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 common?
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 come 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 common 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 becoming 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 ?
这是一个大话题，可集思广益。
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:
Question: What does the conversation mean?
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 comments.
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
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?
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 completely new and brave imaginations of the human beings.
----- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。”
----- 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 comments.
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.
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. Compare 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.
Period 6 Language points
六、课文语言点注释
*重点词汇和词组
1.attract , attraction
attract vt.吸引，引起（兴趣、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.少数，少数民族
“少数”反义词: majority
Only a minority of Guangzhou households do not have a car.
be in a/the minority （在投票中）是少数派
We are in the minority. 我们是少数派 （多数人反对我们）
be in one’s minority 未成年
She is in her minority.
3. conversation 谈话
have a pleasant conversation with sb. 与某人谈得好
4. achievement (great success) 成就、成功、伟绩
His flying across the Pacific is a great achievement.
他的飞度太平洋之事是一大伟绩。
achieve vt. 完成、获得 achieve success获得成功,
achieve victory 获得胜利 achieve one’s purpose 达到目的
1. motion n.运动，动作 The ship was in motion. 那轮船在移动。
v. 运动 to motion to sb. 向某人点头或摇手示意
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：名词、动名词、名词性从句）
I can imagine what he looks like.
Can you imagine walking on the moon?
7. experience vt. & n.
experience 用作可数名词，意为“经历；经过的事”。如：
I had an unusual experience last week.
experience 用作不可数名词，意为“经验”：
She has 20 years’ experience in teaching.
experience 用作及物动词，意为“经历，体验”：
Have you ever experience real hunger?
experienced 用作形容词，意为“有经验的”：
Beckham is an experienced football player.
8.have something to do with 与……有关
have nothing ( not much / a great deal) to do with…
与……没有关系( 与……关系不大; 与……关系很大)
9.be based on 以……为基础
Writing is based on words and sentences.
10.give sb.a thrill 使人激动,令人兴奋;令人毛骨悚然
thrill 可用作名词和动词
Her voice thrilled with joy. 她的声音因高兴而发抖。
Skydiving may give the new hand a thrill. …令新手毛骨悚然。
11.a variety of 种种，许多
Iron had a variety of uses.
12.have sth. in common 有共同之处
The two countries have something in common.
***难句理解
1. What they all have in common is having fun and experiencing something different.
这些公园所拥有的共同特点是让人们感到快乐与体验不同的东西。
What they all have in common是主语从句, 其后谓语动词用单数形式。
having fun and experiencing something different 作表语
2. But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
但是主题公园也尽力去做，使得来访者在离开时已对公园的良苦用心了解更多。
make sure 是“弄确定”意思。
Make sure that the lights have been turned off when you leave the room!
The train leaves at 5 o’clock, but you’d better make sure.
knowing more about the idea behind the park 是现在分词结构作结果状语，表达一定逻辑的结果。
而动词不定式作结果状语通常表达非逻辑的结果。请对比以下句子：
The little boy woke up, unluckily to find his books lost.
I got off the bus, only to find my pocket picked.
3.Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland. 在Headland玩了过山车后，游客们可以坐车直接到Lowland。
Having enjoyed the rides at the Headland为现在分词的完成式结构，表达主语的这一动作在下一动作前已经发生并完成，特别强调前后动作在时间上的对比。这个结构可以转换为从句After they have enjoyed the rides at the headland,…
4. Entering one of the attractions at Universal Studios is like stepping into the world of your favourite film.
走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。
Entering one of the attractions at Universal Studios是动名词结构作主语； stepping into the world of your favourite film是动名词结构作宾语。
动名词结构可以作主语、宾语、表语、状语、定语、独立成分和同位语等。
5.It seemed like people just cannot get enough of scary rides and exciting adventures. 看来人们从这样的惊险赛车和刺激冒险活动中还得不到足够的满足。此处用It seemed that …句式更为正式。seem的用法如下：
6.You can feel what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole.
你可以感觉到如同居住在太空、在海底行走或在北极和北极熊一同滑雪那样的情况。
feel后面跟了宾语从句what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole。
what it is like to do sth.表达事物情况如何。
7. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
对于这种乐趣的唯一限制是惊险车乘的设计者的想象力。设计工作是无穷无尽的。（这2句话表明一个事实：个人的想象力是有限的但又不断发展变化的，想象活动是无止境的，想象是创造的基础。）
此处limit作名词。
The …limit of something / to something is ……也是一个常用句型。
Period 7 grammer points
现在分词作状语的用法
1、表示时间
Walking across the bridge, the painter made preparations for his painting.
走过桥时，这位画家在为他的画准备内容。
2、表示原因
Hearing the cry for help, the soldiers rushed out of the building.
战士们听到外面的呼救声就冲出了房子。
3、表示状态
I was in the room watching TV when the earthquake happened.
地震发生时我正在房间里看电视。
4、表示方式
The whale looks for food using sound waves.
鲸鱼通过声波寻找食物。
5、表示条件
Our class may go to the West Lake tomorrow, depending on the weather.
我们明天可以去西湖看看，那要看天气情况了。
6、表示结果
A lot of good soil has gone with the floods, leaving only sand.
许多泥土被水冲走了，仅仅留下了沙子。