八年级英语下册 Unit 4 A good read Reading 1教案
8B Unit4 A good readReading1教学目标1读懂文章.对《格列佛游游记》有初步的了解。
2能哆通过上下文猜测词意。
3理解句子之间的因果关系, 增强整体阅读能力。
4激发学生阅读名著的兴趣。
教学目标教学内容四会内容词汇：against tie cover stomach until fingertiny continue either manage liftmust shoulder词组：by the time be tired out be tied to look down the same size as fall over continue doing sth begin doing／to do sthmanage to do sth a huge army of run away get away句型：After our ship crashed against the rocks, I swam as far as I could.It moved up over my stomach and neck until it was standing near my face.However, they soon got up again and continued moving across my body.I did not know what to say either·I tried to pull one hand free and finally managed to break the ro pes·Gulliver found himself unable to move.三会内容词汇：unable教学准备：1 图书《格列佛游记》或其封面图片。
2电影《格列佛游记》中和课文有关的片段。
3配套磁带或光盘。
背景知识《格列佛游记》是英国讽刺作家乔纳森·斯威夫特的小说。
小说以第一人称叙述, 通过主人公英国外科医生格列佛游“小人国”、“大人国”、“飞岛国”等地的奇遇, 对18世纪前半期的英国进行了全面的讽刺和批判, 抨击了当时的议会、司法等方面的黑暗, 揭露了英国统治者的殖民政策, 歌颂了劳动人民的反抗梢神, 具有鲜明的民主主义思想特色。
本文选自小说的第一卷“小人国”。
1699年5月4日, 格列佛应“羚羊号”船长的邀请, 乘船到太平洋一带航海, 因遇风暴, “羚羊号”触礁沉没了。
他和五个水手跳入救生艇中逃生, 可是在半途救生艇也翻了。
格列佛只身被风浪刮到利立浦特岛上。
因为过度疲劳, 他在草地上睡了一夜。
醒来后被小人捆住献给国王。
后来格列佛温顺的表现逐渐赢得了国王和人民对他的好感, 他也渐渐熟悉了小人国的风俗习惯。
在格列佛的帮助下该小人国打败了另一个小人国, 但是格列佛不愿灭掉该国, 国王对此很不高兴。
这时, 王后寝宫失火, 格列佛急中生智, 撒了一泡尿把火扑灭, 谁知却让王后非常生气。
于是, 小人国君臣准备除掉格列佛。
格列佛听到风声, 逃到那个被打败的小人国, 后来辗转平安回到英国。
教学步骤Step I导人教师和学生讨论曾经读过的故事, 如：(1)Are you interested in reading stories?(2)What stories have you read?(3)Why do you like them?鼓励并帮助学生说出一些书名或故事名, 如：Alice in Wonderland (《爱丽丝漫游仙境》)、Snow White(《白雪公主》)、Cinderella(《灰姑娘》)等。
Step II呈现1教师向学生介绍：The story we’re going to read comes from the English novel Gulliver’s Travels.给学生展示《格列佛游记》这本书或其封面图片, 并问学生：Have you read this book before? 如果有学生回答Yes, 可以让该学生简单介绍这本书的主要内容；如果没有学生读过, 教师可以简要介绍一下。
简介如下：Gulliver’s Travels was written by the famous British writer Jonathan Swift. This novel tells US Gulliver’s amazi ng adventures in some countries, including Lilliput (小入国), Brobdingnag (大人国), Laputa (飞岛国)and Houyhnhnms(智马国).2教师接着说：Do you want to know more about this book? Turn to page 50 and read an extract from the book·Step III阅读1 让学生快速浏览课文, 然后回答以下问题：(1) Which adventure does this extract belong to? (A)A Lilliput (小人国).B Brobdingnag (大人国) C. Laputa (飞岛国)(2) In this extract, who am“I"? (B)A Jonathan Swift.B Gulliver. C. Sandy(3) How many tiny people did “I” meet in the end? (C)A. One. B A few. C. A large number.学生在回答问题时, 教师可以用英文对其中所含的生词作适当提示。
