8BUnit4ReadingI教学设计

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit4 Teaching plan for Unit 4 Cartoons and comic stripsReading (Period 1) How to make a cartoon朱村中学八年级备课组2017年3月29日一．【学习目标】1、学会认读以下新单词：cartoon，program，record，basic, stage, pleasant, appear, actor, match, separately, play, decide on, think about, put...together, video camera.2、了解制作动画片的基本步骤。

3、学习运用表示先后顺序的连接词。

掌握“归纳”的阅读策略。

二．【学习重点】理解主阅读篇章中有关动画制作过程的内容，学习核心单词和短语。

三．【学习难点】复述阅读篇章中有关动画制作过程的内容。

四．学习过程Task 1warming up1.检查【前置作业】小组活动一：小组内互相讨论他们喜欢的卡通人物，并说出他们名称，然后选择并在纸上画出一个最喜欢的卡通人物，最后向全班同学展示并描述。

（You can choose one favourite cartoon character from the following.）小组活动二：Make a dialogue in groups, you can use the following questions to help you.(1)What is your favourite cartoon?(2)How many main characters in the cartoon are mentioned?(3)Which cartoon character do you like best? Why ?(4) What do the cartoon character look like?(5) What is the cartoon about?1. Discussion:When you were a child, did you often watch cartoon?2. Ss share their favorite cartoon with the whole class.Task 2 First –reading1.Finish the exercises on P50 (Before you read) , read the first sentence of eachparagraph in the article on page 51 and write the numbers down.2. Underline the six stages of making a cartoon in the text and read it together.Task 3 Second –readingRead the text again carefully and choose the right answer. Teach them some reading skills and help the difficulties.Task 4 Third –reading(Group works)First let the students finish the table and then ask them to summary how to make a cartoon. Retell the steps of making a cartoon in the groups.三、Post reading.（Group work）(1)掌握表示先后顺序的连接词：First, In the second stage, Now, Next, In thenext stage, Finally, …(2)小组活动：假如你是Anna（小组长），你不知道如何制造卡通片，希望小组其他成员能给你一些建议。

