八年级英语AgoodreadReading1教案新版牛津版

Unit 4 A good read reading 1教学目标To guess meanings of words from the contextTo skim the text for overall meanings and scan for details二、教学重难点To skim the text for overall meanings and scan for detailsThe same as the aims三、教学过程Step 1. lead-inT: What kind of books do you like? S:T: Why S:T: Do you like fiction? S:T: Have you read a book calledGulliver’s Travels,by Jonathan Swift? Today we will learn something about it.Step 2. Presentation1.Present the new words and expressions2. Match the words on the left with the meanings on the right.Part B1,on page 453.Check he answers.Step 3.SkimmingSkim the text and then answer the following questions:1.Why was Gulliver so tired?2.What started climbing over Gulliver?Step 4. ScanningScan the text and then answer the following questions:1.Why did Gulliver swim in the sea?2.Where did he fall asleep?3.Who was on Gulliver after he wake up?How big was the small man?Stept 5.Ask and answerComplete the conversation with the information on page 44,Part B4 on page 46Ask and answerStep5 Finding out all the useful expressionsGo over the text to find out all the useful expressions. 1crash against2as 、、as3be tired out4the same size as5shout at sb6fall over7manage to doStep 6.Doing homeworka. Listen and read after the tape five times.b. Finish the exercises in the Evaluation Handbook.。

牛津译林版八年级下册Unit 4《A good read》教学设计4一. 教材分析《A good read》是人教版牛津译林八年级下册的一篇阅读文章，主要介绍了关于读书的方法和好处。

通过本课的学习，学生可以提高阅读理解能力，学习到更多的阅读技巧和策略，同时也能增强对英语文化的理解。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于阅读理解也有一定的掌握。

但是，部分学生对于阅读技巧和策略的运用还不够熟练，需要老师在教学中进行引导和培养。

同时，学生对于英语文化的了解还不够深入，需要通过课堂的学习来进行拓展。

三. 教学目标1.知识目标：学生能够掌握本课中的重点单词和短语，理解文章的大意和细节信息。

2.能力目标：学生能够运用阅读技巧和策略进行阅读理解，提高阅读能力。

3.情感目标：学生能够培养对英语文化的兴趣，增强学习的积极性。

四. 教学重难点1.重点：学生能够掌握本课中的重点单词和短语，理解文章的大意和细节信息。

2.难点：学生能够运用阅读技巧和策略进行阅读理解，对英语文化进行深入理解。

五. 教学方法采用任务型教学法，通过设置不同的任务，引导学生进行自主学习、合作学习和探究学习。

同时，运用启发式教学法，引导学生主动思考，提高解决问题的能力。

六. 教学准备1.教师准备：备好课件，准备好相关教学材料。

2.学生准备：预习本课内容，提前了解相关背景知识。

七. 教学过程1.导入（5分钟）通过提问方式引导学生谈论关于读书的方法和好处，激发学生的学习兴趣。

2.呈现（10分钟）教师通过课件展示本课的重点单词和短语，引导学生进行认读和学习。

3.操练（10分钟）学生通过阅读文章，回答相关问题，巩固所学知识。

教师可设置不同难度的题目，以满足不同层次学生的需求。

4.巩固（10分钟）学生进行小组讨论，分享彼此的阅读心得和体验，加深对文章内容的理解。

5.拓展（10分钟）教师引导学生进行阅读拓展，例如阅读类似的文章或相关背景资料，提高学生的阅读能力。

八年级英语下册《Unit 4 A good read Reading 1》学案(新版)牛津版good read Reading1》班级__________姓名_____________8B Unit4 A good read8B Unit4 Comic strip and welcome to the unit课前自主学习目标: 了解不同类别的书和谈论喜欢的书词组: a book about / improve my knowledge of / in your spare time / French writer / be interested in / in World War Ⅱ句子: Have you decided what to do with these books?What do you like to read in your spare time?I like reading novels and plays、The story of the ugly man Quasimodo really touched me、课堂活动展示：一、翻译下列单词：science cookingtravelhealthfantasyhistorynovelplay二、完成书P49 A部分三、听B部分，回答问题1、What is Daniel’s favourite type of book ? why?2、 What is he reading now?3、 What does Sandy like to read?4、 What book does she think is great? Why?四、听P48对话，回答问题What did Eddie do after Hobo gave the books to him?What did Hobo think?Does Eddie really love reading?五、翻译句子1、你已经决定了怎么处理这些书吗？2、我不知道你原来喜欢书！课堂达标检测：完成短文并复述对话内容Eddie asks Hobo ___________ ___________________ with the books、 Hobo has not ___________________、 Eddie asks Hobo to give the books to him、Eddie feels __________ because he did not know that Eddie __________ books、 In fact, Eddie wants to use the books to _________ the box on the fridge、。

