八年级英语下册 Unit 4 A good read教案 （新版）牛津版

1、A good read 总 课 题8B Unit 4 A good read总课时8第 1 课时课 题Welcome to the unit 课型New教学目标1. learn about different types of books.2. Talk about your favorite books and why you like them. 3. Improve students interests in reading. 教学重难点1. learn about different types of books.2. Talk about your favorite books an

2、d why you like them. 学法指导task-centered approach教具准备Blackboard; Multi-media教学步骤二次备课问题引导完成预习1.读物 2.烹饪 3.小说 4.德国 5.知识 6.空闲的 7.法国（人）的 8.作者 9.丑陋的 10. 感动 (一)Welcome to the unit1.Ask students: What books have you read recently?/What type of book is this? 2.完成课本第49页A部分的练习3.听B 部分录音，回答问题：1) What is Daniels fa

3、vourite type of book? Why?2)What is he reading now?3)What does Sandy like to read?4)What book does she think is great?Why?4.让学生两人一组。模仿B 部分的对话，新编对话进行练习。(二) Comic strip 1. 听录音，回答问题： 1）What did Eddie do after Hobo gave the books to him? 2) What did Hobo think? 3)Does Eddie really love reading?2.让学生跟读音，

4、注意模仿语音语调。3.让学生角色扮演。 四、知识应用翻译短语1.一本关于.的书 2.提高知识 3.在某人的空闲时间 4.法国作家 5.对什么感兴趣 6.处理 五、提炼总结 请学生们总结这节课所学的内容，小组活动六、布置作业一、A 根据句意及汉语提示完成单词。1.Do you think War and Peace is a good （读物）for most people?2. Lily has lots of (知识) and she can help me to slove problems.3.Are you good at （烹饪）? - Yes,I am.4I often read

5、books in my （空闲的）time.5. The girl is （丑的）,but she is very polite.二、B 用括号中所给词的适当形式填空。l. I cant decide how ( write)the novel.2. The story-book is (bore).I dislike reading it.3. I used my pocket money (buy) a good book.4. There are two foreigners in our company. They come from (German）5.I (read) the bo

6、ok. It is very interesting.三、选择( )1. The shelf is so high that the little boy cant the books on it. A. arrive at B. reach C. get to D.arrive in( )2. Mother likes to cook all kinds of dishes, so she wants to buy a book about A. health B. cooking C. travel D.culture作业设计1. 背诵本课的单词与词组2. 预习Reading，完成预习作业

7、教学反思 总 课 题8B Unit 4 A good read总课时8第 2课时课 题Reading 1课型New教学目标1. learn the new words and expressions in the story;2. understand the general idea of the story；教学重难点improve the ability of skimming the story for the main idea, scanning the story for specific information and reading carefully for more de

8、tails;学法指导Task-centered approach教具准备Blackboard; Multi-media. Lead-inShow pictures of different famous novels. Purpose: Encourage students to read more books and try to lead them to express their opinions in English. Reading ComprehensionPre-reading1. Show pictures and teach the new words .2. Show th

9、e picture of the story. Let students predict the story. Purpose: Arouse students interest in the story. And lead students to predict the plot of the story.While-readingStep 1 1.Para. 1Read and answer.Purpose:1.Arouse studentsinterestin reading the story.Para 2 T or F ImagineIf you are Gulliver, how

10、will you feel and what will you do?Purpose: Knowing the storys setting. Train students divergent thinking.Para 3 Answer a question. Imagine.If you see such a small man, how will you feel? What will you do?Purpose: Help Ss get familiar to the storys characters. Train students divergent thinking. Para

11、4 Answerquestions. Imagine.If you are tiny men, what will you talk about?Purpose: Encourage students to imagine the feelings of Gulliver and tiny men.Para 5 Finish the flow chart and say it into sentence with actions. Have a discussion after reading Para.5. Purpose: Understand the actions of Gullive

12、r and tiny men better. Teach students some reading strategies.Step 21. Encourage students to retell the story by pictures and key words.Purpose: Ss retell the story, and make sure the students can understand the whole story.Post-readingWhat do you think of Gulliver?（I think Gulliver wasbecause he）Wh

13、at do you learn today?Purpose: Ss summarize what theyve learnt. Help students realize how important it is to respect others and communicate with each other. Homework1. Write a short passage to present Ss ideas.(If Gulliver could run away, what would he do?If Gulliver couldnt run away, what would hap

14、pen next?)2. Read the book of Gullivers Travels. Purpose: Help students become interested in reading English novels.二次备课作业设计1背诵本课的单词与词组2完成课课练上本课时的作业教学反思 总 课 题8B Unit 4 A good read总课时8第 3 课时课 题Reading 2课型New教学目标l Have a deep understanding of the text.l Talk about the actions in the text.l Use the key

