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人教新课标英语必修 4 教案
Book 4 Unit 1 Women of achievement
Teaching goals 教学目标
1． Target language 目标语言
a. 重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign,
organization, specialist, behave, behavior, worthwhile, nest, observe, observation,
respect, argue, entertainment, inspire, support, devote ... to
b. 重点句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move.
P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to
begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and
respect the life of these animals. P2
2． Ability goals 能力目标
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks
like and so on.
3． Learning ability goals 学能目标
Teach Ss how to describe a person.
Teaching important points 教学重点
a. By reading A protector of African wildlife, students can learn from Jane
Goodall in at least two aspects: one is what is the humane way to study
animals; the other is that it was her great personality - universal love and
mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart,
1they would give everything benefit for all living things. Then our world will be full of
love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points 教学难点
Let everyone believe that all of us can become Jane Goodall.
Teaching methods 教学方法
Inspiration, Questioning and Discussion.
Teaching procedures & ways 教学过程与方式
Period 1. Warming up and pre-reading
Teaching aims:
To introduce six great women and their achievements.
Teaching key points and difficult points:
To explain some words: Quaker, China Welfare Institute, campaign, etc.
Step 1. Lead in.
1. Discuss the following questions.
1）What are the differences between a famous person and a great person?
great--- of excellent quality or ability
important--- powerful or having influence
2) What makes a person great? (The quality of a great person)
Hard working intelligent determined generous helpful honest kind brave. confident
unselfish energetic passionate; make great contribution to man kind; get on well with
others; never loss heart; be active in social activities; do public service without paid.
Most of the great people are also important people. But important people may not also
be great people.
3)Name some great women in Chinese history. What are they famous for?
Step 2. Warming up
T: In pairs discuss the six women on Page 1. Which of these women do you think is a
great woman ? Give reasons for your choice. Before you decide, think about the
following questions.
21. Did she follow her ideas and sacrifice anything so that her ideas could be realized?
Did she unselfishly give up anything to achieve her goal?
2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ?
Name Ambition Problem Sacrifices
Elizabeth Fry to help improve prison conditions She was criticized for neglecting her
family and enjoying fame. Less time was spent with her husband and family.
Soong Chingling to work for civil rights,democracy and peace. Her relatives held
political opinions completely different from hers. After her husband died, she lived
alone.
Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She
gave up the comforts of life to study the chimps.
Jody Williams to prevent the making and use of landmines It isn’t easy to persuade
governments to stop the making and use of landmines. She had lost her own personal
time because of the demands of the job
Joan of Arc to drive the English from France Women were not allowed ot fight like a
man
She lost her life.
Lin Qiaozhi to help women and children with their illnesses an health Women had
greater difficulties getting into medical college and getting further training She never
got married or had a family of her own
Step 3 Pre-reading
1. Why do you think Jane Goodall went to Africa to study chimps rather than to a
university?
2. Do you think her work is important? Why?
3Period 2. Reading
StepⅠReading
Task 1 Pre-reading
Ss read the passage in four minutes and give the main ideas to each paragraph.
The first one is about a day in the park.
The second one is her way of doing her research and some achievement.
The third one is her attitude and feeling to the animals.
The last one is a short summary to her.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas
we’ve found.
Task 2 Making a chart
A protector of African wildlife
↓
① ② ③
│ ∣ ∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the
animals
Period 3 Language points.
Step 1.Difficult sentences:
1.Watching a family of chimps wake up is our… 今天我们的第一件事
2.This means going back ….由定语从句修饰的place做go 的宾语
3.Only after her mother came to help her for the first few months was she
allowed to begin her project….only+副词 （部分倒装）
Only in this way can we learn English better.
4.But the evening makes it all worthwhile
Step 2.Words and expressions
1. mean的用法
Mean doing sth. … 意味着做…
Eg. Doing such a thing means wasting time.
4mean to do sth… 打算做某事
eg. Do you mean to go without money?
2. leave sb. doing 让某人做某事
e.g They went off and left me sitting there all by myself.
3. wander的用法
1）可以解释为漫步，逛，常与about搭配
e.g We love wandering about the hills
2）还可以解释为脱离，迷失
e.g Don’t wander off the point
4. worthwhile adj. 值得做的,值得花时间(金钱)的
It is worthwhile to do/ doing
It was worthwhile to visit Paris.
= The visit to Paris is worthwhile.
去巴黎访问是值得的.
It’s worthwhile discussing/ to discuss the question again.
这个问题值得再讨论一下。
It is a worthwhile book 那是一本值得一读的书.
5. observe 观察到，注意到
Eg.She observed his actions with interest.
她很感兴趣地观察他的行动
His neighbour observed a stranger go into his house
他的邻居看到了一个陌生人进入他的家．
6. “Only + 状语” 开头的句子要用倒装
Eg. Only in this way can we learn English better
Only then did I realize my mistake.
直到那时我才知道我的错误．
Only you understand me.
I met her only yesterday.
7.work out
Eg. I can’t work out the meaning of the poem.(理解，说出)
Things have worked out badly. （进行，发展）
5Work out his income （算出）
Work out a plan （制定，拟定）
8. have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续
到现在，可能还会继续下去．
Eg. He has been reading since this morning.今早起，他一直在看书．
He is very tired; he has been working hard all day
He has been writing a letter.他一直在写信．
He has written a letter.他已写过信了．
9. argue 争论；辩论；说服
argue for / argue against 主张／反对
argue about sth.
argue with sb.
argue sb. into doing sth. 说服某人做某事．
10. inspire sb. to do
Eg. His speech inspired us greatly.
The teacher inspired us to make greater efforts.
The memory of his childhood inspired his first novel(促成；赋予灵感)
inspired 有灵感的
inspiring 激励人心的
Period 4 Grammar points.
Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5.
These exercises are about the useful words that appear in the text.
Step II Word-formation
There are two tasks in this part. One is leading in, in which teacher trys to give
students as many words as possible. Let them guess the meanings of the words. The
second one is to finish Exercise 1 on Page 4.
Derivation is one of the most important word-formation. It is helpful in enlarging
students\' vocabulary. Teachers can give them enough words, and let them guess the
6meaning of these words. As a result of this, students will be interested in the word-
formation, and begin to use the method to guide their word study in their daily life.
T: Just now we reviewed some words in the text. Now please look at these words on
the blackboard and say the meanings of them.
Organize Organization State Statement
Discuss Discussion Entertain Entertainment
Direct Direction Consider Consideration
Decide Decision Agree Agreement
Prepare Preparation Achieve Achievement
Inform Information Treat Treatment
Deter- Determination Improve Improvement
Express Expression Encourge Encouragement
Examine Examination Enjoy Enjoyment
Educate Education Govern Government
Feel Feeling Find Finding
Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can
enlarge our vocabulary. Today, we\'ll focus our attention on the Noun Suffix. There
are many Noun Suffixes in English. In this unit, we\'ll learn -ment, -ing, -ation, -ist
and so on. Now let\'s finish Step 3 Exercise 1 in Page 4.
Let students finish Exercise 1. Check their answers with the whole class.
T: Here are some other noun Suffixes on the screen. Read it and write down them in
your note books. Noun Suffix
-er(fighter) -or(sailor) -ist(artist)
-ant(assistant) -ee(employee) -ian(librarian)
-tion(attention) -ment(government) -dom(freedom)
-ness(carefulness) -ism(socialism) -ship(friendship)
-ure(pleasure) -ty(society) -ence(reference)
Let students do it, and then check the answers with the whole class.
7Step4 Discovering useful structures
Tell students what they should do next. Ask them to read the EXAMPLE in Exercise
1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and
check the answers.
Step 5 主谓一致
１．两个或两个以上做主语的单数名词用and连接，谓语用复数．
Tom and Dick _______ (be) good friends.
但若表示一个集合体时则用单数。
A singer and dancer ______ (be) present at the party.
The worker and writer ___ (be) talking to the students.
Bread and butter ________ (taste) good.
(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and
honesty, medical help and cure)
2．用 and 连接的两个名词若被 no, each, every, many a 修饰，则谓语动词用单
数。
No bird and no beast ______ (be) seen in the bare island.
Many a boy and many a girl ______ (have) made such a funny experiment.
At Christmas each boy and each girl _____(be) given a present.
3．两个主语由not only…but also, or, either…or, neither…nor 等连接时，谓语
动词与第二个主语保持一致．
Either he or I _____ (be) to go there.
______ (be) either you or he going to attend the meeting?
4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应
于前面主语保持一致．
A professor, together with some students, _____ (be) sent to help in the work.
No one but the teachers _____ (be) allowed to use the room.
5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成
员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员),
family, government, public(公众)等，
但people, police, cattle等只能用复数．
8My family _____ (be) a big family.
My family _____ (be) listening to the radio.
