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 ?
这是一个大话题，可集思广益。
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:
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
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
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 Dollywood 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? … …