Unit 8 Have you read Treasure Island yet Section A 2a-2d 英文教案 2024-2025学年人教版（2012）八年级英语下册

Unit 8 Have you read Treasure Island yet-Section A-2a-2d 教案-2024-2025学年人教版英文八年级下册 课题 Unit 8 Have you read Treasure Island yet-Section A-2a-2d 课时 1 教学目标 Language Ability: Master present perfect tense ("have/has + past participle") to discuss completed actions, recognize key vocabulary (treasure, island, ship, etc.), and understand narrative structures in literary works. Cultural Awareness: Explore cultural backgrounds of classic literature (e.g., Treasure Island), compare adventure stories across cultures, and appreciate the value of courage and exploration. Thinking Quality: Analyze character traits and plot development, infer implicit meanings from texts, and logically organize information in discussions. Learning Ability: Develop reading strategies (skimming & scanning), summarize main ideas efficiently, and apply present perfect tense in real-life contexts. 重难点 Grammar: Correct usage of present perfect tense (focus on "yet/already" in interrogative/affirmative sentences) and distinction from past simple tense. Vocabulary: Academic words like "abandoned, treasure, classic" and phrasal verbs (e.g., "run out of"). Reading Comprehension: Extracting details from dialogues/stories and interpreting figurative language in literary contexts. 教学环节 学习活动 新课教学 Step 1: Warming up Teacher: Good afternoon, class! Before we start our new lesson today, I want to have a little chat with you. You know, reading is like opening a door to a whole new world. So, I have a question for you all. Do you often read English books? Raise your hands if you do. [Pause and wait for students to raise hands] Great! It seems quite a few of you are fond of reading English books. Now, for those who raised their hands, can you tell me what classic English books you have read? [Call on some students] Student 1: I have read Robinson Crusoe. Teacher: Wonderful! Robinson Crusoe is a really great classic. So, what's it about in your own words? Student 1: It's about a man who gets stranded on an island and has to learn to survive. Teacher: Exactly! He shows amazing courage and resourcefulness. And what did you think of the book? Student 1: I thought it was very interesting. I learned a lot from Robinson's experiences. Teacher: That's the beauty of reading classics. They not only entertain us but also teach us valuable lessons. Okay, who else wants to share? [Call on another student] Student 2: I have read Alice in Wonderland. Teacher: Oh, Alice in Wonderland is full of fantasy and adventure. Can you briefly describe what it's like? Student 2: It's about a girl named Alice who falls down a rabbit hole and has all kinds of strange adventures in a magical world. Teacher: Brilliant! It's such a creative and imaginative story. Now, let's see if we can come up with more classic English books that you might have read. [Encourage more students to share] Step 2: Presentation & Practice - While - Listening (2a) Teacher: Now, class, let's move on to 2a. On your worksheets, you can see a list of books. We are going to listen to a conversation between two students, Mark and Tina. Listen carefully and circle the names of the people who have read these books. The books are Treasure Island, Oliver Twist, Robinson Crusoe, and Tom Sawyer. Are you ready? Let's start the first listening. [Play the audio for 2a] [After the first listening] Teacher: Okay, stop here. Have you circled the names? Let's check. For Treasure Island, who did you circle? [Call on a student] Student 3: I circled Tina. Teacher: Correct! Tina has read Treasure Island. Now, for Oliver Twist, who did you circle? Student 4: I circled Mark. Teacher: That's right. Mark has read Oliver Twist. And for Robinson Crusoe? Student 5: Mark. Teacher: You got it. Mark has read Robinson Crusoe too. Finally, for Tom Sawyer, who did you circle? Student 6: Tina. Teacher: Exactly. Tina has read Tom Sawyer. Now, let's read the following sentences together to better understand the information we just got from the listening. The first sentence: "Oliver Twist is about a boy who goes out to sea and finds an island full of treasures." Read it aloud, class. Students: [Read in unison] Oliver Twist is about a boy who goes out to sea and finds an island full of treasures. Teacher: Wait a minute. Is this sentence actually correct about Oliver Twist? We will figure that out in the next