教材分析
本作品是人教版新目标英语八年级上册Unit 5 Do you want to watch a game show? Section B (2a-2e)部分，从课型来说，属于阅读课。阅读材料是关于米老鼠的介绍，学生通过阅读了解米老鼠的发展历史，学习米老鼠永不放弃的精神。在授课时，主要以阅读策略学习为主线，引导学生更好地利用Mind-map进一步把握文章内容，更好更准确地获取有效信息，从而提升学生的阅读能力。
从文本内容来看，文章以时间为线索，介绍米老鼠的发展，引导学生对卡通人物认识，评价，学习米老鼠的精神，培养学生正确的人生观。
从授课活动来看，教师要注意：在读前从学生喜欢的熟悉的喜羊羊和灰太狼为切入点，为本课的学习扫清障碍；在读中要善于运用不用的阅读方法引导学生不断地获取有效信息，尤其是利用Mind-map梳理文章结构，mind-map做成米老鼠头像的结构，形象生动，实现语言输入；在读后要设计合理的语言输出活动，学以致用，从而真正提升学生的阅读水平。
课后反思
2016年4月下旬，我很荣幸的参加了“一师一优课”晒课活动。课前经过自身认真备课、学校备课组、年级组反复磨课之后，经学校推选参加了罗庄区的“一师一优课”赛课活动。赛课后，我区教研员张晓玲主任针对这节课给予了细致的点评，提出了中肯的建议，我不仅学到了很多经验，而且还了解到自己的不足之处。现分析如下：
首先，导入新课环节时设计的问题有点难，学生不容易接受，可以以学生熟悉的卡通形象为切入点，学生有话可说。
其次，在阅读环节中，以时间为顺序，采用先整体阅读再分段阅读的顺序，采用skim 和scan的方法对文章注意内容进行梳理，然后是分段细读，每段采用问题推进阅读，知识搭建思维导图的方式，但考虑到情感教育，前后形成鲜明对比，读完第一段接着处理了第三段和第二段形成对比，便于学生更深刻的理解并学习米老师精神，在搭建思维导图的时候，结构有点单一。
再次，在阅读输出环节中，我让学生先讨论米老鼠是小人物还是大明星，让学生深刻理解米老鼠精神，然后小组讨论自己喜欢的卡通人物，重点是喜欢的原因，小组内学生相互交流并评价自己喜欢的卡通人物，先口头表达再书面写，这样以来，学生可以自由发挥，更有利于情感的升华，突出英语学科的“人文性“特点。
很感谢这次的“一师一优课”活动，她为我提供了一个非常珍贵的学习与成长的机会。在此活动期间，无论自已的一次又一次备课，还是组内一次又一次的磨课，都是我不断成长的过程，给我带来了一种酣畅淋漓的感觉。和其他有经验教师的交流，张主任的细心指导，让我感觉就像是站在巨人的肩膀上，所以我站得更高，看的更远，更深入地接受到了先进课堂教学思想的滋养，在这个过程中，我学习了，成长了，感悟了。虽然我知道，在英语教学的这方天地里，我还有很多的不足，还有很多需要我不断完善和改进的地方，但这正是我今后工作的方向和目标，更是我不断前行的动力
Unit 5 Do you want to watch a game show?
Section B (2a-2e)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”。
评测练习
本节课的重点就是学会运用运用形容词的比较级、最高级来描述表达某自然地理知识。为了更好的巩固这个目标，同时也实现知识和能力的迁移。我设计了以下练习：
?Walt Disney, the great film-maker, was born in 1901. When he was a young man, He often sat in the?family garage and draw pictures there. One day a mouse came into the garage and played on the floor. He?stopped drawing and watched the mouse. The mouse came towards him, so he gave the mouse a piece of?bread. Day after day they became good friends.? ?????? Some years later, Disney moved to the west coast of the USA. He tried to get work as an artist, but?still he was unsuccessful. One day he remembered the mouse that used to come out in his father's garage.?He picked up his pencil and started to draw. At last he was pleased with one of his pictures of the mouse.?He called it Mickey Mouse.? ?????? His success as a cartoon-maker had begun. He made scores of cartoons. All of them were liked very?much by children. He died in 1966. But the studios which he started are still busy today, producing more?and more interesting films.? 1. Who is Walt Disney? ?? ?__________________________________________________.? 2. Where did he make friends with that mouse?? ??? __________________________________________________.? 3. He thought that mouse was lovely, didn't he?? ??? __________________________________________________.? 4. How long did he live in the world?? ?? ?__________________________________________________.? 5. What is the main idea of this passage?? ??? __________________________________________________.
