A Teaching Plan for Unit 5 Theme Parks

飛雪梅

Students level： Senior 2 Teaching Duration： 40minutes

Teaching content： PEP Edition Book 3 Unit 5 Theme Parks—listening and speaking

I. Teaching aims：

1. Knowledge aims

（1） To enable the students to introduce a theme park by using the function phrases and sentences： They celebrate…by doing…; …is one of the most popular….

（2） To help the students review and grasp the words in Unit 5： theme park， minority， celebrate， experience.

（3） To help the students learn about Chinese minority cultures.

2. Ability aims

（1）?? To develop the listening skills to grasp specific information.

（2）?? To develop the speaking skills to introduce minority cultures briefly.

（3）?? To develop the speaking skills to express interests in the minority cultures.

3. Emotional aims

（1） To cultivate patriotism by learning more about the minority cultures.

（2） To enhance confidence in Chinese culture and raise the students awareness of spreading Chinese minority cultures.

（3） Strengthen the sense of cooperation with others.

II. Important and difficult points of teaching：

Guide the students to make a role play by using the words， phrases and sentence structures learned in the class.

III. Teaching methods：

1.??? Task-based Language Teaching.

2.??? Communication-based Language Teaching.

IV. Teaching procedures：

Step 1. Lead-in （1 minute）

Enjoy a song before class to arouse the students interest in this class and then introduce the topic of minority cultures， Yi People and the first Yi Autonomous County---Eshan with a song.

【設計意圖】：通過課前欣賞學生比較熟悉的《七月火把節》這首歌曲，營造輕松愉快的氛圍。同時結合峨山縣學生的實際情況，引出彝族的話題，激發學生的學習興趣，也為本堂課所要拓展的主題公園類型——少數民族文化主題公園埋下伏筆。

Step 2. Warming up （5 minutes）

1. Show some pictures about the culture of Yi People and guide the students to introduce the festival， food， clothes and house of Yi People in sentences：

（1） They are celebrating the Torch Festival by singing and dancing.

（2） Pounded Chicken is one of the most popular foods in Yunnan.

（3） They are dancing in their folk clothes， which are beautiful and colorful.

（4） The houses Yi People live in are called adobe houses.

And then guide the students to have a brainstorm by making a mind map：

【設計意圖】：通過欣賞有關彝族文化的圖片，引入celebrate， the Torch Festival， Pounded Chicken等詞匯和They celebrate…by doing…; …is one of the most popular兩個重點句型，為聽力練習和對話做準備。同時，引導學生通過mind map的形式，梳理少數民族文化涵蓋的內容：festival， food， clothes， house， dance等，從思維和文化層面為聽力和對話練習做鋪墊。

2. Lead into the theme park—Yunnan Folk Culture Villages.

【設計意圖】：引出聽力對話中將要出現的三個人物：兩個美國游客和一個導游，以及本堂課的主題公園——云南民族村，讓學生對聽力材料做聽前預測。

Step 3. Listening （15 minutes）

Task 1. Listen to the conversation and pick out（√） the subjects that they are talking about.

（ ） clothes （ ） food （ ） houses

（ ） language （ ） festivals （ ） history

【設計意圖】：聽力材料是根據本堂課的教學目標而設計的。通過泛聽，讓學生了解對話中有關彝族文化的話題。

Task 2. Listen again and choose the best answer to each question.

1. What do Yunnan Folk Culture Villages show？

A. They show very interesting activities in different places in Yunnan.

B. They show different cultures of different minorities in Yunnan.

C. They show different attractions（景點） in Yunnan.

2. How do the Yi People celebrate their festival？

A. By splashing（潑） water on each other.

B. By holding a dragon-boat race.

C. By dancing and singing around a big burning fire.

【設計意圖】：通過泛聽及選項的學習，讓學生了解云南民族村這一主題公園的主題——少數民族文化，以及彝族火把節的慶祝方式。同時加深學生對重點單詞celebrate的印象。

Task 3. Listen again and complete the conversations.

