牛津译林英语八下Unit4教学设计.docx
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牛津译林英语八下Unit4教学设计
Unit4AGoodRead
ComicstripandWelcometotheunit
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.knowdifferenttypesofbooks;
2.talkaboutbookstheyliketoread.
II.Teachingcontents
1.Newwordsandphrases:
read,cooking,novel,Germany,knowledge,spare,French,writer,ugly,touch,abookabout,improvemyknowledgeof,inyoursparetime,Frenchwriter,whattodowith…，haveto
2.Newstructures:
Haveyoudecidedwhattodowiththesebooks?
Whatdoyouliketoreadinyoursparetime?
Ilikereadingnovelsandplays.
ThestoryoftheuglymanQuasimodoreallytouchedme.
III.Focusofthelessonandpredictedareaofdifficulty
Talkaboutbookstheyliketoread.
IV.Teachingprocedures
AWelcometotheunit
Step1Lead-in
1.AliceinWonderland
T:
Lookatthepicturesonthescreen.Whoisthegirl?
T:
Yes,SheisAlice.SheisacharacterinthebookAliceinWonderland.Wehavereadapartof
thebookbeforeanditisinteresting.
2.Andersen'sFairyTales
T:
Lookatthestatue.Doyouknowanyanythingaboutit?
T:
Yes.ItistheLittleMermaidfromthestoryTheLittleMermaid.
T:
Andwhoisthisgirl?
T:
Yes.SheistheLittleMatchGirl,acharacterinthestoryTheLittleMatchgirl.Bothofthe
storieswerewrittenbyAndersen.YoucanfindtheminthebookAndersen'sFairyTales.
3.Grimm'sFairyTales
T:
ThisisSnowWhite,acharacterinthestorySnowWhite.ThisisSleepingBeautyCastle.It
comesfromthestorySleepingBeauty.ThetwostoriesbothcomefromGrimm'sFairy
Tales.
【设计意图：
轻松自然地导入，激发学生的兴趣，带领学生进入书的世界，营造和谐的课堂氛围。
】
Step2Presentation
1.Differenttypesofbooks
T:
Whatotherbookshaveyouread?
T:
Therearemanytypesofbooksaroundus.Canyoutellmesometypesofbooks?
（1）Science
T:
Thesebooksareaboutscience.
（2）Novel
Chinesenovels:
JourneytotheWest,OutlawsoftheMarsh,ThreeKingdoms
Westernnovels:
GonewiththeWind,WutheringHeights,TheOldManandtheSea,
PrideandPrejudice
（3）Travel
T:
WhichtypeofbooksdoyouthinkGulliver'sTravelsbelongsto?
Wasitarealtrip?
（4）Cooking
（5）Health
（6）culture
【设计意图：
带领学生了解一些书籍，接触部分经典名著的英文名称，分清各种书籍的类别，并学会用英语来表达。
同时本环节针对《格列佛游记》设计了一个问题，激发学生课后阅读的积极性。
】
2.PartA
T:
Writethetypeofbookundereachpicture.Thenputatickintheboxifyouhavereadthistypeofbookbefore.
3.PartB
T:
Listentotheconversationandanswerthefollowingquestions.
（1）WhatisDaniel'sfavouritetypeofbook?
Why?
（2）Whatishereadingnow?
（3）WhatdoesSandyliketoread?
（4）Whatbookdoesshethinkisgreat?
Step3Practice
T:
Workinpairsandtalkaboutthetypeofbookyoulikeandwhyyoulikeit.Trytorecommendsomebookstoothers.Youcanusetheconversationandexpressionsonthescreenasamodel.
【设计意图：
利用对话范本，指导学生如何用英语谈论自己喜欢的书籍并向朋友或同学推荐书籍。
播放视频，感受爱书如友的美好情怀，激发学生的阅读兴趣。
】
BComicstrip
Step1Presentation
Watchandanswer
1.DoesEddielikereadingbooks?
2.WhatdoesEddieusethebookstodo?
Step2Discussion
T:
Eddiedoesn’tlikereadingbooks.Nowadayslessthanhalfoftheteenagersreadbookswhentheyarefree.Ifyouhavesparetime,whatwillyoudo?
【设计意图：
引导学生了解现状，发现问题：
越来越多的青少年沉迷于电子产品，远离了书籍。
为接下来的讨论做好铺垫。
】
T:
Whatarethedisadvantagesofelectronicdevices?
T:
Whocantellusthebenefitsofreading?
Readingbookscanimproveyourvocabulary;
experienceothercultures;
improveyourmemory;
giveyousomethingtotalkabout.
Booksareinexpensiveentertainment.
【设计意图：
通过讨论读书的好处，唤醒学生对书籍的热爱，激发他们多阅读。
】
T:
Talkabouthowtolovereading?
【设计意图：
精美的图片配上简洁的文字介绍，既是学生讨论结果的展示，同时也为学生提供了愉悦阅读的机会。
】
T:
Readingbooksisoneofthegreatestpleasuresinlife.Readthefamoussayingsaboutbooksonthescreen.Ihopeallofyouwillbecomebookwormsandenjoyreading.
【设计意图：
展示一些关于书籍的名言，进一步激发学生的阅读兴趣。
】
V.Homework
1.Reviewthenewwords,phrasesandstructures.
2.ReadthepassageGulliverinLilliputandthinkaboutwhetheritwasarealtrip.
Reading（I）
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,thestudentsshouldbeableto:
1.understandtheextractfromGulliver’sTravelswiththeteacher’shelp；
2.understandthepossiblethemeofthestory;
3.learnhowtoreadanovelanddevelopaloveforreading.
