英语人教版八年级上册Unit5 Section B 2a

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LessonPlanTeachingMaterialUnit5Doyouwanttowatchagameshow?(8A)SectionB2a-2eLessonTypeReadingTeachingObjectJuniorTwostudents1.Thereare44Ss.Theyaredividedinto11groups.2.They’vegotthehabitofpreviewingandreviewinglessons.3.They’dliketohavesomethingchallengingandfuninclass.4.Theyareactiveandwillingtoparticipateinclassactivities.5.Everyoneofthemisanappleinmyeye.6.TheyhavelearntsomethingaboutprogramsinSectionA.Theycantalkabouttheirfavoriteprogramsandgivetheirreasons.TeachingAimsCriteriaNotes1.Themaintask(Outcome)StudentswillknowMickey,especiallylearnhisspirit.Atthesametime,theycantalkaboutsomeChinesecharacterslikeMickey.这是本节课主要任务，其它活动都是为此做准备的。2.Targetlanguagea.Thestudentswillhaveagoodcommandofkeyphraseslike:ablackmousewith…thiscartooncameout…Oneofthemainreasonsisthat…Hewasreadyto…b.Thestudentswillbeabletotalkabout本单元的主题是Doyouwanttowatchagameshow?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SectionA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Mickey theirpreferencesaboutcharactersinChineseculture.seethe“littleman”win.…wantedtobelike…Allinall,Sscanusethekeywords,phrases,sentencestructurescorrectly.，增加历史知识，提高综合素养。3.ReadingStrategiesa.Thestudentswillbeabletocatchthemainideaofeachparagraphbyreadingthefirstorlastsentence.(Findoutsomekeywords.)b.Thestudentswillbeabletograspsomepointsbyskimmingorscanning.c.Thestudentswillbeabletofindoutthespecificinformationandanswerquestionscorrectlybyreadingcarefully.d.Thestudentswillbeabletocatchthelogicalrelationshipbetweenthereasonsandachievements(thesignificance).DrawMind-maptorememberthepassage.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.LearningStrategiesa.Preview:Previewthepassageandcollectrelativeinformationbeforeclass.b.Thestudentswillbeabletocatchgeneralideabyskimming.c.Thestudentswillbeabletocooperateinthegroupwork,drawingmind-mapandretellingthepassage.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.AffectionThestudentswillbeabletofocustheirattentionontheclassroominstructionand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。 performance.6.Emotion&Culturea.SscanunderstandthesignificanceofMickeyinAmericanhistory.(Knowhowtointroduceacharacter:basicinformationandpopularity/achievements.)b.Sscanexpresstheirpreferencesandattitudetoimportantcharactersintheirculture.c.SswillunderstandChinesecultureandothercountries’betteranddeveloptheirpatriotism.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。Difficulties1.ThestudentsmightbelessfamiliarwithimportantcharactersinChineseculture.Andtheymightfinditdifficulttoevaluatethesecharacters.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。TeachingAidsblackboard,chalk,computer,overheadprojector。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。SettingThestudentsworkinfour-membergroups.这样的设计有利于学生的合作学习及开展小组比赛。Procedures&ActivitiesPre-class:AskSstopreviewthepassage.In-class:I.Lead-in:(3minutes)Greetings.ShowSsthepictureofamouseandaskthem“what’sthis?”Gettheanswer“It’samouse.”Then,showthemthepictureofMickeyandtheywillanswer“it’sMickeyMouse”. Ask:Aretheythesame?Ss:No.Itisacommonmouse.ButMickeyisacartooncharacter.Ask:whatdoyouknowaboutit?Let’sreadapassageaboutit.(设计意图：直接引出文章主人公Mickey)II.WhileReading(25~30minutes)ScanningScanthepassageandmatcheachparagraphwithitsmainidea.Who–Para.1Why---Para.2What---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）CarefulReadingCompletethethreetasks.Task1.ReadPara1,completetheform.(GetageneralideaofMickey)Name:MickeyMouseSex:________Nationality(国籍):_________Birthday_____________Age__________Firstcartoon____________Designer(设计者)/“Father”__________Appearance_________(analyzethemeaningofthephrase“comeout”)FillintheblankstosummarizePara.1.Ssdoittogether. (…IsMickeysuccessful？What’rehisachievements?过渡到第三段)ReadPara.3----Whatachievementdoeshehave?(…Heisthemostfamouscartooncharacter.Doeseveryonelikehim?Ishepopular?)ReadPara.2---WhyisMickeypopular?(UnderstandMickey’spersonality/hisspirit–emotionaleducation)(Mostofthemwantedtobelikehim.Howaboutyou?)Task2:Freetalk:DoyouwanttobeMickey?Whatspiritcanwelearnfromhim?(Choosetwotothreevolunteerstosharetheirideas.)Task3:TitleReviewMickey’sdevelopmentfroma“littleman”toa“greatman”.(facedanger>beready>nevergiveup)Canyougivethepassageatitle?>ALittlebutGreat“Man”III.Discuss(10minutes)MickeyisasymbolofAmericanculture.WhichChinesecartoonisthesymbolofChineseculture?Youcanwriteinthisway:Ithink___isasymbolofChineseculture.Heis/has_____.Hecan_____.Inthemovies,he____,buthe_____.Wecanlearnmuchfromhim,suchas….It’sourdutytospreadChineseculture. After-classIV.Homework:LevelA:1.Copythekeywords.2.SelectoneortwocharactersinChineseculture.Sharesomethingaboutthemwithclassmatesbyfinishingthewritinginclass..LevelB:1.Copythekeywords.2.Readthepassagefluently.BlackboardDesign Unit5DoYouWanttoWatchaGameShow?SectionB2a-2easymbolof…ablackmousewith…Whofirstappearedin…on…themanbehind…MickeyWhyUnluckybereadytowinCommonmanWhatfirst..tohaveastaron…stillpopularALittlebutGreat“Man”