The police ____ (be) trying to catch the thief.
6.通常作复数的集体名词
有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，
用复数动词。例如：
Domestic cattle ______(provide) us with milk, beef and hides.
7.通常作不可数名词的集体名词
有一些集体名词，如 machinery, equipment, furniture, merchandise (商品)，
clothing 通常作不可数名词，随后的动词用单数。例如：
The merchandise _____(have) arrived undamaged.
All the machinery in the factory ____ (be) made in China.
8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是
用单数。
Five minutes ______ (be) enough.
One dollar and seventy eight cents _____ (be) what she has.
9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般 看作
单数。
All that I want _____ (be) a good dictionary.
All ______ (be) silent. 人人都缄口无言。万籁俱寂。
All ______ (be) out of danger.
10．形容词加定冠词 the 表示一类人时，谓语动词用复数。
What a life the poor were living!
The young _____happy to give their seats to the old.
11．who, which, that 作定语从句的主语时，其谓语取决于先行词。
Those who want to go should sign your names here.
He is one of the students who have passed the exam.
He is the only one of the students who has passed the exam.
12. 以-ics结尾的学科名称
某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机
械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）
9athletics(体育学)、等，通常作单数用。例如：
13. 其他以-s结尾的名词
英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，
pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等。
这一类名词，如果不带\"一把\"、\"一副\"、\"一条\"等单位词而单独使用，通常作复
数。例如：
如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式。 例如：
One pair of scissors isn\'t enough.
14.以-s结尾的地理名称
某些以-s 结尾的地理名称，如果是国名，如 the United States, the United
Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用。
但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用。例如：
The West Indies, apart from the Bahamas, are commonly divided into two
parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and
animal life.
The Straits of Gibraltar have not lost their strategic importance.
15. 英语中还有一些以-s结尾的名词，如:
arms(武器), clothes(衣服), contents(内容，目录)，fireworks(烟火), goods(货物),
minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区),
thanks(谢意), wages(工资)等，通常作复数。
16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东
西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境),
sweepings (扫拢的垃圾) 等, 通常作复数用。例如：
The clippings of the hedges are usually burnt.
The sweepings of the godown(仓库) have been disposed of.
17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、
手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决
于这些名称是作单数，还是用作复数。例如：
A headquarters was set up to direct the operation (指挥作战).
Their headquarters are in Paris.
10The only means to achieve success is to appeal to arms (诉诸武力).
18. remains用于\"遗体\"意义时，随后的动词通常作复数：
His remains lie in the churchyard.
The martyr\'s remains were buried at the foot of the hill.
但作\"遗迹\"或\"剩余物\"解释时，可作复数或单数用：
Here is the remains of a temple.
The remains of the meal were/was fed to the dog.
19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依
of-词组中名词类别而定。例如：
Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).
Over sixty per cent of the city ____ (be) destroyed in the war.
Thirty-five per cent of the doctors ______ (be) women.
20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确
定数量的名词词组，其后的动词形式依of-词组中的名词类别而定。例如：
Most of the money _____ recovered by Deputy Player.
Most of the members ______ there.
All of the cargo ______ lost.
All of the crew ______ saved.
21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数。
例如：
Forty minus fifteen (40-15) leaves twenty-five.
Forty divided by eight (40/8) is five.
Seven and five (7+5) makes/make twelve.
Five times eight (5+8) is /are forty.
22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动
词用单数。例如：
This kind of man annoys me.
但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数
则动词用复数：
These kinds of men annoy me.
Those types/sorts of machines are up to date.
1123.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽
属多数，但随后的动词仍遵循“语法一致”原则，用单数。例如：
Many a man has done his duty.
More than one game was lost.
24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动
词通常用单数。
2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复
数。例如：
What caused the accident and who was responsible for it remain a mystery to us.
3). 以what-分句作主语的SVC结构
在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词
可用复数。
25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一
致原则用复数形式。例如：
Joan is one of those people who go out of thier way to be helpful.
2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分
句动词形式依one而定，用单数。例如：
Selfishness is the one of her many faults which defeats itself.
Period5 Listening
Step1 Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third
listening. Teachers should ask students to glance the whole exercises before listening,
so that they can realize what is the main task in listening.
Task 1 The first listening
T: Hello, everyone! Glad to meet you. These days the topic we are talking is
important women & great women. We know women can achieve the same as men.
But they have many difficulties in doing this. Today we\'ll have three listening
materials to listen. The first one tells us some particular problems, which women have
when they want a career of their own. The structure of this material is very clear. It is
12organized by the first, second and third paragraph. So when you listen for the first
time, try to get the general idea of the material and think which sentences are the main
ideas of the three paragraphs. Now let\'s listen for the first time. Play the tape for the
first time for students to get the main ideas of the paragraphs. And then ask students
to try to retell what they have heard. It doesn\'t matter whether theyare some details,
such as words or sentences, or they are some main ideas. Because the purpose of
doing this is to let students know they have caught some information. Everything is
OK.
Collect what they have heard and write down them on the blackboard. Teachers can
let them discuss which are main ideas and which are details.
Task 2 The second listening
There are two purposes in this task. One is to let students finish Exercise 2; the other
is to let students get some useful information to finish Exercise 1 and 3. So after the
discussion, teachers can let students look through the Exercises on Page 7 in order to
catch the useful information to finish the exercises when they are listening. Then play
the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details.
Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and
repeat it where the main ideas appear to make sure students can catch it.
Task 3 The third listening
This is a good chance for students to check their answers. After listening twice, most
students can have a good understanding about the material, and can write down the
answers mostly. So this time is for their checking and adding their answers.
If they still have some difficulties, play the tape for the fourth time to meet their
needs.
Step3 The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the
questions in exercises. And then have a listening and finish the exercises. The steps of
the listening are the same with the above one.
13Unit 2 Working the land
Period 1 Warming up and pre-reading.
Step 1 Lead-in.
Poem By Li Shen
Farmers weeding at noon,Sweat down the field soon.
Who knows food on a tray,Due to their toiling day.
Step 2.Warming up (Questions)
1. Have you ever grown any plants? If so, what did you do to grow them? If not, what
kind of plant would you like to grow? How will you grow it?
2. Have you ever been to the countryside? What did you do there?
3. Are you from a farmer’s family? What do you know about farming?
Step 3 Pre-reading and talking
1. Rice is a main food in all East Asian and Southeast Asian countries. What do you
think would happen if tomorrow there was suddenly no rice to eat?
Tips: It is said that there are 2.4 billion people to eat rice every day
throughout the world；suffer from starvation/die of hunger; panic, get into
trouble
2. If you had the chance to help end hunger in the world, what would you do?
3. Do you know who Yuan Longping is ?
A brief introduction:
Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we
eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of
Production Responsibility, & Yuan Longping, who invented hybrid rice.
Yuan Longping, who was born in September, 1930, graduated from Agriculture
Department in Southwest Agricultural Institute. He has been working on agriculture
education & the research into hybrid rice since he left the institute.
In the 1960s, when China was suffering from serious famine, he came up with the
idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded
in inventing a new species that produced a 20 percent higher yield than common types
14of rice.
Yuan devoted himself to the research into agriculture, & was honored by
UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still
working on the research into agriculture.
Period 2 Reading
Step 1 Lead-in。
1. Listen to the tape carefully then answer these questions.
1）When and who did become the first agricultural pioneer in the world to
grow rice that has a high output?
2）What did Yuan Longping invent?
2. Read the passage once again,then find out these sentences true or false.
1） Dr Yuan is more a farmer than a scientist.
2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.
3） Dr Yuan would rather work than relax.
4 ）Dr Yuan has dreams when he is asleep and also when he is awake.
5 ）Dr Yuan enjoys a simpler life than most rich and famous people.
3.Find out the topic sentences of each paragraph
Para. 1: He became the first agricultural pioneer in the world to grow rice that has a
high output.
Para.2:He has devoted his life to finding ways to grow more and more rice..
Para.3:He cares little about spending the money on himself and would rather keep
time for his hobbies.
Para.4 Dr. Yuan’s dreams.
4.Write down Yuan Longping’s personal information
• Name:
• Nationality:
• Born:
• Age:
• Occupation:
• Education:
15• Dream:
• Achievements:
• Hobbies:
Period 3 Language points:
1. Struggle for…为争取……而斗争
Struggle against…为反对……而斗争
Struggle with… 与……争斗
1）The swimmer struggled against the tide.
2）We had to struggle with/against all kinds of difficulties.
3）The slaves struggled for the freedom
2. 使做…成为… make +it +adj./n. +to do
好天气使游泳成为可能
The fine weather makes it possible( for us )to swim.
他将每早跑步做为一个规则
He makes it a rule to run every morning.
其他可用这种结构的词:
feel, find, think, consider…
3.搜查,搜索 search (sb. / sth.) for …
He searched all the rooms for the missing person.
