Unit 5 Do you want to watch a game show？ Section B 2a—2e教學設計（二）

王晗

一、設計理念

本節課仍采用讀前、讀中、讀后的設計思路。在閱讀前，通過多媒體展示小視頻和圖片激發學生的學習興趣，學習新知識點，為后續的學習掃清障礙；在閱讀過程中滲透對學生閱讀策略的指導；讀后用思維導圖力求更好地理解教材；在課堂設計上重視文化背景知識的輸入，在培養學生閱讀技能的同時，更注重文化意識的培養。

二、教學目標

1. 語言知識：掌握課文中的生詞：culture， appear， become， successful等；掌握核心短語：think of， come out， be ready to do， one of the main reasons等。

2. 語言技能：通過閱讀文章，正確掌握幾種閱讀策略的使用方法，并能在上下文語境中體會語言表達的真實含義。通過思維導圖，復述課文，儲備語言為下一步的寫作打好基礎。

3. 情感態度：學習米老鼠身上所具有的優秀品質和樂觀堅毅的生活態度；提倡大家了解世界優秀文化，做優秀文化的傳播者。

4.文化意識：了解卡通片在美國文化中的地位，米老鼠的誕生和成名過程以及人們喜歡它的原因。

三、教學重點

能夠運用skimming， scanning 以及mind mapping的閱讀策略獲取文章大意，理解文章傳遞的基本信息和深層含義。

四、教學難點

使用思維導圖復述課文。

五、教學方法

整體閱讀教學法。

六、教學過程

Step I. Warming-up & Leading-in

T： Hello， everyone. Are you ready？ Class begins. Good afternoon， boys and girls！

Ss： Good afternoon.

T： Today so many teachers have come here and joined us. Dont be nervous. First lets relax.

（Play a video of Mickey Mouse.）

T： What kind of movies is it？

Ss： Its a cartoon.

T： Whats the name of it？

Ss： Mickey Mouse.

T： Do you like to watch cartoons？

Ss： Yes.

【設計意圖】通過播放有趣的米老鼠卡通片的小視頻，激起學生的學習欲望，既引出了對卡通片話題的談論也明確了談論的主角。

Step II. Pre-reading

1. Answer the three questions in 2a.

2. Learn new words.

T： In this lesson well learn Unit 5 Do you want to watch a game show？ Section B 2a-2e.

T： Do you like Mickey？

T： This is Minnie. She is Mickeys girlfriend （女朋友）. He was afraid of losing her. So he was ready to do everything she liked. How lucky Minnie was！ Do you think so？ They are famous cartoon characters in American culture.

lucky “幸運的” 反義詞 unlucky “不幸運的”。

be （always） ready to do sth. （一直）樂于做某事；準備做某事。

cartoon characters 卡通人物。

T： The man behind Mickey was Walt Disney. He might like Mickey best. He made many films with Mickey. And he became very rich and successful because of Mickey.

might “可能”，情態動詞 may 的過去式。

become + adj./n. “變得；成為”。

rich “富有的” 反義詞 poor “貧窮的” 。

successful adj. “成功的”

T： Mickey is very popular. They even appear on a lot of common things such as cups， schoolbags…

appear v.“出現”； common“普遍的，常見的”adj.

（Teach new words like this.）

Now lets read the new words and expressions together.

【設計意圖】2a的讀前活動旨在通過問題的方式激活學生的背景知識。新單詞和詞組的學習為后面的閱讀掃清障礙。

Step III. While-reading

1. Skimming

Task1. Find out the main idea of each paragraph.

T： Now turn to Page 37. Read the passage by yourself and answer the questions.

T： How many paragraphs are there in this passage？

Ss： Three.

T： Now read each paragraph quickly and match the main idea with it.

Para. 1 Mickeys fame （榮譽）.

Para. 2 The reasons why Mickey became so popular.

Para. 3 The history of Mickey.

Check the answers together.

【設計意圖】通過尋找每段的主要內容使學生對文章有了一個整體的了解。

2. Careful reading

Task 2. Learn Para.1.

T： Who is the main character of the passage？

Ss： Mickey.

（Show the picture of Mickey.）

T： （Teach reading strategies.）

Now please read Para.1 then answer the questions.

1. Why is Mickey so important？

2.Who created him？

3.What does he look like？

4.What was his first cartoon？

T： Where can we get the answers？

（Let the students read the answers in the books.）

3. Scanning

Task 3. Learn Para.2.

T： Now please read Para. 2 then answer the questions.

1. Is Mickey popular？

2. Why is he so popular？

3. Does he have any problems？

（Check the answers.）

Task 4. Learn Para. 3.

T： Read Para. 3 and answer the question.

Whats his fame？

T： Judge the following sentences true （T） or false （F） according to Para.3.

（F）1. Mickey became the second cartoon character to have a star on the Hollywood Walk of Fame. （first）

（F）2. Todays cartoons are as simple as little Mickey Mouse. （arent）

【設計意圖】在閱讀過程中通過一邊教授閱讀策略一邊閱讀，使學生很快了解和掌握閱讀策略，加快學生的閱讀速度，理清了文章的脈絡。

T： Now please introduce Mickey according to the information.

Task 5. Draw a mind map about Mickey.

（Try to let the students draw the mind map by themselves.）

T： You can try to introduce Mickey Mouse according to your own mind map.

【設計意圖】通過梳理文章脈絡，努力培養學生繪制有自己思路的思維導圖，并且按照導圖的內容學習用自己理解后的語言復述文章內容而不是背誦文章。

Step IV. Post-reading

T： Now lets learn the key phrases.

翻譯下列句子。

1. 他有很多的愛好 （hobbies） 例如讀書。

2. 這部電影在20世紀50年代上映的。

3. 我們應該竭盡全力刻苦學習。

4. 他樂意幫助他的朋友們。

T： Now please work in groups of four. Read the passage again and discuss the questions. Then write down the pinions in your group. Then Ill ask one of you to read the report.

Report

I dont think/think Walt Disney is a smart man， because . Mickey Mouse is a symbol of . People wanted to be like Mickey， because . As for me， I dont want/want to be like Mickey， .

I can think of another cartoon character that is as famous as Mickey， it is . I think .

…

Who can read your report？ Hands up.

【設計意圖】讓學生有機會用所學詞組寫出句子是能力的再次提升，為學習寫作奠定了基礎。學生通過對2d中問題的思考，以小組討論的形式形成一篇報告，學生的頭腦中再次有了文章的架構，同時也更提升了學生的語言組織能力。

Step V. Emotion Teaching

T： What can we learn from Mickey？

S： Mickey is always brave. （He always tried to face any danger.） /He is smart / optimistic. （He was always ready to try his best.） / He is independent. / He has perfect love. （Minnie is his girlfriend. They love each other.）

When we have problems， we should be ready to try our best.

…

【設計意圖】讓學生深度思考米老鼠這個卡通形象的重要性。它代表了一種文化，一種社會對人的品性的期望。

Step VI. Summary

1.New words and expressions.

2. Reading strategies.

Step VII. Homework

1. Finish the exercises in your books.

2. Rectie new words and expressions.

3. Retll the passage according to the mind map.

Step VIII. Blackboard Designing

板書設計

Unit 5 Do you want to watch a game show？

Section B 2a-2e

Mickey