译林版《英语》（八年级下册）研讨课Unit4Agoodread阅读第二课时教案.doc

译林版英语（八年级下册）研讨课8B Unit 4Reading Gulliver in Lilliput (Period Two)常州市丽华中学杨钧Analysis of teaching material:The theme of this unit is a good read. By learning this unit, students interest in reading will be aroused greatly and their reading habits can be improved. The text is taken from a masterpiece Gullivers Travels, whose Chinese version has been read by the students. The background that students have read the story can be a great help for their understanding of this text. The text is about Gullivers experiences in Lilliput and students will be interested in what happened to him in this strange world.Teaching aims:By the end of the lesson, the students will be able to l Have a deep understanding of the text.l Talk about the actions in the text.l Use the key words and phrases in the text.l Rewrite the story in the perspective of tiny men.l Develop creative thinking.Teaching emphasis and difficulties:1. Help students deepen the understanding of the text.2. Lay enough foundation for students rewriting.Teaching procedures:Step 1 Revision 1. Game: Miss Yang saysHave students do what the teacher tells them to do.Actions are as follows: (1) Show me your fingers.(2) Lift your left hand into the air.(3) Continue lifting your left hand into the air.(4) Show me that you are tired out.(5) Push against the desk.(6) Put your hands on your stomach.(7) Show me one of your tiny things.【Purpose】Check students understanding of the new words and warm students up for the following tasks.2. Choose two students to act out some actions and the other students have to describe the actions with the sentences in the text.Actions are as follows:(1) Gulliver swam as far as he could.(2) Gulliver was tied to the ground.(3) The tiny man moved up over Gullivers stomach and neck until it was standing near his face.(4) Gulliver shouted at the tiny men.(5) The tiny men fell over. But they got up again and continued moving across his body.(6) One of the tiny men began talking to Gulliver.(7) Gulliver tried to pull one hand free and managed to break the ropes.(8) Gulliver lifted his left hand into the air.(9) The tiny men shouted.(10) The tiny men came straight towards Gulliver.【Purpose】There are many verbs in these paragraphs, so by acting out and describing the actions, students can learn to use the verbs and remember the details of the story. Also, there exists an information gap between the performers and the other students. The information gap canhelp students concentrate on this task.Step 2 Further thinking 1. Have students think about more questions that can help them deep understand the text. 【Purpose】These questions are raised to help students develop their creative thinking. Students are guided to think in the shoe of the tiny men. This can be helpful when they rewrite the text. Reading beyond the lines can also be realized here. Questions: (1) Why did the tiny men tie Gulliver to the ground?(2) In the eyes of tiny men, what did Gullivers face look like?(3) How did the tiny men feel when climbing over Gulliver?(4) What did Gulliver sound like when he shouted?(5) How did the tiny men feel when Gulliver shouted at them?(6) What did one of the tiny men say to Gulliver?(7) Why did the tiny men shout?(8) How did they feel at that time?2. Have students make up a dialogue with a reporter and a tiny man.Dialogue: Reporter: Good morning, our hero. You were the first to find the huge man. How did you find him? Tiny man: On that evening, I on the beach. Suddenly I saw It was the same size as (It looked like )Reporter: What did you do after finding the giant? Tiny man: I I feltReporter:What did our army do with him? Tiny man: We Reporter: Tiny man: Reporter: It is said that he tried to run away. How did you stop him? Tiny man: We . We wouldnt let him get away becauseReporter: You are so brave. Nice talking with you. Thank you for your time. 【Purpose】This step is designed to stimulate students creative thinking. Students are required to think about what the tiny man / men did when faced with such a huge man. This is also a foundation for the rewriting.Step 3 RewritingRewrite the story in the perspective of a tiny man.【Purpose】Reading can bring students ideas and open students minds to write those ideas. Reading and writing go hands in hands as listening and speaking. After reading Gullivers story, students have absorbed enough information to create a writing of their own, which can help them consolidate the text and furthermore develop their creative thinking.Homewo