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牛津译林版八年级下册Reading教案
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这是一份牛津译林版八年级下册Reading教案，共7页。
Reading (II)
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. have a better understanding f the stry;
2. learn t use the language pints crrectly and retell the stry in their wn wrds;
3. learn t think while reading and frm the interest in reading.
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, run away, get away
2. New structures: After ur ship crashed against the rcks, I swam as far as I culd.
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 didn’t knw what t say either.
I tried t pull ne hand free and finally managed t break the rpes.
Gulliver fund himself unable t mve.
III. Fcus f the lessn and predicted area f difficulty
1. T retell the stry in students’ wrds.
2. T use the new language pints crrectly.
IV. Teaching prcedures
Step 1 Lead-in
1. Revisin
(1) What stry did we read last perid?
(2) D yu still remember what happened in the stry?
2. Five main pints f a stry
T: When we read a stry r want t knw an event, what shuld we fcus n?
S: The time, the place, the characters, the details and the feeling.
T: Great! That’s t say, we shuld pay attentin t these aspects, like wh, when, where, what and hw.
Step 2 Reading
1. Reading fr general idea f the stry
(1) The five pints f this passage.
T: Let’s watch the vide and enjy the stry again. Try t find ut the five pints frm the passage and then fill in the frm.
When did Gulliver wake up?
Where was Gulliver then?
Wh did Gulliver see n the beach?
What did the tiny men d t Gulliver?
Hw did Gulliver feel at the end f the stry?
(2) Main idea f the passage.
Put the answers tgether and let the students frm the main idea f this stry.
As the sun was rising, Gulliver fund himself n the beach. Sme tiny men tied him t the grund, mved up ver his stmach and neck, std n his face and even climbed all ver him. Gulliver didn’t knw where he was and he didn’t knw hw t get away.
【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. Reading fr understanding and thinking
Paragraph 1
T: Why did Gulliver cme t the beach? What happened t Gulliver’s ship at first?
S: His ship crashed against the rcks.
T: Can yu think f ne wrd t replace “crash against”?
S: Hit.
T: Yeah, the ship hit the rcks and what happened then?
S: The ship culdn’t mve.
T: The ship culdn’t cntinue mving. Have we learnt any phrase similar t the wrd “cntinue”?
S: Yes, the phrase “g n”.
T: S Gulliver met with many difficulties. Did he d smething t save himself?
S: Yes, he swam as far as he culd.
T: What is the meaning f the phrase “as far as he culd”?
S: It means “游得尽可能远”.
T: We can use the structure like this: as + adj./adv. + as sb. can/culd = as + adj./adv. + as pssible. Can yu rewrite this sentence?
S: He swam as far as pssible.
T: Well dne! Did Gulliver finally feel the land under his feet?
S: Of curse.
T: Hw did Gulliver feel when he felt the land?
S: He was very tired. The stry says: He was tired ut. He fell dwn n the beach and went t sleep.
Paragraph 2
(1) T: Great. Hwever, smething strange happened when he wke up. What’s that, d yu knw? Let’s mve n t Paragraph Tw
S: He culdn’t mve because he was tied t the grund.
T: OK. The wrd “tie” means “hld things tgether with rpes”. Lk at the picture. The master tied the dg t the tree. Can yu use anther way t say s?
S: The dg was tied t the tree.
(2) Further thinking.
T: Gulliver was tied t the grund when he wke up. When was Gulliver tied t the grund?
S: Befre he wke up.
T: That’s t say, while he was sleeping. Right? Hw did Gulliver feel nw? Can yu imagine?
Paragraph 3
(1) T: OK, frm the first tw paragraphs, we have knwn Gulliver saved himself after the ship crashed and he was fund tied t grund after waking up. D yu think that was strange? D yu want t find ut the truth? Please cntinue reading Paragraph Three and tell me wh tied Gulliver t the grund.
S: The tiny men.
