八年级上册Unit5Doyouwanttowatchagameshow成华校区初2

聚焦五力素养、优化课堂教学教学设计【课题】：U5Doyouwanttowatchagameshow?SectionB2a-2e【授课教师】：万敏【授课时间】：【授课地点】：录播课一、教材分析（一）教材内容人教版八年级上册第五单元B部分阅读，围绕米老鼠的主题，谈论了米老鼠的历史发展，成名原因以及所取得的成就。（二）教材的地位和作用Unit5《Doyouwanttowatchagameshow?》以“谈论自己喜欢的电视节目”为话题，通过询问对事物的看法，让学生结合生活实际学会谈论和分享自己情感，培养学生运用英语交流和交际的能力。本节课是一节阅读课，以”Disney“的主人公Micky为主线，功能是运用一般现在时态谈论通过交换意见和观点，相互提供看法和建议。首先通过阅读巩固所学语言，并从读的输入过渡到口头的表达和写的输出。文章运用了很多时间线索，丰富的语言结构和大量的介词形容词。因此，需要在教学过程中引导学生对这些语言学以致用。二、教学目标本节课结束时学生能够：

1.回答有关课文内容的大意和细节信息的问题；

2.运用以下词汇和功能句型介绍自己所喜爱的中国文化标志或象征；

culture，famous，appear，become，rich,successful,might,main,reason,common,ready,character,simple，thinkof,comeout,oneofthemainreasons,suchas,tryone'sbest,bereadytodosth.3.培养积极的生活态度，面对生活中的困难。三、重点、难点重点：对学生阅读能力的培养。用目标语言描述米老鼠难点：2.让学生理解米老鼠受欢迎的历史背景。3.帮助学生用所学语言知识描述中国文化的卡通代表人物。四、学情分析（一）知识基础通过对本单元前面环节的学习，学生对谈论事物的看法的表述比较熟悉。但是，部分同学的表述还是不够完整，缺少整体语言输出的能力。（二）认知水平八年级学生抽象思维能力逐渐形成，形象思维、口头表达能力较强，且愿意积极参与讨论。（三）情感动机学生不再满足简单重复的练习，他们渴望比较鲜活完整的语言材料，并能够从中获取自己所需的信息。五、教法、学法（一）教学方法Task-basedteachingmethod,situationalteachingmethod,stratifiedteachingmethod（二）学法指导Cooperativelearning,individuallearning,task-basedlearning六、教学过程TeachingprocedureTeacher’sactivityStudents’activitypurposeSteponeLead-ingreetstudentsPlaythesoundandintroducethetopic,cartooncharacterGreettheteacherasusual.Listentofourpiecesofmusicandguessoutthenameofthecartoon.Toarousestudents’intereststocartoons.designasceneofemotionforcartoon.Step2Pre-readingShowapictureonthebookShowthequestion:whatdoyouknowaboutMickeyPredictwhoarethecharactersStimulatestudents’backgroundinformationaboutMickeyGetstudentsbereadyforreadingthetext.Letstudentsbecuriousaboutthepassage.Step3FastreadingskimmingAskstudentstoreadandmatcheachparagraphwiththemainideaGivestudentsreadingtipsStudentsreadthepassageandmatcheachparagraphwiththemainideaTohelpstudentsknowthemainideaofeachparagrapheasilyStep4CarefulreadingScanning(para1)Theteacheraskstudentstoreadpara1andfillinthefactsPlaythevideoSteamboatWillieAskSstofinishpartofthetimelineStudentsreadpara1andfillinthefactsandmakeasummary.EnjoythevideoandknowthegreatmeaningsinfilmhistoryFinishpartofthetimelineTogetthespecificinformationofMickeyandhaveapreliminaryunderstandingofSteamboatWillieGettoknowthedevelopmentofMickey.Step5CriticalthinkingAskSstoreadpapa1,thengiveatitletothepassageThinkaboutatitletothepassageDevelopSs’abilityofhigh-orderthinkingStep6carefulreading(para2)AskSstofindoutwhatkindofpersonMickeywasIntroducehistorybackgroundofthe1930sReadandunderlinewhatMickeydidandcirclethedescriptionwordsThinkaboutMickey’spersonalityandspiritTohelpstudentsexplainthecauseofMickey’spopularity.DevelopSs’abilityofhigh-orderthinkingStep7Carefulreading(para3)AskSstocompletethetimelineAskSstomarkTorFCompletethetimelineFindouttheanswersGettoknowthedevelopmentofMickey.helpSstogetthedetailinformationofMickey.Step8retellingTleadsSstodescribeMickeybyfillingintheblackswiththecorrectformofthewordintheboxSslearntodescribeMickeybyusingthewordsandphrasesTohelpSstodescribeMickeybyusingthetargetlanguageStep9PostreadingCriticalthinkingAskthequestion:whatcanwelearnfromMickeyThinkaboutwhattheycanlearnfromthepassageTohelpSstodevelopapositiveattitudetowardslifeStep10PostreadingGroupworkAskSstointroduceafamousChinesecartooncharactertoforeignerSsworkingroupstomakeaconversationTotransform-describeafamousChinesecartooncharacterwiththetargetlanguageStep11homeworkRewritethepassageintooneparagraphwith5to6sentences.2Writedownyourfavoritecartooncharacter.SsjustneedtochooseoneofthetasksGetSstodothesuitablehomeworkbasedontheirabilities.七、板书characterappearcomeoutrichandsucc