【新】牛津译林版八年级英语下册Unit4 Reading2导学案

Unit 4 A good read reading 导学案8A Unit4 A good read--Reading课题教学目标 1.读懂文章，对《格列佛游记》有初步的了解2.能够通过上下文猜测词意3.理解句子之间的因果关系，增强整体阅读能力教学内容 1.预习单词P50-51，要求：听录音，熟读单词，掌握词义，能独立拼写出单词并完成P52 PartB1。

2.预习Reading，要求：听录音，跟读，至能熟练朗读，掌握大意，找出不理解的短语和句子，并在书上划出。

3.再次阅读Reading，要求：完成P52 B2、P53 B3，B4。

导学过程感悟一预习词汇练习1.紧靠，碰，撞__________2.捆，绑__________3.腹部，胃__________4.手指__________5.finger__________6.tiny__________7.continue__________ 8.either__________ 9.lift__________讨论并回答问题1.What happened to our ship?2.When was Gulliver tired out?3.When did Gulliver wake up?4.What happened to Gulliver’s arms, legs and hair?展示交流Task1. 快速浏览课文，回答以下问题：1）Which adventure does this extract belong to?2）In this extract ,who am “I”?:3 Did Gulliver know whe re he was when he woke up?4Why did the tiny people tie Gulliver to the ground?5Did Gulliver do anything to help himself out?What did he do?三、反馈练习：I. 根据句意及所给的汉语提示完成句子。

《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. Retell the story in students’ words.2. 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。

2.Do exercises
Step III.活动
1.At the end of the extract, Gulliver saw a huge army of tiny people coming towards him. What will the tiny people probably do? Can Gulliver get away? Do you want to know more about Gulliver’s adventure? Use your imagination and tell the rest of thestory.
激发学生阅读名著的兴趣。
教学过程
复备记录
Step I.呈现
StepII.操练
1.When are you usually tired out?
When I have finished cleaning my room, I’m tired out. / After PE lessons, I’m usually tired out.
Step IV家庭作业
1记忆词汇、词组和句型。
2复述课文。
3续写故事或阅读《格列佛游记》，了解故事的结局。
4完成教师布置的相关练习。
5预习GrammБайду номын сангаасr。
.
教
学
反
思
Unit4 Reading2精品教案
课题
Unit4 A good read
总备课
第3课时
课型
Reading2
备课时间
3-18
主备人
教学目标
1.读懂文章对《格列佛游游记》有初步的了解。
2.能够通过上下文猜测词意。

五、案例亮点
1.情景创设：本案例通过利用多媒体手段，如图片、视频等，为学生创设了一个富有想象力和趣味性的未来世界情境。这种情境的创设使得学生能够更加直观地理解和感知所学知识，激发了他们的学习兴趣和好奇心，增强了学习的趣味性。
2.问题导向：在本案例中，教师引导学生提出问题，激发他们的思考能力，并设计了具有挑战性的任务让学生在解决问题的过程中自然地学习和运用英语。这种问题导向的教学策略使得学生能够积极参与学习，提高了他们的思维能力和解决问题的能力。
3.小组合作：教师设计了多种小组活动，让学生在合作中完成任务，培养了他们的团队合作意识和沟通能力。通过小组讨论、分享等方式，学生之间的互动得到了促进，使得他们在交流中学习和进步。
4.反思与评价：在本案例中，教师引导学生进行自我评价和小组评价，帮助他们发现自己的优点和不足，激发学习动力。同时，教师也认真总结自己的教学方法和策略，不断调整和改进，以提高教学效果。这种反思与评价的过程使得教学成为一个持续改进和进步的过程。
（三）学生小组讨论
1.教师设计一些小组活动，让学生通过讨论和合作，共同完成任务。
2.学生通过小组讨论，交流自己的观点和看法，培养他们的团队合作意识和沟通能力。
3.教师引导学生通过讨论和合作，发现和解决学习中遇到的问题。
（四）总结归纳
1.教师引导学生对所学知识进行总结和归纳，帮助他们巩固和记忆。
2.学生通过总结和归纳，加深对知识的理解，形成自己的知识体系。
在评价环节，我采用了形成性评价和终结性评价相结合的方式，关注学生的学习过程和结果。通过自评、互评和他评，让学生认识到自己的优点和不足，激发他们的学习动力。在教学反思环节，我认真总结自己的教学方法和策略，不断调整和改进，以提高教学效果。
二、教学目标

