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教学设计
课程基本信息
学科 高中英语 年级 高二 学期 秋季
课题 Unit 3 Using Language - Theme Parks: Fun And More Than Fun
教科书 书 名：普通高中教科书英语选择性必修第一册教材 出版社：人民教育出版社
教学目标
1. 阅读介绍主题公园的宣传文稿，掌握该语篇类型的要素和常用表达手法； 2. 模仿范文，结合公园主题，有条理地介绍公园并说明理由； 3. 了解并欣赏国内外的主题公园，从人与社会的角度理解主题公园的主题意义和人文内涵。
教学内容
教学重点： 1. 帮助学生利用表格梳理语篇结构；
2. 引导学生关注学习宣传稿的语言特色，模仿运用到写作中。
教学难点： 1. 引导学生梳理形容词、副词、祈使句等语言形式的表意功能； 2. 引导学生挖掘主题公园除休闲娱乐以外的价值，理解公园的人文内涵。
教学过程
Lesson Plan for PEP B4U3 Using Language Theme Parks: Fun And More Than Fun (1课时) 一、教学内容分析 本课是一篇关于主题公园的宣传介绍（travel brochure）。全文以“Theme Parks—Fun and More Than Fun”为题，通过“总—分”的叙述结构，以概要介绍开头，再分段叙述三个有代表性且各具特色的主题公园，即Disneyland, Dollywood和Chimelong Ocean Kingdom。 主题公园介绍围绕fun and more than fun，用简练有力的语言，轻松叙述主题公园内的有趣活动；在结尾使用吸引人们前来游玩的句式，发出号召；以直接与读者交流的口吻，吸引读者；同时启发学生对主题公园所含文化意义的更多思考，即在Disneyland实现儿时梦想（make your childhood dreams come true），在Dollywood快乐体验美国东南部的历史文化（have fun learning all about America’s historical southeastern culture），和在Chimelong Ocean Kingdom长知识且体会乐趣（both educational and fun）。 全文通过介绍娱乐与教育相融合的主题公园，激发学生兴趣，同时也让学生能联系自身经历，迁移所学，为自己喜欢的主题公园写宣传短文。 二、教学过程（1课时，共20分钟） Activity 1: Self-directed questioning before reading This activity is designed to prepare for Aim 1. Step 1. Guide student to watch a video about Disneyland. Q1: What is this video about Q2: Have you ever been to Disneyland How did you feel (引入theme parks) Step 2. Ask students about their experience of visiting a theme park. Q1: What theme parks have you been to Q2: What entertainment facilities have you experienced in theme parks (展示娱乐设施相关图片) A: rollercoasters, water rides, pirate ships… 【设计意图】在热身阶段，执教老师利用视频和提问，激活学生已有的主题公园游览话题经历，讨论主题公园的娱乐活动，处理生词，减轻学生后续阅读过程中的认知负荷。 Step 2. Predict based on the title and pictures Q1: What do you think the text is about A: The passage will introduce three theme parks. Q2: Where do you think the text is taken from A: A travel brochure. Q3: What is the purpose of writing this text A: The purpose is to attract people to visit the theme parks. Q4: Who are the target readers A: Visitors. 【设计意图】在读前阶段，执教老师引导学生通过标题和图片预测文章内容和文体，帮助学生形成清晰的话题导向型预测，即宣传介绍的语篇结构，为学生对后文内容进行预测和信息搜索做好准备。 Step 3. Self-directed questioning T: If you were the writer, what would you write about Possible answers: What is a theme park What theme parks are introduced Where are they located in What is fun in theme parks Why are theme parks more than fun ... 【设计意图】在读前阶段，执教老师引导学生根据标题关键词和猜测文体进行自主提问，对文章内容进行预测，从而帮助学生有针对性地搜索文章信息，从宏观视角深入理解语篇内容。 Activity 2: Self-directed reading to probe into the travel brochure This activity is designed for Aims 1, 2 and 3. Step 1. Deep learning Direct answers to questions Q1: What is a theme park A: A theme park is a place where different activities inside are usually based on a particular idea or theme. Q2: What theme parks are introduced Q3: Where are they located in A: Disneyland – in various locations Dollywood - in the Smoky Mountains in southeastern USA Chimelong Ocean Kingdom - in Zhuhai, China Q4: What is fun in theme parks A: Theme parks have many interesting activities. Q5: Why are theme parks more than fun A: Besides fun activities, these theme parks all have their unique meanings. 【设计意图】执教老师通过给学生充分时间阅读，回答自主提问，训练学生快速定位关键信息的阅读能力，同时通过提示学生圈画关键信息，培养学生良好的阅读习惯。 Probe into the reasons why theme parks are fun and more than fun T: What is “fun” in theme parks Why are they “more than fun” Read para.2-4 and fill in the blanks. Q1: What fun activities can you do in parks Q2: What headers would you give to each column A: Rides, shows, attractions, and food. Q3: Pay attention to the end of each paragraph, what did you find Q4: For what purpose would you use these expressions in a travel brochure A: To recommend these theme parks. Q5: Why are theme parks more than fun A: A magical world that makes childhood dreams come true; show and celebrate America’s traditional southeastern culture; both educational and fun. Q6: How do you understand the title “fun and more than fun” What are the common features between these theme parks A: They are not only fun, but also educational. 【设计意图】执教老师引导学生在文本语言和深层内涵中建立联系。通过寻找文章表层信息，梳理主题公园的有趣活动；引导学生关注段落最后一句推荐语，关注隐藏在文本后的作者态度；围绕主题fun and more than fun提问，引导学生体会主题公园寓教于乐的深层内涵。 Step 2. Analyse the structure and language of the travel brochure. Q1: How does the author introduce a theme park A: The author introduces the name, location, theme, fun activities related to the theme and make a recommendation. Q2: How does the writer attract visitors in the introduction A: Start with a question to arouse readers’ interest and their reflection; Give examples to show diverse activities of theme parks; Use whichever and whatever to emphasise the diversity and recommend theme parks. Q3: What language expressions are used to attract visitors Why A: The author use adjective, adverbs, imperatives and second person “you” to attract readers. 【设计意图】执教老师引导学生关注文章结构，特别是主题公园的介绍内容，分析所用语言形式的表意功能，帮助学生关注学习宣传稿的语言特色，从而模仿运用到写作中。 Activity 3: Imitate and write an introduction of a theme park This activity is designed for Aims 2 and 3. Step 1. Brainstorm what students know about Hangzhou Songcheng. T: To boost the tourism industry in Hangzhou, we’re going to help Hangzhou Songcheng write a travel brochure. What can we do in Hangzhou Songcheng A: A historical theme park that shows and celebrates the Song Dynasty. 【设计意图】执教老师引导学生关注家乡的主题乐园—宋城，联系实际生活，头脑风暴宋城的有趣活动和人文内涵，为写作做准备。 Step 2. Draw a mind map about Hangzhou Songcheng. Q1: Based on the structure we learnt and activities we brainstormed, can you draw a mind map to introduce Hangzhou Songcheng 【设计意图】执教老师引导学生迁移和运用所学的篇章结构，使用思维导图，整理有关宋城介绍的思路，为后续写作减轻负担。 Assignment Write an introduction to Hangzhou Songcheng based on your mind map. Please write about: The name of the theme park; Its location; Its theme; Fun activities (attractions, rides, food, shows); Your recommendation. Pay attention to the use of adj., adv., second person “you”, and Imperatives to attract visitors.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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