资源简介

(共23张PPT)
Unit 8
Have you read Treasure Island yet
Section A Reading
By Li Zhitao
core competency goals
Robinson’s new life on the island.
Robinson saved Friday.
Tips: The first sentence and the last
sentence in each paragraph
may help you.
Activity 1: Skim for the main idea and match.
Q1: What did he have when
he arrived on the island
He had nothing.
Activity 2: Read Para. 1 and answer the questions.
hopeless
afraid
Activity 2: Read Para. 1 and answer the questions.
Q2: If we come to an island, what do we need
food
fire
house
water
…
Careful reading
Activity 2: Read Para. 1 and answer the questions.
living needs
safety needs
Q4: What did Robinson Crusoe
wait for
He waited for another ship.
Activity 2: Read Para. 1 and answer the questions.
Q5: If the ship didn’t come,
would he give up
No.
with hope
Activity 2: Read Para. 1 and answer the questions.
A. Where there is life, there is hope.
B.Rome is not built in a day.
Where there is life, there is hope.
full of hope
The time order.
Q1. In what order(顺序) is this paragraphorganized
(组织)
Tips：
Pay attention to the time and verbs.
Activity 1: Read Para. 2 and find out what happened.
Activity 1: Read Para. 2 and find out what happened.
A few weeks ago
Not long after that
After that
Then
Finally
found…
saw…kill…
died…
ran towards…
helped…kill…
named…
taught…
Why did Robinson name him Friday
Why did a gentleman kill them
How did Robinson know the day correctly
Survival of the fittest. (适者生存)
What’s the relationship between them
Friday is a _________ to Robinson.
student
servant (佣人)
helper
friend
family
Guess:
What was the first word that Robinson taught Friday
kneel down (跪下)
Master.
Activity 2: Read Para. 2 and guess the relationship.
social (社交) needs
esteem (尊重）
needs
Activity 3: Taste personalities.
What do you think of Robinson Crusoe
eg. I think he is … because…
Responsible
Outstanding（优秀的）
Brave
Independent（独立的）
Never give in(屈服)
Smart & skillful
Optimistic（乐观的）
Never give up
R
O
B
I
N
S
O
N
Evaluation Stars
Logical contents（句子正确） Good pronunciation（语音） Nice intonation（语调） Wonderful comments（评价）
Activity 4: Story telling (Group work)
Tips: 6 students a group
Every student write about one sentence.
Tell the sentence one by one.
Group leader give marks（分数）.
living (生存) needs
safety needs
social (社交) needs
esteem (尊重) needs
self-actualization (自我实现)

28 years later, an English ship took Robinson and Friday to England. He lived in England and became very rich, getting married and having three children. Friday was always with him.
After his wife died, he went on his trip on the sea and went back to the island with Friday on their way to Brazil
(巴西). Robinson left more people on the island and divide (划分) his island to these people to grow food. He kept the
sovereignty (主权) of the island.
Activity 5: Read the end of the story.
Post reading
The classic book opens another world to us!
Must do: Retell the story of Robinson,and write it down.
Try to do:Read the ending of the book.
Choose to do: Please use your imagination and continue
writing the story.
