Unit 4 Reading 教学设计 2025-2026学年译林版英语八年级下册

该初中英语教学设计聚焦《格列佛在小人国》阅读教学，通过插图导入提问“谁更强大”“预测情节”，搭建学习支架，引导学生用故事山梳理情节、时间线复述故事，掌握“tired out”等关键短语。 此设计亮点在于融合语言能力与思维品质，如情感映射分析格列佛从疲惫到绝望的情感变化，讨论“力量是否仅关乎体型”培养批判性思维，结合文化意识赏析经典讽刺意义，助力学生提升语言理解表达能力，为教师提供结构化深度阅读教学方案。

译林新版8BU4 Lesson Plan 2: Reading – Gulliver in Lilliput Textbook Reference: Unit 4, Pages 50-51 (Reading Part A, B, C, D) I. Teaching Objectives Language Ability: Skim and scan the adapted excerpt to grasp the plot; understand key phrases (tired out, break free, huge army); retell the story using a timeline. Cultural Awareness: Appreciate the classic Gulliver’s Travels as a satire; understand the universal theme of facing the unknown. Thinking Quality: Infer Gulliver’s emotions from his actions; evaluate the symbolism of the "tiny men"; connect the story to real-life challenges. Learning Ability: Use graphic organizers (story mountain) to structure narrative information. II. Key & Difficult Points Key: Understanding the plot sequence; analyzing character feelings. Difficult: Grasping the satirical nature of the text (implicit); reflecting on "impossible challenges" in real life. III. Teaching Procedures Step 1: Pre-reading Activity: Show the illustration of Gulliver tied down by tiny men. Q1: "Look at the picture. Who is bigger? Who seems more powerful? Why?" Q2: "The title is 'Gulliver in Lilliput'. What do you predict happened before this scene?" Step 2: While-reading 1　 Skimming: Match paragraphs to the Story Mountain (Beginning, Build-up, Climax, Resolution, Ending). 2　 Beginning: Ship crashed, swam to beach, fell asleep. 3　 Build-up: Woke up tied, felt something on leg. 4　 Climax: Saw tiny men, shouted, they fell but got up. 5　 Resolution: Broke one hand free, saw huge army. 6　 Ending: Must run away, but how? Scanning (Part B): Answer specific questions. Q3: "How big was the small man? (Size of a little finger). How does this detail make Gulliver feel?" (Shock, confusion). Q4: "Why did the small men shout when he lifted his hand?" (Fear/Defense). Step 3: Deep Dive (Emotion & Critical Thinking) Activity: Emotional Mapping. Find sentences showing Gulliver's changing feelings. Tired out -> Surprised/Shocked -> Afraid -> Desperate. Q5: "Gulliver is giant compared to them, yet he is afraid. Why? Is strength only about size?" Step 4: Post-reading Task (Part C): Complete Millie’s continuation story using the word box (continue, fall over, tie, huge army, etc.). Discussion (Part D): Q6: "Have you ever faced a challenge that seemed impossible (like Gulliver)? How did you handle it?" Q7: "If you were one of the tiny men, what would you do with the giant? Fight or be friend?" IV. Homework Retell the story to a family member using the timeline. Write a diary entry from the perspective of one of the tiny men seeing Gulliver for the first time (50 words). V. Blackboard Design Unit 4 Reading: Gulliver in Lilliput Plot Line: Crash -> Sleep -> Tied -> Shock -> Break Free -> Army Approaches Key Phrases: - be tired out - manage to do sth (succeeded) - break free - huge army 学科网（北京）股份有限公司 $