八年級英語Blindmanandeyesinfiredrama教案1

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: Ana

2、lyses and understandings1. The brief but all-round analysis of the teaching materialsThis 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 fi

3、rst 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 s

4、ure 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 rea

5、ding 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 textboo

6、ks.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 studentsrealize the importance of the harmonious relationship between human beings and animals.2. The objective analysis of the learner

7、s . The studentsin 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 probl

8、ems. . 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 becauseof being afraid of making mistakes.3. The three-dimension teaching goals . Knowledge and skill

9、s: a. Learn some key words and phrases related to the topic.b. Understand the article and grasp its mainidea. . 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

10、 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 students own words to retell the storyPart 2: : Strategies1. Teaching theories: . The New English Course Criteria suggest that when learners are reading, teachers should try to create a situation for them to hav

12、e 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 andinstructor-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-GuidingSituation-Authenticity Involvement-Activity3. Teaching methods: InteractionGu

14、essing and inductionTask-based teaching approachInvolvement, inquiry and cooperation by doing individual, pair and group work.4. Teaching resources: course copyEveryday lifeThe Internet5. Teaching aids: A projector and multimedia The blackboardPart 3: ee: Teaching ProceduresStep 1 GreetingsGreet the

15、 whole class as usualStep 2 Revision and leading-in .Do the quiz with the students to identify the five sensesby 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 the

16、 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 the art

17、icle on the P17, look at the title, the pictures and the first and last paragraphs. Then try to complete ActivityB.(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. (Purp

18、oses: 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 activityd. Answer the questions according to the passage. .Post-reading: a. Ask th

19、em 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 HomeworkAsk the students to write down the story in their own words and if they still have some difficulties i

20、n this lesson, they can contact me through blog.Step 6 Blackboard design:Blind man and eyes in fire dramaMain characters: The blind man and his dogMain plot: How to get rid of the fire accident at a hotelPart Four: Teaching Reflection1. 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