人教版英语八年级上册教案：Unit5SectionB(2a-2e)

Unit 5 Do you want to watch a game show?Section B ( 2a---2e)教学目标1).Master the words and phrases : culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guy2) Master the key sentences：① I like to watch action movies because they’re exciting.② John wants to watch talk shows because they’re enjoyable.③ One of the main reasons is that Mickey was like a common man.④ However, he was always ready to try his best.⑤ People today expect to see more than just a little mouse fighting bad guys. 教学重点1.进行阅读训练，提高综合听说能力。

2.阅读短文，获得相关信息，提高学生们的综合阅读能力。

3.Master the use of infinitives as objects.教学难点1.阅读训练.2.阅读2b部分的短文并完成相关要求。

3.The words and phrases.4.The key sentences.教学方法Read by skimming、scanning and predicting学习策略Do some writing practice to consolidate the target language.Teaching Procedure：Step1 Lead-inShow the new words and phrases:culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guyStep2 Discussion1. Work in groups. Look at the questions in 2a:1.) Do you like to watch cartoons?2.) What is your favorite cartoon?3.) Why do you like it?2. Ask one student the questions as a model.3. Tell Ss to discuss the questions in the group.Step3 While Reading1.Introduce something about Disney.T: Do you like to watch cartoons? Do you know Mickey Mouse?2.Work on 2b:1). Skimming（略读）快速阅读，回答问题。

人教版八年级上Unit 5 Do you want to watch a game show?Section B 2a-2e 教案---东升三中钱慧一、教学目标：1. 语言知识目标：1) 能掌握以下单词：meaningless, action, action movie, cartoon, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guy2) 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：了解他人对不同的电影或电视剧的看法，明白不同的人有不同的喜好，从而明确人们喜好的差异性；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1. 阅读2b部分的短文并完成相关要求。

三、教学过程Ⅰ. Warming up and lead in (Pre-reading)I’d like to show a ll the students a phone and use the we-chat to lead- in the text.T: Do you know what it is?S: Yes, it’s a phone.T: Now there is a new message in the we-chat. Let’s see what it is. Oh, It’s my friend Lisa. She said can you guess where am I?Then Lisa sent us two pictures. According to these pictures, we can see that Lisa isnow in Disneyland. And then Lisa is calling by the we-chat. She said: “Good morning, boys and girls, I’m Lisa, I’m now in Disneyland. Do you like Disneyland? Do you like Cartoons? Wha t’s your favorite cartoon?”According to Lisa’s questions, we can lead in the new text.II. BrainstormingAll the students talked about the question and tell the class their favorite cartoons. Like: Tom and Jerry, Frozen and so on.Ⅲ. Teaching Procedures(While-reading)Task 1:I’d like to show the students a picture that Lisa updated her moments in the we-chat, and Lisa said she is a fan of Mickey Mouse. She wants to find Mickey in the Disneyland, do all the students want to go with her?According to the students’ answers. I’d like students to listen to the tape of the text and then try to find out if these statements about Mickey are right or wrong. From this task, the students can have a basic understanding about this text.Task 2:By using Lisa’s momen ts, I planned that Lisa has found Mickey. He gave Lisa a brief introduction of Mickey, which is the first paragraph of the text. Then I will ask students to read Para1 together, after this, I will ask them to finish three questions about this paragraph.Task 3:After the students have finished the questions, Lisa has got a ticket of Steam Boat Willie, so this time, I can lead to another question: How much do you know about Mickey’s stories?Then I’d like students to read Para 2 and then try to retell and role-play Para 2. Students will be asked to work in groups and try to discuss Mickey’s stories.After this , they will come to the front and make a presentation.Task 4:Lisa has updated her moments again, Based on these pictures, we can see thatLisa this t ime is in the Hollywood Walk of Fame, I’ll introduce the stars to the students. The I’d like all the students to read Para 3 and then try to summarize Mickey’s achievement according to Para 3. I prepare a blanks-filling exercise for the students.(Post-reading)Task 5:Step1: After the whole reading part, I will ask students to read the passage again and complete the time line of the whole text.Step 2: I’d like students to read and try to find out the main words and phrases of the text.Step 3: I will make all the students to think of another cartoon character that is as famous as Mickey. And tell us why this character is popular.Step 4: After all the discussion, I’ll let students watch a cartoon video so that they could know no matter what happens, we should always try our best to face any danger so that our life would be more colorful and meaningful.Ⅳ.Homework:1.《课时练》P66-P682. Write a passage about your favorite cartoon. (about 70-80 words).Ⅴ. Teaching reflections:I designed this lesson was intended to activate students’English learning motivation and stimulate their English learning interests. As a teacher, I use the we-chat and Lisa’s moments to lead the whole text. Mickey is always a popular topic that students want to talk about. However, the different cultures between America and China are what we should pay attention to. I’d like to develop students’ awareness about the meaning of different cartoons and what the cartoons really want to tell us. They lead us to know how to become better students and direct the students to know how to face the difficulties. In this way, students’ critical thinking ability would be developed.。