2 学生再次阅读课文, 并猜测 B 1部分单词的意思。
对学生不明白的地方稍加解释。
教师说：Read the extract again and find the meanings of the words in Part B1.3让学生仔细阅读课文, 划出难以理解的句子, 并完成B2和B3部分的练习, 全班核对答案。
同时由学生提问, 教师解释难句。
教师说：Read the extract carefully and match the events with their causes in Part B2. Then read the sentences in Part B2. Then Then read the sentences in Part B3 and check for mistakes.4教师播放录音, 要求学生轻声跟读, 并注意语音语调, 尤其是生词的读音。
能力较强的学生尽可能记忆文章内容, 教师说：Read after the tape and pay attention to your pronunciation and intonation. 5让学生阅读B4部分Kitty和sandy的对话, 并根据记忆将对话内容补充完整, 然后全班核对答案。
6教师可以再次播放录音, 让学生大声跟读, 加深对故事情节的理解。
7教师就课文内容提出更深入的问题：(1)Did Gulliver know where he was when he woke up? (No, he did not. )(2)Why did the tiny people tie Gulliver to the ground? (Students’own answers. )(3)Did Gulliver do anything to help himself out? What did he do?(Yes. At first he shouted at the tiny people, and then he tried to pull his hand free. Finally, he managed to break the ropes.)(4)What were those tiny people’s reactions to Gulliver when he tried to help himself out?(At first, they were shocked by the loud noise that Gulliver made and they all fell over, but they soon got up again and continued moving ac ross Gulliver’s body. Then they began talking to Gulliver. When Gulliver lifted his 1eft hand into the air, they began to shout and a huge army of tiny people came straight towards Gulliver. )上面设计的部分问题需要学生用自己的语言组织答案, 第3、第4题仅靠一个学生完整回答难度较大, 可以让多个学生回答, 不断补充, 将问题回答完整。
在提问过程中, 教师可适当提示。
Step IV活动1教师说：Gulliver came to a strange land after their ship crashed against the rocks. Suppose you’re Gulliver, can you tell others how strange it was in your own words? 让学生复述课文内容。
可想像格列佛的心理活动。
2 教师可以给出开头：Oh, where am I? I need to get up. What’s wrong with my arms and legs? I can’t move. My hair hurts. It seems they’re all tied to the g round with the ropes. Who did it?...3可以让学生四人一组讨论, 由一个代表来陈述。
小组之间互相评价。
Step V家庭作业1熟读课文, 能力较强的学生背诵。
2完成教师布置的相关练习。
八年级英语下册Unit4Agoodreadreading1教案(新版)牛津版
Unit 4 A good read reading 1教学目标To guess meanings of words from the contextTo skim the text for overall meanings and scan for details二、教学重难点To skim the text for overall meanings and scan for detailsThe same as the aims三、教学过程Step 1. lead-inT: What kind of books do you like? S:T: Why S:T: Do you like fiction? S:T: Have you read a book calledGulliver’s Travels,by Jonathan Swift? Today we will learn something about it.Step 2. Presentation1.Present the new words and