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Unit 5 Do you want to watch a game show?
Section B（2a-2e）
Teaching Aims
| - To learn to talk about preference.
- culture, famous, appear, become, rich, successful, might, main, reason, common, unlucky, lose, ready, be ready to, character, simple
- 1. When people say “culture”, we think of art and history.
- 2. One of the main reasons is that Mickey was like a common man, but he always tried to face any danger.
- 3. Today's cartoons are usually not so simple as little Mickey Mouse, but everyone still knows and loves him.
| Teaching Difficulties
| - Let students to learn to talk about preference.
| Teaching Aids
| multimedia courseware or other realia that the T needs for teaching
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Teaching Procedures
| Tips
| Step 1 Warming up
| | - Ask Ss to answer the questions.
- Step 1: Divide Ss into several groups, then ask them to discuss the questions:
- Do you like watching cartoons?
- What's your favorite cartoon?
- Do you know any famous cartoon characters?
- Step 2: After all the groups have finished discussion, T can choose some Ss to share their answers.
- Step 1: Show Ss three movie clips. Ask Ss whether they know the name of each movie. (Mulan, Finding Nemo, Micky Mouse)
- Step: Ask Ss to tell their partner which movie they like the best and why.
- Step 1: Tell Ss that they are going to learn something about Mickey Mouse in this lesson.
- Step 2: Show Ss a picture of Mickey Mouse and a picture of Minnie. Ask them to work in groups of fours and discuss the questions: What do you think of Mickey Mouse? Can you think of some stories with Mickey Mouse?
- Step 3: T may want to ask if anyone can share a story about Mickey Mouse to the class.
- Let Ss learn some background knowledge about Micky Mouse
- Mickey Mouse is an American cartoon character. It is a famous symbol of American culture. Mickey Mouse is a black mouse with two large round ears. It is cute and smart and it is popular among people.
- Pair up, Ss should take turns to ask and answer the questions:
- What does Mickey Mouse look like?
- What is Mickey Mouse like?
- What can we learn from Mickey Mouse ?
| | Step 2 Presentation & Reading
| | - Before reading the passage, ask Ss to discuss the questions with their partner:
- Do you like watch cartoons?
- What is your favorite cartoon?
- Task 1 Skimming and matching
- Ask Ss to skim the passage and match each paragraph with its main idea.
- Task 2 Scanning and filling
- Let Ss to read the first paragraph and complete the ID card for Mickey.
- Appearance: black with two large round ears
- Use the information on PPT P14 and P15 to introduce Walt Disney and Steamboat Willie to Ss.
- Task 3 Scanning and answering
- Step 1: Ask Ss to read the second paragraph and answer the questions:
- 1. Who is Mickey’s girlfriend?
- 2. Why is Mickey popular?
- Step 2: Divide Ss into several groups, ask each group to make a thinking map about Mickey Mouse based on the information they have known.
- Step 1: Divide Ss into three big groups. Ask all the Ss to close their books.
- Step 2: Tell Ss that each group needs to complete one part of the summary. (e.g. Group 1: The birth of Mickey Mouse, Group 2: The cause of popular, Group 3: Micky’s achievement)
- Step 3: T reads the summary, Ss in each group need to say the matching words or phrases to complete each part of the summary.
- T asks Ss to read the passage, then complete the time line.
- Steamboat Willie came out in New York.
| - Walt Disney made 87 cartoons with Mickey Mouse.
| - Micky became the first cartoon character to have a star on Hollywood Walk of Fame.
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- Ask Ss to read the passage again and fill in the facts about Mickey.
- After doing activity 2c, T may want to take a class poll to determine the most popular Disney character among Ss.
- Step 1: Elicit from Ss the names of Disney character and write them on the board. T may first want to ask Ss to state their favorite Disney movies. (Mickey Mouse, Minnie Mouse, Donald Duck, Cinderella, Mulan ...)
- Step 2: Have Ss vote for their favorite character (or top three characters), and write the number of votes on the board.
- Step 3: Elicit from Ss why these characters are so popular.
- Ask Ss to read the passage again and discuss the questions in 2d with a partner.
- Show PPT P27 to Ss. Ask them to match each phrase with its Chinese translation.
- Ask Ss to underline the phrases in 2e in the passage. Then make a new sentence or write a question using each phrase.
- Step 1: Ask each S to take out a piece of paper. Then, write some facts about Mickey Mouse on it.
- Step 2: T can add more facts about Mickey Mouse by using PPT P30.
- Step 3: Ask each S to say something about Mickey Mouse to a partner using the facts they have written on the paper.
| | Step 3Language points learning
| | - think of有“考虑；想起；有……想法；对……有意见”等意思，在When people say “culture”, we think of art and history.这句话中应理解为“想起， 想到”。
- famous adj. “著名的；出名的”，可在句中作定语或表语，相当于well-known。
- be famous as“作为……出名”，其后常接表示职位、身份或地方的词。
- be famous for“因……而出名”，其后接出名的原因。
- be famous to“为……所熟知”，其后常接人。
- come out在When this cartoon came out in New York on November 18, 1928 ...这句话中表示“出版；发行”，它还可以表示“出现，露出
- successful作形容词，由“success(n.成功)+-ful(形容词后缀)”构成。succeed v. 表示“成功”，success n. 表示“成功”，successful adj. 表示“获得成功的”，successfully adv. 表示“成功地”。
- might作情态动词，表示“可能；可以”，它是may的过去式，但又并不完全表示过去。它没有人称和数的变化，与动词原形一起构成谓语。
- 2) 用于礼貌地提出建议或请求允许，比may语气委婉。
- one of …后跟可数名词复数，表示……之一。其后的谓语动词用单数。
- be ready to do sth. 表示“准备做某事” ，get ready to do sth与之同义，但前者强调状态，后者强调动作。
| | - Step 4 Summary & Homework
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| - Ask Ss to do the exercises from PPT P41-43.
- Preview the new words and phrases in Section B (3a-Self Check).
- Do the exercises in students’ book.
| | Teaching Reflection
| In this period, the students' curiosity can be grasped by visual teaching in the form of pictures. Help to improve the enthusiasm of the students' participation in the class by asking questions. Let the students discuss the three questions of 2a in pairs. Then, learn the passage of 2b and finish the task of 2d. Through the study of 2b article and the following exercises, we help the students master the key words, phrases and sentence patterns in this class, and cultivate the students' comprehensive reading ability.
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