人教版高中英语必修四第五单元阅读课教学设计Unit 5 Theme
高中英语人教版必修4Unit 5 Theme parks教学设计
Unit 5 Theme parks 教学设计Warming up and readingTeaching AimsTo help students develop their reading ability.To help students learn about Theme parks.Teaching ProceduresI. Warming upWarming up by discussingGood morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)Warming up by watching and listeningHi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.This is the Universal's Islands of Adventure which was opened in 1999, making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IOA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.Of course, that hasn't stopped Universal and other studios from making films about almost every characterrepresented in IOA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.Warming up telling experiencesNice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )II. Pre-readingLooking and sayingWork in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…2. Talking and sharingWork in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.Boating LakePedaloe boats on our boatinglake with views ofMegafobia. Suitable for up tofive people.(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: "I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean." )III. ReadingReading aloud to the recordingNow please listen and read aloud to the recording of the text THEME PARKS ——FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THEME PARKS ——FUN AND MORE THAN FUNprovide sb. w ith sth., amuse oneself, escape one’s busy life for a while, share a purpose, find w ays to dosth., meet one’s need, sit chatting, play games, listen to birds’ singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do,charge money for doing sth., make a profit, sell souvenirs, advertise sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. unphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cook cultural foods, have pictures taken, chare admission, name sb. after sb./sth., a place of fantasy, get close to sth. /sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.WaterfallA steep shoot sends youskipping across a shallow poolof water on a singlesledge. Beware, you mightget wet on this ride.Reading and transferring informationRead the text again to complete the table.Park Name Theme Example of ActivitiesDisneyland Fairy tale stories Travel through space, visit a pirate ship, meetfairy tale characters, ride a swinging ship, goon a free-fall drop.Dollywood Culture of thesoutheastern USA Listen to American country music, see traditional craftsmen and their work, try some traditional candy, ride on an old steam engine, see bald eagles, ride on Thunderhead and other rides.Camelot Ancient Englishhistory and stories Watch magic shows, see fighting with swords or on horseback, visit farm section , learnabout farms in ancient England.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises 3 and 4 on page 35.Suggested answers to Exercise 4:1.The purpose of Dollywood is to show and celebrate America’s traditional southeastern culture. Probablya lot of Americans will visit this park.2-4 Students will give their own answers.Closing down by having a discussionDo you lake a theme park? Why or why not?(For reference: All over the world people seek stimulating experiences to take their mind away from everyday troubles, and the United States is definitely no exception to this rule. Most of its residents have the money and time to entertain themselves as it pleases them -- and visiting amusement parks certainly does please them. )Closing down by defining a theme parkWhat is a theme park? Define it in your own words.(For reference: How do theme parks differ from ordinary amusement parks? National Amusement Park History Association defines a theme park as "an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks." An amusement park, according to NAPHA, is "an entertainment facility featuring rides, games, food and sometimes shows." The World of Coasters’ glossary defines a theme park as "an amusement park which has one or more "themed" areas, with rides and attractions keyed to thetheme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks." )Learning about Language(Word Formation)Teaching AimsTo help students learn about word formation.