译林版八年级英语下册Unit4Agoodread教案

牛津译林版英语八下Unit 4《A good read》（welcome）说课稿一. 教材分析《牛津译林版英语八下Unit 4 A good read》是一篇关于阅读和文学欣赏的课文。

本节课的主要内容是让学生通过阅读一篇关于名著《动物农场》的介绍文章，了解这本书的内容、特点以及作者的观点，并能够就自己的阅读体验进行交流和分享。

教材通过丰富的语言材料，引导学生关注英语阅读，培养他们的阅读兴趣和阅读能力。

二. 学情分析根据对学生的了解，他们在七、八年级时已经学习过一些关于文学作品的课文，对名著有一定的了解。

但是，对于《动物农场》这本书，可能了解不多。

因此，在教学过程中，我需要帮助学生更好地理解课文内容，引导他们欣赏文学作品，并能够就自己的阅读体验进行表达。

三. 说教学目标1.知识目标：学生能够掌握课文中的关键词汇和短语，理解课文的主要内容。

2.能力目标：学生能够阅读并理解英文文学作品，提高他们的阅读能力。

3.情感目标：学生能够欣赏文学作品，培养他们的阅读兴趣。

四. 说教学重难点1.重点：学生能够理解课文内容，掌握关键词汇和短语。

2.难点：学生能够欣赏文学作品，并能够就自己的阅读体验进行表达。

五. 说教学方法与手段在教学过程中，我将采用任务型教学法和交际法。

通过设计各种任务，引导学生积极参与课堂活动，提高他们的阅读和表达能力。

同时，我将使用多媒体教学手段，如PPT和视频，以丰富教学内容，激发学生的学习兴趣。

六. 说教学过程1.Pre-reading：我将以一段关于《动物农场》的视频导入新课，激发学生的学习兴趣，并引导学生思考：他们是否读过这本书？对这本书有什么了解？2.While-reading：学生将阅读课文，回答相关问题。