15、 words and phrases in the text.l Rewrite the story in the perspective of tiny men.l Develop creative thinking.教学重难点1. Help students deepen the understanding of the text.2. Lay enough foundation for students rewriting.学法指导Task-centered approach教具准备Blackboard; Multi-media教学步骤二次备课Step 1 Revision 1. Gam

16、e: 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.(

17、7) Show me one of your tiny things.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 Gulliver

18、s 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

19、.(8) Gulliver lifted his left hand into the air.(9) The tiny men shouted.(10) The tiny men came straight towards Gulliver.Step 2 Further thinking 1. Have students think about more questions that can help them deep understand the text. Questions: (1) Why did the tiny men tie Gulliver to the ground?(2

20、) 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 me

21、n shout?(8) How did they feel at that time?2. Have students make up a dialogue with a reporter and a tiny man.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 han

22、ds 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.HomeworkRead Gullivers Travels online.作业设计背诵本课的单词与词组完成课课练上本课时的作业教学反思 总 课 题

23、8B Unit 4 A good read总课时8第 4 课时课 题Grammar课型New教学目标学会正确使用“特殊疑问词+动词不定时”的结构不定式带to和不带to的用法学会正确使用must和 have to教学重难点情态动词的不同用法学法指导情景教学法,归纳法. 教具准备Blackboard; Multi-media教学步骤二次备课一To-infintives动词不定式动词不定式是一种非限定动词它有两种形式：带to动不定式和不带to的不定式。它在句中可充当主语、宾语、表语、宾语补足语、定语和状语等成分。1) 主语 To dance is a lot of fun.=It is a lot

24、of fun to dance.2) 表语 My dream is to be a teacher. Your job is to carry water to the garden.3) 宾语 I have decided to tell the truth to my parents. Did he choose to move house? 常跟动词不定式做宾语的动词有：agree, want, like, hope, need, plan, begin, start, forget, remember, promise, prepare 等。4) 宾语补足语Would you like

25、 me to stay here longer? Please help me (to) move this computer.动词ask, tell, order, want, advise, invite, teach, encourage, remind等常跟 sb to do sth，带to的动词不定式做宾语补足语。动词let, make, see, hear, find, watch, feel等常跟sb do sth，不带to的动词不定式do sth作宾补.当两个或两个以上动作并列作宾补时，后面的动词不带to.He asked the players to get up early

26、 and have 3-hour training every morning.5) 定语 I have a call to make this evening.The park is a nice place to go to.6) 状语 They went to Beijing to see a patient in hospital.(表目的) The man returned to find his home town greatly changed.(表结果)二must 和have to 用法用must表示“必须”的意思时，通常着重于说话者的主观看法，认为有必要去做某事。而have

27、to（has to）着重于客观需要，含有“不得不”的意思。比较下列句子：We must study English hard.我们必须努力学习英语。You must be back on time.你们一定要按时回来。The children must go to bed before nine. 孩子们必须在九点前睡觉。You are ill today. You have to see a doctor. 你今天病了，不得不去看医生。My brother was very ill, so I _ call the doctor in the middle of the night. He

28、said that they _ work hard. 2) have to有人称、数、时态的变化，而must只有一种形式。 He had to look after his sister yesterday.3）用于否定句时，must的否定式是“决不可、禁止”的意思，而have to的否定式（dont have to或do not have to）是“不必”的意思。两者在意义上有较大的差异。若要表示“不必”这个意思，还可用neednt。如：You must water the flowers, but you neednt do it at once. 你必须浇花，但不必马上浇。I dont

29、 have to (neednt) but a new bike. 我不必买新的自行车。 You dont have to tell him about it. 你没有必要把此事告诉他。 You mustnt tell him about it. 你一定不要把这件事告诉他4.) must还可表示“肯定、必定”等表猜测的意思，have to则没有这种用法。如：She is not here. She must go away.她不在这里，肯定走了。The bananas are black. They must be bad. 香蕉发黑，肯定坏了。作业设计1完成课课练上本课时的作业2. 复习巩固

30、musthave to的用法 教学反思 总 课 题8B Unit 4 A good read总课时8第 5 课时课 题Integrated skills课型New教学目标Learn about J.K.RowlingLearn useful information from listening.How to borrow a book from a library.教学重难点Learn useful information from listening.学法指导Task-based method, practice method, situational method 教具准备A tape r

31、ecorder, Blackboard; Multi-media教学步骤二次备课 Step 1. Lead in1. Communicate with students Have you read any books recently?What is the name of the book you are reading?What do you think of this book?2. Turn to page 57 and see what types of books the Class 1, Grade 8 students have read.Step 2. Listening1.