They searched the man all over for money.
4.由于,多亏 thanks to 相当于 because of
5.是从前两倍那么多 twice as large as before
相当于once larger than before
6.对……感到满意
be satisfied with…相当于 be pleased with
adj. satisfactory/satisfying
n. satisfaction
7.在乎，在意 care about
比较 care for
My aunt cared for me when my parents were away last week.
16Dr Yuan never cares about money and fame.
8. Indeed, his sunburnt face and arms and his slim, strong body are like those of
millions of other Chinese farmers.
e.g: The streets in Beijing are wider than those in my hometown.
The number of students in our school is larger than that in their school.
9. Dr Yuan grows what is called super hybrid rice.
e.g: He came to what is called America.
10. This special strain of rice makes it possible to produce one -third more of the crop
in the same fields.
e.g: That made it possible for life to begin to develop.
The development of science makes it possible for us to know more about the universe.
11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that
could feed more people).
e.g: He went to the U.S with the hope of finding a better job there.
Fill in the proper phrases or words to complete the following:
1.In a way,the accident was a good thing because it taught us a good lesson.
2.It was because of his advice that I succeeded.
3.I am satisfied with the result of the experiment.
4.They have struggled for years to drive the invaders out of their country.
5.We all wish that we could rid the world of crime.
6.In some less developed areas in China, some farmers are still lead a poor life.
7.The output of corn this year is double that of last year.
After graduating from college, he went to Shenzhen with the hope of getting a chance
to become rich soon .
17Unit3 A taste of English humour
单元教学目标
Talk about different types of humor；a taste of English humor
Learn how to express one’s emotions
Learn the –ing form as the Predicative, Attributive and Object Complement
Learn to write humorous stories
目标语言
话题 Different types of humor; a taste of English humor
词汇 1. 四会词汇：
slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,
homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew,
bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake,
mountainous, whisper, vast, sense
2. 词组：
be content with, badly off, pick out, cut off, star in, knock into
功能 情感 ( Emotion )
I enjoy this very much because… It surprises me that…
I laugh at that kind of thing because… I felt happy because…
This is fun because… I’m pleased we were both amused at…
How wonderful / surprising It’s amusing that…
语法 动词的-ing 形式作表语，定语和宾语补足语的用法
Their job is “panning for gold”.
That was the problem facing Charlie Chaplin.
Do you find it funny to see someone sliding on a banana skin?
Period 1 Warming up and pre-reading.
Teaching procedure:
Step 1: Lead-in
Show some pictures to students, let them talk about the pictures and then ask them
18what they think of the pictures, whether they are funny or not.
Questions: 1) Do you know who these comedians are? What makes them funny?
2) Do you know other comedians who are funny in the same way?
3) Have you seen any of these comedians or programmers? What do you think of
them?
Step 2: Warming up
Task 1. Brain-storming
Ask students to name some types of humors they know. Write those they are not
familiar with on the blackboard, then show some pictures and summarize.
Types of humor Example of English humor Chinese humor
Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利
Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山
Verbal jokes Play on words, usually Cross talk 马季， 姜昆
Funny stories Two lines Jokes
Funny poems Edward Lear Doggerel（打油诗）
Task 2. Talking
Ask students to talk about some funny stories, any English or Chinese humors they
know.
Task 3. Reading on P22
The purpose of the reading is to introduce the kind of verbal jokes. They use a “play
on words” to be funny. Let students read the three jokes and then match the joke with
the explanation. Then check the answer. After that, teacher can show some other jokes
on the screen.
Joke 1:
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Joke 2:
Garcia: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank God.
Garcia: Then I will pay the fees to God.
19Step 3 Homework
Ask each student to give a joke and present it in class next period.
Period 2 Reading.
Step1 Reading. The purpose of this reading is to introduce nonverbal humor. This
reading material takes Charlie Chaplin for example. It tells us what nonverbal humor
means; what is Charlie Chaplin’s style of acting; how he made a sad situation
entertaining and so on.
Task 1.Fast reading.and do the true or false questions.
1).Humor is always kind. F
2).Charlie Chaplin was born in a rich family. F
3). His silent movies are not popular any more. F
4). He solved a sad situation by using nonverbal humor. T
5).He ate the shoes because he thought that it was very funny.F
6).Charlie Chaplin devoted his whole life to making films. T
Task 2. Divide the text into several parts and give the main idea of each part
Part one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other
can inspire people.
Part two (3-4): It tells us something about Charlie Chaplin’s acting style and how
Charlie Chaplin made a sad situation entertaining.
Part three (5): it gives us a short biography about Charlie Chaplin.
Task 3. Discussion
Let students have a discussion about the text, then answer some questions.
Questions: (1) What is behind fun?
(2 ) Why did people like Little Tramp?
(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?
Step 2 Language points:
1.Do you find it funny to see someone sliding on a banana skin, bumping into
someone else round a corner, or failing down a hole in the road?
……find it funny to see……中的it 在此句中是形式宾语，to see…… 才是find
20的宾语。当动词不定式作句子的宾语，同时，有一个形容词同宾语在一起时，我们
常用it作先行宾语。
Eg: I find it difficult to understand him.
We find it useful to learn a foreign language.
slide
The book slid off my knee.
He slid over the question without answering it.
She slid out of the room when no one was looking.
bump into
Unfortunately, the motorbike ~ed ~ a big tree.
Mary was walking alone in the street when she ~ed ~ her teacher.
cruel
Don’t be ~ to animals.
The death of their daughter was a ~ blow.
2.Perhaps it makes us feel more content with our life because we feel there is
someone else worse off than ourselves.
1)content(adj):satisfied ,happy.
常见的搭配是：be content with sth: be satisfied with sth
be content to do sth: be willing to do sth
Eg: She is content to stay at home looking after her children.
Are you content with your living conditions?
3.badly off: in a poor position. 潦倒;穷困。其反义词是well off。文中worse off
是badly off的比较级形式。
eg:They are too badly off to have a holiday.
Many people are better off than before.
4. astonish
The news he brought ~ed everyone in the class.
He looked at me in ~ment.
it is ~ing to me that she was late.
5. However, some actors can astonish us with the deep feelings they can inspire in us
for a character they are playing.
21Inspire(vt)
~ sth in sb ---- ~ sb with sth :to fill sb with thoughts,feelings or aims 激励或
鼓舞某人。
The father ~d his son with confidence.
= The father ~d confidence in his son.
这个句子中有两个定语从句：they can inspire in us修饰the deep feelings, they
are playing 修饰a character。
不管怎样，有些演员能用他们所演的角色在我们身上鼓动起深深的感情来震撼我
们。
cut off: to separate from others; to stop suddenly;
切断；隔离；突然中止
Eg: They cut off our food supply.
cut in插嘴 cut out 剪除；删除
cut up切碎 cut through刺穿
(名题赏析）He was in hospital for six months. He felt as
if he was __C__from the outside world.
A. cut out B. cut off C. cut up D. cut through
6.overcome 克服
eg:We should have the courage to ~ any difficulty in the world.
It is not easy to ~ a bad habit in a short time.
7.be set in
eg: The story is ~ ~ the early days of World war II.
8.mouthful
He took a ~ of the bitter medicine and made a face.
I felt so full that I couldn’t eat another ~.
basketful , handful, cupful, dishful, spoonful
9.star
Tonight, we are showing a film, ~ring Charlie Chaplin.
The director wants to ~ Jim in his film.
she has ~red in a lot of good films.
The Third Period Grammar
22Teaching procedure:
Step 1. Revision
Check homework: the exercises on page 20 and 21.
Step 2. Word formation
Suffix Example
-able valuable lovable comfortable
-ing amusing misleading neighboring
-ful hopeful cheerful useful
-less endless homeless harmless
-ed excited interested moved
-ish Irish childish selfish
-ive active attractive expensive
-ate fortunate affectionate passionate
-ant important pleasant ignorant
-ly friendly orderly costly
There are ten suffixes in the chart. And there are some new words in it. But the
purpose of showing this chart is to let students learn more about the adjective suffix.
Step 3. Discovering useful structures
Task 1. Revision
Have a revision about the –ing form used as the subject and object. Give students
some sentences to translate:
(1) Talking to him is useless.
(2) Smoking does harm to your health.
(3) Walking is my sole exercise.
(4) Collecting stamps is my hobby.
(5) I suggested bringing the meeting to an end.
(6) He admitted taking the money.
(7) I couldn’t help laughing.
(8) Your coat needs washing.
Task 2. New usage of the –ing form
23Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish
the exercises.
Teacher checks the answers and give the explanations.
1.A cooking pot: A pot that is used for cooking.
2.A drinking horse: A horse that is drinking water.
3.The man sitting on the sofa is a friend of my brother’s.
