【新】牛津译林版八年级英语下册Unit4 A good read Task导学案
Unit4 A good read Task导学案
课前参与
一、预习书本P60—61，完成书本填空。
二、重难点辨析：
1.I also want to travel and have exciting experiences in the future.
experience:1)意为“经历”，是可数名词。
an unusual experience 一次不寻常的经历
2) 意为“经验”，是不可数名词。
much work experience 许多工作经验
E.g. I will never _________ those________ ________我绝不会忘记那些有趣的经历。
He has___________ ____________ of___________.他教书很有经验。
2. Who do you usually ask for advice on books?
advice为不可数名词，意为“建议，忠告”。
常用短语a piece of advice，意为“一条建议”
E.g. He often gives us _________ ________ ________他经常给我们提一些好的建议。
常见短语：give sb. advice给某人提建议take/follow one’s advice 接受某人的建议
listen to one’s advice 听从某人的建议ask sb. for advice 征求某人的建议
动词为advise , 用法：advise sb. to do sth.
3.my reading habits我的阅读习惯
养成好习惯：get into good habits改掉坏习惯get out of bad habits
4.It is just opposite my home.
Opposite作介词，意为“在……的对面，与……相反”
E.g. There is a bank _________ ________ ________超市对面有家银行。
Opposite作名词，意为“对立的人或物”，常用短语：the opposite of……
E.g. White is _________ ________ ________black.相对于黑色的颜色是白色。
课中参与
一、词汇：
1.We all trust our manager and have ______________in him.(信心)
2.What kind of music do you like better,_____________ music or pop music?(古典的)
3.There are several ______________in Sunshine Library. (图书管理员)
4.Good________________ are very helpful for the young people’s growth.(习惯)
5.They lived ______________the school.(在……对面)
6.Thank you for giving me so much______________.(建议)
7.After she retired, Mrs Wang wrote a book about her______________ as a reporter.(经历)
8.Are you sure that there is no_____________ meaning in this letter?(hide)
9.All the Christmas_____________ start right after Thanksgiving.(sell)
10.Lucy spends___________ than one hour on sports.(little)
二、动词填空：
1.The father looked very happy when____________(talk) about his son.
2. Mr White hasn’t decide when_____________(visit) Beijing with his wife.
3.What a surprise! I ______________(not know) you would come back today.
4.So far, most of the students_______________(learn) English for nearly six years.
5.MrLi heard his daughter____________(chat) with someone on the phone when she came back home.
6.You have to spend as much as you can______________(practice) before the driving test.
7. ____________(improve) my English, you should spend more time on it.
8.A lot of people____________(move) out of the mountains in the past twenty years.
9.Where is your father? He_____________(talk) about his son.
10.The lady didn’t know which dress_____________(choose) in this clothes shop.
三、翻译句子：
1.这个男孩航海去寻找隐藏的宝藏，途中遇到了很多刺激的经历。
The boy___________ ___________ ___________ to look for____________ _________ and had many _____________ _____________ on the way.
2.你太害羞了。
你应该对自己更有信心。
You are too shy. You should____________ ____________ ____________ in____________.
3.我爸爸不像以前那么忙了。
My dad isn’t___________ __________ _________ he_________ _________ __________.
4.她紧张的时候有玩头发的习惯。
She has ___________ __________ of__________ with her hair when she is__________.
5.阅读给我打开了一个全新的世界。
Reading ___________ ___________a new world ___________me.
6.忙碌一天后，听音乐能帮助我放松下来。
Listening to music can help me___________ after__________ __________ _________.
7.关于如何提高英语水平，我的英语老师已经给了我很多建议。
My English teacher___________ __________me_________ ___________ ___________ how to improve my English.
四、句型转换
1.She spends 3-4 hours a week in reading.（划线提问）
___________ __________ __________she____________ a week in reading?
2.I usually read books at weekends. (划线提问) __________ ________you usually read books?
