2026牛津译林版英语八年级下册Unit2 Reading 教学设计1

英语（八年级下册）Unit2TravellingReading(1)I.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:1.guessthemeaningsofthenewwordsfromthecontext;2.retellKitty’striptoHongKong;3.makeashortplanforatrip.II.Teachingcontents1.Newwordsandphrases:miss,fantastic,indoor,rollercoaster,speed,ride,cartoon,character,such,parade,magic,pie,feel,couple,castle,hurryto,ontheway,suchas,acoupleof,attheendof,enjoyoneself2.Newstructures:MyparentsandIhavebeeninHongKongfortwodays.Itwasthebestpartoftheday.I’msureyou’lllovethem.Iknowyou’vegonetoHainan.III.Focusofthelessonandpredictedareaofdifficulty1.TousedifferentreadingskillstolearnReading.2.Tointroducetripplanstoothers.IV.TeachingproceduresStep1Pre-reading1.WatchanddiscussPlayashortvideoandtalkaboutDisney.(1)Whatdidyousee?(2)DoyoulikewatchingDisneyfilms?(3)Whatisyourfavouriteone?Why?(4)DoyouwanttovisitDisneyland?(5)Whatdoyouwanttodothere?2.ShortintroductiontoHongKongDisneylandShowsapictureofHongKongDisneylandandgivesashortintroduction.3.MakeapredictionT:KittyisvisitingHongKongduringthiswinterholiday.ShehaswrittenalettertoMillieaboutHongKongDisneyland.It’scalled“AtriptoHongKong”.Whatwouldyouliketoknowaboutthetrip?【设计意图：通过迪斯尼宣传视频引入新课，快速导入本课主题，动画片宣传了积极的情感，可以引起学生情感的共鸣。预测活动提醒学生注意记叙文的几大要素，可在学习文章时验证自己的猜测，从而增加他们学习课文的兴趣。】Step2While-reading1.SkimmingT:Skimthewholepassageandseewhereyoucanfindtheanswerstowhen,who,where,howandwhat.T:Let’sdividethepassageintothreepartsaccordingtotheanswers.T:Lookatthemindmapofthepassage.Payattentiontothestructureofthepassage.2.Scanning(1)ScanParagraph1andfillintheform.(2)ScanParagraphs2-6tofindtheactivities.Showthetipsofscanning.Listtheactivitiesandusepicturestohelpstudentsunderstandtheactivities.3.Theuseof“transitions”T:Howdidthewriterconnecttheideas?Thewriterputstheeventsintheorderofspace,timeorlogic?T:“Transitions”betweenparagraphsshowtimeorsequences,andtheyhelpconnecttheideas.Withthehelpofthem,thestoryhasaclearsequence.4.CarefulreadingReadthepassagecarefully,andfindthedetailedinformation.(1)Paragraph2:WhatistheSpaceMountain?Howwasit?Howdoweknowthat?(2)Paragraph3:Canyouguesswhytheyhurried?Maybe...Usepicturestohelpstudentsunderstand“Disneycartooncharacters”.(3)Paragraph4:Howwastheparade?Howdoweknowthat?Whywasthefilmlikemagic?Explainwhatthe4-Dfilmis.(4)Paragraph5:WhatdidKittybuy?WhatdidKittythinkofthem?(5)Paragraph6:Howaboutthefireworks?5.FurtherthinkingT:HowdidKittyfeelduringthetrip?Writersdon’talwaystellusexactlyhowacharacterisfeeling.Weneedtofindcluesfromthearticle.ReadKitty’sletteragaintofindthesentencesthatshowherfeelings.【设计意图：略读——寻读——细读，层层深入，引导学生运用不同的阅读技巧完成任务，引导学生体会表示时间和顺序的连接词的用法，以读促写，为后面的游记写作埋下伏笔。教给学生推断的方法，引导他们关注细节，体会字里行间所表达的情感，提高阅读技能。】Step3Post-reading1.RetellthestoryT:RetellKitty’stripwiththehelpofpicturesandkeywords.Payattentiontowhen,where,who,howandwhat.Don’tforgettousethetransitions.【设计意图：检查学生本课时的学习效果。】2.MakeasummaryT:Atravelnoteusuallyincludesthreeparts:introduction,mainbodyandending.Intheintroductionpart,weoftentalksaboutwhen,who,whereandhow.Weoftentellwhathappensintheorderoftime.Thetransitionscanhelptomakethearticleclearer.Rememberthatalotofdetailsareneededtoo.【设计意图：总结游记类文章常见的写法，帮助学生回顾本文的结构和特点。】3.Makeatripplan(1)PresentsomepicturesaboutHainan.T:KittyhadagoodtimeatDisneyland.I’msurethatbeforeshewenttoHongKong,shemustmakeaplanforhertrip.So,canyoumakeaplanforMillie’striptoHainan?First,let’sseesomepicturesaboutattractionsinHainan.(2)WorkingroupsoffouranddiscusswhattheycandoandwheretheycangoinHainan.T:Workingroupsoffour.DiscusswhatMilliecandothere.Youshouldchooseonemembertotakenotesandprepareforthereport.Lookatthescreen.Yo