牛津译林版英语八下Unit 4《A good read》(Grammar 1)ppt课件
Grammar 1
Gulliver didn’t know what to say.
Gulliver didn’t know how to get away.
Use a question word with a to-infinitive after a verb.
√ She will explain why she recommends this book.
×
She w book.
Using a verb and an object before a question word + to-infinitives
Finish the exercises on P55.
Summary • 他想知道明天在哪会见他的朋友。
He wonders where to meet his friends. • 昨天她问我们何时上交工作。 She asked us when to hand in the work yesterday. • 我们正在商量去参观哪个地方。 We are discussing which place to visit.
Using an adjective before a question word + to-infinitives
1. Suzy was not sure who to ask for help. 2. Are you clear when to meet at the gate tomorrow?
Using a noun after a question word + to-infinitives
1. They are discussing which colour to paint the walls.
2. You can ask your parents how much money to take with you.
Using question words + to-infinitives 1. Millie has decided what to read .(读什么) 2. Daniel didn’t say who to talk to .(与谁聊天) when to meet friends 3. Simon forgot .(何时与朋友见面) help 4. Sandy is wondering where to ask for .(去哪里寻求帮助 ) report ) 5. Amy doesn’t know how to write the .(如何写报告 All question words can be used with a to-infinitive, except why.
1. Mr Wu advised us which to choose as after-school activities.
2. The students asked their teacher when to hand in their work. 3. Millie showed us what to do next. 4. Daniel taught himself how to use a computer to draw.
• 我不确定明天怎么去上学。 I’m not sure how to go to school tomorrow. • 她不能决定买哪条裙子。 She can’t decide which skirt to buy.
1. Make up new sentences using questions
words +to infinitives. 2. Pre-view P56.
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。
译林版牛津英语八年级下册8Bunit4agoodread知识点
2021年春天八年级英语下册 Unit 4 A good read知识点归纳 (新版)牛津版8B Unit4 Welcome to the unit1. Have you decided what to do with these books? 你已经决定如何处置这些书了吗？ do with = deal with 处置，对付what to do with…… = how to deal with…… 如何处置to use them to reach the box on the fridge 不能不利用它们来够冰箱上的盒子 a book about Germany in World War Ⅱ读一本关于第二次世界战争德国的书4. What type of book do you like? 你喜爱什么类型的书？5. What do you like to read in your spare time? 你空闲时喜爱读什么书？ in one’s spare/free time 在某人的空闲时刻里6. I’m interesting in history books. They improve my knowledge of the past. 我对历史书感爱好。
它们提高我的对过去知识的了解。
(1)be interested in 对…感爱好 = have / take interest in sth / doing sth. （2）improve my knowledge of the past 提高我对过去的熟悉（knowledge 知识不可数 n — v know ）7. novels by the French writer Victor Hugo 被/ 由法国作家维克多· 雨果写的小说8. The story of the ugly man Quasimodo really touched me . 那个丑人（加西莫多）Quasimodo 的故事实在感动了我。
牛津译林版八年级英语下册Unit 4 A good read Grammar1课件
▪ 3.完成下列句子 ▪ (1). Suzy 不确信向谁寻求帮助。 ▪ Suzy was not sure _w_h_o _to_a_sk______for help. ▪ (2).你清楚明天何时在门口见面吗？ ▪ Are you clear _w_h_e_n_to_m_e_e_t ___________ at the
Practice
▪ 1.完成课课练P39 一.
