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視頻標簽：watch a,game show
所屬欄目：初中英語優質課視頻
視頻課題：Unit 5 Do you want to watch a game show? (8A) Section B 2a-2e Reading
教學設計、課堂實錄及教案：Unit 5 Do you want to watch a game show? (8A) Section B 2a-2e Lesson Type
Reading
人教版八年級上冊 Unit 5 Section B 浙江省
Lesson Plan
Teaching Material Unit 5 Do you want to watch a game show? (8A) Section B 2a-2e Lesson Type
Reading
Teaching Object
Junior Two students
1. There are 44 Ss. They are divided into 11 groups. 2. They’ve got the habit of previewing and reviewing lessons.
3. They’d like to have something challenging and fun in class. 4. They are active and willing to participate in class activities.
5. Every one of them is an apple in my eye.
6. They have learnt something about programs in Section A. They can talk about their favorite programs and give their reasons.
Teaching Aims
Criteria
Notes
1. The main task (Outcome)
Students will know Mickey, especially learn his spirit. At the same time, they can talk about some Chinese characters like Mickey.
這是本節課主要任務，其它活動都是為此做準備的。
2. Target language
a. The students will have a good command of key phrases like:
a black mouse with … this cartoon came out…
One of the main reasons is that … He was ready to …
本單元的主題是Do you want to watch a game show? 所以，對影視節目（包括名著）及其中的人物點評是學習重難點。 本課通過文本閱讀，在Section A已學知識基礎上進一步完善相關語言知識體系，在文本中領會重難點，幫助學生靈活使用語言完成話題表達，同時了解美國歷史上重要的卡通人物
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b. The students will be able to talk about their preferences about characters in Chinese culture. see the “little man” win. … wanted to be like …
All in all, Ss can use the key words, phrases, sentence structures correctly. Mickey，增加歷史知識，提高綜合素養。
3. Reading Strategies
a. The students will be able to catch the main idea of each paragraph by reading the first or last sentence. (Find out some key words.)
b. The students will be able to grasp some points by skimming or scanning.
c. The students will be able to find out the specific information and answer questions correctly by reading carefully.
d. The students will be able to catch the
logical relationship between the reasons and achievements (the significance). Draw Mind-map to remember the passage. 培養學生抓住核心信息，獲取句子間邏輯關系的能力 運用不同的閱讀策略（速讀，細讀，思維導圖等）
4. Learning Strategies
a. Preview:
Preview the passage and collect relative information before class.
b. The students will be able to catch general idea by skimming. c. The students will be able to cooperate in the group work, drawing mind-map and retelling the passage. 學習策略是在學習活動中得到體驗的。因此根據學生學習能力的特點，把自學能力、推測能力（認知策略）和合作能力（情感策略）的培養分別結合在閱讀課預習和課內外活動各環節中， 并加以長期的指導、訓練。
5. Affection
The students will be able to focus their
初二階段應該培養學生的學習意志，從單純的興趣過渡到有意識學習。attention on the classroom instruction and performance. 6. Emotion & Culture
a. Ss can understand the significance of Mickey in American history. (Know how to introduce a character: basic information and popularity/ achievements.)
b. Ss can express their preferences and attitude to important characters in their culture.
c. Ss will understand Chinese culture and other countries’ better and develop their patriotism.
閱讀是語言文本層面內容，其背后是歷史文化知識和意識。所以在課堂活動中，要引導學生關注關內外重要人物，增加文化底蘊，增加學生的愛國主義精神。
Difficulties
1. The students might be less familiar with important characters in Chinese culture. And they might find it difficult to evaluate these characters.
學生在評論重要人物方面或許會存在一定的困難。他們有一定的語言儲備，但其語言還不夠豐富。要引導學生準確表達對重要人物的評價。 Teaching
Aids blackboard, chalk, computer, overhead projector。 傳統的“黑板-粉筆”教學與現代
的“多媒體”教學結合，實物教學與圖片、影片片段教學結合，
優勢互補，給予學生多種形式
的刺激，提高課堂有效性。 Setting The students work in four-member groups.
這樣的設計有利于學生的合作學習及開展小組比賽。
Procedures & Activities
Pre-class:
Ask Ss to preview the passage. In-class:
I. Lead-in : (3 minutes) Greetings.
Show Ss the picture of a mouse and ask them “what’s this?” Get the answer “It’s a mouse.”
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Then, show them the picture of Mickey and they will answer “it’s Mickey Mouse”. Ask: Are they the same?
Ss: No. It is a common mouse. But Mickey is a cartoon character. Ask: what do you know about it? Let’s read a passage about it. (設計意圖：直接引出文章主人公Mickey) II. While Reading (25~30minutes) Scanning
Scan the passage and match each paragraph with its main idea. Who –Para. 1 Why --- Para. 2 What--- Para. 3
（設計意圖：通過段落大意匹配，讓學生對整體文本框架有個了解。后續閱讀中可在相應段落中最快速地找出相關內容）
Careful Reading Complete the three tasks. Task 1.
Read Para1, complete the form. (Get a general idea of Mickey) Name: Mickey Mouse Sex: ________
Nationality (國籍):_________
Birthday _____________ Age __________
First cartoon ____________ Designer(設計者)/ “Father”__________ Appearance_________
(analyze the meaning of the phrase “come out”)
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Fill in the blanks to summarize Para. 1. Ss do it together.
(… Is Mickey successful？ What’re his achievements?過渡到第三段) Read Para. 3 ---- What achievement does he have?
(… He is the most famous cartoon character. Does everyone like him? Is he popular?) Read Para. 2 --- Why is Mickey popular? (Understand Mickey’s personality/ his spirit – emotional education)
(Most of them wanted to be like him. How about you?)
Task 2: Free talk: Do you want to be Mickey? What spirit can we learn from him? (Choose two to three volunteers to share their ideas.) Task 3: Title
Review Mickey’s development from a “little man” to a “great man”. (face danger > be ready > never give up )
Can you give the passage a title? > A Little but Great “Man” III. Discuss (10 minutes)
Mickey is a symbol of American culture. Which Chinese cartoon is the symbol of Chinese culture?
You can write in this way:
I think ___ is a symbol of Chinese culture. He is/ has_____. He can _____. In the movies, he ____, but he _____. We can learn much from him, such as….
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It’s our duty to spread Chinese culture.
After-class IV. Homework: Level A:
1. Copy the key words.
2. Select one or two characters in Chinese culture. Share something about them with classmates by
finishing the writing in class.. Level B:
1. Copy the key words. 2. Read the passage fluently.
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