Here the –ing form are used as attribute.
1.I saw the man sliding on a banner skin yesterday.
2.Did you notice the man picking up that broken bottle and putting it in his bag?
Hear the –ing form are used as object complement The structure of the sentence
with an object complement is: Subject + Predicate + Object + Object complement
1.Her job is looking after babies.
2.What he likes is playing chess after supper.
Here the –ing form are used as predictive. Pay attention to the differences between
–ing form used as predicative and present continuous tense.
(1) Her hobby is painting.
(2) Her favorite sport is skiing.
(3) This was very disappointing.
(4) The test results are very discouraging.
(5) She was very pleasing in her appearance.
(6) His concern for his mother is very touching.
(7) The photograph is missing.
(8) The article was misleading, and the newspaper has apologized.
In the first two sentences, the –ing form is used to show the character of the subject.
In the next four sentences the words of the –ing form are all about the feelings. In the
last two sentences, the words of the –ing form show some states and qualities.
(9) It is snowing hard.
(10) She is teaching in a night school.
In these two sentences, the –ing form are used as the predicate in the present
continuous tense.
Step 4. Using Structures
24Turn to page 56. Look at the Using Structure. There are two exercises in this part.
Exercise 1 is to let students correct some errors in the sentences. This is not an easy
job for most students, because it needs other knowledge, besides what the students
learned today. So better leave them more time to do this exercise. For exercise 2, let
students finish it in a short time. With the help of the pictures, students can easily
understand the meaning and correctly use the –ing form to finish the blanks. Teacher
can check the answers in class.
Step 4. Homework
Finish all exercises on page 56.
The Fourth Period Listening
Teaching procedure:
Step 1. Revision:Check homework:
(1) Ask a couple of students to tell their jokes in class.
(2 ) Ask some students to come to the blackboard to write their translation. After they
have finished, teacher correct some errors with the whole class.
Step 2. Listening ( page 23 )
This is a funny story. Mary made some plum jam and left some in the pan. Five days
later, her husband came home and poured the jam into the chicken. Later Mary came
home and found all of her chickens were behaving strangely. What had happened?
Give students two chances to listen to the story. First, go through Exercise1 and 2 to
know what are the things they will do while listening. After that teacher plays the tape
for them to finish Exercise 1. The second listening is to check the answers. For
Exercise 2, teacher should leave some time for students to discuss the question.
Questions: (1) Did you find this story funny? Give the reason.
(2 ) What do you think of John’s behavior?
Step 2. Listening ( page 55 )
This is a story about a thief and a man. The situation is very interesting. Before
listening, ask students what they would do if they find a thief in their home one day;
whether they will be afraid of the thief and so on.
There are three steps for this listening. At first let students read the questions to make
25sure that they know what they should do in this listening. Next, play the tape for the
first time to let students finish Exercise 1. Then play the tape again and let the
students finish the questions in Exercise 2. After that, let the students check their
answers with each other. At last, listen to the tape again, teacher can make a pause
where there is an question to the question, in this way students can check all the
answers.
Step 3. Listening ( page 58 )
There are four exercises in this listening. The first one requests students to get the
general idea of the material. The second one is to ask the students to know some
details of the material. The third one is a question that asks the students to speculate
the teacher’s feeling. And the last one is a good exercise, it gives the students another
chance to practice their oral English.
Step 4. Homework
Collect as many funny stories as possible, do some preparations for the writing in the
next period.
26Unit 4 Body languages
Period one
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture,
adult, punish
b. 重点句型或交际用语
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目标
a. Enable the students to understand what a certain gesture of the body
language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or
situations given in the target language.
c. Enable the students to express with the target language the meanings given
in body language.
3. Learning ability goals 学能目标
a. Help the students learn how to express themselves in body language when
needed.
b. Help the students understand others when body language is being used.
Teaching important points教学重点
a. Teach the students how to understand body language used in different
countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate
27occasions.
Teaching difficult points 教学难点
a. Enable the students to realize the importance of body language in
communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative
body language.
Teaching methods教学方法
a. Individual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具准备
A computer, a projector and some pictures.
Teaching procedures & ways教学过程与方式
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening
Party Celebrating the coming Lunar New Year of the Rooster of 2005.
28Ss: Yes, Thousands of Hands Kwan-yin.
29T: But do you know who she is? Yes, she was the leading dancer of the program.
Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙
子) by people. You know she is a deaf girl, but she is a wise, diligent,
charming and energetic girl. She studied very hard and got two degrees of
bachelors in university. She was famous as an artist for her wonderful
performance. She is deaf and dumb. But how did she get that great achievement
and became a successful person? She loves life very much. We should learn from
her spirit. Besides her hard working, body language plays a very important part
in her life. We are all healthy people, sometimes we can use body language to
express ourselves. So we should pay more attention to learning body languages.
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope
you will enjoy them and have fun as well.
Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead /
shoulders / stomach / legs / feet / toes ...
Shake your head / arm / hand ...
Wave your arm / hand ...
Open your eyes / arms /mouth ...
Close your eyes / mouth ...
30Twist your wrist / waist.
Cross your arms / fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend / cry / shout / scream / smile / laugh ...
T: All right. Now let’s do them a little bit difficult. Let’s play a game
together. Those who fail to follow the rule of the game will be dropped out.
The game is: “Simon says”. For example, if I say “Simon says, touch your
head”, then you touch your head. If not, you shouldn’t touch your head but
remain still. Clear? Ready? Now let’s start.
3 or 5 minutes for the game.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take
a look at the following gestures:
Gesture Action Meaning
A handshake You are welcome.
A clap of hand Come on; be cheerful.
A V-shape of the fore- May you succeed!
finger and middle
Or congratulations on
finger
your success!
31A half-closed hand with I am not in favor of
thumb down your idea or I’ll have
to refuse you.
A wrinkling of the brow She is worried.
in thought or
displeasure or a scowl
Tears coming out of his He is very sad.
eyes.
All smiles on her face She is very happy.
Waving their hands They are waving goodbye
to people around.
A hand stretched out He is stopping a tank.
forward with strength
32People jump with their They are cheering for
both hands stretched the victory.
open in the air.
T: What are the actions of the above gestures? What do they mean?
S4: The first gesture is a handshake, which means “You’re welcome”.
S5: The second is a handclap, which means “Come on” or “Be cheerful” or
something like that.
S6: The third one is a V-shaped posture of the first finger and the middle
finger, which suggests a wish for the other or others to succeed.
S7: The fourth is a half-closed hand with the thumb down. It means the one who
gives this gesture is against the other’s idea or simply refuses the request.
S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns.
It also seems that she scowls. It shows that she is worried or sad. In other
words, she is unhappy.
S9: The sixth is a man shedding tears. Tears were running down his cheeks. He
is very sad for losing his relatives or sad for his failure.
S10: The seventh is a smiling face. It is easy to see that she is very happy.
S11: The eighth is a gesture of waving hands. They are waving goodbye to people
who are around to see them off.
S12: The ninth is a hand stretched out forward with great strength. The boy is
trying to stop a tank from entering into his homeland.
S13: The tenth is hands stretched out upward. They are all very cheerful. They
are wild with joy; maybe they have just won a game. So we can see that they are
cheering for their victory.
T: You have all done a good job. So you see that there are many cases or
situations in which body language can convey meanings as well as spoken or
written languages. If you want to know more about it, let’s come to Unit 4
Body Language.
Step Ⅲ Practice
33T: Look at Page 25.
What are these people communicating?
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks
the others to show some actions using body language. When the one chooses the
action that is most likely, it is his or her turn to think of some other
situation for the others to show the actions so that the game may go on for a
few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show
the situation as lively as possible. Besides, make sure that everyone has a
turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
S3: What are you likely to do if the river floods?
(Actions) S1: runs away as fast as he can;
S2: helps the younger or elder to escape as soon as possible;
S4: climbs on to a tree.
S3: Ok. I think S2 seems the most likely, so it is her turn.
34S2: What are you likely to do if the house catches fire?
(Actions) S1: fetches some water;
S3: tries to put it out with blooms;
S4: runs away as quickly as he can.
S2: Ok. I think S4 seems the most likely, so it is his turn.
S4: What are you likely to do if you meet with a fierce dog?
(Actions) S1: remains where he is and bends down, looking at the dog;
S3: tries to scare it away with small stones;
S4: runs away as quickly as possible.
S2: Ok. I think S1 seems the most likely, so we all have done a good job.
T: Yes. I couldn’t agree with you. Now, one more group.
Step V Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page
67.
Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No Problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are
from a program of CCTV, the Evening Party Celebrating the Spring Festival of
2005, the coming Lunar New Year of the Rooster. I think that was the best
program. Do you remember the name of this program?