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)。

3.学生能够运用所学知识，描述和介绍自己了解的世界奇迹，提高表达能力。
4.学生能够通过阅读和思考，理解文章的主旨大意，提高阅读理解能力。
5.学生能够运用批判性思维，对文章中的观点提出自己的看法和评价。
（二）过程与方法
1.学生通过自主学习，预习新课内容，掌握相关词汇和短语。
2.学生通过小组讨论，共同完成对世界奇迹的介绍和评价任务。
2.教师可以组织学生进行同伴评价，互相提供反馈和建议，促进彼此的进步和提高。
3.教师可以根据学生的表现和进步，给予适当的肯定和鼓励，增强他们的自信心和动力。
四、教学内容与过程
（一）导入新课
1.教师可以通过展示世界奇迹的图片和视频，引导学生关注和学习关于世界奇迹的词汇和短语。
2.教师可以提出问题，如“你们知道哪些世界奇迹？”和“你们对世界奇迹有什么印象？”引导学生分享自己的知识和看法。
2.教师可以提供作业指导和示范，帮助学生理解和掌握相关知识和技能。
3.教师可以鼓励学生积极完成作业，并提出问题和建议，促进他们的自主学习和进步。
五、案例亮点
1.主题贴近生活：本节课的主题“世界奇迹”与学生的生活经验和兴趣密切相关，能够激发学生的学习热情和好奇心。通过介绍世界奇迹，学生能够了解不同文化背景和历史传承，提高跨文化交际意识。
3.学生通过阅读和思考，理解文章的主旨大意，提高阅读理解能力。
4.学生通过教师的引导和启发，运用批判性思维，对文章中的观点提出自己的看法和评价。
（三）情感态度与价值观
1.学生通过学习，培养对世界文化的兴趣和好奇心，提高跨文化交际意识。
2.学生通过了解世界奇迹，培养对人类文明和历史的尊重和敬仰。
3.学生通过参与课堂讨论和任务，培养合作精神和团队意识。

2.真实情境：利用多媒体展示地震灾区的图片和视频，让学生身临其境地感受自然灾害给人们带来的痛苦和损失。通过创设真实情境，引发学生对Andy行为的赞赏，使学生在现实生活中更加关注他人的需求，乐于助人。
3.小组合作：将学生分成小组，进行合作学习，让学生在讨论和交流中，共同完成任务。设计具有挑战性的任务，激发学生的创造力和团队合作精神。通过小组合作，培养学生关爱他人、乐于助人的品质，增强学生的团队协作能力。
2.设计具有挑战性的任务，如：“制作关于Andy支教经历的海报”“编写一段关于Andy的演讲稿”等，激发学生的创造力和团队合作精神。
3.组织小组讨论，让学生分享自己的感悟和体验，培养学生关爱他人、乐于助人的品质。
（四）反思与评价
1.在课程结束后，引导学生进行自我反思，如：“我在本节课中学到了什么？”“我在活动中表现如何？”等。
4.增强学生民族自豪感，培养学生的国际视野。
在教学过程中，我将充分关注学生的个体差异，注重因材施教，使学生在掌握知识与技能的同时，形成积极的学习态度和正确的价值观。通过本节课的学习，让学生在英语学科领域得到全面发展，为他们的未来成长奠定坚实基础。
三、教学策略
（一）情景创设
1.通过展示地震灾区的图片和视频，让学生直观地感受地震给人们带来的痛苦和损失。
4.问题导向：设计一系列问题，引导学生关注文章细节，鼓励学生思考问题背后所蕴含的人道主义精神和价值观。通过问题导向，培养学生批判性思维，提高学生的阅读理解能力。
5.自主学习：本节课充分尊重学生的自主性，鼓励学生主动探索、积极思考。在教学过程中，我注重引导学生运用阅读策略，提炼文章主旨大意，提高学生的自主学习能力。同时，通过小组讨论、同伴评价等活动，让学生在互动中收获知识和感悟，培养学生的沟通能力和社会交往能力。

