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視頻標簽：want to watc,a game show
所屬欄目：初中英語優質課視頻
視頻課題：人教版新目標八年級上冊unit 5 Do you want to watch a game show閱讀課-遵義
教學設計、課堂實錄及教案：人教版新目標八年級上冊unit 5 Do you want to watch a game show閱讀課-遵義
Unit 5 Do you want to watch a game show? 閱讀課
教學設計及課堂實錄
教學年級：八年級上冊
課題名稱： Do you want to watch a game show?
Period Four Section B (2a-2e) Reading
教材版本：人教版新目標 授課時間：45分鐘 （一）學情分析
任教的2018屆（1）班的學生在和老師一年的共同努力下，對英語產生了濃厚的興趣，學生的英語語言綜合運用能力比較強。踏實、勤奮、靈活、好奇是這個班學生的特點，英語課上他們敢于大膽提問，主動參與，并積極配合老師。但由于學生日常英語學習的純英語環境不夠充分，所以學生的聽說能力略顯不足。在口語表達上，學生習慣于用只用單詞或者短語來回答問題，對于整句輸出和觀點闡述的段落輸出能力還有待進一步提高。這就需要老師最大程度地去創設英語語言環境，學生需要老師更多鼓勵。 （二）教材分析
本節課是“Go for it” 教材八年級上第五單元第四課時閱讀課。整個單元圍繞學習表達自己對電視節目的喜好展開討論，通過學習各種不同的電視節目的表達，不同喜好程度的表達，教材設計情景學習，熟練運用句型，從而達到能用所學語言交流的目的。本節課是本單元最難的部分—閱讀課；同時本節課的文章也是學生們進入初中以來教材中遇到的最長的一篇閱讀文章。教學內容和教學重點就是通過學習Section B的文章，意識到電視節目或各種卡通人物是文化的象征，同時。通過討論、閱讀策略（skim，scan, carefully reading）的訓練、答題競賽、采訪與被采訪等方式達到能用英語表達自己的思想的目的。本節課內容雖然多，教學任務重，但Mickey這個卡通角色很受學生喜歡，有利于激起學生的參與意識和表達自己的想法，更主要的是通過了解Mickey的更多內容及卡通折射文化，擴大學生的知識面，培養學生的文化意識。第四課時在整個單元中起到了深化和擴展的作用。因此本節課的教學重點就落在閱讀策略的培養和卡通文化的熟悉，通過課堂實踐，引導學生對本單元的學習內容進行鞏固和深化的同時，達到培養學生英語學科核心素養的目的。 （三）教學內容
“Go for it”八年級第五單元Section B第四課時。 （四）教學目標 知識目標：
詞匯：culture，famous，appear，rich, successful, main, reason, common,
unlucky, lose, ready, simple, film，character„ 短語：think of，come out, a symbol of American culture, one of the symbols,
such as doing sth., not so„as„, be ready to do, try one’s best
to do, one of the main reasons„
句子：① The man behind Mickey was Walt Disney.
② One of the main reasons is that Mickey was like a common, but
he always tried to face any danger.
③ However, he was always ready to try his best.
④ Today’s cartoons are usually not so simple as little Mickey
Mouse, but everyone still knows and loves him.
能力目標：閱讀技能的培養，閱讀策略的實踐。
情感目標：學習Mickey勇于戰勝困難，勇于挑戰，盡自己最大的努力去實現自
己夢想的精神。 文化目標：通過卡通角色了解不同國家文化，主要是美國文化。 （五）教學重點，難點
閱讀技能的培養，閱讀策略的實踐。
（六）教具準備
自制課件。 （七）教學步驟
1. Greeting and sharing today’s motto. (1mins.)
We always believe that nothing is difficult if we try our best to do it. 用這句格言很貼切地奠定本節課的情感目標: 學習Mickey勇于戰勝困難，勇于挑戰，盡自己最大的努力去實現自己夢想的精神。 2．Pre-reading. (6mins.)
(1)由學生非常親切熟悉的、自己正在就讀的學校引入，介紹目標詞匯,了解熟悉閱讀關鍵詞symbol，famous, culture，cartoon character， simple 以及初步明白不同的文化都有它典型的象征物。 (2)學生最熟悉的中國卡通代表作《喜洋洋和灰太狼》學習并運用重點短語not so „as„。通過課件圖片學習, 同時操練目標語言 not so „as„。
(3) 通過教師的板書板畫和肢體語言自然過渡到象征美國文化的卡通人物Mickey。通過借助PPT圖片展示有關Mickey的產品，引導學生意識到Mickey的受歡迎程度。
3．While-reading. (18mins.)
