牛津译林版英语八下Unit 4《A good read》(Reading 1)ppt课件
Unit 4 A good read
Reading 1
Pre-reading
Pre-reading
Jonathan Swift
Gulliver’s Travels
While-reading
An extract
crash against the rocks
swim as far as one can
After-reading
Interview Gulliver according to the extract in pairs.
Homework
1. Read the text frequently.
2. Underline the important phrases and sentences. 3. Finish the exercises on the books.
5. Gulliver wanted to run away.
While-reading
T F F F
Choose T or F
1. Gulliver’s ship crashed against the rocks. 2. When Gulliver woke up, it was almost evening. 3. A tiny man climbed onto Gulliver’s body and stood on his shoulder. 4. Gulliver shouted at the tiny men, but they did not care.
He woke up when the sun was rising.
2. Could he move? Why?
No. His arms, legs and hair were tied to the ground.
3. What did Gulliver see?
He saw many tiny men.
While-reading
1.
Read and match
a. He managed to break the ropes b. His arms, legs and hair were tied to the ground. c. He was tired out after swimming for a long time. d. He saw a huge army of tiny people coming towards him. e. Gulliver shouted at them.
Gulliver fell down on the beach and went to sleep.
2. Gulliver found himself unable to move.
3. The tiny men all fell over.
4. Gulliver got one hand free.
.
A. How big was the small man? He was the same size as Gulliver’s little finger. B: .
A. Could Gulliver communicate with the small men? No. He couldn’t understand them. B: .
be tired out
While-readingAn extract fall down
go to sleep
While-reading
What happened when he woke up?
While-reading Listen and answer
1. When did Gulliver wake up?
F
F
5. Gulliver talked with those small men.
6. Gulliver finally pulled his right hand free.
After-reading
Complete the dialogue
A: What did Gulliver do after their ship crashed against the rocks? He swam as fast he could. B: . A. What did Gulliver find after he woke up? He found he couldn’t more. B:
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。
牛津译林版八年级下册Unit 4《A good read》(reading)课件1
2. Kitty: What did Gulliver find after he woke up?
Sandy: _H_e__fo_u_n_d__h_e__co_u__ld__n_o_t_m__o_v_e_. _H_i_s_ _a_r_m_s_,_le_g_s__a_n_d_h_a_i_r_w__e_r_e_t_ie_d__to___ _g_ro_u__n_d_. ______
by
Jonathan Swift
(1667-1745)
Gulliver in Lilliput
Task 1
Listen and answer:
1B、ecWauhysecohuilsdna’trmGsu,lllievegrs maonvde hair werwehteiendhetowtohkee gupro? und ! 2H、e Hsaoww maahnuygteinayrmpeyopolef tdinidy hpeeople.
very tired
Task1eanings on the right.
1 against e a. keep doing something
2 tired out d b. very small
3 tie
f c. finish what you have tried
stood onneahrishsihs ofaucldeer. __F___ 4. Gulliver shouted at the tiny men, but they did
not care. __T___ 5. Gulliver coutladlnk’tetdalk with those small men. _F_ 6. Gulliver finally pulled his rliegfht t hand free. _F__
八年级英语下册_Unit 4 Reading1 课时练习
牛津译林版8下Unit 4 A good read Reading 1 课时练习一、选用方框内的单词或词组填空，其中有一个单词或词组是多余的。
1.You should your dog to a tree because it may hurt someone.2. Kate had a fever yesterday, so he go to school.3. In spring, Anna is always fond of hearing the rain beat lightly the windows.4. After sleeping for a while, they to work on the task.5. It's easy for a big boy to the heavy box.二、根据句子意思，用括号中所给单词的正确形式填空。
1. When he woke up, he found himself (lie) on the grass in Yunlong Park.2. Without your support, I am (able) to complete this documentary on time.3. It's too (noise) in the classroom. Please keep quiet.4.Jack’s father began (talk) to me after he knew I failed my exams.5. The children lay on their (stomach), and tried to find something unusualunder the ground.三、单项选择。
1. I know film Peter Rabbit. It is story about a rabbit.A. a; theB./; theC. the; aD. the; /2. My mother bought a coat for me. It is my brother's, but it is a different colour.A. the same big asB. as bigger asC. the same size asD. as same size as3.--What smells terrible?--Sorry, I'll my shoes and wash them at once.A. put awayB. take awayC. move awayD. get away4. --Coffee or milk, Jeff?--is OK. I care little about it.A. BothB. NoneC. EitherD. Neither5. --Excuse me, could you help me carry the heavy box?--_______.A. Yes, I couldB. It doesn't matterC. With pleasureD. My pleasure四、连词成句。
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8B Unit4 A good read reading课件(共20张PPT)
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 and interesting.
