八年级英语下册 Unit 4 A good read教案 （新版）牛津版-（新版）牛津版初中八年级下册英语教案.doc

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 and 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 unit
1.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 Daniel’s favourite 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，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.
4．I often read 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 can't 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 book. It is very interesting.
三、选择
( )1. The shelf is so high that the little boy can't 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
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 details;
学法指导
Task-centered approach
教具准备
Blackboard; Multi-media
Ⅰ. Lead-in
Show pictures of different famous novels.
[Purpose: Encourage students to read more books and try to lead them to express their opinions in English.]
Ⅱ. Reading Comprehension
Pre-reading
1. Show pictures and teach the new words .
2. Show the 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-reading
Step 1
1.Para. 1Read and answer.
[Purpose:1.Arouse students’interestin reading the story.]
Para 2
① T or F
② Imagine
If you are Gulliver, how will you feel and what will you do?
[Purpose: Knowing the story’s setting. Train students’ divergent thinking.]
Para 3
① Answer a question.
② Imagine.
If you see such a small man, how will you feel? What will you do?
[Purpose: Help Ss get familiar to the story’s characters. Train students’ divergent thinking. ]
Para4
① Answerquestions.
② 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
① Finish the flow chart and say it into sentence with actions.
② Have a discussion after reading Para.5.
[Purpose: Understand the actions of Gulliver and tiny men better. Teach students some reading strategies.]
Step 2
1. 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-reading
What do you think of Gulliver?（I think Gulliver was……because he……）
What do you learn today?
[Purpose: Ss summarize what they’ve learnt. Help students realize how important it is to respect others and communicate with each other.]
Ⅲ. Homework
1. Write a short passage to present Ss’ ideas.
(If Gulliver could run away, what would he do?If Gulliver couldn’t run away, what would happen next?)
2. Read the book of Gulliver’s 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 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. Game: Miss Yang says…
Have 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.
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’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.
(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) In the eyes of tiny men, what did Gulliver’s 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.
Step 3 Rewriting
Rewrite 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 Gulliver’s 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.
Homework
Read Gulliver’s 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
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 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 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 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 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 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（don’t 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needn’t。如：
You must water the flowers, but you needn’t do it at once.
你必须浇花，但不必马上浇。
I don’t have to (needn’t) but a new bike. 我不必买新的自行车。
You don't have to tell him about it. 你没有必要把此事告诉他。
You mustn't 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must\have 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.Rowling
Learn 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 recorder, Blackboard; Multi-media
教学步骤
二次备课
Step 1. Lead in
1. 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. Listening
1. 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 they’ve read.
3. Play the tape again, then check answers.
4. Ask: Which two books are novels?
Who has read the same type of books as Millie?
Step 3. Presentation
1. 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. Listening
1. 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 books
When we borrow books from the library, we must know:
3. How many books 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 can Daniel borrow at a time?
How long can he keep the books?
How can he renew the books?
Activities
1. Work in pairs. Role-play Daniel and the school librarian.
2. Act the dialogue out.
3. Suppose you’re in a gym. Make a new conversation using Part B as a model.
S1: Excuse me, I want to borrow some basketballs, but I don’t know where to find them.
S2: Don’t 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 Preview 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 correctly
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. Presentation
1. 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 transitional 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. Practice
1. Read Sandy’s article and underline the transitions.
2. The use of transitional words.
Reasons: because Examples: for example
Time: after and when Progressive: and/also/moreover
3. 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 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 Millie’s 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-in
Free talk: Talk about the reading habits with students
Step 2 Learn and practice
Pre-writing (15 mins)
(1)Dialogue: Ss make a survey on their own reading habits
(2) Ss go through the text about Millie’s reading habits and fill in the form
Time spent in reading every week

What to read

Where to get the books

Who to share books with

How reading 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 brainstorming

Step 3 While-writing