Unit 4 A good read reading 1教学目标To guess meanings of words from the contextTo skim the text for overall meanings and scan for d etails二、教学重难点To skim the text for overall meanings and scan for detailsThe same as the aims三、教学过程Step 1. lead-inT: What kind of books do you like? S:T: Why S:T: Do you like fiction? S:T: Have you read a book call ed Gulliver’s Travels,by Jonathan Swift? Today we will learn something about it.Step 2. Presentation1.Present the new words and expressions2. Match t he words on the left with the meanings on the right.Part B1,on pa ge 453.Check he answers.Step 3.SkimmingSkim the text and then answer the following questions:1.Why was Gulliver so tired?2.What started climbing over Gulliver?Step 4. ScanningScan the text and then answer the following questions:1.Why did Gulliver swim in the sea?2.Where did he fall asleep?3.Who was on Gulliver af ter he wake up?How big was the small man?Stept 5.Ask and answerCo mplete the conversation with the information on page 44,Part B4 on page 46 Ask and answerStep5 Finding out all the us eful expressionsGo over the text to find out all the useful expressions. 1crash against2as 、、as3be tired out4the same size as5shout at sb6fall over7manage to doStep 6.Doing homeworka. Listen and read after the tape five times.b. Finish the exercises in the Evaluation Handbook.。

牛津译林版英语八下Unit 4《A good read》（Grammar）教学设计一. 教材分析《A good read》是人教版牛津译林英语八年级下的一个单元，主题是关于书籍和阅读。

本课的主要内容是通过介绍两本书的评价，让学生学会如何使用过去时态和现在时态描述事件的顺序。

教材中包含了丰富的阅读材料，有助于提高学生的阅读兴趣和阅读能力。

二. 学情分析学生在学习这个单元前，已经掌握了动词的过去式和现在式的变化规则，同时也具备了一定的阅读理解能力。

但学生在阅读长篇文章时，可能会遇到生词和难句，影响阅读理解。

因此，在教学过程中，需要帮助学生克服这些困难，提高他们的阅读能力。

三. 教学目标1.知识目标：学生能够正确使用过去时态和现在时态描述事件的顺序。

2.能力目标：学生能够读懂文章，提高阅读理解能力。

3.情感目标：激发学生对阅读的兴趣，培养良好的阅读习惯。

四. 教学重难点1.重点：学生能够正确使用过去时态和现在时态描述事件的顺序。

2.难点：学生能够读懂文章，提高阅读理解能力。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.互动式教学法：教师与学生，学生与学生之间的互动，促进知识的传递和能力的培养。

3.情境教学法：创设情境，让学生在真实的环境中学习，提高学生的应用能力。

六. 教学准备1.教师准备：准备好教材、多媒体教具、教学卡片等教学资源。

2.学生准备：学生提前预习课文，了解文章大意。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们喜欢的书籍和阅读体验，激发学生的学习兴趣。

2.呈现（10分钟）教师通过多媒体展示两本书的评价，让学生听懂并理解文章的内容。

3.操练（15分钟）学生分角色朗读文章，模仿文章中的评价语言。

教师引导学生运用过去时态和现在时态描述事件的顺序。

4.巩固（10分钟）学生分组讨论，总结文章的主旨大意，并用自己的话进行表达。

教师巡回指导，纠正学生的错误。

牛津译林版英语八下Unit 4《A good read》单元教学设计一. 教材分析《牛津译林版英语八下Unit 4 A good read》讲述了阅读的重要性和如何选择适合自己的读物。

