Module 5 Unit 1 It's time to watch a cartoon. 教案

Module 5 Unit 1 教学设计
一 教学内容分析：
本模块的话题是“谈论卡通人物”，语法重点是一般现在时，一般过去时和现在完成时的综合运用。该话题为学生所熟知，有利于开展听、说、读、写方面的语言实践活动。通过操练，使学生掌握语言结构的同时，既学习语言知识，感悟语言功能，并能在此基础上引导学生学会根据图片或表格提示介绍最喜爱的卡通人物，充分体现了“用英语做事情”这一教学思想。本模块重点和难点是掌握与卡通人物相关的基本词汇，综合运用所学时态讨论卡通人物。通过前四个模块的学习，学生掌握了一般现在时，一般过去时和现在完成时，在整册书中占有举足轻重的作用。Unit1是一节听说课，在整个模块的教学中占有基础性的地位。本单元是通过两段对话来了解如何谈论卡通人物。在听力过程中，教授学生运用头脑风暴进行预测，并且通过一系列问题链捕捉中心词汇和信息，为说奠定了基础。目的在于提高学生的听力能力，培养良好的听说习惯。与此同时，引导学生能够在课堂说出自己最喜欢的卡通人物，体现语言技能的同步提高。
二 教学对象分析
本节课的教学对象是八年级学生，这一阶段的学生思维能力发展较快，自我意识增强，有较强的求知欲和表现欲。经过一年多新课程理念的熏陶及实践，学生已经有了初步的自主学习，合作探究的能力，但仍缺乏听说的技巧，独立思考的深度，和表达的自信心。对于本课的卡通人物描述，在七年级下册通过对的学习，学生初步接触过童话故事的英语表达；对于本课的所提到的Superman,Spiderman,Batman,学生通过近期由漫画改编的电影，对超级英雄系列漫画的背景很熟悉；对于本课的一般现在时，一般过去时和现在完成时，从七年级到八年级下册，学生已经学习并掌握。综上，学生对于本课的话题及语法知识都非常熟悉，对于课堂的参与度会增加。但是学生对于卡通故事所蕴含道理的思考会有困难，以及三种时态的运用会不太熟练，所以在教学过程中适当对学生进行引导，为学生搭好台阶，在各个环节渗透三种时态的综合运用。
三 教学目标设计
结合《英语课程标准》中四级教学目标，我将本课目标整体设计如下：
1. 能够掌握并在语境中正确运用本模块词汇及句型
cartoon,handsome,smart,sky,fight,cool,hero,humorous,can’t help doing,laugh,lesson.
It’s time to watch a cartoon./He keeps fighting bad people./I can’t help laughing when I watch them.
2. 能根据图示，尝试运用听力预测策略，锁定对所听内容重要信息的获取。能根据问题链，促进思维能力的发展。
3. 能通过卡通话题体会英语学习的快乐，能积极参与合作，共同完成语言表达任务，并在表达中能关注和使用得体的肢体语言进行有效交流。
4．了解英语交际中常用的口语用语，补白词，形体语言，通过对中外卡通的话题，体会卡通背后的积极乐观的价值观，尊重文化差异。
四 教学过程
本节课设计共包括七个环节
I Warm up:Free talk
Play a short video about Shanghai Disneyland and cartoons
T: Shanghai Disneyland was open last year and it has attracted millions of people.Why do people like Disneyland so much
S:Because they love Micky Mouse-cartoons.
T: Do you like cartoons and why do you like them
S:Yes, I do,because they are funny/interesting/exciting....It can make us relax...
T:So cartoons are popular of all ages.
T: I went to Disneyland in HongKong three years ago. As an adult, I love cartoons as well, can you guess why adults like cartoons
S: Because they can remember their childhood/Because they can learn many things from the cartoons/Because they can forget all the problems/Because they can improve their imagination.....
T:Good job!Now -It’s time to watch a cartoon. (What does it refer to )
Answer my questions: When do you usually watch cartoons Did you watch cartoons yesterday
S:I usually watch cartoons after dinner. I watched cartoons yesterday.