窗体顶端
窗体底端
II.Teachingcontents
1.Newwordsandphrases:
against,tie,over,stomach,until,finger,tiny,continue,either,manage,lift,army,must,unable,shoulder,bythetime,betiredout,betiedto,lookdown,thesamesizeas,fallover,continuedoingsth,managetodosth,ahugearmyof
2.Newstructures:
Afterourshipcrashedagainsttherocks,IswamasfastasIcould.
Iwokeupasthesunwasrising.
Itmovedupovermystomachandneckuntilitwasstandingnearmyface.
However,theysoongotupagainandcontinuedmovingacrossmybody.
Itriedtopullonehandfreeandfinallymanagedtobreaktheropes.
III.Focusofthelessonandpredictedareaofdifficulty
1.Getafullunderstandingofthewholestory.
2.Analysisthepossiblethemeofthestory.
IV.Teachingprocedures
Step1Lead-in
1.AnintroductiontoGulliver'sTravels
（1）Theteacherasksthestudentssomequestionsaboutreading:
Doyoulikereadinginyourfreetime?
/Whatkindofbookswouldyouliketoreadbest?
/...
（2）TheteacherintroducesthenovelGulliver'sTravelsanditsauthortothestudentswiththehelpofpictures.
2.Lookandanswer
Theteachershowsstudentsapictureandasks:
Whatcatchesyoureyesmostinthepicture?
Thepossibleanswercanbe:
Whatimpressesmemostisthecharacters'sizes:
thehugeGulliverandthesmallmen.
【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。
】
Step2Understandingthewholestory
1.Para1
Theteacherasksthefollowingquestionstohelpthestudentsunderstandthisparagraph:
（1）WhatdoyouthinkofGulliverinthisparagraph,luckyorunlucky?
Why?
（2）WhatdidGulliverdotosavehimself?
（3）Canyouasksomeinterestingquestionsabout“ourship”?
（4）Doyouthinkthisbeginningofthenovelisagoodone?
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.Para2
（1）WhatdoyouthinkofGulliver'ssleepinthisparagraph,goodorbad?
Why?
（2）Somepeoplethink“thesunwasrising”tellsreadersmorethan“time”itself.Doyouagree?
Why?
（3）HowdidGulliverfeelwhenhefoundhimselftiedtotheground?
（4）WhatmightGulliverwonder?
【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.Para3
（1）HowdidGulliverfeelabouthisleg?
（2）Whatis“it”?
（3）Whydidthewriteruse“something”and“It”insteadof“someone”and“He”?
（4）Howsmallthemanis?
（5）Whynotcutoutthesentencebelow?
Why?
Hewasthesamesizeasmylittlefinger!
（6）HowdidGulliverfeelbyaskingthefollowingquestions?
（7）Canyouaskmorequestionslikethese?
【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.Para4
（1）Whodoyouthinkismorepowerful,Gulliverorsmallmen?
（2）WhydidGullivershoutatthesmallmen,forfunorforsafety?
（3）Canyouimaginehowloudthenoisewas?
【设计意图：
文本深层分析。
Gulliver力大无比，却形单影只；Smallmen个头微小，但团结好战。
通过对loudnoise的想象，培养了学生抽象与形象转化的思维方式。
】
5.Para5
（1）DidGullivertalktothesmallmensuccessfully?
（2）Whatdoyouthinkmadethemfailtocommunicate?
（3）Howdidtheyfightagainsteachother?
（4）HowdidGulliverfeelatthattime?
（5）Howdoyouunderstandtheword“army”?
（6）Howdoyoufeelafteryoureadthelastsentenceoftheextractfromthenovel?
【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。
】
Step3Discussionaboutthethemeofthestory
T:
Gulliver’sTravelsisagreatbookfullofamazingadventurestories.“Conflict”isoneofitspossiblethemes.Nowlet’sdiscusshowthewriterdescribedtheconflictsinthefollowingaspects:
characters,plotsandsettings.
【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
Studentsdiscusstheconflictaboutcharactersfromthesetwoaspects:
sizeandnumber.
【设计意图：
小说人物设计冲突分析。
】
2.Settings
Paragraph1:
ThestudentsareexpectedtounderstandthatGulliverwasasurvivorinanunknownplace.However,thelocalsmallmenwerelivinginafamiliarplace—theirhometown.
Paragraph2:
ThestudentsareexpectedtounderstandthatGulliverwastrappedandthesmallmenwerefree.
【设计意图：
小说情景设计冲突分析。
】
3.Plots
Gulliverandthesmallmenmetthreetimesinthestory.Theteacherencouragesthestudentstopointouttheirdifferentbehavioursineachroundwiththehelpofpictures.
Whenthestudentsaredoingthetask,theyarealsoadvisedtothinkaboutGulliver’sdifferentfeelingsandthoughtsindifferentperiodsofthestory.
【设计意图：
小说情节设计冲突分析。
】
V.Homework
Asthesayinggoes,“ThereareathousandHamletsinathousandpeople’seyes.”Afterclass,writeyourownunderstandingaboutsomewordsfromtheextract,andshareitwithyourgoodfriends.
Reading（II）
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.haveabetterunderstandingofthestory;
2.learntousethelanguagepointscorrectlyandretellthestoryintheirownwords;
3.learntothinkwhilereadingandformtheinterestinreading.
II.Teachingcontents
1.Newwordsandphrases:
against,tie,over,stomach,until,finger,tiny,continue,either,manage,lift,army,must,unable,shoulder,bythetime,betiredout,betiedto,lookdown,thesamesizeas,fallover,continuedoingsth,managetodosth,ahugearmyof,runaway,getaway
2.Newstructures:
Afterourshipcrashedagainsttherocks,IswamasfarasIcould.
Itmovedupovermystomachandne
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