Unit4AgoodreadReading(I)I.TeachingaimsandlearningobjectivesBytheendofthelesson,thestudentsshouldbeableto:1.understandtheextractfromGulliver’sTravelswiththeteacher’shelp；2.understandthepossiblethemeofthestory;3.learnhowtoreadanovelanddevelopaloveforreading.窗体顶端窗体底端II.Teachingcontents1.Newwordsandphrases:against,tie,over,stomach,until,finger,tiny,continue,either,manage,lift,army,must,unable,shoulder,bythetime,betiredout,betiedto,lookdown,thesamesizeas,fallover,continuedoingsth,managetodosth,ahugearmyof2.Newstructures:Afterourshipcrashedagainsttherocks,IswamasfastasIcould.Iwokeupasthesunwasrising.Itmovedupovermystomachandneckuntilitwasstandingnearmyface.However,theysoongotupagainandcontinuedmovingacrossmybody.Itriedtopullonehandfreeandfinallymanagedtobreaktheropes.III.Focusofthelessonandpredictedareaofdifficulty1.Getafullunderstandingofthewholestory.2.Analysisthepossiblethemeofthestory.IV.TeachingproceduresStep1Lead-in1.AnintroductiontoGulliver’sTravels(1)Theteacherasksthestudentssomequestionsaboutreading:Doyoulikereadinginyourfreetime?/Whatkindofbookswouldyouliketoreadbest?/...(2)TheteacherintroducesthenovelGulliver’sTravelsanditsauthortothestudentswiththehelpofpictures.2.LookandanswerTheteachershowsstudentsapictureandasks:Whatcatchesyoureyesmostinthepicture?Thepossibleanswercanbe:Whatimpressesmemostisthecharacters’sizes:thehugeGulliverandthesmallmen.【设计意图：介绍作品与作者，根据小说篇名预测书中主角，并通过图片使学生认识到故事人物视觉形象上的强烈冲突。】Step2Understandingthewholestory1.Para1Theteacherasksthefollowingquestionstohelpthestudentsunderstandthisparagraph:(1)WhatdoyouthinkofGulliverinthisparagraph,luckyorunlucky?Why?(2)WhatdidGulliverdotosavehimself?(3)Canyouasksomeinterestingquestionsabout“ourship”?(4)Doyouthinkthisbeginningofthenovelisagoodone?Why?【设计意图：问题1—2指向小说设置的情景分析。问题3—4的设计用于欣赏故事开头——一个好的开篇是一部优秀小说的必备要素。】Para2(1)WhatdoyouthinkofGulliver’ssleepinthisparagraph,goodorbad?Why?(2)Somepeoplethink“thesunwasrising”tellsreadersmorethan“time”itself.Doyouagree?Why?(3)How