通过本单元的学习，学生能够更好地理解文章内容，提高阅读兴趣，并学会如何根据自己的兴趣和需求选择合适的书籍。

本单元主要内容包括：阅读的重要性、如何选择适合自己的读物、分享阅读心得等。

二. 学情分析学生在进入八年级下学期时，已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。

但部分学生对阅读仍存在恐惧心理，认为阅读难度较大，难以理解。

因此，在教学过程中，需要关注学生的心理状况，激发他们的学习兴趣，帮助他们建立自信心。

三. 教学目标1.知识目标：–能够熟练朗读并理解Unit 4课文内容。

–掌握阅读的基本技巧，如略读、寻读等。

–学会如何根据自己的兴趣和需求选择合适的书籍。

2.能力目标：–能够运用所学知识进行日常交流，分享阅读心得。

–提高学生的阅读速度和理解能力。

3.情感目标：–培养学生对阅读的兴趣，激发他们主动阅读的动力。

–培养学生相互鼓励、共同进步的良好学习氛围。

四. 教学重难点•熟练朗读并理解Unit 4课文内容。

•掌握阅读的基本技巧，如略读、寻读等。

•如何根据自己的兴趣和需求选择合适的书籍。

•提高学生的阅读速度和理解能力。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度。

2.合作学习法：鼓励学生相互讨论、分享，共同解决问题，培养团队精神。

3.情境教学法：创设真实情境，让学生在实际环境中运用所学知识，提高实际操作能力。

六. 教学准备1.教材：牛津译林版英语八下Unit 4 A good read。

2.多媒体设备：电脑、投影仪等。

3.教学资源：相关阅读材料、图片等。

4.课堂用具：黑板、粉笔等。

七. 教学过程1.导入（5分钟）利用多媒体展示一些名人读书的照片，引导学生谈论阅读的重要性。

八年级英语下册 Unit 4 A good readReading 1导学案（新版）牛津版【课前导学】1、阅读下面单词和短语，并写出汉语意思Against________ be tired out_________ tie______ stomach______finger______tiny_______ fall over______ continue_______ either_____ manage____ lift____ army_____ unable________2、用下面的词或短语填空 against tired out continuetie manage fall over either stomach1、His parents _______ their dog to a tree just now、2、She will _________ studying for another year、3、Ifyou don’t go there, I won’t go ______、4、I have no money to buy a rose for my mother ,but I ________ to make one with red paper、5、--What’s wrong with you?good advice Jim has offered! Did James invite you to his party? I found the book so boring、 How is your work? Excuse me, do you mind if I keep the book a little longer? Which of the four books would you like to read most?andthe books were not there! David drove home to Fry Road、On Friday people read this in the newspaper:Books: Do youhave any old books? I buy old and modern books、 Open all day on Saturdays、 David Moore,26 Fry Road、David stayed at home on Saturday、 The first man came at eight、 David took him to the kitchen、 At half past nine another man arrived、 He had a bag under his arm、“Mr Moore?” the man asked、“That’s right,” David said、“Can I help you?”“I’ve got some good books、 Y ou buy books, don’t you?”“Yes、 Bring them in、 Let me have a look、”Soon the books were on the dining table、“Come in now,” David called, “and bring the list、”A policeman came into the dining room、 He read the names on the books and the names on the list in his hand、 They were the same、“Come with me, sir、We’d like to talk about if you’rea thief (小偷),” the policeman said to the man、( )1、Mr Moore was a、A、 doctorB、 booksellerC、 teacherD、 musician( )2、 Mr Moore lived、A、 at No、26 Fry RoadB、 in a quiet streetC、 close to the police stationD、 at the City School( )3、 Mr Moore probably bought the books on、A、 WednesdayB、 FridayC、 SaturdayD、 Sunday( )4、 Mr Moore wrote a letter to a newspaper in order to、A、 tell people that he had lost some booksB、 tell the policeC、 buy the expensive booksD、 find who took the books( )5、 Mr Moore stayed at home that Saturday because、A、he didn’t like to go out on SaturdayB、he didn’t need to go to school that dayC、 he was waiting for the thief to comeD、 he was busy reading the books。

牛津译林版八年级下册Unit 4《A good read》教学设计9一. 教材分析《A good read》是人教版牛津译林英语八年级下册的一篇文章，主要介绍了关于读书的好处。

本篇文章通过讲述一个学生如何通过阅读《哈里·波特》系列书籍来培养阅读兴趣，以及读书对个人的影响。

文章内容丰富，贴近学生生活，能激发学生对阅读的兴趣。

在本课的教学设计中，我将引导学生探讨文章的主旨，学习作者的阅读方法，并通过各种教学活动培养学生的阅读能力和表达能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，对阅读和写作有一定的认识和兴趣。

