Section A 2d—3cppt配套的板书设计及意图

Unit 5 Do you want to watch a game show? Section B (2d-3c)教学设计

一、设计理念

通过一步步对课文的阅读和分析，使学生在掌握一定阅读技巧的前提下，学生不仅能对米老鼠的卡通形象进行分析还感悟到米老鼠永不言败的乐观精神，帮助学生树立积极向上的人生观。

二、教学目标

1. 知识目标：

阅读文章，了解米老鼠深受人们喜爱的原因，学会对电视节目或者人物形象进行分析，为本单元下一步的影评写作打基础。

2. 能力目标: 学习阅读的相关技巧，通过对关键信息的提炼和复述提高阅读水平。

3. 情感目标: 通过对米老鼠这一卡通形象的分析，学生树立积极向上永不言败人生观。

三．教学设计：

Step1. Pre—reading Show the pictures of Pleasant Goat and Gray Wolf. Let the Ss know the phrases: cartoon character come out. Then the Ss talk about Pleasant Goat and Gray Wolf and understand the words and expressions according to the short passage: Pleasant goat is clever and helpful. He is always ready to help others and he is successful. We all like him. Gray wolf always tries his best to catch goats, but he never catches any goats. So he is unlucky. 设计意图：在一定的语言环境中让学生感悟这些单词或短语的意思从而扫除阅读障碍。

Step2．Skim for general information Read the article fast and choose (快速阅读并选择适当的文意) Paragraph 1 ____ a. Who is Mickey? Paragraph 2_____ b. What is Mickey like today? Paragraph 3_____ c. Why was Mickey popular? 设计意图：整体阅读，掌握文章结构和每段大意。

Step3．Scan for specific information Read para1and 3 then complete the time line(读第1和第3段完成下面的时间轴) 设计意图：整体阅读，按时间先后顺序，找出这些信息便于学生了解米老鼠的诞生，流行和现状。

Step4. Detailed reading (一). Read Para1 (introduction) and answer the questions then retell Para1 according to the key words. 1. Is Mickey a symbol of American culture? 2. What does he look like? 3. When and where did he appear? 4. Who created Mickey?

(二). Read Para3 (achievements) and answer the questions then retell. When did Mickey become the first cartoon character to have a star on the Hollywood Walk of Fame? What is Mickey like today? Watch a short piece of cartoon. 设计意图：1. 环节3中的时间轴涉及第1,3段，在填时间轴信息的基础上学生对米老鼠的发展历程已经有一定的了解，再细读回答问题，步步深入。2. 学生了解了米老鼠的发展会认为米老鼠非常幸运和第2段米老鼠的不幸形成对比便于学生更全面深刻的认识米老鼠，学习米老鼠的精神。

在细节阅读的时候先设置问题，学生回答问题后留下关键词便于下一步的复述. （三）．Read para.2 (popularities) and fill in the blanks.

He was like a __________ But he always tried to_______ He was _____in his early films. However, he was always_______ try his best. The other reasons you know (personality 性格)：

eg. hard-working, help, brave(勇敢)，friendly, cute, smart….. 设计意图：第2段是文章很重要的部分，主要讲了人们喜欢米老鼠的两个重要的原因，没有采用回答问题的方式，用以上填空的形式，目的是引导学生有条理的分析段落。在这一环节中还让学生分析自己了解的其他原因，目的是引发学生的思考，更好的学习米老鼠的精神。

Step5．Retelling According to the key words, retell the whole passage. 设计意图：检查学生对课文的掌握情况，提高学生的表达能力。

Step6. Discuss Is Mickey a little man or a big star? Do you want to be like him? Why or why not？

设计意图：这一环节的设计是为了更好的达成本节课的情感目标。

Step7．Group Work （小组讨论）

Work in groups and talk about your favorite Chinese cartoon character. The questions can help you: 1: What’s your favorite cartoon/ cartoon character? 2: What’s it about? What does he or she look like? 3: Why do you like the cartoon/ cartoon character? 设计意图：先口头讨论自己喜欢的卡通片或卡通人物，为下一步的写作打基础

Step8．Writing Write a short passage according to your discussion just now. Writing tips：（写作提示）

1. Make an outline. (列提纲）2. Choose good words and sentences. 3. Pay attention to your handwriting.(书写）4. Use linking words.（连词）

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设计意图：实现语言输出；写作提示帮学生养成良好的写作习惯。

Step9. Summary: Homework: 1. Make sentences with the phrases you learnt in 2e. 2. Correct the mistakes in your writing and share with your partner. 3. Read the passage three times. 4. Choose one you like. A: Do you think Walt Disney is a smart man? Why or why not? Do you want to be like him? Have a discussion with your partner. B: Try to find out another passage about a little man’s success. Prepare to share with your classmates next class. C: Design a cartoon character that you think will be popular and describe it . 设计意图：分层布置作业，学生按自己的情况选做作业，避免“一刀切”。

Why was Mickey popular?