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Unit 5 Theme parks-fun and more than fun教學設計
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?
設計意圖：此活動從內容上和語言上均與學生將要閱讀的內容有緊密聯繫，激活了他們已有的背景知識，可為學生搭建聯繫新舊知識的橋梁。
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
設計意圖：讓學生速讀找出文章主要涉及的主題公園，引導學生關注為何選擇這樣三個主題公園，思考各自的特色，從而更好地完成以下活動。
2. Detailed reading
Read the passage again and try to find out the key information of each theme park.
| parks | location | theme | Activities |
| Disneyland | In several parts of the world | A magical world (fairy and cartoon character) | . travel through space . visit a pirate ship . see Snow White or Mickey Mouse . meet favorite fairy tale or Disney cartoon character . has many exciting rides |
| Dollywood | In the Smokey mountains in the southeastern USA | America’s traditional southeastern culture | . see country music groups perform . see carpenters and craftsmen mask objects in the old-fashioned way . try traditional candies . ride on the only steam-engine train . watch bald eagles . ride on Thunderhead |
| Camelot | In England | Ancient English history | . watch magic shows . visit the jousting area where you can see fighting with swords or horseback. . visit the farm area and learning about farms in ancient England |
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. )
設計意圖：在學生細讀後，對段落內容進行整理、歸納和提煉。這部分對文章表層信息的尋查，與熱身環節的預測活動緊密相關，有助於學生在閱讀過程中驗證預測，利用預測輔助理解，從而抓住文章主旨。在感知和理解文本的同時滲透與主題密切相關的詞彙學習，學生在理解詞彙的同時，也可以加深對一些歷史背景的理解。
Step 3: post-reading
(1)探究體驗，整理語言知識
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.
| Theme parks | Language used to express introduction and recommendation |
| Disneyland | It can be found…; it will bring you into…. As you wander, you may see…; also has…. With all these attraction, no wonder… If you want to …come to… |
| Dollywood | …is one of the most unique; …shows and celebrates; Although…the main attraction is… You can even see… Come to … to have fun learning. |
| Camelot | If you want to experience…is the place for you In one place, you can…. If you want to see…then.. is a good place for visit Do you like…? Then visit… To enter a world of …., come to… |
(2)歸納加工，體會語言的功能性
Activity 4: think out some other expressions about introduction and recommendation.
| Other expressions about introduction and recommendation |
| It would be a good chance for you if you experience… Don’t miss… You』ll never forget… It is a place with….history. It is home to many sights that… Nothing is more beautiful than… |
設計意圖：Q2可以引導學生對文本語言進行探究。Activity 4旨在適當拓展，舉一反三，豐富相關語言知識。此環節進一步按照語言功能整理有關推介語言的相關句型，便於學生記憶、存儲、豐富學生有關此類話題的語言圖式。
Step 4: using the language
(1)鞏固性練習
____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.
設計意圖：選擇一篇介紹莎士比亞故居的文章，將文章中反映推介的詞彙刪除，讓學生進行填空練習。這一活動充分關注學生情感體驗，將枯燥乏味的句型練習變成了使用句型表達內心情感的需求，活動生動有趣，同時幫助學生對所學信息和語言進行重組、加工和內化，並在運用過程中理解所學語言的交際功能，促進語言知識的遷移，形成語言運用能力。
(2)書面表達
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)
設計意圖：創設更為具體的情境，提出更為明確的要求，選擇安徽學生較為熟悉的黃山宏村，分別讓學生介紹其地理位置、主題和宏村的主要文化活動。學生可以利用已學知識和已有經驗完成書面表達，在完成任務中進一步遷移內化知識，發展語言運用能力。
案例評述：
在閱讀過程中，引導學生抓住主題公園的location, theme和activities這一主線，把我文章邏輯結構，幫助學生更充分地理解文章主旨和細節，更好地體會文章的特點。在語言知識處理過程中，引導學生抓住文章的表達方式，梳理出關於「推介」語言，避免學生把主要精力放在脫離語境的詞、結構上，很好地引導了學生關注語言知識在語境中的運用。在語言實踐活動中，教師創設了「導遊介紹莎士比亞故居」這一情景，實現從課文情景到現實情景的轉換，為學生積極參與口頭操練，順利完成書面表達搭建了良好的平臺。學生在口頭操練和書面表達中進行了充分的語言實踐，為學生的語言運用能力形成提供了保障。
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