[设计意图]课程开始由近期新闻热点：上海迪士尼乐园的开馆开始，引入卡通的话题，提起学生的学习兴趣。并且适当引导学生头脑风暴，简单说出喜欢卡通的原因，并且在free talk中，很自然地混合使用一般现在时，现在完成时和一般过去时，让学生在语境中感受不同的时态。对于Why do adults like cartoons的问题，是旨在培养学生的发散思维的能力。最后，引入标题句，并且就标题句让学生进行思考，并且练习不同的时态。
II Pre-listening :Presentation and practise
Anwer two questions with the mind map:
T:What cartoons have you watched
S:Superman,Spiderman,Monkey King,Snoopy...
T:They are all cartoon heroes and Superman and Spiderman are super heroes.(heroes have different meanings)
T:What do you think of the cartoon heroes What are they like What do they look like
S:They are cute,smart,handsome(d doesn’t have a sound),brave,funny,kind.......
[设计意图] 课程展示部分由头脑风暴的形式出现，有利于学生的发散型思维的训练，为学生展示创造性思维的机会变被动学习为主动学习，提高学习质量，并且在头脑风暴中进行新授课的展示部分，把描述hero的相关形容词生成在黑板上，便于日后写hero 话题时的积累和使用。能够使学生在活动中感悟新授知识，并且让学生感知如何描述卡通人物。
III While listening: Short dialogue listening
A) Listen for twice and complete the table:
What cartoons do they like What are the cartoon heroes like
B) Talk about these two cartoons.
Think about a question: Do all cartoons have happy endings
Possible answer: Because good people always beat the bad people,and it tells us to be a good person.
With so many bad things in the real world,we need happy endings.
[设计意图]整堂课通过白板的使用，给学生列出描述卡通人物的一系列形容词，并且让学生在课堂中直接在白板上进行拖拽的方式选词填空，让学生对关键词汇有更深的印象。这段短对话听力，继续延续头脑风暴的两个思维导图“What are the cartoons”和 “what do they think of them”的问题，让学生听说相结合，并且进一步巩固已学的形容词。并且由听力中的一个问题 “Do all cartoons have happy endings ”让学生进行进一步的思考，让教材蕴含的情感感染学生。
IV While listening: Long dialogue listening
A)Prediction:
Daming and Tony are going to watch a cartoon and they are talking about their favourite cartoon,what will they talk about
A)What cartoon heroes do they like B) What do they think of them
C)What are the cartoons about D)What can you learn from them
[设计意图]预测作为一种技能，对听力起着至关重要的作用。首先锻炼学生独立思考，预测的能力，其次，使得听力更加有目的性。并且向学生呈现本课话题的讨论方向，为说打下基础。
B) Listen and answer:
1 What cartoon heroes do they like Which cartoon did they decide to watch
Daming likes Superman, Tony likes Spiderman, they both like Tom and Jerry.
How to talk about different ideas in a polite way
I don’t think we agree. Well......(hesitation filler)
[设计意图]在第一次听力中，让学生掌握general idea,即他们喜欢的卡通名称，并且渗透口语表达技巧：如何礼貌地表达不同意见？并且在思考地时候让学生学习使用补白词 “well”.
2 What do they think of them Complete the blanks with adjectives.
There are some sentences which show their feelings:
That’s a real hero!
I want to be someone like him!
I can’t help laughing when I watch them!
Practise: I can’t help crying when I hear the bad news. I can’t help laughing when he makes jokes.
[设计意图] 学生能够通过听力训练，听重点词汇。教师适当引导学生寻找表达情感的句子，并且跟随点读笔反复跟读，直至熟练运用，为说打下基础。
C ) Read and answer:
3 What are the cartoons about
Practice: Superman keeps fighting bad people. Tom and Jerry fight a lot.
There are two “fight”s in the dialogue. Do they have the same meaning
Superman fight bad people to protect the world.
Tom and Jerry don’t really fight, they are friends.
Tips:Pay attention to the same word in different sentences.