T: What did they d t Gulliver?
S: They mved frm the leg, then mved up ver Gulliver’s stmach and neck and even std near his face.
T: They were mving n his bdy. Hw small were the tiny men?
S: They were the same size as Gulliver’s finger.
T: Here, what des the phrase “the same … as” mean?
S: 和……一样。
T: Fr example, I like reading. My sister likes reading t. Can yu jin the tw sentences tgether with the new phrase?
S: I have the same hbby as my sister.
T: Great! S we can use the phrase like this: the same + n. + as .…
(2) Further thinking.
T: There are s many tiny men n Gulliver’s bdy. Wh was the tiny persn standing n his face? Why did they want t tie Gulliver t the grund?
Paragraph 4
(1) T: Suddenly, the tiny men fell ver. D yu knw why? Let’s cme t Paragraph Fur.
S: Because Gulliver shuted at them.
(2) Further thinking
T: What d the tiny men think f the sund frm Gulliver? Hw did they feel? What d yu think f these tiny men?
Paragraph 5
(1) T: One f the tiny men began talking t Gulliver. What was Gulliver’s reactin? Please find ut the answers frm Paragraph Five.
S: He culdn’t understand and didn’t knw what t say, either.
T: Can we use “t” here?
S: N, because it is a negative sentence.
T: Then what did Gulliver d then?
S: He tried t pull ne hand free and managed t break the rpes.
T: Did he succeed breaking the rpes?
S: Yes, he culd lift his left hand.
T: manage t d sth. = succeeded in ding sth. 成功做到某事
try t d sth. 试图或尽力做某事，多表示一种企图或决心，而不表示一定成功。
T: What abut the tiny men?
S: They began t shut.
T: Pay attentin t “began talking” and “began t talk”. What can yu find ut?
S: We can use “begin + ding sth./+ t d sth.”
T: What did Gulliver see when he lked dwn?
S: He saw a huge arm f tiny men cming straight twards him.
(2) Further thinking.
T: Let’s g ver Paragraph 5 again. The tiny men began talking t Gulliver. What did ne f the small men say t Gulliver?
Gulliver culdn’t understand the tiny men. What was his feeling?
As Gulliver lifted his left hand in the air, why did the tiny men begin t shut?
Hw did Gulliver feel when he saw a huge grup f tiny peple cming twards him?
(3) Imaginatin.
T: Gulliver wanted t run away frm the tiny men, but he didn’t knw what t d. D yu think he culd get away at last?
T: Sme f yu say yes and sme say n. If he culd, hw did he manage t d s? If he failed t d s, hw culd he manage t live in Lilliput? Nw, let’s have a discussin and tell me yur reasnable ideas.
【设计意图：通过further thinking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、学习语言点，在与学生的交流中，增加这些语言点的输入频率，为下面的运用做好铺垫。】
3. Reading fr develpment
Retell the stry in the perspective f a small man.
T: Please retell the stry in the perspective f a small man. Let’s name the stry A huge man in Lilliput. Yu may begin like this: After the rainstrm, I ... n the beach. Suddenly, I fund smething strange ... These useful phrases may help yu.
【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。】
Step 3 Cnclusin
T: This time, when Gulliver wke up, he fund himself in anther cuntry—Brbdingnag. The peple there were the same size as the tall buildings. Gulliver was the same size as their little finger. What will happen t Gulliver later n? It is time fr yu t read and find ut!
T: Bys and girls, there are many amazing places in bks. Spare sme time t d sme reading, and I am sure yu will have a wnderful travel in time and space!
【设计意图：让学生用本课所学知识点来讲故事，训练了学生的想象力和创造力。简要呈现小说中的其他精彩情节，引发学生的阅读兴趣。】
V. Hmewrk
1. After class, cntinue reading Gulliver in Lilliput and try t tell the stry t yur partner in yur wn wrds.
2. Read the simplified English versin f Gulliver’s Travel if yu want t knw what wuld happen t Gulliver later n.
Reading (II)
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. have a better understanding f the stry;
2. learn t use the language pints crrectly and retell the stry in their wn wrds;
3. learn t think while reading and frm the interest in reading.
