八年级下unit4reading

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英语人教版八年级下册unit4-Reading教学设计及课后总结反思

新目标英语八年级下unit4 Reading教学设计及课后总结反思1．教学背景分析【教学内容分析】Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第四单元reading，学习掌握过去进行时与when/while引导的时间状语从句连用这一语法现象。

第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。

在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地运用所学新知，进行真实交际。

【学生情况分析】学生刚刚学过用过去进行时的简单句描述过去某一时刻正在进行的事情，本课又以故事为载体，呈现并学习过去进行时与when/while引导的时间状语从句连用这一语法结构，将知识扩展。

教师要紧紧抓住学生的年龄特征和喜爱读故事这一特点，利用图片，将故事情节形象化、生动化，使学生在读故事中自然地接触语言现象，进行新知识的输入，并且帮助他们有效地内化语言。

根据初二学生的认知特点，将学生熟悉的教室和办公室的片断录像在课堂上播放，为学生提供使用语言的情景，激发他们的表达欲望，以达到最佳的教学效果。

2．教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。

本课以学生感兴趣的故事为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读故事的欲望，从而积极主动地参与到阅读学习中来。

根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学呈阶梯式层层推进，逐步加深学生对故事的第一部分的理解。

在此基础上，引导学生以听力的方式弄清故事的结尾。

八年级英语下册_Unit 4 Reading1 课时练习

牛津译林版8下Unit 4 A good read Reading 1 课时练习一、选用方框内的单词或词组填空，其中有一个单词或词组是多余的。

1.You should your dog to a tree because it may hurt someone.2. Kate had a fever yesterday, so he go to school.3. In spring, Anna is always fond of hearing the rain beat lightly the windows.4. After sleeping for a while, they to work on the task.5. It's easy for a big boy to the heavy box.二、根据句子意思，用括号中所给单词的正确形式填空。

1. When he woke up, he found himself (lie) on the grass in Yunlong Park.2. Without your support, I am (able) to complete this documentary on time.3. It's too (noise) in the classroom. Please keep quiet.4.Jack’s father began (talk) to me after he knew I failed my exams.5. The children lay on their (stomach), and tried to find something unusualunder the ground.三、单项选择。

1. I know film Peter Rabbit. It is story about a rabbit.A. a; theB./; theC. the; aD. the; /2. My mother bought a coat for me. It is my brother's, but it is a different colour.A. the same big asB. as bigger asC. the same size asD. as same size as3.--What smells terrible?--Sorry, I'll my shoes and wash them at once.A. put awayB. take awayC. move awayD. get away4. --Coffee or milk, Jeff?--is OK. I care little about it.A. BothB. NoneC. EitherD. Neither5. --Excuse me, could you help me carry the heavy box?--_______.A. Yes, I couldB. It doesn't matterC. With pleasureD. My pleasure四、连词成句。

人教新目标版八年级下Unit4 Reading课件(共18张PPT)

partner.
Yang Lei’s students
hometown
You
mountain village in Gansu Province
food
teachers time to get up time to finish studying
Guessing
Write a summary of the reading.
Questions:
1) Who is she?
She is Yang Lei. 2) Whom did she help? The poor children in the mountains. 3) Where did the story happen? In a poor mountain village in Gansu Province.
Yang said she could open up their eyes to the outside world and give them a good start in life. After finishing her study, Yang would return to the areas, and now she’s
After Reading
1. What did Yang Lei’s mother say about her daughter’s volunteer work? She said young people today need to experience different things. 2. What did the children say about their volunteer teachers? They said that the volunteer teachers were like big brothers or sisters to them, and they felt lucky.

