2019-2020年高一英語 《Unit 22》說課稿 新人教版.doc

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2019-2020年高一英語 《Unit 22》說課稿 新人教版 一、教材分析 主題公園作為人類文明的一大體現(xiàn)，作為當(dāng)今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性、可深度挖掘的教學(xué)主題。本單元以主題公園為背景，圍繞a world of fun 這一主題開展聽、說、讀、寫多種教學(xué)活動。單元語言素材涉及過山車、蹦極運動、自由落體車、賽車等娛樂方式及各類主題公園的不同特色，具有很強的時代氣息，貼近學(xué)生生活，有利于學(xué)生了解生活、運動與休閑，了解中外文化，增強世界意識，有利于培養(yǎng)積極的生活態(tài)度。 本單元的Warming up部分以圖片形式引入本單元的話題之一：amusement parks；并通過師生或生生自由問答，讓學(xué)生了解并交流個體各類活動方面的體驗、喜好及理由，從而引出話題amusement parks 和theme parks,為聽力部分和閱讀部分作必要的鋪墊。 Listening提供一個會議事例：在我市建一個主題公園的招標大會上，F(xiàn)un Fun Productions and Merry Rides Limited兩個不同特色公司的代表人發(fā)表演說表達各自優(yōu)勢以爭取承建權(quán)。在聽音之前需要作恰當(dāng)?shù)膶?dǎo)入，聽時做課文1、2部分，聽后再作小組討論：選擇哪一家公司作為承建商及給出相應(yīng)的理由。這一話題具有社會性，時代性特點，在課堂上可以激發(fā)學(xué)生模擬真實語境進行創(chuàng)造性對話活動。 Speaking緊緊圍繞“問路與指路”話題： 課內(nèi)提供一張公園平面圖，學(xué)生根據(jù)出發(fā)點和目的地的聯(lián)系進行有意義的對話實踐。Post-speaking內(nèi)容擴展至生活實際情況。 Reading是一篇介紹主題公園的說明文。它包括主題公園的定義、特點，同時介紹了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三個不同的主題公園，引導(dǎo)學(xué)生了解和比較主題公園的不同主題，激發(fā)學(xué)生聯(lián)想主題公園的未來發(fā)展。Post-reading部分鼓勵學(xué)生自行設(shè)計主題公園活動，鼓勵學(xué)生積極想象、培養(yǎng)創(chuàng)新能力。 文章結(jié)構(gòu)思路如下： 1）What is a theme park? → 2）Know about 3 great theme parks: The World park ---People can have fun and experience sth different. The Ocean Park in Hong Kong ---People e for thrills and entertainment and know more about the idea behind the park. Disneyland in California ---The theme is the world of Walt Disney and his characters. → 3）New theme parks are being built. 篇章結(jié)構(gòu)圖示： What is a theme park? Examples: Three parks What do people Themes, attractions experience and learn? Theme parks in the future 課文線索內(nèi)容復(fù)述如下： When you e to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a mon theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who e for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be ing. 德育滲透： * All work and no play makes Jack a dull boy. 工作而無娛樂使人愚鈍。 * Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing. 任何人都不應(yīng)閉關(guān)自守，而應(yīng)面向世界，以探索人們怎樣對付日新月異的事態(tài)發(fā)展。 * Never go to the forest if you are afraid of the wolf. (Lenin) 大膽的探索和體驗源自你的勇氣。（列寧） Language study要求學(xué)生掌握和運用相應(yīng)的詞匯；了解分詞的意義，學(xué)習(xí)掌握現(xiàn)在分詞作狀語的用法，區(qū)別運用分詞的進行式作狀語與完成式作狀語結(jié)構(gòu)。 Integrating skills閱讀部分在主題公園的基礎(chǔ)上以rides為主題內(nèi)容，介紹了幾種不同的rides, 要求讀后以課文為基礎(chǔ)，鼓勵學(xué)生創(chuàng)造、想象， 以小組活動形式設(shè)計并描述the scarest and most exciting ride in the word。 學(xué)生在本單元的學(xué)習(xí)過程中，除了增長語言知識、提高語言技能外，更要拓展文化視野，發(fā)展跨文化交際的意識和能力；并且結(jié)合個人經(jīng)驗充分體驗他人在個別主題活動方面的感受，加強合作意識、陶冶情操，提高自身素養(yǎng)。 二、教學(xué)目標 知識技能：掌握并會運用有關(guān)詞匯、句型和現(xiàn)在分詞短語作狀語的用法。 情感態(tài)度：結(jié)合個人經(jīng)驗充分體驗他人在個別主題活動方面的感受，倡導(dǎo)創(chuàng)新意識的培養(yǎng)、加強合作意識、陶冶情操。增強世界意識，培養(yǎng)積極的生活態(tài)度 學(xué)習(xí)策略：通過小組活動等，指導(dǎo)學(xué)生積極與人合作、相互學(xué)習(xí)、相互幫助，培養(yǎng)合作能力、團隊精神。利用圖書館、網(wǎng)絡(luò)等輔助學(xué)習(xí)，在學(xué)習(xí)、討論、反思和探索實踐中逐步形成策略。 文化意識：拓展文化視野，發(fā)展跨文化交際的意識和能力。 三、教學(xué)重點、難點 1． 重點： 話題: Talking about amusement parks. 功能: Ways of giving directions. Designing new things. 詞匯: theme create attract attractions lead to have sth. in mon thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride 表達用語: Excuse me. Am I going in the right direction? Excuse me. Does this road lead to …? Got it. Thank you. 句型: There is the Fun Fun Park, where we will have rides and entertainment. What reason does he give for choosing his park? Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film. It seemed like people just cannot get enough of scary rides and exciting adventures. You can feel what it is like to live in space… 語法: The –ing form used as an adverbial. eg. Many people e to the theme parks looking for thrills and entertainment. Visitors leave knowing more about the idea behind the park. Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland. 2． 難點： a.動詞-ing結(jié)構(gòu)作狀語的運用。 b.針對事物特點描述的寫作。 寫作技巧(如何描寫事物？Tips P70) 關(guān)鍵：抓住事物特征 Ask ourselves questions as follows: What is it? What is the use of it? What does it look like? How large is it? What does it sound / feel / smell / taste like? How does it work? What do people do to it? What do people think of it? Why do some people love it? What is your opinion towards it? 四、課時安排 Period 1 Warming up and Listening Period 2 Reading Period 3 Speaking Period 4 Integrating Skills Period 5 Language Study 五、教學(xué)計劃 Period 1 Warming-up & Listening Goals: 1. Talk about amusement parks and our experiences. 