牛津译林版英语8B-Unit-4--A-Good-Read-L2-Reading-(I)-教案.doc

英语（八年级下册）
Unit 4 A good read
Reading (I)
I. Teaching aims and learning objectives
By the end of the lesson, the students should be able to:
1. understand the extract from Gulliver’s Travels with the teacher’s help;
2. understand the possible theme of the story;
3. learn how to read a novel and develop a love for reading.
窗体顶端
窗体底端

II. Teaching contents
1. New words and phrases: against, tie, over, stomach, until, finger, tiny, continue, either, manage, lift, army, must, unable, shoulder, by the time, be tired out, be tied to, look down, the same size as, fall over, continue doing sth., manage to do sth., a huge army of
2. New structures: After our ship crashed against the rocks, I swam as fast as I could.
I woke up as the sun was rising.
It moved up over my stomach and neck until it was standing near my face.
However, they soon got up again and continued moving across my body.
I tried to pull one hand free and finally managed to break the ropes.

III. Focus of the lesson and predicted area of difficulty
1. To get a full understanding of the whole story.
2. To analyze the possible theme of the story.

IV. Teaching procedures
Step 1 Lead-in
1. An introduction to Gulliver’s Travels
(1) The teacher asks the students some questions about reading.
a. Do you like reading in your free time?
b. What kind of books would you like to read best?
...
(2) The teacher introduces the novel Gulliver’s Travels and its author to the students with the help of pictures.
2. Look and answer
The teacher shows students a picture and asks: What catches your eyes most in the picture?
The possible answer can be: What impresses me most is the characters’ sizes: the huge Gulliver and the small men
【设计意图：介绍作品与作者，根据小说篇名预测书中主角，并通过图片使学生认识到故事人物视觉形象上的强烈冲突。】

Step 2 Understanding the whole story
1. Paragraph 1
The teacher asks the following questions to help the students understand this paragraph:
(1) What do you think of Gulliver in this paragraph, lucky or unlucky? Why?
(2) What did Gulliver do to save himself?
(3) Can you ask some interesting questions about “our ship”?
(4) Do you think this beginning of the novel is a good one? Why?
【设计意图：问题1-2指向小说设置的情景分析。问题3-4的设计用于欣赏故事开头——一个好的开篇是一部优秀小说的必备要素。】
2. Paragraph 2
(1) What do you think of Gulliver’s sleep in this paragraph, good or bad? Why?
(2) Some people think “the sun was rising” tells readers more than “time” itself. Do you agree? Why?
(3) How did Gulliver feel when he found himself tied to the ground?
(4) What might Gulliver wonder?
【设计意图：对问题1-2的分析旨在培养学生多角度理解文本的能力；借助对标点符号“！”的分析，帮助学生更好地了解了主人公的心理，而最后一个问题的设问则有助于培养学生基于文本的想象力。】
3. Paragraph 3
(1) How did Gulliver feel about his leg?
(2) What is “it”?
(3) Why did the writer use “something” and “It” instead of “someone” and “He”?
(4) How small the man is?
(5) Why not cut out the sentence below? Why?
He was the same size as my little finger!
(6) How did Gulliver feel by asking the following questions?
(7) Can you ask more questions like these?
【设计意图：问题1-3理解文本恰当的用词，问题4-7赏析小说语言。充满画面感的句子把“大”与“小”的关系表现得淋漓尽致。无论是之后的仿写，还是仿问，都致力于培养学生的想象力。】
4. Paragraph 4
(1) Who do you think is more powerful, Gulliver or small men?
(2) Why did Gulliver shout at the small men, for fun or for safety?
(3) Can you imagine how loud the noise was?
【设计意图：文本深层分析。Gulliver力大无比，却形单影只；Small men个头微小，但团结好战。通过对loud noise的想象，培养了学生抽象与形象转化的思维方式。】
5. Paragraph 5
(1) Did Gulliver talk to the small men successfully?
(2) What do you think made them fail to communicate?
(3) How did they fight against each other?
(4) How did Gulliver feel at that time?
(5) How do you understand the word “army”?
(6) How do you feel after you read the last sentence of the extract from the novel?
【设计意图：问题1-4对交流失败原因的探究与剖析，有利于培养学生多层次地分析问题的能力。问题5对小说用词的分析，有利于学生更好地理解文学作品的内涵。好的故事（节选）结尾如同好的开头一样重要，问题6引导学生去读、要读、乐读。】

Step 3 Discussion about the theme of the story
T: Gulliver’s Travels is a great book full of amazing adventure stories. “Conflict” is one of its possible themes. Now let’s discuss how the writer described the conflicts in the following aspects: characters, plots and settings.
设计意图：对小说主题的探讨与分析既能加深学生对作品本身的理解，更能激发学生对文学作品的热爱之情。以下三个步骤分别围绕人物、情景和情节逐个分析，起到回顾整篇课文并加以巩固之效。】
1. Characters
Students discuss the conflict about characters from these two aspects: size and number.
【设计意图：小说人物设计冲突分析。】
2. Settings
Paragraph 1: The students are expected to understand that Gulliver was a survivor in an unknown place. However, the local small men were living in a familiar place—their hometown.
Paragraph 2: The students are expected to understand that Gulliver was trapped and the small men were free.
【设计意图：小说情景设计冲突分析。】
3. Plots
Gulliver and the small men met three times in the story. The teacher encourages the students to point out their different behaviors in each round with the help of pictures.
When the students are doing the task, they are also advised to think about Gulliver’s different feelings and thoughts in different periods of the story.
【设计意图：小说情节设计冲突分析。】

V. Homework
As the saying goes, “There are a thousand Hamlets in a thousand people’s eyes.” After class, write your own understanding about some words from the extract, and share it with your good friends.

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