13.湖北省武漢市華中科技大學附屬中學 吳南瑤

 

 

 

課文標題： Mickey Mouse - a symbol of American cartoon culture

單元名稱： Unit 5 Do you want to watch a game show?

教材版本： PEP Go for it!

授課年級： Grade 8

 

 

 

整體設計思路 This reading article is about Mickey, a cartoon character which is familiar to the Ss from Grade 8 who  have learned English for several years and still have a strong desire to learn better. At the beginning of this class, T will arouse Ss’ interest to find out information from the text about events which happened to Mickey based  on the facts they have known. Then with several reading tasks,T will guide Ss to explore the reasons why Mickey was popular and is still popular today. This is to help them to understand the key point “symbol” in American cartoon culture. By the end of this class, Ss will be able  to describe the  symbol in  Chinese cartoon culture  with  the

knowledge learned in this reading.

 

 

 

 

教學目標 By the end of this class, Ss will be able to:

1. predict and obtain information about Mickey's birth and development;

2. explore the reason why Mickey became popular in the

1930s and kept its popularity till now;

3.learn about the similarities or differences between different cultures by comparing symbols in American cartoons and Chinese cartoons.

 

教學重難點 1. Improve Ss’ ability of language generalization with the help of the mind map;

2. Guide Ss to analyze Mickey Mouse’s spirit and lead Ss to list and analyze the symbol in Chinese cartoon culture.

教學過程

教學步驟 教師活動 學生活動 設計意圖

及資源準備

 

Grouping Divide students into

groups of six.

Get ready for class. Prepare for the

group work.

Leading in 1.Greetings with Ss and lead in the topic. Talk about the symbols in By talking about the familiar

 

 

2.Have Ss introduce symbols in Chongqin then guide them to know the meaning of “symbol”. Chongqin. topic, Ss can understand the key word “symbol”.

 

Pictures of symbol places in Chongqin.

 

 

 

 

 

 

 

 

 

 

 

Pre-reading 1. Present the picture in 2b to introduce today’s main character.

2. Have Ss talk about what they have known about Mickey.

3. Elicit Ss to explore something more about him from the reading. 1. Guess the topic of the passage.

2. Brainstorm some facts they’ve known about Mickey and share them what I want to know about him. These aim to motivate Ss’ current knowledge about Mickey and arouse Ss’ interest to explore what they want to know.

Qs: What do you know about him?

What else do you want to

know?

 

 

 

 

 

 

 

While-reading 1st reading:

1. Elicit Ss to find out the facts and figures of Mickey to finish the mind map.

2. Introduce Mickey in their own words. 1. Predict some facts of Mickey.

2. Read carefully, underline the facts and circle the figures of Mickey. 3.Focus on the time periods and events. 4.Work in groups to

introduce Mickey. These help Ss to have a clear mind of the time line and related events.

 

Mind map

 

 

 

 

While-reading 2nd reading:

1. Find out the key words to describe Mickey.

2. Elicit Ss to discuss

the reasons why Mickey was popular at 1.Read carefully and circle the key words. 2.Discuss in groups to find out the reasons why Mickey could become

popular. These help Ss to understand Mickey’s developments and spirit.

 

Q: Why did

 

 

that time. 3.Paraphrase Mickey’s personal traits. Mickey become popular at that time?

 

 

 

 

 

While-reading 3rd reading:

1. Find out if Mickey is still popular today and why.

2. Have Ss discuss why Mickey could become the symbol of American culture. 1.Read carefully and discuss in groups to find out his achievements in American cartoon culture. These help Ss to have a clear mind of Mickey’s achievement in American culture.

Qs: Is Mickey still popular now? How do you know that?

 

 

 

 

 

 

 

 

 

 

Post-reading Discuss in groups to choose a symbol in Chinese cartoon culture. Ss work in groups and talk about the reasons why they choose him/her

as a symbol of Chinese cartoon culture.

Ss try to introduce the cartoon characters. This helps to cultivate Ss' cross-cultural awareness and

the establishment of cultural character.

Q: Which cartoon character can be a

symbol of Chinese cartoon culture?

And why?

 

 

 

 

Summary Elicit Ss to compare the similarities and differences between symbols of American

& Chinese cartoon

cultures. Ss work in groups and discuss the similarities and differences between symbols of American & Chinese cartoon cultures. This helps Ss to learn and share the great traits from different cartoon symbols.

 

 

 

Homework Write a short passage to introduce the Chinese cartoon symbol. This based on the extension and expansion of what Ss have

learned.

 

 

 

 

 

 

板書設計

 

 

 

 

本節課 思維導圖

 

 

 

教學反思 Ss are interested in cartoon topics and familiar with the surface information of Mickey Mouse but the cultural significance as well as the spiritual power in Americans’ heart are unfamiliar to them. How to design teaching procedures to elicit Ss to learn to face difficulties bravely and lead Ss to list and analyze the symbol in Chinese cartoon culture is the point that I need to think about.