在这个过程中，我将引导学生关注课文中的关键词汇和短语，并帮助他们理解课文内容。

3.Post-reading：学生将就自己的阅读体验进行交流和分享。

在这个过程中，我将引导学生表达自己的观点，提高他们的表达能力。

八年级英语unit4教案学科英语年级八设计人英语备课组课型新课题Unit4 A good read总课时 6 第1课时教学目标知识目标To introduce the different kinds of books.能力目标To discuss the favourite books.教学重点The same as the aims教学难点To develop a good habit to read books教师活动学生活动备课札记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:Make the students know that the main content of each type of bookWrite the type of book under each picture. Try to answer the questions.Talk about the picture.Guess.ListenCheck the answersStep 3.DiscussionListen to the tape and then answer the followingquestions1.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 dialogueStep 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 …Look, listen andlearn.Make a conclusion and write a report Present the reportStep 6 Homework课堂板书教学反思学科英语年级八设计人英语备课组课型新课题Unit4 A good read总课时 6 第2课时教学目标知识目标To guess meanings of words from the context能力目标To skim the text for overall meanings and scan fordetails教学重点The same as the aims教学难点To skim the text for overall meanings and scan for details 教师活动学生活动备课札记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 called Gulliver’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: Try to answer the questions.Talk about the picture.Guess.Look, listen andlearn.1.Why did Gulliver swim in the sea?2.Where did he fall asleep?3.Who was on Gulliver after he wake up?4.How big was the small man?5.How many tiny people climbed over Gulliver’s body?课堂板书教学反思学科英语年级八设计人英语备课组课型新课题Unit4 A good read总课时 6 第3课时教学目标知识目标To understand the structure of each passage.能力目标 1. To recite the passage.2.To develop a good habit to read books教学重点The same as the aims教学难点The same as the aims教师活动学生活动备课札记Step1.Review something about what we learntlast class1Why did Gulliver swim in the sea?2Where did he fall asleep?3Who was on Gulliver after he wake up?4How big was the small man?5How many tiny people climbed over Gulliver’s body? Step 2.DetailsRead the story and tell true or false. Part B3 on page 46.Ask the students to correct the mistakes Check the answersStep 3. Doing a taskSandy is trying to explain what happened to Gulliver. She wrote some notes down on a piece of paper, bu her mother tore it up by mistake. Help her match the events at the top with their causes at the bottom.Ask students to read and matchCheck the answersStep 4.Ask and answer Try to answer the questions.Talk about the picture.Guess.Look, listen andlearn.Complete the conversation with the informationon page 44,Part B4 on page 46Ask and answerStep5 Finding out all the useful expressionsGo over the text to find out all the usefulexpressions.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 EvaluationHandbook.课堂板书教学反思学科英语年级八设计人英语备课组课型新课题Unit4 A good read总课时 6 第4课时知识目标掌握并能使用动词不定式与特殊疑问词连用教学目标能力目标掌握并能使用带有情态动词must和have to 用法区别教学重点动词不定式的用法和must , have to 两者的区别教学难点动词不定式的用法和must , have to 两者的区别教师活动学生活动备课札记Step1 Lead-in1.Review readinga.Did Gulliver know what to say?b.Did Gulliver know how to get away?2. Explain : We can use. “wh-”words + “to”infinitives to talk about problems.Step2 Presentation1.Present the following sentences:lie is decciding what to read.b.Daniel does not know who to talk to about this bookc.Simon forgot when to meet his friends.d.Kitty cannot decide which to choose friends.e.Sandy is windering where to ask for help.f.Amy does not know how to write the reprt.2.Ask the students to conclude the rules,and understand the mengings of the stucture: “wh-” words + “to” infinitives.3.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how4.Remind the students that all question words can be used in this way,except ‘why’.Step3 practice1.Explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page47.2.Once students have finished, choose one student to play the part of Amy and another student to play the part of Millie . Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.Step4 Presentation1.Go on reviewing comic strip and reading to lead out thesentences with ‘must’ and ‘have to’.a.‘I must run away from them,’ Gulliver thought.b.I have to use them to reach the box on the fridge.2. Explain to the students that we use ‘must’ and ‘have to’ to say that it is necessary to do something . we use ‘must’ when the speaker feels that someting is cecessary. We use ‘have to’when the situation makes something cecessary.3.Present you must not smoke in the library. We do not have to Try to answer the questions.Talk about the picture.Guess.Look, listen andlearn.go to at weekends.Explain to the students we use ‘must not’to say that it isnecessary not to do something . we use ‘do not have to’ to saythat you are allowed not to do something.Step3 Exercises1.Finish the exercises on page 48, then check in pairs.Encourage students to explain the usage each other.Step5 Doing homework1.Revise“wh-” words + “to” infinitives.2.Finish off the exercise in the workbook.课堂板书教学反思学科英语年级八设计人英语备课组课型新课题Unit4 A good read总课时 6 第5课时知识目标听懂有关初中生课外读物的对话，并根据获取的信息完成表格教学目标能力目标能根据所听到的信息完成记录教学重点掌握一定的听的技巧，猜词速记等通过听力练习教给他们一些应试技巧教学难点掌握一定的听的技巧，猜词速记等通过听力练习教给他们一些应试技巧教师活动学生活动备课札记Step1 Presenting and listening1.Review the types of the books: fiction,history ,science ,travel,health , food etc.2.Ask the students what book they have read, talk about thethe names, characters and the stories of the books.Teacher can introduce some books to the students, such as:The Big World ,A Strange Egg, Follow Me , Last Century ,The Cecrets of Space, My Way to Success3.Part A Talking about what to read during the Reading Week . listen to them and match each student with the type of book they will read and its name.Then ask a student to read this part and check the answers together.Step2 Reading and listening1.Before listening the teacher tell the students informationabout Harry Potter books2.Ask the students to read the notes carefully and prepare tolisten3.Listen to the tape three times, the first time ask the studentsjust listen not to write , the second time listen and write ,and the teacher may pause if necessary, the third time check out the answers4.Ask a student to read this part and check the answerstogether.Step3 Listening and correcting1.Part A3 Millie made some notes about Suay’s reading plan.However, she has made some mistakes. Listen to Suzy again. Help Millie underline the mistakes in each sentence,write the correct words in the blank2.Listen and tell true or false, and then correct the mistakes.3.The teacher asks the students to share the answers with thewhole class.Step4 Part B Speak up.Listening and anwering Try to answer the questions.Talk about the picture.Guess.Look, listen andlearn.课堂板书教学反思学科英语年级八设计人英语备课组课型新课题Unit4 A good read总课时 6 第6课时教学目标知识目标To revise the whole unit, focusing on Grammar and Vocabulary能力目标To revise the whole unit, focusing on Grammar and Vocabulary教学重点To revise the whole unit, focusing on Grammar and Vocabulary教学难点To revise the whole unit, focusing on Grammar and Vocabulary教师活动学生活动备课札记Step 1 Having a revisionSome important words and phrases: a good read, stand against the wall, be tired out, continue to do(doing), manage to do, not…until…, either, hand in, refuse to doImportant sentences: How long can I keep the books? What is your favourite type of book?After our ship broke against the rocks.He was the same size as my little finger.I don’t know how to get away.Grammar: tell the difference between “must”and “have to”Using question words + ‘to’-infinitivesStep 2 Doing a survey on students’ reading habits Complete it with your own information Step 3 Sharing them with your classmatesStep 4 Part BWork in pairs. Ask each other the questions in the survey and take notes of the answersWrite a passage with the given exprssions I spend … hours a week reading.On weekdays I usually…I am interested in … books. My favourite book is …I get most of my books from…Try to answer the questions.Talk about the picture.Guess.I love reading because …Step 5 Part CAsking students to write an article about their reading habits.`Recite the passage about Millie’s reading habit.Step 6 Practise一．用适当形式填空1．I spend over four hours a week _______(read).2．Many people like reading before ______(go) to bed.3．It is cold outside, you’d better keep the door _____(close)4．It also _______(open) up a whole new world to me.5．I like the four great _______(class) Chinese novels best.二．完成句子1.这本书我能保存多长时间？_______________________2.你从一本书中怎样获得最多？____________________3.阅读是开心宁静的时刻。