Homework
Thanks for your listening!Unit 8 Have you read Treasure Island yet 教学设计
学科 英语 年级 八年级 课型 新授课 设计者 李志桃
课题 Unit 8 Have you read Treasure Island yet 课时 第二课时
课标要求 本单元以“文学和音乐(Literature and music)”为话题，属于新课标中“人与社会”范畴内“文学、艺术与体育”主题群中的“中外影视、戏剧、音乐、舞蹈、绘画、建筑等艺术形式中的文化价值和作品赏析，优秀的艺术家及其艺术成就”子主题内容。通过谈论文学作品和音乐，学生需学会陈述个人对所列书籍或音乐的看法和喜好，并能简单表达自己的观点或好恶，从而提高学生的审美观和阅读的积极性，感受文学作品和音乐中的美和内涵，提升对文学作品和音乐的欣赏品味。
教材分析 本单元谈论名著、名曲、名人，这些是青少年学生喜爱的话题。通过谈论最近发生的时间或经历，熟悉和体会现在完成时的定义、结构、句式和用法，学会表达对各类书籍和音乐的喜好及其原因。3a-3c是Section A 的阅读模块。选取了《鲁宾逊漂流记》的片段、活动3a要求学生带着问题阅读文章，从文中获取信息。3b引导学生关注语言细节，借助所提供的关键信息，尝试从稳重找出符合描述特征的事物。3c要求学生在理解的基础上修正信息，以加深对文章的印象。What：文章讲述了鲁滨逊流落荒岛上的求生实践以及拯救“星期五”二人见面时的情景。Why：通过讲述鲁滨逊的漂流故事，引导学生学会欣赏文学名著。How：通过使用现在完成时为主的时态讲述主人公鲁滨逊流落荒岛的经历；以时间为线索，以具体动作为载体，串联起罗宾逊荒岛求生，偶遇星期五的经历。
学情分析 在认知基础方面，八年级学生经过多年的英语学习，有较强的模仿能力，也具备了一定的英语听说读看写技能。在学习基础方面，本单元的主体涉及英语文学作品、西方音乐类型，学生有可能在这方面的信息储备不足，有一定的难度，教师在教学过程中需要适当添加背景介绍。
核心素养目标 语言能力：能够在文本创设的情境中，正确使用所学生词和过去进行时，以读、说等方式理解和表达已经发生的事情；通过略读、泛读等技能，提高学生的阅读理解能力；文化意识：能够从主人公身上学到乐观向上、勇敢坚韧、永不放弃的精神，认识到学习一定生活技能的重要性； 思维品质：能够在老师的引导下，通过思维导图、课堂讨论等活动，理清文章内容脉络和时间顺序，提高思维的深刻性和批判性；学习能力：能够通过阅读《鲁滨逊漂流记》片段，保持英语学习兴趣；通过略读、寻读等阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能够通过多种渠道学习英语。
教学重点 体验和感悟现在完成时的运用，并初步了解《鲁滨逊漂流记》这部文学作品的主要内容；
教学难点 理解鲁滨逊的荒岛上与Friday在一起的情感变化；
教学方法 任务学习法 情景交际法 讨论法
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
Step 1. Lead in Greeting.2.Present a picture about an island.Then ask students:T:would you like to spend your vaction on this island Sa: Yes.T:Suppose you are going to stay there for 10 years,do you still want to go there why 导入文章main character. Have a look and think。根据老师所抛出的问题进行回答。了解背景知识。 利用视频导入，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。
Part 2：Pre-reading. 1.Teacher ask students to know the learning aims of the class.2.Teacher asks students to think and watch the video. Know something about Robinson’s information. Reading the learning aims and watch a short video，then ask teacher’s questions. 通过读前学习，预测任务活动，使学生对即将所学习的文本内容有所了解。
While-reading. 1.Fast reading：Learn about the story of Robinson on the island.Read the passage quickly and find out the main idea of each paragraph in this passage.Para 1. Robinson tried to live on the island.Para 2. Robinson saved Friday.2.Detail reading about para1Q1:What did he have when he arrived on the island Ss:He had nothing.Q:How did he feel at that time Ss:He feel afraid/hopeless/lonely.Q2:Let’s imagine if we come to an island ,what do we need Ss:Food water house clothesQ3：let's think about: did Robinson have these things And what did Robinson have now let’s see and try to find out what did they find on the island ？Ss:No.He find many things he can use.Teacher give students 2 questions again to find the answersQ4:What did he wait for how did he feel at this time S:He wait for another ship.S:Maybe he feel alone. S:He wait for people to help him and a ship to other place.Q5: If the ship didn't come,would he give up What did he say to himself S: No,of course not.S:He says although I have lost everything.I have not lost my life.(From nothing to having a new life, Robinsin’s emotion has from hopeless to full of hope for his life.)3.Detail reading about para21.Watch a short video about cannibals、Friday and Robinsin.Q1:In what order is this paragraph organized (Tips:It's very important to pay attention to the time and verbs.)Let’s try to finish the timeline .And try to find out what happened.A:a few weeks ago, what happened B:Not long after that,what happened C:Now,what happened D:why did gentlemen kill Cannibals ………Ss:Because he want to save the Friday.If he didn't kill the cannibals, what happen if he didn't kill the cannibals,Robinson carouse and Friday all will die .