Unit 3 The world at one click 第4课时教案 2025-2026学年译林版八年级英语下册

《Unit 3 The world at one click》第4课时教案 学科 英语 年级册别 八年级下册 共6课时 教材 译林版初中英语八年级下册 授课类型 新授课（Reading: Gulliver's Travels） 第4课时 教材分析 教材分析: 第四课时进入本单元的阅读核心板块，选取了经典名著《格列佛游记》中“利立浦特国”（小人国）的节选片段。文章以第一人称叙述，讲述了格列佛船难后醒来发现自己被一群小人们绑住，随后试图挣脱并逃跑的故事。该文本不仅情节跌宕起伏，充满奇幻色彩，能够极大激发学生的阅读兴趣，还包含了丰富的叙事元素（人物、背景、情节、视角）。在语言层面，文章大量使用了过去时态来描述连续发生的动作，同时包含了一些描写心理活动和动作细节的生动词汇（如tied, climb, shout, break free等），是训练学生阅读理解能力、语篇分析能力和叙事写作能力的绝佳素材。 学情分析: 八年级学生对《格列佛游记》的故事背景可能有一定了解，但未必读过原著。他们对“巨人”与“小人”的反差设定感到新奇，阅读期待值高。然而，作为一篇文学类文本，其长句结构、复杂的动词短语以及隐含的情感变化（从恐惧到惊讶再到机智）对学生来说是挑战。部分学生在梳理故事情节（Story Mountain）时容易遗漏细节，在理解人物心理活动时可能存在困难。此外，将阅读输入转化为续写输出也是本课时的难点。 课时教学目标 语言能力: 1. 能够流畅朗读课文，准确掌握核心词汇和短语：crash, tied, understand, break free, huge army等，并能根据上下文推测生词含义。 2. 能够运用略读和扫读策略，梳理故事情节，完成“故事山”（Story Mountain）的填空任务。 文化意识: 1. 了解《格列佛游记》及其作者乔纳森·斯威夫特的基本信息，感受英国古典文学的魅力。 2. 通过阅读经典文学作品，拓宽文化视野，培养对世界文学经典的阅读兴趣。 思维品质: 1.能够通过分析文本中的细节描写，推断人物的心理变化和性格特点（如格列佛的勇敢与智慧）。 2. 能够评价故事的合理性，发挥想象力，合理预测故事后续发展，提升创造性思维能力。 学习能力: 1. 学会利用“故事山”模型来分析小说情节结构，掌握叙事类文章的阅读方法。 2. 能够通过小组合作，共同解决阅读中的疑难问题，提升协作学习的能力。 教学重点、难点 重点: 1. 梳理故事情节，掌握小说的基本要素（人物、背景、情节）。 2. 理解并运用描述动作和心理活动的词汇。 难点: 1. 深入理解格列佛面对困境时的心理变化过程。 2. 基于文本逻辑进行合理的续写创作，保持时态一致性和情节连贯性。 教学方法与准备 教学方法:情境教学法、任务型教学法、合作探究法、图示教学法 教具准备: 多媒体课件（含《格列佛游记》插图/动画片段）、“故事山”工作单、黑板、彩色粉笔 教学环节 教师活动 学生活动 Step 1: Lead-in & Background Info 【5分钟】 一、导入：奇幻世界的入口 （1）、图片猜谜，激发兴趣 教师在屏幕上展示一张巨大的鞋子旁边站着一个小人的图片，以及一张小人拿着武器对着巨人的图片。 Teacher: "Look at these pictures. What is strange about them? Why are there so many small people and only one big person?" 引导语：“今天，我们要走进一个神奇的童话世界。这里的人只有手指头那么大，而我们的主人公却像一座大山。你们知道这是谁的故事吗？” 预设学生回答："Gulliver!" "Little People!" （2）、作者介绍，背景铺垫 简要介绍作者Jonathan Swift和作品《Gulliver's Travels》。 Teacher: "This story comes from Gulliver's Travels* by Jonathan Swift. It's a famous novel in the UK. Today, we will read an excerpt called “Gulliver in Lilliput” (Lilliput means Land of Little People)." 板书课题： Unit 4 Reading: Gulliver in Lilliput. （3）、预测内容 展示课文标题和图片，让学生预测故事内容。 Teacher: “Based on the title and picture, what do you think happened to Gulliver? Did he wake up happily or indanger?” 1. 观察图片，猜测故事背景，回答教师提问。 2. 记录作者和书名信息，了解文学常识。 3. 结合标题和图片，预测故事情节，产生阅读期待。 4. 明确本节课的学习主题。 评价任务 观察敏锐：☆☆☆ 知识储备：☆☆☆ 预测合理：☆☆☆ 设计意图 通过视觉冲击强的图片和趣味猜谜，迅速抓住学生注意力，激活学生关于《格列佛游记》的潜在认知，营造轻松的阅读氛围，为进入文本做好铺垫。 Step 2: Fast Reading & Story Structure 【12分钟】 二、整体感知：构建故事地图 （1）、略读全文，理清脉络 教师要求学生快速阅读全文（Part A及正文），时间为5分钟，重点关注故事的发展顺序。 