Whataboutmorethanfun?S12:morethanfunmeansthemeparksaremoreinterestingthanotherparks.T:Yes,itismoreinteresting.Anythingelse?No?Ok,thankyou.Sitdown,please.Hementionedithasalotoffun.Yeas,itis. Aboutmorethanfun,wecanagreewithShuman’sidea.Themeparksprovideusalotinformation.Forexample,Dollyhood,whatcanwelearnfromit?Ss:Americanculture.T:Yes.WhataboutCamelot?Ss:Englandhistory.T:Yes.[意图说明]在扫读与跳读练习后，引导学生回顾全文，进一步检测其对课文的理解。（3）批判性阅读。(6mins)a.引导学生思考以下问题：①.Isitalwaysfunandmorethanfuninthethemepark?②.Didyouhaveanyunhappyexperiencesinthethemepark? Orhaveyouheardaboutanyunhappyexperiencesinthethemepark? T:Exactly.Besidesthoseexcitingrides,wecanalsolearnalotofthingsinthethemeparks.Butisitalwaysfunandmorethanfuninthethemepark?Didyouhaveanyunhappyexperiencesinthethemepark?Orhaveyouheardaboutanyunhappyexperiencesinthethemepark?YoujustmentionedyouwenttoDisneyLand.Anythingunsatisfied?S12:Atnoon,weallhungry.Wewenttorestaurant.Itwasexpensive.Itwasbad.T:Soyouwerenotsatisfiedwiththefood.[意图说明]引导学生结合自己的经历进行批判性阅读，培养学生思维的独立性。b.引导学生进行拓展阅读，归纳作者行程不愉快的三个理由，提出相应的应对方式。 T:Actuallyyouarenotalone.Nowlet’sreadABadDayatMagicLandandfindoutthreethingsthatruinedthewriter’sthemeparktrip.S13:First,hethrewup.Itwasembarrassed.Second,hisfoodwasruined.Third,hisglassesfellinthewater.T:Yes,thereasonsarethathewentontoomanyrollercoastersandhadanexpensiveandterriblelunch.What’sworse,hisglassesfellintothewater.Wedon’twantsuchatrip.Ofcourse,wewantfunandmorethanfun.Howtoavoidallthesethings?Canwetryalltherides?Ss:No.T:Wedon’thavethetimeaswellastheenergy.Soweneedto?Ss：Plan？T:Yes.Weneedtochoosewhat’sourfavorite,forexample.Whataboutfood?Itisalwaysexpensiveinathemeparkoranydestination?Ss:Sandwich? T:Goodidea.Maybewecanhavesomehomemadefood.Whataboutglasses?Besidesglasses,whatiseasilylost?Ss:watch,purse,phone…T:Yes.Topreventitfromhappening,weshouldtakecareofourpersonalthings.[意图说明]通过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。（4）创造性阅读。(5mins)组织学生进行小组活动，每个小组选择一个主题公园，结合课文内容设计一个简单的一日游行程安排表。T:Indeed,agoodplanisnecessary.Andlet’smakeone.Supposeyouaregoingtooneofthethreethemeparksinourtext,usetheforminyourhandouttomakeasimpletripplan.Everyfourofyoupickonethemeparkfromourtext.Andeachonehashisorherresponsibility.Onemakessuggestionaboutmorningactivity;onenoon activity;oneafternoonactivity;andthelastoneisthepresenter.Thepresentershouldbeclearandloud,haveenougheyecontactandofcourseshowawell-organizedplan.Clear?[意图说明]根据课内文本与拓展阅读这两则语言材料创设较符合学生生活实际的一日游计划活动，激活学生,发挥学生的自主性和创造性。小组合作的方式也可以让学生进行同伴互助学习，共同进步。Step3 Post-reading（5mins）学生小组代表上台陈述设计好的一日游行程。其他学生使用评价表从三个方面进行简单评定。T:Everyone,itistimetopresent.Dorememberpresenterneedstopayattentiontoallthethreethings.Andthelistenersneedtopayattentionandevaluate.S14:Iwouldliketosharemyplanwithyou.Frommyperspective,besidesawell-organizedplan,somepreparationsareofgreatsignificance.Forexamplewemayneedtotakeanumbrellaincaseofbadweatherandsomepillsincaseofemergency.Andourgroupdividedourplanintothreeparts:morningvisit,noonvisitandtheafternoonvisit.Inthemorning,wecanseecarpentersandothercraftsmenmaketheirworkintheoldfashionway,Ithinkthatwouldbegreatfun.Inthenoon,wecanhavealunchwhileenjoyingthecountrymusicperformedintheoutdoortheatre.Afterlunch,wecanvisitcandystoreandtrythesamecandymade150yearsago. Afternoon,wecantakearideontheonlysteamenginetrainandevenseesomebaldeagle.That’sall.Ithinkwecanenjoyourone-daytripinDollywood.Thankyou.T:That’sawonderfulplan.Clearandloud,fivestars.Well-organized,sixstarsmaybe.Butweonlyhavefive.Abouteyecontact,nexttime,youneedtotakesomesimplenotes.Thenyoudon’tneedtoturnoveragainandagain.SoIwillyougiveyoufourstars.Whataboutyourevaluation?Whatdoyouthinkofherpresentation?Doyoulikeit?Yes,okjustmakeyourevaluationonyourhandout.Now,Whataboutnextgroup?S15:Well,whataboutmyplan.BeforeIgotoCamelot,IwillsearchtheinternetgaininginformationaboutEnglishculture.Inthemorning,Igothere,waitingoutsidethegate.Iwillbeveryexcited;Iwillseesomefakeroyalmembers,likeKingEdwardandtheknightsofroundtable.Afterthelunch,IwillgothefarmandofcourseIwillfeedtheanimals,maybeveryexcitingandinteresting.Andthenjousting.Afterdinner,Iwillgoforthesightseeing.Thenightwillbeveryintriguing.OfcourseIwillbuysomesouvenirs.Takepictures,enjoythebeautifulthings.Ok,thankyou.T:Charmingaccent,right.Well,itisyourgroup’stripplan.Somaybenexttimeyoushouldpresent:“ourgroupisgoingtodosth”,thatwillbemuchbetter.Well,Iwouldtoseeeverygroup’splan,sopleaseturnitintoapieceofwriting.Andseeyounexttime.Thankyou. [意图说明]这是一个展示语言输出成果的阶段，学生上台陈述，既锻炼学生的口语，又可让教师了解本节课的有效性。运用同伴评价表，引导学生更加认真得倾听他人，同时激发陈述者的积极性。Step4 Homework（1min）布置家庭作业：要求学生讲口头讨论的计划重新组织为书面语。[意图说明]引导学生将口头讨论转化为书面语，强化本课的学习内容。  板书