八年级英语下册 Unit 4 A good read Reading I教案 （新版）牛津版-（新版）牛津版初中八年级下册英语教案VIP免费

Unit4AgoodreadReading(I)I.TeachingaimsandlearningobjectivesBytheendofthelesson,thestudentsshouldbeableto:1.understandtheextractfromGulliver’sTravelswiththeteacher’shelp；2.understandthepossiblethemeofthestory;3.learnhowtoreadanovelanddevelopaloveforreading.II.Teachingcontents1.Newwordsandphrases:against,tie,over,stomach,until,finger,tiny,continue,either,manage,lift,army,must,unable,shoulder,bythetime,betiredout,betiedto,lookdown,thesamesizeas,fallover,continuedoingsth,managetodosth,ahugearmyof2.Newstructures:Afterourshipcrashedagainsttherocks,IswamasfastasIcould.Iwokeupasthesunwasrising.Itmovedupovermystomachandneckuntilitwasstandingnearmyface.However,theysoongotupagainandcontinuedmovingacrossmybody.Itriedtopullonehandfreeandfinallymanagedtobreaktheropes.III.Focusofthelessonandpredictedareaofdifficulty1.Getafullunderstandingofthewholestory.2.Analysisthepossiblethemeofthestory.IV.TeachingproceduresStep1Lead-in1.AnintroductiontoGulliver’sTravels(1)Theteacherasksthestudentssomequestionsaboutreading:Doyoulikereadinginyourfreetime?/Whatkindofbookswouldyouliketoreadbest?/...(2)TheteacherintroducesthenovelGulliver’sTravelsanditsauthortothestudentswiththehelpofpictures.2.LookandanswerTheteachershowsstudentsapictureandasks:Whatcatchesyoureyesmostinthepicture?Thepossibleanswercanbe:Whatimpressesmemostisthecharacters’sizes:thehugeGulliverandthesmallmen.【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。】Step2Understandingthewholestory1.Para1Theteacherasksthefollowingquestionstohelpthestudentsunderstandthisparagraph:(1)WhatdoyouthinkofGulliverinthisparagraph,luckyorunlucky?Why?(2)WhatdidGulliverdotosavehimself?(3)Canyouasksomeinterestingquestionsabout“ourship”?(4)Doyouthinkthisbeginningofthenovelisagoodone?Why?【设计意图：问题1—2指向小说设置的情景分析。问题3—4的设计用于欣赏故事开头——一个好的开篇是一部优秀小说的必备要素。】2.Para2(1)WhatdoyouthinkofGulliver’ssleepinthisparagraph,goodorbad?Why?(2)Somepeoplethink“thesunwasrising”tellsreadersmorethan“time”itself.Doyouagree?Why?(3)HowdidGulliverfeelwhenhefoundhimselftiedtotheground?(4)WhatmightGulliverwonder?【设计意图：对问题1—2的分析旨在培养学生多角度理解文本的能力；借助对标点符号“！”的分析，帮助学生更好地了解了主人公的心理，而最后一个问题的设问则有助于培养学生基于文本的想象力。】3.Para3(1)HowdidGulliverfeelabouthisleg?(2)Whatis“it”?(3)Whydidthewriteruse“something”and“It”insteadof“someone”and“He”?(4)Howsmallthemanis?(5)Whynotcutoutthesentencebelow?Why?Hewasthesamesizeasmylittlefinger!(6)HowdidGulliverfeelbyaskingthefollowingquestions?(7)Canyouaskmorequestionslikethese?【设计意图：问题1—3理解文本恰当的用词，问题4—7赏析小说语言。充满画面感的句子把“大”与“小”的关系表现得淋漓尽致。无论是之后的仿写，还是仿问，都致力于培养学生的想象力。】4.Para4(1)Whodoyouthinkismorepowerful,Gulliverorsmallmen?(2)WhydidGullivershoutatthesmallmen,forfunorforsafety?(3)Canyouimaginehowloudthenoisewas?【设计意图：文本深层分析。Gulliver力大无比，却形单影只；Smallmen个头微小，但团结好战。通过对loudnoise的想象，培养了学生抽象与形象转化的思维方式。】5.Para5(1)DidGullivertalktothesmallmensuccessfully?(2)Whatdoyouthinkmadethemfailtocommunicate?(3)Howdidtheyfightagainsteachother?(4)HowdidGulliverfeelatthattime?(5)Howdoyouunderstandtheword“army”?(6)Howdoyoufeelafteryoureadthelas...