译林版八年级下册英语Unit 4 Reading知识点及练习(含答案)

青少年应如何正确使用手机演讲稿尊敬的老师、亲爱的同学们：
大家好！今天我想和大家谈谈一个现代青少年都面临的问题——手机的正确使用。

手机作为一种现代科技产品，已经成为我们生活中不可或缺的一部分。

但是，正确使用手机却是一个需要我们认真思考和努力实践的问题。

首先，手机的正确使用需要我们明确它的作用和限制。

手机作为一种通讯工具，可以帮助我们与家人、朋友保持联系，获取信息和知识。

但是，它并不是生活的全部。

我们不能沉迷于手机，忽略了身边的人和事。

我们要学会控制使用手机的时间，合理安排生活和学习，不能让手机成为我们的负担和累赘。

其次，正确使用手机需要我们保护个人隐私和信息安全。

在使用手机的过程中，我们要注意保护个人隐私，不要随意泄露自己的个人信息。

同时，我们也要加强手机信息安全意识，不要随意下载不明来源的软件和点击不明链接，以免给自己带来不必要的麻烦和损失。

最后，正确使用手机需要我们遵守社会公德和法律法规。

在使用手机的过程中，我们要尊重他人，不要在公共场合大声喧哗或打电话，不要在课堂上偷偷玩手机。

同时，我们也要遵守网络道德和法律法规，不要传播不良信息、违法信息，不要参与网络欺凌和网络暴力行为。

总之，正确使用手机是我们每个青少年都应该认真思考和努力实践的问题。

我们要明确手机的作用和限制，保护个人隐私和信息安全，遵守社会公德和法律法规。

只有这样，我们才能充分发挥手机的作用，让它成为我们生活和学习的助手，而不是我们的累赘和负担。

谢谢大家！。

牛津译林版英语八年级下册Unit4Reading(1)(答案+解析)

8．At the moment, public interest is at a high_______（程度）.
9．He put his arm around her_________（肩膀）.
10．He was so drunk that he fello________in the road.
2．Sheila__________（继续）to work after she had her baby.
3．A mall is being built on the________（陆地，大地）near the lake.
4．Sophie_________（拿起，举起）the phone before the second ring.
A．forB．with
C．againstD．to
20．It’s rude to _______ others in public.
A．shoutB．shout at
C．shout toD．shout for
21．With all his effort , he _________ to get to the top of the mountain.
5．_________（管理）a football team is harder than you think.
6．All passengersm________wear seat belts .
7．I won’t believe itu________I have seen it with my own eyes.
牛津译林版英语八年级下册Unit4Reading（1）
学校:___________姓名：___________班级：___________考号：___________

八年级英语下册Unit4Reading优秀教案

教材分析1.教学内容本课是新目标英语八年级下册第4单元阅读部分，本单元的语言目标是“Report what someone said”(引述别人讲的话)，学习直接引语和间接引语。

本课以“志愿者支教”为主要内容，通过志愿者杨蕾的支教事迹和想法而引出助人为乐，扶危济困这一中心话题，本文篇幅长，生词多，读前、读中、读后的任务多。

鉴于学生的实际情况及教材的特点，考虑到学生对长篇阅读的畏难情绪以及他们在课堂上可能出现的一些反应，我大胆构思了整个教学过程，构建“以生为本”的互动式阅读课堂，想办法尽可能降低文章难度，将难点分散，并根据需要整合了运用多种教学方法，让学生在互动中享受阅读。

2.教学目标A. Knowledge objectives:To master the words and expressions.To get familiar with the topic and use the sentences about helping others.To use “Direct Speech and Reported Speech”.B. Ability objectives:To find out the information and get the general idea of the text.To infer the meaning of the word they don’t know from the context.C. Affective objectives:Students are to realize the importance of helping others and they are encouraged to help others.By understanding the life in rural areas, students are to realize how happy they are.3.教学策略：（1）兴趣激发策略。

Unit4Reading教案牛津译林版英语八年级下册

she hopes to e back possible.10 risingPeriod 21.tie2.lift3.continued4.stomach5.against二,6.feet 7.unable 8.1o break 9.to get10.early三、11.B 点拨:本题用句意理解法。

