+Unit+4+Agood+read+-+Reading+教案 牛津譯林版八年級(jí)英語下冊

課題譯林版八下英語Unit4Agoodread-Reading教案課型新授時(shí)間課時(shí)1主備人I.Teachingobjectives1.LanguageknowledgegoalsStudentscanunderstandandcorrectlyusethekeywordsandphrasesinthetext,suchas:against,tiredout,tie,tiny,continue,manage,etc.Studentscanmastertheimportantsentencepatternsinthetext,suchas:BythetimeIfinallyfeltthelandundermyfeet,Iwastiredout.2.LanguageskillsgoalsImprovestudents'readingcomprehensionability,andbeabletounderstandthemaincontentanddetailsofthearticle.Cultivatestudents'oralexpressionability,andbeabletosimplydescribetheplotofthestoryinEnglish.3.EmotionalattitudesandgoalsStimulatestudents'interestinEnglishreadingandcultivatestudents'readinghabits.Guidestudentstofeeltheexperienceoftheprotagonist,andcultivatestudents'courageandadaptability.II.Teachingkeyanddifficultpoints1.TeachingfocusUnderstandthecontentofthearticle,masterthekeyvocabularyandsentencepatterns.Abilitytorepeatthemainplotofthestory.2.TeachingdifficultiesUnderstandsomecomplexsentencestructureandgrammarphenomenainthetext.Experiencethefeelingsoftheherointheunfamiliarenvironment,andcanexpresstheminEnglish.III.teachingmethod1.Task-basedteachingmethodDesignvarioustasks,suchasfillingintheblanks,matchingandanswering,sothatstudentscanlearnanduselanguageknowledgeintheprocessofcompletingthetasks.2.ScenarioteachingmethodCreatethesceneinthestory,letthestudentsfeelandunderstandpersonally.3.InteractiveteachingmethodEncouragestudentstoparticipateinclassdiscussionandcommunication,andcultivatestudents'cooperativelearningability.IVteachingprocess(1)Leadin1.Showsomepicturesaboutadventureandfantasy,suchasAliceinWonderlandandTheWizardofOz,toarousestudents'interest.2.Askthestudentswhethertheyliketheadventurestories,andguidethemtosharetheirfavoriteadventurestoriesorcharacters.(2)Vocabularylearning1.presentthekeywordsinthetext:against,tiredout,tie,tin,continue,manage,etc.2.Helpstudentsunderstandthemeaningofwordsthroughpictures,examplesentencesandsimpleexplanations.e.g.：against-Thecarcrashedagainstthetree.（汽車撞到了樹上。）tiredout-Afterrunningforanhour,hewastiredout.（跑了一個(gè)小時(shí)后，他筋疲力盡。）tie-Hetiedthehorsetothetree.（他把馬拴在樹上。）tiny-Thebaby'shandsaretiny.（嬰兒的手很小。）continue-Theraincontinuedallday.（雨下了一整天。）manage-Hemanagedtofinishtheworkontime.（他設(shè)法按時(shí)完成了工作。）(3)Beforereading1.Showthetitleandpictureofthestory,andletthestudentspredictthecontentofthestory.2.Askthestudents:WhatdoyouthinkwillhappentoGulliverinthisstrangeland?(4)Reading1.ReadquicklyLetthestudentsreadthearticlequickly,understandthegeneralcontentofthearticle,andanswerthequestion:WhathappenedtoGulliver'sship?2.ReaditcarefullyThestudentsreadthearticlecarefullyagainandcompletethefollowingtasks:CompletethevocabularymatchingexercisesinsectionB1.CompletetheeventsandcausematchingexerciseinPartB2.AnswerthequestionsinPartB4:Kitty:WhatdidGulliverdoaftertheirshipcrashedagainsttherocks?Sandy:Gulliverswamasfarashecould.Bythetimehefinallyfeltthelandunderhisfeet,hewastiredout.Hefelldownonthebeachandwenttosleep.Kitty:WhatdidGulliverfindafterhewokeup?Sandy:Gulliverfoundhecouldnotmove.Hisarms,legsandhairweretiedtotheground.Kitty:Howbigwasthesmallman?Sandy:HewasthesamesizeasGulliver'slittlefinger.Kitty:CouldGullivercommunicatewiththesmallmen?Sandy:No,hecouldn't.(5)Afterreading1.GroupdiscussionStudentswilldiscussthefollowingquestionsingroups:HowdoyouthinkGulliverfeltwhenhesawthetinymen?Whatdoyouthinkwillhappennextinthestory?2.TellthestorybackagainStudentsareinvitedtorepeatthemainplotofthestoryintheirownwords.(VI)Expansionandsummary1.Letthestudentsthinkabout:IfyouwereGulliver,whatwouldyoudointhissituation?2.Summarizethekeycontentandlanguagepointsofthearticle.5.TeachingreflectionInthisteaching,throughtheapplicationofavarietyofteachingmethods,studentsactivelyparticipateintheclassroomactivities,theunderstandingandmasteryofthearticleisgood.Inthevocabularylearningsection,studentscaneasilyunderstandandmemorizethekeywordsthroughthedisplayofpicturesandexamplesentences.Inthereadingsection,theapplicationoftask-basedteachingmethodeffectivelyguidesstudentstopayattentiontothedetailsofthearticleandimprovestheirreadingcomprehensionability.Thegroupdiscussionstimulatedthestudents'thinkingandcultivatedtheircooperativelearningabilityandlanguageexpressionability.However,therearealsosomeshortcomingsintheteachingprocess.Forexample,whenstudentsanswerquestions,thefeedbackisnottimelyandspecific,anditisnotfullyguidestudentstothinkmoredeeply.Inthefutureteaching,Iwillpa