牛津译林版八年级英语下册Unit 4 A good read第3课时示范课教案

Unit 4 A good read

Reading (2)

一、教学目标

1. 掌握本课重点词汇：against, tie, over, stomach, until, finger, tiny, continue, either, manage, lift,

army, must, unable, shoulder, be tired out, be tied to, fall over

2. 掌握本课重点句型：

After our ship crashed against the rocks, I swam as far as I could.

I woke up as the sun was rising.

It moved up over my stomach and neck until it was standing near my face.

However, they soon got up again and continued moving across my body.

I didn’t know what to say either.

I tried to pull one hand free and finally managed to break the ropes.

Gulliver found himself unable to move.

3. 通过深入阅读，正确使用语言点，并复述故事。

4. 学会在阅读中思考，养成良好的阅读习惯。
二、教学重点及难点

重点：

1. 通过深入阅读，正确使用语言点，并复述故事。

2. 学会在阅读中思考，养成良好的阅读习惯。

难点：用自己的话复述故事。

四、教学过程

Step 1 Revision

1. Review the story last class.

【设计意图】带领学生回忆所读故事。

Step 2 Pre-reading

Focus on five main points of a story: who, when, where, what and how.

【设计意图】引导学生读小说时，关注who/when/where/what/how，以此来把握故事脉络。

Step 3 While-reading

1. Read the story and find out the five points from it. Then fill in the form.

【设计意图】让学生了解事件的五要素，使其对文章有整体的把握，帮助他们梳理故事情节。2. Read Para. 1. Answer the questions and learn the usage of “as + adj./adv. + as”.

【设计意图】通过问题链的形式带领学生一步步深入思考，并深刻理解as + adj./adv. + as sb. can/could = as + adj./adv. + as possible的意义和用法。

3. Read Para. 2. Answer the questions and learn the usage of “tie”. Then do the further thinking.

【设计意图】通过语境，理解tie的意义和用法。同时，引导学生继续深入思考。

4. Read Para. 3. Answer the questions and learn the usage of “the same + n. + as”. Then do the further thinking.

【设计意图】通过一步步追问，帮助学生理解the same + n. + as…的意义和用法。同时，引导学生继续深入思考。

5. Read Para. 4 and answer some questions. Then do the further thinking.

【设计意图】通过一步步追问，引导学生深入思考，发表自己的看法。

6. Read Para. 5. Compare the small man with Gulliver and summarize the usage of “manage”. Then do the further thinking.

7. Imagine whether Gulliver could run away from them at last.

【设计意图】通过一步步的问题引导，鼓励学生大胆思考，走进故事情节，体会人物感受。在培养学生深层次理解文本能力的同时, 在语篇情境中教授、学习目标语言点。

Step 4 Post-reading

1. Retell the story in the perspective of a small man.

We can name the story “A huge man in Lilliput”. We may begin like this: After the rainstorm, I ... on the beach. Suddenly, I found something strange...

【设计意图】以小人国人物的角度来复述故事，提升了学生运用语言的能力，避免了背诵课文的单调与乏味。所提供的关键词，为学生复述搭建了脚手架，也是多角度阅读输入后水到渠成的输出。

2. Imagine: When Gulliver woke up, he found himself in another country. Then what happened to him.

Brobdingnag. The people there were the same size as the tall buildings. Gulliver was the same size as their little finger. What will happen to Gulliver later on? It is time for you to read and find out!

And there are many amazing places in books. Spare some time to do some reading, and I am sure you will have a wonderful travel in time and space!

【设计意图】让学生用本课所学知识点来讲故事，训练了学生的现象力、创造力。简要呈现小说中的其他精彩情节，从而引发学生的阅读兴趣。

Step 5 Summary

Summarize what they’ve learnt this class.

Step 6 Homework

1. Read Gulliver in Lilliput and retell the story in their own words.

2. Read the simplified English version of Gulliver’s Travel and try to understand what would happen to Gulliver later on.

【设计意图】复述帮助学生进一步深入理解内容，内化语言和信息。激励学生课后进行课外阅读，培养学生热爱阅读。

五、板书设计

Unit 4 A good read

Reading (II)

When did Gulliver wake up?

Where was Gulliver then?

Who did Gulliver see on the beach?

What did the tiny men do to Gulliver?

How did Gulliver feel at the end of the story?