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Unit 5 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!）
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这是一份Unit 5 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!），共6页。
Unit 5 Do you want to watch a game show?Section B 2a-2e 单元Unit 5课时第4课时教学目标语言知识：通过阅读，能运用目标语言谈论有关Mickey Mouse的信息。学习能力：能理清信息呈现的时间线索分析并总结Mickey Mouse受欢迎的原因 。文化意识：了解并认识美国文化中的米老鼠卡通形象。思维品质：运用英语思维客观认识动画片节目。教学重难点language point知识点。正确认识评价各种电影节目，恰当地阐述喜欢与不喜欢的理由。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2.Lead-in:T shows some pictures and asks：Do you know these cartoons? Which one do you like best?3.T plays a video and says: “Let’s enjoy a cartoon”4.T shows the information about Disney and asks: How much do you know about it?学生说出动画片名字并描述最喜欢的。观看《威利号汽船》视频拓展对“迪尼斯”的认知通过图片和视频导入本课时主题---动画片。激发学生学习兴趣，为本节课的阅读激活思维Step 2Pre-readingGo through 2a. T let Ss discuss the following questions with a partner: Do you like to watch cartoons? What is your favorite cartoon? Why do you like it?Predict. T leads Ss to think about：What’s the passage mainly about?T says: Today let’s walk into Mickey’s World!被选中的学生说出所喜欢的电影动画片。完成2a.看图片，猜测内容。跟着老师节奏进入阅读环节。通过抛出问题，学生练习“询问说出原因”的句型，提升课堂气氛。通过预测，激发学生阅读的兴趣，进一步活动课堂气氛。Step 3While- readingT leads students to skim the article and match each paragraph with the main idea. T asks Ss to Read Para 1 Carefully and complete the ID card for Mickey: Name, Nationality, Age and so on. T ask a student to answer.T asks Ss to Read Para 2 Carefully and answer the question: Why is Mickey popular? T asks Ss to Read Para 3 Carefully and answer the question: What are Mickey Mouse’s achievements（成就）? T lets Ss read the passages again and complete the time lines in 2b. T lets Ss read the passage again and fill in the facts about Mickey. Finish 2c.T asks Ss to read the passage again and discuss the questions in 2d with a partner. 学生快速阅读文章，找出段落大意。学生仔细阅读Para.1，为Mickey制作个人卡片. 被点名的学生大声说出答案。学生仔细阅读Para.2，找出Mickey受欢迎的原因。学生仔细阅读Para.3，找出 Mickey 的成就。可以快速读文章，找出时间点和重要事件。可以根据前面阅读信息，迅速完成2c任务单。可以不读，直接谈论2d问题。通过快速阅读，掌握段落主旨大意。制作卡片任务增加了阅读的趣味性。带着问题细读文章，目的性更强，有助于学生更好地理解文章意义。在回答问题中，进一步掌握文章内容。可以快读。学会理清时间线索。系统性的梳理描述Mickey形象。在讨论中加深对Mickey的正能量印象。Step 4Post-readingT lets Ss retell the story of Mickey and asks: What can we learn from Mickey? Pay attention to the key words and phrases.T asks Ss to underline the following phrases in the passage.then give the meaning of these phrases and asks Ss to write his own sentences or questions using the phrases. 学生用关键词汇和短语复述Mickey事迹。学生跟着老师学习2e的6个短语并运用.进一步引导对动画片人物形象的正面认知。掌握重点词组。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkWrite your favorite cartoon and share with your classmates. 2. Preview the new words and phrases in Section B (3a-Self Check).记下家庭作业。根据文章所学内容：恰当运用形容词副词最高级进行书写。以读促写，有效运用目标语言。板书设计：New wordsKey sentencesculture，famous，appear，become，rich，successful，might，main，reason，film，unlucky，lose，come out，be ready to，try one's best1.When people say“culture”，we think of art and history.2．One of the main reasons is that Mickey was like a common man，but he always tried to face any danger.3．People today expect to see more than just a little mouse fighting bad guys，but many still know who he is.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
