《Unit5Themeparks》教案高中必修4英语
要想写出内容丰富精彩的文章,就要有长期的积累和大量的有指导的训练,还要重视反思和总结,下面是小偏整理的《Unit5Themeparks》教案高中必修4英语，感谢您的每一次阅读。
《Unit5Themeparks》教案高中必修4英语
教学准备
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。
教学重难点
(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。
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;onenoonactivity;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。
Step3Post-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。
Step4Homework(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。
人教版高中英语必修4《Unit5Themeparks》教案【二】
教学准备
教学目标
TeachingAims
1.LanguageKnowledge
Words:theme,fantasy,swing,attraction,unique,carpenter,engine,preserve,knight,cartoon,bald,craftsman,fairytale,sword,pirate,whichever,wherever,tournament
Phrases:befamousforbemodelledafternowonder
2.LanguageSkills
⑴.TohelpSswiththeskillsofrememberingwords.
⑵.Tohelpthestudentsdeveloptheirreadingability.
⑶.TohelpthestudentslearnaboutThemeparks.
3.AffectionandAttitude
⑴.Letthestudentstounderstandwhatathemeparkis.
⑵.Enablethestudentstolearnaboutthevariousthemeparksallovertheworld
⑶.Developstudent’sreadingabilityandletthemlearndifferentreadingskills.
教学重难点
KeyPointsandDifficulties
1.Themainideaofeachparagraphandasummaryofthetext.
2.Howtohelpthestudentsdeveloptheirreadingability.
教学过程
TeachingProcedures
StepⅠ:Greetings
StepⅡ:Warmingupbydiscussing
1.Discussion(Cooperativediscussion)
Q1:Haveyoueverbeentoapark?
Q2:Whatisapark?Whatisaparkfor?
Q3:Canyoudescribethem?Whatabouttheoldones?
Q4:Haveyoueverbeentoathemepark?
Q5:Whatdoyouthinkathemeparkis?
Q6:Doyouknowthedifferencesbetweenathemeparkandacommonpark?
(Thenaskthestudentstolookatthepicturesonthescreenandleadthemtothetopicofthismodule.)
2.Vocabularystudy
(1).Learnthenewwordsonpage99andgiveSssomeexplanationofthedifficultwords.
(2).Readthenewwordsbythemselves,andthenaskthestudentstodosomeexercisesaboutthenewwords.
StepⅢ:Skimming
Readthepassagetogetageneralideaandthetopicsentenceofeachparagraph.
Themainideaofthepassage:_______________________________.
Paragraph1.______________________________________________.
Paragraph2.______________________________________________.
Paragraph3._____________________________________________.
Paragraph4._____________________________________________.
Dothesemultiplechoiceexercises
Accordingtothetext,touristscanfindSnowWhiteandMickeyMousein()
A.WorldWaterparkB.DisneylandC.CentralParkD.CamelotPark
2.What’stheDollywood’smainattraction?()
A.ItscultureB.Itscountrymusic
C.ItscandyshopsD.Itswoodenrollercoasters
ItcanbeinferredfromthethirdparagraphthatthemainpurposeofDollywoodisto()
A.entertainB.makeprofits
C.showcartoonsD.educatepeople
4.Ifyouwanttoseefightingwithswordsoronhorseback,whichparkwouldyougo?()
A.DollywoodB.Disneyland
C.CamelotParkD.WorldWaterpark
StepⅣCarefulreading:
Readthetextcarefullyandcompletethetable:
StepⅤReadthepassagequicklytotellthefollowingstatementstrueorfalse.
1.Disneylandcanbefoundeverywhere.()
2.YoucanmeetanycartooncharacteryoulikeatDisneyland.()
3.TourismdevelopswhereaDisneylandisbuilt.()
4.DollywoodisinthemountainsinthesoutheasternUSA.()
5.CountrymusicsingersperforminDollywoodthroughoutthewholeyear.()
6.DollywoodhastheonlyelectrictrainstillworkingintheUSA.()
7.VisitorstoCamelotParkcantastecandylikethecandymadeinancientEngland.
8.CamelotParkhastheoldestrollercoasterintheworld.()
9.CamelotParkhasanancientEnglishfarm.()
10.CamelotParkhasplacesforvisitorstowatchandmaybetakepartinswordfighting.()
StepⅥ:groupwork(design)
1.Whatisthenameofyourthemepark?
2.Whatisthetheme?
3.Anyattractions?
4.Whatdoyouwanttoshowvisitorsandteachvisitors?
课后习题
1.Pleaserecitesomeusefulwordsandphrasesandtrytousethemtomakesentences.
2.Readthepassageafterclass.
