人教版八年级下Unit8阅读部分教学设计

铁一中分校 陈婉莹

skills Unit 8 Have you read Treasure Island

yet? b) To practice vocabulary related to

books Topic: A passage based on Robinson

c) To learn some literary facts Crusoe (3a, Section A, Unit 8)

d) To work in a group to exchange and Introduction

Reading has long been an important share opinions part of language teaching and learning. Reading is important because it remains a crucial source of language acquisition, it develops the mind, the imagination, and it increases our understanding of the world. And only when the students have the abilities to adopt appropriate and effective reading strategies while reading, can they read more efficiently. Therefore, for the 8th -graders, developing their reading skills is as important as learning the basic rules, function and grammar of language, and even more important. In this unit, six literary classics are introduced to the students. 3a is a reading passage based on Robinson Crusoe (1719), a famous book written by Daniel Defoe, an English writer. This short passage is aimed to provide reading practice with the target language Present Perfect Tense for the students as well as to encourage them to read classic literature. Through this lesson, the teacher is supposed to work with the students to analyze the skills involved in reading such as predicting, skimming, or scanning, as well as to show them how they can get better at these skills. The teacher also needs to ask comprehension questions and conduct activities that will practice these specific skills. Aims:

a) To develop and practice reading New Lexis: a) from text: ship, sand, land, mark, gun, tool b) Past participles of verbs related to the text Structure: Simple Past Tense and Present Perfect Tense with already and yet Teaching Approach Communicative language teaching Age group The Eighth-graders Language Level A2 +

Time 40 minutes Materials Students’ textbooks Procedure Before the lesson Students are supposed to: a) have read the related vocabulary and passage aloud as carefully and as many times as possible and try to

memorize the new words. b) have finished 3b and 3c on Page 59. c) have read the book Robinson Crusoe if possible. Before Reading 1. Warmer (predicting) 1) Present a picture of Aron Ralston, a mountain climber in Unit 1, and ask the students:

Have you ever heard of this man? Then ask them what they know

about him and encourage them to say more things about him. The answer may go as below:

His arm was caught under a rock that fell on him for 124 hours and finally got out of the situation by cutting off his arm. He stayed alone. No one helped him. He didn’t know whether he could get out of trouble until the last minute.

Then the teacher could say:

And today, we will get to know another man who was in a similar situation for more than 20 years on an island, a famous man in the world literature. 2) Read and guess.

Read an original part from Robinson Crusoe to find more about the book and to practice their oral fluency. \"September 30, 1659.—I, being shipwrecked during a dreadful storm in the offing, came on shore on this dismal, unfortunate island, which I called “The Island of Despair”; all the rest of the ship’s company being drowned, and myself almost dead. Now raise the following question: Who is this? The students may say: Robinson Crusoe.

Then the teacher could say something positive to confirm their answer.

3) Ask a few more questions to generate a discussion:

a) Have you read this book already? b) Who wrote the book? c) What’s it like? d) What’s it about?

e) Why was he on the island?

f) Was it safe and comfortable to live on the island at first? g) If you were alone on an island,

what would you do?

Then the teacher could now move to the next phase by saying:

Let’s see what Robinson Crusoe has done on the island. While Reading

2. Skimming and scanning 1) Skim reading for gist

The students are supposed to read the first paragraph quickly for the first time and ask them to get the main idea of the first paragraph:

He has done a lot to live a safer and more comfortable life. or

Robinson Crusoe’s life on the island

2) Elicit different answers from

students after reading. Simple and incomplete answers are welcome as well as long as they are trying. 3) Scanning for details

The students are supposed to read the passage again to get more specific information from the passage and then ask and answer the following questions in pairs: a) Where is Robinson Crusoe?

b) What has he brought back from

the broken ship?

c) What does Robinson Crusoe wait

for?

d) Why has he cut down many

trees?

e) Why does he go out with his gun

every day?

While the students are scanning, the teacher needs to remind them to ignore the irrelevant parts and locate the specific information. 3. Sequence and retell 1) A short play

Present a picture of Robinson Crusoe

and Friday and the teacher could say something as below to naturally lead to the next part of the class as well as to get the students inspired by having them say something they are familiar with:

• Does Robinson live on the

island alone all the time?

• No? Then who else is on the

island?

• How did they meet?

Then five students will perform a short play about how Robinson met Friday, which makes reading easier and more fun. 2) Sequence

Show the students 5 statements out of sequence. Then tell them to read the second paragraph and try to put the following activities of Robinson in sequence.

a) Robinson saw some cannibals killing others.

b) One of the men ran towards Robinson.

c) Robinson taught him English. d) Robinson found marks of a man’s feet.

e) Robinson saved him and named him Friday.

The right order: dabec 3) Retell the second paragraph

Put students into groups of 4 or 5 to try to retell the second paragraph to other group members according to the following prompts:

marks of a man’s feet- cannibals- killing- a man- ran towards- killed- saved- Friday- because- taught After reading

4. Opinion sharing

1) Instead of asking a typical call-and- response question, an open-ended question to which there is not one

particular correct answer is raised here to encourage the students to share complex, higher-order thinking on the book Robinson Crusoe with others.

• What is Robinson Crusoe like

and why? While the students are discussing, the teacher is supposed to keep the discussion going and give the students help or feedback where is needed as a guiding facilitator rather than a controller.

2) Elicit different answers from the

students to summarize and to evaluate how well they could produce language based on what they have learned.

5. Homework / extension

Students find out and research information about Robinson Crusoe and write a 100-word passage to tell others what they think of the book and what they think of Robinson Crusoe and why. Blackboard Design Robinson Crusoe Daniel Defoe (1719) Why: because of a rainstorm Where: on an island What: has done many things such as… Who: Friday How: saved him from… Robinson’s Personality: