Unit 4 A good read 教案
Unit 4 A good readWelcome to the unit Teaching Aims:1. To be able to identify different types of reads2. To learn to talk about our favourite readsTeaching procedure:Step 1 Warming upDiscuss some questions:Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49. Step 5 Listen and answerListen to part B and answer the following question.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? Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构中的疑问词还可用when、how、which等。
e.g. I did not know how to get away.我不知道如何逃走。
2. I like reading novels and plays. The Hunchback of Notre Dame by the Frenchwriter Victor Hugo is great.我喜欢阅读小说和戏剧, 法国作家维克多·雨果的《巴黎圣母院》很棒。
维克多·雨果，法国浪漫主义作家，人道主义的代表人物，19世纪前期积极浪漫主义文学运动的代表作家，法国文学史上卓越的资产阶级民主作家，被人们称为“法兰西的莎士比亚”，人道主义代表人物。
一生写过多部诗歌、小说、剧本、各种散文和文艺评论及政论文章，在法国及世界有着广泛的影响力。
雨果的创作历程超过60年，其作品包括26卷诗歌、20卷小说、12卷剧本、21卷哲理论著，合计79卷之多。
其代表作有《巴黎圣母院》和《悲惨世界》。
《巴黎圣母院》是法国作家雨果(1802-1885)创作的浪漫主义小说，叙述的是一位从小生活在巴黎圣母院钟楼的敲钟人卡西莫多(Quasimodo)的故事。
卡西莫多天生身形与长相都异于常人，只能独自在钟楼上过着与世隔绝的生活，直到一场嘉年华会上遇到了吉普赛女郎艾斯美拉达(Esmeralda), 他的世界才开始发生变化。
3. The story of the ugly man Quasimodo really touched me.丑陋人卡西莫多的故事感动了我。
touch vt. 感动, 触动e.g. His sad story touched our hearts.他的悲惨的故事深深打动了我们的心。
Step 8 ExercisesI．请根据首字母写出单词的正确形式。
1. I am reading a book about c ________.It teaches me how to cook nice food.2. Lu Xun is a famous w___________ in China. He wrote many n________.3. Have you d_________ what to do next.4. We u______ pens to write.5. In short, h_______ is more important than wealth.II. 翻译短语。
1. 怎样处理这些书2. 给我一本小说3. 用某物来做某事4. 冰箱上的盒子5. 一本关于德国二战的书6. 对…感兴趣7. 提高某人的知识8. 法国作家Step 9 Homework1. Read the text book and learn the new words and phrases by heart.2. Finish the exercises in the workbook.Reading ITeaching Aims:1. To get s ome idea about Gulliver’s travel in Lilliput2. To learn to describe Gulliver’s travel3. To master the words and phrases in this textTeaching procedure:Step 1 RevisionTranslate the following phrases.1. 怎样处理这些书2. 给我一本小说3. 用某物来做某事4. 冰箱上的盒子5. 一本关于德国二战的书6. 对…...感兴趣7. 提高某人的知识8. 法国作家Step 2 PresentationWatch a video and present Gulliver’s trave lStep 3 Words & phrases review1. Let some students spell the words.2. Read after the teacher.3. Read together.against tinybe tried out fall overtie continueover eitherstomach manageuntil liftfinger armymust unable4. Match the words on the left with the meaning on the right.Step 4 Reading1. Listen to text and answer the questions:1 against ______2 tired out ______3 tie ______4 tiny ______5 continue ______6 manage ______a keep doing somethingb very smallc finish what you have tried to do d very tirede hitting somethingf hold things together with ropes1) What did he do after their ship crash against the rocks?2) When did he wake up?3) How did he feel?4) How tall was the small man?5) When he shouted to the small men, what happened?6) Did he understand what the small man said?2. Sandy wants to explain what happened to Gulliver. She wrote down some noteson a piece of paper, but her mother tore it up by mistake. Read the passage carefully by yourselves and help her match the events with their causes.1 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. _____5 Gulliver wanted to run away. _____a He managed to break the ropes.b His arms, legs and hair were tired to the ground.c He was tired out after swimming for a long timed He saw a huge army of tiny people coming towards him.e Gulliver shouted at them.3. Sandy made some notes of Gulliver’s story. Help her check for mistakes. Write a T if a sentence is true or an F if it is a false.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 were not afraid. _____5) Gulliver talked with the small men. _____6) Gulliver finally pulled his right hand free. ___4. Kitty is also interested in the story. She is asking Sandy about it. Help Sandyanswer her questions.1) Kitty: What did Gulliver do after their ship crashed against the rocks?Sandy: ______________________________2) Kitty: What did Gulliver find after he woke up?Sandy: ________________________________3) Kitty: How big was the small man?Sandy: _______________________________________________________________4) Kitty: Could Gulliver communicate with the small men?Sandy: ___________________________5. Make an interview.You are an interviewer. You want to interview Gulliver about his trip. Work in pairs; try to ask at least five questions about the trip.Step 5 Homework1. Read aloud the article and underline the difficult parts.2. Remember the new words in this lesson.Reading IITeaching Aims:1. Learn the language points in this article.2. Learn to talk about Ss’ favori te books.Teaching procedure:Step 1 Revision1. Ask and answer the following question:1) What did he do after their ship crash against the rocks?2) What did Gulliver find after he woke up?3) How tall was the small man?4) When he shouted to the small men, what happened?5) Could Gulliver communicate with the small men?Step 2 Explanation1. After our ship crash against the rocks, I swam as far as I could.句中as far as I could 意思是“尽我所能的远”可以转换成as far as possible 使用的是“as… as… ”结构，其中far为副词。
+Unit+4+Agood+read+Grammar教案 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 - Grammar 教案课型新授时间课时 1 主备人I.Teaching objectives1. Knowledge goalsStudents can understand the basic concepts and usage of the simple past and present perfect tense.Students are able to master the common time adverbial of the simple past tense and the present perfect tense.Students can correctly use the simple past tense and present perfect tense to express themselves.2. Ability goalsThrough practice, improve students' ability to correctly use the two tenses in context.Cultivate students' language comprehensive use ability and logical thinking ability.3. Emotional goalsStimulate students' interest in learning English grammar and enhance their confidence in learning.Cultivate students' sensitivity and observation ability to the English language.II. Teaching key and difficult points1. Teaching focusConcconcept, structure and usage of simple past and present perfect tense.Distingudistinguish between simple past tense and present perfect tense.2. Teaching difficultiesUnderstanding the persistence of action in present perfect tense and the impact on the present.Accurately use the simple past tense and the present perfect tense in a practical context.III. teaching method1. Teaching method: explain the grammar rules and usage of simple past tense and present perfect tense.2. Practice method: consolidate the knowledge learned through practice and improve students' language use ability.3. Discussion method: Organize students to discuss relevant grammar points to deepen their understanding of knowledge.4. Induction method: guide the students to summarize the characteristics and differences of the two tenses.IV teaching process(1) Lead in (5 minutes)1. Show pictures or videos about events in the past and things that continue to the present, such as "a person went to the park yesterday" and "a person has lived in the city for five years now."2. Ask the students how to describe these situations in English, and guide them to think about different tense expressions.(2) Knowledge explanation (10 minutes)1. Simple past timeConcept: An action or state of existence at a certain time in the past.Structure: subject + verb past formula + other.Time adverbial: yesterday, the other day,last...,...ago et al.For example: I visited the Palace Museum with my grandparents the other day.2. Now is in the perfect tenseConcept: represents the effect or result of past actions on the present, or the action or state that continues from the past to the present.Structure: Subject + has / has + the past participle of the verb + other.Timbial language: already, ever, trust, recently, not yet, so far, up to now, until / till now, etc.For example: Daniel has lived in Beijing for two years.(Iii) Comparative analysis (15 minutes)1. Organize students to compare the usage and time symptoms of simple past tense and present completion tense, and complete the form:Ttense usage time adverbialAction or presence in a simple past state yesterday, the other day,last...,...ago et al Present perfect tense Impact or consequences of past actions on the present; actions or states continuing from the past to the present already, ever, trust, recently, not yet, so far, up to now, until / till now, etc2. Let the students discuss the difference between the two tenses, and the teacher will summarize and supplement them.(4) Practice and consolidation (10 minutes)1. Complete the exercises in the textbook, such as Simon is showing Millie some pictures. Complete his sentences with the correct forms of the words in brackets., etc.2. Give some sentences, let the students judge whether the simple past or the present, and explain why.For example: I saw the film yesterday. (simple past, because there is a clear past time "yesterday")He has finished his homework. (Now finish time, emphasize the impact on the present "work is completed")(V) Expand the application (5 minutes)1. Create a situation for students to have a dialogue between the simple past tense and the present completion tense.For example: A: Have you ever been to5. Teaching reflectionIn this teaching, through the introduction of pictures and videos has stimulated the students' interest in learning, so that the students can quickly enter the learning state. In the link of knowledge explanation, the method of comparative analysis is used to let the students clearly understand the difference and usage of simple past time and present perfect tense. Practice consolidation link, through various forms ofpractice, such as filling in the blanks, judgment, dialogue, etc., to help students to deepen the understanding and mastery of knowledge. Expand the application link, let the students use the knowledge learned in the actual situation, improve the students' comprehensive use of language ability.However, there are also some shortcomings in the teaching process. Some students do not have a thorough understanding of the continuous movements in present perfect tense, and they are easy to make mistakes when using them. In the future teaching, we should strengthen the practice and explanation of this aspect, and give some more vivid examples to help students understand. At the same time, in the design of teaching activities, can be more diversified, increase the group competition and other forms, improve the students' participation and enthusiasm.。
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。
牛津译林版八年级下册Unit4《Agoodread》说课稿9
牛津译林版八年级下册Unit 4《A good read》说课稿9一. 教材分析《A good read》是牛津译林版八年级下册Unit 4的一篇课文，主要讲述了如何选择一本好书以及读书的重要性。
通过本节课的学习，学生能够掌握阅读的方法和技巧，提高阅读兴趣，培养良好的阅读习惯。
教材内容丰富，插图生动有趣，激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于阅读短文已经有了一定的能力。
但是，学生在阅读过程中可能会遇到生词、长句等问题，需要教师在教学过程中给予引导和帮助。
此外，学生可能对阅读的重要性认识不足，需要教师在教学中进行启发和引导。
三. 说教学目标1.知识目标：学生能够掌握阅读的方法和技巧，提高阅读兴趣，培养良好的阅读习惯。
2.能力目标：学生能够流利地朗读课文，理解课文大意，能够运用所学知识进行简单的阅读交流。
3.情感目标：学生能够认识到阅读的重要性，养成良好的阅读习惯，丰富自己的课余生活。
四. 说教学重难点1.重点：学生能够掌握阅读的方法和技巧，提高阅读兴趣，培养良好的阅读习惯。
2.难点：学生能够运用所学知识进行简单的阅读交流，理解课文的深层含义。
五. 说教学方法与手段1.教学方法：采用任务型教学法，引导学生通过完成任务来学习课文，提高学生的阅读能力。
2.教学手段：利用多媒体课件，为学生提供丰富的视觉、听觉资源，帮助学生更好地理解课文内容。
六. 说教学过程1.导入：教师通过提问方式引导学生谈论自己喜欢的书籍，激发学生的学习兴趣。
2.自读：学生自主阅读课文，遇到生词或长句时，教师给予引导和帮助。
3.分享：学生分组讨论，分享自己的阅读心得和感受，教师进行点评和指导。
4.讲解：教师针对课文内容进行详细讲解，解答学生的疑问。
5.练习：学生完成课后练习，巩固所学知识。
6.总结：教师对本节课的内容进行总结，强调阅读的重要性。
七. 说板书设计板书设计主要包括课文标题《A good read》、教学目标（知识、能力、情感目标）以及教学重难点。
【精心整理】牛津版八年级下册教案：Unit4Agoodread教案
