2024-2025学年牛津译林版英语八年级下册 Unit 4 A good read Reading 1教案

8B Unit 4 A good read reading1 [教材分析]该教材属于经典小说阅读，是名著Gulliver’s Travels中Gulliver in Lilliput的节选。人物是小说的核心，情节是小说的骨架，环境是小说的背景。 [学情分析]学生在第一课时了解名著《The Hunchback of Notre Dame》节选，初一也学习过《Alice in wonderland》对名著有一定的了解。初二再学习名著，有一定的基础。 [目标预设] 1.知识目标：Understand the extract from Gulliver’s Travels 2.技能目标：学习如何阅读小说，分析小说的三要素。 3.情感目标： Develop a love for reading. [重点、难点] 1. To get a full understanding of the whole story. 2. To analyze the possible theme of the story. [设计思路与理念] 导入部分回顾已学小说《Alice in wonderland》，说说三要素，人物characters、情节plot、环境。呈现部分，快读——精读——理清文章大意。综合部分，用小说的三要素人物、情节、环境分析小说Gulliver in Lilliput。结尾升华，阅读小说的意义。 [教学方法] 利用多媒体辅助教学，开展名著阅读教学。 [教学过程] Teaching procedures Step 1 Lead-in Task1 Analyze three elements of Alice in wonderland T: Have you read the novel Alice in wonderland in Grade 7? T: Shall we analyze three elements of Alice in wonderland? 人物The characters : Alice爱丽丝（Alice）兔子（The White Rabbit）红白皇后（Red Queen and White Queen 柴郡猫（the Cheshire Cat）、三月兔（The March Hare) 制帽人（the Mad Hatter），抽水烟的毛虫（the Caterpillar）and so on. 情节the plot: Alice fell asleep when reading a book. In the dream she was running after a rabbit and fell into the rabbit hole, so she came to a wonderful world, beginning of a long and thrilling travel. She became big and small sometimes. She met a duchess who were very love spoke, mysterious the Cheshire cat, the myth of the griffin and Mock Turtle...... Until the final, she had conflict with poker queen and the king. Finally Alice woke up from wonderful dreams. 环境Settings: In the dream, she came to a wonderful world, beginning of a long and thrilling travel. 【设计意图：导入部分回顾已学小说《Alice in wonderland》，说说三要素，人物、情节、环境让学生建立直观表现，激发学生的阅读兴趣利用知识迁移的作用导入新的阅读材料。】 Task2. A prediction to Gulliver’s Travels T: Have you read a book called Gulliver’s Travels by Jonathan Swift? Today we will learn something about it. Please give a prediction to the extract. Q: Did Gulliver know where he was when he woke up? 【设计意图：通过视频、图片等介绍小说与作者，提出问题进行预测，激发学生阅读兴趣。】 Step2 Presentation Task1. Scan to get the main idea. Para.1 How Gulliver fell asleep on the beach Para.2-3 What Gulliver found after waking up Para.4-5 What Gulliver did to protect himself 【设计意图：指导学生运用略读全文方法，了解梗概,为深入学习做好铺垫。】 Task2 Close-read for more details Paragraph 1 Skim for specific information. Q1: What happened to Gulliver’s ship? It crashed against the rocks. Q2: What did Gulliver do after it? He swam as far as he could. By the time he finally felt the land under his feet, he was tired out. He felt down on the beach and went to sleep. Paragraph 2-3 Watch and listen If you were Gulliver, how would you feel? Think about Gulliver’s different reactions（反应）and feelings When Gulliver saw Feelings one small man afraid,confused (困惑的) … around 40 small men surprised,amused (好玩的）… a huge army of tiny people afraid, calm (冷静的）… 【设计意图：理解文本恰当的用词，赏析小说语言。充满画面感的句子把“大”与“小”的关系表现得淋漓尽致。】 Task3 Para 4-5 Complete and act it out small men Gulliver started climbing all over me----- shouted at them got up and continued moving across… made them fall over began talking to me could not understand them didn’t know what to say tried to pull one hand free managed to break the ropes began to shout lifted my left hand were coming straight towards me… saw a huge army of tiny people 【设计意图：文本深层分析。Gulliver力大无比，却形单影只；Small men个头微小，但团结好战。培养了学生抽象与形象转化的思维方式。】 Task2 Discussion about the theme of the story T: Gulliver’s Travels is a great book full of amazing adventure stories. Now let’s discuss how the writer described the conflicts in the following aspects: characters, plots and settings. 1.人物Characters Students discuss characters from these two aspects: size and number. Gulliver, tiny people 2.环境Settings The students are expected to understand that Gulliver was a survivor in an unknown place. However, the local small men were living in a familiar place—their hometown. 3.情节 Plots Gulliver and the small men met three times in the story. T encourages the students to point out their different behaviors in each round with the help of pictures. 【设计意图：对小说主题的探讨与分析既能加深学生对作品本身的理解。围绕人物、情景和情节逐个分析。小说核心是人物，环境是小说创作的时代背景，情节是小说的骨架，掌握作品运用语言，肖像描写刻画人物形象的手法。】 Task 3 Post-reading Discussion: T: Could Gulliver get away at last? Please imagine the next part. If Gulliver could get away, how did he do it? If Gulliver couldn’t get away, what would happen? What do you think of Gulliver? 【设计意图：回顾整篇课文并加以巩固之效，阅读后的讨论活动，激发学生的想象空间，对文学作品深层次领悟，培养发散性思维。】 Closing words: 1. A novel is a mirror walking along a main road. 一部小说犹如一面在大街上走的镜子。 2. Reading is not only beneficial to widen your horizon but also helpful to master the language.读书不仅有益于开阔视野，也有助于我们驾驭语言。 Enjoy reading (热爱阅读)- --Taste literature（品味文学）----Inspire life（感悟人生） 【设计意图：让学生通过这篇小说的学习，有利于培养学生多层次地分析问题的能力，有利于学生更好地理解文学作品的内涵。引导学生去读、要读、乐读，品位文学，感悟人生。】 （9）[作业布置]V. Homework T: As the saying goes, “There are a thousand Hamlets in a thousand people’s eyes.” 1. Tell this part of the story vividly to your family and friends. 2. Write a passage about the ending of the story. (If Gulliver could run away, how could he do it? If Gulliver couldn’t run away, what would happen next?) 【设计意图：一千人里有一千种汉姆雷特，通过复述部分章节，让学生巩固所学内容，通过写结尾，让学生发挥想象空间，体验尝试文学作品，品位文学的美。】 （10）[板书设计]Blackboard design: Unit4 A good read Reading1 Characters: Gulliver, tiny people A novel : Gulliver in Lilliput Plots: Gulliver and the small men met three times. Writer: Jonathan Swift Settings: Gulliver in an unknown place. small men in a familiar place—their hometown. When Gulliver saw Feelings one small man afraid,confused (困惑的) … around 40 small men surprised,amused (好玩的）… a huge army of tiny people afraid, calm (冷静的）… 6 学科网（北京）股份有限公司 $$