新教材高一Unit22说课稿
一、教材分析
主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景，围绕aworldoffun这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色，具有很强的时代气息，贴近学生生活，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。
本单元的Warmingup部分以图片形式引入本单元的话题之一：amusementparks;并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusementparks和themeparks,为听力部分和阅读部分作必要的铺垫。
Listening提供一个会议事例：在我市建一个主题公园的招标大会上，FunFunProductionsandMerryRidesLimited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。
Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。
文章结构思路如下：
1)Whatisathemepark?→
2)Knowabout3greatthemeparks:
TheWorldpark---Peoplecanhavefunandexperiencesthdifferent.
TheOceanParkinHongKong---Peoplecomeforthrillsandentertainmentandknowmoreabouttheideabehindthepark.
DisneylandinCalifornia---ThethemeistheworldofWaltDisneyandhischaracters.→
3)Newthemeparksarebeingbuilt.
篇章结构图示：
Whatisathemepark?
Examples:
ThreeparksWhatdopeople
Themes,attractionsexperienceandlearn?
Themeparksinthefuture
课文线索内容复述如下：
Whenyoucometoawonderfulthemepark,youaresuretoenjoyyourself.Youcanfindacollectionofrides,
exhibitionsandotherattractions.Theya
rebasedonacommontheme.Ononehand,peoplecanhavefun,thrillsandentertainment.Ontheother,themeparksaredesignedtoteachpeoplesomething.Thosewho
comeforthrillswillalsoknowmoreaboutacertainsubject,suchaslifeintheocean,thediscoveryofthe
ancientworld,andlifeinthefuture.What’smore,youmayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexciting
adventures.Thentherewillbenewdesigns,andnewthemeparkswillbecoming.
德育渗透：
*AllworkandnoplaymakesJackadullboy.
工作而无娱乐使人愚钝。
*Nevershouldamanstayinaclosed-doorroom.Youshouldexploretheuniversetoseehowmenarecopingwiththeeventsofchanging.
任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。
*Nevergototheforestifyouareafraidofthewolf.(Lenin)
大胆的探索和体验源自你的勇气。(列宁)
Languagestudy要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。
Integratingskills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides,要求读后以课文为基础，鼓励学生创造、想象，以小组活动形式设计并描述thescarestandmostexcitingrideintheword。
学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。
二、教学目标
知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。
情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度
学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。
文化意识：拓展文化视野，发展跨文化交际的意识和能力。
三、教学重点、难点
1.重点：
话题:Talkingaboutamusementparks.
功能:Waysofgivingdirections.
Designingnewthings.
词汇:themecreateattractattractionsleadtohavesth.incommon
thrillsandentertainmentbebasedonmoreadvancedstepintoexperiencesth.riskinjurygivesb.a
thrillscreamone’sway…raceagainstimaginationdesignlivetoride
表达用语:Excuseme.AmIgoingintherightdirection?
Excuseme.Does
thisroadleadto…?Gotit.Thankyou.
句型:ThereistheFunFunPark,wherewewillhaveridesandentertainment.
Whatreasondoeshegiveforchoosinghispark?
EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavouritefilm.
Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.
Youcanfeelwhatitisliketoliveinspace…
语法:The–ingformusedasanadverbial.
eg.Manypeoplecometothethemeparkslookingforthrillsandentertainment.
Visitorsleaveknowingmoreabouttheideabehindthepark.
HavingenjoyedtheridesattheHeadland,visitorscantaketheshuttletotheLowland.
2.难点：
a.动词-ing结构作状语的运用。
b.针对事物特点描述的写作。
写作技巧(如何描写事物?TipsP70)
关键：抓住事物特征
Askourselvesquestionsasfollows:
Whatisit?
Whatistheuseofit?
Whatdoesitlooklike?
Howlargeisit?
Whatdoesitsound/feel/smell/tastelike?
Howdoesitwork?
Whatdopeopledotoit?
Whatdopeoplethinkofit?
Whydosomepeopleloveit?
Whatisyouropiniontowardsit?