UNIT FOURPART ONE: TEACHING DESIGN第一部分：教学设计Unit Objectives●To talk about possible situations and possible results●To enlarge the vocabulary about wild animals●To use factual information to support their opinions on wild animals●To learn to take the responsibility to protect wild animalsLANGUAGE POINTS AND FOCUSESVOCABULARY Wild, bear, giant panda, kangaroo, outside, bamboo, bamboo shoot, leaf, sadly, hunter, kill, farmer, forest, nowhere, danger,action, protect, encourage, thick, land, continue, writer, fox,wolf, snake, noon, information, report, thirsty, exam, until,medicine, smell, towards, loss, chairperson, group, farmland,sell, train, peaceful, mice, sharp (四会) delicious, squirrel, gram,kilogram, following, reserve, polar, insect, attack, male,performance, hearing, sincerely, destroy, suitable, female (三会)dolphin, survive, rainforest, stripe, snail, tusk, upright, daytime(二会)EXPRESSIONS Start/begin to do, for the first time, grow into, at the (very) beginning, on one’s own, find… alone, take… away, (be) indanger, take (the following) actions, make sth. adj., encouragesb. to do sth. do something/nothing, run the other way, walkthrough, learn a lot about, yellow fur with black stripes, live as afamily, hunt…for, make medicine, loss of living areas, continueto do sth., lose one’s life, quiet and peaceful, at a time, keepdoing, try one’s best to do sth.USEFUL SENTENCE Sadly, it is very difficult for giant pandas to survive in the wild. If people find baby pandas alone, they will take them away.PATTERN Wolves won’t survive if we don’t give them good areas of forest to live in.If we continue to destroy forests to build roads, they won’t havesuitable homes.Baby giant pandas spend a lot of time drinking their mum’s milk.The number is getting smaller and smaller because many of theirliving areas are becoming farmland.If farmers keep taking the land, giant pandas will have nowhereto live.PERIOD 2: READING ITeaching Goals●To develop the ability to guess general meaning form context●To get to know the problems that the giant pandas are facing and then start tothink of way to protect the pandas●To get to know the importance of animal protectingTeaching ProceduresSTEP 1 Talking about the animalsGet the students to talk about the animals once again. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students to choose and read about the animal and the others try to guess what animal it is.Guess what they are?1. They are large and heavy. They have thick fur. They like eating sweet food and fish If they are hungry, they also eat man.2.They are lovely and clever animals in the sea. They like swimming in groups. They are very friendly to people.3.They come from Australia. They jump with their babies in their special packets.4. They have yellow fur with black stripes. They are the kings of the forest.5. They are the biggest animals on land. They eat grass.6. They are small animals with big tails. They like climbing trees and eating nuts.7. They live in China. They like eating bamboo shoots and leaves very much.STEP 2 Teaching the words ‘hunter’, ‘survive’ and ‘reserve’As students come to ‘giant pandas’, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words ‘hunter’, ‘survive’ and ‘reserve’.To arouse the students’ interest, get the students to guess how he avy giant pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)STEP 3 Telling the students the right answerTell the students the right answer. (They may be amazed at the information.)Say ‘I have some pictures here. They show how the baby grows into a giant panda. Can you put them into the right order?’Show them the following pictures and ask them to put them into the right order.→→→→STEP 4 Listening to the first part of the passageTell the students, ‘Millie has found a report about giant pandas. Let’s read it and learn more about the animal. But first let’s listen to the first part of the passage and answer the follow ing questions.’Who is Xi Wang? (A baby panda.)How old was Xi Wang when the writer first saw her? (10 days old.)What did Xi Wang look like? (A small white mouse.) What does “Xi Wang” mean in English? (Hope.)STEP 5 Filling in the following tableSay ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.THE GROWTH OF XIWANG (PARA. 1-PARA.3)AGEWEIGHT FOODAt birth (1 day old)100 grams (100g) her mother’s milk 10 days oldlike a little white mouse 4 months10 kilograms (10kg) 8 months35 kilograms (35kg) Bamboo leaves and shoots 12 months/ 20 months / Ask ‘What did Xi Wang at different time?’ Get the students to read and find out.TIMEWHAT HAPPENED TO XIWANG At birth (1 day old)be born 4 monthsStart to go outside her home for the first time 6 months/ 8 monthsGrow into a healthy young giant pandas 12 months/ 20 monthsHave to look after her selfSTEP 6 Finishing Part CGet the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.STEP 7 Reading and finding out the problemSay ‘Are pandas lovely? (Yes.) However, they are now in danger. It is hard for them to survive in the wild. (Write the sentence on the board.)They are facing a lot of problems. Can you find them out?’ Get the students to read and find out the problem and what people did to solve the problems.PROBLEMS AND ACTIONS (PARA.4 –THE END)SOME OF THE PROBELMESSOME ACTIONS If hunters catch a giant panda, they willkill it for its fur. Make giant pandas reserves bigger.If farmers cut down trees and forests,giant pandas will have nowhere to live.Build more new reserves.If people find baby pandas, they will often take them away. Encourage farmers to leave the giant panda reserves.STEP 8 Finishing Part DHunters, farmers and some people did something bad to giant pandas. Get the students to say something to them.Hunters you shouldn’t kill giant pandas for their fur. AND SO ON.Get the students to finish Part D, Page 62. Check the answers.STEP 9 DiscussionDiscussion:A s a m i d d l e s c h o o l s t u d e n t,c a n y o u t h i n k o f s o m e g o o d i d e a s t o p r o t e c t p a n d a s?STEP 10 Homework: Read the passage and finish off the exercises in the books.。

