Unit5.docx

Unit5Doyouwanttowatchagameshow?(SectionB,2a-2e)Goodmorning,mydearjudges.ImtheNo.8.Itsmygreathonortohavethisopportunitytosharemyteachingdesignwithyou.ThelessonImgoingtotalkaboutis“Doyouwanttowatchagameshow?”Thisisareadingclass.Firstly,letscometotheanalysisofteachingmaterial.Thetopicofthislessonisabout“cartoons”.ThislessonisfromthereadingpartofsectionB,Unit5ofPEPjuniormiddleschoolEnglish.Afterlearningthispassage,studentswillknowaboutthestatusofcartooninAmericanhistory,especiallytheMickeyMouse.Also,studentscanusethetargetlanguageandusefulphrasesproperly.Meanwhile,encouragestudentstousethescanningandskimmingreadingstrategies,whichcanhelpstudentshaveabetterunderstandingofthistextandformagoodhabitofreading.Thereadingpassage2boffersagoodexampleforstudentstoimitate.Secondly,studentsarethesubjectofourclass.AsforthestudentsofGradeeight,theyhavelearntquiteafewknowledgeofthegrammarstructureofinfinitivesusedasobject.Andtheyalsohavelearnedsomenewwordsandphrasesaboutcartooninthelastlesson.Whatsmore,thetopic“cartoon”isclosetostudentsdailylife.TheywillbeveryinterestedinthistopicandwillingtogetsomeinformationaboutcartoonsinAmericanhistoryinthisreadingmaterial.So,itmaynotbesodifficultforthemtounderstandthecontentofthispassageandexpresstheirpreferencesinthislesson.ThroughtheanalysisoftheNewCurriculumStandardinEnglish,teachingmaterialandthestudentsinmyclass,Isetthefollowingthreeteachingaims.Thefirstoneisknowledgeaims:(1)Studentscanrecognizethesenewwordsandphrases:culture,famous,successful,reason,thinkof,comeoutandsoon.(2)Accordingtothecontext,studentsareabletounderstandthemeaningofsomedifficultsentences:Peoplewenttothecinematoseethe“littleman”wins;whohasapairofearsmorefamousthanMickeys?(3)Afterlearningthispassage,studentswillknowaboutthestatusofcartooninAmericanhistory,especiallytheMickeyMouse.Thesecondoneisabilityaims:(1)Studentsareabletousethesekeywordsandphrasestomakesentences,e.g.famous,oneofthemainreasons,comeout.(2)Accordingtopicturesandkeywords,studentscanpredictthecontentsofthistext.(3)StudentsareabletousethereadingstrategiesofscanningtofindoutthetimelineofthecartoonsofMickeyMouse.Thethirdoneisemotionalaims:(1)StudentswillhaveabetterunderstandingoftheroleofcartooninAmericanculture.(2)Cultivatestudentsinterestofreadingdifferentkindofarticleandtheirawarenessofcooperation.Accordingtoaboveanalysis,Isetthefollowingkeypointsanddifficultpoints.Keypoints:1.Studentswilllearnthetargetlanguageandunderstandthecontentofthepassage.2.StudentswillunderstandthestatusofcartooninAmericanhistory,especiallythebirthofMickeyMouseandwhyitbecamesopopularintheUnitedStates.Difficultpoints:1.Tomastersomebasicreadingstrategies,suchas,predictingthecontentofthetext,skimmingthetextforthegist,scanningthetextforthespecificinformation.2.Helpthemattachinggreatimportancetodifferentculture.Now,Iwouldliketotalkabouttheteachingmethodsandstudyingmethods.Astotheteachingmethods,CommunicativeApproachandTask-basedTeachingMethodwillbeadoptedinthislesson.Basedonthelearningconditionofmystudents,Iarrangedsomeactivitiestomakethereadingprocessmoreattracted.Forexample,Iwillaskstudentstomakecompetitioningroups,whichcanhelpthemformagoodsenseofcooperation.ThenIdliketotalkabouttheteachingaids.Multimediawillbeusedinthisclass.Now,letscometothemostimportantpartofthislesson:analysisoftheteachingprocedures.Thereare5stagesinthislesson,thatis,lead-in,pre-reading,while-reading,post-readingandsummary&homework.Teachingprocedures:Step1:Lead-inAftergreetingtoSs,IwillshowacartoonSteamboatWillietothem.AfterthatIwillaskthemsomequestions:Doyouliketowatchcartoon?Whatisyourfavoritecartoon?Whydoyoulikeit?Thisactivitycanarousestudentsattentionsandcultivatetheirinterestoftalkingaboutcartoon,whichisthetopicofthislesson.Itcanmakeagoodpreparationfortheirfurtherreading.Step2:Pre-readingBeforereadingthispassage,Iwillaskthemtopredictthemainideaofthistextaccordingtothepictureson2bandsomeoptionsrelatedtomainideaonPPT:A.MickeyMouse,afamoussymbolinAmericanculture;B.SomecartoonswithMickeyMouse;C.Disneythemeparksaroundtheworld;D.Whatpeoplethinkofcartoons?Thentalktotheirpartnersandchoosetherightoption.Thisactivitymainlydevelopsstudentspredictingskill.Step3:While-readingAtthestageofwhile-reading,Iset3activities.Activity1:Askstudentstoreadthepassagequicklyandthenchecktheirpredictionanswers.Readingwithexpectationmakesthemwillingtoreadthispassage.Activity2:Readthepassagequicklyagainandcompletethetimelineon2b.Iwillaskthempayattentiontothe“time”inthispassage.Asweknown,practicemakesperfect.Thisactivitymainlyhelpsstudentspracticingtheirscanningskill.Afterthat,studentshaveageneralunderstandingofthispassage,soIarrangethemanothertask.LetSsreadthispassagecarefullyandthenworkwiththeirpartnerstodiscussthequestionson2c.Discussingthesequestionscanmakethemhaveagoodcommandofthemeaningofthispassageandthewritersintention.Step4:Post-readingAtthepost-readingstage,Iwillarrangethemtotalkabouttheirfavoritecartooncharacters.ThenIwillwritedowntheiranswersontheblackboardandasktheyvotefortheirfavoritecartooncharacters.Andthenfourstudentsagrouptodiscusswhythischaracterispopular.Thisactivitycanhelpthemtoexpresstheirpreferences,whichisthefunctionobjectofthisunit.Also,itcancultivatetheircooperationawareness.Step5SummaryandHomework1.SummaryThelaststageissummaryandhomework.Summarycanhelpstudentstoreviewwhattheyhavelearntinthisclass.So,inthisstage,Iaskstudentstorecallwhattheyhavelearnttodayaccordingtothekeywordsonblackboard.ThenIwilldosomesupplements.2.Homework:roleplayAfterfinishthisclass,Iwillpresentmy