但部分学生在阅读过程中可能会遇到生词和语法障碍，影响对文章内容的理解。

因此，在教学过程中，我需要关注这部分学生的需求，帮助他们克服阅读障碍，提高阅读理解能力。

同时，学生应该具备一定的合作和交流能力，为小组活动和讨论提供基础。

三. 教学目标1.知识目标：学生能够掌握文章中的关键词汇和语法结构，理解文章的主旨和作者的观点。

2.能力目标：学生能够运用所学知识进行阅读理解和口语表达，提高阅读和写作能力。

3.情感目标：培养学生对阅读的兴趣，鼓励学生分享自己的阅读体验，养成良好的阅读习惯。

四. 教学重难点1.重点：学生能够掌握文章中的关键词汇和语法结构，理解文章的主旨和作者的观点。

2.难点：学生能够运用所学知识进行阅读理解和口语表达，提高阅读和写作能力。

五. 教学方法1.任务型教学法：通过各种任务活动，引导学生主动参与学习，提高学生的阅读和口语表达能力。

2.合作学习法：学生进行小组讨论和活动，培养学生的团队合作和交流能力。

3.启发式教学法：教师引导学生思考和探讨，激发学生的学习兴趣和自主学习能力。

六. 教学准备1.教材：人教版牛津译林英语八年级下册《A good read》相关材料。

2.多媒体设备：电脑、投影仪、音响等。

3.教学资源：与本课主题相关的阅读材料、图片、视频等。

七. 教学过程1.导入（5分钟）利用多媒体展示与阅读相关的图片和视频，引导学生谈论自己对阅读的看法和经历，激发学生的学习兴趣。

英语（八年级下册）Unit 4 A good readReading (II)I. Teaching aims and learning objectivesBy 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 contents1. 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 todo sth., a huge army of, run away, get away2. 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 difficulty1. To r etell the story in students’ words.2. To use the new language points correctly.IV. Teaching proceduresStep 1 Lead-in1. 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 storyT: 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 Reading1. 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。

牛津译林版八年级下册Unit 4《A good read》教学设计3一. 教材分析《A good read》是人教版牛津译林八年级下册的一篇文章，主要讲述了一个关于书籍和阅读的故事。

通过本文的学习，学生可以了解阅读的重要性，激发他们对阅读的兴趣，并提高他们的阅读能力。

文章内容丰富，语言简单易懂，贴近学生的生活，适合学生进行阅读和理解。

二. 学情分析学生在进入八年级下册时，已经掌握了一定的英语基础知识，具备一定的听说读写能力。

但是，学生在阅读理解方面还存在一些问题，如词汇量不足、阅读策略不明确、理解能力有限等。

因此，在教学过程中，需要针对这些问题进行有针对性的指导，帮助学生提高阅读理解能力。

三. 教学目标1.知识目标：学生能够掌握本文中的重点词汇和短语，理解文章的大意和细节。

2.能力目标：学生能够运用阅读策略，提高阅读理解能力，并能够运用所学语言进行口头和书面表达。

3.情感目标：学生能够认识到阅读的重要性，激发对阅读的兴趣，养成良好的阅读习惯。

四. 教学重难点1.重点：学生能够掌握本文中的重点词汇和短语，理解文章的大意和细节。

2.难点：学生能够运用阅读策略，提高阅读理解能力，并能够运用所学语言进行口头和书面表达。

五. 教学方法1.任务型教学法：通过设计各种任务，引导学生积极参与课堂活动，提高他们的阅读理解能力。

2.交际型教学法：通过小组讨论和分享，培养学生的口头表达能力和合作精神。

3.情境教学法：通过创设情境，让学生在真实的语境中学习和使用英语。

六. 教学准备1.教师准备：准备好教材、多媒体教学设备、PPT等教学工具。

2.学生准备：学生提前预习课文，了解课文大意。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们对阅读的看法，激发学生的兴趣，并导入本文的学习。

2.呈现（10分钟）教师通过PPT展示文章的标题和图片，引导学生预测文章的内容。

然后，教师朗读文章，让学生对文章有个整体的了解。

8B Unit4 A good readReading1教学目标1读懂文章.对《格列佛游游记》有初步的了解。

2能哆通过上下文猜测词意。

3理解句子之间的因果关系, 增强整体阅读能力。

4激发学生阅读名著的兴趣。

教学目标教学内容四会内容词汇：against tie cover stomach until fingertiny continue either manage liftmust shoulder词组：by the time be tired out be tied to look down the same size as fall over continue doing sth begin doing／to do sthmanage to do sth a huge army of run away get away句型：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 did not know what to say either·I tried to pull one hand free and finally managed to break the ro pes·Gulliver found himself unable to move.三会内容词汇：unable教学准备：1 图书《格列佛游记》或其封面图片。