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.Teaching ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your classmates’.Find the compound nouns in the reading passage and write them down:Roller coaster, whichever, whatever, free-fall, wherever, southeastern, indoor, outdoor, craftsmen,old-fashioned, steam-engine, world-famous, horsebackII. Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes:"ad" (to) + "fix" (attached) = "affix""pre" (before) + "fix" = "prefix""sub" (under) + "fix" = "suffix"Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):ab (away) abrupt, absent, absolvead (to) adverb, advertisement, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interprovincialintra (within) intramural, intrapersonal, interprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateFinish exercises2-3 on page 37III. Ready used materials for Word formation了解了英语构词法是迅速扩大词汇量的有效途径之一。
高中人教版英语人教版高中必修4【教学设计】Unit 5(英语人教必修四)
Unit 5 Theme parks教材分析本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。
Period 1 Warming Up & Reading教学目标1. 通过对国外一些主题公园文化的了解而拓展视野，增强跨文化意识。
2. 通过热身活动了解传统意义上的公园和主题公园之间的区别。
3. 通过阅读材料了解夏威夷的一个著名娱乐文化公园。
重点难点【教学重点】1. 学习并掌握本单元重点单词和短语。
2. 阅读并理解课文和掌握文章大意。
【教学难点】阅读并理解课文Theme parks—fun and more than fun教学准备Tape recorder, Multimedia, PPT等。
教学过程Step I 新生词汇初识Ⅰ. 匹配下列单词的词性及汉语意思1．theme A．vt. 保存；保留n．保护区2．tourism B．n. 消遣；娱乐(活动)3．unique C．adj. 不同的；各种各样的4．engine D．n. 长度；长5．attraction E．n. 秋千；摇摆vt. & vi. 摇摆6．amusement F．n. 引擎；发动机7．length G．n. 题目；主题(曲)8．various H．adj. 独一无二的；仅有的9．preserve I．n. 有吸引力的事物；吸引10．swing J．n. 旅游业【答案】1－5GJHFI6－10BDCAEⅠ. 选择下列句中相对应词组的汉语意思A.非常B.根据……模仿C.熟悉D.以……而闻名E.实现F.难怪1．This restaurant is famous for its delicious dishes.2．I am familiar with the computer software they use.3．Her dream to enter the famous university came true.4．The two buildings are modelled after the same pattern.5．No wonder you can't find anybody here；they're all away at a meeting.6．I was more than happy when I heard the news.【答案】1－6DCEBFAStep II 教材语篇细研第一步速读——了解文章主题和段落大意速读P34教材课文，匹配段落大意1．Para.1A．To introduce Disneyland.2．Para.2B．To introduce theme parks.3．Para.3 C．To introduce Camelot Park.4．Para.4D．To introduce Dollywood.【答案】1－4BADC第二步细读——把控文章关键信息细读P34教材课文，选择最佳答案1．According to the passage，tourists can find Snow White and Mickey Mouse in ．A．World Waterpark B．DisneylandC．Central Park D．Camelot Park2．What's the Dollywood's main attraction?A．Its culture.B．Its country music.C．Its candy shops.D．Its wooden roller coaster.3．It can be inferred from the third paragraph that the main purpose of Dollywood is to ．A．entertain B．make profitsC．show cartoons D．educate people4．Which of the following can follow the last paragraph?A．An introduction of some other theme parks.B．Mickey Mouse in Disneyland.C．Dollywood's old wooden roller coaster.D．Something about a traditional park.【答案】1－4BADA第三步精读——能力升华接轨高考精读P34教材课文，在空白处填入1个适当的单词或括号内单词的正确形式。
最新人教版高中英语必修四第五单元阅读课教学设计Unit 5 Theme Parks
教
学
流
程
Step 1Warming up
Picture showing: Show the students several theme parks.
Interaction with students: What parks do you know? What do you do in a park? What’s the difference between theme parks and commonparks?
Step 2Pre-reading
Let the students guess the content according to the title and pictures.
While-reading
Reading task 1:Work out the meaning of the title. And getmain ideas of each paragraph.
Possible answers: nanhu park, children’s park, shengli park, etc. Play games and walk for health. To enter a common park, there is no need to buy a ticket. While in a theme park, we can have more fun.
情感态度价值观目标
Most ofting parks in their childhood.So this unit may serve as an extension of what they have known.Through the study of this period the students are sure to learn more about theme parks.
人教版高中一年级必修4 Unit 5 Theme Park阅读课教学设计
本堂课是根据人教版高一新教材必修 ４ 第 五 读 ， 并 对文 章进 行分 段及 概括段 落 大意 。
单元 Ｔ ｈ ｅ ｍ ｅ Ｐ ａ ｒ ｋ中 的 Ｗａ ｒ ｍｉ ｎ ｇ ． ｕ ｐ和 Ｒ ｅ ａ ｄ ｉ ｎ ｇ扩 材是 为 了适应 新形 势发 展 的需要 ， 根 据教 育部 制定 展而 来 的一节 课 。高一 新教 材使 用 已快一 年 ， 该教 节进行 掌握 。
（ 一） Ｗａ ｒ ｍｉ ｎ ｇ ｕ ｐ
用 一 系列 图片和 问题 对学 生进 行课 前 热 身 ， 让
