人教版高二英语必修教案《Unit6Themeparks》

夫学须志也，才须学也。非学无以广才，非志无以成学。下边是为您介绍人教版高二英语必修教课设计：《Unit6Themeparks》。教课目的（1）阅读文章后，大多数学生能够概括出三大主题公园的主题并列出园内的主要活动。（2）阅读文章后，学生能够般配图片与相应的主题公园，并适合使用课文中的重点词汇和句型陈说原因。（3）经过拓展阅读与小组合作，学生能够拟订出一个简单的主题公园一日游计划（4）经过本节课的学习，学生能够有较强的自信心自如陈说自己的看法。教课重难点（1）阅读文章后，大多数学生能够概括出三大主题公园的主题并列出园内的主要活动。（2）阅读文章后，学生能够般配图片与相应的主题公园，并适合使用课文中的重点词汇和句型陈说原因。（3）经过拓展阅读与小组合作，学生能够拟订出一个简单的主题公园一日游计划（4）经过本节课的学习，学生能够有较强的自信心自如陈说自己的看法。教课过程1/12Step1Warming-upandlead-in（5mins）（1）导入教师发问学生“Haveyoubeentoathemepark？”与“Whatcanyoudoinathemepark？”，以此导入到本课的课题。而后经过图片介绍主题公园内常见的游玩设备，为文本阅读做好铺垫。T：Hello，class.Todaywearegoingtotalkaboutthemeparks.First，Iwouldliketoaskyou：①IsourWestLakeParkathemepark？WhataboutJingqiWaterPark？②Haveyoubeentoathemepark？③Whatcanyoudoinathemepark？S1：Westlakeisnotathemepark.JingqiWaterParkisathemepark.S2：IhavebeentoHongkongDisneyland.Inathemeparkwecandoalotofactivities.T：Exactly，inthethemeparkwecantakeroller-coaster，free-falldrop，swingingship，Ferriswheel，merry-go-roundandsoon.Inaword，therearevariousrideswecantakeinathemepark.Well，whatdoes“ride”mean？S3：游玩设备2/12T：Yes.Hereitisanoun，meaning“供乘骑的游玩设备”.（2）揭题教师指引学生对课文题目进行展望。T：Withtheserides，thereisnodoubtthatwewillhavegreatfuninathemepark，right？Justlikethetitleofthisarticlesuggest：Themeparks–fun.Butwhatabout“morethanfun”？Whatdoesitmeaninyouropinion？S4：“morethanfun”meansyoucanalsogetalotofinformation.[企图说明]教师经过图片及设问，从学生所熟习的福州西湖公园和鲸奇水上乐园下手，激发学生原有的一般公园与主题公园知识系统，指引学生对文章题目进行展望，引起好奇心，进而导入新课。Step2Reading（34mins）（1）扫读。指引学生回答以下问题。（3mins）a.Howmanythemeparksareintroduced？Whatarethey？Andwherearethey？b.Wheredoyouthinkyouwouldseethiskindofwriting？T：Thankyou，youropinionisquitereasonable.Nowlet’sdosomereadingtaskstocheckit.First，Iwouldlikeyoutofindout：“Howmanythemeparksareintroduced？”3/12S5：Three.T：ofaparagraph，usuallywecanfocusonthefirstandthelastsentence.Thentellmewhatthethreethemeparksare？Andwherearethey

？S5：DisneyLand，DollywoodandCamelot.T：Thanksforyouraccurateanswers.Nowthatwehavearoughideaofthisarticle，wheredoyouthinkyouwouldseethiskindofwriting？S6：Newspaper？S7：Magazine？T：Yes，verylikely.Maybefromanewspaperoratravelmagazine.[企图说明]指引学生扫读全文，关注文章构造，思虑文章的出处，整体理解本篇课文。（2）跳读及拓展阅读。（20mins）指引学生填写以下表格。T：Obviously，itaimstoattractthereaderstogotothesethemeparks，sowhatelseisitgoingtotellus？Now，pleasereadthearticlethroughandfindoutimportantinformationtofilloutthefollowingform.T：

？S8：Disneylandfairy，thethemeistalestories；activitiesaretravelthroughspace，visitapirateship，meetfairytalecharacters，rideaswingingship，andgoonafree-falldrop.S9：Dollywood，thethemeiscultureofthesouth-easternUSA；activitiesarelistentoAmericancountrymusic，seecarpentersandothercraftsmenmaketheirwork，trysometraditionalcandy，rideanoldsteamenginetrain，seebaldeagles，takearideonThunderheadandotherrides.S10：Camelot，thethemeisancientEnglishhistoryandstories.Activitiesarewatchmagicshows，seefightingwithswordsoronhorseback

，

visitfarmareaandlearnaboutfarmsinancientEngland.[企图说明]指引学生经过跳读获得特定的信息，将这些信息转变为表格形式，加深对文本的理解。展现图片，指引学生进行图片与三大主题公园的般配，并陈说原因。T：Thanks！Anyonehasanydifferentideas？No？Ok，itseemsthatallofyouhavehadagoodunderstandingofthisarticle.Thatisgreat.Next，Wearegoingtoplayagame.Iwouldliketoshowyousomepictures，pleasetellmewhichthemeparkitbelongstoandwhy.Ifyouknow，juststandupandsayit，assoonaspossible.Ready