Unit 4 A good readTeachi ng procedure:Step 1 Warming upDiscuss some questions:Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49.Step 5 Listen and answerListen to part B and answer the following question.1) What is Daniel reading?2) Why does he like reading history books?3) Does Sandy like reading history books?4) What does Sandy like to read in her spare time?Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构中的疑问词还可用when、how、which等。

Unit 4 A Good ReadT ask教学案班级姓名学号等第【学习目标】基本目标：1. 完成一份关于阅读习惯的调查表。

2. 根据调查表中所获取的信息描述自己的阅读习惯。

挑战目标：学会利用调查表中的信息，组织语言写一篇描述某人阅读习惯的文章。

【重难点】合理整合调查表中的信息，写一篇描述某人阅读习惯的文章。

【学法指导】1.自学指导：10分钟背诵和默写P60-61，家长签字____________2.小组或同桌合作解决问题，教师点拨。

【学习过程】A. 课前预习：1. 预习60-61页内容，并在课本上划出重点短语及句型。

2. 翻译词组：1. 一个关于阅读习惯的调查__________________2. 我能（抽出）的任何时间_______________3. 在假期中________________________________4. 不到一个小时_________________________5. 得到大多数你的书________________________6. 从图书馆借书_________________________7. 收到书作为礼物__________________________8. 帮助我在忙碌一天后放松_______________9. 提高我自己的知识________________________ 10. 为报告收集信息_______________________ 11. 征求读书方面的建议_____________________ 12. 在周末读得很多_______________________13. 就在我家对面___________________________ 14. 向我打开一个全新的世界_______________A.小组内核对答案B.课堂探究Step 1 新课导学1. 谈论学生自己的阅读习惯，了解学生对阅读的看法等。

如：Do you often read books? What type of book do you like best? …What do you think of the books you read? What do you think of reading in our daily life?...2. 完成关于阅读习惯的调查表，了解他人的阅读习惯。

牛津译林版英语八下Unit 4《A good read》（welcome）教学设计一. 教材分析牛津译林版英语八下Unit 4《A good read》主要介绍了关于书籍和阅读的内容。

