1. Target language Talk about different types of theme parks in different cultures
Show people around a place and give directions
Study word formation
Write an introduction to a place with detailed explanations
a. Key new words:
theme park, provide ... with ... , amuse oneself, various, a variety of, shuttle, charge ... for, admission, make a profit, souvenir, base on, involve ... in, athletic, brand, equipment, sneakers, come to life, minority, fantasy, get close to, settlers, take an active part in, experiment, advanced, technique
b． Key sentences:
As you wander around the fantasy amusement park, you may see Snow White or Mickey Mouse in a parade or on the street.
With all these attractions, no wonder tourism is increasing wherever there is a Disneyland.
2. Ability goals
Enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises.
3. Learning ability goals
Learn how to generalize and compare the similarities and differences.
Teaching important points
To solve the questions in Comprehending, and let the students find out the main idea of each paragraph, give a summary of the text.
Teaching difficult points
How to give a general instruction/ description of a place.
Listening; Skimming; Scanning; Task-based.
A recorder and a computer.
Teaching procedures && ways
Period 1-2 Warming up
Step I Revision
T: Good morning/ afternoon, boys and girls! First let’s have a dictation about the words and phrases in Unit 4. Take out a piece of paper, please.
major, local, represent, Columbia, introduce, approach, touch, strange, express, be likely to, general, avoid spoken, misunderstand, punish, at ease
T: Now, hand in your paper please; I’ll check your work after class.
Step II Warming up
T: Let’s look at the pictures on P33. Try to match the names of the parks with the pictures. Can you guess which are parks and which are theme parks?
T: Which one of these parks would you like to visit most if you have the chance?
Sa: Of course I would go to Disneyland. I have watched so much about it on TV and I’ve been dreaming about shaking hands with those lovely cartoon characters and taking pictures with them.
Sb: I would like to go to Waterpark, because I like swimming and I like to take part in the activities in water in this park.
Period 3-4 Reading
T: It’s interesting to listen to your ideas. Today we are going to study a passage about theme parks. The title is THEME PARKS—FUN AND MORE THAN FUN. I would like you to read the passage quickly for the first time to get a general idea of the passage. At the same time, please find out the topic sentence of each paragraph.
(3 minutes later)
T: Have you got the main idea of the passage? Who can tell me the topic sentences of six paragraphs?
Paragraph 1. Different kinds of theme parks.
Paragraph 2. Disneyland.
Paragraph 3. Dollywood
Paragraph 4. England’s Camelot Park
T: After the first reading, we have all got a general idea of the passage. So I would like you to read it carefully again and try to find the answers to these detailed questions.
Teacher shows the questions on the screen.
1. What is the purpose of Dollywood? What kind of people do you think will visits this theme park?
2. What do you know about ancient English stories? What other activities do you imagine there are at Camelot Park?
3. Disneyland is a place to have fun. What will you do if you have a chance to visit Disneyland ?
4. If you have a chance to visit one of these three parks, which will you visit ? Why?
1. The purpose of Dolly wood is to show and celebrate America’s traditional southeastern culture. Probably a lot of Americans will visit this theme park.
2-4 students will give their own answers.
Step V Discussion
T: If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go the theme parks to enjoy the exciting experiences? Give reasons for your choice.
a) Teacher divides the class into groups of four. Each group tries to reach an agreement and to collect as many reasons as possible from the group members.
b) After the discussion, the teacher asks a student from each of the groups to report the decision of their group and to give their reasons for the decision.
Step VI Homework
Remember all the new words and phrases in the reading passage.
Write a summary of the reading passage using the new words.
Period 5-6 Listening
Step I Revision
Check the students' homework.
Step II Listening (Page37 and 38)
Students are asked to read questions to find out the requirements first, and then listen to the tape three times to complete the matching exercises and answer the eight questions.