Period two
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
major, local, represent, curious, Columbia, introduce, approach, touch, cheek,
35stranger, spoken, express, action, Jordan, nod, general, avoid, comedy
b. 重点句子
Yesterday, another student and I , representing our university’s student
association, went to the Capital International Airport to meet this year’
international students.
…I saw several young people enter the waiting area looking around curiously.
She stepped back appearing surprised and put up her hands, as if in defence.
2. Ability goals能力目标
a. Enable the students to realize the importance of body language.
What is the purpose of language?
What is the purpose of body language?
How can you tell if someone is sad even if they do not speak?
How can you communicate a feeling to someone who does not speak your language?
b. Enable the students to understand the text.
Where are the visitors from?
How do Mr. Garcia from Columbia and Julia Smith from Britain response when they
are introduced to each other?
What do Mr. Cook and the Japanese visitor do as they are introduced?
How can people express themselves besides their spoken language?
Do all cultures greet each other the same way?
Do English people and other Europeans act the same when they first meet?
Is a handshake very common in Japan?
Is a kiss often used in France when people meet?
Why are there different kinds of body language?
c. Enable the students to retell the text in their own words.
3. Learning ability goals 学能目标
Help the students learn how to explain the common idea—“different cultures,
different body languages” with the target language in this unit.
Teaching important points 教学重点
How does body language differ among people from different cultures?
Teaching difficult points 教学难点
The understanding of the poorly-written reading text, especially the
36relationship awkwardly built up between “you” and the other people in the
text, who are met by the awkward arrangement of the compilers of the textbook.
Teaching methods 教学方法
Skimming method, task-based method, role-play method.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways教学过程与方式
StepⅠ Revision
Free talk about the topic: the Importance of Body Language. While the student
on duty gives the presentation, the teacher can simultaneously approve his or
her performance by using the body language learned or familiar to the students
such as nodding the head, stretching out the hand with thumb up, shrugging the
shoulders, etc.
Step Ⅱ Pre-reading
T: Our text is about a special means of communication—Body Language. Now
please look at the screen. And discuss these questions with your partner first.
And then some of you will be asked to report your work. Are you clear?
Ss: Yes, sir/madam.
1. What is the purpose of language?
2. How can you tell if someone is sad even if they do not speak?
3. What would you do if you need the other’s help urgently while you two speak
different languages?
4. Give an example of how you can communicate a feeling to someone who does not
speak your language.
After a few minutes.
T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The
purpose of language, of course, is to be used as a tool of communication. That
is, to exchange with others ideas, feelings, information, and so on.
T: Perfect! Body language is used anytime and anywhere to convey people’s
37ideas, feelings, information, and so on and so forth. Next question?
S2: Even if they don’t speak, I can tell if they are sad by
looking at their facial expressions. I’m a good mind-reader. (Smiling)
S3: Yes, that is quite easy. Just by watching their frowned brows, their long
faces, we know that they are unhappy.
T: Very good. We have got two “mind readers” in our class; I’m sure there
are more than two! Now who’d like to give the answer to the third question?
S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other
what I need urgently. I’ll do it by miming, by any proper posture, or
gestures, even by drawing pictures.
T: You are smart! Now who’d like to do the last one. It is more challenging,
right?
S5: I’d like to have a try, sir. Last summer I went on a study tour in the
States. When I was on the way to
Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita
Airport in Japan for 3 hours. So I went into the shop at the airport, for I
wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her
in Chinese first and then in English. It seemed that she was at a loss when I
spoke to her. Then I decided to try it in body language. I just pointed to the
camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in
Japanese this time but I couldn’t understand a word of it. So I shook my head
and kept pointing at the camera. Finally I reached her understanding and she
took out the camera I wanted to buy. I examined it for a little while and asked
her the price of it by drawing a big “?” in the air with my forefinger. She
took out her calculator and put in the price. The price was reasonable and I
decided to take it. I paid for it and the salesgirl bowed to me again and
again.
T: Wonderful! Thank you for telling us so interesting a true story and giving
us so good an example of body language.
Step Ⅲ While-reading
1. Scanning
38While reading, please try to divide the whole passage into several parts
and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s
international students.
Part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
Part 3. (para. 4 )
Different peoples have different body languages.
Part 4. (para. 5)
Summary of body language.
Read the text carefully, then decide if the following statements are true (T)
or false (F).
• Englishmen often stand close to others or touch strangers as soon as
they meet.
• Most people around the world now greet each other by kissing .
• Japanese will bow to others as greeting.
• People from Jordan will move very close to you as you introduce
yourself to them.
• Some body languages in some countries are good while some countries’
body language are bad.
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
The author is male. Ahmed Aziz will not shake hands with women, but he
shakes hands with the author.
2.What were the two mistakes that the author noticed?
He noticed that the Colombian man kissed the British woman, but in her
culture, a kiss from a stranger is not acceptable. He also noticed that the
Japanese man bowed just as the Canadian man started to shake hands, so one
man’s nose touched the other man’s hand.
393. Who seemed to prefer to keep more physical distance from others? Who seemed
to prefer closer physical distance ?
The British woman, Julia, and probably the Canadian man, George, seemed to
prefer to keep more physical distance from others. The Colombian man, Tony, and
the Jordanian man, Ahmed, seemed to prefer closer physical distance .
4. Did any students have similar greeting customs? If so, which ones?
Yes. Tony from Colombia and Darlene from France had a similar greeting
custom-a kiss. George from Canada and Ahmed from Jordan also had a similar
greeting custom-a handshake, but Ahmed shakes hands only with men.
5. “ When in Rome, do as the Romans do.” What do you think this famous saying
means?
This saying means that when we are in a certain place, we should follow the
customs of the people who live in that place, not our own customs.
6. Do you agree with the author’s statement that body language is not good or
bad? Why or why not?
Students will give their own answers.
Step Ⅴ Homework
1. Get ready to retell the text in your own words.
Period three
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
unspoken, facial, function, at ease, lose face, turn one’s back to, fist,
subjective
b. 重点句子
Body language is one of the most powerful means of communication, often even
more powerful than spoken language.
2. Ability goals能力目标
40a. Enable the students to know more about body language.
What is the function of body language?
What is the similarity of body language?
How can you understand the universal facial expression “smile”? Does “a
smile” always mean the same thing?
What is the difference of body language between various cultures?
b. Enable the students to understand better body language.
What is the proper attitude towards body language?
What would happen if we knew nothing about body language?
3. Learning ability goals 学能目标
How we can “show our feelings” with the body language learned in this unit or
gained in our social life.
Teaching important points 教学重点
How body language shows the same or different feelings among people from
different cultures.
Teaching difficult points 教学难点
How to tell that the same body language shows different feelings in different
cultures.
Teaching methods 教学方法
Fast reading: dealing with the “true” or “false” questions.
Discussion: the importance of body language.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways教学过程与方式
1 Pre-reading
1. What is the function of body language?
2. How do you find body language in our daily life?
3. How can the same body language express different feelings or ideas in
different cultures?
4. How can different body language express the same feeling or idea in
different cultures?
412 Fast reading
TURE OF FALSE
1. Body language is never as powerful as spoken language.
2. If you are angry at a person, you might turn your back to him or her.
3. You can threaten a person by refusing to speak.
4. You should not greet your new boss by giving her or him a hug.
5. Body language is the same all over the world.
6. Most people can understand each other if they try.
Then ask the students to do it one by one and ask them to explain why some of
the statements are wrong.
3 Further reading
T: We have just read a passage entitled “Showing Our Feelings”, which tells
us more about body language. Now let’s read another passage in the Workbook on
P66. The title of the reading text is: The Open Hand - A Universal Sign. You
will be given 3 minutes to read through the text as quickly as you can, trying
to get as much information from the text as possible.
Ss: Yes, Sir.
T: What information have you got?
S1: More about body language, sir. We have learned how people are communicating
or getting along with each other besides using spoken language. We are also
asked to think about some new situations in which we will communicate in body
language.
S2: And we have to think about the following questions: It is known that a
smile is a sign that people feel friendly and happy. But we have to consider:
1. What if we don’t know who the new person is? 2. What if we are not
introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar
place?
S3: And the most important of all is that we have to make
sure whether we can trust people we do not know, and we have to show that we
42are not dangerous.
S4: Quite true. We have different ways to show our hands —our open hands,
which means that we are not armed and we are friendly.
S5: In many cultures today, the Western custom of the handshake is used.
Besides this, traditionally, Chinese greet others by covering the left hand
with the right hand and bowing; the Japanese cover on hand with the other and
bow slightly or quite low, depending on whom they greeted; Hindu people join
their hands in front of their faces and bow their heads; Muslims will touch
their heart, mouth and forehead to show respect.
S6: Now young people in the West give each other the “high five” when they
clap each other’s hands in the air.