listening. Let's move on to the second sentence. "Robinson Crusoe is a classic." Read. Students: [Read in unison] Robinson Crusoe is a classic. Teacher: Yes, it is a well - known classic. Third sentence: "Tina thinks that Treasure Island is a fantastic book." Read. Students: [Read in unison] Tina thinks that Treasure Island is a fantastic book. Teacher: Great. And the last one: "Tom Sawyer is about a boy who lives in the United Kingdom." Read. Students: [Read in unison] Tom Sawyer is about a boy who lives in the United Kingdom. Teacher: Now, let's focus on some important words here. The word "classic". What does "classic" mean? Can anyone give me an example of a classic in Chinese? [Call on a student] Teacher: Perfect! In English, books like Robinson Crusoe, Pride and Prejudice are all classics. They are works that have stood the test of time and are widely regarded as great. Another word, "treasure". What's the meaning of "treasure"? Student 8: It means 财宝，like gold and jewels. Teacher: Right! In Treasure Island, the boy is looking for treasures on the island. Now, let's get ready for the second listening. Step 2: Presentation & Practice - While - Listening (2b) Teacher: Class, we are going to listen to the conversation between Mark and Tina again. This time, as you listen, write "T" for true and "F" for false for the four sentences we just read. Are you ready? Here we go. [Play the audio for 2b again] [After the second listening] Teacher: Stop. Let's check the answers one by one. The first sentence: "Oliver Twist is about a boy who goes out to sea and finds an island full of treasures." Is it true or false? [Call on a student] Student 9: False. Teacher: Why is it false? Can you tell us according to what you heard? Student 9: Because in the conversation, they didn't say Oliver Twist is about that. It's not the right description of the book. Teacher: Correct. The second sentence: "Robinson Crusoe is a classic." True or false? Student 10: True. Teacher: Right. It is indeed a classic. The third sentence: "Tina thinks that Treasure Island is a fantastic book." True or false? Student 11: True. Teacher: You are right. Tina really likes Treasure Island. And the last sentence: "Tom Sawyer is about a boy who lives in the United Kingdom." True or false? Student 12: False. Because in the conversation, Tina said Tom Sawyer is about a boy who lives in the United States. Teacher: Exactly. Now, let's listen to the conversation one more time and read after it to practice our pronunciation and intonation. [Play the audio again, pausing for students to repeat] Tina: Hi, Mark. Students: Hi, Mark. Mark: Hey there, Tina. What's up? Students: Hey there, Tina. What's up? Tina: I'm reading this fantastic book. Students: I'm reading this fantastic book. Mark: What is it? Students: What is it? Tina: Treasure Island. Have you read it yet? Students: Treasure Island. Have you read it yet? Mark: No, I haven't. What's it about? Students: No, I haven't. What's it about? Tina: It's about this boy who goes out to sea and finds an island full of treasures. What are you reading right now? Students: It's about this boy who goes out to sea and finds an island full of treasures. What are you reading right now? Mark: I've just finished Oliver Twist and Robinson Crusoe. Students: I've just finished Oliver Twist and Robinson Crusoe. Tina: Oh, yeah. I've already read both of them. They're classics. We had to study Robinson Crusoe last term. Students: Oh, yeah. I've already read both of them. They're classics. We had to study Robinson Crusoe last term. Mark: So what are you studying this term? Students: So what are you studying this term? Tina: Tom Sawyer. It's a story about a boy who lives in the United States. Many exciting things happen to him. Students: Tom Sawyer. It's a story about a boy who lives in the United States. Many exciting things happen to him. Mark: Sounds interesting. I'll have to read it. Students: Sounds interesting. I'll have to read it. Step 2: Presentation & Practice - Post - Listening (2c) Teacher: Now, based on the information in 2a and 2b, let's talk about the books. I'll start with an example. A: Has Tina read Treasure Island? B: Yes, she has. She thinks it's fantastic. A: What's it about? B: It's about a boy who goes out to sea and finds an island full of treasures. Now, I want you to work in pairs and create similar conversations about the other books. For example, you can