高中英語 Unit 5《Theme Parks》教案（1） 新人教版必修4

1、Unit 5 Theme parks Part One: Teaching Design (第一部分：教學(xué)設(shè)計)1 A sample lesson plan for reading(THEME PARKS FUN AND MORE THAN FUN)AimsTo help students develop their reading ability.To help students learn about Theme parks.ProceduresI. Warming up Warming up by discussing Good morning, class. Today we are

2、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, cla

3、ssical 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 ab

4、out 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,

5、comics, cartoons and legend, rather than movies. Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IoA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.Warm

6、ing 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

7、 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 rea

8、d. 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-reading1. Looking and sayingWork in pairs. Look at the photos and theme parks and predict the contents

9、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 activities2. Talking a

10、nd 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 boating lake with views of Megafobia.  Suitable for up to five people.(For reference: As you w

11、ander 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

12、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 featur

13、ing 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

14、 know anything about art. I make pictures for entertainment, and then the professors tell me what they mean." )III. Reading1. Reading 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

15、 word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. 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

16、 PARKS FUN AND MORE THAN FUN provide sb. With sth., amuse oneself, escape ones busy life for a while, share a purpose, find ways to do sth., meet ones 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, prov

17、ide 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, advertisie sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. inphysical exercise, buy a brand of sports equipm

18、ent, 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.3. Reading to identify the topic sen

19、tence 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 you skipping across a shallow pool of water on a single sledge.  Beware, you might get wet on thi

20、s ride.(For reference: 1st paragraph: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. 2nd paragraph: Many parks have been designed to provide entertainment. 3rd paragraph: Theme parks have a certain idea a certain themethat the whole park is based on

21、. 4th paragraph: Some are history or culture theme parks. 5th paragraph: The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. 6th paragraph: There are also science theme parks. )4. Reading and transferring information Read the text again to complete the table

22、.THEME PARKS FUN AND MORE THAN FUN What is a park?What is a theme park?What is a sports theme park?What are history or cultural theme parks?Facts about DisneylandFacts about marine, ocean, and science theme parks5. Reading and understanding difficult sentencesAs you have read the text times, you can

23、 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 No. 1, 2 and 3 on page 34. Closing down by having a discussio

24、nDo 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

25、 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 a

26、s "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

27、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 the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Garde

28、ns Williamsburg are examples of theme parks." )2A sample lesson plan for Learning about Language(Word formation) 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 st

29、ructures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates. II. Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the begi

30、nning 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 parti

31、ciple).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 &

32、quot;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&q

33、uot; 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, absolve ad (to) adverb, ad

34、vertisment, afflict in (not) incapable, indecisive, intolerable inter (between, among) intercept, interdependent, interprovincial intra (within) intramural, intrapersonal, intraprovincial pre (before) prefabricate, preface prefer post (after) postpone, postscript, postwar sub (under) submarine, subs

35、cription, suspect trans (across) transfer, transit, translate III. Ready used materials for Word formation了解了英語構(gòu)詞法是迅速擴(kuò)大詞匯量的有效途徑之一。英語中有轉(zhuǎn)化法、合成法、綴合法、派生法等構(gòu)詞方式，這里我們將向您陸續(xù)講解比較常用的幾種，希望對您的英語學(xué)習(xí)有所幫助。首先，來介紹一下構(gòu)詞法中的幾個基本概念：詞根（base,boot）：指同根詞共有的可以辨認(rèn)的部分。例如：philanthropist(慈善家)、anthropoid（類人的）、misanthropist（厭世者）、anthr

36、opology（人類學(xué)）這幾個詞中的詞根anthropo-(人)就很容易辨認(rèn)出來。詞干（stem）：是未經(jīng)詞形變化的原詞。前綴（prefix）和后綴(suffix)：原是獨立的詞或詞根，由于經(jīng)常綴在別的詞或詞根的前后，輔助中心意義，漸漸就失去了獨立的意義和形式，而成為附加的構(gòu)詞部分。例如：co-(with)就是一個常見的前綴。通常把帶有前后綴的新詞叫做合成詞，也有人把帶有后綴的詞叫做派生詞。把一個詞從一種詞類轉(zhuǎn)成另一種詞類，可以用綴合法，如red adj. (紅的)to redden v.（變紅）；可以用改變詞根的元音或輔音的辦法，即元級派生法，如food n.(食物)to feed v.（喂

