视频简介：
视频标签：第十三届全国初中
所属栏目：初中英语优质课视频
视频课题：第十三届全国初中英语课堂教学观摩培训课例视频unit5 do you want to watch a game show【吴楠瑶】
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
第十三届全国初中英语课堂教学观摩培训课例视频unit5 do you want to watch a game show【吴楠瑶】
13.湖北省武汉市华中科技大学附属中学 吴南瑶
课文标题： Mickey Mouse - a symbol of American cartoon culture
单元名称： Unit 5 Do you want to watch a game show?
教材版本： PEP Go for it!
授课年级： Grade 8
整体设计思路 This reading article is about Mickey, a cartoon character which is familiar to the Ss from Grade 8 who have learned English for several years and still have a strong desire to learn better. At the beginning of this class, T will arouse Ss’ interest to find out information from the text about events which happened to Mickey based on the facts they have known. Then with several reading tasks,T will guide Ss to explore the reasons why Mickey was popular and is still popular today. This is to help them to understand the key point “symbol” in American cartoon culture. By the end of this class, Ss will be able to describe the symbol in Chinese cartoon culture with the
knowledge learned in this reading.
教学目标 By the end of this class, Ss will be able to:
1. predict and obtain information about Mickey's birth and development;
2. explore the reason why Mickey became popular in the
1930s and kept its popularity till now;
3.learn about the similarities or differences between different cultures by comparing symbols in American cartoons and Chinese cartoons.
教学重难点 1. Improve Ss’ ability of language generalization with the help of the mind map;
2. Guide Ss to analyze Mickey Mouse’s spirit and lead Ss to list and analyze the symbol in Chinese cartoon culture.
教学过程
教学步骤 教师活动 学生活动 设计意图
及资源准备
Grouping Divide students into
groups of six.
Get ready for class. Prepare for the
group work.
Leading in 1.Greetings with Ss and lead in the topic. Talk about the symbols in By talking about the familiar
2.Have Ss introduce symbols in Chongqin then guide them to know the meaning of “symbol”. Chongqin. topic, Ss can understand the key word “symbol”.
Pictures of symbol places in Chongqin.
Pre-reading 1. Present the picture in 2b to introduce today’s main character.
2. Have Ss talk about what they have known about Mickey.
3. Elicit Ss to explore something more about him from the reading. 1. Guess the topic of the passage.
2. Brainstorm some facts they’ve known about Mickey and share them what I want to know about him. These aim to motivate Ss’ current knowledge about Mickey and arouse Ss’ interest to explore what they want to know.
Qs: What do you know about him?
What else do you want to
know?
While-reading 1st reading:
1. Elicit Ss to find out the facts and figures of Mickey to finish the mind map.
2. Introduce Mickey in their own words. 1. Predict some facts of Mickey.
2. Read carefully, underline the facts and circle the figures of Mickey. 3.Focus on the time periods and events. 4.Work in groups to
introduce Mickey. These help Ss to have a clear mind of the time line and related events.
Mind map
While-reading 2nd reading:
1. Find out the key words to describe Mickey.
2. Elicit Ss to discuss
the reasons why Mickey was popular at 1.Read carefully and circle the key words. 2.Discuss in groups to find out the reasons why Mickey could become
popular. These help Ss to understand Mickey’s developments and spirit.
Q: Why did
that time. 3.Paraphrase Mickey’s personal traits. Mickey become popular at that time?
While-reading 3rd reading:
1. Find out if Mickey is still popular today and why.
2. Have Ss discuss why Mickey could become the symbol of American culture. 1.Read carefully and discuss in groups to find out his achievements in American cartoon culture. These help Ss to have a clear mind of Mickey’s achievement in American culture.
Qs: Is Mickey still popular now? How do you know that?
Post-reading Discuss in groups to choose a symbol in Chinese cartoon culture. Ss work in groups and talk about the reasons why they choose him/her
as a symbol of Chinese cartoon culture.
Ss try to introduce the cartoon characters. This helps to cultivate Ss' cross-cultural awareness and
the establishment of cultural character.
Q: Which cartoon character can be a
symbol of Chinese cartoon culture?
And why?
Summary Elicit Ss to compare the similarities and differences between symbols of American
& Chinese cartoon
cultures. Ss work in groups and discuss the similarities and differences between symbols of American & Chinese cartoon cultures. This helps Ss to learn and share the great traits from different cartoon symbols.
Homework Write a short passage to introduce the Chinese cartoon symbol. This based on the extension and expansion of what Ss have
learned.
板书设计
本节课 思维导图
教学反思 Ss are interested in cartoon topics and familiar with the surface information of Mickey Mouse but the cultural significance as well as the spiritual power in Americans’ heart are unfamiliar to them. How to design teaching procedures to elicit Ss to learn to face difficulties bravely and lead Ss to list and analyze the symbol in Chinese cartoon culture is the point that I need to think about.
视频来源：优质课网 www.youzhik.com
| -----更多视频请在本页面顶部搜索栏输入“第十三届全国初中”其中的单个词或词组，搜索以字数为3-6之间的关键词为宜，切记！注意不要输入“科目或年级等文字”。本视频标题为“第十三届全国初中英语课堂教学观摩培训课例视频unit5 do you want to watch a game show【吴楠瑶】”，所属分类为“初中英语优质课视频”，如果喜欢或者认为本视频“第十三届全国初中英语课堂教学观摩培训课例视频unit5 do you want to watch a game show【吴楠瑶】”很给力，您可以一键点击视频下方的百度分享按钮，以分享给更多的人观看。优质课网 的成长和发展，离不开您的支持，感谢您的关注和支持！有问题请【点此联系客服QQ：983228566】 ----- |