Reading IITeaching objectives:I Knowledge objective1. Phrases: continue moving across my body, didn’t know what to say eitherManage to break the rope,2. Structures: I tried to pull my hand free.I saw a huge army of tiny people.They were coming straight towards me..II Ability objectives1. Learn the language points in this article.2. Learn to talk about Ss’ favorite books.III Value objectivesTo let students be willing to read books.Teaching focuses and difficulties:1. To learn some useage of the verbs.2. Some structures: I didn’t know how to get away.I must get away from them.Teaching aids: PPTTeaching procedures:Step 1 Revision1. Ask and answer the following question:1) What did he do after their ship crash against the rocks?2) What did Gulliver find after he woke up?3) How tall was the small man?4) When he shouted to the small men, what happened?5) Could Gulliver communicate with the small men?Step 2 Explanation1. After our ship crash against the rocks, I swam as far as I could.句中as far as I could 意思是“尽我所能的远”可以转换成as far as possible 使用的是“as… as… ”结构，其中far为副词。

牛津译林版八年级英语下册unit4Reading【阅读准备】一、阅读方法1．用30秒的时间看一下文章标题，猜测文章的大致内容，想象一下事件发生的情景。

这对快速理解和整体把握文章内容以及推测出生词的词义范围有积极的意义。

2．在对文章的整体内容有了基本认识的基础上，再用3-5分钟的时间把这篇文章读两遍，抓住这个事件发生前、中、后的所见、所闻和所感等，为把握文章的细节内容做准备。

3．用5分钟的时间完成书后的习题，看自己是否真正理解了这个事件的来龙去脉。

4．用1分钟的时间思考一下，除了慈善义演,我们还有什么方法可以筹集资金来帮助需要帮助的人。

二、背景知识义演正日益成为一种普遍的募捐方法，通常山志愿者发起，报酬极少或者根本就没有报酬。

义演收益完全用于某项有价值的事业。

义演可以是小型的地方性活动，也可以是大型的国际性演出。

在我国，慈善组织举办义演和其他慈善活动，为社会弱势群体募捐。

Stars on boardChinese pop stars have been doing their best to raise money for the quake-hit areas.On June 1, more than 200 stars from Hong Kong, Taiwan, and the Chinese mainland staged (演出) an eight-hour-long charity concert in Hong Kong. It was the largest ever charity show held in the city. All the money collected was donated (捐赠) to quake funds (基金).“We’re holding the concert to help with the rebuilding of affected areas in the coming years. Quake-hit areas need help from the whole country”, said Jackie Chan. With Andy Lau, he organized the event.A few celebrities (明星) have gone to the quake-hit towns themselves. They helped the relief (救济) work there.Singer Zhang Liangying helped set up temporary entertainment centers for children in Dongbei Town in Mianzhu City. The children’s centers have chairs, white boards, books, TV sets and DVD machines. Each center can hold up to 30 children.Chinese-American singer Lee-Hom Wang visited a tent school in Guangyuan last week. He taught students there a Chinese lesson. “You speak mandarin (普通话) better than our teacher!” one student said.Singaporean singer Stefanie Sun donated about 4 million yuan toZaojiao Town in Shifang. She also brought tents, food and medicineswith her. She visited a primary school in the town and brought giftsand cards sent by Singaporean children. She taught the school childrento sing and played games with them. “The kids are confident andlively”, she said. “I see hope in them.”Quiz timeStars on board【自学探究】一、预习P62—P64，在课本上划出下列词组和句子并翻译。

Unit4导学案【复习目标】：1、掌握Unit 4重点单词、词组和句型2、语法疑问词+动词不定式must、have to3、学会写关于阅读习惯的调查一、背诵、默写以下单词读物_________ 烹饪_________ 小说_________ 德国_________ 知识_________空闲的_________ 法国的_________ 作者_________ 丑陋的_________ 感动_________紧靠_________ 筋疲力尽_________ 捆_________ 从一边到另一边_________ 胃_________ 直到…为止_________ 手指_________ 极小的_________ 摔倒_________ 继续_________也_________ 设法完成_________ 举起_________ 大批_________ 应该_________不能的_________ 肩膀_________ 交_________ 上交_________ …等等_________评论_________ 归还_________ 准时_________ 续借_________ 一系列_________出版社_________ 拒绝_________ 出版_________ 到目前为止_________ 成功_________ 翻译_________ 销售量_________ 一本_________ 加拿大的_________ 每次_________ 在线_________ 航行_________ 隐藏的_________ 信心_________ 经历_________ 忠告_________ 图书管理员_________ 习惯_________ 古典的_________在…对面_________ 开启_________二、背诵、默写词组处理、对付__________________ 与…一样__________________撞击到______________继续做某事__________________ 一大群__________________ 等等________________上交__________________ 准时__________________ 开启________________拒绝做某事__________________ 很大的成功__________________在一开始__________________ 给某人信心__________________每次__________给某人一些关于…的建议_____________________ 被绑到__________________ 到…的时候__________________ 设法完成________________跌倒________________逃走________________ 到目前为止________________ 把…翻译成__________________三、完成句子1、你已经决定如何处理这些书了吗？2、他和我的小指一样大3、丹尼尔自学了如何使用电脑画画。