S7: You have taken the words out of my mouth. And I believe that in almost all
cultures, to smile and show an open right hand is the most common way to show
the goodwill greeting.
T: I am more than happy to hear you can get so much information from the
passage when you do the reading! Now let’s act out some of the gestures in the
reading material, OK?
Some students are asked to act out the body language which appears in the
reading text is: The Open Hand - A Universal Sign, such as a handshake, the
traditional greetings in China, the Japanese way to greet people, the ways
Hindu people and Muslims use to greet people, and the way young people in the
West use now.
Several minutes later.
T: Before we come to the end of this period, let’s take up the last item,
doing the arrangement of the information under the passage on Page 67.
S8: It can be dangerous to meet people you do not know.
S9: Many Asian people do not usually physically touch strangers.
S10: If we show an open hand, it means that we are not holding anything
dangerous.
S11: The right hand is usually used because it is almost the stronger.
S12: People shake their hands when meeting to show that they can be trusted.
43S13: To show respect, people will touch their heart and mouth when greeting
someone.
Homework
1. Read aloud all the reading texts in this unit.
2. Get ready to retell the two reading passages learnt in this period.
Period four
Structure Study
一: V-ing 形式由 “do＋ing” 构成, 其否定形式是 “not doing”, V-ing 可以带宾
语或状语构成 V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。
V-ing 形式在句中作定语和状语是本单元的学习重点。
1. 作定语
V-ing 形式可以单独充当名词的前置修饰语, 这时有两种情况。
1) -ing形式表示 “供作......之用”的意思, 这类作定语的-ing形式过去叫动名词。
A swimming pool
= a pool for swimming
2) -ing形式表示 “......的” 意思, 过去叫现在分词
A sleeping child
working people
the rising sun
-ing形式短语作定语时一般放在它所修饰的名词之后, 相当于一个定语从句。如:
They are visitors coming from several countries.
The boy standing there is a classmate of mine.
2. 作状语
可以表示时间, 原因, 结果,条件, 行为方式或伴随动作等。
Attention Please
-ing形式作状语时, 它的逻辑主语必须与主句的主语是一致的。
Time permitting, I will pay a visit to the whole city.
(分词的逻辑主语是time , 而句子的主语是I , 两者不构成主谓关系, 所以只能用独立
44主格结构, 也就是给现在分词补充一个主语。)
Homework
Do “Using Structures” on Page 64.
文化背景知识
1. Some more information about Body Language:
to nod consent 点头表示同意，
to nod one’s farewell 点头表示告别，
to nod as a sign of agreement or as a familiar greeting 点头表示赞同或打招呼，
to hold one’s head high 昂首挺胸(表示趾高气扬)，
to shake one’s fist 挥动拳头(表示威胁)，
to shake one’s head 摇头(表示不知道)，to show a V sign 由食指和中指构成字母
“V”，而“V”是victory的第一个字母。因此，这一手势是祝愿胜利或庆祝胜利之意。
to wink at a person 向某人眨眼睛，
to make a face 面部露出厌恶的表情，
to shrug one’s shoulders 耸耸肩膀 (表示冷淡或怀疑)，
to keep (or have) one’s fingers crossed 把中指叠在食指上交叉着，作十字状。这是
暗中希望上帝保佑自己正在做的事成功。
to crook a finger 朝某人弯曲食指。是招人过来的意思。
更有趣的是英美人用大拇指 (thumb) 做出许多不同的表示。
to thumb one’s nose 以大拇指按鼻，其余四指张开，表示轻视。在英美等国家，你会看到
这种手势经常用在调皮的孩子们中间。他们用大拇指点着自己的鼻子，而其他四指张开不停
地摇动，表示轻蔑或嘲弄。也可以说“to cock a snook at somebody”.
to twiddle one’s thumbs 无聊地绕动着两个大拇指，表示无所事事，懒散。
thumbs down 大拇指朝下，表示反对或拒绝。
thumbs up 翘起大拇指，表示赞成或夸奖。
但值得一提的是在英美等西方国家，有时会看到有人站在马路边，朝驶过来的车辆伸出一只
翘起大拇指的拳头。这是请求搭便车的意思。所以搭车也可以说“to thumb a lift”。
2. Introduction of a book about body language of horses:
Horses communicate with remarkable accuracy in a language of posture,
45gesture and sound. They express their needs, wishes and emotions to each other
and to the rare human being who understands them. After reading this
unprecedented (空前的), exciting and up-lifting book, you will understand the
equine (horse’s) language. You therefore will know how to recognize:
A happy horse. A frightened horse. An angry horse. A bored horse. A
grieving (令人忧伤的) horse. A frustrated (受挫折的) horse. A horse in pain. A
playful horse. A proud horse. An eagerly competitive horse. And many horses
more!
Moreover, you will know how to reassure the frightened, calm the angry,
comfort the grieving, divert (使解闷)the bored-and deal with most other human-
equine difficulties. You will know how to educate a foal (驹) or rehabilitate
(挽救) a rogue (无赖). You will know how to look at race horses on their way to
the starting gate and tell the likely winners from the losers.
You even will know how to buy a horse.
But best of all, you will finally understand what these grand animals are
all about, and you will know better than ever before how they (and we) fit into
nature’s scheme (plan)of things.
3. An extra reading passage about Body language:
When we communicate with other people it is not only our words that contain
the meaning. An important part of that meaning comes from what is called “non-
verbal (非言辞的) communication”. By this we mean facial expression; gestures
with hands, arms, legs; the way we sit or stand; the way we touch other people;
the distance we keep between ourselves and the people we are talking to; our
dress and our appearance. All these say something to other people.
Facial expressions and gestures are used by everyone often spontaneously
(自发地), even unconsciously. Smiling, for example, is found in most cultures
as a sign of happiness or pleasure. Gestures such as pointing, waving, shaking
or nodding the head are also widely used, although the gestures themselves do
not always mean the same in every culture. I once asked a Portuguese student
why bank officials in Lisbon seemed so dour (gloomy)-sorry Lisbon bank clerks,
46but it’s true-and he told me that if they smiled too much they would not seem
serious about their work.
Because many non-verbal messages are “culture specific (special,
distinctive, or unique)”, they can cause a lot of misunderstanding between
people from different backgrounds. Northern Europeans and Americans, for
example, like to keep a certain “personal space” between themselves and
others and feel uncomfortable if people come too close to them. In these same
cultures it is considered impolite to stare, but Greeks, it is said, feel
ignored if people do not stare at them in public. Europeans usually change
their facial expression to show happiness, anger, boredom, and sadness.
4. Some information about the countries maybe less known to students in the
Text:
① Columbia:
Colombia is located in the northwest part of South America, and is the only
country on South America with coasts on both the Caribbean Sea and the Pacific
Ocean. The most distinguishing feature (显著的特点)of the country is the Andes
Mountains chain, which is in the central western part of the country and
extends almost its entire length, north and south.
In contrast to snow-capped mountains are the rain forests, located in the
torrid (热带的) lowlands of Colombia, where the animal life and vegetation make
it a unique place in the world. The country is rich in minerals and natural
resources, and although known for its splendid coffee, it is also a major
source of the world’s emeralds (绿宝石) and flowers. Mahogany (桃花心木), oak,
walnut, and pine trees are also plentiful, as are plants such as rubber,
vanilla (香草), and ginger. Agriculture is an important part of the Colombian
economy.
Colombia has a diverse population, although over half are of Spanish
descent (血统). The heritage of the Spanish colonial period is still very well
preserved in many areas, where family life and dress still hold to traditional
norms. However, cultures vary greatly from region to region, each adding to the
47country’s variety.
One of the world’s most noted authors, Literature Nobel Prize winner,
Gabriel Garcia Marquez, is a native of Colombia.
The largest cities in Colombia are Santafe de Bogota (the capital city),
Cali, Medellin, and Barranquilla.
② Jordan:
Jordan, officially Hashemite (哈桑王族) Kingdom of Jordan, with an area of
37,737 sq ms (97,740 sq kms) and a population of 4,101,000 (estimated in 1995),
is located in the southwest Asia, bordered by Israel (W), Syria (N), Iraq (NE),
and Saudi Arabia (E, S). Amman is the capital and largest city.
Before 1967 Jordan fell into three main geographical regions: East Jordan,
which includes about 92% of the country’s land area, the Jordanian Highlands
(highest point, 5,755 ft/1,754 m), and West Jordan (the West Bank, part of
historic Palestine. In the Arab-Israeli War of 1967, Israel captured and
occupied the West Bank, and Jordan has since given up its claim to the area).
Jordan’s economy has traditionally been based on agriculture, although
less than 5% of the land is arable (适于耕种的). The principal crops are
vegetables, wheat, and citrus (柑橘类) fruits; olives are grown for oil.
