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根据提供的信息和语言素材设计教学方案。用英文作答。
设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点：
·teaching objectives
·teaching contents
·key and difficult points
·major steps and time allocation
·activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学初中二年级第一学期学生，班级人数40人。多数学生已经达到
《义务教育英语课程标准（2011年版）》三级水平。学生课堂参与积极性一般。
语言素材：
Teaching Contents:The passage is about the introduction of a famous cartoon character--Mickey Mouse.
Teaching Objectives:
（1）Knowledge objectives
Students can know more information about Mickey Mouse and understand the main idea and structure of this?passage.
（2）Ability objectives
①Students can retell the passage according to the key plot.
②Students can talk about the cartoon character they like.
（3）Emotional objective
Students can have more interest in English.
Teaching Key Point:
Students can understand the main idea and specific information of the passage.
Teaching Difficult Point:
Students can talk about the cartoon characters which they like in daily life.
Major Steps:
Stepl Pre-reading（5 minutes）
Show some pictures about Mickey Mouse on PPT and ask students two questions.
①What can you see on the picture?
②Can you guess what the passage is mainly about according to these pictures?
（Justification:This activity can arouse students'interest in this passage and lay foundation for the following?steps.）
Step 2 While-reading（10 minutes）
（1）Fast reading
①Ask students to read the passage quickly to check whether their prediction is right and find out the main idea?of the passage.
②Ask students to scan the passage to find out some information about Mickey and fill into the blank.
（2）Careful reading
Ask students to read the passage carefully and have a discussion about the following questions.Then ask some?students to share their ideas.
①What is Mickey Mouse a symbol of?.
②Do you think Walt Disney is?a smart man?Why or why not?
③Why is Mickey Mouse so popular?
④Do you want to be like Mickey?Why or why not?
（Justifications:Through the activity,students can get some specific information about Mickey Mouse from the?passage and develop their reading strategy of skimming and scanning.）
Step 3 Post-reading（5 minutes）
Ask students to work in groups of four and have a discussion:What is your favorite cartoon character?Why do?you like it?
（Justifications:Students can talk about their favorite cartoon characters and improve their speaking ability.）
有“泥土诗人”之称的诗人是（）。
将下列各项按所表示年龄大小顺序排列，正确的顺序应是（ ）。
①不惑②垂髫③花甲④加冠⑤而立⑥古稀⑦半百
1931年，一位给人们带来光明的科学家重病的消息牵动着世界人民的心，几十名记者为他守夜。每隔一个小时就对外发布一次消息：“灯”还亮着。这位科学家是（ ）。
钱穆在评论中国古代某制度时说，它“可以培植全国人民对政治之兴味……可以团结全国各地域于一个中央之统治”，这一制度是()。
明朝初年强化君主专制的措施是（）。
知识是个体通过与环境相互作用后获得的（ ）。
《诗经》中描绘了一个美丽清泠、朦胧迷茫的抒情境界，刻画诗人徘徊追思的形象，借助景物和意象含蓄委婉地表达相思和追怀之情的诗篇是（ ）。
既是俄罗斯浪漫主义的杰出代表，同时又是俄罗斯现实主义的奠基人的是（ ）。
一个国家教育经费投入的多少最终取决于（ ）。
教育的本体功能之一是( )。