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, run away, get away
2. New structures: After ur ship crashed against the rcks, I swam as far as I culd.
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 didn’t knw what t say either.
I tried t pull ne hand free and finally managed t break the rpes.
Gulliver fund himself unable t mve.
III. Fcus f the lessn and predicted area f difficulty
1. T retell the stry in students’ wrds.
2. T use the new language pints crrectly.
IV. Teaching prcedures
Step 1 Lead-in
1. Revisin
(1) What stry did we read last perid?
(2) D yu still remember what happened in the stry?
2. Five main pints f a stry
T: When we read a stry r want t knw an event, what shuld we fcus n?
S: The time, the place, the characters, the details and the feeling.
T: Great! That’s t say, we shuld pay attentin t these aspects, like wh, when, where, what and hw.
Step 2 Reading
1. Reading fr general idea f the stry
(1) The five pints f this passage.
T: Let’s watch the vide and enjy the stry again. Try t find ut the five pints frm the passage and then fill in the frm.
When did Gulliver wake up?
Where was Gulliver then?
Wh did Gulliver see n the beach?
What did the tiny men d t Gulliver?
Hw did Gulliver feel at the end f the stry?
(2) Main idea f the passage.
Put the answers tgether and let the students frm the main idea f this stry.
As the sun was rising, Gulliver fund himself n the beach. Sme tiny men tied him t the grund, mved up ver his stmach and neck, std n his face and even climbed all ver him. Gulliver didn’t knw where he was and he didn’t knw hw t get away.
【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. Reading fr understanding and thinking
Paragraph 1
T: Why did Gulliver cme t the beach? What happened t Gulliver’s ship at first?
S: His ship crashed against the rcks.
T: Can yu think f ne wrd t replace “crash against”?
S: Hit.
T: Yeah, the ship hit the rcks and what happened then?
S: The ship culdn’t mve.
T: The ship culdn’t cntinue mving. Have we learnt any phrase similar t the wrd “cntinue”?
S: Yes, the phrase “g n”.
T: S Gulliver met with many difficulties. Did he d smething t save himself?
S: Yes, he swam as far as he culd.
T: What is the meaning f the phrase “as far as he culd”?
S: It means “游得尽可能远”.
T: We can use the structure like this: as + adj./adv. + as sb. can/culd = as + adj./adv. + as pssible. Can yu rewrite this sentence?
S: He swam as far as pssible.
T: Well dne! Did Gulliver finally feel the land under his feet?
S: Of curse.
T: Hw did Gulliver feel when he felt the land?
S: He was very tired. The stry says: He was tired ut. He fell dwn n the beach and went t sleep.
Paragraph 2
(1) T: Great. Hwever, smething strange happened when he wke up. What’s that, d yu knw? Let’s mve n t Paragraph Tw
S: He culdn’t mve because he was tied t the grund.
T: OK. The wrd “tie” means “hld things tgether with rpes”. Lk at the picture. The master tied the dg t the tree. Can yu use anther way t say s?
S: The dg was tied t the tree.
(2) Further thinking.
T: Gulliver was tied t the grund when he wke up. When was Gulliver tied t the grund?
S: Befre he wke up.
T: That’s t say, while he was sleeping. Right? Hw did Gulliver feel nw? Can yu imagine?
Paragraph 3
(1) T: OK, frm the first tw paragraphs, we have knwn Gulliver saved himself after the ship crashed and he was fund tied t grund after waking up. D yu think that was strange? D yu want t find ut the truth? Please cntinue reading Paragraph Three and tell me wh tied Gulliver t the grund.
S: The tiny men.
T: What did they d t Gulliver?