指导 ， 笔者 设 计 小 组合 作 活 动 ， 培 养学 生 之 间 的英 学 生通 过对 主题 公 园和一 般公 园的对 比 ， 得 出主题 语 交 流 合 作 能力 ， 加 强其 团队合 作 精 神 ， 从 而 全 面 公 园的概念 。
提 高 他们对 英语 的掌握 及运用 能力 。
（ 二 ） Ｒｅ ａ ｄ ｉ ｎ ｇ
阅读分为两块 ， 第一块是听 录音跟读 ， 然后设
二、 教 材 分析
计 Ｔ Ｒ ＵＥ和 Ｆ ＡＬ Ｓ Ｅ 问题 ；第 二 块 是 学 生 自己精 通 过这 两 个 活 动 让 学生 熟 悉 课 文 内容 ， 对 细
兴趣 ， 是 一套 相 当好 的教材 。本 文 所选 的这 节课 ， 以探讨 主 题公 园为主 线 ， 更加 符合 高
中学生的特 点 ， 在 引起 学生兴趣 方 面 ， 更具优 势 。
【 关键词 】 英语运用能力 ； 主题公 园； 一般公园
设计 思 想
一
、
题 中来 ； 然后 通 过 “ 读前 ” 的一 个 问题 ， 把学 生 引入
高中英语必修四：《Unit5 Theme Parks》优质教学设计及教学反思
Unit 5 Theme ParksLesson1 Fun and More Than Fun教学设计课后教学反思本节课是必修4 Unit5 Theme Parks 中Lesson1 Fun and more than fun. 介绍了主题公园的含义和世界上三大著名主题公园，让我们知道在主题公园中人们不仅身心得到放松，而且也能受到教育和获得知识。
现对本节课的反思如下：二．本堂课教学中的亮点：1. 课堂结构设计完整，针对阅读课采用的Pre-reading, While-reading, Post-reading 模式；设计题目由易到难，练习和培养了学生的听，说，读，写能力。
2.课堂设计独到，任务性强。
《课程标准》中指出，本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，实现了英语在真实情境中的应用。
3、在教学环节或教学活动中，灵活采用集体问答、个人或小组活动等多种形式，让全体学生主动并乐意地参与课堂教学活动，同时，让学生在一定程度上形成自主学习，有效交际、信息处理、英语思维能力。
4. 选题符合学生的兴趣出发点，使学生对该课表现出极大地热情。
因学生对主题公园了解较少，又属于娱乐主题，而且涉及的均是世界著名的主题公园，因此学生能积极投入到课堂中。
5. 学生能够用心思考主题公园的含义，且能用英语将其流利正确地表达出来，说明学生平常注重英语学习的实际应用。
6.多媒体的制作漂亮，美观，使用恰当。
应用了视频和听力录音。
尤其是关于迪斯尼乐园的视频，在开始成功地将学生吸引到了课堂中。
二．本堂课值得改进的地方：1、在对课文理解时有些题目设计较难，学生回答时稍显不自信，紧张。
2. 提问时本节课是学生自愿站起来回答，其实必要时应提问学生。
3.discussion部分稍显仓促，留给学生的时间太少，限制了学生自主学习和互相交流的机会及充分表现和自我发展的空间。
人教新课标英语必修4-Unit-5--Theme-Parks教案(重点单词讲解)
Unit 5 Theme ParksDate:_______________Teaching aims:1.Get the students to learn the new words and expressions in this unit.2.Let the students to get some information about parks and theme parks.3.Develop students’ ability in reading and speaking English.4.Get some knowledge about word-formation.Teaching difficult points:1.Learn to use the new words and expressions correctly.2.Retell the passage .3.Learn to guess the meaning of a new word by using the knowledge ofword-formation.Teaching important points:1.Remember the new words and expressions as many as possible.2.Get the general idea and try to retell the passage.3.Learn to use the new words and expressions correctly.4.Learn to use the knowledge of word-formation to remember new words. Teaching methods:1.Task-based teaching and learning.2.Cooperative learning.Ability aims:1.Learn to retell the passage according to their own notes.2.Get some knowledge about word-formation , try to use it to guess the meaning ofa new word.Emotion aims:1.Get some knowledge about parks and theme parks, and get to know that themeparks can offer us not only amusement, but also kinds of knowledge and exciting experiences.2.Develop students’ sense of cooperative learning.Teaching procedures:Step One: Leading-inHave a free talk about their experiences of parks.1.Have you ever been to any parks? What impressed you deeply in the park?2.Have you ever heard about Disneyland?Step Two: Warming upSB Book 4 Page 33.Step Three: Pre-readingWhat do you think a theme park is?Skim the passage on page 34 and try to check your ideas.Step Four: Reading1.Fast reading2.Intensive reading and notes-making.3.Retell the passage according to their own notes.Step Five: Homework.Try to finish the exercises of the unit in the students’ book.Postscript:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________Date:_______________Words and expressions:Teaching aims:1. Teach the new words and expressions.2. Let the students recite these new words.Teaching important point:To make the students have a full understanding of the words.Teaching difficult points:1. To improve the students’ ability.2. To enable the students to master the words.1. theme n（谈话、写作或乐曲的）主题，题目，主旋律theme park主题公园theme song主题歌The theme of our discussion today is “Asia in the1990s”.今天我们讨论的主题是二十世纪九十年代的亚洲。
新人教版高中英语必修四《Unit 5 Theme parks》(Reading)精品教案
1. Skimmi________________________
Paragraph 2: ___________________________
Paragraph 3: ___________________________
Paragraph 4: ___________________________
重点
难点
1. The understanding of the text;
2. The use of reading skills.
教学环节与内容
师生活动
用时
Step1.Pre-reading
1. What do you think you can see in a park?
2. What do you think a theme park is?
2)As you wander around the fantasy amusement park, you may see Snow White or Mickey Mouse in a parade or on the street.