expressions2. Match the words on the left with the meanings on the right.Part B1,on page 453.Check he answers.Step 3.SkimmingSkim the text and then answer the following questions:1.Why was Gulliver so tired?2.What started climbing over Gulliver?Step 4. ScanningScan the text and then answer the following questions:1.Why did Gulliver swim in the sea?2.Where did he fall asleep?3.Who was on Gulliver after he wake up?How big was the small man?Stept 5.Ask and answerComplete the conversation with the information on page 44,Part B4 on page 46Ask and answerStep5 Finding out all the useful expressionsGo over the text to find out all the useful expressions. 1crash against2as 、、as3be tired out4the same size as5shout at sb6fall over7manage to doStep 6.Doing homeworka. Listen and read after the tape five times.b. Finish the exercises in the Evaluation Handbook.。
牛津译林版八年级下册Unit 4《A good read》教学设计4
牛津译林版八年级下册Unit 4《A good read》教学设计4一. 教材分析《A good read》是人教版牛津译林八年级下册的一篇阅读文章，主要介绍了关于读书的方法和好处。
通过本课的学习，学生可以提高阅读理解能力，学习到更多的阅读技巧和策略，同时也能增强对英语文化的理解。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于阅读理解也有一定的掌握。
但是，部分学生对于阅读技巧和策略的运用还不够熟练，需要老师在教学中进行引导和培养。
同时，学生对于英语文化的了解还不够深入，需要通过课堂的学习来进行拓展。
三. 教学目标1.知识目标：学生能够掌握本课中的重点单词和短语，理解文章的大意和细节信息。
2.能力目标：学生能够运用阅读技巧和策略进行阅读理解，提高阅读能力。
3.情感目标：学生能够培养对英语文化的兴趣，增强学习的积极性。
四. 教学重难点1.重点：学生能够掌握本课中的重点单词和短语，理解文章的大意和细节信息。
2.难点：学生能够运用阅读技巧和策略进行阅读理解，对英语文化进行深入理解。
五. 教学方法采用任务型教学法，通过设置不同的任务，引导学生进行自主学习、合作学习和探究学习。
同时，运用启发式教学法，引导学生主动思考，提高解决问题的能力。
六. 教学准备1.教师准备：备好课件，准备好相关教学材料。
2.学生准备：预习本课内容，提前了解相关背景知识。
七. 教学过程1.导入（5分钟）通过提问方式引导学生谈论关于读书的方法和好处，激发学生的学习兴趣。
2.呈现（10分钟）教师通过课件展示本课的重点单词和短语，引导学生进行认读和学习。
3.操练（10分钟）学生通过阅读文章，回答相关问题，巩固所学知识。
教师可设置不同难度的题目，以满足不同层次学生的需求。
4.巩固（10分钟）学生进行小组讨论，分享彼此的阅读心得和体验，加深对文章内容的理解。
5.拓展（10分钟）教师引导学生进行阅读拓展，例如阅读类似的文章或相关背景资料，提高学生的阅读能力。
牛津译林版八年级英语下册Unit4AGoodRead教学设计
（二）教学设想
1.课堂活动设计：
-采用任务型教学法，引导学生通过完成一系列任务，达到掌握知识的目的；
-利用多媒体教学手段，如PPT、视频等，展示不同类型的文学作品，提高学生的学习兴趣；
-组织小组讨论、角色扮演等活动，培养学生的合作意识和口语表达能力。
2.教学策略：
3.学生尝试撰写简单的书评，教师进行个别指导并给予反馈。
- “Now, try to write a book review using what we have learned. I will give you individual guidance and feedback.”
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结词汇、语法和阅读策略的运用。
- “Now, let's look at some examples and learn how to use the present simple tense and past simple tense to describe the story.”
3.讲解阅读策略，如预测、扫读、细读等，并结合课文实例进行分析。
3.教师布置课后作业，要求学生继续阅读，巩固所学知识。
- “For homework, please continue to read and practice what we have learned in this class.”