Teaching procedure:Step 1 Warming upDiscuss some questions:Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49. Step 5 Listen and answerListen to part B and answer the following question.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? Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构中的疑问词还可用when、how、which等。
牛津译林版英语八下Unit 4《A good read》(welcome)教学设计
牛津译林版英语八下Unit 4《A good read》（welcome）教学设计一. 教材分析牛津译林版英语八下Unit 4《A good read》主要介绍了关于书籍和阅读的内容。
通过本单元的学习，学生能够掌握有关书籍、作者、故事情节和阅读喜好的词汇和表达方式，提高阅读理解和口语表达能力。
本课时的教学内容为Welcome部分，主要包括引入话题、介绍阅读俱乐部和讨论阅读好处的部分。
二. 学情分析学生在之前的学习中已经掌握了关于日常生活的基本词汇和表达方式，具备一定的阅读理解和口语表达能力。
然而，部分学生对英语阅读兴趣不高，阅读量有限，可能对一些较复杂的句子和表达方式理解有困难。
三. 教学目标1.能理解Welcome部分的主要内容和意义。
2.能掌握和运用本课时的关键词汇和表达方式。
3.提高阅读理解和口语表达能力。
4.激发学生对阅读的兴趣和热情。
四. 教学重难点1.能够理解和运用关键词汇和表达方式。
2.对较复杂的句子和表达方式进行理解。
3.激发学生的阅读兴趣。
五. 教学方法采用任务型教学法，通过引入话题、小组讨论、角色扮演等环节，激发学生的学习兴趣，提高学生的参与度和积极性。
六. 教学准备1.准备相关书籍和阅读材料的图片和信息。
2.准备阅读俱乐部的情景剧。
3.准备相关词汇和表达方式的卡片。
七. 教学过程1.导入（5分钟）通过向学生展示一些不同类型的书籍和阅读材料，引导学生谈论自己喜欢的书籍和阅读经历，从而引入本课的主题。
2.呈现（10分钟）向学生介绍阅读俱乐部和其中的成员，让学生了解阅读俱乐部的好处和乐趣。
同时，通过向学生展示一些关于阅读好处的句子和表达方式，让学生进行阅读和理解。
3.操练（10分钟）将学生分成小组，让他们讨论阅读的好处和自己的阅读经历。
鼓励学生运用本课时的关键词汇和表达方式进行交流和讨论。
4.巩固（10分钟）通过角色扮演的方式，让学生模拟阅读俱乐部的情景，进一步巩固本课时的关键词汇和表达方式。
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Unit4《Agoodread》说课稿5
牛津译林版八年级下册Unit 4《A good read》说课稿5一. 教材分析《A good read》是牛津译林版八年级下册Unit 4的一篇阅读文章，主要介绍了一本好书对人们的影响以及如何选择适合自己的书籍。
通过本文的学习，学生可以提高阅读理解能力，了解好书对个人成长的重要性，并学会如何选择适合自己的书籍。
二. 学情分析八年级的学生已经具备了一定的英语基础，对阅读理解有一定的掌握。
但部分学生可能在阅读长篇文章时存在困难，对文章主旨和细节的把握不够准确。
因此，在教学过程中，需要关注学生的个体差异，引导他们掌握阅读技巧，提高阅读理解能力。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，理解文章的主旨和细节。
2.能力目标：学生能够运用阅读技巧，快速把握文章大意，提高阅读理解能力。
3.情感目标：学生能够认识到好书对个人成长的重要性，学会如何选择适合自己的书籍。
四. 说教学重难点1.重点：学生能够熟练阅读文章，理解文章的主旨和细节。
2.难点：学生能够运用阅读技巧，准确把握文章中的长句和难句。
五. 说教学方法与手段1.任务型教学法：通过设定各种任务，引导学生主动参与课堂，提高阅读理解能力。
2.合作学习：学生分组讨论，共同完成任务，培养团队协作能力。
3.情境教学法：创设情境，让学生在实际情境中运用所学知识。
4.信息技术手段：利用多媒体课件和网络资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：利用多媒体展示一些好书封面，引导学生谈论自己喜欢的书籍，激发学生的学习兴趣。
2.自主阅读：学生自主阅读文章，了解文章大意，回答相关问题。
3.课堂讨论：学生分组讨论，分享阅读心得，讨论如何选择适合自己的书籍。
4.深度阅读：教师引导学生分析文章结构，讲解重点词汇和短语，帮助学生准确理解文章内容。
5.实践环节：学生分组进行角色扮演，模拟推荐书籍的场景，运用所学知识。
6.总结提升：教师总结课堂所学，强调好书对个人成长的重要性，引导学生树立正确的阅读观念。
八年级英语下册 Unit 4 A good read Task教案
Unit4 A good readTask教学目标1完成一份关于阅读习惯的调查表。
2根据从调查表中所获取的信息描述自己的阅读习惯。
3培养良好的阅读习惯。
教学内容四会内容词汇： advice habit opposite词组： receive as gifts collect information for a reportask sb for advice on books reading habitsopposite my home give me lot s of advice on booksdiscuss what to read help me relax after a busy dayopen up a whole new wo rld to m e三会内容词汇：librarian classical教学准备l相关书籍的图片。
2配套磁带或光盘。
教学步骤Step I呈现1教师说：I like reading very much．Books give me knowledge and new ideas. During the winter holiday, I spent much time reading novels in the library. On weekdays, I read newspapers and magazines for about an hour. At weekends, I spend more time reading. These are reading habits. What about you? Do you often read books? What type of book do you like best? Share your opinions with us. 鼓励学生自由发挥，大胆回答。
2教师告诉学生：There’S a survey on reading habits on page 60. Complete the survey with your own information.3完成调查表后，建议学生两人一组交换，了解他人的阅读习惯。
牛津译林版八年级英语下册Unit 4 A good read Integrated skills课课
Flags of Our
Fathers
A Brief History of
Time
A2 Suzy plans to read the Harry Potter series. She is telling her classmates about the books. Listen to what she says and complete her notes.
We must know how many books we can borrow at a time. We must know how long we can keep the books. We must return the books on time. We must take good care of the books. If we want to keep the books longer, we must renew them.
To preview Study skills on Page 59
To preview Task on Pages 60 and 61
To preview the new words in Unit 5
Translation
1. 出生日期 2. 巨大成功 3. 出版社 4. 到目前为止 5. 翻译成 6. 每次 7. 准时
only in Britain. in over 200 countries and areas all over the world
B Speak up: I want some history books.
Daniel is talking to Mrs Li, the school librarian. Listen to their conversation and then answer the questions.