2电影《格列佛游记》中和课文有关的片段。

3配套磁带或光盘。

背景知识《格列佛游记》是英国讽刺作家乔纳森·斯威夫特的小说。

Unit 4 A good readReading (I)I. Teaching aims and learning objectivesBy the end of the lesson, the students should be able to:1. understand the extract from Gulliver’s Travels with the teacher’s help；2. understand the possible theme of the story;3. learn how to read a novel and develop a love for reading.II. Teaching contents1. New words and phrases: against, tie, over, stomach, until, finger, tiny, continue,either, manage, lift, army, must, unable, shoulder, by thetime, be tired out, be tied to, look down, the same size as,fall over, continue doing sth, manage to do sth, a huge armyof2. New structures: After our ship crashed against the rocks, I swam as fast as Icould.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 tried to pull one hand free and finally managed to break the ropes.III. Focus of the lesson and predicted area of difficulty1. Get a full understanding of the whole story.2. Analysis the possible theme of the story.IV. Teaching proceduresStep 1 Lead-in1. An introduction to Gulliver’s Travels(1) The teacher asks the students some questions about reading:Do you like reading in your free time?/What kind of books would you like to read best?/...(2) The teacher introduces the novel Gulliver’s Travels and its author to thestudents with the help of pictures.2. Look and answerThe teacher shows students a picture and asks: What catches your eyes most in the picture?The possible answer can be: What impresses me most 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。

Unit 4 A Good ReadReading I教学案班级姓名学号等级_ 【学习目标】（Learning aims）基本目标：1.读懂文章，对《格列佛游记》有初步的了解。

2.能通过上下文猜测词义。

3.了解句子之间的因果关系，增强整体阅读能力。

挑战目标: 略读了解大意，快读寻找细节。

【重点、难点】（key points and difficulty）学会分析故事中人物的行为与心理。

【学法指导】（methods and skills ）1. 自学指导：1）10分钟拼读并掌握Reading中的单词家长签字___________2）10分钟熟读p50-51课文, 了解文章大意家长签字___________3）在p50-51课文中用直尺划出重要词组，完成词组练习2. 课堂上通过小组或同桌合作来解决问题，教师点拨。

【学习过程】A. 课前预习：1. 撞上岩石2. 游得尽可能地远3. 感受到我脚下的陆地4. 筋疲力尽5. 跌到在沙滩上6. 被固定在地上7. 爬到我的肚子上8. 向下看9. 与我的小手指一样大10. 开始爬遍全身11. 向他们大声喊叫12. 使得他们全滑倒13. 继续从我身上移过14. 努力挣脱一只手15. 把我的左手举到空中16. 看到一大群小人17. 径直向我走来18. 如何逃脱他们B. 小组内核对答案C. 课堂探究(阅读交流)D. 小组展示组内朗读p50-51的文章。