Unit4 Reading (1)学案课前自主学习目标: 读懂《格列佛游记》，会上下猜词，了解因果关系，增强整体阅读能力词组：crash against / as far as / by the time / be tired out / f ell down / wake up / be tied to / move up / look down / the same si ze as /句子：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.He was the same siz e as my little finger!课堂活动展示：一、快速阅读课文，回答问题1. Which adve nture does this extract belong to?A.Lilliput (小人国)B. Brobdingnag (大人国)C. Laputa(飞岛国)2. In this extract, who am “I”?A.Jonathan Swift.B. Gulliver.C. Sand y3. How many tiny people did “I” meet in the end?A. OneB. A fewC. A large number二、阅读第一、二段回答问题What happened to Gulliver’ ship?Did Gulliver know where he was when he woke up?What did he find when he woke up?三、阅读第三段，完成任务1.__________ moved up over Gulliver’s stomach and neck.A. an insectB. a big manC. a small man2.The small man was ____________as Gulliver’s little finger.A. not as bigB. as bigC.twice size课堂达标检测：翻译下列句子1.我尽我所能的游着。

2.培养学生的环保意识，让他们认识到保护自然环境和动植物的重要性。
3.培养学生的团队合作精神，让他们学会相互关心、相互帮助，共同面对困难和挑战。
4.引导学生正确看待探险活动中的风险和挑战，学会在确保安全的前提下，勇敢追求自己的梦想。
5.培养学生热爱生活、积极向上的生活态度，激发他们对未来的美好憧憬。
4.写作训练：请学生结合本节课所学的知识，编写一个关于探险的短篇故事，要求故事情节合理、生动，能够体现出探险过程中的挑战和勇气。
5.拓展阅读：推荐学生阅读一本与探险相关的英文书籍或文章，了解探险家的经历和心路历程，拓展视野，激发对探险活动的热情。
6.观察日记：鼓励学生在课后观察生活中的探险现象，如户外运动、探险活动等，记录下自己的所见所感，提高观察力和表达能力。
7.家长参与：请学生与家长分享本节课的学习内容，让家长了解孩子的学习进度，并鼓励家长参与孩子的学习，共同探讨探险活动的意义。
作业布置要求：
1.学生在完成作业时，要注意书写规范，保持作业整洁。
2.教师在批改作业时，要关注学生的个体差异，给予针对性的指导和鼓励。
3.鼓励学生主动查找资料、拓展学习，提高自主学习能力。
（2）开展互评、师评等活动，让学生在评价和被评价中，不断提高自己的写作水平。
5.关注学生的个体差异，因材施教：
（1）针对不同水平的学生，设计不同难度的学习任务，使每个学生都能在原有基础上得到提高。
（2）注重课堂反馈，及时调整教学策略，提高教学质量。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
（1）利用多媒体展示一组探险图片，如攀登珠穆朗玛峰、潜水探索海底世界等，激发学生的好奇心和探险欲望。
（2）培养学生的实际运用能力，提高他们的英语水平。

课题译林版八下英语Unit 4 A good read - Reading导学案课型新授时间课时 1 主备人一、学习目标1. Students can understand and master the key words and phrases in the text, such as: against, tired out, tie, tiny, continue, manage, etc.2. Students can understand Gulliver's wonderful experience in Lilliput through reading.3. Cultivate students' reading comprehension ability and language expression ability.二、学习重难点1. 重点Master the key words and sentence patterns in the text.Understand how Gulliver met at Lilliput and the details.2. 难点Be able to describe Gulliver experiences in your own language.Understanding of the complex sentence structure in the text.三、学习方法1. Independent reading: Students should read the text independently in the preview stage and have a preliminary understanding of the story content.2. Group discussion: To discuss the problems and difficulties in the text in the group and solve them together.3. Teacher's explanation: Teachers will explain and answer the key knowledge and students' questions.四、学习过程（一）预习导入（5 分钟）1. 让学生在预习的基础上，尝试回答以下问题：Have you ever read Gulliver's Travels?What do you know about this book?2. 引导学生思考：If you were Gulliver, what would you do in such a strange situation?（二）词汇学习（10 分钟）1. 展示单词：against, tired out, tie, tiny, continue, manage 等。

