Unit 22 A World of Fun
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things
Question 1. What is fun? (snowing, sailing, hiking, rafting---)
2.What do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
3. Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: 1. Have you ever been to an amusement park? What did you see?
2. Have you ever tried sitting in a roller coaster?
3. How did you feel?
4. Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activites
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
Step2 Listening
Pre-listening Talk about the theme of the theme parks
A theme park must have a special theme.
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening: Listen and finish the exercises 1 and 2
Post-listening: 1. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
2. Act out and make decisions
Situation: Two presidents of different colleges in England come to China to try to persuade Chinese students to study in his college in England. Have two students prepare in advance and make a report in class.Other students listen to the report and make their own decisions.
Students can also think up their own situations
Homework
a. Recall all the new words and expressions that occur in this period.
b. Finish the exercise Talk on the workbook.
c. Preview Reading
Period 2 Reading
Goals:
1. Learn some expressions about theme parks.
3. Read through the material and have a good understanding of theme parks.
Step 1 Pre-reading
Task 1. Watch some pictures of some parks and have fun
2. Lead-in questions:
a. What do you think you can see in a theme park?
b. Do you like scary rides? Why?
c. What do you think of adventure sports?
Step 2 Reading
Task1 Students read the text and find necessary information.
Q: What is a theme park?
A: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions.
T: What are the activities based on?
Ss: The activities are based on a common theme.
Task 2 Skimming
Question 1. How many theme parks does the writer tell us?
What are they ? Where are they?
Task 3 Scanning
Question: What are the themes about?
What attract people in these theme parks?
Read through the passage, then fill in the form below.
Par Parks Themes Attractions
1
2
3
4
Notes: Pay attention to the new phrases and sentences
Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury.
Ask certain questions to check students’ understanding to these sentences.
Task 4 Discussing
1. Which of the theme parks mentioned in the text will you visit? Why?
2. Why are theme parks so popular throughout the world ?
這是一個(gè)大話題，可集思廣益。
Step 3 Designing
Task 1.Design a theme park and exchange ideas in class by interviewing.
2. Draw a map for your park
Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope...(refer to P70)
Name location theme Attractions activities
(work in groups of 4)
Homework
1. Read some articles(teacher provided) to facilitate the designing of students’ theme parks.
2. Design a theme park and draw a map.
Period 3 Speaking
Goals:
1. Practise giving directions.
2. Enlarge expressions of asking the way and answering.
Step 1 Check the homework
Have students talk about their theme parks
Step 2 Listening
Task Listen and answer
Listen to 2 dialogues and answer the following:
Question: What does the conversation mean?
Where is she going?
How to get there?
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, according to page 65.
While-speaking
Make up dialogues of asking for and giving directions.
Post-speaking
Give directions
Situation: Suppose you are at the main entrance of your theme park and you are introducing some attractions and the way to them to a group of tourists. Use the map you have drawn and show the way around.
Step 4 Useful Expressions
Work in groups and conclude some useful expressions of asking the way and giving directions.
Homework
1. Finish the Workbook Talking
2. Look for necessary information and write several sentences about theme parks
Period 4 Integrating Skills
Goals:
1. Read through the texts in the Intergrating Part of the text.
2. Learn to write a description.
Step1 Warming up
Task 1 Report on the writing of theme parks.
Students share their writings in class using the Project and teacher makes necessary comments.
Task 2 1. Read more about theme parks
Have students read Reading in Intergrating Skills in the Workbook.
Have students finish the following table.
Parks theme attractions
1
2
3
4
5
Step2 Reading
Have students read the passage on P69 .
Task 1 Skimming
Question:
What attraction can be found important in theme parks?
→ Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Task 3 Discussing
Question : What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert.
… …
Summary:
We can imagine so many ways, but it’s still not enough.
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
“科學(xué)的偉大進(jìn)步源自于嶄新與大膽的想象力。”
----- 杜 威
Step 3 Designing
Activity: 1.Design the scariest and most exciting ride in the world.
2. Describe your ride.
Tips: What should your ride look like?
How large is it?
What is the length?
