初中英语牛津译林版八年级下册Reading图片课件ppt

《英语》（八年级下册）

Unit 4  A good read

Reading (II)

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. have a better understanding of the story;

2. learn to use the language points correctly and retell the story in their own words;

3. learn to think while reading and form the interest in reading.

II. Teaching contents

1. New words and phrases: against, tie, over, stomach, until, finger, tiny, continue, either, manage, lift, army, must, unable, shoulder, by the time, be tired out, be tied to, look down, the same size as, fall over, continue doing sth, manage to do sth, a huge army of, run away, get away

2. New structures: After our ship crashed against the rocks, I swam as far as I could.

               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.

III. Focus of the lesson and predicted area of difficulty

1. Retell the story in students’ words.

2. Use the new language points correctly.

IV. Teaching procedures

Step 1 Lead-in

1. Revision

(1) What story did we read last period?

(2) Do you still remember what happened in the story?

2. Five main points of a story

T: When we read a story or want to know an event, what should we focus on?

S: The time, the place, the characters, the details and the feeling.

T: Great! That’s to say, we should pay attention to these aspects, like who, when, where, what and how.

Step 2 Reading

1. Reading for general idea of the story

(1) The five points of this passage.

T: Let’s watch the video and enjoy the story again. Try to find out the five points from the passage and then fill in the form.

        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?

(2) Main idea of the passage.

Put the answers together and let the students form the main idea of this story.

As the sun was rising, Gulliver found himself on the beach. Some tiny men tied him to the ground, moved up over his stomach and neck, stood on his face and even climbed all over him. Gulliver didn’t know where he was and he didn’t know how to 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 for understanding and thinking

  Para 1

T: Why did Gulliver come to the beach? What happened to Gulliver’s ship at first?

S: His ship crashed against the rocks. 

T: Can you think of one word to replace “crash against”?

S: Hit.

T: Yeah, the ship hit the rocks and what happened then?

S: The ship couldn’t move.

T: The ship couldn’t continue moving. Have we learnt any phrase similar to the word “continue”?

  S: Yes, the phrase “go on”.

  T: So Gulliver met with many difficulties. Did he do something to save himself?

  S: Yes, he swam as far as he could.

  T: What is the meaning of the phrase “as far as he could”?

  S: It means “游得尽可能远”.

  T: We can use the structure like this: as + adj./adv. + as sb can/could = as + adj./adv. + as    possible. Can you rewrite this sentence?

  S: He swan as far as possible.

  T: Well done! Did Gulliver finally feel the land under his feet?

  S: Of course.

  T: How did Gulliver feel when he felt the land?

  S: He was very tired. The story says: He was tired out. He fell down on the beach and went to sleep.

Para 2

(1) T: Great. However, something strange happened when he woke up. What’s that, do you know? Let’s move on to Para Two

S: He couldn’t move because he was tied to the ground.

T: OK. The word “tie” means “hold things together with ropes”. Look at the picture. The master tied the dog to the tree. Can you use another way to say so?

S: The dog was tied to the tree.

 (2) Further thinking.

    T: Gulliver was tied to the ground when he woke up. When was Gulliver tied to the ground?

S: Before he woke up.

T: That’s to say, while he was sleeping. Right? How did Gulliver feel now? Can you imagine?

Para 3

(1) T: OK, from the first two paragraphs, we have known Gulliver saved himself after the ship crashed and he was found tied to ground after waking up. Do you think that was strange? Do you want to find out the truth? Please continue reading Para Three and tell me who tied Gulliver to the ground.

    S: The tiny men.

    T: What did they do to Gulliver?

    S: They moved from the leg, then moved up over Gulliver’s stomach and neck and even stood near his face.

    T: They were moving on his body. How small were the tiny men?

    S: They were the same size as Gulliver’s finger.

    T: Here, what does the phrase “the same … as” mean?

    S: 和…一样。

    T: For example. I like reading. My sister likes reading too. Can you join the two sentences together with the new phrase?

S: I have the same hobby as my sister.

T: Great! So we can use the phrase like this: the same + n. + as .…

(2) Further thinking.

T: There are so many tiny men on Gulliver’s body. Who was the tiny person standing on his face? Why did they want to tie Gulliver to the ground?

Para 4

(1) T: Suddenly, the tiny men fell over. Do you know why? Let’s come to Para Four.

 S: Because Gulliver shouted at them.

(2) Further thinking

T: What do the tiny men think of the sound from Gulliver? How did they feel? What do you think of these tiny men?

Para 5

(1) T: One of the tiny men began talking to Gulliver. What was Gulliver’s reaction? Please find out the answers from Para Five.

   S: He couldn’t understand and didn’t know what to say, either.

   T: Can we use “too” here?

   S: No, because it is a negative sentence.

   T: Then what did Gulliver do then?

   S: He tried to pull one hand free and managed to break the ropes.

   T: Did he succeed breaking the ropes?

   S: Yes, he could lift his left hand.

   T: manage to do sth = succeeded in doing sth 成功做到某事
    try to do 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 about the tiny men?

     S: They began to shout.

     T: Pay attention to “began talking” and “began to talk”. What can you find out?

     S: We can use “begin + doing sth/ + to do sth”.

     T: What did Gulliver see when he looked down?

     S: He saw a huge arm of tiny men coming straight towards him.

  (2) Further thinking.

     T: Let’s go over Para 5 again. The tiny men began talking to Gulliver. What did one of the small men say to Gulliver?

        Gulliver couldn’t understand the tiny men. What was his feeling?

        As Gulliver lifted his left hand in the air, why did the tiny men begin to shout?

        How did Gulliver feel when he saw a huge group of tiny people coming towards him?

(3) Imagination.

 T: Gulliver wanted to run away from the tiny men, but he didn’t know what to do. Do you think he could get away at last?

T: Some of you say yes and some say no. If he could, how did he manage to do so? If he failed to do so, how could he manage to live in Lilliput? Now, let’s have a discussion and tell me your reasonable 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 for development 

  Retell the story in the perspective of a small man.

T: Please retell the story in the perspective of a small man. Let’s name the story A huge man in Lilliput. You may begin like this: After the rainstorm, I ... on the beach. Suddenly, I found something strange. ... These useful phrases may help you.

【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 Conclusion

T: This time, when Gulliver woke up, he found himself in another country—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!

T: Boys and girls, 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，引发学生的阅读兴趣。】

V. Homework

1.  After class, continue reading Gulliver in Lilliput and try to tell the story to your partner in your

own words.  

2. Read the simplified English version of Gulliver’s Travel if you want to know what would happen to Gulliver later on.