四、课时安排
Period1WarmingupandListening
Period2Reading
Period3Speaking
Period4IntegratingSkills
Period5LanguageStudy
五、教学计划
Period1Warming-up&Listening
Goals:
1.Talkaboutamusementparksandourexperiences.
2.Learntoexpresslikesanddislikesabouttheamusingactivities.
3.Beabletolistenforinformationandunderstanding.
TeachingProcedures:
Step1Warming-up
Task1TalkaboutthetopicandthewordFUN
StudentstalkaboutfunthingsuseAdjstodescribefunthings
Question1.Whatisfun?(snowing,sailing,hiking,rafting---)
2.Whatdofunthingshaveincommon?
C
ookingisfunbecauseitischallenging(interesting,relaxing---).3.Wherecanwehavefun?(cinemas,amusementparks,themeparks---
Funiseverywhereifwecanenjoyit.)
Task2Talkaboutourownexperiences
Questions:1.Haveyoueverbeentoanamusementpark?Whatdidyousee?
2.Haveyouevertriedsittinginarollercoaster?
3.Howdidyoufeel?
4.Doyoulikeit?Why?
Task3Watchpicturesandtalkaboutlikesanddislikes
1.Lookatthepicturesandnametheactivites
Question:Doyouliketheseactivities?Why/Whynot?
2.Doaninterviewtofindothers’ideas(makeupadialogue).
Thedialoguecanbelikethis:
StudentA:Hello,....Haveyoueverbeentoanamusementpark?
StudentB:Oh,yes.Ihavetried…
StudentA:Doyoulikeit?
StudentB:Sure.Ilikeitbecauseit’sreallyexcitingand…
Step2Listening
Pre-listeningTalkaboutthethemeofthethemeparks
Athemeparkmusthaveaspecialtheme.
Questions:Ifyouaretobuildathemepark,whatthemewillyouhave?Why?
While-listening:Listenandfinishtheexercises1and2
Post-listening:1.Fillinthefollowingform.
Whichoftheparksdoyouthinkisbetter?
NameThemeYourreasonandideas
2.Actoutandmakedecisions
Situation:TwopresidentsofdifferentcollegesinEnglandcometoChinatotrytopersuadeChinese
studentstostudyinhiscollegeinEngland.Havetwostudentsprepareinadvanceandmakeareportin
class.Otherstudentslistentothereportandmaketheirowndecisions.
Studentscanalsothinkuptheirownsituations
Homework
a.Recallallthenewwordsandexpressionsthatoccurinthisperiod.
b.FinishtheexerciseTalkontheworkbook.
c.PreviewReading
Period2Reading
Goals:
1
.Learnsomeexpressionsaboutthemeparks.3.Readthroughthematerialandhaveagoodunderstandingofthemeparks.
Step1Pre-reading
Task1.Watchsomepicturesofsomeparksandhavefun
2.Lead-inquestions:
a.Whatdoyouthinkyoucanseeinathemepark?
b.Doyoulikescaryrides?Why?
c.Whatdoyouthinkofadventuresports?
Step2Reading
Task1Studentsreadthetextandfindnecessaryinformation.
Q:Whatisathemepark?
A:Asweallknow,athemeparkisawonderfulpark.Ithasitsowntheme.Ithasacollectionofrides,
exhibitionsandotherattractions.
T:Whataretheactivitiesbasedon?
Ss:Theactivitiesarebasedonacommontheme.
Task2Skimming
Question1.Howmanythemeparksdoesthewritertellus?
Whatarethey?Wherearethey?
Task3Scanning
Question:Whatarethethemesabout?
Whatattractpeopleinthesethemeparks?
Readthroughthepassage,thenfillintheformbelow.
ParParksThemesAttractions
1
2
3
4
Notes:Payattentiontothenewphrasesandsentences
EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavoritefilm.
Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.
Theparksarebecomingmoreadvancedandnewtechnologyallowustoexperiencealmostanything
withoutactuallybeingindangerorriskinginjury.
Askcertainquestionstocheckstudents’understandingtothesesentences.
