牛津譯林版八年級下冊Unit 4 A good read Reading 教案

第第頁牛津譯林版八年級下冊Unit4AgoodreadReading教案Unit4Agoodread

Reading(I)

I.Teachingaimsandlearningobjectives

Bytheendofthelesson,thestudentsshouldbeableto:

1.understandtheextractfromGulliver’sTravelswiththeteacher’shelp;

2.learnhowtoreadanovelfromthetransitionsbetweenideasandanalyzethespiritsofthecharacters.

II.Teachingcontents

1.Newwordsandphrases:

against,until,finger,tiny,continue,either,manage,lift,army,must,unable,shoulder,bythetime,betiredout,betiedto,lookdown,thesamesizeas,fallover,continuedoingsth.,managetodosth.

2.Newsentencestructures:

Afterourshipcrashedagainsttherocks,IswamasfastasIcould.

Iwokeupasthesunwasrising.

However,theysoongotupagainandcontinuedmovingacrossmybody.

Itriedtopullonehandfreeandfinallymanagedtobreaktheropes.

III.Focusofthelessonandpredictedareaofdifficulty

1.Togetafullunderstandingoftheextract.

2.Toanalyzethestructureofthestorywithtransitions.

IV.Teachingprocedures

Step1.Lead-in

1.AnintroductiontoGulliver’sTravels

(1)Theteacherasksthestudentssomequestionsaboutreading.

Whattypeofbookdoyoulikebestandwhy

TheteacherintroducesthenovelGulliver’sTravelsanditsauthortothestudentswiththehelpofpictures.

Step2.Pre-reading

1.Showsomebackgroundinformationofthebook

JonathanSwiftwasthewriterofthestory.HewrotethestoryinEngland.ThenoveltellsusGulliver’samazingadventuresinsomecountries,includingLilliput(小人國),Brobdingnag(大人國),Laputa(飛島國)andHouyhnhnms(智馬國).

Presentnewexpressions

Hisshipcrashedagainsttherocks.

Theshipcouldn’tcontinuemoving.

Hewastiredoutandfelldown.

Tinypeoplemanagedtouseropestotiehimtotheground.

Step3.While-reading

1.Skimming:readforgist

Readthepassageandfillintheform

Fiveelements(五要素)：

WhendidGulliverwakeup

WherewasGulliverthen

WhodidGulliverseeonthebeach

WhatdidthetinymendotoGulliver

HowdidGulliverfeelattheendofthestory

2.Scanning:readfordetails

Task1：ReadPara.1andanswerthefollowingtwoquestions:

(1)WhatdidGulliverdoaftertheirshipcrashedagainsttherocks

(2)WhydidGulliverfalldownonthebeach

Task2：ReadPara.2carefully.

WhatdidGulliverdoaftertheirshipcrashedagainsttherocks.

WhydidGulliverfalldownonthebeachandgotosleep

Whycouldn'themove

Tip1:Whenwemeetthenewwords,trytoguesstheword'smeaningaccordingtothecontext(語境).

Tip2:Don'tmissanygiveninformation,eventhepicture.

Task3：1.ReadPara.3andanswerthefollowingquestions:

(1)Whatdidthesmallmando

(2)Howbigwasthesmallman

2.Canyouchoosethefunctionsofthetwoquestions(多選)

(A)Makereaderswanttoreadthestory.

(B)MakereadersfeelGulliver’sfeeling.

(C)Makethestoryvivid(生動的)andinteresting.

Task4：ReadPara.4andanswerthefollowingquestions:

(1)Whydidthetinymenallfallover

(2)Whatdidtheydoafterthat

Task:ReadPara.5andanswer

1.DidthesmallmentrytocommunicatewithGulliverWhataboutGulliver

2.DidGulliverdoanythingtohelphimselfoutWhatdidhedo

Step4.Post-reading

1.Discussioningroups:

Howdoyouunderstandtheword“army”itself

Whydid“I”thinkthe“tiny”peoplewereahugearmy

Shouldwelookdownon（輕視）thetinypeople（小人物）inourlife

2.Furtherthinking:Whichcharacter(角色)hasinterestedyoumostWhy

Gulliver：brave，calm，lucky，friendly，kind...

IthinkGulliverwaskindbecausehedidn’teatthetinymen.

②….,soIdislikeGulliver.

Tinymen:cooperative(合作的),clever，brave...

①Ilikethetinymenwere...becausethey...

②Icanlearn…fromthetinymenbecause…

教學反思

1.對于文本內(nèi)涵的挖掘還有待提高，如在探討“hugearmy”時，可以給予學生更多的時間和空間，激發(fā)學生思考文中內(nèi)涵的力量對比、情感變化，將問題導向化的教學更加深度地落實在每節(jié)課中；

2.閱讀是學生的個性化行為，不應以教師的分析來代替學生的閱讀實踐。應讓學生在主動積極的思維和情感活動中，加深理解和體驗，有所感悟和思考，受到情感熏陶，獲得思想啟迪，享受審美樂趣；

3.遺憾的地方是氣氛有點沉悶，雖然