五、作业布置
1.阅读作业：要求学生课后阅读一本自己喜欢的英文书籍，类型不限，并尝试运用本节课所学的阅读策略，如预测、扫读、细读等，提高阅读效率。阅读后，学生需完成一份书评，不少于100词，以书面形式表达对所读书籍的理解和感受。
八年级英语下册《Unit 4 A good read》教案
知识与能力： 1.To introduce the different kinds of books. 2.To discuss the favourite books. 过程与方法： 1.to discuss what books are the Ss’ favourite in group. 2.to talk about their favourite books in class. 情感态度与价值观： To train the Ss’ interest in liking reading books. To develop a good habit to read books 1.To introduce the different kinds of books. 2.To discuss the favourite books. 1.To introduce the different kinds of books. 2.To discuss the favourite books. 1.Preview the new words. 2.Listen to the tape and read the dialogue. Listening 、reading、acting Discussing and pair work. Recorder and multimedia 教 学 过 程 二次备课
教学目标
教学重点 教学难点 课前预习 教学方法 教学用具
Step 1. Lead-in 1.Having a free talk T: Do you like reading books?Why? S:„„ T: What kind of books do you like best? S:„„ T：Do you like reading story books? S:„„ Step 2.Having a presenting 1.Show some pictures of different kinds of books and introduce each of them. Travel books: Health books: Food books: Fiction books: History books: Science books: Make the students know that the main content of each type of book Write the type of book under each picture. Check the answers Step 3.Discussion Listen to the tape and then answer the following questions 1. What is Millie reading ? 2. What does Sandy think about the history book? 3. What ? 4. Was the story of the ugly man Quasimodo moving? Check the answers Read after the tape Work in pairs Step 4. Comic strip Listen to the tape Questions Read after the tape Work in pairs
八年级英语下册《Unit 4 A good read》教案
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Act out the dialogue Step 5 Doing a task Divide the stuents into four of a group and the do a survey about Which type of book would you like to read ? Give some reasons. What kind of book do you like? I like … Why ? Because … What about you ? I like … because … Make a conclusion and write a report Present the report Step 6 Homework 1. Read the text book and learn the new words and phrases by heart. 2. Finish the exercises in the workbook. 课堂达标 一、A 根据句意及汉语提示完成单词。 1.Do you think War and Peace is a good （读物）for most people? 2. Lily has lots of (知识) and she can help me to slove problems. 3.Are you good at （烹饪）? - Yes,I am. 4．I often read some books in my （空闲的）time. 5. The girl is （丑的）,but she is very polite. 二、B 用括号中所给词的适当形式填空。 l. I can't decide how ( write)the novel. 2. The story-book is (bore).I dislike reading it. 3. I used my pocket money (buy) a good book. 4. There are two foreigners in our company. They come from (German） 5.I (read) the book. It is very interesting. 三、选择 ( )1. The shelf is so high that the little boy can't the books on it. A. arrive at B. reach C. get to D.arrive in ( )2. Mother likes to cook all kinds of dishes, so she wants to buy a book about A. health B. cooking C. travel D.culture 8B Unit 4 A good read Welcome to the unit 1. Answer the following question. 1) What is Daniel reading? 板书设计 2) Why does he like reading history books? 3) Does Sandy like reading history books? 4) What does Sandy like to read in her spare time? 2. A: What do you like to read in your spare time? B: I like reading………. A: Why do you like reading…….. B: Because……
八年级英语下册 Unit 4 A good read Reading 1教案 (新版)牛津版-(新版
2. What stories have you read?
3. Why do you like them?
4. Have you everreadthe novel Gulliver ’s Travels?
Step 3 Talk about the famous novel.
Do you want to know more about this book?
Step4Pre-reading
1. Look and guess: What happened?
2. Show some important elements of the article.
Step5While-reading
T：Gulliver’s Travels was written by the famous British writer Jonathan Swift. This novel tells us Gulliver ’s amazing adventures in some countries, including Lilliput, Brobdingnag, Laputa and Houyhnhnms.
作业设计
1. Writeashort passage about your idea.
2. Try toreadthe book of Gulliver’s Travels.
教学反思
2Read paragraph 2 silently and do T or F questions
1). When Gulliver woke up, it was almost evening.