talk about whether Mark has read Oliver Twist and what he thinks of it. You have 3 minutes to practice. [Students practice in pairs] [After 3 minutes] Teacher: Okay, stop. Let's invite some pairs to come to the front and share their conversations. [Invite pairs of students] Pair 1: A: Has Mark read Oliver Twist? B: Yes, he has. A: What does he think of it? B: We don't know from the conversation. But he has read it. Teacher: Good try. We don't know exactly what he thinks of Oliver Twist from this conversation, but you followed the pattern well. Let's see another pair. Pair 2: A: Has Tina read Tom Sawyer? B: Yes, she has. A: What's it about? B: It's about a boy who lives in the United States and has many exciting experiences. Teacher: Great job! You used the information accurately. Now, let's learn a little more about these books. For Treasure Island, not only does the boy find a treasure map, but he also encounters pirates on the island, and there are even some pirates who plan a mutiny. For Tom Sawyer, the boy is an orphan. He lives on the banks of the Mississippi River, and he has a good friend named Huckleberry Finn. These details make the stories even more interesting. In English - speaking countries, students are often asked to read some books and write book reports. A book report, or a book summary, is essentially an analysis of the contents of a book. It shows that you fully understand the book. Your book report should be informative and objective. Maybe in the future, we will also try to write book reports about the books we read. Step 3: Presentation & Reading (2d) Teacher: Now, class, let's move on to 2d. First, I want you to read the conversation silently and try to understand the main idea. Then, I will ask some questions. [Students read the conversation silently] Teacher: Okay, have you finished reading? Let's start with the first question. Which books have Amy and Steve chosen to write about? [Call on a student] Student 13: Amy chose Treasure Island, and Steve chose Little Women. Teacher: Correct. The second question. Has Steve finished reading his book yet? What's the book about? What does he think of the book? [Call on another student] Student 14: Yes, Steve has finished reading Little Women. It's about four sisters growing up, and he thinks it's really good. He couldn't put it down. Teacher: Very good. Now, the third question. Has Amy finished reading her book yet? How many pages has she already read? What's it like? Student 15: No, Amy hasn't finished reading Treasure Island yet. She has only read 25 pages. She thinks it looks interesting after reading the back of the book. Teacher: Right. And the last question. When do they have to hand in the book report? Student 16: In two weeks. Teacher: Perfect. Now, let's look at some important words and phrases in this conversation. The word "hurry". What does "hurry" mean? And can you give me a phrase with "hurry"? [Call on a student] Student 17: "Hurry" means 赶快. A phrase is "hurry up". Teacher: Exactly. "Hurry up" is a very common phrase we use when we want someone to be quick. In the conversation, Steve tells Amy to "hurry up" because the book report is due soon. The word "due". What does "due" mean here? Student 18: It means 到期的. The book report is due in two weeks means they have to hand it in two weeks later. Teacher: Right. Now, I want you to role - play the conversation in pairs. Try to imitate the intonation and expressions of Amy and Steve. You have 5 minutes to practice. [Students role - play in pairs] [After 5 minutes] Teacher: Okay, let's invite some pairs to come to the front and perform the conversation for us. [Invite pairs of students to perform] Pair 3: [Perform the conversation] Teacher: Great job! You both did a wonderful job of acting out the conversation. Now, let's think about this. If you were in Amy's situation, what would you do to finish the book quickly? [Open - ended question to encourage students to think and discuss] Student 19: I would read during breaks and after school. Teacher: That's a good idea. Reading during your free time can really help you finish the book faster. Student 20: I would also skip some less important parts if I'm in a hurry. Teacher: Well, that's a strategy, but sometimes those less important parts might add to the overall understanding of the story. Maybe we should be careful when skipping. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$