[设计意图] 让学生独立完成填空，并且通过白板的使用引导学生注意运用动词的正确形式，从”fight”这个词让学生体会相同词汇在不同情境下的感受，引导学生进行中心思想的思考，为下一步情感升华打下基础。
4 A)What can you learn from the cartoons
“There’s a lesson there”.
lesson:choose the best meaning:
We have an English lesson everyday. We learn a lesson from it.
A:an experience that teaches you to do better B teach a subject.
Superman: Good people always beat the bad people. We should be kind and helpful.
Tom and Jerry: Good friends sometimes fight,but friends love each other and protect each other. We should treasure friendships.
B) Why do they both like Tom and Jerry but have different ideas on heroes
Everyone has his own hero , but everyone likes humorous cartoons.
[设计意图] 通过“lesson”发散学生思维，培养学生的情感态度，引导并培养学生挖掘文本背后的含义。
V Post listening: Talk about different cartoons
1 Talk about Superman,Spiderman and Tom and Jerry with the help of Pyramid Diagram
Tony and Daming have_______their homework.It’s time to watch a cartoon. They watched_____yesterday. Daming Tony likes________,because______.
2 Work in group of 4, each group will talk about the cartoon hero with the help of Pyramid Diagram.Act out in front of all people.
I have watched___________. I watched it _________. I think it’s ________,it can________.
Pay attention: Speak fluently and correctly. Be confident,smile and make eye-contact with all the students. Try to use hesitation filler, like “well”...
[设计意图] 输出部分由浅入深，从课文过渡到课外拓展，恰当整合三个时态，采取小组合作的方式，使学生把本课学到的语言知识自然地运用在真实的语境中，目的是培养学生综合运用语言的能力。
VI Sum up
由教师引导，学生来总结本课所学习的卡通人物，及其特点，内容和经验教训，引导学生从哪些方面着手描述卡通，为Unit2的读写打下基础。
T:-What have we learned today
S:-We have learned how to talk about cartoon heroes.
T:-We should pay attention to four questions:
S:-What cartoon heroes do they like What do they think of them What are the cartoons about What can you learn from them
T:-Three tips for you :
Pay attention to the same word in different sentences,such as:fight,lesson,hero.
Learn to talk about different ideas in a polite way.
Learn the lessons about each cartoon hero.
[设计意图] 通过总结，回顾本课内容，梳理整节课的课堂结构，为Unit2写关于自己最喜爱的卡通人物打下基础。
VII Homework
A) Go over all the key words and sentences related to cartoons.
B) Finish the Pyramid Diagram of Superman,Spiderman and Tom and Jerry,and talk about them.
C) Finish the Pyramid Diagram of your favourite cartoon hero ,and talk about it.
Choose at least two of them. Fighing!
[设计意图] 作业采取分层的原则，由简入难，尊重学生个体差异，学生可以根据自己水平选择适合自己的作业。
板书设计：
教学设计亮点：
1.设计思路：整个教学过程重思维能力的培养，每个设计环节都设计了相应的问题链，循序渐进，促进学生思维的深度和广度让学生从生活与情感中出发，大胆进行语言表述，学生不仅仅能read between the lines、read behind the lines。
2.对学习策略的培养：在任务中有意培养学生预测的听力策略，通过金字塔图表的建立，培养学生总结归纳的能力，通过问题链的设计，培养学生独立思考的能力，通过头脑风暴的方法，培养学生发散思维的学习策略，为词汇学习创设情境，培养学生在情境中理解单词含义的学习策略。
3.多媒体的运用：巧用点读笔，学生可以有针对性地进行口语操练，激发了英语学习的兴趣，巧用白板笔，能够动态交流教学信息，促进学生积极思维，主动学习，形成高效课堂。
Cartoon heroes
My favourite
cartoon
It's _____.
Jerry is
________
and _____.
It's _____
and so_____.
Superman is
________
and _________-_______.
Do all cartoons
have happy
endings
He______
buildings
_____his
hands and
feet.
He can fly
_______the
_____and
keeps
______
bad people.
The cute
mouse always
____the cat.They
___a lot,but they
really love each
other.Sometimes
they____each other
and____together.
what
be like/look like
be about
lesson