高中是人生的一个转折点，把握时间，认真学习，为将来的路奠定基础，精品学习网为学子整理了“高一英语：Unit 22 A world of fun说课稿”一文：

高一英语：Unit 22 A world of fun说课稿

一、教材分析

1、教材内容分析

在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。

Warming up以图片形式引入本单元的话题之一：amusement parks;并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容。

Listening提供一个会议事例：在我城市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。这一话题很具有社会化特点，可适当对发展性观点画龙点睛。

Speaking紧紧围绕“问路与指路”话题： 课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。

Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，描述the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园;同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力。

Language study要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。

Integrating skills阅读部分以rides为主题内容，鼓励学生创造、现象。写作部分主要引导学生写好对事物的描述材料。

学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。

2、教学重点、难点

1) 重点：

话题: Talking about amusement parks.

功能: Ways of giving directions.

Designing new things.

词汇: theme create attract attractions lead to have sth. in common

thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride

表达用语: Excuse me. Am I going in the right direction?

Excuse me. Does this road lead to …?

Got it. Thank you.

句型: There is the Fun Fun Park, where we will have rides and entertainment.

What reason does he give for choosing his park?

Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.

It seemed like people just cannot get enough of scary rides and exciting adventures.

You can feel what it is like to live in space…

语法: The –ing form used as an adverbial.

eg. Many people come to the theme parks looking for thrills and entertainment.

Visitors leave knowing more about the idea behind the park.

Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

2) 难点：

a.针对Reading的语篇分析。

b.动词-ing结构作状语的运用。

c.针对事物特点描述的写作。

二、语篇分析

单元Reading 的Theme Parks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园的描述和对未来新兴主题公园的展望;让学生体会、概括主题公园为何如此受人们喜爱的事实理由。

1、编者意图

引导学生了解主题公园及其他相关户外活动，理解其主题内涵;激发学生热爱生活，积极进取，合作创新。

2、文章结构思路如下：

1)What is a theme park? →

2)Know about 3 great theme parks:

The World park ---People can have fun and experience sth different.

The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.

Disneyland in California ---The theme is the world of Walt Disney and his characters. →

3)New theme parks are being built.

3、篇章结构图示：

What is a theme park?

Examples:

Three parks What do people

Themes, attractions experience and learn?

Theme parks in the future

4、课文线索内容复述如下：

When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.http://www.dakao8.com/

5、德育渗透：

* All work and no play makes Jack a dull boy.

工作而无娱乐使人愚钝。

* Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.

任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。

* Never go to the forest if you are afraid of the wolf. (Lenin)

大胆的探索和体验源自你的勇气。(列宁)

6、写作技巧

如何描写事物?

关键：抓住事物特征

Ask ourselves questions as follows:

What is it?

What is the use of it?

What does it look like?

How large is it?

What does it sound / feel / smell / taste like?

How does it work?

What do people do to it?

What do people think of it?

Why do some people love it?

What is your opinion towards it?

三、课时安排

Period 1 Warming up、 Listening

Period 2 Speaking

Period 3 Reading、Post-reading

Period 4 Language Study

Period 5 Integrating Skills

四、教学计划

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 one Listen and guess

Students listen to the tape-recorder which is about a roller coaster coming down sharply.

Question 1. Where are the people?

2.What is happening?

Using the sentence structure: They are on a roller coaster advancing fast.

3.How did they feel?

Task Two Talk about our own experiences

1. Make a list of at least four things in groups.

2. Report to the class.

Questions: Have you ever been to an amusement park? What did you see?

Have you ever tried sitting in a roller coaster?

How did you feel?

Do you like it? Why?

Task Three Watch pictures and practice

1. Look at the pictures and fill in the blanks.(Individual work)

Do you like these activities? Why / Why not?

2. Do an interview to find others’ ideas. Students may go around (Pair work):

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 …

3. Some students tell about their interviews.( Individual work)

Task Four Talk about other amusement activities found in funfairs.

Students tell about other activities, such as rock-climbing, rafting, skiing, surfing, skydiving and so on. They can draw simple pictures to describe the activities. ( Class work)

Summary:

Everyone may experience the things in the pictures in our daily life. I hope all of you can do what you like!

Step2 Listening

Pre-Task Talk about a theme park

Lead-in : A theme park must have a special theme.

Pre-listening: Go over the questions or sentences that have something to do with the listening materials at P.64 and P65 and guess in pairs if possible.

While-listening: 1. Listen for the first time with the book closed

2. Listen again with the book open and individually answer

the questions and complete the sentences at P.64 and P.65.

3. Check the answers in pairs.

4. Fill in the following form.

Which of the parks do you think is better?

Name Theme Your reason and ideas

Post-listening questions:

Has anything similar that happened to you? What was the situation? How did you deal with it? In what way?

Step3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people. Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Finish the exercise Talk on the workbook.

c. Write about your own experiences in a theme park.

Period 2 Speaking

Goals:

1. Practise giving directions.

2. Enlarge expressions of asking the way and answering.

Step1 Revision & Warming-up

Task Report about experiences

Activity One Tell the experiences (Individual and Class work)

Which amusement park have you ever been to?

How did you feel? / What makes it unforgettable?

Activity Two Tell about how to get to the park (Individual work)

How can we get there?

Step 2 Listening

Task Listen and answer

Listen to 2 dialogues and answer the following:

Where is she/he going? How to get there?

(This part is taken from a test tape). Such as:

A: Excuse me, but can you tell me how to get to the zoo?

B: Sorry, I’m a stranger here.

Question: What does the conversation mean?

A: Excuse me, how can I get to the railway station?

B: Just walk one more block and you will see a No.15 bus stop. Wait there

for the bus to take you over.

Questions:

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

Activity One One tells the class how to get to the places.

Activity Two Make up dialogues, using the information above.

Activity Three Make up dialogues, talking about their own destinations .

T: Talk about where you plan to go and the reason, about how to get there…

Post-speaking

Task Have a Free Discussion

T: Suppose you are at the main entrance and you want to go to the Big Tower for a free fall ride in the morning. Which way will you prefer to choose:

Take the direction of the Animal Park and the Roller Coaster;

Take the direction of the Dinosaur Park and the Tomorrow Land.

Why do you prefer that?

Discuss the situations in group. (Group work)

Step 4 Practice

Task Watch the map and say 设计意图：贴近生活，充满幻想