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。

Unit 5 Do you want to watch a game show?话题：娱乐活动（Entertainment）功能：1.谈论对不同类型的电视节目或电影的看法与偏好（Talk about preferences）2.制定计划（Make plans）语法：不定式作宾语（infinitives used as object: to do）A: What do you plan to watch tonight?B: I plan to watch Days of Our Past.What can you expect to learn from sits?Do you want to watch the news?I hope to find out what’s going on around the world.1. 能正确使用下列词汇：news, discussion, joke, action, cartoon, culture, reason,film, army, plan, hope, stand, happen, expect, appear, bee, lose, may,might, educational, meaningless, famous, rich, successful, main, mon,unlucky, ready, simple2. 能正确使用下列常用表达：soap opera, find out, action movie, be ready to,dress up, take sb’s place, d o a good job3. 能够认读下列词汇：sit, edy, girlfriend, character1. 在语言学习中把握文字传递的感情色彩，例如：love, like, don’t mind, don’t like, can’t stand 等2. 在阅读中把握信息呈现的时间线索了解卡通片在美国文化中的作用，以及美国著名卡通片和米老鼠等卡通形象Section B 2 2a2e1. 学生能够掌握以下单词和句型1) 单词：culture, famous, appear, bee, rich, successful, might, main, reason,mon, film, unlucky, lose, girlfriend, ready, be ready to, character,simple2) 句型：① One of the main reasons is that Mickey was like a mon man. ②However, he was always ready to try his best.③ People went to the cinema to see the “little man” win.2. 学生能够完成篇章的阅读任务，并通过对文章的学习了解米老鼠的诞生和成名过程以及人们喜欢它的原因。

Unit 5 Do you want to watch a game show?Section B 2a—2e一、教学目标：1. 语言知识目标：能掌握以下单词：meaningless, action, action movie, cartoon, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guy2. 情感态度价值观目标：了解米奇是美国文化的标志，创造它的人以及米奇为什么能够如此地受欢迎，使学生了解到在我们的学习和生活中不管遇到什么困难，只要我们勇敢去面对，努力去奋斗，我们就一定会成功。

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•STEP 1 Lead-in• 1. Ask students to have a super PK .(draw a picture of Mickey Mouse .)• 2. Show students a video of Steamboat Willie .• 3. Ask them some questions :•⑴. Why is Mickey Mouse so popular?⑵Do you know where it comes from ?•⑶.It’s said that when people say America , we think of Mickey . Do you think so ?•⑷.Do you agree that Mickey is a symbol of American culture ?•STEP 2 Reading• 1.Skimming•Listen to the tape and complete the time line on P38• 2.Scanning•Read the passage carefully and finish the true or false exercises.True (T) or False (F)•( )1.Mickey Mouse is a black mouse with two small round ears.( )2.Walt Disney created him in 1938 .•( )3.Walt Disney became very rich and successful because of Steamboat Willie. •( )4.Steamboat Willie was the first cartoon without sound and music .( )5.In his early films , Mickey was lucky.( )6.Today’s cartoons are usually not so simple as little Mickey, but everyone still knows and loves him.3. Show students some pictures and ask students to describe them according to thepassage .4. DiscussionWhy is Mickey Mouse so popular ?What can we learn from Mickey Mouse ?STEP 4Summary•SummaryWe all know and love _________ with ________---Mickey Mouse. He first appeared in ___________in New York on November 18 ,1928 , it was the first cartoon with ___________. _________ created Mickey and became very ______ and _______.Mickey became so popular. One of the main reasons is that Mickey was like a __________, but he always tried to __________.Mickey was unlucky. However , he was always ready to ______.People went to the cinema to see ___________. On November18 , 1978,Mickey became _______to have a star on ________.STEP 5 Further Discussion⑴. What cartoon character is a symbol of Chinese culture? Why ?⑵Can you think of another cartoon character that is as famous as Mickey? Why isthe character popular?STEP 6 Homework⑴Finish 2e on P38.⑵Remember the words and phrases in the lesson.。