2.阅读理解：完成课后阅读理解练习，检验学生对文章内容的理解程度。要求学生在阅读过程中注意抓住关键信息，提高阅读效率。
3.写作任务：请学生运用本节课所学的词汇和语法，选取一位自己了解的成功人士，撰写一篇短文，描述该成功人士的经历、品质和成就。要求文章结构清晰，语言表达准确。
4.口语练习：学生分组，每组讨论并准备一个关于成功人士的访谈节目。要求每位学生参与其中，用英语进行问答、讨论，提高口语表达能力。
4.学生跟随教师一起复述文章，巩固所学知识。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一位成功人士，了解其经历和成就。
2.各小组讨论：如何用英语描述该成功人士的经历、品质和成就。
3.各小组进行角色扮演，向全班展示讨论成果。
4.教师巡回指导，关注学生的语言表达和情感态度，给予及时反馈。
（四）课堂练习
2.学生分享自己在课堂上的收获和感悟，教师给予肯定和鼓励。
3.教师强调成功人士的品质和努力的重要性，引导学生树立正确的人生观和价值观。
4.布置课后作业，要求学生继续巩固所学知识，为下一节课的学习做好准备。
五、作业ቤተ መጻሕፍቲ ባይዱ置
为了巩固本节课所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.词汇练习：请学生结合本节课所学的生词和短语，完成课后词汇练习，巩固记忆。同时，鼓励学生自主查找与成功人士相关的词汇，拓展词汇量。
牛津译林版英语八年级下册Unit4ReadingⅡ教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将掌握牛津译林版英语八年级下册Unit 4 Reading II的核心知识点。具体包括：
1.掌握本节课的生词和短语，如：attach, connect, confident, superiority, enterprise等，并能在实际语境中正确运用。

牛津译林版八年级英语下册导学案8B Unit 4 A good readReading (1)(导学案)学习目标：1.知识目标：1）读懂文章，对格列佛游记有初步了解。

2）学会和运用本课时的四会单词。

3）根据上下文猜测单词的意思。

2.技能目标：理解句子之间的因果关系，增强整体阅读能力。

3情感目标：激发学生。

阅读名著的兴趣。

学习重难点：掌握本课的四会单词、词组及句型，并能当堂复述课文。

Pre-task(自主学习)：把下列短语译成汉语：by the time_________________ be tired out____________be tied to the ground__________ look down_____________the same size as______________ fall over_______________continue doing sth_____________ start climbing___________manage to break the ropes_______ a huge army of__________run away____________________ get away_______________Post-task(当堂反馈)：一、根据句意及中文提示完成单词。

1.His manager is an_______(丑陋的) woman.2.Don’t hit him in the ______(腹部)3.Look, the boy is_____(捆) his magazines with string.4.The little girl’s sad story_____(触动) our hearts.5._______(法国的)bread is famous all over the world.6.The tall man has broad ________(肩膀).7.I ________(设法完成) to stop the baby crying just now.8.He didn’t go there. I didn’t go there ,______(也)9.The chair is broken, so it is _____(不能的) to sit on.10.It’s i mpossible for them to ______(继续) their work.二、单项选择（）1.Afte r Mo Yan won the Nobel Prize for Literature, more peoplebegan___his books.A. readB. to readC. readingD.both B and C.（）2.Here is the book. First , _______it and then tell me what youthink of it.A. look intoB.look throughC. look upD. look after（）3.I will wait _____ I hear from you.A. untilB.sinceC.whileD.because（）4.If you_________ your name on the paper, you can get a magazine.A. cut downB. look downC. turn downD. write down（）5.—Excuse me, Could you tell me ____get to the nearest post office?---Sorry, I am new here.A. how can IB. how I couldC. how toD. what I can三、缺词填空Travel is useful to us in at least three ways.First, by t_______we can enoy the beautiful scenery(风景) of different places. We can see man y things which can be read about in books w_______ our eye s and v______some famous cities and interesting places.S______, we will meet people with different interests and see strange and different things when we travel. We can get ideas of the conditions and customs of o_____people, taste different foods and local favours if we like .I_____this way, we can understand how differently other people live .Third,travel will help us gain(过得) k______of geography and history. Travel will also help us keep h_______and strong.With all thses a_______of travel, it is no wonder that travel has now become more P_____than before in China.。

