2019-2020年高一英语 《Unit 22》说课稿 新人教版.doc

2019-2020年高一英语 Unit 22说课稿 新人教版一、教材分析 主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景，围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色，具有很强的时代气息，贴近学生生活，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。 本单元的Warming up部分以图片形式引入本单元的话题之一：amusement parks；并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusement parks 和theme parks,为听力部分和阅读部分作必要的铺垫。 Listening提供一个会议事例：在我市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。 Speaking紧紧围绕“问路与指路”话题： 课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。 Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。 文章结构思路如下： 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. 篇章结构图示： What is a theme park? Examples: Three parks What do people Themes, attractions experience and learn? Theme parks in the future 课文线索内容复述如下： 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. Whats 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. 德育渗透： * All work and no play makes Jack a dull boy. 工作而无娱乐使人愚钝。 * 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. 任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。 * Never go to the forest if you are afraid of the wolf. (Lenin) 大胆的探索和体验源自你的勇气。（列宁） Language study要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。 Integrating skills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides, 要求读后以课文为基础，鼓励学生创造、想象， 以小组活动形式设计并描述the scarest and most exciting ride in the word。 学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。 二、教学目标 知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。 情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度 学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。 文化意识：拓展文化视野，发展跨文化交际的意识和能力。 三、教学重点、难点 1 重点： 话题: Talking about amusement parks. 功能: Ways of giving directions. Designing new things. 词汇: 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 ones way race against imagination design live to ride 表达用语: 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 语法: 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 难点： a.动词-ing结构作状语的运用。 b.针对事物特点描述的写作。 写作技巧(如何描写事物？Tips P70) 关键：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、课时安排 Period 1 Warming up and Listening Period 2 Reading Period 3 Speaking Period 4 Integrating Skills Period 5 Language Study 五、教学计划 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 its 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 ? 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: 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, Im 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. Its about a kind of roller coaster. Students will find much detail in it. 设计意图：以生活实际例子为引导，可操作性强。 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: Whats 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 its 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 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. Whats 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 didnt attend the meeting. Being ill, he didnt 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、补充材料 (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 its inception in the late 1980s, 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 wasnt 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、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 ones attention / interest attraction n.指吸引人的事物，吸引力，吸引 What are the chief attractions of tonights 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 ones 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 ones 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 mon 有共同之处 The two countries have something in mon. *近义词辨析 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 *难句理解 1. What they all have in mon 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