Task: Read quickly and find the key events in order. Events list: - Ship crashed. - Gulliver swam to the beach. - Woke up and couldn't move. - Saw small men. - Shouted and pulled ropes. - Saw a huge army. （2）、完成“故事山”（Story Mountain） 教师分发“故事山”工作单，引导学生将上述事件填入对应的五个部分： 1. Beginning: Gulliver swam to the beach after his ship hit the (rocks). He was very tired and (fell asleep). 2. Build-up: Gulliver woke up to find his arms, legs and hair (tied) to the ground. He couldn't move. 3. Climax: Gulliver saw a group of (small men) on his body and couldn't understand what they said. He tried to pull one hand out. 4. Resolution: Gulliver **(shouted)** at the small men, pulled the ropes and managed to (break free). 5. Ending: Gulliver saw an army of (tiny people) coming towards him. Teacher checks answers with students, asking them to point to the specific sentences in the text that support their answers. （3）、识别小说要素 教师引导学生回顾小说的四个基本要素（Elements of a novel）： - Character: Gulliver & Small Men. - Setting: On the beach / Lilliput. - Plot: Crash -> Tie -> Fight -> Escape -> Danger. - Point of View: First person(“I”). Teacher: Why does the author use‘I'? How does it make us feel closer to Gulliver? 1. 快速浏览课文，捕捉主要事件线索。 2. 独立思考并完成“故事山”填空，定位关键信息。 3. 同桌互查答案，讨论依据。 4. 识别并总结小说四要素，理解第一人称叙述的作用。 评价任务 阅读速度：☆☆☆ 信息提取：☆☆☆ 结构清晰：☆☆☆ 设计意图 利用“故事山”这一可视化工具，帮助学生直观地把握叙事类文章的宏观结构，培养整体阅读能力和逻辑思维，为后续的精细阅读奠定基础。 Step 3: Detailed Reading & Language Focus 【13分钟】 三、精读细品：探索微观世界 （1）、细节扫描，还原场景 教师提出问题，引导学生回到文本寻找细节描写。 Q1: How big were the small men compared to Gulliver? Text: "He was just the same size as my little finger!" Q2: What did Gulliver do when he saw the first man? Text: "I looked down and saw..." Q3: How did Gulliver feel when he shouted? Text: “The loud noise made them all fall over.” Teacher emphasizes the vivid verbs:climb, move, shout, fall over, lift, break free. Ask students to act out these actions to understand the meaning. （2）、心理描写，体会情感 找出文中描写格列佛心理活动的句子。 Sentences: “Where was I? Who was this tiny person?", I must run away from them,"I thought, but I did not know how to get away.” Teacher:“How does Gulliver feel here? Scared? Confused? Angry? Let's read these lines with the right emotion.”(Students read aloud). （3）、语法渗透：过去时的运用 指出文中大量使用一般过去时来讲述过去的故事。 Teacher: Notice all the verbs: swam, felt, fell, woke, found, tied, moved, looked, shouted. They all tell us what happened in the past. Can you find any irregular verbs? (swam, fell, woke, found, took, etc.). Brief review of irregular verb forms to ensure accuracy in reading comprehension. 1. 细读文本，圈画出描写外貌、动作和心理的句子。 