八年级上Unit5 Section B 2a-2e 教学设计万州桥亭中学李霞教学目标一知识与技能阅读短文，获得相关信息，提高学生们的综合阅读能力。

二过程与方法直观看图，反复阅读获取信息。

三教学重点通过阅读短文学习了解Mickey 的历史和发展，提高学生们的综合阅读能力。

通过跳读细读精读提高阅读技能。

四教学难点1.进行阅读训练，来培养学生们的综合阅读能力。

2.能用所学的句型描述自己喜欢的卡通人物。

五、情感、态度与价值观了解世界其他国家的卡通文化，形成跨文化的意识。

学习策略在阅读中把握信息呈现的时间线索多媒体六个小组以卡通人物命名为Monkey Ne Zha Hulu Wa Snow White Pleasant Goat and Mulan教学过程I Before readingStep 1 GreetingsT:Hello, boys and girls! Nice to meet you !My name is LI Xia ,you can call me miss Li.(clear?) Can you answer my question loudly?(louder .I can’t hear you .I’m deaf.) great!Step 2 Lead-inT: Do you like to watch cartoons? How many cartoons do you know? let’s have a look.( Show some pictures on the big screen. Ask the students to say the name of the characters.)T: Where is the Monkey Group (Ask the leader to hands up and write the name on the blackboard) Point to the screen and say :They are all cartoon characters. Who do you think is the most famous ? (Ss :think and answer)I think Monkey King is the most famous. Monkey King is one of the symbols of Chineseculture. (Show pictures and point Mickey ). Say : Who is he ? (Ss: Answer.) T: Yes , he is Mickey .He is a symbol of American culture . ( Introduce Mickey simply according to the pictures)T: Do you want to know more about Mickey? Let’s turn to page 37 .look at the readingII While readingStep 1 SkimmingT: Ask students read the main ideas on the screenSkim(跳读) for main ideas （大意）.Tip1: Don’t read word by word, just skim for main ideas (Only one minute) (Ss read quickly) T: If you give me the right answers, You will get a gift and a star for your group .Time is over. Who can tell us the answers? (Answer together)Right ? Hands up .（Oh ,so many !）Step 2 Scanning（细读）T: Do you know the history of Mickey? Ss: No, we don’t .T: It doesn’t matter .Please listen to the recording and Scan the reading for details . Pay attention to the time .Underline the key words as you read. And then fill in the chart below . Write the answers on your papers (Ss listen read and write )T: Time is over .Have you found the answers ?Ask three students to answer. And give a gifts to encourage.Who can answer the first one ? What happened ? （Right?）Give a gift and say : Thank you .Finish the second one and the third one.Step 3 Reading carefully and loudlyT: Maybe there is more information in the passage.So, Read loudly and discuss the answers of the 10 questions on your papers in groups. And then there are 10 numbers on the screen. You can choose one of them to answer . Clear?Can you read loudly ?Ss : Yes .T: Sure ?Ss: Yes .T. OK. Let’s go .Play the light music and go around the class to help the students who can’t.T: time is over . It’s your turn to choose the lucky numbers . Are you ready ?Ss: Yes.T: Who can try first?( Encourage them like : Not bad Good Great Fantastic Excellent Well doneGood job Good thinking Outstanding and give some gifts to each student who answers.When they answer the 10th question , write the phrases try to do be ready to do try one’s best successfulIII After readingStep 1 Writing (Work in groups)T: Now, after reading . Can you write your favorite characters? Discuss and write it on your papers. Work with your partners to finish it .Ask one student each group to read and encourage them .Count the star decide the winner (congratulations!)Step2 SummeryIn this class ,we’ve learn more information about Mickey .And we write about our favorite cartoon characters.I V Blackboard designUnit5 Do you want to watch a game show?Section B (2a-2e)Be ready to dotry to do successfultry one’s best to doV SharingCartoons are like a language, which link the world together.When we feel tired, Cartoons can make us relaxed.When we feel down, Cartoons can cheer us up.Without Cartoons, life will be like an angel without wings.Life is a flower and Cartoons are the honey.VI Homework1. Level A.Search online to find more symbols of American and Chinese culture then write a short passage about it.2.Level BFinish 2e on Page38. Then write down your favorite cartoon character.。

初中英语人教版八年级上册Unit5《Section B 2a —2e》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1学情分析(1)八年级大学生对未知领域有强烈的求知欲望和表现欲,从兴趣、生活经验上看,八年级的学生对卡通片拥有极大的兴趣且乐于发表自己的看法,有利于课堂任务的完成。

(2)八年级学生在七年级阶段对新目标教材的任务型学习法已经有大概的了解,掌握了一些如何开展自主学习和小组合作学习的方法。

具备小组合作学习与探究学习的能力。

(3)本课是以美国卡通片“米老鼠”为主要内容,通过中国卡通片引出主话题,学生对这一话题既熟悉又感兴趣,所以能充分调动学生学习英语并积极进行阅读。

2重点难点教学重点:1) 熟悉以下单词和词组:cartoon, culture, famous, appear, become, rich, successful, main, reas on, unlucky, be ready to, character等。

2)阅读短文,获得相关信息,提高综合阅读能力。

教学难点:1) 学会熟练运用以下单词和词组:cartoon, culture, famous, appear, become, rich, successful, ma in, reason, unlucky, be ready to, character等。

