八下《Unit-4-Reading》教学设计-优质教案.docxVIP

8下 Unit 4 Reading课题研究课教学设计 Reading 1 Gulliver in Lilliput Teaching Objectives Knowledge: By the end of the class, Ss are expected to 1. learn the new words and expressions in the story; 2. understand the general idea of the story； Skills: By the end of the class, Ss are expected to 1. improve the ability of skimming the story for the main idea, scanning the story for specific information and reading carefully for more details; 2. appreciate and experience the beauty of the text by acting creatively. 3. imagine different endings of the story. Affection, Attitude and Cultural Awareness: By the end of the class, Ss are expected to be brave and optimistic, imaginative and creative, and respect every life in the world. Focus of the lesson and predicted area of difficulty To guide the students to search for and use the targeted details to summarize a story. Teaching aids Blackboard; Multi-media Teaching procedures Step1. Lead-in Show pictures of different famous novels. 【设计意图】通过呈现不同的名著，一是检测学生网络自学名著的效果，二是激发学生阅读名著、分享阅读心得的兴趣。 Step2.Pre-reading 1. Show pictures and teach the new words of against and continue. 2. Show the picture and a video of the story. Let students predict the story. 【设计意图】通过呈现图片、动画，并播放网络上的一段有关《格列佛游记》的视频，教者在故事情节中新授生词并鼓励学生大胆预测接下来的故事情节，充分调动学生的学习积极性和强烈的好奇心。 Step3. While-reading Para 1 Read and answer: What did Gulliver do after their ship crashed against the rocks? Why did Gulliver fall down to sleep on the beach? 【设计意图】第一个问题承接了Pre-reading中的动画内容；第二个问题则帮助学生掌握了“be tired out” 的意思并且也有启下的作用。 Para 2 Answer T or F questions： When Gulliver woke up, it was almost evening. Someone tied Gulliver’s arms, legs, and hair to the ground. Imagine：Who tied Gulliver to the ground? [Purpose: Knowing the story’s setting. Train students’ divergent thinking.] 【设计意图】通过回答问题，让学生了解故事发生的背景； Para 3 Answer a question：How big was the small man? Imagine：If you see such a small man, how will you feel? Ask several students to read Para.3 with surprise. [Purpose: Help Ss