Manufactures are limited to such items as foodstuffs, clothing, and cement, and
there is some oil refining. Phosphate (磷酸盐) rock and potash (碳酸钾) are the
only minerals produced in quantity.
The annual cost of Jordan’s imports far exceeds its earnings from exports.
Aqaba (亚喀巴), on the Gulf of Aqaba, is the only seaport. The inhabitants of
Jordan are mostly of Arab descent (over half are of Palestinian descent), and
Arabic is the official language, although English is also spoken among the
higher socio-economic groups. About 95% of the people are Sunni (逊尼派)
Muslims.
Under the 1952 constitution (宪法), the king is the most powerful figure in
the country; he appoints a cabinet (headed by a prime minister). The bicameral
(两院制的) parliament has been convened and dissolved by the king several times
48since 1974; the 1989 elections were the first in 22 years. Political parties
were again permitted to field candidates in 1993.
③ Muslim countries:
Most people in the West think of Muslim or Moslem countries, where people
believe in Islam, a monotheistic (一神论的) religion characterized by the
acceptance of the doctrine of submission to God and Mohammed (穆罕默德) as the
chief and last prophet ( 先 知 )of God, as a Middle Eastern religion.
Nevertheless, Islam is clearly a South Asian, South East Asian, Central Asian,
African, and Middle Eastern religion, with a growing presence in Europe and
North America.
There are about 40 Muslim countries in the world, such as Afghanistan,
Pakistan, Turkey, Kuwait, Egypt, Iran, Iraq, Indonesia, Libya, Malaysia,
Morocco, Nigeria, Somalia, Yemen and so on and so forth. People in these
countries mostly believe in Islam.
The name for the religion of Islam, as its publicity (宣传) goes, is much
more than just a name, because it expresses a deep spiritual meaning as well as
an overall outlook on life and concept of worship. The word “Islam” is an
Arabic word which means “complete submission(服从) to the will of Almighty
God”. Other religions are named after their founders, such as Christianity and
Buddhism; after a tribe or ethnic group, such as Judaism (犹太教); or after a
specific geographical region, such as Hinduism (印度教). Islam, however, is
unique because its name represents its outlook on life and reflects its
universal nature. Besides, the name “Islam” was not thought up by its
followers or applied by other people, as is the case with the names of other
religions, but was revealed (显示) by Almighty God. This name expressed nothing
new, because submission to the will of God, i.e. “Islam”, has always been the
true religion of God. Due to this fact, and since the teachings of Islam are
straightforward, profound and logical, Islam is the “Natural Religion” of all
human beings. The name of no other religion carries any significant message, or
conveys the true sense of its outlook on life, as does the name “Islam”.
4950Unit 5 Theme parks
The fifth period Words and expressions
I. Words for Reading (THEME PARKS —FUN AND MORE THAN FUN)
theme n. a favourite theme for poetry, a theme park
amuse v. amuse oneself by …, be amused at [by, with]…
amusement n. find much amusement in…, an amusement park
various a. too various to form a group, various opinions
variety n. for a variety of reasons, have a great variety to choose from, in a variety of
ways
ride n. give sb. a ride, go for a ride, take a long ride
shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during
space shuttle missions.
charge v. charge double for… 对……加倍收费，charge a fee for a service，He is
charged
with heavy responsibility.
admission n. Admission by ticket only. Grant sb. admission, gain admission to/
into…
profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.
make big profits (on sth.), sell sth. at a profit, do sth. for profit
souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助
我追
忆在美国的生活。
involve v. You'd like to meaningfully involve students., the right of Congress to
involve the
nation in war
athletic a. an athletic meeting, athletic sports
brand n. Do you like this brand of coffee? a famous brand, the most popular brand on
the
market
equipment n. lab equipment, military equipments, the necessary equipments for a trip
sneaker n. wear a new pair of sneakers
minority n. The minority is subordinate to the majority. 少数服从多数
fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown
Fantasyland n. living in a fantasyland, the Guide to Fantasyland
settler n. the early settlers of America, the first white settlers, The settlers were soon
51acclimated.
marine a. develop a mercantile marine 发展商船
experiment n. attempt the experiment of…, carry out an experiment, make
an experiment on sb., prove sth. by experiment
imaginary a. an imaginary enemy, imaginary number 虚数
advanced a. most advanced branches of science and technology, a man advanced in
years 老年人
technique n. developed a technique for remotely fingerprinting, a Swimming
Technique
Magazine, developing a practical technique for solving voice problems
II. Words for Learning about Language(Word formation)
imagination n. have a good/ poor imagination
test n. provides test preparation services for college admissions, Preparing for a test
isn't
easy. do well on the test
vary v. Opinions vary on this point. vary with… 与……一起变化
cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布
裁衣
，量入为出
III. Words for Using Language (UTUROSCOPE—EXCITEMENT AND
LEARNING)
jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala,
meaning wilderness. In many languages of the Indian subcontinent, including Indian
English it is generally used to refer to any wild, untended or uncultivated land,
including forest, scrub, or desert landscapes.
creature n. The term creature refers to an animal.The term can be used to
dehumanize a person. For example, in the fictional novel Frankenstein, or The
Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is
often referred to as a "creature." The term literally means "a created thing," and is
sometimes used in theology to contrast a created object with a divine Creator under
discussion.
volunteer n. a. v. A volunteer is a person who performs or offers to perform a service
out of his or her own free will, often without payment. The year 2001 was the
International Year of the Volunteer. 2005 is the UK Year of the Volunteer
People may volunteer to perform some work, e.g., of charitable character. Some
volunteer for clinical trials or other medical research, and may even donate their
bodies to science after their death.
52Part One: Teaching Design
Teaching goals
1. Target language
a. 重点词汇和短语
theme park, provide ... with ... , amuse oneself, various, a variety of, shuttle, charge ...
for, admission, make a profit, souvenir, base on, involve ... in, athletic, b． 重点句子
1) In these parks, people sit chatting, play games, listen to birds’ singing, or just relax
a bit.
2) They are such huge places that visitors often use shuttles to get around.
3) The big companies that own theme parks expect to make a profit not just by the
charges for admission, but also by selling souvenirs in their shops and advertising
them on television.
2. Ability goals
Enable the students to know something about the various theme parks all over the
world, to understand the difference between a theme park and a traditional park and
try to finish the comprehending exercises.
1. Learning ability goals
2. Learn how to generalize and compare the similarities and differences.
Teaching important points
To solve the questions in Comprehending, and let the students find out the main idea
of each paragraph, give a summary of the text.
Teaching difficult points
How to give a general instruction/ description of a place.
Teaching methods
Listening;Skimming;Scanning;Task-based.
Teaching aids
A recorder and a computer.
The first period reading
Step I Revision
T: Good morning/ afternoon, boys and girls! First let’s have a dictation about the
words and phrases in Unit 4. Take out a piece of paper, please.
major, local, represent, Columbia, introduce, approach, touch, strange, express, be
likely to, general, avoid spoken, misunderstand, punish, at ease
T: Now, hand in your paper please; I’ll check your work after class.
Step II Warming up
T: Let’s look at the pictures on P33. These are four pictures of different parks — A
garden in Suzhou, Hyde Park in London, World Waterpark in Canada, Disneyland.
What kind of parks are they?
T: Very good. So what about World Waterpark in Canada?
T: Which one of these parks would you like to visit most if you have the chance?
53Sa: Of course I would go to Disneyland. I have watched so much about it on TV and
I’ve been dreaming about shaking hands with those lovely cartoon characters and
taking pictures with them.
Sb: I would like to go to Waterpark, because I like swimming and I like to take part in
the activities in water in this park.
Sc: I would go to Hyde Park. I want to go horse-riding, and above all, have the
experience of making a speech in front of a crowd of people like a president. That’ll
be really exciting.
…
Step III Reading
Skimming
T: It’s interesting to listen to your ideas. Today we are going to study a passage about
theme parks. The title is THEME PARKS—FUN AND MORE THAN FUN. I would
like you to read the passage quickly for the first time to get a general idea of the
passage. At the same time, please find out the topic sentence of each paragraph.
(3 minutes later)
T: Have you got the main idea of the passage? Who can tell me the topic sentences of
six paragraphs?
Topic sentences
Paragraph 1. Parks provide people with a place to amuse themselves and to escape
their busy lives for a while.
Paragraph 2. In recent decades, however, many parks have been designed to provide
entertainment.
Paragraph 3. Theme parks have a certain idea—a certain theme—that the whole park
is based on.
Paragraph 4. Some are history or culture theme parks.
Paragraph 5. The oldest theme park in the world is Disneyland, built near Los
Angeles, California in 1955.
Paragraph 6. Other theme parks including marine or ocean parks, science theme
parks, and future theme parks.