2. Paraphrase the following sentences:
课题
新人教版高中英语必修四《Unit 5 Theme parks》（Reading）精品教案
课型
Reading
课时
One
目
标
1. To learn about different types of theme parks;
2. To improve the students’ reading ability.
1) With all these interesting places to go, you are not surprised that tourism is increasing on matter where there is aDisneyland.
人教版高中必修四Unit 5 Theme parks 阅读课 教学设计
3.Ask Ss to read Paragraph3carefully and finishquestion 4 to 6 on page 35, true or false. Then check the answer (randomly).
IX. Detailed task contents
1.Greeting.
2.Answer the questionsindividually.
To warm up atmosphere of this class andactivatestudents so that the class can go through smoothly and naturally.
②Understand the differences between ordinary parks and theme parks.
nguage skills
①Use reading skills such as skimming and scanning to get the main idea and supportive information quickly and correctly.
Step 4 (6mins) Post-reading
1.Group work. Ask Ss to discuss the 4 questions on the bottom of page 35 with their group numbers. Then ask 4 groups share their answers (randomly).
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Most of the students may have experienced visiting parks in their this unit may serve as an extension of what they have the study of this period the students are sure to learn more about theme parks.
教材分析
Central topics of this unit is "theme park". By learning, students will understand the differences and similarities of theme parks and parks, as well as the development of the theme park. Let students know theme parks are more than entertainment, because they bring and all sorts of knowledge and new exciting experiences.
课前准备
Find some information about common parks and theme parks.
情景导入
Words review: Give the students words’explanations or show them pictures, to review vocabulary and introduce the topic
教学反思
备课组长签字：门亮
Camelot
_____________
1.watching _________ shows
2. seeing fighting with _ng an ________ English farm
Step 3 Post-reading
Suggested answers: preserve, advance, roller coaster, knight
教
学
流
程
Step 1Warming up
Picture showing: Show the students several theme parks.
Interaction with students: What parks do you know? What do you do in a park? What’s the difference between theme parks and common parks?
The students readto understand the titleand get the main idea of each paragraph.
The title means that heme parks are not only interesting but also educational.
Possible answers: nanhu park, children’s park, shengli park, etc. Play games and walk for health. To enter a common park, there is no need to buy a ticket. While in a theme park, we can have more fun.
Enable the students to talk about theme parks.
过程与方法目标
Fast reading to get the main idea of the passage.
Group work to make the students involved in class actively.
教学
重点
Help the students to gain a good understanding of the reading passage and use efficient reading methods to improve their reading ability.
教学
难点
How to enable the students to talk about theme parks freely.
3. visiting the _________ shop
4. riding on an old ___________ train
5. seeing bald eagles in the _________
6.riding Thunderhead which is famous for having the most _________in the _________space
in a _________ ship
5. going on a free-fall drop
Dollywood
____________
1. listening to famous __________ music
2. seeing _________ and other craftsmanmake things in the ___________ way
学情分析
Students in Grade 2 are expected to understand a passage independently and be able to use some reading scan to get the general idea of the text, skim to understand thepassage better. And discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.
1.Let students discuss the advantages and disadvantages of theme parks.
2.Let students work in groups to create a theme park and introduce it.
板书设计
Unit 5 Period2Reading
Unit 5 Theme parks
Period 2 reading
长春市实验中学高一年级外语组 主备人：
课型
新授课
授课教师
教
学
目
标
知识与技能目标
Help the students to achieve a clear idea about theme parks.
Help the students use scanning and skimming methods to improve their reading skills and speed up their reading.
kinds of theme parks.
's Camelot Park.
Reading task 2:Getting detailed information
The students readthe text carefullyandcomplete the table on the handouts.
Step 2Pre-reading
Let the students guess the content according to the title and pictures.
While-reading
Reading task 1:Work out the meaning of the title. And getmain ideas of each paragraph.
Theme parks--fun and more than fun
(Disneyland, Dollywood, Camelot) (fun, educational, cultural)
Theme
Activity
作业布置
Write a 120-word passage to introduce their theme park.
Park Name
Theme
Example of Activities
Disneyland
____________
through _________
2.visiting a _________ ship
your favorite ________orDisney ________ character