T: Please open your books and turn to Page37. Before you listen to the tape, read the requirements and keep them in mind. Pay attention to the important information while listening and you'd better take some notes of it.
T: Different countries have different cultures. Different na¬tional groups have different customs too. In Part 1, we are going to hear about the customs of some national groups. Now let's listen to the recording and try to match each group to an example of its customs.
Students listen to the recording for the first time.
T: Have you got the answers? Let' s check.
Check the answers together.
T: Let's listen to the tape again and answer the questions in
Part 2. You may listen to it twice. Students listen to the recording for another two times. Check the answers to the questions by asking some stu¬dents to answer them.
Step III Listening (Page69)
T: Let's come to the Listening on Page 69. Here we are going to listen to David Evens and Ji Yang who are visiting the Sea World.
Period 7-8 Grammar
air conditioner 空调 blood pressure血压 income tax 所得税 credit card 信用卡
(2) adj + n central bank 中央银行fast food 快餐
solar system 太阳系 remote control 遥控
(3) v-ing +另一词
washing machine 洗衣 driving license 驾驶执照
by-product 副产品 editor-in-chief 主编
（1）形容词+名词：形容词和名词连用，原是短语，用做定语。固定下来，成为形容词，有的还只是nonce-words,也有合成名词作定语或转成形容词的情形：如full-time worker（全职工）、long-range gun(远程炮)等。
3. 合成动词及合成副词：副词＋动词”组成的，这里“副词”多半表示动作的方向、程度等等。如：out表示超过 to outnumber（超过数目）to out-talk（压过别人的声音）；under表示不足、在下 to underdevelop（发育不全）to underestimate（估计不足）to underline（行下划线）等等。
由同一个词重复，或稍加声音变化重叠而成。这类词往往是加重语气因而常带有感情色彩，比方，嘲讽。例：goody-goody（假殷勤）so so（不怎么样）wish wash（乏味的饮料）
整个句子当作一个词用，有的已经固定下来，例如pick-me-up（兴奋剂），what's-his-name（某某人）。整个句子用作形容词的现象比较普遍，把复杂的概念揉成单纯的限制语使行文紧凑。A let-bygones-be-bygones manner（一种“过去的就算了吧”的态度） an if-you-would-only-be-guided-by-me expression（一种“要是你肯听了我的话够多好”的神气）
Derivation: add letters to the beginning or the end of a word.
1) 前缀: 表示否定的前缀，这类前缀可以分为四种：
（1）纯粹表示否定的，如a-,dis-,in-(il-, im-, ir-):；disagree,dislike,disappear;incorrect, impossible, irregular,in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前) [L]常和音节较多的learned words(雅语)，尤其是拉丁，法语外来词结合，加在形容词或其派生词、副词上，表示否定。Inaccurate, illegible, impolite, irregular, inability, infinite, impious。
（3）表示“反动作”，如de-,un- ；de- 表示“反动作”（to undo the action）。能构造新词，多作重读。decontrol（取消控制）， decolour（漂白）
un- 表示“反动作”unmask（揭露） unsay（收回意见）
（4）表示“反对”的，有anti-,contra-anti- 表示“反对，反面” anti-social（反社会的） antiseptic（防腐剂） anti-militarist（反军国主义者）
contra- 表示“反对，相反” contradiction（矛盾） contrast（对比） contrary（相反的）counter- 表示“against” counteract（还手） counterattack（反攻）
(1) 构成名词：-er, -ese, -ist, -ian, -ment, -tion, -ness, -th.
buyer, Chinese, socialist, musician agreement, collection, illness, truth
(2) 构成形容词: -al, -an, -ful, -ing, -y, -less
national, American, careful, exciting, cloudy, useless
(3) 构成动词: -fy, -is (z)e: beautify, realize
(4) 构成副词: -ly: badly greatly quickly deeply
(5) 构成数词: -teen, -ty, -th thirteen, sixty, twelfth
Conversion: change the part of speech of a word.