初中英语人教版八年级上册Unit 5 Section B 2a--2e

Section B 2a-2e一、教学目标：1. 语言知识目标：1) 能掌握以下单词：culture, famous, appear, become, rich, successful, might, main, reason, common, film, unlucky, lose, ready, be ready to, character, simple2) 能掌握以下句型：① One of the main reasons is that Mickey was like a common man.② However, he was always ready to try his best.③ People today expect to see more than just a little mouse fighting bad guys.2. 情感态度价值观目标：了解世界其他国家的文化，形成跨文化的意思。

二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。

2) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点阅读2b部分的短文并完成相关要求。

三、教学过程Ⅰ.DiscussionAsk questions in 2a.Let Ss discuss in groups.Ⅱ. New wordsPresent some new words on the big screen.Ⅲ.Reading1. Introduce something about Disney.2. Work on 2b.T: Do you like to watch cartoons? Do you know Mi ckey Mouse? Today we’ll learna passage about Mickey Mouse.Let Ss read the passage quickly and complete the time line on next page.Ss read the passage quickly and complete the time line on next page.3. Check the answers with the Ss.4. Work on 2c.First, let’s read the questions in the chart. Make sure all the students know the meaning of the questions. Then read the passage again and find the answers to the questions.方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真阅读短文的内容，并在短文中找出相关问题的回答依据。

人教版八年级上册Unit 5 Section B (2a-2e) 教学设计与教学反思Teaching aims:Vocabulary:Words:culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, simple Target language:One of the main reasons is that Mickey was like a common man.However, he was always ready to try his best.People today expect to see more than just a little mouse fighting bad guys.Ability aims:1. Ss will be able to master the skills of reading.2. Ss’ skills in speaking for specific information about preference3.3.Guide the students to master the read ing skills of skimming and scanning.Moral aims:Students will be able to understand the Western cultureTeaching importance and difficulties:1. Learn to read, spell and use the new words, phrases and sentences.2. Ss can properly use the skills of reading.Teaching procedures:Step 1 Reading and lead in.1.Reading for five minutes?2. Lead-in ：Talk about the pictures of Disneyland and introduce the maker !3. Free talk: What kind of TV shows do you like ? Why?4. Talk about some cartoons and learn the new words: cartoon, appear, character.5.Show the learning objectives.(设计意图:上课伊始，用迪士尼的图片和卡通来调动学生兴趣与活跃课堂气氛，然后向学生展示学习课题与学习目标，帮助他们明确这一节课的学习任务所在。