3.I am interested in history books. (划线提问)
__________ __________ __________ _________ are you interested in?
4.I love reading because it can improve my knowledge. (划线提问)
__________ __________ you___________ reading?
五、书面表达
目前，由许多中学生不重视课外阅读，请你根据下表内容写一篇短文，对这一现状进行分析
___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________。
牛津译林版英语八下Unit 4《A good read》(task)ppt课件
Other:________ Other:________
Other:________
Other:________
Other:________
1.Ideas 2.Clear structure
3. Usellie’s Reading habits Time spent in 7 hours a week reading every week history books; What to read Where to get the books
5 They also open up a whole new world to me . 开辟 开发 open up 意为：“________ _____ 开拓 _____” 如：成为志愿者帮助开阔学生的眼界。 Being volunteers helps open_________ up _______ the eyes of students.
之前既可作连词也可作介词作介词时其后可以跟表示具体日期时间等的名词或数词也可以跟表示动作的名词还可以表示在做
Task My Reading Habits
【课前热身】 1 建议，忠告，劝告(n.) advice(不可数) 动词：advise 2 图书管理员 librarian 3 习惯 habit 4 古典的(adj.) classical 5 在……的对面（prep.） opposite 6 开启，开辟 open up
2 I spend over seven hours a week reading different types of books. more ________, than over 介词，意为_______ 多于 超过 相当于__________ less than 反义词：___________ 如：他住在北京已两年多了。 has ____ lived____ in Beijing for _____two over He ____ years. over 还可以表示“在 ___________”, ……上方 under 反义词是：________ 如：河上有座桥 over the river. There is a bridge ________
牛津译林版英语八下Unit4《Agoodread》(welcome)说课稿
牛津译林版英语八下Unit 4《A good read》（welcome）说课稿一. 教材分析《牛津译林版英语八下Unit 4 A good read》是一篇关于阅读和文学欣赏的课文。
本节课的主要内容是让学生通过阅读一篇关于名著《动物农场》的介绍文章，了解这本书的内容、特点以及作者的观点，并能够就自己的阅读体验进行交流和分享。
教材通过丰富的语言材料，引导学生关注英语阅读，培养他们的阅读兴趣和阅读能力。
二. 学情分析根据对学生的了解，他们在七、八年级时已经学习过一些关于文学作品的课文，对名著有一定的了解。
但是，对于《动物农场》这本书，可能了解不多。
因此，在教学过程中，我需要帮助学生更好地理解课文内容，引导他们欣赏文学作品，并能够就自己的阅读体验进行表达。
三. 说教学目标1.知识目标：学生能够掌握课文中的关键词汇和短语，理解课文的主要内容。
2.能力目标：学生能够阅读并理解英文文学作品，提高他们的阅读能力。
3.情感目标：学生能够欣赏文学作品，培养他们的阅读兴趣。
四. 说教学重难点1.重点：学生能够理解课文内容，掌握关键词汇和短语。
2.难点：学生能够欣赏文学作品，并能够就自己的阅读体验进行表达。
五. 说教学方法与手段在教学过程中，我将采用任务型教学法和交际法。
通过设计各种任务，引导学生积极参与课堂活动，提高他们的阅读和表达能力。
同时，我将使用多媒体教学手段，如PPT和视频，以丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.Pre-reading：我将以一段关于《动物农场》的视频导入新课，激发学生的学习兴趣，并引导学生思考：他们是否读过这本书？对这本书有什么了解？2.While-reading：学生将阅读课文，回答相关问题。
在这个过程中，我将引导学生关注课文中的关键词汇和短语，并帮助他们理解课文内容。
3.Post-reading：学生将就自己的阅读体验进行交流和分享。
在这个过程中，我将引导学生表达自己的观点，提高他们的表达能力。
牛津译林版八年级英语下册 Unit4 a good read 课文要点解析
牛津译林版八年级英语下册Unit4 a good read 课文要点解析Comic strip1.Have you decided what to do with these books, Hobo?霍波,你已决定怎样处理这些书了吗? (教材第48页)I)decide此处用作及物动词，意为“决定”，后跟名词、代词、动词不定式或从句等。
She decided to book two tickets to Hainan online.她决定在网上预订两张去海南的票。
Let's first decide where we should go.咱们先决定应该去什么地方。
[拓展]decide的名词形式是decision,意为“决定”。
make a decision (to do sth. )意为“做决定(做某事)”。
You need to make a decision today.你今天需要做个决定。