37、飯）；也可以原封不動，轉(zhuǎn)成其他詞類，如pale adj.(蒼白的)to pale v.（臉變白），即轉(zhuǎn)化法。這里，我們先來看看“轉(zhuǎn)化法”中名詞轉(zhuǎn)成動詞的一些例子。He filmed the story. / He reproduced the story on a film.他把這篇小說拍成電影。人身器官名稱，用作動詞，表示使用這種器官的動作。例如：He shouldered his way through the crowd. (他用肩膀從人群中擠過去) 此外，如to cheek (厚著臉說)、to finger (摸索)、to hand a person（用手領(lǐng)著）等。盛具或衣物的名稱，用

38、作動詞，表示“盛”或者“裝入”。例如：He pocketed his book and pen. (他把鋼筆、本子裝進(jìn)衣袋子)以及to bottle(裝瓶)、to can (裝罐)、to sack (裝在袋里)。表示地點的名詞用作動詞也有類似用法：to corner( 逼在角落)、to island(隔離)、to nursery(放在溫室里)等等。除此之外，還有動詞、副詞、助動詞等轉(zhuǎn)化成名詞的用法，我們來看一些例子：On another run they failed to see the boat.他們第二次去的時候沒有找到那只船。 ins and outs (來龍去脈) back

39、 and forth(問答) a must ( 必不可少的事) many ifs（許多條件）動詞加副詞轉(zhuǎn)化為名詞的例子也很多：Break-down(垮)、get-together(聚會)、set-back(挫折)、wash-out(廢物)等。另外，形容詞有時候也可以轉(zhuǎn)成名詞，如：the greens(青菜)、great sillies(大蠢人) 下面，我們來學(xué)習(xí)一下“合成法（composition）”。凡是由兩個或兩個以上的構(gòu)詞成分，合成一個詞，而其中每個成分又可以獨立為詞的，叫做合成詞（compounds）,而這種構(gòu)詞法，叫做合成法。比如：coal-mine(煤礦)、man-mad

40、e(人造的)。合成詞的特有含義，不受詞中各個成分連結(jié)方式的影響，它的寫法由習(xí)慣而定，可以寫在一起，如blackbird(畫眉);可以用連詞符號連接，如turn-coat(叛徒)；也可以分開寫，如black list(黑名單)。注意，分開寫的合成詞，不僅僅在意義上，即使在形式上，也和詞組有區(qū)別。比如black sea 里的black，不是獨立的形容詞，不能說very black sea。合成詞各個成分之間關(guān)系千變?nèi)f化，分類也有很多種，這里就合成詞的詞性，分類舉例說明： 1.合成名詞名詞+名詞：前面的名詞說明后面的名詞，中心意義由后面的名詞表達(dá)，比如，同是book,可以有account

41、book，hand-book，note-book等等。前面的名詞可以表示人、物、性別、器具、地點、時間、比喻對象等等。如：eye-shot(視力范圍)、buck-rabbit（公兔）、night-school(夜校)、baby-husband（小女婿）等等。形容詞+名詞：這類詞意義關(guān)系一目了然，有時候是實指，有時候是指物而擬人。如Blueprints(藍(lán)圖)，big hat（大人物）,double-face(兩面派)等等。動名詞+名詞：動名詞表示行為或狀態(tài)的改變，名詞往往表示所用的器物，地名等等，如consulting-room（診室），writing-desk（寫字臺）。動詞+名詞：往往由短

42、語動詞變成，或者是轉(zhuǎn)化與合成的結(jié)合，如pickpocket(扒手)，turn-coat(叛徒)等等。名詞+動名詞：很普遍，有時甚至可以隨意構(gòu)造，如book-learning（書本知識），word-making(構(gòu)詞)等等。前置詞+名詞：意義關(guān)系和“形容詞+名詞”類型相似：after-effects(后果)，by-product(副產(chǎn)品)等等。 另外，國名的組合，有時候用“拉丁語+英語”的方式，如Afro-Asian People's Conference( 亞非會議)、Sino-Japanese War(中日戰(zhàn)爭)     &

