张强-英语-侯雪原(3.doc

A Teaching Design of Grade 7Our animal friends-A blind man and his “eyes” in a fireTileA blind man and his “eyes” in a fireClass TypeReadingCourse BookOur animal friendsGradeSevenTeaching IdeologyAs we know the current theory views reading as an interactive process, which involves not only the printed page but also the readers general knowledge of the world and of the language. The breading materials in the textbook are far from enough in the terms of enriching students mind and broadening their language and cultural awareness. Therefore, extensive reading is necessary to help students become better English readers.In this lesson I will follow the interactive principle and tailor various learning activities based on the three-stage model (pre-reading, while-reading and post-reading). Besides, promoting students development is one of the basic principles of the New Curriculum. Therefore, to help students become more autonomous learners and develop their critical thinking is particularly emphasized in this lesson.Teaching analysisTeaching materialsThis content of this class deals with one of the best animal friends of human beings, dog. The reading material prompts students to think about that dog is human beings kind friend, we should make friends with them. In this reading passage, dogs are no longer merely low-class animals. They are smart, brave and useful friends. It is a bridge for us to join the world of animals and to help the students to get more knowledge.Learning ConditionThe students in this class are Grade Seven students, who have learnt English since primary school. At their present stage of English learning, the English knowledge foundation varies from person to person and thus adds difficulties in the process of teaching. However, most students in my class are easily activated by pictures and sounds, and they like to share their opinions about interesting topics. Therefore, the whole class will be filled with heated discussion and interaction.Teaching Focus and Anticipated DifficultiesTeaching Focus1. Understand the main idea of the passages.2. Think and speak critically about human-pet friendship.Anticipated DifficultiesDifficulty 1: to express ones idea about how to treat animals.Difficulty 2: to understand key expressions.Difficulty 3: to understand difficult sentence in the passage.Learning ObjectivesLanguage Knowledge and SkillsAfter this class, students are able to1. Understand the new words and expressions in the text;2. Get the main idea of each paragraph;3. Enrich the words and language phrases about the topic.Learning ability and strategiesAfter this class, students are able to1. Predict the main content according to the title (and the picture in the text);2. Guess the meaning of the new words through the context and by the rule of word formation;3. Talk about their experiences and opinions about the topic.Affects and emotionsAfter this class, students are able to1. Appreciate the contribution of animals to human society;2. Be willing to take a more humanist approach to animals;3. Have a higher standard of morality and ideology.Teaching MethodsTeaching theory: learner-centered1. Communication method;2. Task-based method;3. Some reading methods: prediction, scanning, skimming, and intensive reading.Teaching AidsPPT: to present information vividly and effectively.Blackboard: to draw the attention to some important points.The video: to arouse students interest.Teaching Procedures & Class ActivitiesStudents ActivitiesTeachers RolesPurpose of the designStep 1leading inGreeting.Guess riddles.A. Greeting.B. Show the riddles.C. Show a funny video about dogs.1. Warm up.2. Create pleasant atmosphere.Step 2Pre-readingWatch a funny video about dogs, and then answer some Wh-questions in students own words.A. Show the video.B. Provide the students with Wh-questions and lead the students to answer.1. Lead in the topic for this lesson.2.This step is designed to lessen their difficulties while reading the passage.Step 3While-readingTask;1. Read the passage and reorder the sentences2. Answer the questionsA. Ask the students to read the passage.B. Show some sentences to the students and ask them to reorder.C. Show the questions;(A) What is the story about?(B) When and where did the story happen?(C) Who are the main characters of the story?(D) How did the blind man survive the fire?(E) Who saved John Dancer in the end?D. Give comment and encouragement.This step is designed to help students grasp the main idea of the story. Sentences arrange is used to help students get the details from the text. Short answers check their ability to make inference from words.Step 4Post-readingTask:Discuss in groups.Ask the students to discuss in groups:1. If you were the master, what should you do when you are in the fire with your dog?2. Did John save Charlie or did Charlie save John? Discuss this with your classmates.This discussion will develop students critical thinking about friendship between human beings and animals.Step 5PracticeTask:1. Let them do the practice about the passage.2. Talk about the passage in groups.3. read the passage again and answer some questions.Show the questions on the blackboard:a) What should you do if you were in the fire?b) What do you think of the guide dog?c) Do you want to make friends with Charlie?This stage helps students know more emergency measures about fire and prompts students to think about that dog is human beings best friend.Step 6SummaryTask;Discussion: What kind of emergency measures you may dope out when you are in the fire?Show some pictures about the scene of the fire.This stage helps students learn some scientific methods about how to survive in the fire.Blackboard DesignA blind man and his “eyes” in a fireHow do dogs help us?1. Help blind people;2. Guard our homes;3. Hunt animals;4. Look for missing people; 5. Look after sheep;6. Catch thieves.What should you do if you were in the fire?1. Put some wet towels along the bottom of the door;2. Get down on the floor;3. Wait for the help of the firemanFeedbackThis lesson tr