2. 通过角色扮演或肢体动作，理解动词含义。 3. 有感情地朗读心理描写段落，体会人物心情。 4. 识别文中的不规则动词，复习过去式变形。 评价任务 细节捕捉：☆☆☆ 情感体验：☆☆☆ 词汇积累：☆☆☆ 设计意图 通过细节扫描和情感朗读，引导学生深入文本内部，体会作者用词之妙和人物的内心世界，同时巩固一般过去时的用法，实现语言知识与文学欣赏的融合。 Step 4: Critical Thinking & Prediction 【10分钟】 四、思维拓展：命运的转折 （1）、深度思考：格列佛的处境 教师提出驱动性问题： At the end of the text, Gulliver seesa huge army coming towards him. Is hesafe now? Why or why not? Student discussion: No, because thereare too many of them. Maybe they wantto hurt him. But he broke free, so hemight run. Teacher: What kind of person is Gulliver? Brave? Weak? Smart? Conclusion: He is brave and smart enough to try breaking free, but still in danger. （2）、创意续写：接下来会发生什么？ 教师布置任务：如果你是格列佛，你会怎么做？或者，如果你是小人国的国王，你会怎么对待他？ Task: Write 2-3 sentences predicting what happens next. Scaffolding: Gulliver ran into the forest...The small men chased him...Suddenly, he found a cave... Teacher encourages creative thinking:Can you use words like ‘huge’, ‘tiny', ‘chase', ‘hide'? （3）、分享交流 邀请几位学生分享他们的续写构思，并给予积极评价。 Example: Gulliver ran fast. The small men shouted but couldn't catch him. He hid behind a big tree. 1. 深入思考格列佛的处境，发表个人观点。 2. 分析人物性格特征，形成对人物的立体认知。 3. 发挥想象力，构思故事结局，进行口头或书面续写。 4. 分享创意，倾听他人想法，互相启发。 评价任务 观点独特：☆☆☆ 逻辑自洽：☆☆☆ 表达流畅：☆☆☆ 设计意图 通过开放性问题激发学生的批判性思维和创造力，鼓励他们跳出文本框架进行想象，同时锻炼语言表达和逻辑推理能力，使阅读活动更具深度和趣味性。 Step 5: Summary & Homework 【5分钟】 五、课堂小结与作业布置 （1）、思维导图总结 师生共同回顾本节课内容：Title, Characters, Plot (Mountain), Key Words, Emotions. Teacher: "Today we traveled to Lilliput. We learned about Gulliver's adventure. Remember the structure: Beginning, Build-up, Climax, Resolution, Ending." （2）、分层作业布置 必做题：完成课本Part A的填空练习，并抄写文中描写动作的精彩句子（至少3句）。 选做题：根据课堂上的续写构思，完善成一篇80词左右的短文《What Happened Next?》，注意时态统一。 拓展题：阅读《格列佛游记》的其他章节（如大人国、飞岛国等），下节课分享你最喜欢的情节。 （3）、情感寄语 Teacher: "Adventure is waiting for everyone. Whether in books or real life, be brave and curious!" 1. 跟随教师回顾本节课的重点知识。 2. 记录作业要求，根据自身情况选择完成。 3. 感受教师的寄语，保持对阅读的热爱和探索精神。 评价任务 笔记完整：☆☆☆ 作业清晰：☆☆☆ 情感共鸣：☆☆☆ 设计意图 通过思维导图梳理知识体系，通过分层作业满足不同层次学生的需求，确保每位学生都能在课堂上有所收获，并将阅读兴趣延伸至课外。 作业设计 一、词汇填空 Complete the sentences with the correct forms of the words in the box. [crash, tie, understand, break free, huge army, fall over, tired out] 1. The ship hit the rocks and _______. 2. My arms and legs were _______ to the ground by the small men. 3. I couldn't _______ what they were saying because they spoke a different language. 4. Gulliver tried hard to _______ from the ropes. 5. A _______ of tiny soldiers came towards him. 6. The loud noise made them all _______. 