32、 Read part A1 quickly. Before listening, look at page152 and find out the Chinese names of the books in PartA1. Then tell me what types of books they are.2. Listen to the tape and match each student with the type and name of the book theyve read.3. Play the tape again, then check answers.4. Ask: Whi

33、ch two books are novels?Who has read the same type of books as Millie?Step 3. Presentation1. Show pictures of Harry potter and ask:What do you know about this boy?Who is he?Is the main character in this book?Who is the writer?What types of books are they?2. Introduce J.K. Rowling and her book.Step 4

34、. Listening1. Listen to Part A2, and write down the information about the writer.2. Listen again and write down information about Harry Potter series.3. Check the answers and read after the tape.Speak up: I want some history booksWhen we borrow books from the library, we must know:3. How many books

35、we can borrow at a time.4. How long we can keep the books.5. Return the books on time.6. Take good care of the books.7. If we want to keep the books longer, we must renew them.Listen to a conversation between Daniel and Mrs li, the school librarian. And then answer these questions. How many books ca

36、n Daniel borrow at a time? How long can he keep the books? How can he renew the books?Activities1. Work in pairs. Role-play Daniel and the school librarian.2. Act the dialogue out.3. Suppose youre in a gym. Make a new conversation using Part B as a model. S1: Excuse me, I want to borrow some basketb

37、alls, but I dont know where to find them. S2: Dont worry. You can look at the shelf over there. S1: Thank you. How many basketballs can I borrow at a time? S2: You can borrow five for each class.Howework:1. Remember new words and phrases.2. Recite “ Speak up”3. Finish off the exercise books.4. Previ

38、ew Study skills. 作业设计1. Remember new words and phrases.2. Recite “ Speak up”3. Finish off the exercise books.4. Preview Study skills.教学反思 总 课 题8B Unit 4 A good read总课时8第 6 课时课 题Speak up & Study skills课型New教学目标Learn the use of transitional words.教学重难点How to use the transitional words in the article c

39、orrectly学法指导Task-based method, communicative method, practice method 教具准备Blackboard; Multi-media教学步骤二次备课Step 1. Presentation1. To improve your writing, you need to make sure that your ideas, both in sentences and paragraphs, stick together and have coherence. One way to do this is to use transitiona

40、l words or phrases that bring ideas together.2. Ask Ss to read Page 59. Introduce the use of transitional words.3. Transitional words: after; by the time; as; soon; when, then; and; either; but; Step 2. Practice1. Read Sandys article and underline the transitions.2. The use of transitional words.Rea

41、sons: because Examples: for exampleTime: after and when Progressive: and/also/moreover3. Explain the difficult words.Homework:1. Recite new words.2. Master the use of transitional words and phrases.3. Preview Task.作业设计1. Recite new words.2. Master the use of transitional words and phrases.教学反思 课 题8B

42、 Unit 4 A good read总课时8第 7课时课 题Task 课型New教学目标1. To learn about Millies reading habits and learn to talk about Ss own reading habits. 2. To learn how to write a report on students own reading habits.教学重难点学法指导过程性写作教学教具准备Blackboard; Multi-media教学步骤二次备课 Step 1 Lead-inFree talk: Talk about the reading ha

43、bits with studentsStep 2 Learn and practicePre-writing (15 mins)(1)Dialogue: Ss make a survey on their own reading habits (2) Ss go through the text about Millies reading habits and fill in the formTime spent in reading every weekWhat to readWhere to get the booksWho to share books with How reading

44、helps her Para 1 : Time spent on books& her favorite books Para 2: Where to get books/ Who to share books with Para 3: How books can help (3) Ss read the passage and work out the useful expressions and transitions Ask them bring in more phrases and transitions by brainstormingStep 3 While-writing (1

45、0 mins)1. T shows Ss the criteria.1. One idea per paragraph 12. Creative ideas and more details about ones reading habits 33. Variety of sentence structures24. Use transitions to connect the ideas15. Accurate use of grammar, spelling, punctuation and case matters32. Ss write reports on their own rea

46、ding habits according to three key points. Step 4 Post-writing (25mins)(1) T evaluates some students articles as revising models according to the criteria.(2) Self-editing: Ss revise their own articles according to the given criteria.(3) Peer-editing: Ss exchange the article with partner and give advice to each other.(4) Group-editing: Ss (4 in a group) discuss their articles and choose the best one to share in class.Step 5 Conclusion and homeworkSs improve and rewrite their articles based on the feedback they get in class.作业设计、 完成作文。、 完成相关练习。 、 熟读范文，记忆重点词汇和句型。教学反思 总 课 题8B Unit 4