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视频课题：人教版新目标八年级上册unit 5 Do you want to watch a game show阅读课-遵义
教学设计、课堂实录及教案：人教版新目标八年级上册unit 5 Do you want to watch a game show阅读课-遵义
Unit 5 Do you want to watch a game show? 阅读课
教学设计及课堂实录
教学年级：八年级上册
课题名称： Do you want to watch a game show?
Period Four Section B (2a-2e) Reading
教材版本：人教版新目标 授课时间：45分钟 （一）学情分析
任教的2018届（1）班的学生在和老师一年的共同努力下，对英语产生了浓厚的兴趣，学生的英语语言综合运用能力比较强。踏实、勤奋、灵活、好奇是这个班学生的特点，英语课上他们敢于大胆提问，主动参与，并积极配合老师。但由于学生日常英语学习的纯英语环境不够充分，所以学生的听说能力略显不足。在口语表达上，学生习惯于用只用单词或者短语来回答问题，对于整句输出和观点阐述的段落输出能力还有待进一步提高。这就需要老师最大程度地去创设英语语言环境，学生需要老师更多鼓励。 （二）教材分析
本节课是“Go for it” 教材八年级上第五单元第四课时阅读课。整个单元围绕学习表达自己对电视节目的喜好展开讨论，通过学习各种不同的电视节目的表达，不同喜好程度的表达，教材设计情景学习，熟练运用句型，从而达到能用所学语言交流的目的。本节课是本单元最难的部分—阅读课；同时本节课的文章也是学生们进入初中以来教材中遇到的最长的一篇阅读文章。教学内容和教学重点就是通过学习Section B的文章，意识到电视节目或各种卡通人物是文化的象征，同时。通过讨论、阅读策略（skim，scan, carefully reading）的训练、答题竞赛、采访与被采访等方式达到能用英语表达自己的思想的目的。本节课内容虽然多，教学任务重，但Mickey这个卡通角色很受学生喜欢，有利于激起学生的参与意识和表达自己的想法，更主要的是通过了解Mickey的更多内容及卡通折射文化，扩大学生的知识面，培养学生的文化意识。第四课时在整个单元中起到了深化和扩展的作用。因此本节课的教学重点就落在阅读策略的培养和卡通文化的熟悉，通过课堂实践，引导学生对本单元的学习内容进行巩固和深化的同时，达到培养学生英语学科核心素养的目的。 （三）教学内容
“Go for it”八年级第五单元Section B第四课时。 （四）教学目标 知识目标：
词汇：culture，famous，appear，rich, successful, main, reason, common,
unlucky, lose, ready, simple, film，character„ 短语：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.
能力目标：阅读技能的培养，阅读策略的实践。
情感目标：学习Mickey勇于战胜困难，勇于挑战，尽自己最大的努力去实现自
己梦想的精神。 文化目标：通过卡通角色了解不同国家文化，主要是美国文化。 （五）教学重点，难点
阅读技能的培养，阅读策略的实践。
（六）教具准备
自制课件。 （七）教学步骤
1. Greeting and sharing today’s motto. (1mins.)
We always believe that nothing is difficult if we try our best to do it. 用这句格言很贴切地奠定本节课的情感目标: 学习Mickey勇于战胜困难，勇于挑战，尽自己最大的努力去实现自己梦想的精神。 2．Pre-reading. (6mins.)
(1)由学生非常亲切熟悉的、自己正在就读的学校引入，介绍目标词汇,了解熟悉阅读关键词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)学生最熟悉的中国卡通代表作《喜洋洋和灰太狼》学习并运用重点短语not so „as„。通过课件图片学习, 同时操练目标语言 not so „as„。
(3) 通过教师的板书板画和肢体语言自然过渡到象征美国文化的卡通人物Mickey。通过借助PPT图片展示有关Mickey的产品，引导学生意识到Mickey的受欢迎程度。
3．While-reading. (18mins.)
Task (1) Skim for the general information. Match the main idea sentence with each paragraph. 课文共三个段落，设计了四个选项，其中一个选项是干扰项，是第一段的细节信息，目的是引导学生意识到细节信息不能概括段落的主要内容。
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为什么这么受欢迎的原因时，引入了背景知识的介绍，美国工业革命，美国人的梦想，实现现代
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(诚实的), brave(勇敢的), friendly, warm-hearted（热心肠的）…
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课堂实录
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. 教学反思：
1. 这是一节采用任务型教学（task-based approach）的课。通过层层深入的课堂活动，充分调动了学生的学习动机和热情，使全体学生都能学以致用，体验成功，真正做到了以学生为主体，老师为主导，学生多元互动，积极互评，老师角色多元化，设计理念完全符合新课程改革的要求。
2. 本节课通过Pre-reading，While-reading以及Post-reading三个环节实施目标，层层递进，为学生搭建了较好的学习平台，符合学生的认知规律。教学过程逻辑性强：前呼后应，前一个环节为下一个环节服务；梯度渐升，根据学生实际情况，提供支架；指向集中，各种学习活动为最后知识输出服务。在教学实施的过程中，采取了讲解，小组合作学习，抢答、多媒体展示，采访等多种教学方法，使整堂课的师生活动处于一种有序、活跃、开放、探索的状态，呈现了比较显性的思考、民主、关爱的课堂文化，有效地促进了教学目标的达成。
3. 由学生非常亲切熟悉的、自己正在就读的学校引入，介绍目标词汇,了解熟悉阅读关键词以及初步明白不同的文化都有它典型的象征物，学生很快进入状态。通过教师的板书板画和肢体语言自然过渡到象征美国文化的卡通人物Mickey，设计巧妙合理，教师敢于在学生面前展示自己不是很擅长的一面，很好地拉近了师生的距离。
4. 最后的采访活动是本节课的高潮，是学生的知识输出。笔者下次会留更多时间；对于学生的活动产出，笔者应该注意学生互评，形成多元化评价技能。另外笔者要有追问的策略，促进学生进一步思考。
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