What color is it?
How many people can it take?
How does it work?
How fast should it be?
What does it sound like?
What does it feel like?
How would you design the loops, corkscrews and other features?
How much should it cost?
What about the ticket for each? …
Homework: 1. Finish the design and description of the ride
2. Preview Language Study.
Period 5 Language Study
Goals:
1. Revise the words.
2. Learn to use the –ing form: used as an adverbial.
Step 1 check the homework
1. Exhibit the design of students.
2. Project some descriptions and make comments.
Step 2 Word Study
Activity 1.Write the following words on the blackboard :
statue entertainment minority collection attraction
advanced rocket amusement ancient explore
Ask the students to explain the word one by one in English.
Activity 2. T: Fill in the blanks with the correct form of the words.
Step3 Grammar
Task Learn the use of –ing form as an adverbial.
Activity 1. Study the example:
He was ill and didn’t attend the meeting. →
Being ill, he didn’t attend the meeting.
Activity 2. Compare with another example:
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.
Activity 3: Show on the screen some exercises of –ing forms. Have students do the exercises, and explain if there are questions
Step 4 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
Draw a conclusion of the use of –ing form.
Homework
Finish the word study and grammar part on the workbook.
Read more passages about theme parks.
Period 6 Language points
六、課文語言點(diǎn)注釋
*重點(diǎn)詞匯和詞組
1.attract , attraction
attract vt.吸引，引起（興趣、注意）
attract sb. ; attract one’s attention / interest
attraction n.指吸引人的事物，吸引力，吸引
What are the chief attractions of tonight’s performance?
2. minority n.少數(shù)，少數(shù)民族
“少數(shù)”反義詞: majority
Only a minority of Guangzhou households do not have a car.
be in a/the minority （在投票中）是少數(shù)派
We are in the minority. 我們是少數(shù)派 （多數(shù)人反對(duì)我們）
be in one’s minority 未成年
She is in her minority.
3. conversation 談話
have a pleasant conversation with sb. 與某人談得好
4. achievement (great success) 成就、成功、偉績(jī)
His flying across the Pacific is a great achievement.
他的飛度太平洋之事是一大偉績(jī)。
achieve vt. 完成、獲得 achieve success獲得成功,
achieve victory 獲得勝利 achieve one’s purpose 達(dá)到目的
1. motion n.運(yùn)動(dòng)，動(dòng)作 The ship was in motion. 那輪船在移動(dòng)。
v. 運(yùn)動(dòng) to motion to sb. 向某人點(diǎn)頭或搖手示意
to motion sb. to a seat 以手示意某人坐下
2. imagination n. 想象（力）； 空想； 想象的事物
She has a very strong imagination.
imagine vt. 想象（其后加：名詞、動(dòng)名詞、名詞性從句）
I can imagine what he looks like.
Can you imagine walking on the moon?
7. experience vt. & n.
experience 用作可數(shù)名詞，意為“經(jīng)歷；經(jīng)過的事”。如：
I had an unusual experience last week.
experience 用作不可數(shù)名詞，意為“經(jīng)驗(yàn)”：
She has 20 years’ experience in teaching.
experience 用作及物動(dòng)詞，意為“經(jīng)歷，體驗(yàn)”：
Have you ever experience real hunger?
experienced 用作形容詞，意為“有經(jīng)驗(yàn)的”：
Beckham is an experienced football player.
8.have something to do with 與……有關(guān)
have nothing ( not much / a great deal) to do with…
與……沒有關(guān)系( 與……關(guān)系不大; 與……關(guān)系很大)
9.be based on 以……為基礎(chǔ)
Writing is based on words and sentences.
10.give sb.a thrill 使人激動(dòng),令人興奮;令人毛骨悚然
thrill 可用作名詞和動(dòng)詞
Her voice thrilled with joy. 她的聲音因高興而發(fā)抖。
Skydiving may give the new hand a thrill. …令新手毛骨悚然。
11.a variety of 種種，許多
Iron had a variety of uses.
12.have sth. in common 有共同之處
The two countries have something in common.
