以下为课件内提取的文本内容，仅供参考：

Unit 22 A WORLD OF FUN

教材分析

语篇分析

教学计划

教学资源

教材内容分析

*通过情景对话，让学生了解并交流个体有关活动的体验、喜好及理由。

*听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。

*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联系进行有意义的对话实践。

Warming up

Listening

Speaking

Reading

Language study

*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 ；也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展 。

*要求了解分词的意义，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

*拓展阅读部分以rides为主题内容，鼓励学生想象、创造。写作部分主要引导学生写好对事物的描述材料。

教学重点

话题：

Talking about amusement parks.

Ways of giving directions;

designing new things;

writing a certain description.

功能：

词汇：

theme thrills and entertainment

imagination experience create

attract risk race 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：

Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film.

It seems 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：

eg.

Many people come to the theme parks looking for thrills and entertainment.

2. Visitors leave knowing more about the idea behind the park.

3. Having enjoyed the rides at the Headland,

visitors can take the shuttle to the Lowland.

The –ing form used as adverbial.

教学难点

1、针对 Reading 的语篇分析

2、对动词 -ing 结构作状语的理解运用

3、针对事物特点描述的写作

语篇分析

第22单元Reading：Theme Parks 是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。

篇章结构：

Theme Parks

? What is a theme park?

?

Three parks

attractions

What do people

experience and learn?

?

? Theme parks in the future.

教学目标

*知识技能

*情感态度

*学习策略

*文化意识

增强世界意识，培养积极的生活态度

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。

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。

从听力、讨论、网络等不同渠道获取信息，并借助说、演、写和做等不同形式呈现。

通过恰当的设计，想象未来，展望未来。

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。

拓展文化视野，发展跨文化交际的意识和能力。

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。

课时安排

Period 1 Warming up、 Listening

Period 2 Speaking

Period 3 Reading、Post-reading

Period 4 Language Study

Period 5 Integrating Skills

I.Warming up

师生互动

小组活动

班级活动

1.Pre-Task: Listen and guess

双人活动

个人活动

2.While-Task:

Talk about own experience

Watch pictures and practise

3.Post-Task:

Talk about other amusement activities

Period 1 Warming-up and listening

Summary:

Everyone may experience the things in the pictures in our daily life. I hope all of you can do what you like!

Listening

2.Listen and answer

1.Pre-Task: Talk about a theme park

Lead-in:

A theme park must have a special theme.

Pre-listening: Go over the questions

While-listening:

1. Listen with the book closed.

2. Listen again with the book open

and individually answer .

3. Check the answers in pairs.

4. Fill in the form.

Post-listening questions:

Has anything similar that happened to you?

What was the situation?

How did you deal with it? In what way?

Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people. Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

?? Homework

Recall all the new words and expressions that occur in this period.

Finish the exercise Talk on the workbook.

c. Write about your own experiences in a theme park.

Period2 Speaking

Goals:

1. Practise giving directions.

2. Enlarge expressions of asking the way and answering.

Step 1. Revision

Task: Report about experiences

Step 2. Listening (two dialogues about asking the way)

Task: Listen and answer

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.

While-speaking

Activity1 One tells the class how to get to the places.

Activity2 Make up dialogues, using the information above.

Activity3 Make up dialogues, talking about your own destinations .

T: Talk about where you plan to go and the reason, about how to get there…

Post-speaking

Task 1 Have a Free Discussion

T: Suppose you are at the main entrance and you want to go to the Big Tower for a free fall ride in the morning. Which way will you prefer to choose and why?

Task 2 Watch the map and say

Teachers design a map for the talk or copy a similar one from the internet.

Step 4 Homework

Surf the Internet and find some information about theme parks, Then write a few sentences about what you’ve got.

Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.

查找图片是件乐事,让学生体会到了学习的快乐.

Ocean Park of Hong Kong

An exciting ride in Ocean Park

Period 3 Reading

Step 1. Pre-reading

Task: Watch and discuss

Step 2. Reading

Lead-in

What is a theme park ?

What are the activities based on?

Task 1 Skimming

Which parks does the writer tell about ?

What are the themes about?

Task 2 Scanning

What attract people there ?

Task 3 Thinking

T: What is the common feature of the parks?

What should the park make sure?

How do people feel after they enter

Universal Studios?

Task 4 Discussing

Which theme park will you visit ? Why?

Why are theme parks so popular

throughout the world ?

Step 3. Designing

Task:

Design a theme park and exchange ideas in class by interviewing others.

此项任务突出学生

情感态度的交流

此项任务强调

创新能力的培养

Step 4. Homework

1. Get on line to search the information of a certain theme park that one is interested in and write a short description about that.

2.List ideas for an “English-Speaking World Park” .

Period 4 Language Study

个体活动

小组活动

班级活动

Activity1:

Suppose you are the manager of the World Park of Beijing…tell about your attractions to the visitors.

Activity2:

Check the homework.

*Report ideas about the description .

Paraphrase: advanced explore

amusement entertainment…

双人活动

Finish Ex.1 at Page 68.

Task: Read and question

Goals:

1. Revise the words.

2. Learn to use the –ing form:

used as an adverbial.

Fill in the blanks of the following :

When you come 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 common theme.On one hand, people can have fun/thrills and entertainment.On the other , theme parks are designed to teach people something… …

班级活动

Activity 1. Study the example:

He was ill and didn’t attend the meeting. →

Being ill, he didn’t attend the meeting.

Task: Learn the use of -ing form as an adverbial.

Finish part 1. and part 2.

Activity 2. Compare with this :

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.

Period 5 Integrating Skills

Goals:

1.?Read through the text live to ride.

2.?Understand “live to ride”.

3. Learn to write a description.

Step 1 Lead-in

Task 1 :

Report about the passages found through internet.

Task 2 :

Read the information below and make up a dialogue. It’s about the features of a roller coaster Ant Farm Express.

Step 2 Reading

Task 1 Skimming

Task 2 Scanning

Task 3 Discussing

Group Work

Question : What else can we do in a thrill ride?

Summary:

1.We can imagine so many ways, but it’s still not enough. 2.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

Activity1: Design the scariest and most exciting ride in the world.

Tips: What should your ride look like?

How large is it? What is the length? How many people can it take?

How fast should it be?

How would you design the loops, corkscrews and other features?

How much should it cost? What about the ticket for each? …

Activity2: Design a new theme park.

Some students describe theirs and then others may raise questions after that. The reporters try to get their designs much more wonderful.

Step 4 Tips

Task: Learn how to describe the thing.

Tips: Use the questions when thinking.

1.?????? What does it look like? How big is it?

What color is it?

2.?????? What does it sound like?

3.?????? What does it feel like?

4.?????? What does it smell like?

5.?????? What does it taste like?

6.?????? How does it work?

Step 5 Checkpoint

Activity: Students go through the Checkpoint and do the exercise.

The –ing form can be used to modify verbs.

Step 6 Assessment

Students do individual work for self-assessment.

Step 7 Homework

Write about an unforgettable place.

Go over the whole unit and revise...

附： 教学评价

教学资源

http://disney.go.com

www.skydivewww.com

www.beijingworld park.com

www.centurypark.com.cn

www.vugames.com

www.bungeeamerican.com

“If you can dream it, we can do it!”

www.hkline.com

……

Thanks for your attention!

Goodbye!

“道而弗牵，强而弗抑，开而弗达。”

--- 《学记》