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视频课题：Unit 5 Do you want to watch a game show? (8A) Section B 2a-2e Reading
教学设计、课堂实录及教案：Unit 5 Do you want to watch a game show? (8A) Section B 2a-2e Lesson Type
Reading
人教版八年级上册 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.
这是本节课主要任务，其它活动都是为此做准备的。
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 …
本单元的主题是Do you want to watch a game show? 所以，对影视节目（包括名著）及其中的人物点评是学习重难点。 本课通过文本阅读，在Section A已学知识基础上进一步完善相关语言知识体系，在文本中领会重难点，帮助学生灵活使用语言完成话题表达，同时了解美国历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，增加历史知识，提高综合素养。
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. 培养学生抓住核心信息，获取句子间逻辑关系的能力 运用不同的阅读策略（速读，细读，思维导图等）
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. 学习策略是在学习活动中得到体验的。因此根据学生学习能力的特点，把自学能力、推测能力（认知策略）和合作能力（情感策略）的培养分别结合在阅读课预习和课内外活动各环节中， 并加以长期的指导、训练。
5. Affection
The students will be able to focus their
初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有意识学习。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.
阅读是语言文本层面内容，其背后是历史文化知识和意识。所以在课堂活动中，要引导学生关注关内外重要人物，增加文化底蕴，增加学生的爱国主义精神。
Difficulties
1. The students might be less familiar with important characters in Chinese culture. And they might find it difficult to evaluate these characters.
学生在评论重要人物方面或许会存在一定的困难。他们有一定的语言储备，但其语言还不够丰富。要引导学生准确表达对重要人物的评价。 Teaching
Aids blackboard, chalk, computer, overhead projector。 传统的“黑板-粉笔”教学与现代
的“多媒体”教学结合，实物教学与图片、影片片段教学结合，
优势互补，给予学生多种形式
的刺激，提高课堂有效性。 Setting The students work in four-member groups.
这样的设计有利于学生的合作学习及开展小组比赛。
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. (设计意图：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
（设计意图：通过段落大意匹配，让学生对整体文本框架有个了解。后续阅读中可在相应段落中最快速地找出相关内容）
Careful Reading Complete the three tasks. Task 1.
Read Para1, complete the form. (Get a general idea of Mickey) Name: Mickey Mouse Sex: ________
Nationality (国籍):_________
Birthday _____________ Age __________
First cartoon ____________ Designer(设计者)/ “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?过渡到第三段) 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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