S: They mved frm the leg, then mved up ver Gulliver’s stmach and neck and even std near his face.
T: They were mving n his bdy. Hw small were the tiny men?
S: They were the same size as Gulliver’s finger.
T: Here, what des the phrase “the same … as” mean?
S: 和……一样。
T: Fr example, I like reading. My sister likes reading t. Can yu jin the tw sentences tgether with the new phrase?
S: I have the same hbby as my sister.
T: Great! S we can use the phrase like this: the same + n. + as .…
(2) Further thinking.
T: There are s many tiny men n Gulliver’s bdy. Wh was the tiny persn standing n his face? Why did they want t tie Gulliver t the grund?
Paragraph 4
(1) T: Suddenly, the tiny men fell ver. D yu knw why? Let’s cme t Paragraph Fur.
S: Because Gulliver shuted at them.
(2) Further thinking
T: What d the tiny men think f the sund frm Gulliver? Hw did they feel? What d yu think f these tiny men?
Paragraph 5
(1) T: One f the tiny men began talking t Gulliver. What was Gulliver’s reactin? Please find ut the answers frm Paragraph Five.
S: He culdn’t understand and didn’t knw what t say, either.
T: Can we use “t” here?
S: N, because it is a negative sentence.
T: Then what did Gulliver d then?
S: He tried t pull ne hand free and managed t break the rpes.
T: Did he succeed breaking the rpes?
S: Yes, he culd lift his left hand.
T: manage t d sth. = succeeded in ding sth. 成功做到某事
try t d sth. 试图或尽力做某事，多表示一种企图或决心，而不表示一定成功。
T: What abut the tiny men?
S: They began t shut.
T: Pay attentin t “began talking” and “began t talk”. What can yu find ut?
S: We can use “begin + ding sth./+ t d sth.”
T: What did Gulliver see when he lked dwn?
S: He saw a huge arm f tiny men cming straight twards him.
(2) Further thinking.
T: Let’s g ver Paragraph 5 again. The tiny men began talking t Gulliver. What did ne f the small men say t Gulliver?
Gulliver culdn’t understand the tiny men. What was his feeling?
As Gulliver lifted his left hand in the air, why did the tiny men begin t shut?
Hw did Gulliver feel when he saw a huge grup f tiny peple cming twards him?
(3) Imaginatin.
T: Gulliver wanted t run away frm the tiny men, but he didn’t knw what t d. D yu think he culd get away at last?
T: Sme f yu say yes and sme say n. If he culd, hw did he manage t d s? If he failed t d s, hw culd he manage t live in Lilliput? Nw, let’s have a discussin and tell me yur reasnable ideas.
【设计意图：通过further thinking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、学习语言点，在与学生的交流中，增加这些语言点的输入频率，为下面的运用做好铺垫。】
3. Reading fr develpment
Retell the stry in the perspective f a small man.
T: Please retell the stry in the perspective f a small man. Let’s name the stry A huge man in Lilliput. Yu may begin like this: After the rainstrm, I ... n the beach. Suddenly, I fund smething strange ... These useful phrases may help yu.
【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。】
Step 3 Cnclusin
T: This time, when Gulliver wke up, he fund himself in anther cuntry—Brbdingnag. The peple there were the same size as the tall buildings. Gulliver was the same size as their little finger. What will happen t Gulliver later n? It is time fr yu t read and find ut!
T: Bys and girls, there are many amazing places in bks. Spare sme time t d sme reading, and I am sure yu will have a wnderful travel in time and space!
【设计意图：让学生用本课所学知识点来讲故事，训练了学生的想象力和创造力。简要呈现小说中的其他精彩情节，引发学生的阅读兴趣。】
V. Hmewrk
1. After class, cntinue reading Gulliver in Lilliput and try t tell the stry t yur partner in yur wn wrds.
2. Read the simplified English versin f Gulliver’s Travel if yu want t knw what wuld happen t Gulliver later n.
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