8BUnit4ReadingI教學(xué)設(shè)計(jì)Teachingobjectives:1. Knowledgeobjectives:(1)Tolearnthenewwordsandexpressionsinthestory;(2)Tounderstandthegeneralideaofthestory.2. Abilityobjectives:(1)Toimprovetheabilityofstoryreadingandpayattentiontotheplotofthestory.(2)Toanalyzethecharacteristicsandemotionofthemaincharacters.(3)Toretellthestorybyaskingquestionscreatively.3. Valueobjectives：(1)Toarousethestudents'interestinreadingclassics.(2)Tobebraveandoptimisticwhilemeetingdifficulties.Teachingkeypointsanddifficultpoints:1.Togetafullunderstandingofthewholestory.2.Toanalyzethepossiblethemeofthestory.Teachingmethods:Task-basedteachingmethodTeachingProcedures DesigningaimsStep1Lead-inWatchashortvideo:JourneytotheWestT:Doyouknowwhat'sthenameofthemovie?Ss:西游記！T:Yes,it'sfromoneofChina'sfourgreatclassics.Doyouenjoyreadingit?Ss:Yes!T:Whichcharacterdoyoulikebest?Andwhy?S1:IlikeSunWuKongbestbecausehehasmuchmagicpowerandheisverybrave.S2:....T:InthewesttherearealsosomeworksasfamousasJourneytotheWest. 以《西游記》導(dǎo)入新課，激發(fā)學(xué)生的興趣，為呈現(xiàn)閱讀文本做好鋪墊準(zhǔn)備。Step2:Introduction1.ShowthepictureandaskWhatstoryisthepictureabout?Whoisthemaincharacter(主角)ofthestory?Whatdoesthemaincharacterlikedoing?2.ShowsomebackgroundinformationofthebookJonathanSwiftwasthewriterofthestory.HewrotethestoryinEngland.ThenoveltellsusGulliver’samazingadventuresinsomecountries,includingLilliput(小人國(guó)),Brobdingnag(大人國(guó)),Laputa(飛島國(guó))andHouyhnhnms(智馬國(guó)). 通過呈現(xiàn)格列佛游記的圖片導(dǎo)入閱讀材料，給學(xué)生提供與閱讀文本的相關(guān)信息，鼓勵(lì)他們進(jìn)行猜測(cè)與聯(lián)想，既能夠激發(fā)他們對(duì)閱讀文本的興趣又能夠了解其背景信息，為接下來的閱讀做好鋪墊。Step3ReadforGistFiveelements(五要素)：WhendidGulliverwakeup? WherewasGulliverthen? WhodidGulliverseeonthebeach? WhatdidthetinymendotoGulliver? HowdidGulliverfeelattheendofthestory? Readthepassageandfillintheform 通過在表格中填寫有關(guān)who，when,where,what,how的信息框架，幫助學(xué)生了解故事的大意，從整體上把握閱讀文本，為接下來的細(xì)節(jié)閱讀奠定基礎(chǔ)。Step4ReadforDetailsTask1：ReadPara.1andanswerthefollowingtwoquestions:(1)WhatdidGulliverdoaftertheirshipcrashedagainsttherocks?(2)WhydidGulliverfalldownonthebeach?Task2：ReadPara.2carefully,judgeTofF(1)WhenGulliverwokeup,itwasalmostevening.(2)SomeonetiedGulliver’sarms,legs,andhairtothegroundTask3：ReadPara.3andanswerthefollowingquestions:(1)Howbigwasthesmallman?(2)Ifyouseesuchasmallman,whatwillyousaytohim?Task4：ReadPara.4andanswerthefollowingquestions:(1)Whydidthetinymenallfallover?(2)WhydidGullivershoutatthem?(3)DidtheycareaboutGulliver’sshout?(4)Whatdoyouthinkofthetinymen?(5)Ifyouaretinymen,whatwillyoutalkabout?Task5：ReadPara.5andcompletetheblanks 根據(jù)不同段落，提供給學(xué)生不同閱讀任務(wù)，從各個(gè)方面來鍛煉學(xué)生的綜合語言運(yùn)用能力，使學(xué)生加深對(duì)故事情節(jié)和故事人物的理解，在提升語言運(yùn)用能力的同時(shí)，也讓學(xué)生在閱讀中感受文學(xué)名著語言的魅力。與此同時(shí)通過小組成員之間互相合作，既降低了難度節(jié)約了時(shí)間又讓學(xué)生體驗(yàn)到了與人合作的快樂。Step5GroupactivityGroupsoffour,retellthestoryPara.1swam-tiredout-felldown-wenttosleepPara.2wokeup-couldnotmove-betiedPara.3-4felt-lookeddown-saw-shouted-moveup-startedclimbing-fellover-continuedmovingPara.5couldn’tunderstand-managedto-lifted-lookeddown-begantalking-began… 這個(gè)故事接龍的活動(dòng)其實(shí)是對(duì)閱讀文本的復(fù)述，學(xué)生可以根據(jù)文本的內(nèi)容和自己的想象以及小組成員的合作來完成這個(gè)任務(wù)。復(fù)述故事的過程中，不僅用到閱讀文本中的語言，更多的是用自己的語言將故事完整的表述出來。Step6LiteratureAppreciationDiscussionWhichcharacter(角色）hasinterestedyoumost?Why?Gulliver：brave，calm，lucky，friendly，kind...Tinymen:cooperative（合作的）,clever，brave...IthinkGulliverwas...becausehe...Ithinktinymenwere...becausethey... 讓學(xué)生談?wù)撟约簩?duì)閱讀文本中人物的喜好。通過這樣的語言輸出環(huán)節(jié)，達(dá)到語言綜合運(yùn)用的目的，體現(xiàn)了英語新課標(biāo)當(dāng)中的用英語做事情的理念。Step7ExtendedactivityT：Booksareourfriends,theyaretreasuresofhumans.Weshouldlovereading,weshouldlovebooks.Bookswithoutborder(國(guó)界).Andreadingmakesafullman. 號(hào)召學(xué)生熱愛閱讀，珍愛書籍，人類共有的財(cái)富。同時(shí)鼓勵(lì)學(xué)生通過閱讀文學(xué)作品來充實(shí)自我，提高自我。Step8Homework1.Writeashortpassageaboutyouridea.CouldGulliverrunawayatlast?（1）IfGulliver