***難句理解
1. What they all have in common is having fun and experiencing something different.
這些公園所擁有的共同特點(diǎn)是讓人們感到快樂與體驗(yàn)不同的東西。
What they all have in common是主語從句, 其后謂語動(dòng)詞用單數(shù)形式。
having fun and experiencing something different 作表語
2. But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
但是主題公園也盡力去做，使得來訪者在離開時(shí)已對(duì)公園的良苦用心了解更多。
make sure 是“弄確定”意思。
Make sure that the lights have been turned off when you leave the room!
The train leaves at 5 o’clock, but you’d better make sure.
knowing more about the idea behind the park 是現(xiàn)在分詞結(jié)構(gòu)作結(jié)果狀語，表達(dá)一定邏輯的結(jié)果。
而動(dòng)詞不定式作結(jié)果狀語通常表達(dá)非邏輯的結(jié)果。請(qǐng)對(duì)比以下句子：
The little boy woke up, unluckily to find his books lost.
I got off the bus, only to find my pocket picked.
3.Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland. 在Headland玩了過山車后，游客們可以坐車直接到Lowland。
Having enjoyed the rides at the Headland為現(xiàn)在分詞的完成式結(jié)構(gòu)，表達(dá)主語的這一動(dòng)作在下一動(dòng)作前已經(jīng)發(fā)生并完成，特別強(qiáng)調(diào)前后動(dòng)作在時(shí)間上的對(duì)比。這個(gè)結(jié)構(gòu)可以轉(zhuǎn)換為從句After they have enjoyed the rides at the headland,…
4. Entering one of the attractions at Universal Studios is like stepping into the world of your favourite film.
走進(jìn)Universal Studios其中一個(gè)吸引人的場(chǎng)地就象步入你最喜愛的電影中的一個(gè)畫面。
Entering one of the attractions at Universal Studios是動(dòng)名詞結(jié)構(gòu)作主語； stepping into the world of your favourite film是動(dòng)名詞結(jié)構(gòu)作賓語。
動(dòng)名詞結(jié)構(gòu)可以作主語、賓語、表語、狀語、定語、獨(dú)立成分和同位語等。
5.It seemed like people just cannot get enough of scary rides and exciting adventures. 看來人們從這樣的驚險(xiǎn)賽車和刺激冒險(xiǎn)活動(dòng)中還得不到足夠的滿足。此處用It seemed that …句式更為正式。seem的用法如下：
6.You can feel what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole.
你可以感覺到如同居住在太空、在海底行走或在北極和北極熊一同滑雪那樣的情況。
feel后面跟了賓語從句what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole。
what it is like to do sth.表達(dá)事物情況如何。
7. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
對(duì)于這種樂趣的唯一限制是驚險(xiǎn)車乘的設(shè)計(jì)者的想象力。設(shè)計(jì)工作是無窮無盡的。（這2句話表明一個(gè)事實(shí)：個(gè)人的想象力是有限的但又不斷發(fā)展變化的，想象活動(dòng)是無止境的，想象是創(chuàng)造的基礎(chǔ)。）
此處limit作名詞。
The …limit of something / to something is ……也是一個(gè)常用句型。
Period 7 grammer points
現(xiàn)在分詞作狀語的用法
1、表示時(shí)間
Walking across the bridge, the painter made preparations for his painting.
走過橋時(shí)，這位畫家在為他的畫準(zhǔn)備內(nèi)容。
2、表示原因
Hearing the cry for help, the soldiers rushed out of the building.
戰(zhàn)士們聽到外面的呼救聲就沖出了房子。
3、表示狀態(tài)
I was in the room watching TV when the earthquake happened.
地震發(fā)生時(shí)我正在房間里看電視。
4、表示方式
The whale looks for food using sound waves.
鯨魚通過聲波尋找食物。
5、表示條件
Our class may go to the West Lake tomorrow, depending on the weather.
我們明天可以去西湖看看，那要看天氣情況了。
6、表示結(jié)果
A lot of good soil has gone with the floods, leaving only sand.
許多泥土被水沖走了，僅僅留下了沙子。