Scanning
T: After the first reading, we have all got a general idea of the passage. So I would
like you to read it carefully again and try to find the answers to these detailed
questions.
Teacher shows the questions on the screen.
1. What is the basic purpose of theme parks? What do people do there?
2. Do these parks charge people for admission?
3. What is the purpose of a theme park?
4. What is the differences between a theme park and an ordinary park?
Differences Ordinary parks Theme parks
Activities
Size
Facilities
Charges
54Souvenirs
5. What activities will be offered to visitors in a sports theme park?
6. Can they do shopping there? What can they buy?
7. What can visitors see and do in history or culture theme parks?
8. What is Disneyland like? What can visitors do there?
9. What can people do in marine or ocean theme parks, science theme parks and
future theme parks?
(10 minutes later)
T: Have you got the answers? I would like some of you to answer the questions. Let’s
listen and check whether they have got them correctly.
Teachers check some students for the answers.
suggested answers
1. The basic purpose of a park is to provide people with a place to amuse themselves
and to escape their busy lives for a while. In these parks, people sit chatting, play
games, listen to birds’ singing, or just relax a bit. And families go there to have
picnics or have fun together in other ways.
2. These parks charge people little or no money for admission.
3. The purpose of a theme park is to provide entertainment.
4. See the following table.
Differences Ordinary parks Theme parks
Activities rides such as a Ferris a variety of things to see
wheel, merry-go-round of and do
a roller coaster.
Size usually not very large huge places that visitors
often use shuttles to get
around
Facilities no restaurants or hotels restaurants, hotels and
shops
Charges charge little or none charge for admission
Souvenirs sell no souvenirs sell souvenirs in their
shops
5. A sports theme park will offer visitors sports to play or watch.
6. Yes. They can buy sports equipment or clothing, such as basketballs, footballs,
sneakers and so on.
7. Visitors can see how our ancestors dressed, worked and lived; and how special
groups of people dress today, what they eat and what their homes look like. They
might go for rides on animals, help cook cultural foods or have their pictures taken in
the clothing of emperors or of minority people.
8. Disneyland is so different from other parks that it seemed like a place of fantasy.
Visitors can enjoy seeing the characters from Disney films, go on exciting rides, visits
to castles and get close to life-size cartoon figures. They can also see model villages
of life in the past which show how the early settlers in America lived.
9. People can see and swim with dolphins and learn about ocean life in an ocean park;
They can take an active part in experiments in a science theme park; They can go on
imaginary trips to space and use advanced computer techniques to experience life in
55the future park.
Step IV Comprehending (P34)
Part 1
T: Let’s look back at the title of the passage. THEME PARKS— FUN AND MORE
THAN FUN. Why does the writer think that theme parks are places fun and more than
fun? I would like you to think about this question and tell me your opinions.
S: In my opinion, it means that theme parks are more than amusement parks with
rides, such as a Ferris wheel, merry-go-round or a roller coaster, they are such huge
places that visitors often use shuttles to get around, and they have a lot of things to see
and do. So they are places fun and more than fun.
Part 2
T: We have read about some of the different theme parks in the world. Have you ever
thought of this question: Why do people build so many different theme parks? I would
like you to have a class discussion and tell me 3 purposes for people building theme
parks according to this passage.
(Some time later)
T: Please express your ideas.
Suggested answers
Purpose 1 : to provide entertainment.
Explanation 1: because they have a variety of things to see and do.
Purpose 2: to make a profit by charging for admission and selling souvenirs.
Explanation 2: because they all charge money for admission of the hotels, restaurants,
and for the rides and shows in the parks as well, and they sell a lot of souvenirs.
Purpose 3: to provide people with some unusual experiences.
Explanation 3: because there are parks for people to experience the life in the past, in
the future, in the ocean and so on.
Part 3
T: Let’s sum up the main idea of each paragraph.
Suggested answers
Paragraph 1: Parks provide people with a place to amuse themselves and to escape
their busy lives for a while.
Paragraph 2: Theme parks have been designed to provide entertainment with a variety
of things to see and do.
Paragraph 3: Theme parks have a certain idea/ theme that the whole park is based on.
Paragraph 4: The history and culture theme parks.
Paragraph 5: The Disneyland.
Paragraph 6: The ocean parks and the science theme parks.
Theme of the passage: Theme parks
Step V Discussion
T: If you have enough time and money, would you like to go traveling to see the
natural beauty of the country or go the theme parks to enjoy the exciting experiences?
Give reasons for your choice.
a) Teacher divides the class into groups of four. Each group tries to reach an
agreement and to collect as many reasons as possible from the group members.
56b) After the discussion, the teacher asks a student from each of the groups to report
the decision of their group and to give their reasons for the decision.
Step VI Homework
Remember all the new words and phrases in the reading passage.
Write a summary of the reading passage using the new words.
The fourth period
1．A text structure analysis of THEME PARKS —FUN AND MORE THAN FUN
I. Type of writing and summary of the idea
Type of writing This is a piece of descriptive writing.
Main idea of the passage Theme parks are amusing places. Visitors may have
fun and more than fun there.
Topic sentence of 1st Parks provide people with a place to amuse
paragraph themselves and to escape their busy life for a while.
Topic sentence of 2nd In recent decades, many parks have been designed to
paragraph provide entertainment.
Topic sentence of 3rd Theme parks have a certain idea—a certain theme.
paragraph
Topic sentence of 4th There are history and culture theme parks,too.
paragraph
Topic sentence of 5th There are also marine and ocean parks.
paragraph
II. A tree diagram of the text THEME PARKS —FUN AND MORE THAN FUN
Parks provide people with a place
to amuse themselves and to
escape their busy life for a while.
In recent decades, many parks
have been designed to provide
57
entertainment.Theme parks have a
certain idea— a certain
theme.
There are history and There are also marine
culture theme parks, and ocean parks.
too.
III. A retold passage of the text
A possible version:
Theme parks provide visitors with lots of things to amuse themselves. People escape
their busy life for a while by going to a theme park. They find interesting things to do
in the park.
They may simply sit chatting, playing games, listening to birds’ singing, relaxing a
bit, having picnics and having fun there. It costs some money to be there. In recent
decades, theme parks are beginning to provide more entertainment. Visitors may use
shuttles to get around and have a variety of things to see and do in the park. Theme
parks charge money for every activity they provide. They make a big profit by selling
souvenirs, too. Sometimes a theme park gets itself advertised on television. A theme
park is indeed a place of fantasy.
2．Background information on theme parks
I. Definition of theme park
What is a theme park?
58A term used to describe an amusement park that is designed to carry a theme
in one or more areas of the park. The theme may carry over to the rides and
attractions in that area as well. Examples of theme parks include Holiday
World, Islands of Adventure, Disneyland, Magic Kingdom and Knott's Berry
Farm.
An amusement park, that has been divided into several sub-sections, each
with a distinctive concept, such as the Old West, or the future.
A theme park is a park that uses themeing to take guests to a new world.
An amusement park which has one or more "themed" areas, with rides and
attractions keyed to the theme of their location within the park. Disneyland,
Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme
parks.
an amusement park that is organized around some theme (as the world of
tomorrow)
II. Old Aircraft Carrier Turned Into Military Theme Park in China
An old aircraft carrier from the former Soviet Union navy has been turned into a
military theme park and will be stationed at Dapeng Bay in Shenzhen, south China' s
Guangdong Province.
The 40,000-ton ship, known as the Minsk, first arrived at the Wenchong Shipyard in
Guangzhou, capital of Guangdong Province, in November 1998 as scrap iron, the
Shanghai-based Wenhuai Daily reported on May 8.
It is about triple the size of a standard football field, 18 stories high, and has more
than 2,000 cabins, the paper said.
The carrier, which was poorly maintained by the Russian navy after the collapse of
the Soviet Union, retired in 1993 and was initially sold to a South Korean
businessman as scrap steel after key military components were removed, the paper
said.
The Minsk was later resold to an undisclosed Chinese business. (From: People’s
Daily)
III. 12 theme park strategies
Tips to make the most of your vacation
By Terry Riley Travel columnist
59How can you get the most from your theme park visit? For an answer, I turned to
Robert Obenour. He's spent his career in the theme park business and is currently vice
president of operations for Baker Leisure Group, an international theme park
consultancy. Here’s the advice he gave me to pass on to you.
1. Plan your visit.
Buy a guidebook. Read reviews. Check out the park’s Web site. Then plan what you
want to see and do. Unless the park is small, you shouldn’t expect to see or do
everything in one day, so set your priorities. The investment you make in planning
will pay handsome dividends on “park day.”
1. Have a “Plan B.”
It is not uncommon that an attraction will be closed. In that case, just move on to the
next on your list. Also, in the unlikely — but not unheard of — event that the entire
park is closed, have a backup plan that includes another, nearby activity
60