Task (1) Skim for the general information. Match the main idea sentence with each paragraph. 課文共三個段落，設計了四個選項，其中一個選項是干擾項，是第一段的細節信息，目的是引導學生意識到細節信息不能概括段落的主要內容。
Task (2）Scan for the specific information. Just read the first paragraph and the last one to finish the time line. 在分析Mickey為什么這么受歡迎的原因時，引入了背景知識的介紹，美國工業革命，美國人的夢想，實現現代
Homework: Guessing game
Monkey KingThe Wise GuySnow WhiteSmurfsSimba
Mr. Black
AltmanGourd Brother
Kungfu PandaMulanDoraemon
Cinderella
My favorite cartoon character Name
Reasons
(famous popular
successful)
One of the main reasons is that …
try one’s best to …
be ready to …
think of … Personality (性格) outgoing, honest(誠實的), brave(勇敢的), friendly, warm-hearted（熱心腸的）…
Birthplace He/She first came out in Appearance
（外貌） big eyes, straight ears, a black suit, black boots, a white cap …
Unit 5 Do you want to watch a game show? Section B(2a-2e) Reading課堂實錄
Part 1: Greeting and sharing today’s motto. (1mins.) T: Class begins. Monitor: Stand up.
Ss: Good morning, Miss Zhou.
T: Good morning, class. Today’s motto, please.
Ss: We always believe that nothing is difficult if we try our best to do it. T: That’s for sure. Sit down, please. Part 2: Pre-reading (6mins.)
T: Boys and girls, do you love our school? Is our school famous? Ss: Yes.
T: Are there any symbols of our school? Ss: Yes.
T: What are the symbols?
Ss: Zheng Moci, our school uniforms….
T: Yes. The school uniform is one of the symbols of our school. Well, different cultures have different symbols. What can be the symbols in Chinese culture? Ss: Dragon，the Great Wall, Beijing Opera…(The teacher repeats the students’ answers.)
T: What about cartoons? A great cartoon is not only a cartoon, but it can also be a symbol of culture. In my opinion, there is a cartoon can be the symbol in Chinese culture. Two wolves want to catch a group of goats and the goats try to fight with them? Can you guess?
Ss: Big big wolf and a group of goats…
T: Yes. Well done. There are many cartoon characters, such as Beautiful goat, Lazy goat. Who is more beautiful, Beautiful goat or Lazy goat? Ss: Beautiful goat.
T: Oh, you mean Lazy goat is not so beautiful as Beautiful goat. I think we can describe them in a very simple way. For example, Lazy goat is not so beautiful as Beautiful goat. Beautiful goat is not so pleasant as pleasant goat. Can you go on? Ss: Pleasant goat is not so slow as slow goat. Slow goat is not so lazy as Lazy goat. T: Excellent! You know: different cultures have different symbols. OK, boys and girls, what can be the symbol in American culture? Can you guess according to my picture? (The teacher begins to draw a cartoon picture on the blackboard according to the blackboard design. It’s very creative.)
Ss: Mickey Mouse.
T: Are you sure? You’re so clever. I’m not good at drawing pictures, but I try my best to do it. To make it sure, please turn to Page 37. Let’s look at 2b. Where can you find Mickey Mouse? Who can find Mickey Mouse the most quickly? Please stand up. S1: The picture.
T: Fantastic! You all find a picture here. So, boys and girls, when you do some reading, not only the words, but also the picture can help us to understand the passage. It’s very important. Well, what does Mickey look like in your mind? Ss: It has two large round ears.
T: Yes. It has two large round ears. (Body language). Is it famous? In our daily life, Mickey is everywhere. As you can see, there are many products with Mickey. Is Mickey popular? Would you like to know more about Mickey? Ss: Of course.
Part 3 While-reading (18mins.)
T: OK. Let’s read the passage. Firstly, let’s skim for the general information. Please find the main idea of each paragraph. One paragraph matches one sentence. Don’t read word by word. Just skim for the general information. Two minutes for you. Here you go. … Let’s check the answers. So Paragraph one tells us … Paragraph 2 tells us… Pay attention to sentence A. It’s just the detail information of paragraph 1. We can’t choose it as the main idea. OK, now let’s scan for the specific information. Here is a time line. Please just read the first paragraph and the last paragraph. Then finish the time line on page 38. Three minutes for you. Let’s begin.
T: Time’s up. Let’s check your answers. When did Steamboat Willie come out in New York? Hands up.
S1: On November 18, 1928.