要求：有感情朗读，声音响亮，发音断句准确。

他组认真倾听准备点评。

E、精讲点拨1. 教师精讲点拨2. 整理笔记F、课堂巩固一、根据所给中文的适当形式填空1. Do you know where these _________ (微型的) cameras come from?2. There are _________ (大约) three hundred birds gathering in the apple tree.3. There’s something wrong with my left hand. So I can’t _________ (举起) it into the air.4. Amy is leaning __________ (紧靠) a chair. He seems to be tired out.5. He didn’t feel well __________ (从一边到另一边) his hands and feet.6. Be careful not to cut one of your ___________ (手指) with your knife.7. --- Which is the biggest animal on __________ (陆地)? --- The elephant.★8. They felt very hungry. There was nothing in their ___________ (胃).9. I didn’t know what to do next, ___________ (也).10. His head rested on my __________ (肩膀).11. The little boy _________ (继续) crying even though he saw his mother.12. After coming back from the island, she felt she was not ___________ (她).13.You can’t find out the answer________________(直到……为止) the end of the film.二、用括号内所给动词的适当形式填空1. Some old people didn’t know how ___________ (use) a new mobile phone.2. I saw my English teacher __________ (come) towards me.3. Mum made her child ___________ (wash) his hands before meals.4. He __________ (tie) his little to the young tree at the moment.5. --- Turn off the radio, dear. The baby is sleeping. --- There is no need. He _______ (wake) up.6. David _________ (fall) asleep in class because he stayed up late last night.7. Through we were tired, we continued _________ (work) till midnight.8. How old were you when you started __________ (play) the piano?★9. You have two hands, one ________ (help) yourself and the other to help others around you.10. T_____________ the tree to the stick, please.11. You must keep ________________(practice) it if you want to improve your English.12. Lu Xun is one of the famous ________________(write)13. He ______________(lift) his left arm and the little men were shocked.14. He’s _____________(able) to speak English because he doesn’t know any English words.15.I don’t know when _________________(spend) time on hobbies.16.A huge __________________(army) of people went to the restaurant to have a big dinner.G、课后拓展一、单选题★1. She had to sell the house even though it was _________ her own wishes.A. aboveB. onC. againstD. for2. We can’t work out the physics problem. Can you tell us _________?A. how to doB. what to do itC. how to do itD. what should to do3. --- Can a plane fly __ the Atlantic Ocean? --- Yes, but it needs to go ____ the clouds for hours.A. across; throughB. through; acrossC. across; acrossD. through; through4. When he heard a cry for help, he ran out as _________ as he could.A. hardlyB. quicklyC. finallyD. slowly5. Boys and girls, attention, please. Now let me tell you _________ to the Bird Island with you.A. how to getB. what to getC. whom to getD. where to get★6. _________ the time I got to the bus stop, the bus had already left.A. OnB. InC. ByD. With7. Many people don’t realize the importance of health _________ they have fallen ill.A. untilB. whileC. whenD. after8. When I walked past the park, I noticed some old people __________ Chinese Taiji.A. doB. didC. doingD. done9. I’m very amazed to see a small man, __________ my little finger.A. the same big toB. the same size ofC. the same size asD. the same big as10. Millie tried her best to stand up. _________, she found she couldn’t move _________.A. But; any moreB. However; no moreC. But; no moreD. However; any more2. Try not to ______________ at your feet, so you can see what’s coming.3. Amy’s face _____________ turn red when she made a mistake.4. It’s time ________________, or you will be late.5. The box was heavy but he ______________ carry it.6. The thief jumped off the train and ________________.7. He ______________ from his office at five o’clock.8. Mary hurt herself when she ______________.9. ______________, Tom! It’s time for breakfast.三、翻译句子1.在我们的船撞到礁石损坏之后，我奋力前游。

徐州市教学改革实验学校教师备课设计页课题8 下Unit 4 A good read Comic and stri p﹠welcome to the unit 课型New教具Recorder and multimedia 总课时数26 完成时间3.21教学方法Discussion and pair work. 主备人Zhang Xizhi 授课时间4.1教学目标知识与能力：1.To introduce the different kinds of books.2.To discuss the favourite books.过程与方法：1.to discuss what books are the Ss’ favourite in group.2.to talk about their favourite books in class.情感态度与价值观：To train the Ss’ interest in liking reading books.To develop a good habit to read books教学重点难点1.To introduce thedifferent kinds of books.2.To discuss thefavourite books.教学活动内容活动组织过程改笔Step 1. Lead-in1.Having a free talkT: Do you like reading books?Why?S:……T: What kind of books do you like best?S:……T：Do you like reading story books?S:……Step 2.Having a presenting1.Show some pictures of different kinds of books and introduce each of them.Travel books:Health books:Food books:Fiction books:History books:Science books: try to answer the questions.Talk about the picture.Guess.Check out thehomework and preview.Talk about what bookare their favourite ingroups.Make the students know that the main content of each type of book Write the type of book under each picture.Check the answersStep 3.DiscussionListen to the tape and then answer the following questions1.What is Millie reading ?2.What does Sandy think about the history book?3.What kind of book does Sandy like?4.Was the story of the ugly man Quasimodo moving? Check the answersRead after the tapeWork in pairsStep 4. Comic stripListen to the tapeQuestionsRead after the tapeWork in pairsAct out the dialogue ListenLook, listen andlearn.To learn many types ofbooks like Travel books:Health books:Foodbooks:Fiction books:History books:Sciencebooks:Step 5 Doing a taskDivide the stuents into four of a group and the do a survey about Which type of book would you like to read ?Give some reasons.What kind of book do you like?I like …Why ?Because …What about you ?I like … because …Make a conclusion and write a reportPresent the reportStep 6 Homework1. Read the text book and learn the new words and phrases by heart.2. Finish the exercises in the workbook. Make a conclusion and writea reportTo act out the dialoguein pairs in front.课堂达标一、A 根据句意及汉语提示完成单词。