人教版八上Unit 5 Do you want to watch a game show -Section B 3a —4 Self check-教案、教学设计-市级优课-(配套课件编号：a0052).doc

1、 Unit 5 Do you want to watch a game show? （Section B 2a-2c Reading） Unit 5 Do you want to watch a game show? Section B 2a-2c Reading Pre-work 一、To summarize the key words and phrases in this article. Key words: Key Phrases: 二、Work in group to raise questions about the first paragraph. 三、Work in grou

2、p to raise questions about the second paragraph. 四、Draw a picture of Mickey Mouse on the left of the paper. 1 Teaching material analysis Unit 5 mainly talks about preferences. Part A (TV shows) is about the television program. Based on part A, part B mainly talks about movies, so 2b reading introduc

3、es one kind of movies-cartoon, students will learn something about a well-known American cartoon character-Mickey Mouse. After reading, students can understand the cartoon place in American culture. The content of 2a reading is positive and close to the language level of students. The topic is from

4、the shallower to the deeper, from the cartoon character of the world to the American culture, and it is ideological, cultural and it has a sense of the times. Students analysis The current level： Mickey Mouses topic is able to arouse the interest of students and make students active in class; Studen

5、ts in grade eight has mastered the vocabulary and some grammar. They have also been exposed to skimming, skipping and they have basic reading skills such as prediction. Students has the ability of reading. Development needs： There are a large number of new words in this text. The pre-work can solve

6、part of them, but they also need to strengthen the skills of reading. So in the teaching process, based on the students language knowledge, the teacher sets a number of activities to enhance students reading skills; The discourse relates to American culture, so students must have a certain cultural

7、knowledge, experience and they can think about the true meaning of language expression. 2 Teaching Objectives Knowledge objectives： 1. To master the important words and phrases in this article. 2. After learning, students can make a card about Mickey and introduce Mickey Mouse according to the infor

8、mation on the card. Ability objectives： 1. To train students ability to guess the meaning of new words according to the context； 2. To train students reading abilities, such as skip reading skills to find relevant information from the article, and then students can complete Mickey Mouse name card； C

9、ultural and emotional objectives： 1. To analyze the character and popularity of Mickey Mouse and learn that everyone is more and more brave and try hard for their dreams； 2. Through discussion and reflection, students could pay attention to Chinese and foreign culture and cultural symbols, and deepe

10、n their understanding of culture. Teaching Important Points 1. On the basis of mastering the words and phrases, students can understand a series of knowledge of Mickey Mouse； 2. In the context of the article, students can analyze the true meaning of the language and understand the main idea of the a

11、rticle； 3. Students can understand the connection between Mickey Mouse and American culture. Teaching Difficult Points 1. According to the card, students can use simple language to describe the birth and development of Mickey Mouse； 2. To deepen that the understanding of culture is the sustenance an

12、d inheritance of a belief from a cartoon character. Teaching Methods 1. Discussion to let the students know something about Mickey Mouse. 2. Fast reading to get the general idea. 3. Careful reading to help the students understand some detailed information. 4. Pair work or group work to make every st

13、udent work in class. 3 5. Task-based teaching to train students reading abilities. Teaching Aids 1. Multimedia equipment 2. PowerPoint Teaching Procedures Teacher-student activities Design purpose I. Pre-reading 1. Lead in 1. Who is he? 2. Have you ever watched Mickey Mouse Club House? 3. Let s danc

14、e with Daisy. Use Mickeys picture to introduce the character, then ask students to dance to the video from Mickey Mouse Clubhouse. The warm-up exercise can arouse the students interest in learning. II. While- reading 2. Fast reading for general information of each paragraph To test students ability

15、to use information such as key words to acquire information. 4 3. Careful reading Read the paragra phs one by one Para 1. The introduction of Mickey Background： Steamboat Willie, Walt Disney 1. Mickey Mouse Look: a black mouse Birthday: November 18, 1928 First cartoon: Steamboat Willie Designer: Wal

16、t Disney 2. Students work in groups to raise questions by themselves. To examine the students ability to locate details in an article； To train students ability to learn in groups, explore and excavate articles independently； Pave the way for students to fully understand Mickey and the oral output a

17、fter reading； Appropriate background knowledge to help students know about the culture. Para 2. The reasons why Mickey became popular. Background： The Great Depression 1. Mickey Mouse Personality: He always tried to face any danger. He was always ready to try his best. 2. Students work in groups to

18、raise questions by themselves. Para 3. Mickeys success. BackgroundBackground： The Hollywood Walk of Fame Is Mickey Mouse still popular today? How do you know that? 5 4. Ask students to work in groups to make a card for Mickey, and use the information to introduce Mickey. Mickey Mouse Look: a black m

19、ouse Birthday: November 18, 1928 First cartoon: Steamboat Willie Designer: Walt Disney Personality: He always tried to face any danger. He was always ready to try his best. Success: The first cartoon character to have a star on the Hollywood Walk of Fame To examine students proficiency in reading an

20、d oral output. III. After reading 5. Discussion Have a discussion about Mickey. And based on the group discussion to introduce Chinese culture in the cartoon character of monkey king. According to the coherence and logicality of students language, to investigate the ability of students to deal with

21、and transmit 6 information with their language knowledge. 6. Summary Awards for the well-done groups 1.If we want to be successful,we should try our best to face any danger. We cant give up when we have problems. 2. Sing the song try everything to encourage our students. 3. Give prizes to the excell

22、ent groups. To expand the content of the article, and deepen students understanding of culture. Formative evaluation of students learning process. IV. Homework Use the information to write a short passage about Monkey King. According to the structure of Mickeys article, students will introduce the C

23、hinese cartoon character and apply it to their knowledge. .The Design of the blackboard Unit 5 Do you want to watch a game show? （Section B 2a-2c Reading） Mickey Group Minnie Group Donald Group Bay Max Group . Present the basic structure of the article; show the spiritual connotation of Mickey mouse; Group formative evaluation to show the best team;