初中英语牛津译林版八年级下册Unit 4 A good readReading教案

这是一份初中英语牛津译林版八年级下册Unit 4 A good readReading教案，共5页。

Reading (I)
I. Teaching aims and learning bjectives
By the end f the lessn, the students shuld be able t:
1. understand the extract frm Gulliver’s Travels with the teacher’s help;
2. understand the pssible theme f the stry;
3. learn hw t read a nvel and develp a lve fr reading.
窗体顶端
窗体底端
II. Teaching cntents
1. New wrds and phrases: against, tie, ver, stmach, until, finger, tiny, cntinue, either, manage, lift, army, must, unable, shulder, by the time, be tired ut, be tied t, lk dwn, the same size as, fall ver, cntinue ding sth., manage t d sth., a huge army f
2. New structures: After ur ship crashed against the rcks, I swam as fast as I culd.
I wke up as the sun was rising.
It mved up ver my stmach and neck until it was standing near my face.
Hwever, they sn gt up again and cntinued mving acrss my bdy.
I tried t pull ne hand free and finally managed t break the rpes.
III. Fcus f the lessn and predicted area f difficulty
1. T get a full understanding f the whle stry.
2. T analyze the pssible theme f the stry.
IV. Teaching prcedures
Step 1 Lead-in
1. An intrductin t Gulliver’s Travels
(1) The teacher asks the students sme questins abut reading.
a. D yu like reading in yur free time?
b. What kind f bks wuld yu like t read best?
...
(2) The teacher intrduces the nvel Gulliver’s Travels and its authr t the students with the help f pictures.
2. Lk and answer
The teacher shws students a picture and asks: What catches yur eyes mst in the picture?
The pssible answer can be: What impresses me mst is the characters’ sizes: the huge Gulliver and the small men.
【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。】
Step 2 Understanding the whle stry
1. Paragraph 1
The teacher asks the fllwing questins t help the students understand this paragraph:
(1) What d yu think f Gulliver in this paragraph, lucky r unlucky? Why?
(2) What did Gulliver d t save himself?
(3) Can yu ask sme interesting questins abut “ur ship”?
(4) D yu think this beginning f the nvel is a gd ne? 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. Paragraph 2
(1) What d yu think f Gulliver’s sleep in this paragraph, gd r bad? Why?
(2) Sme peple think “the sun was rising” tells readers mre than “time” itself. D yu agree? Why?
(3) Hw did Gulliver feel when he fund himself tied t the grund?
(4) What might Gulliver wnder?
【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. Paragraph 3
(1) Hw did Gulliver feel abut his leg?
(2) What is “it”?
(3) Why did the writer use “smething” and “It” instead f “smene” and “He”?
(4) Hw small the man is?
(5) Why nt cut ut the sentence belw? Why?
He was the same size as my little finger!
(6) Hw did Gulliver feel by asking the fllwing questins?
(7) Can yu ask mre questins like these?
【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. Paragraph 4
(1) Wh d yu think is mre pwerful, Gulliver r small men?
(2) Why did Gulliver shut at the small men, fr fun r fr safety?
(3) Can yu imagine hw lud the nise was?
【设计意图：文本深层分析。Gulliver力大无比，却形单影只；Small men个头微小，但团结好战。通过对lud nise的想象，培养了学生抽象与形象转化的思维方式。】
5. Paragraph 5
(1) Did Gulliver talk t the small men successfully?
(2) What d yu think made them fail t cmmunicate?
(3) Hw did they fight against each ther?
(4) Hw did Gulliver feel at that time?
(5) Hw d yu understand the wrd “army”?
(6) Hw d yu feel after yu read the last sentence f the extract frm the nvel?
【设计意图：问题1-4对交流失败原因的探究与剖析，有利于培养学生多层次地分析问题的能力。问题5对小说用词的分析，有利于学生更好地理解文学作品的内涵。好的故事（节选）结尾如同好的开头一样重要，问题6引导学生去读、要读、乐读。】
Step 3 Discussin abut the theme f the stry
T: Gulliver’s Travels is a great bk full f amazing adventure stries. “Cnflict” is ne f its pssible themes. Nw let’s discuss hw the writer described the cnflicts in the fllwing aspects: characters, plts and settings.
【设计意图：对小说主题的探讨与分析既能加深学生对作品本身的理解，更能激发学生对文学作品的热爱之情。以下三个步骤分别围绕人物、情景和情节逐个分析，起到回顾整篇课文并加以巩固之效。】
1. Characters
Students discuss the cnflict abut characters frm these tw aspects: size and number.
【设计意图：小说人物设计冲突分析。】
2. Settings
Paragraph 1: The students are expected t understand that Gulliver was a survivr in an unknwn place. Hwever, the lcal small men were living in a familiar place—their hmetwn.
Paragraph 2: The students are expected t understand that Gulliver was trapped and the small men were free.
【设计意图：小说情景设计冲突分析。】
3. Plts
Gulliver and the small men met three times in the stry. The teacher encurages the students t pint ut their different behavirs in each rund with the help f pictures.
When the students are ding the task, they are als advised t think abut Gulliver’s different feelings and thughts in different perids f the stry.
【设计意图：小说情节设计冲突分析。】
V. Hmewrk
As the saying ges, “There are a thusand Hamlets in a thusand peple’s eyes.” After class, write yur wn understanding abut sme wrds frm the extract, and share it with yur gd friends.