八年級(jí)英語(yǔ)chapter reading教案2

Chapter2

Reading(教學(xué)設(shè)計(jì))Teaching

plan

for

Reading

of

Chapter2

in

Oxford

English

8APart

I.

Analysis

of

the

teaching

materialThis

lesson

is

a

reading

passage.

It

plays

a

very

important

role

in

this

book

.This

is

a

passage

about

fire.It’s

the

first

natural

element,

later

,

the

students

will

learn

another

three

natural

elements.

Then

thestudents

must

learn

the

first

element

well,

It’s

better

for

them

to

understand

later

modules

well.

I

think

thispart

offers

a

necessary

and

important

topic

for

the

coming

lesson.

In

this

lesson,

I’ll

help

the

students

toget

some

knowledge

about

fire

and

fire

rules

and

some

items

connected

with

them.

According

to

thestudents’

English

level

and

the

demands

of

the

New

Standard

English,

I

made

the

following

teachinggoals.1.

Language

targetEnable

the

students

to

grasp

the

five

senses,

the

new

words

and

phasesin

the

reading

passage

and

thegeneral

ideas

of

the

passage.2.

Ability

goals.

Enable

the

students

to

grasp

the

ways

to

guess

the

meaning

of

the

new

words

by

reading

the

wordsaround

them..

Improve

the

students’

reading

ability.

Enable

the

students

to

use

the

new

language

and

toexpress

their

own

ideas

about

fire

and

fire

rules.3.

Emotion

goalsEnable

the

students

to

realize

the

importance

of

the

safety,

try

to

learn

how

to

protect

themselves

indanger.

Enable

thestudents

to

have

theability

and

ideas

to

help

each

other

to

solve

someproblems.4.

Teaching

important

points

and

difficult

pointsThe

new

words

in

the

text

and

thegeneral

ideas

of

the

story.

Using

the

new

items

to

solve

some

problems.Grasp

the

fire

rules.

Improvethestudents’

abilities.Part

II.

Analysis

of

the

studentsThe

students

in

Grade

8

have

the

ability

to

complete

tasks

by

cooperating

with

one

another,

They

canwork

together

to

solve

some

troubles

and

they

can

share

the

pleasure

of

learning

English.

As

juniormiddle

school

students,

they

can’t

keep

their

attention

for

along

time.

Then

Iwill

use

,

some

games,

somecompetition,

some

real

objects

etc.

to

attract

their

attention.

During

the

period

of

learning

English,

theyhave

the

enthusiasm

and

interest

to

take

part

in

the

class

activities

English

teaching

should

face

all

thestudents,

to

some

students

who

are

poor

at

English,

I’ll

give

them

some

easy

jobs

and

let

the

betterstudents

help

them

so

that

all

the

students

can

experience

the

pleasure

of

success.

Let

the

students

graspthe

fire

rules,

it’s

better

for

them

to

protect

themselves.Part

III.

Analysis

of

thecontents.Language

knowledge:

thenew

words

and

phrasesLanguage

skills:

listening,

speaking,

reading,

writing

abilitiesEmotions

and

attitudes:

Make

the

students

learn

how

to

protect

themselves

and

love

our

life.Learning

strategies:

Learner-centeredmethod.

Learning

by

doing.Cultural

awareness:Let

thestudents

know

moreabout

the

fire

and

the

fire

rules.

Extend

their

knowledge.Part

IV.

Teaching

methods

,learning

methods

and

teaching

aidsAs

we

know,

it’s

thebest

way

for

the

junior

students

to

learn

English

mainly

by

doing.

So

with

the

help

ofthe

multi-media,

I’ll

use

the

task-based

teaching

approach

together

with

the

communicative

teachingmethod

and

the

situational

teaching

method

and

intensive

reading,

extensive

reading

methods.

Thestudents

can

learn

in

a

more

interesting

and

easier

way.

I’ll

organize

enough

activities

for

the

students

tolearn

by

group

work,

pair

work,

team

work,

competition

,etc.

These

activities

can

cultivate

the

students’sense

of

unity

and

cooperation.

I’ll

use

the

learner-centered

method

.I’ll

act

as

a

director

while

thestudents

act

as

the

real

master

of

the

class.

I’ll

try

to

use

some

encouraging

and

polite

remarks

such

as―well

done‖,

―you

did

a

good

job‖,

etc.

to

help

every

student

make

aprogress

in

my

class.

Let

thestudentsenjoy

the

process

of

learning

English.

I’ll

pay

attention

to

both

the

formative

assessment

and

thesummative

assessment.

Thestudents

can

get

comprehensive

language

using

skills

by

autonomic

learning,cooperating,

exploring,

etc.Part

V.

Teaching

procedures.Step

1.

pre-

reading1.

Introducethefive

senses.Show

thestudents

a

part

of

a

film

about

fire

disaster

to

attract

the

students

attention

and

lead

in

the

newlesson.Show

the

students

pictures

and

present

the

five

senses

by

using

the

multi-media

and

real

objects.

Asksomequestions

about

the

senses.

Play

a

gameto

make

theclass

moreinteresting.2.

Present

the

―the

window

of

the

brain‖

by

using

some

pictures

.

I

can

use

some

beautiful

pictures

to

letthe

students

value

our

senses.

Show

some

more

pictures

to

show

which

animal

can

help

us

if

we

lose

sightto

lead

in

thearticle.Step

2.

While-reading1.

John

and

his

dog

had

an

accident.

They

were

in

danger.

Do

you

know

what

happened

to

them?

Werethey

safe

at

last?

Let’s

look

at

the

story.

Divide

the

article

into

three

parts

and

ask

some

questions

aboutthe

story

by

using

wh-

questions

.

Present

the

first

paragraph

by

listening

to

the

tape

and

answer

thequestions.The

second

paragraph

by

using

intensive

reading

.The

third

one

by

using

the

extensivereading

method.

Try

to

make

students

understand

new

words

and

phrases

in

different

ways.

The

studentscan

use

different

reading

methods

to

improve

their

reading

ability.

They

can

do

some

exercises

toconsolidate

the

new

words

and

phrases.2.

Let

the

students

discuss

what

John

and

his

―eyes‖

did

in

the

fire

drama

in

groups.

The

students

canwork

together

to

solve

the

problems

and

at

the

same

time

make

the

students

know

the

fire

safetyprecaution

and

love

our

friend

–dog.3.

Do

ExerciseE

in

Page

19

about

thefire

rules.Step

3

Post

readingDivide

the

students

into

groups

and

let

the

studentscooperate

to

complete

the

task—What

should

we

do

ifthere

is

a

fire

in

our

school

or

in

our

home?

Let

one

student

in

each

group

write

down

their

report

on

a

bigpiece

of

paper

and

have

a

competition

to

choose

the

best

fire

rules.

The

students

can

finish

the

task

byautonomic

learning,

exploring,

and

cooperating

to

train

the

students’

comprehensivelanguage

using

skill.Part

VI.

Blackboard

design.Blackboard

design

plays

an

important

part

in

the

English

teaching.

It

is

easier

for

the

students

tounders