Unit 4 Reading教学案Backgrou nd information:Gulliver’s Travels was written by the famous British writer Jonathan Swift (乔纳森·斯威夫特). This novel tells us Gulliver’s amazing adventures(冒险）in some countries, including Lilliput(小人国），Brobdingnag(大人国），Laputa(飞岛国）and Houyhnhnms(智马国）.Teaching aims:1. To read an extract about Gulliver in Lilliput.2. To expand vocabulary to talk about the story, e.g. against, continue, tired out, tie, stomach, finger, tiny, manage, lift, fall over, ect.3. To complete some tasks according to the text.4. To learn to be a thoughtful reader while reading.Teaching focus:1. To master the new vocabulary in the extract2. To complete some tasks related to the extract.Teaching difficulty:Learn to find out so me detailed information to solve the problems.Teaching aids:Blackboard, chalk, PPT.Teaching procedures：Warming-up1.Talk about the book called Gulliver’s Travels, then play a video to enjoy.2.Tell the students to have a guess, who is he ? & where is he ?【Pre-reading】1. Show some pictures to learn new words and phrases in the text.2. Ask Ss. to read the new words and phrases.Task1:Choose the correct word and phrase to fill in the blanks.against tired out continue tie manage fall over either stomach1.His parents ____ their dog to a tree.2.She will _________ studying for another year.3.If you 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?—I’ve got a pain in my ________.6.We were __________ after a long walk.7.I __________ and hurt my leg on my way to school.8.He can hear the waves crashing _______ the rocks.【While-reading】1. Skimming for information.1、Why couldn’t Gulliver move when he woke up?2、How many tiny people did he see in the end?2:Read Paras1-2 and find out some more details.1. What did Gulliver do after their ship crashed against the rocks?He swam as far as he could.2. What did he do when he felt the land?(He was tired out .) He felt down on the beach and went to sleep.3. What did Gulliver find when he woke up?He found he could not move, his arms, legs and hair were tied to the ground.3. Read Paras3-4 carefully and write T or F, and correct the false statements. ( ) 1. The tiny person was the same size as Gulliver’s big finger.( ) 2. A tiny man cl imbed onto Gulliver’s body and stood on his shoulder. ( ) 3. About 40 of the small men started climbing over him.( ) 4. Gulliver shouted at the small men, but they d idn’t care.4. Have a discussion, If you are Gulliver, how will you feel?Can you read Para.3--4 with emotion?5. Read Para5 and find out the small men’s and Gulliver’s activities.small men Gulliverbegan __________; coul d not _____________;didn’t know _____________;tried to _____________;managed to _____________;began to _______ _____________ is left hand;were coming straight t owards him…looked down …①Yes, he could, because…②No, he couldn’t, because…【Post-reading】1．Have a talk: What do you think of Gulliver?I think Gulliver was…because he …2. Play a video, Read the story called Gulliver in Lilliput loudly after the video, pay attent ion to your pronunciation and intonation.3. Fill in the blanks.Gulliver sets off on a ship to the South Seas, but they ran into bad weather soon. The ship c___1___ against the rocks. Gulliver lands on a b__2___. When he woke up, he found himself t__3___ to the ground. He looked down and saw a t__4__ person on his body. Soon more small men started c___5___ all over him. Gulliver s__6___ at them. The noise was so l___7___ that they all fell over. However, they c__8____ moving across his body. Gulliver finally m___9___ to break the ropes. When he lifted his left hand, the small men beg an to shout. He looked down and saw a huge a__10_ of tiny people coming straight towards him. How could he do to get away from them ? Homework:1.Read the text several times and try to retell it.2.Finish the exercises in 《课课练》.教后记：教师的职务是‘千教万教，教人求真’;学生的职务是‘千学万学，学做真人’。