通过本单元的学习，学生能够掌握有关书籍、作者、故事情节和阅读喜好的词汇和表达方式，提高阅读理解和口语表达能力。

本课时的教学内容为Welcome部分，主要包括引入话题、介绍阅读俱乐部和讨论阅读好处的部分。

二. 学情分析学生在之前的学习中已经掌握了关于日常生活的基本词汇和表达方式，具备一定的阅读理解和口语表达能力。

然而，部分学生对英语阅读兴趣不高，阅读量有限，可能对一些较复杂的句子和表达方式理解有困难。

三. 教学目标1.能理解Welcome部分的主要内容和意义。

2.能掌握和运用本课时的关键词汇和表达方式。

3.提高阅读理解和口语表达能力。

4.激发学生对阅读的兴趣和热情。

四. 教学重难点1.能够理解和运用关键词汇和表达方式。

2.对较复杂的句子和表达方式进行理解。

3.激发学生的阅读兴趣。

五. 教学方法采用任务型教学法，通过引入话题、小组讨论、角色扮演等环节，激发学生的学习兴趣，提高学生的参与度和积极性。

六. 教学准备1.准备相关书籍和阅读材料的图片和信息。

2.准备阅读俱乐部的情景剧。

3.准备相关词汇和表达方式的卡片。

七. 教学过程1.导入（5分钟）通过向学生展示一些不同类型的书籍和阅读材料，引导学生谈论自己喜欢的书籍和阅读经历，从而引入本课的主题。

2.呈现（10分钟）向学生介绍阅读俱乐部和其中的成员，让学生了解阅读俱乐部的好处和乐趣。

同时，通过向学生展示一些关于阅读好处的句子和表达方式，让学生进行阅读和理解。

3.操练（10分钟）将学生分成小组，让他们讨论阅读的好处和自己的阅读经历。

鼓励学生运用本课时的关键词汇和表达方式进行交流和讨论。

4.巩固（10分钟）通过角色扮演的方式，让学生模拟阅读俱乐部的情景，进一步巩固本课时的关键词汇和表达方式。

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》（integrated skills）说课稿一. 教材分析《牛津译林版英语八下Unit 4 A good read》是一篇关于阅读理解和文学鉴赏的课文。

本节课的主要内容是让学生通过阅读一篇关于小说《动物农场》的评论文章，提高学生的阅读理解能力，同时培养学生的文学鉴赏素养。

教材中包含了丰富的语言知识，如词汇、语法和阅读策略，为学生提供了全面的语言学习材料。

二. 学情分析在八年级下学期的学生已经具备了一定的英语基础，能够理解和运用基本的英语语法和词汇。

然而，他们在阅读理解方面还存在一定的困难，特别是对于长篇复杂的文章。

此外，由于学生对文学作品的接触较少，他们在文学鉴赏方面的素养还有待提高。

因此，在教学过程中，教师需要关注学生的阅读理解能力和文学鉴赏素养的提升。

三. 说教学目标1.知识目标：学生能够掌握课文中的关键词汇和语法知识，如现在完成时、被动语态等。

2.能力目标：学生能够提高阅读理解能力，能够运用阅读策略理解长篇复杂的文章。

3.情感目标：通过阅读和讨论，学生能够培养对文学作品的鉴赏能力，激发对阅读的兴趣。

四. 说教学重难点1.重点：学生能够理解课文内容，掌握关键词汇和语法知识。

2.难点：学生能够运用阅读策略理解长篇复杂的文章，提高阅读理解能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中提高语言运用能力。

2.教学手段：利用多媒体课件、纸质教材和网络资源等，为学生提供丰富的学习资源。

六. 说教学过程1.导入：通过提问学生喜欢的书籍和作家，激发学生对文学作品的兴趣，引入本节课的主题。

2.阅读理解：学生自主阅读课文，回答相关问题，教师引导学生运用阅读策略理解文章。

3.词汇语法：学生通过课文学习新词汇和语法知识，教师进行讲解和练习。

4.小组讨论：学生分组讨论课文中的观点和表达方式，培养学生的批判性思维能力。

5.文学鉴赏：教师引导学生分析课文中的文学手法和特点，提高学生的文学鉴赏素养。

Unit 4 A Good ReadReadingⅡ教学案班级姓名学号等级_【学习目标】（Learning aims）基本目标：掌握Reading四会单词常见用法。

挑战目标：1. 从不同的角度复述整个故事。

2. 续写故事《格利佛游记》的结局。

【重点、难点】（key points and difficulty）课文中的重点语言点【学法指导】（methods and skills ）1. 自学指导：1）5分钟默写Reading中的单词2）10分钟参照语言点探究练习的内容自主学习课文中的重要语言点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. 用绳子把东西捆在一起___________________2. 发现他自己不能动_______________3. 爬上Gulliver的身体_____________________4. 站在他的肩膀上_________________5. 与小人们交流___________________________6. 设法弄断绳子___________________7. 在早上八点醒来_________________________ 8. 用你自己的话讲故事_____________B. 小组内核对答案C. 课堂探究1. 完成课本第53页B3部分的练习。