2. Learn to express likes and dislikes about the amusing activities. 3. Be able to listen for information and understanding. Teaching Procedures: Step 1 Warming-up Task 1 Talk about the topic and the word FUN Students talk about fun things use Adjs to describe fun things Question 1. What is fun? (snowing, sailing, hiking, rafting---) 2.What do fun things have in mon? Cooking is fun because it is challenging ( interesting, relaxing---). 3. Where can we have fun? ( cinemas, amusement parks, theme parks--- Fun is everywhere if we can enjoy it.) Task 2 Talk about our own experiences Questions: 1. Have you ever been to an amusement park? What did you see? 2. Have you ever tried sitting in a roller coaster? 3. How did you feel? 4. Do you like it? Why? Task 3 Watch pictures and talk about likes and dislikes 1. Look at the pictures and name the activites Question: Do you like these activities? Why / Why not? 2. Do an interview to find others’ ideas (make up a dialogue). The dialogue can be like this: Student A: Hello, .... Have you ever been to an amusement park? Student B: Oh, yes. I have tried… Student A: Do you like it? Student B: Sure. I like it because it’s really exciting and … Step2 Listening Pre-listening Talk about the theme of the theme parks A theme park must have a special theme. Questions: If you are to build a theme park, what theme will you have? Why? While-listening: Listen and finish the exercises 1 and 2 Post-listening: 1. Fill in the following form. Which of the parks do you think is better? Name Theme Your reason and ideas 2. Act out and make decisions Situation: Two presidents of different colleges in England e to China to try to persuade Chinese students to study in his college in England. Have two students prepare in advance and make a report in class.Other students listen to the report and make their own decisions. Students can also think up their own situations Homework a. Recall all the new words and expressions that occur in this period. b. Finish the exercise Talk on the workbook. c. Preview Reading Period 2 Reading Goals: 1. Learn some expressions about theme parks. 3. Read through the material and have a good understanding of theme parks. Step 1 Pre-reading Task 1. Watch some pictures of some parks and have fun 2. Lead-in questions: a. What do you think you can see in a theme park? b. Do you like scary rides? Why? c. What do you think of adventure sports? Step 2 Reading Task1 Students read the text and find necessary information. Q: What is a theme park? A: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions. T: What are the activities based on? Ss: The activities are based on a mon theme. Task 2 Skimming Question 1. How many theme parks does the writer tell us? What are they ? Where are they? Task 3 Scanning Question: What are the themes about? What attract people in these theme parks? Read through the passage, then fill in the form below. Par Parks Themes Attractions 1 2 3 4 Notes: Pay attention to the new phrases and sentences Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film. It seemed like people just cannot get enough of scary rides and exciting adventures. The parks are being more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury. Ask certain questions to check students’ understanding to these sentences. Task 4 Discussing 1. Which of the theme parks mentioned in the text will you visit? Why? 2. Why are theme parks so popular throughout the world ? 這是一個大話題，可集思廣益。 Step 3 Designing Task 1.Design a theme park and exchange ideas in class by interviewing. 2. Draw a map for your park Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope...(refer to P70) Name location theme Attractions activities (work in groups of 4) Homework 1. Read some articles(teacher provided) to facilitate the designing of students’ theme parks. 2. Design a theme park and draw a map. Period 3 Speaking Goals: 1. Practise giving directions. 