7. After swimming for hours, he was completely _______. 二、阅读理解：故事山补全 Read the text again and complete the "Story Mountain" with the information from the passage. 1. Beginning: Gulliver swam to the beach after his ship hit the _______. He was very tired and _______. 2. Build-up: Gulliver woke up to find his arms, legs and hair _______ to the ground. He couldn't move. 3. Climax: Gulliver saw a group of _______ on his body and couldn't understand what they said. He tried to pull one hand out. 4. Resolution: Gulliver _______ at the small men, pulled the ropes and managed to __ _ 5. Ending: Gulliver saw an army of _______ coming towards him. 三、创意写作：我的奇遇 Imagine you have a similar experience. You wake up and find something strange around you. Write a short paragraph (about 60-80 words). Requirements: 1. Describe where you are and what you see. 2. Use at least three verbs from this lesson (e.g., tied, shout, break free). 3. Describe your feelings (scared, surprised, excited). 4. Use Simple Past Tense. 【答案解析】 一、词汇填空 1. crashed 2. tied 3. understand 4. break free 5. huge army 6. fall over 7. tired out 二、阅读理解 1. rocks; fell asleep 2. tied 3. small men 4. shouted; break free 5. tiny people 三、创意写作（范文示例） Last night, I woke up and found myself in a garden. But everything was tiny! The grass blades were as tall as trees. I was scared. Suddenly, a giant ant walked towards me. I tried to run, but my legs were tied by some invisible strings. I shouted loudly, but no one heard me. Finally, I managed to break free and ran into a hole under a rock. It was a scary but exciting dream! 板书设计 Unit 4 Reading: Gulliver in Lilliput Characters: Gulliver (Big) vs. Small Men (Tiny) Setting: Beach / Lilliput Plot (Story Mountain): / / \\ / \\ Begining – Build-up- Climax - Resolution - Ending Key Events: 1. Ship crashed -> Swam -> Fell asleep 2. Woke up -> Tied -> Couldn't move 3. Saw small men -> Shouted -> Pulled ropes 4. Broke free -> Saw huge army Key Words: - crash, tie, break free - huge army, tiny people - tired out, fall over - understand (couldn't) Emotions: Scared -> Confused -> Brave -> Dangerous 教学反思 成功之处: 1. 情境创设生动：通过图片和视频引入，成功营造了奇幻的阅读氛围，学生参与度极高。 2. 结构分析有效：“故事山”模型帮助学生清晰地梳理了复杂的故事情节，降低了阅读难度。 3. 读写结合紧密：从阅读输入到续写输出，过渡自然，学生能够灵活运用所学词汇和句型进行创作。 不足之处: 1. 词汇讲解深度不够：对于部分生僻的形容词和副词，解释得不够透彻，导致部分学生在写作中运用不够准确。 2. 时间把控稍紧：在“创意续写”环节，部分学生构思时间过长，导致最后分享环节略显仓促。 3. 个别差异关注不足：基础较弱的学生在复述故事时存在困难，未能得到充分的指导。 改进措施: 下次教学中，可增加词汇游戏环节，强化词汇记忆；适当调整各环节时间分配，预留更多时间给学生展示；在小组活动中实行“强带弱”策略，确保每位学生都能参与进来。 学科网（北京）股份有限公司 $