根据上句可以判断本旬句意为"嗯,直到完成作业,我才会上床睡觉". not...until 意为“直到.....·才",固定搭紀.故选B,12.C 点拨:在末尼表示香定的"也”用either13.A 点拨:句意:虽然不同意我的观点.但老教授没有提出他口己的观点,against有“反对”的意思,符合句意.14.C 点拔:本题川固定句型法解题。

考查形容词的比钕等级。

" one of the + 形容词的服高级+可数名词的复数形式”表达“最·.·之一";能够修饰形容问比佼级的词有 much,even,far,a little,a bit.a lot等。

15.D 点拨:木题用辨析法解题.句意:一一哦,我的天啊! 我把钥匙落在屋里了,我不得不从窗户里进大。

一一这很危险。

你最好等你妈妈川米through意为"穿过、通过",表示从某个范川的一端到另一端,强调动作是从物体的内部经过,往往指穿过森林,窗户窖。

故选D.四16.fall over17.crashed against18.was tired out19.managed to reach20.has been away from; as soon as。

牛津译林版英语8B 八年级下册Unit4Reading1教案

通过在表格中填写有关who,when,where,what,how的信息框架，帮助学生了解故事的大意，从整体上把握阅读文本，为接下来的细节阅读奠定基础。
Step4 Read for Details
Task1：ReadPara.1 and answer the following two questions:
Teaching Procedures
Designing aims
Step1 Lead-in
Watch a short video:Journey to the West
T:Do you know what's the name of the movie?Ss:西游记！
T:Yes, it's from one ofChina's four great classics. Do you enjoy reading it?Ss: Yes!
(4)What do you think of the tiny men?
(5)If you are tiny men, what will you talk about ?
Task5：ReadPara.5 and complete the blanks
根据不同段落，提供给学生不同阅读任务，从各个方面来锻炼学生的综合语言运用能力，使学生加深对故事情节和故事人物的理解，在提升语言运用能力的同时，也让学生在阅读中感受文学名著语言的魅力。与此同时通过小组成员之间互相合作，既降低了难度节约了时间又让学生体验到了与人合作的快乐。
Para.5couldn’tunderstand-managedto-lifted-lookeddown-began talking-began…
这个故事接龙的活动其实是对阅读文本的复述，学生可以根据文本的内容和自己的想象以及小组成员的合作来完成这个任务。复述故事的过程中，不仅用到阅读文本中的语言，更多的是用自己的语言将故事完整的表述出来。

牛津译林版八年级英语下册Unit 4 A good read reading课件(共20张PPT)

Para.3
How big was the small man? He was the same size as Gulliver’s little finger.
Who can read Para.3 with surprise for us?
Where was I?
Who was this tiny person?
After Gulliver’s ship…
Para.1
Para.2
swam – tired out
woke up – could not move
– fell down – went to sleep — be tied
Para.3-4
Para.5
felt-lookedmove up-started down-saw climbing-fall over
If you are tiny men,
what will you talk about ?
small men Para.5
Gulliver
began t_a_lk_i_ng__t_o_h_i_m;
could not u_n_d_e_r_st_a_n_d_____;
didn’t know _w_h_at__t_o_s_a_y____;
2. Try to read the book of Gulliver’s Travels.
一个人所这受样的的教人育才超有过学了问自。己的智力，
You made my day!
我们，还在路上……
Unit 4 Reading Ⅰ
Gulliver’s Travels
by
Jonathan Swift

