湖南高中英语教师资格面试—《Theme parks-fun and more than fun》教案

 Unit 5 Theme parks-fun and more than fun教学设计

Step 1 Pre-reading

Present some pictures. (Window of the World, Happy Valley, etc.)

Q1: Can you tell if it is a park from these pictures?

Q2: What’s the main attraction?

Q3: What can you see and do here?

Q4: What’s your feeling in these parks?

设计意图：此活动从内容上和语言上均与学生将要阅读的内容有紧密联系，激活了他们已有的背景知识，可为学生搭建联系新旧知识的桥梁。

Step 2: while-reading

1. Skimming

Read the text to find out the three theme parks that the write talks about.

Park 1: Disneyland

Park 2: Dollywood

Park 3: Camelot

设计意图：让学生速读找出文章主要涉及的主题公园，引导学生关注为何选择这样三个主题公园，思考各自的特色，从而更好地完成以下活动。

2. Detailed reading

Read the passage again and try to find out the key information of each theme park.

3. Discuss the question “What are theme parks?” in groups.

(keys: For one thing, each theme park is based on a certain theme to attract people who are interested in. for another, theme parks can also be educational and can offer useful information. )

设计意图：在学生细读后，对段落内容进行整理、归纳和提炼。这部分对文章表层信息的寻查，与热身环节的预测活动紧密相关，有助于学生在阅读过程中验证预测，利用预测辅助理解，从而抓住文章主旨。在感知和理解文本的同时渗透与主题密切相关的词汇学习，学生在理解词汇的同时，也可以加深对一些历史背景的理解。

Step 3: post-reading

(1)探究体验，整理语言知识

Activity 1: think where you would see such kind of writing.

(we would see this kind of writing in a magazine or perhaps in some kinds of newspaper or on the website.)

Activity 2: discuss the following questions:

Q1: What’s the purpose of such kind of writing?

( to introduce and recommend a park)

Q2: How do you know? (from the characteristics of expressions.)

Activity 3: Read the text again to find out the language used to introduce and recommend a theme park.

(2)归纳加工，体会语言的功能性

Activity 4: think out some other expressions about introduction and recommendation.

设计意图：Q2可以引导学生对文本语言进行探究。Activity 4旨在适当拓展，举一反三，丰富相关语言知识。此环节进一步按照语言功能整理有关推介语言的相关句型，便于学生记忆、存储、丰富学生有关此类话题的语言图式。

Step 4: using the language

(1)巩固性练习

____the world-famous house where William Shakespeare was born in 1564 and where he grew up. This house has welcomed visitors travelling from all over the world, for over 250 years.

____ the highly-praised exhibition Shakespeare’s World, ____ a lively and full introduction to the life and work of Shakespeare.

____where Shakespeare grew up, ________ discover examples of furniture and needlework from Shakespeare’s period.

_____ here is the traditional English garden, in which you can plant trees and flowers mentioned in the poets’ works.

______ more about the poet’s childhood, then the birthplace is _____. It is tithing an easy waling distance of all the car parks shown on the map. ________ the Shakespeare Coffee House opposite the birthplace.

Shakespeare House_____ the culture of Renaissance. ______ to have fun and more than fun.

设计意图：选择一篇介绍莎士比亚故居的文章，将文章中反映推介的词汇删除，让学生进行填空练习。这一活动充分关注学生情感体验，将枯燥乏味的句型练习变成了使用句型表达内心情感的需求，活动生动有趣，同时帮助学生对所学信息和语言进行重组、加工和内化，并在运用过程中理解所学语言的交际功能，促进语言知识的迁移，形成语言运用能力。

(2)书面表达

Suppose you are the guide of a Travel Agency. Write an introduction to Hongcun based on the following pictures and persuade tourists to have a visit. (location, theme and activities are included)

设计意图：创设更为具体的情境，提出更为明确的要求，选择安徽学生较为熟悉的黄山宏村，分别让学生介绍其地理位置、主题和宏村的主要文化活动。学生可以利用已学知识和已有经验完成书面表达，在完成任务中进一步迁移内化知识，发展语言运用能力。

案例评述：

在阅读过程中，引导学生抓住主题公园的location, theme和activities这一主线，把我文章逻辑结构，帮助学生更充分地理解文章主旨和细节，更好地体会文章的特点。在语言知识处理过程中，引导学生抓住文章的表达方式，梳理出关于“推介”语言，避免学生把主要精力放在脱离语境的词、结构上，很好地引导了学生关注语言知识在语境中的运用。在语言实践活动中，教师创设了“导游介绍莎士比亚故居”这一情景，实现从课文情景到现实情景的转换，为学生积极参与口头操练，顺利完成书面表达搭建了良好的平台。学生在口头操练和书面表达中进行了充分的语言实践，为学生的语言运用能力形成提供了保障。

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