Unit 5 Do you want to watch a game show?Section B 2a-2e 单元Unit 5课时第4课时教学目标语言知识：通过阅读，能运用目标语言谈论有关Mickey Mouse的信息。学习能力：能理清信息呈现的时间线索分析并总结Mickey Mouse受欢迎的原因 。文化意识：了解并认识美国文化中的米老鼠卡通形象。思维品质：运用英语思维客观认识动画片节目。教学重难点language point知识点。正确认识评价各种电影节目，恰当地阐述喜欢与不喜欢的理由。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2.Lead-in:T shows some pictures and asks：Do you know these cartoons? Which one do you like best?3.T plays a video and says: “Let’s enjoy a cartoon”4.T shows the information about Disney and asks: How much do you know about it?学生说出动画片名字并描述最喜欢的。观看《威利号汽船》视频拓展对“迪尼斯”的认知通过图片和视频导入本课时主题---动画片。激发学生学习兴趣，为本节课的阅读激活思维Step 2Pre-readingGo through 2a. T let Ss discuss the following questions with a partner: Do you like to watch cartoons? What is your favorite cartoon? Why do you like it?Predict. T leads Ss to think about：What’s the passage mainly about?T says: Today let’s walk into Mickey’s World!被选中的学生说出所喜欢的电影动画片。完成2a.看图片，猜测内容。跟着老师节奏进入阅读环节。通过抛出问题，学生练习“询问说出原因”的句型，提升课堂气氛。通过预测，激发学生阅读的兴趣，进一步活动课堂气氛。Step 3While- readingT leads students to skim the article and match each paragraph with the main idea. T asks Ss to Read Para 1 Carefully and complete the ID card for Mickey: Name, Nationality, Age and so on. T ask a student to answer.T asks Ss to Read Para 2 Carefully and answer the question: Why is Mickey popular? T asks Ss to Read Para 3 Carefully and answer the question: What are Mickey Mouse’s achievements（成就）? T lets Ss read the passages again and complete the time lines in 2b. T lets Ss read the passage again and fill in the facts about Mickey. Finish 2c.T asks Ss to read the passage again and discuss the questions in 2d with a partner. 学生快速阅读文章，找出段落大意。学生仔细阅读Para.1，为Mickey制作个人卡片. 被点名的学生大声说出答案。学生仔细阅读Para.2，找出Mickey受欢迎的原因。学生仔细阅读Para.3，找出 Mickey 的成就。可以快速读文章，找出时间点和重要事件。可以根据前面阅读信息，迅速完成2c任务单。可以不读，直接谈论2d问题。通过快速阅读，掌握段落主旨大意。制作卡片任务增加了阅读的趣味性。带着问题细读文章，目的性更强，有助于学生更好地理解文章意义。在回答问题中，进一步掌握文章内容。可以快读。学会理清时间线索。系统性的梳理描述Mickey形象。在讨论中加深对Mickey的正能量印象。Step 4Post-readingT lets Ss retell the story of Mickey and asks: What can we learn from Mickey? Pay attention to the key words and phrases.T asks Ss to underline the following phrases in the passage.then give the meaning of these phrases and asks Ss to write his own sentences or questions using the phrases. 学生用关键词汇和短语复述Mickey事迹。学生跟着老师学习2e的6个短语并运用.进一步引导对动画片人物形象的正面认知。掌握重点词组。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkWrite your favorite cartoon and share with your classmates. 2. Preview the new words and phrases in Section B (3a-Self Check).记下家庭作业。根据文章所学内容：恰当运用形容词副词最高级进行书写。以读促写，有效运用目标语言。板书设计：New wordsKey sentencesculture，famous，appear，become，rich，successful，might，main，reason，film，unlucky，lose，come out，be ready to，try one's best1.When people say“culture”，we think of art and history.2．One of the main reasons is that Mickey was like a common man，but he always tried to face any danger.3．People today expect to see more than just a little mouse fighting bad guys，but many still know who he is.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
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