初中英语牛津译林版八年级下册Unit4《Reading1:Gulliver in Lilliput》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标1. To understand the extract from the book, Gulliver’s Travels.2. To learn more information about the book, Gulliver’s Travels.3. To learn the words and expressions in the extract.4. To encourage the students to be interested in reading famous books.2学情分析This is the first part of Reading. This part is the beginning of the Gulliver's Travels. Some of the students have read the nevel before, but they aren't familar with the Engl ish one. I want to show them this classical novel to increase their interests in readin g. I will help them if them want to read more about it.3重点难点1. words: against, tie, over, stomach, until, finger, tiny, continue, either, manage, l ift, army, must, shoulder2. phrases: by the time, be tired out, be tied to, look down, the same size as,fall over, continue doing sth, begin to do /doing sth, manage to do sth, a huge army of, run away, get away3. sentence patterns:After our ship crashed against the rocks, I swam as far as I could.It moved up over the stomach and neck until it was standing near the face.However, they soon got up again and continued moving across my body.I didn’t know what to say either.4教学过程4.1第一学时教学活动1【讲授】牛津译林版8BUnit4 ReadingStep 1. RevisionA: What type of book do you like to read?B: I like …A: Why?B: I think…What about you?A: I like…Because…Step2 .Pre-reading1. Introduce Titanic to the students and learn some new words and expressions:Titanic was a travelling ship. It crashed against the iceberg(冰山). Soon, it fe ll down into the sea with all of people. Everyone was frightened and wanted someone to help them. But it was difficult to search for everyone, they were tiny. People managed to save themselves. So did Jack and Rose. They continued swimming. Luckily, they found a board, but unluckily the board wasn’t big enough. So Jack lifted Rose onto the board without thinking. He tied Rose to the board. He was tired out, he couldn’t move any mo re. At last, he died.2. Task 1: Do Exercise B1 on Page 523. Introduce the Background information about the Gulliver’s travelGulliver’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, in cluding Lilliput(小人国), Brobdingnag(大人国), Laputa(飞岛国)and Houyhnhnms(智马国).4. Task 2: Read the story quickly and answer the questions.1. Which adventure(冒险) does this extract (摘录) belong to(属于)?A. LilliputB. BrobdingnagC. LaputaD. Houyhnhnms2. In this extract (摘录), who am “I”?A. Jonathan SwiftB. GulliverC. SandyD. A small manStep 3. While-ReadingRead Paragraph 1 and answer:①What did Gulliver do after their ship crashed against the rocks?( He swam as far as he could.)② Why did Gulliver fall down on the beach?(Because he was tired out after swimming for a long time.)2. Read paragraph 2 and find out the following sentences true or false:① When Gulliver woke up, it was almost evening. (F)② Someone tied Gulliver’s arms, legs, and hair to the ground. (T)Further thinking: Why did the tiny men tie Gulliver to the ground?Imagine: If you are Gulliver, how will you feel and what will you do?3. Read paragraph 3 and answer:How big was the small man?(He was the same size as Gulliver’s little finger.)Further thinking: What did the tiny men think of Gulliver’s face?How did the tiny men feel when climbing over Gulliver? Imagine: If you see such a small man, what will you say to him?Group work: discuss the following questions:Where was I?Who was this tiny person?Can you choose the functions(作用) of the two questions?(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.4. 4. Read paragraph 4 and answer:Why did the tiny men all fall over?(Because Gulliver shouted at them.)Further thinking :To the small men, what did Gulliver sound like when he shouted?How did the tiny men feel when Gulliver shouted at them? Imagine: If you are tiny men,what will you talk about ?5. Read paragraph 5and try to fill in the blanks.(small men)began (Gulliver)could not didn’t know tried to managed tohis left hand began to looked down were coming strai ght towards him…Further thinking: What characteristics(品质) did the small men have?What did one of the tiny men say to Gulliver?Why did the tiny men shout?Imagine: Could Gulliver run away at last?If Gulliver could run away, how did he do it?If Gulliver couldn’t run away, what would happen?Step 4 Post--readingWhat do you think of Gulliver?I think Gulliver was …because he …Step 5 RetellingTell your friends about the story.After Gulliver’s ship… (para1)swam – tired out – fell down – went to sleep (para2) woke up – could not move— be tied (para3) felt-looked down-saw -shouted (para4) move up-started climbing-fall over -continue moving (para 5)couldn’t understand-managed to- lifted-looked downStep 6 TipsReading without thinking makes you puzzled.读而不思则迷惘。

牛津译林版英语八年级上册Unit4_reading_1教学设计一. 教材分析牛津译林版英语八年级上册Unit4_reading_1主要讲述了一个关于环境保护的故事。

通过描述一个小镇因为污染而变得不适宜居住，人们不得不搬离，来引起学生对环境问题的关注。

教材通过这个故事，让学生学会如何从文章中获取信息，提高阅读理解能力，并引导学生思考环境保护的重要性。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和口语交流。

但他们在阅读理解，尤其是推理判断和归纳总结方面还有待提高。

此外，学生对环境问题有一定的认识，但可能缺乏深入思考和探讨。

三. 教学目标1.能理解文章的主旨大意，把握文章的逻辑关系。

2.能从文章中获取相关信息，提高阅读理解能力。

3.能运用所学知识，讨论环境问题，并提出解决方案。

4.提高学生的思维能力，培养他们的环保意识。

四. 教学重难点1.重点：理解文章的主旨大意，把握文章的逻辑关系；从文章中获取相关信息，提高阅读理解能力。

2.难点：推理判断和归纳总结能力的运用；讨论环境问题，并提出解决方案。

五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习，提高他们的阅读理解和口语表达能力。

2.启发式教学法：引导学生思考，激发他们的学习兴趣，培养他们的创新意识。

3.合作学习法：让学生分组讨论，培养他们的团队合作精神，提高他们的解决问题的能力。

六. 教学准备1.教材：牛津译林版英语八年级上册。

2.多媒体设备：用于展示课件和视频资料。

3.课件：根据教学内容设计的课件。

4.视频资料：与文章内容相关的环境问题的视频资料。

七. 教学过程1.导入（5分钟）利用视频资料，展示一些环境问题的现象，如空气污染、水污染等，引导学生关注环境问题，激发他们的学习兴趣。

2.呈现（10分钟）展示课件，介绍文章的主旨大意，让学生对文章有一个整体的认识。

同时，引导学生关注文章的标题，激发他们的阅读欲望。

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。