牛津译林版英语八年级下册Unit4Reading1GulliverinLilliput教学设计

3.学生能够理解并运用文章中的复杂句子结构，如定语从句、宾语从句等，提高阅读理解能力。
4.学生能够通过阅读，理解并复述《格列佛游记》中格列佛在小人国的冒险经历，提高英语表达能力。
（二）过程与方法
1.通过自主学习、小组合作、全班讨论等方式，培养学生合作学习的能力。
2.通过阅读策略的训练，如预测、扫描、略读等，提高学生的阅读效率。
2.提问：“Do you know anything about ‘Gulliver’s Travels’? Can anyone share some interesting stories or characters from the book?”通过学生的回答，了解他们对《格列佛游记》的了解程度。
1.词汇和短语：本节课的生词和短语较多，如gull, anchor, rigorous, pursuit, escape等，学生需要熟练掌握并在实际语境中正确运用。
2.语法：一般过去时的用法在本课中频繁出现，学生需要学会运用该时态描述过去发生的事情。
3.阅读理解：文章中存在一些复杂句子结构，如定语从句、宾语从句等，学生需要通过阅读策略来提高对文本的理解能力。
3.学生在理解文本背后的情感态度和价值观时可能存在困难，教师可通过提问、讨论等方式引导学生深入思考，培养他们的跨文化交际能力和道德品质。
4.针对学生的学习兴趣和动机，教师应充分运用多媒体教学手段，激发学生的好奇心，让他们在轻松愉快的氛围中学习英语，提高学习效果。
三、教学重难点和教学设想
（一）教学重难点
4.文化背景：理解《格列佛游记》中小人国的社会背景及其对现实世界的讽刺意义。
（二）教学设想
1.采用情景教学法，让学生在真实的语境中学习词汇和短语，提高他们的语言运用能力。

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the Ministry of Education 教育部 rural 乡下的；乡村的 Chinese Young Pioneer 中国少年先锋队 area 地区；地域
meter 米；公尺 sea level 海平面 thin 稀薄的 make sb. do sth. 使某人做某事
She said helping others changed her life.
dormitory 宿舍 love having 喜欢有 between…and…在…两者之间
Some of the students may not be able to go to senior high school or college. Families are poor and there often isn’t money for education. “I can’t do anything about that,” says Yang lei, “but I can open up my
Teaching high school students in a
poor mountain village in Gansu
Province may not sound like fun to
you. However, it changed the life
of Yang Lei from Beijing. The Peking
Section 2 While You Read Put these words into the correct space as you read.
a) world 世界 b) brothers 兄弟 c) changed改变 d) agreed同意
e)mountains大山 f) different不同的
Fast reading:
Read the whole
Try to get a

text in limited
general idea
time
注意:用浏览、跳读技巧，培养自己
快速获取有用信息的
能力---抓住关键词、主题句和中心
大意的能力。从整体上
把握文章。Tips: Reading for
meaning , not for details(细节)
She said helping others changed her life.
Teaching tasks 1.To train Ss’ reading
comprehension ability.
2.Groupwork.Grasp some
phrases and sentences.
3.Help those people who need help.
areas. Life in the mountains was a new
experience for Yang Lei. Her village was 2,000 meters above sea level, and at first
the thin air made her feel sick.
• 5.作为一名志愿者 • 6.在…方面有好的影响
The program was started by the Ministry of Education and the Chinese Young pioneers. Every year they send 100 volunteers to teach in China’s rural
Keys:
•1. changed C
2.mountains E
•3.agreed
D
•4.different F
•5.brothers B
•6.world
A
Reading skills
Careful reading:
在掌握短文大意的前提下，要求学生根据要求，从文中寻找答案源。
Translate the following phrases • 1.对某人来说是一次新的体验 • 2. 感觉恶心 • 3. 使…开阔眼界 • 4.给某人生活上一个良好的开端
eat--ate husband 丈夫 fortunately 幸运地
Most of the pupils live in school dormitories. They work very hard. They get up at 5am and read books until 11pm. They love having the volunteer teachers there. “There is no difference between you and them,” says yang Lei. “They say that we are like big brothers or sisters to them, and they feel lucky.”
University graduate first went there
as a volunteer on a one-year program.
village 乡村
Peking University 北京大学
graduate (大学)毕业生 volunteer 志愿者
The food was very simple----teachers ate porridge three times a day. Fortunately, Yang Lei’s mother _a_g_r_e_ed_with her. She said that both she and her husband thought this was a good idea. “Young people today need to experience_d_i_ff_e_r_ent things,” she said.
students’ eyes to the outside world and
give them a good start in life.” She said she likes being a good influence in the children’s lives. senior high school 高中 college 学院；大学