以小测试的形式来核对答案。

组长随意读出释义,学生必须说出正确的单词。

2. 完成课本第53页B4部分的练习, 然后与各自的同伴比较完成的句子。

全班齐读完成后句子。

3. 找出课文中的重要单词、词组等语言点。

D. 小组展示小组讨论重点单词、词组和句子的用法并进行展示要求：展示声音响亮,解释内容准确无误。

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、用所给词的适当形式填空:★1. _________ the cow _________ (tie) to a tree in front of the house yet?2. Jackson was very tired from _________ (run).3. His strange behaviour made us __________ (feel) nervous.4. The audience went out of the theatre _________ (noise) when the play was over.5. Don’t blame Jack. After all, he has tried his best __________ (improve) the situation.6. After a fall, Little Tom found himself ______ (able) ________ (move). Passersby helped him.7. But _________ (late), Jack found a better way ____________ (communicate) with his friends.8. It’s impolite ___________ (shout) at your parents.★9. The old man often _____ (watch) the children ____(fly) kites in his spare time in the past.10. Do you know the height of __________ (tiny) man in the world?11. The little boy thinks snakes are the ____________ (ugly) animals in the world .12. He had a ____________(手指) in every pie at school,from music to football.13. ---You don’t look well.what is wrong with you? --- I have got a pain in my ___(腹部，胃)。

牛津译林版八年级下册Unit 4 A good readReading 教案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. learn how to read a novel from the transitions between ideas and analyze the spirits of the characters.II. Teaching contents1. New words and phrases:against, 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.2. New sentence structures:After our ship crashed against the rocks, I swam as fast as I could.I woke up as the sun was rising.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. To get a full understanding of the extract.2. To analyze the structure of the story with transitions.IV. Teaching proceduresStep 1. Lead-in1. An introduction to Gulliver’s Travels(1) The teacher asks the students some questions about reading.What type of book do you like best and whyThe teacher introduces the novel Gulliver’s Travels and its author to the students with the help of pictures.Step 2. Pre-reading1. Show some background information of the bookJonathan Swift was the writer of the story. He wrote the story in England. The novel tells us Gulliver’s amazing adventures in some countries, including Lilliput(小人国), Brobdingnag(大人国), Laputa(飞岛国)and Houyhnhnms(智马国).Present new expressionsHis ship crashed against the rocks.The ship couldn’t continue moving.He was tired out and fell down.Tiny people managed to use ropes to tie him to the ground.Step3. While-reading1.Skimming: read for gistRead the passage and fill in the formFive elements(五要素)：When did Gulliver wake upWhere was Gulliver thenWho did Gulliver see on the beachWhat did the tiny men do to GulliverHow did Gulliver feel at the end of the story2.Scanning: read for detailsTask1：Read Para.1 and answer the following two questions:(1)What did Gulliver do after their ship crashed against the rocks(2)Why did Gulliver fall down on the beachTask2：Read Para.2 carefully.What did Gulliver do after their ship crashed against the rocks .Why did Gulliver fall down on the beach and go to sleepWhy couldn't he moveTip 1: When we meet the new words, try to guess the word's meaning according to the context(语境).Tip 2: Don't miss any given information, even the picture.Task3：1. Read Para.3 and answer the following questions:(1)What did the small man do(2)How big was the small man2. Can you choose the functions of the two questions (多选)(A) Make readers want to read the story.(B) Make readers feel Gulliver’s feeling.(C) Make the story vivid(生动的) and interesting.Task4：Read Para.4 and answer the following questions:(1)Why did the tiny men all fall over(2)What did they do after thatTask: Read Para.5 and answer1. Did the small men try to communicate with Gulliver What about Gulliver2. Did Gulliver do anything to help himself out What did he doStep4. Post-reading1.Discussion in groups:How do you understand the word “army” itselfWhy did “I” think the “tiny” people were a huge armyShould we look down on（轻视）the tiny people（小人物）in our life 2. Further thinking: Which character(角色) has interested you most WhyGulliver：brave，calm，lucky，friendly，kind...I think Gulliver was kind because he didn’t eat the tiny men.②…., so I dislike Gulliver.Tiny men: cooperative(合作的),clever，brave...①I like the tiny men were ... because they...② I can learn … from the tiny men because …教学反思1. 对于文本内涵的挖掘还有待提高，如在探讨“huge army”时，可以给予学生更多的时间和空间，激发学生思考文中内涵的力量对比、情感变化，将问题导向化的教学更加深度地落实在每节课中；2. 阅读是学生的个性化行为，不应以教师的分析来代替学生的阅读实践。

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。