八年级英语Blind man and eyes in fire drama教案3

八年级英语Blind man and eyes in fire drama教案3,标签：初二下册英语教案,初中英语教案,http://www.67xuexi.com
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Chapter 2 Blind man and eyes in fire drama
Reading
I 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： Analyses and understandings
1. 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 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 make 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 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 textbooks.
　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 learners
⑴. 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 problems.
⑵. As the learners are growing older and older， they have become more sensitive and shy than before. As a result， they don‘t like to use English to express themselves and communicate with others because of being afraid of making mistakes.

3. The three-dimension teaching goals
⑴. Knowledge and skills： a. Learn some key words and phrases related to the topic.
b. Understand the article and grasp its main idea.
⑵. Ability goals： a. Cultivate the learners‘reading comprehension and summarizing abilities.
b. Develop the learners‘ speaking and listening ability by retelling the story of Blind man and eyes in fire drama by the students own words.
⑶. 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
⑴. Teaching important points： a. Learn some key words and phrases and related to the topic.
b. Understand the article and grasp its main idea.
⑵. Teaching difficult points： Use the students‘own words to retell the story

Part Two： Strategies
1. Teaching theories：
⑴. The New English Course Criteria suggest that when learners are reading， teachers should try to create a situation for them to have 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.
⑵. Make sure the class activities are learner-centered and instructor-guiding ones.
⑶. Combine the language structures with the language functions.
⑷. 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： Interaction
Guessing and induction
Task-based teaching approach
Involvement， 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 blackboard

Part Three： Teaching Procedures
Step 1 Greetings
Greet the whole class as usual

Step 2 Revision and leading-in
⑴.Do the quiz with the students to identify the five senses by using pictures on the screen.
⑵.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.

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