2) 通过已学阅读方法抓住文章大意,并能根据课文回答问题3) 尝试用以上单词词组写一段话介绍自己喜欢的电影3教学过程3.1第一学时教学活动1【导入】Step I Leading in ＆Pre－readingT: Do you know this cartoon? Yes, and I know a lot of children like watching it. It came out in China. Is it simple? The pleasant goat and big big wolf a re two cartoon characters. And there are also other cartoon characters, such as pretty goat………What do you think of these cartoon characters? Who’s prettier? Lazy goat or pr etty goat? So we can say lazy goat is not so pretty as pretty goat. And we can also say pretty goat is not so slow as slow goat……… A great cartoon is not only a cartoon, it can be a symbol of culture. Different countries h ave different cultures. In China, I think Monkey King is the symbol of Chines。

Unit5 Do you want to watch a game show?Section B 2a-2d说课稿一、教学内容分析本课所授内容：Go For It 八年级上册Unit 5 Section B 2a~2d 的阅读。

本单元主要话题：谈论娱乐节目（entertainment）。

单元整体分析：Section A 话题：围绕电视节目（TV shows）。

SectionB(2a-2d):讲述了米老鼠的诞生、成名以及探讨了人们喜欢他的原因，其旨趣是通过讲述米老鼠的故事，学生能从中了解、感悟和深刻领会美国文化。

二、学情分析学生对于卡通片非常熟悉，对米老鼠这一卡通角色也是耳熟能详，但是对于卡通片在美国文化中的地位，以及米老鼠背后的故事了解并不多。

所以，在学生已有的知识经验基础上，设计层层的阅读任务，让学生通过阅读获取信息，生成新知。

本篇文章可以拓展学生的知识面，提高学生跨文化交际的意识。

本课新词汇量适中，语句平实简洁，文章中出现的四个难句长句，那就需要在具体的语言环境中理解。

但对于学习较好的学生来说，阅读量稍显不足，可以做阅读量的补充。

因此，选择本课，符合孩子们的心理特征。

三、教学目标基于以上的学情分析以及《义务教育英语课程标准（2011 年版）》对阅读技能的要求，确定了该课的教学目标：1.知识目标：（1）学生能够掌握短文中的重点单词和短语：culture，famous，appear，become，rich，successful，might，main，film，reason，unlucky，lose，come out，be ready to，try one's best（2）学习美国的文化象征—卡通，并介绍代表动物Mickey Mouse.2.能力目标：培养学生速读、细读的能力；根据文本中时间的主线，培养孩子不同时间发生不同事件的归纳能力。

根据问题的设置培养上下文逻辑关系寻找、处理信息的能力；结合语境判断词性、选择最佳词意的能力；培养学生严谨、准确翻译句子关键词的意识。

Unit 5 Do you want to watch a game show? 阅读课教学设计及课堂实录遵义市第十一中学教学年级：八年级上册课题名称： Do you want to watch a game show?Period Four Section B (2a-2e) Reading教材版本：人教版新目标授课时间：45分钟（一）学情分析任教的2018届（1）班的学生在和老师一年的共同努力下，对英语产生了浓厚的兴趣，学生的英语语言综合运用能力比较强。

踏实、勤奋、灵活、好奇是这个班学生的特点，英语课上他们敢于大胆提问，主动参与，并积极配合老师。

但由于学生日常英语学习的纯英语环境不够充分，所以学生的听说能力略显不足。

在口语表达上，学生习惯于用只用单词或者短语来回答问题，对于整句输出和观点阐述的段落输出能力还有待进一步提高。

这就需要老师最大程度地去创设英语语言环境，学生需要老师更多鼓励。

（二）教材分析本节课是“Go for it”教材八年级上第五单元第四课时阅读课。

整个单元围绕学习表达自己对电视节目的喜好展开讨论，通过学习各种不同的电视节目的表达，不同喜好程度的表达，教材设计情景学习，熟练运用句型，从而达到能用所学语言交流的目的。

本节课是本单元最难的部分—阅读课；同时本节课的文章也是学生们进入初中以来教材中遇到的最长的一篇阅读文章。

教学内容和教学重点就是通过学习Section B的文章，意识到电视节目或各种卡通人物是文化的象征，同时。

通过讨论、阅读策略（skim，scan, carefully reading）的训练、答题竞赛、采访与被采访等方式达到能用英语表达自己的思想的目的。

本节课内容虽然多，教学任务重，但Mickey这个卡通角色很受学生喜欢，有利于激起学生的参与意识和表达自己的想法，更主要的是通过了解Mickey的更多内容及卡通折射文化，扩大学生的知识面，培养学生的文化意识。

第四课时在整个单元中起到了深化和扩展的作用。

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。