Unit 4
Reading Ⅰ
江苏省常州市武进区前黄实验学校 王婷婷
Gulliver’s Travels
by
Jonathan Swift
(1667-1745)
hit His ship crashed against the rocks. [ə’genst] The ship can’t continue go on moving.
Today a good reader, tomorrow a great leader.
– Margaret Fuller
1. Write a short passage about your idea. (If Gulliver could run away, how could he do it? If Gulliver couldn’t run away, What would happen next?) 2. Try to read the book of Gulliver’s Travels.
were coming straight towards him…
looked down …
Could Gulliver run away at last?
①Yes, he could, because… ②No, he couldn’t, because…
牛津译林版英语八年级下(初二)Unit 4 A good read Reading课件
用所给单词的适当形式填空。
• 1. Jack is deciding what ________ (read) now. • 2. —________ you ________ (read) that book? • —Not yet. • 3. I don’t like swimming. I think it is ________ (bore). • 4. We all know that J. K. Rowling is the ______ (write) of Harry Potter. • 5. I didn’t know you ________ (come) from Beijing. • 6. Jim is a good cook. He is good at ________ (cook).
Unit 4 A good read
Reading
Words & phrases review
against be tired out tie over stomach until finger tiny fall over prep. 紧靠，碰，撞 筋疲力尽 vt. 捆，绑 prep. 从一边到另一边 n. 腹部；胃 conj. 直到……为止 n. 手指 adj. 极小的 摔倒
finish what you have tried to do
Gulliver managed to break the ropes.
put up something
he lifted his left hand into the air a huge army of tiny people
a large number of
To compare or contrast
牛津译林版八年级下册 Unit4 A good read 分课时单词短语句型语法知识梳理
Comic strip & welcome to the unit1.read n. 读物reader n. 读者read v. (read-read-read)a good read 一本好的读物an interesting read 一本有趣的读物some good reads 一些好的读物do some reading 阅读2.Have you decided what to do with these books,Hobo?what to do with these books怎么处理这些书“疑问词十不定式”构成的不定式短语, 在句中作宾语。
3..Give them to me then.那就把它们给我吧. give sb sth.=give sth to sb含give动词构成的词组和短语有: give a talk 做报告; give up放弃; give in 屈服; 让步; “use sth to do sth”是固定搭配,意为“使用.....做......”. 如:give sb some advice 给某人提建议; give back 归还; give out 分发4.have to不得不;只好.如:I have to clean the room before my mother comes home. 我不得不在妈妈回来之前打扫房间。
[辨异]have to和must(1)must多表示主观需要或责任感的驱使,有必要或有义务去做某事,多译为“必须”,而haveto多表客观存在的环境所限,即客观要求(无奈)而为之,多译为“不得不干某事.”如:We must be there on time. (责任感的驱使)我们一定准时到达。
I have to do my homework now.(不得不做)我现在不得不做作业。
(2)must没有时态的变化,而have to有时态的变化。
牛津译林版八年级英语下册Unit4Agoodreadreading1精品PPT课件
Unit 4 Reading Ⅰ
Gulliver’s Travels
by
Jonathan Swift
(1667-1745)
His ship crashehditagainst the rocks.