中考.链接(2017.江苏苏州).Jack, why have you decided_________Chinese folk music as a course?一To learn more about Chinese culture.A. takeB. takenC. takingD. to take解析:我们可用“固定搭配法”解答此题。
decide to do sth.为固定搭配，意为“决定做某事”，故选D。
句意:“杰克，你为什么决定选择中国民间音乐这门课”“为了更多地了解中国文化。
” 答案:D(2)do with意为“处理;处置;对待”，常与疑问词what连用。
What did you do with those old keyboards?你怎么处理那些旧键盘了?The new teacher didn't know what to do with students.那位新老师不知道如何对待学生。
牛津译林版八年级英语下册 Unit4 a good read 课文要点解析
牛津译林版八年级英语下册Unit4 a good read 课文要点解析Comic strip1.Have you decided what to do with these books, Hobo?霍波,你已决定怎样处理这些书了吗? (教材第48页)I)decide此处用作及物动词，意为“决定”，后跟名词、代词、动词不定式或从句等。
She decided to book two tickets to Hainan online.她决定在网上预订两张去海南的票。
Let's first decide where we should go.咱们先决定应该去什么地方。
[拓展]decide的名词形式是decision,意为“决定”。
make a decision (to do sth. )意为“做决定(做某事)”。
You need to make a decision today.你今天需要做个决定。
中考.链接(2017.江苏苏州).Jack, why have you decided_________Chinese folk music as a course?一To learn more about Chinese culture.A.takeB. takenC. takingD. to take解析:我们可用“固定搭配法”解答此题。
decide to do sth.为固定搭配，意为“决定做某事”，故选D。
句意:“杰克，你为什么决定选择中国民间音乐这门课”“为了更多地了解中国文化。
” 答案:D(2)do with意为“处理;处置;对待”，常与疑问词what连用。
What did you do with those old keyboards?你怎么处理那些旧键盘了?The new teacher didn't know what to do with students.那位新老师不知道如何对待学生。
牛津译林版英语八下Unit 4《A good read》(Grammar)教学设计
牛津译林版英语八下Unit 4《A good read》（Grammar）教学设计一. 教材分析《A good read》是人教版牛津译林英语八年级下的一个单元，主题是关于书籍和阅读。
本课的主要内容是通过介绍两本书的评价，让学生学会如何使用过去时态和现在时态描述事件的顺序。
教材中包含了丰富的阅读材料，有助于提高学生的阅读兴趣和阅读能力。
二. 学情分析学生在学习这个单元前，已经掌握了动词的过去式和现在式的变化规则，同时也具备了一定的阅读理解能力。
但学生在阅读长篇文章时，可能会遇到生词和难句，影响阅读理解。
因此，在教学过程中，需要帮助学生克服这些困难，提高他们的阅读能力。
三. 教学目标1.知识目标：学生能够正确使用过去时态和现在时态描述事件的顺序。
2.能力目标：学生能够读懂文章，提高阅读理解能力。
3.情感目标：激发学生对阅读的兴趣，培养良好的阅读习惯。
四. 教学重难点1.重点：学生能够正确使用过去时态和现在时态描述事件的顺序。
2.难点：学生能够读懂文章，提高阅读理解能力。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.互动式教学法：教师与学生，学生与学生之间的互动，促进知识的传递和能力的培养。
3.情境教学法：创设情境，让学生在真实的环境中学习，提高学生的应用能力。
六. 教学准备1.教师准备：准备好教材、多媒体教具、教学卡片等教学资源。
2.学生准备：学生提前预习课文，了解文章大意。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们喜欢的书籍和阅读体验，激发学生的学习兴趣。
2.呈现（10分钟）教师通过多媒体展示两本书的评价，让学生听懂并理解文章的内容。
3.操练（15分钟）学生分角色朗读文章，模仿文章中的评价语言。
教师引导学生运用过去时态和现在时态描述事件的顺序。
4.巩固（10分钟）学生分组讨论，总结文章的主旨大意，并用自己的话进行表达。
教师巡回指导，纠正学生的错误。
牛津译林版英语八下Unit 4《A good read》(integrated skills)说课稿
牛津译林版英语八下Unit 4《A good read》（integrated skills）说课稿一. 教材分析《牛津译林版英语八下Unit 4 A good read》是一篇关于阅读理解和文学鉴赏的课文。
本节课的主要内容是让学生通过阅读一篇关于小说《动物农场》的评论文章，提高学生的阅读理解能力，同时培养学生的文学鉴赏素养。
教材中包含了丰富的语言知识，如词汇、语法和阅读策略，为学生提供了全面的语言学习材料。
二. 学情分析在八年级下学期的学生已经具备了一定的英语基础，能够理解和运用基本的英语语法和词汇。
然而，他们在阅读理解方面还存在一定的困难，特别是对于长篇复杂的文章。
此外，由于学生对文学作品的接触较少，他们在文学鉴赏方面的素养还有待提高。
因此，在教学过程中，教师需要关注学生的阅读理解能力和文学鉴赏素养的提升。
三. 说教学目标1.知识目标：学生能够掌握课文中的关键词汇和语法知识，如现在完成时、被动语态等。
2.能力目标：学生能够提高阅读理解能力，能够运用阅读策略理解长篇复杂的文章。