2. Enlarge expressions of asking the way and answering. Step 1 Check the homework Have students talk about their theme parks Step 2 Listening Task Listen and answer Listen to 2 dialogues and answer the following: Where is she/he going? How to get there? (This part is taken from a test tape). Such as: A: Excuse me, but can you tell me how to get to the zoo? B: Sorry, I’m a stranger here. Question: What does the conversation mean? A: Excuse me, how can I get to the railway station? B: Just walk one more block and you will see a No.15 bus stop. Wait there for the bus to take you over. Questions: Where is she going? How to get there? Step 3 Speaking Task Watch the map and find the way Pre-speaking T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping… Please write about how we can get there, according to page 65. While-speaking Make up dialogues of asking for and giving directions. Post-speaking Give directions Situation: Suppose you are at the main entrance of your theme park and you are introducing some attractions and the way to them to a group of tourists. Use the map you have drawn and show the way around. Step 4 Useful Expressions Work in groups and conclude some useful expressions of asking the way and giving directions. Homework 1. Finish the Workbook Talking 2. Look for necessary information and write several sentences about theme parks Period 4 Integrating Skills Goals: 1. Read through the texts in the Intergrating Part of the text. 2. Learn to write a description. Step1 Warming up Task 1 Report on the writing of theme parks. Students share their writings in class using the Project and teacher makes necessary ments. Task 2 1. Read more about theme parks Have students read Reading in Intergrating Skills in the Workbook. Have students finish the following table. Parks theme attractions 1 2 3 4 5 2. Read the information below and make up a dialogue. Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it. 設(shè)計意圖：以生活實際例子為引導(dǎo)，可操作性強。 Ant Farm Express Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3 Year Built: 1971 Top Speed: 37 MPH Elements: Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0 Color: yellow G-Force: Other: ments: Operated at Dollywood 1989-xx as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in xx. Photos: …… Students may raise questions as follows: What’s the name? When was it built? How many passengers can it take at a time? What is the length? How high can it go ? What about the top speed? Are there any ments about it? … … Step2 Reading Have students read the passage on P69 . Task 1 Skimming Question: What attraction can be found important in theme parks? → Rides, the “thrill ride” … Task 2 Scanning Questions: 1. How do people ride roller coasters nowadays? 2. What is a thrill ride like? Answers: 1. Rides are wider and scarier than ever. The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends. Some ride through darkness inside a mountain and a building. 2. Very exciting and scary. Thrill rides use speed, motion, and special effects to give you a thrill. Some let you feel what it is like to fall through the air. Some rides send you through caves and even rivers. Thrill rides can also send you into space or deep down in the ocean. Task 3 Discussing Question : What else can we do in a thrill ride? S1: We can dash through the snow during the ride. S2: We will ride together with some animals. S3: The car rides in a desert. … … Summary: We can imagine so many ways, but it’s still not enough. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless. Quote: The great progress in science roots in pletely new and brave imaginations of the human beings. ----- Dewey “科學(xué)的偉大進步源自于嶄新與大膽的想象力?！? ----- 杜 威 Step 3 Designing Activity: 1.Design the scariest and most exciting ride in the world. 2. Describe your ride. Tips: What should your ride look like? How large is it? What is the length? What color is it? How many people can it take? How does it work? How fast should it be? What does it sound like? What does it feel like? How would you design the loops, corkscrews and other features? How much should it cost? What about the ticket for each? … Homework: 1. Finish the design and description of the ride 2. Preview Language Study. Period 5 Language Study Goals: 1. Revise the words. 2. Learn to use the –ing form: used as an adverbial. Step 1 check the homework 1. Exhibit the design of students. 