Unit4AgoodreadReading(2)一、教學目標1.掌握本課重點詞匯：against,tie,over,stomach,until,finger,tiny,continue,either,manage,lift,army,must,unable,shoulder,betiredout,betiedto,fallover2.掌握本課重點句型：Afterourshipcrashedagainsttherocks,IswamasfarasIcould.Iwokeupasthesunwasrising.Itmovedupovermystomachandneckuntilitwasstandingnearmyface.However,theysoongotupagainandcontinuedmovingacrossmybody.Ididn’tknowwhattosayeither.Itriedtopullonehandfreeandfinallymanagedtobreaktheropes.Gulliverfoundhimselfunabletomove.3.通過深入閱讀，正確使用語言點，并復述故事。4.學會在閱讀中思考，養成良好的閱讀習慣。

二、教學重點及難點重點：1.通過深入閱讀，正確使用語言點，并復述故事。2.學會在閱讀中思考，養成良好的閱讀習慣。難點：用自己的話復述故事。四、教學過程Step1Revision1.Reviewthestorylastclass.【設計意圖】帶領學生回憶所讀故事。Step2Pre-readingFocusonfivemainpointsofastory:who,when,where,whatandhow.【設計意圖】引導學生讀小說時，關注who/when/where/what/how，以此來把握故事脈絡。Step3While-reading1.Readthestoryandfindoutthefivepointsfromit.Thenfillintheform.【設計意圖】讓學生了解事件的五要素，使其對文章有整體的把握，幫助他們梳理故事情節。2.ReadPara.1.Answerthequestionsandlearntheusageof“as+adj./adv.+as”.【設計意圖】通過問題鏈的形式帶領學生一步步深入思考，并深刻理解as+adj./adv.+assb.can/could=as+adj./adv.+aspossible的意義和用法。3.ReadPara.2.Answerthequestionsandlearntheusageof“tie”.Thendothefurtherthinking.【設計意圖】通過語境，理解tie的意義和用法。同時，引導學生繼續深入思考。4.ReadPara.3.Answerthequestionsandlearntheusageof“thesame+n.+as”.Thendothefurtherthinking.【設計意圖】通過一步步追問，幫助學生理解thesame+n.+as…的意義和用法。同時，引導學生繼續深入思考。5.ReadPara.4andanswersomequestions.Thendothefurtherthinking.【設計意圖】通過一步步追問，引導學生深入思考，發表自己的看法。6.ReadPara.5.ComparethesmallmanwithGulliverandsummarizetheusageof“manage”.Thendothefurtherthinking.7.ImaginewhetherGullivercouldrunawayfromthematlast.【設計意圖】通過一步步的問題引導，鼓勵學生大膽思考，走進故事情節，體會人物感受。在培養學生深層次理解文本能力的同時,在語篇情境中教授、學習目標語言點。Step4Post-reading1.Retellthestoryintheperspectiveofasmallman.Wecannamethestory“AhugemaninLilliput”.Wemaybeginlikethis:Aftertherainstorm,I...onthebeach.Suddenly,Ifoundsomethingstrange...【設計意圖】以小人國人物的角度來復述故事，提升了學生運用語言的能力，避免了背誦課文的單調與乏味。所提供的關鍵詞，為學生復述搭建了腳手架，也是多角度閱讀輸入后水到渠成的輸出。2.Imagine:WhenGulliverwokeup,hefoundhimselfinanothercountry.Thenwhathappenedtohim.Brobdingnag.Thepeopletherewerethesamesizeasthetallbuildings.Gulliverwasthesamesizeastheirlittlefinger.WhatwillhappentoGulliverlateron?Itistimeforyoutoreadandfindout!Andtherearemanyamazingplacesinbooks.Sparesometimetodosomereading,andIamsureyouwillhaveawonderfultravelintimeandspace!【設計意圖】讓學生用本課所學知識點來講故事，訓練了學生的現象力、創造力。簡要呈現小說中的其他精彩情節，從而引發學生的閱讀興趣。Step5SummarySummarizewhatthey’velearntthisclass.Step6Homework1.ReadGulliverinLilliputandretellthestoryintheirownwords.2.ReadthesimplifiedEnglishversionofGulliver’sTravelandtrytounderstandwhatwouldhappentoGulliverlateron.【設計意圖】復述幫助學生進一步深入理解內容，內化語言和信息。激勵學生課后進行課外閱讀，培養學生熱愛閱讀。五、板書設計Unit4AgoodreadReading(II)Whend