[ə’genst] The ship can’t continue moving.
[kən'tinju:]
After Gulliver’s ship…
Para.1
Para.2
swam – tired out
woke up – could not move
– fell down – went to sleep — be tied
Para.3-4
Para.5
felt-lookedmove up-started down-saw climbing-fall over
– Margaret Fuller
1. Write a short passage about your idea.
(If Gulliver could run away, how could he do it?
If Gulliver couldn’t run away, What would happen next?)
go on
Gulliver in Lilliput
What happened?
Para.1
Read and answer
①What did Gulliver do after their ship crashed against the rocks?
He swam as far as he could. ② Why did Gulliver fall down on the beach? Because he was tired out after swimming for a long time.
Unit+4+A+good+read+Reading教学设计 牛津译林版八年级英语下册
课题译林版八下英语Unit 4 A good read - Reading 教学设计课型新授时间课时 1 主备人I. Teaching objectives1. Language ability goalsStudents can understand and correctly use the key words and phrases in the text, such as: against, tired out, tie, tiny, continue, manage, etc.Students are able to read the article, get the main information, and understand Gulliver's wonderful experience in Lilliput.Students are able to describe Gulliver experiences in English and improve their oral expression skills.2. Learning ability goalsThrough the training of reading skills, such as prediction, reasoning, generalization, etc., to cultivate students' independent reading ability.Guide students to improve their ability of cooperative learning and solving problems through group cooperation and discussion.3. Thinking quality goalsCultivate students' logical thinking and critical thinking, and can analyze and evaluate the plot and characters in the text.Encourage the students' imagination and make them think about what they will do if they are in the Gulliver situation.4. Cultural awareness goalsUnderstand Gulliver's Travels and its authors, to broaden students' cultural horizon.Guide the students to understand the literary creation under different cultural backgrounds, and cultivate the cross-cultural consciousness.II. Teaching key and difficult points1. Teaching focusUnderstand the content of the article, master the key vocabulary and sentencepatterns.Be able to accurately describe Gulliver experiences in Lilliput in English.2. Teaching difficultiesUnderstanding and analysis of some complex sentences in the article.Cultivate students' critical thinking, and think deeply about the plot and characters in the text.III. teaching method1. Task-based teaching method: Guide students to learn and use the language by designing different tasks, such as filling in the blanks, answering questions and discussing, in the process of completing the tasks.2. Scenario teaching method: create scenes to make students feel like they are in the world of Gulliver, and enhance the interest and experience of learning.3. Cooperative learning method: organize students to study in groups, discuss problems together, and cultivate cooperative spirit and communication skills.IV. teaching process(I) Lead in(5 minutes)1. Show a picture of Gulliver's Travels and ask the students if they know of the work.2. Simply introduce the author of Gulliver's Travels and his creative background to stimulate students' interest.(II) Before reading (5 minutes)1. Let the students read the article title and picture to predict what might happen to Gulliver in Lilliput.2. Present some key words in the text, such as against, tired out, tie, etc., to help students understand the meaning and usage of words through pictures and example sentences.(3) Reading1. Quick reading (5 minutes)Students can read the article quickly and answer the following questions:Where did Gulliver arrive after the ship crash?How did Gulliver feel when he woke up?Check the answers to understand the students' general understanding of the article.2. Read carefully (10 minutes)The students will read the article again and complete the following tasks:Complete the vocabulary matching exercises in B1 to consolidate the understanding of the key words.Complete the event and cause matching exercise in B2, and comb through the plot development of the article.Group discussion, check the answer, the teacher to give guidance and explanation.Analyze some long and difficult sentences in the article, such as: " My arms, legs and hair were tied to the ground!", helps students understand sentence structure and grammar.3. Intensive reading (5 minutes)Students should read the article intensively and answer the questions in B4, such as:What did Gulliver do after their ship crashed against the rocks?What did Gulliver find after he woke up?How big was the small man?Could Gulliver communicate with the small men?邀请学生回答问题，教师给予评价和反馈。