板书
Blackboarddesign
Unit5Themeparks
Phrases:befamousforbemodeledafternowonder
高中英语书面表达教学方法
一、分析审题正确审题是正确解题的前提基础,书面表达部分的审题包括:审文体、审主题、审要点、审时态、审人称。在题干中,“书面表达(满分25分)”字样后面的所有内容都在审内容范围之内,要点分为主要点和次要点,主要点漏掉会因要点不全而被扣分,次要点则可根据字数需要适当选择。
二、谋篇布局
这一步骤中,需要学生根据文章主题及体裁确定文章的段落布局及100词的字数分布,以确保文章有头有尾,篇章结构完整,且要点突出。
三、遣词造句
近年来的高考书面表达把写作要求提到了一个新的高度。学生仅仅运用基础词汇和句型来写作,即使表达无语病错误,也不会得高分。高分作文必须是能够体现出较强语言运用能力的文章,即必须运用到恰当的高级词汇和句型,旨在有意识地使用复杂结构和高级词汇而造成的错误,也不会被扣分或扣分较少。因此,写作时,除了内容完整、表达准确之外,还应尽量做到句式的多样化,恰当运用过渡衔接词,将要点按照英文表达习惯连句成篇,尽量避免单一句型的重复使用。100词的文章一般来讲,应该十句话左右表述清楚、完整,这就要求学生必须有能力使用高级句型和词汇。
“巧妇难为无米之炊”,因此平时教学过程中就要引导学生注重对高级词汇及句型的学习和积累。可采用以下办法。
(一)改写、摹写高级句型及词汇改写是对信息进行加工再现的过程,要求学生在
理解的基础上进行的创造性练习,从而培养学生运用语言的能力。教师可以把经典的常用句呈现给学生,把关键词或短语除去,要求学生补充,或者把其中高频词汇换成更加生动鲜活的词汇。如:表示“在英文学习中,最重要的是足够的练习。”这个句子,大部分学生会写成:InlearningEnglish,enoughpracticeisimpor-tant.这就是一个非常普通的句子,没有错误也没有亮点。教师可以把它呈现给学生,让学生开动脑筋,以尽可能多的形式把它重新呈现出来。如,教师可以引导学生用count,matter等代替important,词汇就显得丰富了许多,如果学生可以做出Whatmattersmostinlearn-ingEnglishisenoughpractice.即:运用主语从句表示,那句子就更加生动了。也可以由简入繁,让学生做一些汉译英练习,并请部分学生把所写的句子写在黑板上,要求全班学生共同进行修正和提升,由此可以看出学生普遍存在的共性问题。部分学生在完成写作题目时,只根据提示中的信息绞尽脑汁去想所学过的相同含义的英文词语,既浪费时间,又容易产生词不达意的情况。针对这种情况,教师应训练学生“转译”表达的能力,即:汉语中的语意在英语中核心意思究竟应如何表达,在找不到相应词汇的情况下,是否有同义词、近义词,甚至反义词来表示。还有些学生的作文一“I”到底,所有句子一律第一人称,没有变化。这就可以在平时的训练中,让学生体验主动语态与被动语态之间的转换。同时,要培养学生运用特殊句式、从句、非谓语动词的意识和能力,如果能够熟记并应用一些谚语,文章也会增色不少。例如:Timewaitsfornoman(.时不我待)Readingenrichesthemind(.开卷有益)
(二)背诵范文,体会高级句型和各类文章写作特点
在学习过程中,学生应该有针对性地阅读一些体裁、内容与书面表达命题相近的文章,并分门别类地记忆一些典型的优秀文章和句型。朗读及记忆范文是提高英语写作技能的一种重要方法,笔者要求学生在高三下半学期开始每三天背诵一篇优秀范文,头脑中积累的内容多,写作时就能写出好句子。例如:申请书类的文章,笔者要求学生记住以下句型:
1.I’mwritingtoapplyforthepositionof
2.I’mwritingthelettertorecommendmyselfasacandidatefor
3.IamconfidentthatIamsuitablefor
4.Ifyouconsidermeappropriateforthejob,pleasecallmeat
5.I’dappreciateitifyoucould
有了这样的开篇或结尾,文章就会地道许多。
(三)分类理解、记忆并应用过渡性词语
根据意思和作用的不同,笔者将过渡性词语可以分为以下十类,以方便学生理解和使用,并要求学生在日常学习过程中不断补充:
1.起始关系:firstofall,tobeginwith等。2.时间关系:later,afterwards,fromthenon等。3.并列关系:also,aswellas,or等。
4.递进关系:besides,furthermore,tomakematters
worse等。
5.转折关系:however,instead,ontheotherhand,on
thecontrary等。
6.因果关系:because,nowthat,therefore等。7条件关系:if,unless,onconditionthat等。8.列举说明:inotherwords,thatistosay等。9.总结关系:inaword,ingeneral,inshort等。10.表示观点:inmyview,personally等。
做好词汇、句型积累的同时,要给学生实际应用
的机会,通过布置作业等形式让学生学会应用,通过一次次的练笔,力求语篇连贯、有一定文采。
四、语篇呈现
卷面的美观与否、书写的规范与否也会直接影响阅卷老师对文章表现力的判断。因此,要从字母开始规范学生的书写习惯,同时要把必要的书写规则教给学生,如:标题的书写格式、段首的书写格式、单词串行、应用文体裁等。
书面表达是学生英语综合运用能力的一种体现,实际工作中,我们不难看到,要想写出内容丰富精彩的文章,就要有长期的积累和大量的有指导的训练,还要重视反思和总结,最终才能突破内容关、表达关、书写关,写出好的文章。因此,书面表达的教学应贯穿于英语教学活动的始终,这样才能使学生真正具备在规定时间、指定主题的情况下,创作出精彩的高分作文的能力。
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