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  • 高一 A world of fun Period 5-教学教案

    教案作者:佚名   教案来源:不详   教案栏目:高一英语教案    收藏本页
    Period 5

    Integrating Skills

    (一)明确目标

    1. Read through the text live to ride.

    2. Understand “live to ride”.

    3. Learn to write a description.

    (二)教学过程

    Step1 Warming up

    Task 1

    Report about the passages found the day before.

    T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.

    Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.

    Task 2 Read the information below and make up a dialogue.

    Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.

    设计意图:以生活实际例子为引导,可操作性强。

    Ant Farm Express

    Type: Steel - Mine Train
    Height: 41 Feet
    Train Type: 30 Passengers

    Designer: Arrow Dynamics
    Drop: 32 Feet
    # of Trains: 3

    Year Built: 1971
    Top Speed: 37 MPH
    Elements:

    Ride Time: 3 Minutes
    Length: 2,350 Feet
    # of Inversions: 0

    Color: yellow
    G-Force:
    Other:

    Comments: Operated at Dolly wood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 2002.

    Photos: ……

    Students may raise questions as follows:

    What’s the name?

    When was it built?

    How many passengers can it take at a time?

    What is the length?

    How high can it go?

    What about the top speed?

    Are there any comments about it? … …

    Step2 Reading

    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?

    Answers:

    1. Rides are wider and scarier than ever.

    The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.

    Some ride through darkness inside a mountain and a building.

    2. Very exciting and scary.

    Thrill rides use speed, motion, and special effects to give you a thrill.

    Some let you feel what it is like to fall through the air.

    Some rides send you through caves and even rivers.

    Thrill rides can also send you into space or deep down in the ocean.

    Task 3 Discussing

    Group Work 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

    “科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威

    Step3 Designing

    Activity1: Design the scariest and most exciting ride in the world.

    Tips: What should your ride look like?

    How large is it? What is the length? How many people can it take?

    How fast should it be?

    How would you design the loops, corkscrews and other features?

    How much should it cost? What about the ticket for each? …

    Activity2: Design a new theme park.

    What is the name of your park?

    What is the theme of the park? Any attractions?

    What do you want to show visitors, give visitors, and teach visitors?

    How much will it cost to visit the park?

    T: Write down your ideas and then talk with your partners.

    Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful.

    Step4 Tips

    Task Learn how to describe the thing one is writing about.

    Use the questions when thinking.

    1. What does it look like? How big is it? What color is it?

    2. What does it sound like?

    3. What does it feel like?

    4. What does it smell like?

    5. What does it taste like?

    6. How does it work?

    Step5 Checkpoint

    Activity: Students go through the Checkpoint and do the exercise.

    The –ing form can be used to modify verbs.

    Exercises:

    1. The old man smokes a great deal, only his health worse.

    2. the host into the meeting room, we found many new faces.

    3. the Film Jurassic Park III, we walked out of the cinema.

    4. in the heavy rain, the pupils got all wet through.

    5. Visitors leave the museum more about nature.

    6. Dr Wu replied to the invitation, ____.

    Step 6 Assessment

    Students do individual work for self-assessment.

    Step7 Homework

    Write about an unforgettable place.

    Go over the whole unit and revise the words and expressions…

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