牛津沈阳版英语八下Chapter2Blindmanandeyesinfiredramaword教案

1、 chapter 2 blind man and eyes in fire dramareadingi appreciate it that you can spend your time in reading my teaching plan. what i am going to present below is the reading part in chapter two from oxford english 8b of junior high compulsory courses. my teaching design consists of 4 parts.part one: a

2、nalyses and understandings1. the brief but all-round analysis of the teaching materials this chapter is centered on the topic of blind man and eyes in fire drama that links together the different sections of the chapter. we are planning to deal with the whole chapter in 6 periods. this lesson is the

3、 first one. the reading part plays a very important role, which serves to contextualize the vocabulary and languages that are later exploited in the language and other sections. during this period, learners can have a further understanding of the key words, phrases and the usage of pronouns, and mak

4、e sure how to use them freely. at the same time, with the directing of the teacher, learners can grasp the main idea of the article initiatively and know how to get information from this story rapidly and correctly. mastering the key words involved with the topic and a complete understanding of the

5、reading part make good preparation for the following learning parts: listening, language, speaking and writing. the language of the passage is carefully controlled so that new structures and vocabulary are introduced in a systematic manner. most of the new words appear frequently in junior high text

6、books. the passage can help learners know more about how to protect themselves when they are suffering from fire accidents. meanwhile, through the moving story, let the students realize the importance of the harmonious relationship between human beings and animals.2. the objective analysis of the le

7、arnersm. the students in junior two have established a particular ability of reading, speaking, listening and writing. in the period, besides these, teachers should improve the students capability of reading comprehension and self-learning in order to foster their capacities of analyzing and solving

8、 problems. as the learners are growing older and older, they have become more sensitive and shy than before. as a result, they dont like to use english to express themselves and communicate with others because of being afraid of making mistakes.3. the three-dimension teaching goals. knowledge and sk

9、ills: a. learn some key words and phrases related to the topic. b. understand the article and grasp its main idea. ability goals: a. cultivate the learnersreading comprehension and summarizing abilities. b. develop the learners speaking and listening ability by retelling the story of blind man and e

10、yes in fire drama by the students own words. emotional goals: help the students love animals and realize the importance of the harmonious relationship between human beings and animals.4. key and difficult points. teaching important points: a. learn some key words and phrases and related to the topic

11、. b. understand the article and grasp its main idea. teaching difficult points: use the studentsown words to retell the storypart two: strategies1. teaching theories: . the new english course criteria suggest that when learners are reading, teachers should try to create a situation for them to have

12、the feelings of dipping in it. as it is, it is easy for learners to pick up the new words in the situation naturally. therefore, in this period, i try my best to accumulate information so as to create the real situation in which learners are involved. . make sure the class activities are learner-cen

13、tered and instructor-guiding ones. combine the language structures with the language functions. make sure the learners can obtain some moral education while they are learning languages.2. teaching module: inquiry-guiding situation-authenticity involvement-activity 3. teaching methods: interactiongue

14、ssing and induction task-based teaching approachinvolvement, inquiry and cooperation by doing individual, pair and group work.4. teaching resources: course copy everyday life the internet 5. teaching aids: a projector and multimedia the blackboardpart three: teaching proceduresstep 1 greetings greet

15、 the whole class as usualstep 2 revision and leading-in .do the quiz with the students to identify the five senses by using pictures on the screen.show another picture of a blind man and ask the students if he has all the five senses. let the students realize the life to him is very difficult. .ask

16、the students if the man is trapped in a burning building, what will happen to the man? step 3 presentation .pre-reading: a. dealing with the vocabulary by showing pictures and creating real situations and finish activity c1 and c2.(purposes: a.sweep away the language obstacles.) b. before reading th

17、e article on the p17, look at the title, the pictures and the first and last paragraphs. then try to complete activity b.(purposes: help the students to know the brief introduction of the story.) .while-reading: a. give the students five minutes to go through the wholestory and choose the main idea.

18、 (purposes: provide the students with simple comprehension task based on the passage.) b. ask them to read the passage carefully again, finish the main ideas for each part and fill in the form. c. ask them to do true or false activity d. answer the questions according to the passage.post-reading: a.

19、 ask them to retell the story with their own words and useful expressions that i have given them. b. divide the students into groups in four and ask them what they can learn from this lesson.step 5 homework ask the students to write down the story in their own words and if they still have some diffi

20、culties in this lesson, they can contact me through blog.step 6 blackboard design: blind man and eyes in fire drama main characters: the blind man and his dog main plot: how to get rid of the fire accident at a hotel part four: teaching reflection 1. highlights:i with my ss develop a new usage for the blog as a platform for us to communicate. it is superior to the traditional email communication. ss can raise questions before they have the lesson, and can solve these questions in the class either i