43、#160;  Snake River FallsSnake River Falls is a white water rapid boat ride comprising two open and two covered chutes.  Suitable for one or two riders.  You may get wet on this ride.2. 合成形容詞形容詞+名詞：形容詞和名詞連用，原是短語，用做定語。固定下來，成為形容詞，有的還只是nonce-words,也有合成名詞作定語或轉(zhuǎn)成形容詞的情形：如full-time worker

44、（全職工）、long-range gun(遠(yuǎn)程炮)等。形容詞+形容詞：這類詞不算多，前面的形容詞大都進(jìn)一步說明后面的形容詞，如：light-blue(淺藍(lán))、dead-alive(半死不活)。名詞+過去分詞：有被動意味，名詞相當(dāng)于前置詞賓語，表示工具，行為者等，如:man-made(人造的)，moth-eaten(蟲蛀的)。名詞+現(xiàn)在分詞：有主動意味，名詞大都相當(dāng)于行為的賓語，如：English-speaking people(說英語的人)，peace-loving（熱愛和平的）形容詞+現(xiàn)在分詞：有主動意味，形容詞相當(dāng)于表語或者定語，如eager-seeming(樣子急切)，easy-goin

45、g（隨和的）副詞+分詞：如half-baked(幼稚的)，far-seeing（有遠(yuǎn)見的）副詞+形容詞：over-anxious(過急)，all-round athlete(全能選手)名詞+形容詞：名詞大都作比喻的對象，如cock-sure(自恃)，paper-thin（薄如紙） 3.合成動詞合成動詞大都是由“副詞動詞”組成的，這里“副詞”多半表示動作的方向、程度等等。如：out表示超過 to outnumber（超過數(shù)目）to out-talk（壓過別人的聲音）；under表示不足、在下 to underdevelop（發(fā)育不全）to underestimate（估計不足）to u

46、nderline（行下劃線）等等。  4.疊聲合成詞由同一個詞重復(fù)，或稍加聲音變化重疊而成。這類詞往往是加重語氣因而常帶有感情色彩，比方，嘲諷。例：goody-goody（假殷勤）so so（不怎么樣）wish wash（乏味的飲料）等等。           5.句式合成詞整個句子當(dāng)作一個詞用，有的已經(jīng)固定下來，例如pick-me-up（興奮劑），what's-his-name（某某人）。整個句子用作形容詞的現(xiàn)象比較普遍，把復(fù)雜的概念揉成單純的限制語使行文

47、緊湊。A let-bygones-be-bygones manner（一種“過去的就算了吧”的態(tài)度） an if-you-would-only-be-guided-by-me expression（一種“要是你肯聽了我的話夠多好”的神氣）我們接著來學(xué)習(xí)構(gòu)詞法中的第三類“綴合法”，分前綴和后綴兩部分來講解。 前綴 有些詞根或單詞，由于經(jīng)常放在別的詞根或單詞前面使用，經(jīng)過長期的發(fā)展，失去了獨立的作用，變成前綴。前綴具有一定含義，但不見得很明確。前綴綴在詞上，可以改變、限制、或加強(qiáng)這個詞的含義，而不改變其詞類。一個詞根或詞，可以層層綴上好幾個前綴，如in-com-pre-hen-

48、si-ble-ness(不可理解)的詞根是hen,pre-,com-都加強(qiáng)了其含義，而in-又把整個詞義轉(zhuǎn)為否定。凡由綴加前綴或后綴而成的詞叫做派生詞。前綴的綴合，有時是連寫，如extraordinary,有時用連詞符號如extra-territorial,有時被詞根吸收如ancestor(ante-cessor)。前綴既然有一定的意義，為了便于識別，下面就按照一樣相近的前綴，分類說明。（前綴的來源一律以縮寫字母注：OE古英語；OF古法語；L拉??；GK希臘；IT意大利等）表示否定的前綴，這類前綴可以分為四種：（1）純粹表示否定的，如a-,dis-,in-；（2）表示“錯誤”的，有mis-

49、60;；（3）表示“反動作”，如de-,un- ； （4）表示“反對”的，有anti-,contra-（1）純粹表示否定的。 a-,an-GK能構(gòu)成少數(shù)新詞。加在名詞、形容詞上，表示沒有“某種性質(zhì)“。如:amoral=unmoral不道德的,asexual無性別的.a-在元音前變成an-如anonymousonoma=name匿名的        dis-L加在名詞、形容詞、動詞上，表示否定。Disadvantage(劣勢)、disagreement(不和)，disbelieve(不相