3.情感目标：通过阅读和讨论，学生能够培养对文学作品的鉴赏能力，激发对阅读的兴趣。
四. 说教学重难点1.重点：学生能够理解课文内容，掌握关键词汇和语法知识。
2.难点：学生能够运用阅读策略理解长篇复杂的文章，提高阅读理解能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中提高语言运用能力。
2.教学手段：利用多媒体课件、纸质教材和网络资源等，为学生提供丰富的学习资源。
六. 说教学过程1.导入：通过提问学生喜欢的书籍和作家，激发学生对文学作品的兴趣，引入本节课的主题。
2.阅读理解：学生自主阅读课文，回答相关问题，教师引导学生运用阅读策略理解文章。
3.词汇语法：学生通过课文学习新词汇和语法知识，教师进行讲解和练习。
4.小组讨论：学生分组讨论课文中的观点和表达方式，培养学生的批判性思维能力。
5.文学鉴赏：教师引导学生分析课文中的文学手法和特点，提高学生的文学鉴赏素养。
牛津译林版八年级下册Unit 4 A good read Reading 教案
牛津译林版八年级下册Unit 4 A good readReading 教案Unit 4 A good readReading (I)I. Teaching aims and learning objectivesBy the end of the lesson, the students should be able to:1. understand the extract from Gulliver’s Travels with the teacher’s help;2. learn how to read a novel from the transitions between ideas and analyze the spirits of the characters.II. Teaching contents1. New words and phrases:against, until, finger, tiny, continue, either, manage, lift, army, must, unable, shoulder, by the time, be tired out, be tied to, look down, the same size as, fall over, continue doing sth., manage to do sth.2. New sentence structures:After our ship crashed against the rocks, I swam as fast as I could.I woke up as the sun was rising.However, they soon got up again and continued moving across my body.I tried to pull one hand free and finally managed to break the ropes.III. Focus of the lesson and predicted area of difficulty1. To get a full understanding of the extract.2. To analyze the structure of the story with transitions.IV. Teaching proceduresStep 1. Lead-in1. An introduction to Gulliver’s Travels(1) The teacher asks the students some questions about reading.What type of book do you like best and whyThe teacher introduces the novel Gulliver’s Travels and its author to the students with the help of pictures.Step 2. Pre-reading1. Show some background information of the bookJonathan Swift was the writer of the story. He wrote the story in England. The novel tells us Gulliver’s amazing adventures in some countries, including Lilliput(小人国), Brobdingnag(大人国), Laputa(飞岛国)and Houyhnhnms(智马国).Present new expressionsHis ship crashed against the rocks.The ship couldn’t continue moving.He was tired out and fell down.Tiny people managed to use ropes to tie him to the ground.Step3. While-reading1.Skimming: read for gistRead the passage and fill in the formFive elements(五要素)：When did Gulliver wake upWhere was Gulliver thenWho did Gulliver see on the beachWhat did the tiny men do to GulliverHow did Gulliver feel at the end of the story2.Scanning: read for detailsTask1：Read Para.1 and answer the following two questions:(1)What did Gulliver do after their ship crashed against the rocks(2)Why did Gulliver