八年级英语下册Unit4AgoodreadTask教案(新版)牛津版

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》（task）教学设计一. 教材分析牛津译林版英语八下Unit 4《A good read》主要介绍了一篇关于书籍推荐的文章。

通过阅读这篇文章，学生可以了解不同类型的书籍以及如何选择适合自己的书籍。

本课的主要内容包括：词汇学习、语法结构、阅读理解、口语表达和写作练习。

本节课的教学重点是让学生能够理解文章的主旨大意，掌握相关的词汇和语法结构，并能够运用所学知识进行口语表达和写作。

二. 学情分析学生在学习本课之前，已经掌握了基本的英语语法结构和词汇，具备一定的阅读理解能力。

然而，学生在口语表达和写作方面还存在一定的困难，需要通过本节课的学习来进行巩固和提高。

此外，学生对于不同类型的书籍有一定的了解，但可能对于如何选择适合自己的书籍还存在一定的困惑。

三. 教学目标1.知识目标：学生能够掌握本课中的相关词汇和语法结构，理解文章的主旨大意。

2.能力目标：学生能够运用所学知识进行口语表达和写作，提高阅读理解能力。

3.情感目标：学生能够激发对阅读的兴趣，学会如何选择适合自己的书籍。

四. 教学重难点1.重点：学生能够掌握本课中的相关词汇和语法结构，理解文章的主旨大意。

2.难点：学生能够运用所学知识进行口语表达和写作，提高阅读理解能力。

五. 教学方法本节课采用任务型教学法，通过引导学生完成各种任务，激发学生的学习兴趣，提高学生的参与度。

同时，运用交际法进行口语教学，让学生在真实的语境中进行语言实践。

此外，还采用合作学习法，让学生在小组合作中共同完成任务，培养学生的团队协作能力。

六. 教学准备1.教学材料：教材、多媒体课件、黑板、粉笔。

2.教学设备：计算机、投影仪、音响设备。

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自己喜欢的书籍，激发学生的学习兴趣。

例如：“Do you like reading? What kind of books do you like?”学生回答后，教师总结并板书本课的主题“A good read”。

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。