？Go！Ss：Disneyland.5/12T：Wonderful.Whataboutthisone？Whatisinthepicture？Ss：Steamenginetrain.T：Exactly.So，itisSs：Dollywood.T：Nextone？Ss：Camelot.T：？Ss：Camelot.Thereisbaldeagle.T：Ok.Thelastone，thelastchance.Ready？Go！S11：Camelot.T：Why？S11：itisafarm.T：Yes，youhavesharpeyes.[企图说明]运用图片，供给课文重点词汇和句型的运用情境，指引学生复述三大主题公园的主要特色，检测学生对文章的理解。采纳学生迅速站起回答的游戏方式，能够调换讲堂氛围，创建轻松的学习环境。回首课文题目，指引学生思虑其含义。6/12T：Nowwehavefinishedthereading，couldyoutellmethemeaningofthetitle“Themeparks-funandmorethanfun”？Beforereading，Shumanmentionedthatitcanprovidefunbutalsoinformation.Doyouagreewithherordoyouhaveanewidea？S12：Ithinkitmeansthemeparkscanbringpeoplehappiness.T：’sthefunpart.Whataboutmorethanfun？S12：morethanfunmeansthemeparksaremoreinterestingthanotherparks.T：Yes，itismoreinteresting.Anythingelse？No？Ok，thankyou.Sitdown，，itis.Aboutmorethanfun，wecanagreewithShuman’sidea.Themeparksprovideusalotinformation.Forexample，Dollyhood，whatcanwelearnfromit？Ss：Americanculture.T：Yes.WhataboutCamelot？Ss：Englandhistory.T：Yes.[企图说明]在扫读与跳读练习后，指引学生回首全文，进一步检测其对课文的理解。7/12（3）批评性阅读。（6mins）指引学生思虑以下问题：①.Isitalwaysfunandmorethanfuninthethemepark？②.Didyouhaveanyunhappyexperiencesinthethemepark？Orhaveyouheardaboutanyunhappyexperiencesinthethemepark？T：Exactly.Besidesthoseexcitingrides，wecanalsolearnalotofthingsinthethemeparks.Butisitalwaysfunandmorethanfuninthethemepark？Didyouhaveanyunhappyexperiencesinthethemepark？Orhaveyouheardaboutanyunhappyexperiencesinthethemepark？YoujustmentionedyouwenttoDisneyLand.Anythingunsatisfied？S12：Atnoon，weallhungry.Wewenttorestaurant.Itwasexpensive.Itwasbad.T：Soyouwerenotsatisfiedwiththefood.[企图说明]指引学生联合自己的经历进行批评性阅读，培育学生思想的独立性。指引学生进行拓展阅读，概括作者行程不快乐的三个原因，提出相应的应付方式。T：Actuallyyouarenotalone.Nowlet’sreadABadDayatMagicLandandfindoutthreethingsthatruinedthewriter’sthemeparktrip.8/12S13：First，，hisfoodwasruined.Third，hisglassesfellinthewater.T：Yes，thereasonsarethathewentontoomanyrollercoastersandhadanexpensiveandterriblelunch.What’sworse，hisglassesfellintothewater.Wedon’twantsuchatrip.Ofcourse，wewantfunandmorethanfun.Howtoavoidallthesethings？Canwetryalltherides？Ss：No.T：Wedon’thavethetimeaswellastheenergy.Soweneedto？Ss：Plan？T：Yes.Weneedtochoosewhat’sourfavorite，forexample.Whataboutfood？Itisalwaysexpensiveinathemeparkoranydestination？Ss：Sandwich？T：glasses？Besidesglasses，whatiseasilylost？Ss：watch，purse，phoneT：Yes.Topreventitfromhappening，weshouldtakecareofourpersonalthings.[企图说明]经过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。9/12（4）创建性阅读。（5mins）组织学生进行小组活动，每个小组选择一个主题公园，联合课文内容设计一个简单的一日游行程安排表。T：Indeed，agoodplanisnecessary.Andlet’smakeone.Supposeyouaregoingtooneofthethreethemeparksinourtext，usetheforminyourhandouttomakeasimpletripplan.Everyfourofyoupickonethemeparkfromourtext.Andeachonehashisorherresponsibility.Onemakessuggestionaboutmorningactivity；onenoonactivity；oneafternoonactivity；andthelastoneisthepresenter.Thepresentershouldbeclearandloud，haveenougheyecontactandofcourseshowawell-organizedplan.Clear？[企图说明]依据课内文本与拓展阅读这两则语言资料创建较切合学生生活实际的一日游计划活动，激活学生，发挥学生的自主性和创建性。小组合作的方式也能够让学生进行伙伴互帮学习，共同进步。Step3Post-reading（5mins）学生小组代表登台陈说设计好的一日游行程。其余学生使用评论表从三个方面进行简单评定。T：Everyone，itistimetopresent.Dorememberpresenterneedstopayattentiontoallthethreethings.Andthelistenersneedtopayattentionandevaluate.S14：Iwouldliketosharemyplanwithyou.Frommyperspectivebesidesawell-organizedplan，somepreparationsareof10/12

，dividedourplanintothreeparts：morningvisit，noonvisitandtheafternoonvisit.Inthemorning，wecanseecarpentersandothercraftsmenmaketheirworkintheoldfashionway，Ithinkthatwouldbegreatfun.Inthenoon，wecanhavealunchwhileenjoyingthecountrymusicperformedintheoutdoortheatre.Afterlunch，wecanvisitcandystoreandtrythesamecandymade150yearsago.Afternoon，wecantakearideontheonlysteamenginetrainandevenseesomebaldeagle.That’sall.Ithinkwecanenjoyourone-daytripinDollywood.Thankyou.T：That’sawonderfulplan.Clearandloud，fivestars.Well-organized，，nexttime，youneedtotakesomesimplenotes.Thenyoudon’tneedaboutyourevaluation？Whatdoyouthinkofherpresentation？Doyoulikeit？Yes，okjustmakeyourevaluationonyourhandout.Now，Whataboutnextgroup？S15：Well，whataboutmyplan.B