Task4Discussing
1.Whichofthethemeparksmentionedinthetextwillyouvisit?Why?
2.Whyarethemeparkssopopularthroughouttheworld?
这是一个大话题，可集思广益。
Step3Designing
Task1.Designathemeparkandexchangeideasinclassbyinterviewing.
2.D
rawamapforyourparkActivity:Studentsthinkupideasaboutbuildingacertainthemepark,writeandreportthedesign,
theplace,thebuildingtime,thereason,hope...(refertoP70)
NamelocationthemeAttractionsactivities
(workingroupsof4)
Homework
1.Readsomejafss(teacherprovided)tofacilitatethedesigningofstudents’themeparks.
2.Designathemeparkanddrawamap.
Period3Speaking
Goals:
1.Practisegivingdirections.
2.Enlargeexpressionsofaskingthewayandanswering.
Step1Checkthehomework
Havestudentstalkabouttheirthemeparks
Step2Listening
TaskListenandanswer
Listento2dialoguesandanswerthefollowing:
Whereisshe/hegoing?Howtogetthere?
(Thispartistakenfromatesttape).Suchas:
A:Excuseme,butcanyoutellmehowtogettothezoo?
B:Sorry,I’mastrangerhere.
Question:Whatdoestheconversationmean?
A:Excuseme,howcanIgettotherailwaystation?
B:JustwalkonemoreblockandyouwillseeaNo.15busstop.Waitthere
forthebustotakeyouover.
Questions:
Whereisshegoing?Howtogetthere?
Step3Speaking
TaskWatchthemapandfindtheway
Pre-speaking
T:Supposeweareatthemainentranceofthisthemeparkandwewanttogotosomeplaces:the
Oceanworld,theHistoryLand,theBungeeJumping…
Pleasewriteabouthowwecangetthere,accordingtopage65.
While-speaking
Makeupdialoguesofaskingforandgivingdirections.
Post-speaking
Givedirections
Situation:Supposeyouareatthemainentranceofyourthemeparkandyouareintroducingsome
attractionsandthewaytothemtoagroupoftourists.Usethemapyouhavedrawnandshowthe
wayaround.
Step4Usefu
lExpressionsWorkingroupsandconcludesomeusefulexpressionsofaskingthewayandgivingdirections.
Homework
1.FinishtheWorkbookTalking
2.Lookfornecessaryinformationandwriteseveralsentencesaboutthemeparks
Period4IntegratingSkills
Goals:
1.ReadthroughthetextsintheIntergratingPartofthetext.
2.Learntowriteadescription.
Step1Warmingup
Task1Reportonthewritingofthemeparks.
StudentssharetheirwritingsinclassusingtheProjectandteachermakesnecessarycomments.
Task21.Readmoreaboutthemeparks
HavestudentsreadReadinginIntergratingSkillsintheWorkbook.
Havestudentsfinishthefollowingtable.
Parksthemeattractions
1
2
3
4
5
2.Readtheinformationbelowandmakeupadialogue.
Notice:ThisistakenfromawebsiteoftheU.S.It’saboutakindofrollercoaster.Studentswillfindmuchdetailinit.
设计意图：以生活实际例子为引导，可操作性强。
AntFarmExpress
Type:Steel-MineTrainHeight:41FeetTrainType:30Passengers
Designer:ArrowDynamicsDrop:32Feet#ofTrains:3
YearBuilt:1971TopSpeed:37MPHElements:
RideTime:3MinutesLength:2,350Feet#ofInversions:0
Color:yellowG-Force:Other:
Comments:OperatedatDollywood1989-1998astheThunderExpress.AlsooperatedasoneoftwominetraintrackscalledtheRiverKingMine
TrainatSixFlagsSt.Louisfrom1971to1988.Relocatedhereinxxxx.
Photos:……
Studentsmayraisequestionsasfollows:
What’sthename?
Whenwasitbuilt?
Howmanypassengerscanittakeatatime?
Whatisthelength?
Howhighcanitgo?
Whataboutthetopspeed?
Arethereanycommentsaboutit?……