2. Project some descriptions and make ments. Step 2 Word Study Activity 1. Write the following words on the blackboard : statue entertainment minority collection attraction advanced rocket amusement ancient explore Ask the students to explain the word one by one in English. Activity 2. T: Fill in the blanks with the correct form of the words. Finish the part of Page 68. Checking: 1. statue 2. explore 3. collection 4. rocket 5.amusement 6. advanced 7. attractions 8.ancient 9. entertainment 10.minorities Activity 3. Fill in the blanks of the following (suggested answers): When you e to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a mon theme. On one hand , people can have fun / thrills and entertainment. On the other, theme parks are designed to teach people something. Those who e for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be ing. Step3 Grammar Task Learn the use of –ing form as an adverbial. Activity 1. Study the example: He was ill and didn’t attend the meeting. → Being ill, he didn’t attend the meeting. Activity 2. pare with another example: After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. → Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland. Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times. Activity 3: Show on the screen some exercises of –ing forms. Have students do the exercises, and explain if there are questions Step 4 Checkpoint Activity: Students go through the Checkpoint and do the exercise. Draw a conclusion of the use of –ing form. Homework Finish the word study and grammar part on the workbook. Read more passages about theme parks. 六、補充材料 (Reference for teaching) 1、Bungee jumping The Physics of Bungee Jumping Bungee jumping is a sport where people attach themselves to a long strong cord, and jump off of high places such as bridges. There are many physics concepts in this sport. The physics of bungee jumping involves primarily the conversion of gravitational potential energy into the elastic energy of a stretched cord. Since it\s inception in the late 1980\s, bungee has been and remains the biggest rush on the planet! It is still king of the adrenaline participatory sports. 2、A passage for reading: 3. \"Swimming in Clouds\" By: Robert D. Conn II I arrived at \"Skydive Chicago\" right on schedule. There were about 8 or 9 other people there in the hanger. I sat down on a picnic bench and watched the video that was playing. Across from me sat a guy alone. I asked him if he was nervous and he said no. I believed him as I wasn\t feeling nervous and he seemed calm, and tired really. I suspect he was feeling the same thing I was…… Will you please answer the following questions! 1. How did the writer feel before the skydiving? 2. How did the others feel before the skydiving? 3. What did the learners do before their try? 4. How did the writer feel when he did the skydiving? 5. How did the writer feel after the skydiving? Why? 六、課文語言點注釋 *重點詞匯和詞組 1.attract , attraction attract vt.吸引，引起（興趣、注意） attract sb. ; attract one’s attention / interest attraction n.指吸引人的事物，吸引力，吸引 What are the chief attractions of tonight’s performance? 2. minority n.少數(shù)，少數(shù)民族 “少數(shù)”反義詞: majority Only a minority of Guangzhou households do not have a car. be in a/the minority （在投票中）是少數(shù)派 We are in the minority. 我們是少數(shù)派 （多數(shù)人反對我們） be in one’s minority 未成年 She is in her minority. 3. conversation 談話 have a pleasant conversation with sb. 與某人談得好 4. achievement (great success) 成就、成功、偉績 His flying across the Pacific is a great achievement. 他的飛度太平洋之事是一大偉績。 achieve vt. 完成、獲得 achieve success獲得成功, achieve victory 獲得勝利 achieve one’s purpose 達到目的 1. motion n.運動，動作 The ship was in motion. 那輪船在移動。 v. 運動 to motion to sb. 向某人點頭或搖手示意 to motion sb. to a seat 以手示意某人坐下 2. imagination n. 想象（力）； 空想； 想象的事物 She has a very strong imagination. imagine vt. 想象（其后加：名詞、動名詞、名詞性從句） I can imagine what he looks like. Can you imagine walking on the moon? 7. experience vt. & n. experience 用作可數(shù)名詞，意為“經(jīng)歷；經(jīng)過的事”。如： I had an unusual experience last week. experience 用作不可數(shù)名詞，意為“經(jīng)驗”： She has 20 years’ experience in teaching. experience 用作及物動詞，意為“經(jīng)歷，體驗”： Have you ever experience real hunger? experienced 用作形容詞，意為“有經(jīng)驗的”： Beckham is an experienced football player. 8.have something to do with 與……有關(guān) have nothing ( not much / a great deal) to do with… 與……沒有關(guān)系( 與……關(guān)系不大; 與……關(guān)系很大) 9.be based on 以……為基礎(chǔ) Writing is based on words and sentences. 10.give sb.a thrill 使人激動,令人興奮;令人毛骨悚然 thrill 可用作名詞和動詞 Her voice thrilled with joy. 她的聲音因高興而發(fā)抖。 Skydiving may give the new hand a thrill. …令新手毛骨悚然。 11.a variety of 種種，許多 Iron had a variety of uses. 12.have sth. in mon 有共同之處 The two countries have something in mon. **近義詞辨析 1.amusement , entertainment 2.thrill , excite vt. 3.divide , separate 4.discover , invent 5. injure , hurt , wound 6.darkness , dark 7.opportunity , chance 8.experience , skill ***難句理解 1. What they all have in mon is having fun and experiencing something different. 這些公園所擁有的共同特點是讓人們感到快樂與體