Teaching DesignUnit 5 Do you want to watch a game show?Section B 2a-2eText book People’s Education Press Grade 8 V olume 1 Teaching Type ReadingGrade Grade 8Class801 TeacherTeaching AnalysisAnalysis of textbookThis unit focuses on the topic "Do you want to watch a game show?", and revolves around talking about preferences and making plans. Ask students to learn and use sentence patterns: Do you want to watch ...? and use some descriptive adjectives to express their preference for certain TV shows.Section A requires students to gain the names of some common types of TV programs, such as talk show, soap opera, etc., and to combine the general questions led by the Do and the special questions led by the What to conduct a simple conversation.Section B focuses on guiding students to use some descriptive adjectives, such as wonderful, exciting, etc., to talk freely about TV programs and express their personal preferences. At the same time, Section B also arranges some reading and writing task activities.Analysis of teaching content What:The main discourse of this class presents an American cartoon image known to students -- Mickey Mouse. The discourse revolves around the film type of cartoon. Students should grasp the time clues of the article, learn about the birthand fame of Mickey Mouse and the reasons why people like him, and realize the symbolic significance of cartoons in American culture.Why:This article introduces the process of fame of the cartoon character Mickey Mouse and describes the various difficulties he met, so as to encourage students to think and learn Mickey Mouse's courage and optimism in the face of difficulties. At the same time, it also inspires students to pay attention to their own culture, think about the importance of Chinese culture to the world, and enhance their national cultural identity.How:This article is an expository article, in order of time, around the cartoon film genre, the basic tenses are simple present tense and simple past tense. Depicting the past objective facts of the success of Mickey Mouse movies and characters, it triggers students' attention to cartoons as cultural symbols and their cultural implications. The use of analogy, Mickey Mouse and ordinary people analogy, can arouse the resonance of students. In addition, the article also compares Mickey Mouse with other contemporary cartoons at the end, which helps students to innovate their thinking, expand their knowledge and improve their intercultural communication awareness.Analysis of students What they know:The students are from grade eight. Students have their own interests about cartoon and they have already learned how to express their likes and dislikes last lesson. So, they will be interested in learning this lesson and they are willing to cooperate in class and share their ideas by simple expressions.What they wonder:Students have learned some basic reading skills, but they still have difficulty in high-order thinking.What they will learn:After studying the passage, students will know the structure, content and deep meaning of the passage. They will also learn more reading skills and cultivate logical and critical thinking.Learning Objectives Knowledge objective:By the end of this lesson, students should be able to describe a cartoon image by using new words.Ability objective:By the end of this lesson, students should be able to skim for the main idea and grasp the key information while reading. Emotion objective:By the end of this lesson, students should be able to compare Chinese cartoon images with the Western cartoon images.Key and Difficult Points Key Points:1. Grasp the main idea and meanings of this passage.2. Figure out the structure of the passage.Difficult Points:1.Gain the usage of new words.2.Learn the positive attitude of Mikey Mouse.Teaching Methods Task-based teaching method Communicative teaching methodLearning Methods Autonomic learning method Cooperative learning methodTeaching Tools Textbook, Blackboard, Multimedia, PowerPointTeaching ProceduresSteps Activities JustificationsStep 1 Lead-in (3mins)1.Show the pictures of cartoons:Q1: What kind of movies are they?Q2: What is your favorite cartoon? Why doyou like it? the cartoon characters from thepictures.Q1: Which cartoon character do you likebest? Why do you like it?To stimulatestudents' interest inlearning and lead inthe topic.Step 2 Pre-reading (5mins)1.Take a quiz and choose the right answer.How much do you know about MickeyMouse?Mickey Mouse is one of the cartooncharacters in America.On November 18, 1928, Mickey Mouse firstappeared in the cartoon Steamboat Willie.Do you want to know more about the littleblack mouse? Welcome to Mickey’s world!Watch videos toincrease students'backgroundknowledge aboutMickey Mouse. Helpstudents betterunderstand, andmake students havereading expectationsStep 3 While-reading (20mins)Fast reading1.Observe the picture and make somepredictions.Sa: Mickey, Minnie and their friends.Sb: They are on the Disney cruise inDisneyland.Sc: America’s special symbol.2.Read the passage quickly and match themain idea with each paragraph.Para. 1 An introduction of Mickey and itscreator. (What)1. Students can learnto skim for the mainidea and grasp thekeyinformation whilereading.2. Read the passageto get relevantinformation andimprove students'comprehensivePara. 2 The reason why Mickey is sopopular. (Why)Para. 3 Mickey Mouse's achievement.(How)Careful readingRead Para.1-31.How is the passage developed?2.Fill in the time line in 2b.Tips: Find the key words and time!3.Read Para.1 carefully and find out somefacts of Mickey Mouse and Walt Disney.4.Read Para.2 carefully and find out thereasons why Mickey Mouse becamepopular.Sa: Mickey was like a common man, but healways tried to face any danger.Sb: He was always ready to try his best.Read Para.3 carefully and write T for true orF for false. Try to correct the wrong statements.reading ability.Step 4 Post-reading (10mins)1.Group Discussion1) What do you learn from the Mickeymouse?2) Do you think Walt Disney is a smart man?Why or why not?2.Further Thinking1.Guide students tothink about cartoonimages that canrepresent Chineseculture, stimulatestudents' thinking1) What cartoon is a symbol of Chinese culture?3.Group Work1) Choose a cartoon character and introduce it to us.nguage pointsa)But one very famous symbol inAmerican culture is a cartoon.famous=well-knownBe famous as; Be famous for; Be famous to b)When this cartoon came out in NewYork on November 18,1928...come out=publishc)He became very rich and successful.succeed v. success n.successful adj. successfully adv.d)However, he was always ready to tryhis best.be ready to do something.be ready for something and arouse students' attention and attention to their own culture.2.Through further thinking about the meaning of cartoons, students can develop their thinking ability and cross-cultural communication ability.Step 5 Homework (2mins)1.Draw a mind map of this passage andretell the story.2.Write a short passage about your favoritecartoon.Mind maps can helpstudents find out thestructure of thispassage batter andimprove theirretelling ability.Design。