13-14学年度八年级下牛津版英语Unit 4 A good read Welcome to the unit课件

Unit 4 A good readTaskI. Teaching aims and learning objectivesBy the end of the lesson, the students should be able to:1. learn how to organize an article about reading habits;2. learn some writing skills and write a report on reading habits;3. develop a good habit of reading.II. Teaching contents1. New words and phrases: advice, librarian, habit, classical, opposite, open up2. New structures: I spend ... hours a week reading.I love reading because ...We often meet together and discuss what to read.Reading is always a wonderful time.They also open up a whole new world to me.III. Focus of the lesson and predicted area of difficulty1. To understand the organization and the outline of the report.2. To develop some English writing skills such as: how to develop a paragraph, howto use transitions in writing, etc.IV.Teaching proceduresStep 1 Lead-inT: Boys and girls, do you like reading? What kinds of books do you like?T: In my free time, I like reading these books. What are they in Chinese?Yes, they are called the four great classical Chinese novels.Step 2 Outline of the writing1. PredictionT: Today, we are going to write something about our reading habits. What would you like to write about your reading habits?T: Yes, we can write something like these.2. OutlineT: Now, let’s read Millie’s article first and then help her answer some questions.T: And here is the outline of Millie’s writing. Can you help her fill in the blanks?Step 3 Writing skills1. How to develop a paragraphT: Let’s read Paragraph 1 and discuss how to develop a paragraph when we are writing.T: Can you find the topic sentence in this paragraph? Yes. It is the main idea. T: What about these ones? We call them major details because they help the readers to understand the main idea.T: And, they are minor details—much smaller details to support the major details. T: So, someone says a paragraph is just like a bamboo. Look at this picture!The ma in idea is the bamboo’s trunk, and major details are like its sticks, the minor details are small sticks and leaves. We put them all together to make a paragraph.T: Let us do some practice.2. How to use transitionsT: Can you find a transition among these sentences? (but)T: Can you help Millie add a suitable transition before the four great classical Chinese novels? (For example,)T: If the readers want to know why Millie likes these novels best, which transition can she use to continue her writing? (because)T: Can you use the useful writing structures to rewrite a short paragraph for Sandy?Here is Daniel’s writing. You can rewrite something like this.3. How to mix Chinese culture in English writingT: Next, let’s discuss how to mix Chinese cul ture in English writing. Here are some writing tips for you. I think the first two tips are easy to understand.Let’s talk about the third one.T: We can take Daniel’s writing for an example.In this way, we talk about some serious events about China and Chinese.4. How to write related detailsT: Let’s e to Paragraph 2.T: Look at this sentence. What is the function of “—” in this sentence?Can we use some transitional words to replace “—”, and how?T: Good. That’s to say, “it is just opposite my home” is a related detail to the first sentence because it explains why Millie gets most of her books from Sunshine Library. It’s convenient.T: Let’s do some practice.5. How to brainstorm in English writingT: What do Millie and her friends do in the library?T: What else may they do?T: Yes, there are some other interesting things they may do in Sunshine Library.All these things can be written in our writing.T: Let’s do some exercises.6. How to highlight the endingT: A good ending is always important f or an article. Let’s discuss how to highlight the ending of our writing.T: First, we can use some famous English sayings to make the ending shout. For example, “Reading makes a full man,” Francis Bacon said. We can use it like this.T: Here are some other sayings about reading or books. They may be helpful for your writing.T: Another suggestion is that: talk about how reading really makes a great difference to your own life, especially your future.T: Here is a good example.T: Now, it’s your turn. You ca n use this useful structure for ending to have a practice. You can write about any book you like.Step 4 Writing practiceT: Now, it’s time for your writing.T: When you are writing, you should pay attention to the structure and the writing skills we’ve talked about.。

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。

牛津译林版八年级英语下册Unit4 a good read 课文要点解析Comic strip1.Have you decided what to do with these books, Hobo?霍波,你已决定怎样处理这些书了吗? (教材第48页)I)decide此处用作及物动词，意为“决定”，后跟名词、代词、动词不定式或从句等。

She decided to book two tickets to Hainan online.她决定在网上预订两张去海南的票。

Let's first decide where we should go.咱们先决定应该去什么地方。

[拓展]decide的名词形式是decision,意为“决定”。

make a decision (to do sth. )意为“做决定(做某事)”。

You need to make a decision today.你今天需要做个决定。

中考.链接(2017.江苏苏州).Jack, why have you decided_________Chinese folk music as a course?一To learn more about Chinese culture.A. takeB. takenC. takingD. to take解析:我们可用“固定搭配法”解答此题。

decide to do sth.为固定搭配，意为“决定做某事”，故选D。

句意:“杰克，你为什么决定选择中国民间音乐这门课”“为了更多地了解中国文化。

” 答案:D(2)do with意为“处理;处置;对待”，常与疑问词what连用。

What did you do with those old keyboards?你怎么处理那些旧键盘了?The new teacher didn't know what to do with students.那位新老师不知道如何对待学生。

牛津译林版八年级英语下册Unit4 a good read 课文要点解析Comic strip1.Have you decided what to do with these books, Hobo?霍波,你已决定怎样处理这些书了吗? (教材第48页)I)decide此处用作及物动词，意为“决定”，后跟名词、代词、动词不定式或从句等。

She decided to book two tickets to Hainan online.她决定在网上预订两张去海南的票。

Let's first decide where we should go.咱们先决定应该去什么地方。

[拓展]decide的名词形式是decision,意为“决定”。

make a decision (to do sth. )意为“做决定(做某事)”。

You need to make a decision today.你今天需要做个决定。

中考.链接(2017.江苏苏州).Jack, why have you decided_________Chinese folk music as a course?一To learn more about Chinese culture.A.takeB. takenC. takingD. to take解析:我们可用“固定搭配法”解答此题。

decide to do sth.为固定搭配，意为“决定做某事”，故选D。

句意:“杰克，你为什么决定选择中国民间音乐这门课”“为了更多地了解中国文化。

” 答案:D(2)do with意为“处理;处置;对待”，常与疑问词what连用。

What did you do with those old keyboards?你怎么处理那些旧键盘了?The new teacher didn't know what to do with students.那位新老师不知道如何对待学生。