Module-5-Cartoons教案(全英版)

TheTeachingDesignofModule5CartoonsUnit1It’stimetowatchacartoon.By:XXXTel:E-mail:●Teachingmodel：Listeningandspeaking●TeachingTools：Multimedia,PPT,handouts,whiteboard●Teachingmethod：Activity-based/Communicative/Tasked-basedapproach/Cooperativelearning●Thedistributionofteachinghours:Oneperiod(40minutes)●Analysisofteachingmaterial：ThislessonischosenfromthesecondsemesterofGrade8publishedbyForeignLanguageTeachingandResearchPress.Thetopicofthisunitiscartoonandtheteachingkeyandthedifficultpointisthemixed-useofpresentsimpletense,pastsimpletenseandpresentperfecttense.Cartoonisarelaxingtopicandmostofthestudentslikeit,soitiseasytoarousethestudents’interest.Asthestudentsareinterestedinthislesson,itwillbemucheasierforthemtograspthekeyandthedifficultpoints.●Analysisofstudents：TheobjectsofthislessonarestudentsinGrade8.AlthoughtheyhavelearnedEnglishformanyyears,theyarestillweakinEnglishandmostofthemlackofinterest.Toarousethestudents’interestandtoguidethemgrasptheusageofthethreetensearethekeypointsofthislesson,soitrequiresteacherstosetupthetasksfromeasytotheadvancedtoguidethem,anddesignvariousinterestingandrelaxingactivitiestosustainstudents’interestsandattention.●Designconcept:Thisteachingdesignbasesonthenewcurriculumstandardanddesignssomestudent-orientedactivitiestomakethestudentsmastertheknowledgemainlybythemselves.●Teachingobjectives:Ⅰ.Knowledgeobjectives:1.Toenablethestudentstounderstandconversationsaboutcartooncharactersandidentifyspecificinformation.2.Tograspthekeywordsandthekeystructures.Ⅱ.Abilityobjectives:1.Toenablethestudentstotalkaboutone’sfavouritecartooncharacter(s).2.Toenablethestudentstotalkaboutcartoonsusingpresentperfect,presentsimpleandpastsimpletense.ⅢMoralobjective：Toarousestudentsinterestandtoguidethemtolearnsomethinggoodfromthosecartooncharacters●TeachingImportant&difficultpoints:Toenablethestudentstomastertheusageofpresentperfect,presentsimpleandpastsimpletense.●Blackboarddesign:Module5CartoonsUnit1It’stimetowatchacartoon.Cartoon:it’stimetodoCharacter:smartcleverhandsomecan’thelpdoingbravecoolhumorouscute●Teachingprocedure:Step1.leadin1.Showthestudentssomephotosofcartooncharactersandletthemguessthetopicofthisunit.2.Enjoyavideo.Step2.Presentation1.Studentstalkabouttheirfavoritecartooncharacter(s).Somephotosofcartooncharactersandsomeadjectiveswillbegiventohelpthestudents.2.Listentotherecordingofactivity2andfillintheblanks.Tony:Whatkindof1.____doyoulike,Betty?Betty:MyfavouritecartoonisSuperman.It’sGreat.Tony:Whydoyoulikeitsomuch?Betty:Thestoriesareso2._______!Supermanis3.______…Andhe’svery4._______too.Tony:Idon’tlikeitverymuch,myself.Thestorieshavehappy5._________.Betty:Yes,butallcartoonshavehappyendings.Tony:Iguessyou’reright.IlikewatchingTomandJerry.It’s6._______!Betty:Yes,andJerryis7.______andcute.Step3.Listeningandreading1.Listentotherecordingofactivity3andanswer:(1).WhichcartoondoesTonylike?(2).Whichcartoondotheywatchtogetheratlast?2.Studentsreadtheconversationsilentlyanddothetask(TorF).(1)TonyandDamingwatchedSupermanyesterday.(2)TonythinksSupermanisbetterthanSpiderman.(3)TonythinksSupermanisstrongerthanSpiderman.(4)Spidermancanflyandfightbadpeople.(5)TonyandDamingbothlikeTomandJerry.2.Studentsreadtheconversationloudlyandcompletethepassagewiththecorrectformofthewordsinthebox.(activity4)cartoon,fight,hero,humorous,laugh,lessonChildrenandadultsallovertheworldlove(1)________.Some,likeTomandJerry,are(2)_________,andpeopleenjoy(3)________atthefunnystoriesinthem.Others,likeSupermanandSpiderman,areabout(4)______.They(5)____badpeopletoprotecttheworld.Thesecartoonsarenotjuststories—theyalsoteach(6)______aboutgoodandbad.Step4.Workinpairs.Studentsworkinpairstodoaninterviewaccordingtothefollowingchart.BettyTonyDamingWhatSuperman,TomandJerrySpiderman,Superman,TomandJerrySpiderman,Superman,TomandJerryinterviewer(采访者)：interviewee（被采访者）：---Hello,Betty.CanIaskyousomequestions?---Ofcourse.---Whatcartoonshaveyouwatched?---Ihavewatched...---Whichcartoondoyoulikebest?---Ilike...best.---Whendidyouwatchit?---Iwatchedit....---Whydoyoulikeit?---Ilikeitbecause...Step5.SummaryTeacherleadstudentstosumupthethingstheyhavelearnedinthisclass.Step6.Homework.Studentsinterviewtheirdeskmatesandwritedownthereport.YourdeskmateWhatWhichWhenWhy课前预测：本节课设计的活动是根据学生基础较为薄弱来设计的，所以难度进行了适当的调低，例如让学生谈论自己喜爱的卡通形象时，我给出了作答的方式和一些提示词；在做采访环节的本节课的重难点，我采用了给出一个完整的对话版本让学生套用，这样的活动设计预测能较好的激发学生的学习兴趣，调动积极性，使课堂氛围较为活跃，从而更好的实现教学目标。WhichTomandJerrySpidermanSupermanWhenLastSundayWhenhewasalittleboyYesterdayWhyfunny;humorous;can'thelp...;alessonclimbup...with...;cool;besomeonelike...flythrough...;fight....brave;arealhero