-- survival of the fittest ...E:Why did Robinson named him Friday Ss:Because the day I meet him.F:What's the relationship between them Ss:Friday is a student to Robinson and servant ,helper, family and friend.（Friday is kneeling down before Robinson,so when Robinson need Friday the social needs.,and Robinson is the master of the Friday he had the esteem needs. ）Summary:What do you think of Robinson(together)we can say Friday is independent because he only depended on himself, he is so optimistic he never give up and never give in and smart and skillful. see, that's the true meaning of his name. 3.Group workwork in six and every student write about one sentence, tell the story one by one group leader write the comments. so pay attention to the logical contents and wonderful comments when we read the story pay attention to the pronunciation and inter-nation. five minutes for you.在学生展示环节，教师设计了产出活动的四个评价维度，并且体现教学评一体化. Reading quickly and skim for the main idea of each paragraph. Give students time to read again and answer.(Try to think of Robinson’s mix feelings )This kind of brainstorm activity can make students think of more words,such as :house water food fire…Ss think:He could cut tree in order to built a house ,use tools to growfruit and vegetables; he could use the boat to travel in the sea..Read the para1 and find the answers quickly with the questions.Then answer teacher’s questions bravely.During learning ,students must pay attention to the feelings of Robinsin’s emotion ChangesRead and find the time quicklyRead and think wisely.Find the answers as quickly as possible,tell the teacher answers bravely.Understand the social needs and esteem needs.此处又是情感和人生导向的升华部分，让学生从这堂课中能够清楚的认识到自己的价值以及生存的能力。Summarize the spirit of Robinson with the teacher together.Self-learning and discussion.Students cooperate and help each other. Let students read the first or last sentence.Develop the reading skills and habit。引导学生与文本对话，从字里行间分析人物性格特征，加强理解。Teacher lead students to think ，so we can say with the food and drink, Robinson had the living needs. With the knives and guns, he had safety needs. （此处渗透了情感教育，体现了英语新课标中思维品质的培养，思维品质的提升有助于学生学会对事物做出正确的价值判断。）Short video can make students understand easily.Timeline also can get information easily.根据时间线索的提示，让学生抓住关键词，能够理解篇章的意义，并能够重述故事情节。体现了英语新课标的总目标中发展语言能力，学生能够在感知、体验、积累和运用等语言时间活动中，积累语言经验。通过问题启发学生进行深入思考，学习主人公乐观向上、勇敢坚韧、永不放弃的精神，并能主动认识到学习一定生活技能的重要性体验成就感，发展合作精神。
Part4 post reading Survival of the fittest.Life is full of the unexpected. You can experience: there are more ways than difficulties.The importance of learning living skills. 跳出文本，发散思维，寻找与主人公具有同样精神的人物，拓展视野.
Part 5：Homework Must do: Retell the story of Robinson and write it down.Try to do:Reading the ending of the book. Choose to do：Please use your imagination and continue writing the story. Do it carefully. 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计 Unit 8 Have you read Treasure Island yet (Section A 3a-3c)
教学反思 本节课学生能通过时间线表格清晰梳理“搭建住所”“驯养山羊”等事件，但部分学生停留在勇敢坚强等笼统评价，导致学生难以从语言层面切入分析。
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