▪ 1. how to use 2.where to put
▪ 3.who to talk to 4.which to buy
▪ 5.what to do
6.when to start
Practice
▪ 2.完成课本P55(about Reading week) ▪ (1). which to read (2).where to find ▪ (3). how to travel (4). when to hand in ▪ (5). what to write about ▪ (6). who to ask for
▪ 3.同义句转换。（5′
(1).Gulliver did not know where he could find other people. Gulliver did not know ___w_h_e_r_e_t_o_f_in_d_______ other people. (2).Gulliver wondered who he could ask for help. Gulliver wondered ___w__h_o_t_o_a_s_k__fo_r________help. (3).Gulliver did not know how he could break the ropes. Gulliver did not ___h_o_w__to__b_r_e_ak_______the ropes. (4).Gulliver found out what he could do with the tiny man. Gulliver found out ___w_h_a_t_t_o_d_o_______with the tiny man. (5).Gulliver decided when he should leave Lilliput. Gulliver decided ___w__h_e_n_t_o_l_e_a_ve_________Lilliput.
牛津译林版八年级下册Unit 4《A good read》(reading)课件1
1. Gulliver’s ship crashed against the rocks. ___ T 2. When Gulliver woke up, it was almost early morning evening. ____ F 3. A tiny man climbed onto Gulliver’s body and near face _____ stood on hishis shoulder. F 4. Gulliver shouted at the tiny men, but they did not care. _____ T 5. Gulliver couldn’t talked talk with those small men. __ F 6. Gulliver finally pulled his right left hand free. ___ F
Today a good reader, tomorrow a great leader.
– Margaret Fuller
Homework
1. Read the text several times and try to retell it. 2. Finish the exercises .
Para.2
woke up – could not move — be tied
Para.5
Para.3-4
felt-looked down-saw-move up-started climbing-shoutedfall over -continue moving
began talking-couldn’t understand-managed tolifted-looked down- a huge army of
牛津译林版八年级英语下册 Unit 4 A good read reading 1课件
looked down …
Could Gulliver run away at last?
①Yes, he could, because… ②No, he couldn’t, because…
If Gulliver could run away, how did he do it? If Gulliver couldn’t run away, what would happen?
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:]
tried to p_u_ll_o_n_e__h_a_nd__f_r_ee;
began to __sh_o_u_t__
managed to _br_e_a_k__th_e__r_op_e_s_;
_li_f_te_d_____ his left hand;
were coming straight towards him…
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.
Para.3
How big was the small man? He was the same size as Gulliver’s little finger.
牛津译林版八年级下册英语课件：8B Unit 4 A good rea
Using question words + to-infinitives
1. Millie has decided what to read .(读什么)
2. Daniel didn’t say who to talk to .(与谁聊天)
3. Simon forgot
when to meet fr.(i何en时ds与朋友见面)
We are discussing which place to visit. • 我不确定明天怎么去上学。
I’m not sure how to go to school tomorrow. • 她不能决定买哪条裙子。
She can’t decide which skirt to buy.
1. Make up new sentences using questions words +to infinitives.
4. Sandy is wondering where to ask fo.(r去h哪el里p 寻求帮助)
5. Amy doesn’t know how to write th.e(如re何p写or报t 告)
All question words can be used with a to-infinitive, except why.
Unit 4 A good read
Grammar 1
Gulliver didn’t know what to say. Gulliver didn’t know how to get away.
Use a question word with a to-infinitive after a verb.
Using an adjective before a question word + to-infinitives
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。
牛津译林版八年级下册Unit 4《A good read》(grammar)课件1
1. I’m going on a field trip but I haven’t decided ______. (2007河南) A. what to do B. to do what C. where to go D. to go where 2. Excuse me. Would you please tell me ______ buy a digital camera? (2007安徽) A. what to B. where to C. what I can D. where can I
3. must 还可以表示肯定猜测，意思是 “一定” 。否定的猜测是can’t。 e.g. You must be hungry after all that walking. 走了那么远的路，你一定饿了吧。 That can’t be Lucy. She has gone to American. 那肯定不是Lucy，她已经去了美国。
Group discussion 3
They are discussing which color to paint the walls. You can ask your parents how much money to take with you.
结论3：
有些疑问词，如what, which, whose, how many, how much等，其后可以先接一个名词，再接动词不定式 。
列动词的宾语后，即双宾语。
Group discussion 2
× Suzy will explain why to recommend
this book. √ Suzy will explain why she recommend this book.
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.