fall down on the beachTask2：Read Para.2 carefully.What did Gulliver do after their ship crashed against the rocks .Why did Gulliver fall down on the beach and go to sleepWhy couldn't he moveTip 1: When we meet the new words, try to guess the word's meaning according to the context(语境).Tip 2: Don't miss any given information, even the picture.Task3：1. Read Para.3 and answer the following questions:(1)What did the small man do(2)How big was the small man2. Can you choose the functions of the two questions (多选)(A) Make readers want to read the story.(B) Make readers feel Gulliver’s feeling.(C) Make the story vivid(生动的) and interesting.Task4：Read Para.4 and answer the following questions:(1)Why did the tiny men all fall over(2)What did they do after thatTask: Read Para.5 and answer1. Did the small men try to communicate with Gulliver What about Gulliver2. Did Gulliver do anything to help himself out What did he doStep4. Post-reading1.Discussion in groups:How do you understand the word “army” itselfWhy did “I” think the “tiny” people were a huge armyShould we look down on（轻视）the tiny people（小人物）in our life 2. Further thinking: Which character(角色) has interested you most WhyGulliver：brave，calm，lucky，friendly，kind...I think Gulliver was kind because he didn’t eat the tiny men.②…., so I dislike Gulliver.Tiny men: cooperative(合作的),clever，brave...①I like the tiny men were ... because they...② I can learn … from the tiny men because …教学反思1. 对于文本内涵的挖掘还有待提高，如在探讨“huge army”时，可以给予学生更多的时间和空间，激发学生思考文中内涵的力量对比、情感变化，将问题导向化的教学更加深度地落实在每节课中；2. 阅读是学生的个性化行为，不应以教师的分析来代替学生的阅读实践。
牛津译林版八年级下册 Unit4 A good read知识点总结
牛津译林版八年级下册Unit4 A good read1.Have you decide what to do with these book, Hobo?霍波，你已决定怎么处理这些书了吗？“疑问词what + 动词不定式”结构作宾语。
此结构中的疑问词还可以用when, how, which 等。
I did not know how to get away.我不知道如何逃走。
2.I’m interested in history books.我对历史书感兴趣。
be interested in 对...感兴趣I would be interested in examples of others.我对其他几种的例子更有兴趣。
3.After our ship crashed against the rocks, I swam as far as I could.在我们的船撞到礁石损坏之后，我奋力前游。
as far as I could “尽我所能地远”，用的是“as...as...” 结构，far 为副词。
此结构中也可使用形容词。
It is not as difficult as I thought.这没有我想象得那么困难。
4.By the time, I finally felt the land under my feet, I was tired out.等到我终于感觉到我的脚着地，我已经筋疲力尽了。
by the way 等到，到......的时候，在......以前By the time he reached me, he had vanished.在他来到我跟前的时候，完全消失了。
be tired out 疲倦，筋疲力尽The day after the completion of the work, be tired out Jack stumbled back to his hut, he always remind myself.每天的工作完成后，筋疲力尽的杰克跌跌撞撞地回到他那简陋的小屋时，他总是这样提醒自己。
Unit4Agoodread知识点归纳牛津译林版英语八年级下册