Guide： Hello， everyone！ Im Mark， your guide. Yunnan Folk Culture Villages. This is a theme park which shows the different of different minorities in Yunnan， such as Dai， Hui， Yi， and Miao. Ok， now， lets go to the first station---the Yi Village. Yi People are very kind and hardworking. They are their special way of .

Visitor A： Would you please tell us more about it？

Guide： Yes， of course. As you walk around the Yi Village， you can see how they live， and what they and . You can even their life.

Visitor B： Do they have their own special clothes， some clothes that are quite

different from other minorities？

Guide： Sure. Look， this is the clothes of the Yi people. They are very beautiful and ， arent they？

Visitor B： Wow！What about their food？ Do they have some unique food？

Guide： Hmm…Yep…the Pounded Chicken is the most . It tastes delicious， but a little bit spicy.

Visitor A： I see. What festival do they ？

Guide： That would be the Torch Festival. The Yi People usually celebrate it

and singing around a big burning fire.

Visitor B： Wow， thats really interesting！ No wonder its charming.

【設計意圖】：通過細聽，訓練學生對特定信息的捕捉能力，同時植入一些用于介紹少數民族文化的詞匯、短語和句型，并對其陰影標注，通過視覺效應及課堂齊讀的方式進行強化，為下一環節的Speaking做好準備。

Step 4. Speaking （Role-play） （18 minutes）

Role playⅠ. Learn from the sample and make a role play.

Sample：

Guide： Hi， Nice to meet you！ Im your guide， Mark. Welcome to the Yi Village.

Visitor A： Nice to meet you， too. Would you please tell us something special about Yi People？

Guide： Yes， of course. They are famous for the festival—the Torch Festival. They celebrate it by singing and dancing.

Visitor B： Wow， how charming！ What about their food？ I want to taste it.

Guide： Hum… good idea. One of the most popular food is the Pounded Chicken. It is delicious. Lets go and have a taste.

Visitor A： We really enjoy ourselves today！

【設計意圖】：以參觀彝族村為例，拓展學生的發散性思維，通過填空、完成對話、分角色朗讀的形式，鞏固單詞、短語和句型的使用，使學生明確如何扮演游客和導游的角色，為下一個新情景的角色扮演做好鋪墊。

Role playⅡ. The guide is showing two visitors around the Hui Village or the Dai Village. Work in groups and make a role play by using：

（1）?? Important sentence structures in Listening part.

（2）?? Key words and phrases on the black board：minority， celebrate by doing， experience sth.

（3）?? The materials （pictures and expressions） on learning paper.

peacock dance孔雀舞， finger-feeding food手抓飯， Water-splashing Festival潑水節， bamboo house竹樓

scarf頭巾， mosque清真寺， beef牛肉， the Month of Fast齋月

Possible dialogue 1

Guide： Hello， Nice to meet you！ Im your guide， Mark. Welcome to___________.

Visitor A： Nice to meet you， too. Would you please tell us _________？

Guide： Yes， of course. They are famous for ____________.

Visitor B： Wow， how ！ What about ？ I want to .

Guide： Hum… good idea. It is . Lets go and .

…

Possible dialogue 2

Guide： （greetings）

Visitors： （greetings）

…

【設計意圖】：通過新情景的角色扮演，強化學生對重點詞匯、短語和句型的使用，讓學生學會介紹少數民族文化，傳播中國文化，調動學生學習英語的積極性和參與性，培養和增強學生的民族自豪感。為關注各個層次的學生，提供了兩種可能的對話模板：possible dialogue 1針對英語基礎薄弱的學生，通過填空的形式以降低任務的難度，possible dialogue 2 針對英語基礎好的學生而設置，以發揮他們的創造性來進行角色扮演。

Step 5. Homework（1 minute）

假如你是李華，你的英國筆友湯姆想要了解你的家鄉—峨山。請用這節課上所學到的短語和句子及相關內容寫一封E-mail，介紹你家鄉的少數民族文化。

【設計意圖】：結合高考寫作要求和本堂課的學習要點，讓學生通過寫作來鞏固學習的重點內容，更增強了語言學習的實用性。