新人教必修4教案 Unit5 Theme parks[Reading]

Unit 5 Theme parks 　

1． A sample lesson plan for reading
(THEME PARKS ——FUN AND MORE THAN FUN)
Aims
To help students develop their reading ability.
To help students learn about Theme parks.
Procedures

I. Warming up
Warming up by discussing
Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.
  
(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)
Warming up by watching and listening
Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.
 
This is the Universal's Islands of Adventure which was opened in 1999, making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IoA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.
 
Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IoA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.
Warming up telling experiences
Nice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.
(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.
 
One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )

II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.
(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…
2. Talking and sharing
Work in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.
 
Boating Lake
Pedaloe boats on our boating lake with views of Megafobia.  Suitable for up to five people.

(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.
 
That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: "I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean." )

III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text THEME PARKS ——FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THEME PARKS ——FUN AND MORE THAN FUN 
provide sb. With sth., amuse oneself, escape one’s busy life for a while, share a purpose, find ways to do sth., meet one’s need, sit chatting, play games, listen to birds’ singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do,
charge money for doing sth., make a profit, sell souvenirs, advertisie sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. inphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cook cultural foods, have pictures taken, chare admission, name sb. after sb./sth., a place of fantasy, get close to sth. /sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.

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