八年级英语下册《Unit 4 A good read Reading Gulliver in Lilliput》教案
8B Unit 4 ReadingGulliver in Lilliput (Period One)Teaching ObjectivesKnowledge: By the end of the class, Ss are expected to1. Learn the new words and expressions in the story;2. Understand the general idea of the story；Skills: By the end of the class, Ss are expected to1. Improve the ability of skimming the story fo r the main idea, scanning the story for specific information and readi ng carefully for more details;2. Appreciate and experience the beauty of the text by acting creatively.3. imagine different endings of the story.Affection, Attitude and Cultural Awareness: By the end of the class, Ss are expected to be brave and optimistic, imaginative and creative, and resp ect every life in the w orld.Teaching aidsBlackboard; Multi-mediaTeaching proceduresStep1. Lead-inEnjoy a video.Step 2. Pre-readingTask 1:Look and learn.Task 2: Read and match .Step 3:While-readingTask 1:T or FTask 2:Read and answer.Task 3:Read the story carefully and match the events with their causes.Step 4:Post-readingTask1:Try to retell the story.Task2:DiscussionStep 5:Homework1. Write a short passage to present Ss’ ideas.(If Gulliver could run away, what would he do? If Gulliver couldn’t run away, what would happen next?)2. Read the book of Gulliver’s Travels.。
最新牛津译林初中八年级英语下册 Unit 4 A good read Reading 1教案
8B Unit4 A good readReading1教学目标1读懂文章.对《格列佛游游记》有初步的了解。
2能哆通过上下文猜测词意。
3理解句子之间的因果关系, 增强整体阅读能力。
4激发学生阅读名著的兴趣。
教学目标教学内容四会内容词汇：against tie cover stomach until fingertiny continue either manage liftmust shoulder词组：by the time be tired out be tied to look down the same size as fall over continue doing sth begin doing／to do sthmanage to do sth a huge army of run away get away句型：After our ship crashed against the rocks, I swam as far as I could.It moved up over my stomach and neck until it was standing near my face.However, they soon got up again and continued moving across my body.I did not know what to say either·I tried to pull one hand free and finally managed to break the ro pes·Gulliver found himself unable to move.三会内容词汇：unable教学准备：1 图书《格列佛游记》或其封面图片。
2电影《格列佛游记》中和课文有关的片段。
3配套磁带或光盘。
背景知识《格列佛游记》是英国讽刺作家乔纳森·斯威夫特的小说。
八年级英语下册《Unit 4 A good read》教案
Read after the tape
Work in pairs
Act out the dialogue
Step 5 Doing a task
Divide the stuents into four of a group and the do a survey about Which type of book would you like to read ?
T：Do you like reading story books?S:……
Step 2.Having a presenting
1.Show some pictures of different kinds of books and introduce each of them.
Travel books:
1.Why did Gulliver swim in the sea?
2.Where did he fall asleep?
3.Who was on Gulliver after he wake up?
4.How big was the small man?
5.How many tiny people climbed over Gulliver’s body?
1)What is Daniel reading?
2)Why does he like reading history books?
3)Does Sandy like reading history books?
4)What does Sandy like to read in her spare time?
过程与方法：
1.to discuss what books are the Ss’favourite in group.
八年级英语下册 Unit 4 A good read Reading I教案 (新版)牛津版
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. understand the possible theme of the story;3. learn how to read a novel and develop a love for reading.II. Teaching contents1. New words and phrases: against, tie, over, stomach, until, finger, tiny, continue,either, manage, lift, army, must, unable, shoulder, by thetime, be tired out, be tied to, look down, the same size as,fall over, continue doing sth, manage to do sth, a huge armyof2. New structures: After our ship crashed against the rocks, I swam as fast as Icould.I woke up as the sun was rising.It moved up over my stomach and neck until it was standing near my face.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. Get a full understanding of the whole story.2. Analysis the possible theme of the story.IV. Teaching proceduresStep 1 Lead-in1. An introduction to Gulliver’s Travels(1) The teacher asks the students some questions about reading:Do you like reading in your free time?/What kind of books would you like to read best?/...(2) The teacher introduces the novel Gulliver’s Travels and its author to thestudents with the help of pictures.2. Look and answerThe teacher shows students a picture and asks: What catches your eyes most in the picture?The possible answer can be: What impresses me most is the characters’sizes: the huge Gulliver and the small men.【设计意图：介绍作品与作者，根据小说篇名预测书中主角，并通过图片使学生认识到故事人物视觉形象上的强烈冲突。