Unit 4 A good read 好的读物【重点单词】1.read[n.]读物2.decide[v.]决定(1)[n.]decision(2)decide to do sth.决定做某事=make decision to do sth.(3)decide + 从句3.reach[v.]伸手够到；到达，抵达4.cooking[n.]烹饪，烹调5.Germany[n.]德国6.knowledge[n.]知识7.spare[adj.]空闲的；多余的(1)in one’s spare time = in one’s free time8.French[adj.]法国（人）的9.ugly[adj.]丑陋的good-looking10.touch[v.]感动，触动(1)touching令人同情的，感人的，动人的，修饰物(2)touched感激的，受感动的，形容人的主观感受11.crash[v.]碰撞；撞击12.against[prep.]紧靠，碰，撞(1)反对—>for(2)违背；违反(3)以防13.as[conj.]当...时；因为，由于14.rise[v.]上升，升起(1)rise上升；升起；增加。
指日月星辰等升起、潮水上涨、温度上升等(2)raise举起；提升；增加。
主语通常是人15.tie[v.]捆，绑(1)tie...to...把...绑在...上(2)tie sb./sth. up=tie up sb./sth.16.over[prep.]从一边到另一边17.stomach[n.]腹部；胃18.until[conj.]直到...为止19.around[adv.]大约；周围20.continue[v.]继续(1)continue to do sth.(2)continue doing sth.(3)continue with sth.21.either[adv.]（否定句中）也(1)too,also,as well22.manage[v.]设法完成；管理(1)manage to do sth.设法做成某事，通过努力成功做到某事(2)try to do sth.尽力做某事，事情不一定做成功23.lift[v.]举起，抬高；提高24.army[n.]大批，大群an army of一大群25.unable[adj.]不能的，不会的(1)be unable to do sth.(2)be able to do sth.26.wonder[v.]想知道，想弄明白，琢磨(1)wonder + 疑问词+ to do(2)(3)wonder if/whether...27.advise[v.]建议，忠告，劝告(1)(2)28.recommend[v.]推荐(1)recommend that(2)(3)recommend sb. for...推荐某人做...(4)recommend sb. as...推荐某人担任(5)(6)29.review[n.]评论30.return[v.]归还31.refuse[v.]拒绝，回绝(1)refuse to do sth.(2)refuse sb. sth.32.success[n.]成功33.translate[v.]翻译(1)translate...into...把...翻译成...(2)34.sales[n.][pl.]销售量35.online[adv.]在线，联网36.sail[v.]航行37.confidence[n.]信心(1)[adj.]confident(2)be/feel confident about...对...充满信心(3)have confidence in...对...有信心(4)lose confidence in...失去信心(5)lack confidence缺乏信心38.experience[n.]经历，经验39.advice[n.]建议，忠告，劝告40.habit[n.]习惯【重点短语】1.do with处理(1)do with通常和what连用(2)deal with通常和how连用2.as + 形容词/副词原级+ as one can尽某人所能地...3.be tired out 筋疲力尽(1)be tired of (doing) sth.对...感到厌烦4.look down低头看，向下看5.the same...as...与...一样...6.7.fall over 摔倒8.try to do sth.努力做某事，尽力做某事9.10.hand in 上交，递交11.and so on ……等等12.on time 准时at times 有时in time及时13.so far 到目前为止14.at a time 每次,依次15.open up 开启;开创;开辟【重点语法】（一）疑问词+动词不定式1．“疑问词+动词不定式”结构在句中的功能（1）作主语，谓语动词用单数形式①什么时候开会是个问题When to have the meeting is a question.（2）作表语①问题在于谁去那里。
牛津译林版八年级英语下册8BUnit4Agoodread全单元教案
Try to answer the questions.
Talk about the picture.
Guess.
Listen
Look, listen and
learn.
教
后
记
学科英语Leabharlann 年级八设计人
课型
课题
Unit4 Agood read
总课时
第2课时
教学目标
知识目标
To guess meanings of words from the context
e.Sandy is winderingwhere to askfor help.
f.Amy does not knowhow to writethe reprt.
2.Ask the students toconclude the rules,and understand the mengings of the stucture:“wh-” words + “to” infinitives.
Step5 Finding out all the useful expressions
Go over the text to find out all the useful expressions.
1crash against
2as、、as
3be tired out
4the same size as
5shout at sb
6fall over
7manage to do
Step 6.Doing homework
a. Listen and read after the tape five times.