Unit 5 Theme Parks 课例（三）

步骤一：复习

填空，把段落补充完整。

In the last period, we learned a passage telling us about theme parks in the world．Now let's try to complete a summary about the reading material．One word for each blank．

Suggested answer：

设计思路：该项活动旨在复习检查学生对前一节课学习掌握的情况。包括信息和词汇两方面。

教学效果：除个别像huge，decades，offer等属于上堂课的低频词外。学生对于其他的词汇基本没有问题。

教学反思：在阅读课的设计活动中，还应该就细节信息进行讨论，以弥补此处缺憾。

步骤二：发现语言现象

1．Find the ways to express parks and their special purposes．

Possible answers are as follows：

2．Find out what people do in parks and theme parks．

Possible answers are as follows:

3．Some other good language phenomena can be the following ones：

Possible answers are as follows：

设计思路：鼓励学生通过观察，发现新的语言现象，如词汇、句型、语法等，从而形成发现和归纳语言规则的能力，培养学生的英语语感。在篇章材料中围绕同一个主题往往会出现不同的表达方式，这些不同表达方式使得语言呈现出丰富多彩的一面，体现了语言的灵活性。这样的活动不仅有利于提升学生的英语表达水准，而且还有利于他们体会英语语言之美。在发现的同时。如果能适时地创造类似的情景供学生进行模仿，会收到较好的教学效果。如联系现象1，可以就地取材，提问诸如Why do people build Xixi Park?联系现象2．可以提问A couple of days ago，we went to the Green Valley (a theme park in Hangzhou)，do you remember what you were doing there?等。

教学效果：由于本文主题鲜明，文章结构清晰，所以学生能够比较快地找到相关的语言现象。与这些语言现象相结合的操练，因为贴近学生生活，所以操作起来困难不大，以下是学生的部分回答：

T：Why do people build Xixi Park?

Sl：Xixi Park provides people with a place to go back to nature．

S2：Xixi is designed to preserve the historic natural area of Xixi；besides，it's a place where people can meet their friends and relax themselves．

T：Do you remember what you were doing on the day in the Green valley?

Sl：We were playing with water guns．

S2：We sat around tables，playing with cards．

S3：We were organized in groups，competing in the games there．

S4：In the park，we played with all kinds of amusement equipment，shouting and laughing．

S5：There，we sat all the time，chatting and eating snacks．

S6：There，we played in the brook，catching some small fish．

步骤三：词汇学习 Discovering useful words and expressions

Check the answers in Exercises 1 to 4．

设计思路：与“步骤二”类似，同时加强对语言知识如单词和短语的巩固和学习。

教学效果：学生经过事先的准备，效果较好。

步骤四：语法学习 Discovering usefuI structures

1．完成Exercises 1 and 2。

2．完成上述练习的同时，请学生说出新生词的含意。

3．总结。

1）请学生观察表格中的词，找出共有几种构词途径

Possible answers are as follows：

(1) n．+ n．

E．g．watermelon，souvenir shop，life-size，playwright，ice-cream，

(2) a．+ n．ed

E．g．kind-hearted

(3) adv．+ n．

E．g．downtown

(4) adv．+ V-ing

E．g．hard-working

2）请学生观察新生词的词性

Possible answers are as follows：

(1) n．

E．g．watermelon，souvenir shop，playwright，ice-cream，mobile phone

(2) a．

E．g．kind-hearted，downtown，hard—working，worthwhile

(3) adv．

E．g．downtown

设计思路：此活动设计的目的在于引导学生通过观察形成发现和归纳构词规律的能力。

教学效果：词性比较好判断，但构词途径的总结不够全面。

步骤五：语法学习 Discovering useful structures

1．完成Exercise 3 in Discovering Useful Structure。

2．完成上述练习的同时，请学生说出生词的含义。告诉学生这种构词称作派生（Derivation）。

3．总结

请学生观察表格中的词汇，总结派生的途径。