50、信)        in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前) L常和音節(jié)較多的learned words(雅語)，尤其是拉丁，法語外來詞結(jié)合，加在形容詞或其派生詞、副詞上，表示否定。Inaccurate, illegible, impolite, irregular, inability, infinite, impious。        un-OE是最通用的前綴之一，可以用于大多數(shù)形容詞及其派生

51、副詞、名詞、表示否定，如unfailing,unfinished,undoubtedly,unheard-of等。        （2）表示“錯誤”的mis- 多作重讀，表示“wrongly，badly”?？梢赃m當(dāng)構(gòu)造新詞：        大多用于動詞：to misbehave（行為不當(dāng)）misunderstand（誤解）。        用于作形容詞的分詞

52、：misbelieving（信仰不當(dāng)），misleading（靠不?。?#160;       用于動名詞：misdealing（不正當(dāng)手段）。        偶而，mis-也表示純粹的否定詞義：to mistrust。        （3）表示“反動作”。 de- 表示“反動作”（to undo the action）。能構(gòu)造新詞，多作重讀。decont

53、rol（取消控制）， decolour（漂白）        dis- 主要用于動詞，表示“反動作”。disappear（不見） disarm（解除武裝） disconnect（分離）un- 表示“反動作”unmask（揭露） unsay（收回意見）        （4）表示“反對”。  anti- 表示“反對，反面” anti-social（反社會的） antiseptic（防腐劑） anti-militarist

54、（反軍國主義者）        contra- 表示“反對，相反” contradiction（矛盾） contrast（對比） contrary（相反的）counter- 表示“against” counteract（還手） counterattack（反攻）        前綴大都表示空間，時間，邏輯上的關(guān)系，意思上有引申。        ab- apo

55、- se- 這幾個前綴或多或少都有“away ，off”的含義。        ab- a- abs- 在p， m， v之前作a-，在c， t之前作abs-，不能構(gòu)造新詞，表示“away ，apart， absence”，例如absent， avoid        se- 表示“separation”（分離），例如segregate（隔離），sedition（反叛）      

56、;  ante-，fore- pre- post- pro- 這幾個前綴都有“before”的意思。        ante- 表示在.前，例ante-humous（死前），ante-room（前廳）        fore- 表示時間，空間上的“在前面”，例forehead（前額），foregraound（前景），foretell（預(yù)言）      

57、60; pre- 表示事先，在前，例prehistory（史前），prepayment（預(yù)支）        post- 表示時間空間上的在后。例posterity（后代），post-war（戰(zhàn)后）        pro- 表示“代替，利于，親于”，例pro-chancellor（代大學(xué)校長），pro-consul（代理領(lǐng)事）        cir

58、cum- peri- 這兩個前綴跟圓周有關(guān)。        circum- 表示圓周，如circumference， circumlocution， circumpolar        peri- 表示“round”，如perimeter（周長），perisphere（勢力范圍）IV. Closing down by summarizingTo end the period let us summarize the making of

59、 compound words. There are three forms of compound words: 1. the closed form, in which the words are melded together, such as firefly, secondhand, softball, childlike, crosstown, redhead, keyboard, makeup, notebook; 1. the hyphenated form, such as daughter-in-law, master-at-arms, over-the-counter, s

60、ix-pack, six-year-old, mass-produced; 2. and the open form, such as post office, real estate, middle class, full moon, half sister, attorney general.3 A sample lesson plan for Using Language (FUTUROSCOPEEXCITEMENT AND LEARNING)AimsTo help students read the passage UTUROSCOPEEXCITEMENT AND LEARNINGTo

61、 help students to use the language by reading, listening, speaking and writing.ProceduresI. Warming upRead aloud to warm up: Lets warm up by reading aloud to the recording of the text UTUROSCOPEEXCITEMENT AND LEARNINGPlane CrazyOur newest family ride.  A circular ride with suspended plane-like

62、pods with rudders for a degree of rider control.II. Guided reading1. Reading and translatingRead the text UTUROSCOPEEXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph. Wen Hua, would you have a try? 2. Reading and underliningNext you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.Collocations from UTUROSCOPEEXCITEMENT AND LEARNINGTake a journey deep into space, pullinto , survive an airplane crash, go to the bottom of the