T: On November 18, 1928. Well done. What happened in the 1930s? S2: Walt Disney made 87 cartoons with Mickey Mouse. T: How many years during the 1930s? Ss: 10 years.
T: 87 cartoons in ten years! What do you think of Walt Disney? Ss: Successful, creative, rich….
T: What happened on November 18th, 1978?
Ss: Mickey became the first cartoon character to have a star on the Hollywood Walk of Fame.
T: Mickey was the first cartoon character to have a star. Why was Mickey so popular? Would you like to know the reasons? I’d like you to read the second paragraph and
find out the reasons. I’ll leave you 2 minutes. …Time’s up. What are the reasons? Any volunteer?
S1: Mickey was like a common man, but he always tried to face any danger.
T: Well done! Now, let’s sum up the reasons: one of the main reasons is that Mickey was like a common man, but he always tried to face any danger. Though he was unlucky, he was always ready to try his best. What do the last two sentences tell us? Let’s read them.… People call Mickey little man. Was he really little? Ss：No.
T: Actually, in our mind Mickey is really “big”. Why? Ss: Because he tried to face any danger.
T: Mickey is like a common man; and common men would like to be Mickey. What makes so? Have you leaned anything about American history? Ss: No.
T: It doesn’t matter. At that time, American was experiencing industrial revolution. They faced many problems, but they hope to achieve modernization to live a happy life. They have American dreams. Mickey made their dreams come true. That’s Mickey.
OK, boys and girls, I would like you to read the whole passage carefully and try your best to remember some information. The more, the better. Then we will have a competition. Here you go.
T: Boys and girls, maybe you are a little tired. Do you like games? Now, let’s play a game. I call it “Stand up”. I say one two begin, and then you stand up quickly. Let’s see who is the quickest? One two, begin… again. OK, please close your book. Stand up quickly just like this and answer my question. Part 4 Post-reading (17mins.)
T: The writer tells us a lot about Mickey. But is there a title for this passage? Please choose the best title for this passage. S1: D is the best one.
T: Yes, that’s right. Wonderful! Boys and girls, summarizing is very helpful to us after reading. Let’s summarize the whole passage. To make it easier, please first fill in the blanks. Let’s check.
T: Now, let’s read it together. It’s my summary. What about yours?
T: Do you like Mickey? Now let’s have an interview in group of four. Discuss the questions on the screen. 2 minutes for you to interview. Then I’d like to invite you to give us a performance. Let’s begin. Ss performThe reporter: Hello, everyone, I’m a reporter from CCTV. Could I ask you some questions?… Ss:…
Part5 Review and consolidate (3mins.) T: Boys and girls, what have we learnt today? Ss: …
T: Now, boys and girls, here is your homework. … Please look at the screen. There are many other cartoon characters. Do you like them? Let’s read the names of them together. OK, so much for today. Please enjoy reading, enjoy working, enjoy every day. Life will be colorful. Thank you for listening. Have a rest. 教學反思：
1. 這是一節采用任務型教學（task-based approach）的課。通過層層深入的課堂活動，充分調動了學生的學習動機和熱情，使全體學生都能學以致用，體驗成功，真正做到了以學生為主體，老師為主導，學生多元互動，積極互評，老師角色多元化，設計理念完全符合新課程改革的要求。
2. 本節課通過Pre-reading，While-reading以及Post-reading三個環節實施目標，層層遞進，為學生搭建了較好的學習平臺，符合學生的認知規律。教學過程邏輯性強：前呼后應，前一個環節為下一個環節服務；梯度漸升，根據學生實際情況，提供支架；指向集中，各種學習活動為最后知識輸出服務。在教學實施的過程中，采取了講解，小組合作學習，搶答、多媒體展示，采訪等多種教學方法，使整堂課的師生活動處于一種有序、活躍、開放、探索的狀態，呈現了比較顯性的思考、民主、關愛的課堂文化，有效地促進了教學目標的達成。
3. 由學生非常親切熟悉的、自己正在就讀的學校引入，介紹目標詞匯,了解熟悉閱讀關鍵詞以及初步明白不同的文化都有它典型的象征物，學生很快進入狀態。通過教師的板書板畫和肢體語言自然過渡到象征美國文化的卡通人物Mickey，設計巧妙合理，教師敢于在學生面前展示自己不是很擅長的一面，很好地拉近了師生的距離。
4. 最后的采訪活動是本節課的高潮，是學生的知識輸出。筆者下次會留更多時間；對于學生的活動產出，筆者應該注意學生互評，形成多元化評價技能。另外筆者要有追問的策略，促進學生進一步思考。
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