Unit 4 A good read Reading教学设计2024-2025学年牛津译林版八年级英语下册

课题 译林版八下英语 Unit 4 A good read - Reading 教学设计 课型 新授 时间 课时 1 主备人 I. Teaching objectives 1. Language ability goals Students can understand and correctly use the key words and phrases in the text, such as: against, tired out, tie, tiny, continue, manage, etc. Students are able to read the article, get the main information, and understand Gulliver's wonderful experience in Lilliput. Students are able to describe Gulliver experiences in English and improve their oral expression skills. 2. Learning ability goals Through the training of reading skills, such as prediction, reasoning, generalization, etc., to cultivate students' independent reading ability. Guide students to improve their ability of cooperative learning and solving problems through group cooperation and discussion. 3. Thinking quality goals Cultivate students' logical thinking and critical thinking, and can analyze and evaluate the plot and characters in the text. Encourage the students' imagination and make them think about what they will do if they are in the Gulliver situation. 4. Cultural awareness goals Understand Gulliver's Travels and its authors, to broaden students' cultural horizon. Guide the students to understand the literary creation under different cultural backgrounds, and cultivate the cross-cultural consciousness. II. Teaching key and difficult points 1. Teaching focus Understand the content of the article, master the key vocabulary and sentence patterns. Be able to accurately describe Gulliver experiences in Lilliput in English. 2. Teaching difficulties Understanding and analysis of some complex sentences in the article. Cultivate students' critical thinking, and think deeply about the plot and characters in the text. III. teaching method 1. Task-based teaching method: Guide students to learn and use the language by designing different tasks, such as filling in the blanks, answering questions and discussing, in the process of completing the tasks. 2. Scenario teaching method: create scenes to make students feel like they are in the world of Gulliver, and enhance the interest and experience of learning. 3. Cooperative learning method: organize students to study in groups, discuss problems together, and cultivate cooperative spirit and communication skills. IV. teaching process (I) Lead in(5 minutes) 1. Show a picture of Gulliver's Travels and ask the students if they know of the work. 2. Simply introduce the author of Gulliver's Travels and his creative background to stimulate students' interest. (II) Before reading (5 minutes) 1. Let the students read the article title and picture to predict what might happen to Gulliver in Lilliput. 2. Present some key words in the text, such as against, tired out, tie, etc., to help students understand the meaning and usage of words through pictures and example sentences. (3) Reading 1. Quick reading (5 minutes) Students can read the article quickly and answer the following questions: Where did Gulliver arrive after the ship crash? How did Gulliver feel when he woke up? Check the answers to understand the students' general understanding of the article. 2. Read carefully (10 minutes) The students will read the article again and complete the following tasks: Complete the vocabulary matching exercises in B1 to consolidate the understanding of the key words. Complete the event and cause matching exercise in B2, and comb through the plot development of the article. Group discussion, check the answer, the teacher to give guidance and explanation. Analyze some long and difficult sentences in the article, such as: " My arms, legs and hair were tied to the ground!", helps students understand sentence structure and grammar. 3. Intensive reading (5 minutes) Students should read the article intensively and answer the questions in B4, such as: What did Gulliver do after their ship crashed against the rocks? What did Gulliver find after he woke up? How big was the small man? Could Gulliver communicate with the small men? 邀请学生回答问题，教师给予评价和反馈。 (4) After reading 1. Group discussion (5 minutes) Let the students discuss the B5 question in groups and describe the strangeness of the Gulliver in their own words. Each group chooses one representative to speak, and the other groups can supplement and evaluate it. 2. Writing exercises (5 minutes) Students are asked to write a short essay about Gulliver's experience in Lilliput, no less than 80 words, based on the discussion. Teachers patrol and provide necessary help and guidance. Summary and homework assignment 1. Summary (2 minutes) Review the focus of this lesson, including vocabulary, sentence patterns and the main plot of the article. Emphasize the importance of reading skills and methods, and encourage students to use them in their future reading. 2. Homework assignment (3 minutes) Let the students continue to improve their writing at home and read it to their parents. Students are recommended to read the full version of Gulliver's Travels to learn more about the work. 5. Teaching reflection Through the teaching of this lesson, the students have a good understanding of the article "Gulliver in Lilliput", master the key vocabulary and sentence patterns, and improve their reading ability and oral expression ability. In the teaching process, through the creation of situations, group cooperation and other ways, fully mobilize the enthusiasm and initiative of students, the classroom atmosphere is active. However, there are also some deficiencies in teaching, such as insufficient attention to individual students, and some students are not participate involved in group discussion. In the future teaching, I will further improve the teaching methods, pay attention to the development of each student, improve the teaching effect. 学科网（北京）股份有限公司 $$