牛津译林版八年级下册《A good read》教案

A good read

总 课 题 课 题 教学目标 8B Unit 4 A good read Welcome to the unit 总课时 8 课型 第 1 课时 New 1. learn about different types of books. 2. Talk about your favorite books and why you like them. 3. Improve students’ interests in reading. 1. learn about different types of books. 2. Talk about your favorite books and why you like them. task-centered approach Blackboard; Multi-media 教学步骤 二次备课 教学重难点 学法指导 教具准备 问题引导 完成预习 1.读物 2.烹饪 3.小说 4.德国 5.知识 6.空闲的 7.法国（人）的 8.作者 9.丑陋的 10. 感动 (一)Welcome to the unit 1.Ask students: What books have you read recently?/What type of book is this? 2.完成课本第49页A部分的练习 3.听B 部分录音，回答问题： 1) What is Daniel’s favourite type of book? Why? 2)What is he reading now? 3)What does Sandy like to read? 4)What book does she think is great?Why? 4.让学生两人一组。模仿B 部分的对话，新编对话进行练习。 (二) Comic strip 1. 听录音，回答问题： 1）What did Eddie do after Hobo gave the books to him? 2) What did Hobo think? 3)Does Eddie really love reading? 2.让学生跟读音，注意模仿语音语调。 3.让学生角色扮演。 四、知识应用 翻译短语 1.一本关于...的书 2.提高知识 3.在某人的空闲时间 4.法国作家 5.对什么感兴趣 6.处理 五、提炼总结 请学生们总结这节课所学的内容，小组活动 六、布置作业 一、A 根据句意及汉语提示完成单词。 1.Do you think War and Peace is a good （读物）for most people? 2. Lily has lots of (知识) and she can help me to slove problems. 3.Are you good at （烹饪）? - Yes,I am. 4．I often read books in my （空闲的）time. 5. The girl is （丑的）,but she is very polite. 二、B 用括号中所给词的适当形式填空。 l. I can't decide how ( write)the novel. 2. The story-book is (bore).I dislike reading it. 3. I used my pocket money (buy) a good book. 4. There are two foreigners in our company. They come from (German） 5.I (read) the book. It is very interesting. 三、选择 ( )1. The shelf is so high that the little boy can't the books on it. A. arrive at B. reach C. get to D.arrive in ( )2. Mother likes to cook all kinds of dishes, so she wants to buy a book about A. health B. cooking C. travel D.culture 作业设计 1. 背诵本课的单词与词组 2. 预习Reading，完成预习作业 教学反思

总 课 题 课 题 教学目标 8B Unit 4 A good read Reading 1 总课时 8 课型 第 2课时 New 1. learn the new words and expressions in the story; 2. understand the general idea of the story； 教学重难点 学法指导 教具准备 improve the ability of skimming the story for the main idea, scanning the story for specific information and reading carefully for more details; Task-centered approach Blackboard; Multi-media Ⅰ. Lead-in 二次备课 Show pictures of different famous novels. [Purpose: Encourage students to read more books and try to lead them to express their opinions in English.] Ⅱ. Reading Comprehension Pre-reading 1. Show pictures and teach the new words . 2. Show the picture of the story. Let students predict the story. [Purpose: Arouse students’ interest in the story. And lead students to predict the plot of the story.] While-reading Step 1 1.Para. 1Read and answer. [Purpose:1.Arouse students’interestin reading the story.] Para 2 ① T or F ② Imagine If you are Gulliver, how will you feel and what will you do? [Purpose: Knowing the story’s setting. Train students’ divergent thinking.] Para 3 ① Answer a question. ② Imagine. If you see such a small man, how will you feel? What will you do? [Purpose: Help Ss get familiar to the story’s characters. Train students’ divergent thinking. ] Para4 ① Answerquestions. ② Imagine. If you are tiny men, what will you talk about? [Purpose: Encourage students to imagine the feelings of Gulliver and tiny men.] Para 5 ① Finish the flow chart and say it into sentence with actions. ② Have a discussion after reading Para.5. [Purpose: Understand the actions of Gulliver and tiny men better. Teach students some reading strategies.] Step 2 1. Encourage students to retell the story by pictures and key words. [Purpose: Ss retell the story, and make sure the students can understand the whole story.] Post-reading What do you think of Gulliver?（I think Gulliver was……because he……） What do you learn today? [Purpose: Ss summarize what they’ve learnt. Help students realize how important it is to respect others and communicate with each other.] Ⅲ. Homework 1. Write a short passage to present Ss’ ideas. (If Gulliver could run away, what would he do?If Gulliver couldn’t run away, what would happen next?) 2. Read the book of Gulliver’s Travels. [Purpose: Help students become interested in reading English novels.] 作业设计 1．背诵本课的单词与词组 2．完成《课课练》上本课时的作业

总 课 题 课 题 ? ? ? ? ? 8B Unit 4 A good read Reading 2 Have a deep understanding of the text. Talk about the actions in the text. Use the key words and phrases in the text. Rewrite the story in the perspective of tiny men. Develop creative thinking. 总课时 8 课型 第 3 课时 New 教学反思 教学目标 教学重难点 学法指导 教具准备 1. Help students deepen the understanding of the text. 2. Lay enough foundation for students’ rewriting. Task-centered approach Blackboard; Multi-media 教学步骤 二次备课 Step 1 Revision 1. Game: Miss Yang says… Have students do what the teacher tells them to do. Actions are as follows: (1) Show me your fingers. (2) Lift your left hand into the air. (3) Continue lifting your left hand into the air. (4) Show me that you are tired out. (5) Push against the desk. (6) Put your hands on your stomach. (7) Show me one of your tiny things. 2. Choose two students to act out some actions and the other students have to describe the actions with the sentences in the text. Actions are as follows: (1) Gulliver swam as far as he could. (2) Gulliver was tied to the ground. (3) The tiny man moved up over Gulliver’s stomach and neck until it was standing near his face. (4) Gulliver shouted at the tiny men. (5) The tiny men fell over. But they got up again and continued moving across his body. (6) One of the tiny men began talking to Gulliver. (7) Gulliver tried to pull one hand free and managed to break the ropes. (8) Gulliver lifted his left hand into the air. (9) The tiny men shouted. (10) The tiny men came straight towards Gulliver. Step 2 Further thinking 1. Have students think about more questions that can help them deep understand the text. Questions: (1) Why did the tiny men tie Gulliver to the ground? (2) In the eyes of tiny men, what did Gulliver’s face look like? (3) How did the tiny men feel when climbing over Gulliver? (4) What did Gulliver sound like when he shouted? (5) How did the tiny men feel when Gulliver shouted at them? (6) What did one of the tiny men say to Gulliver? (7) Why did the tiny men shout? (8) How did they feel at that time? 2. Have students make up a dialogue with a reporter and a tiny man.