八年级英语上册 Chapter 2 A day in the life of … Reading教案 牛津沈阳版-牛津沈阳版初中八年级上册英语教案.doc

Chapter 2 A day in the life of … Reading
Teaching plan for Reading of Chapter2 in Oxford English 8A
Part I. Analysis of the teaching material
This 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 the students must learn the first element well, It’s better for them to understand later modules well. I think this part offers a necessary and important topic for the coming lesson. In this lesson, I’ll help the students to get some knowledge about fire and fire rules and some items connected with them. According to the students’ English level and the demands of the New Standard English, I made the following teaching goals.
1. Language target
Enable the students to grasp the five senses, the new words and phases in the reading passage and the general 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 words around them.. Improve the students’ reading ability. Enable the students to use the new language and to express their own ideas about fire and fire rules.
3. Emotion goals
Enable the students to realize the importance of the safety, try to learn how to protect themselves in danger. Enable the students to have the ability and ideas to help each other to solve some problems.
4. Teaching important points and difficult points
The new words in the text and the general ideas of the story. Using the new items to solve some problems. Grasp the fire rules. Improve the students’ abilities.

Part II. Analysis of the students
The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the fire rules, it’s better for them to protect themselves.

Part III. Analysis of the contents.
Language knowledge: the new words and phrases
Language skills: listening, speaking, reading, writing abilities
Emotions and attitudes: Make the students learn how to protect themselves and love our life.
Learning strategies: Learner-centered method. Learning by doing.
Cultural awareness: Let the students know more about the fire and the fire rules. Extend their knowledge.

Part IV. Teaching methods ,learning methods and teaching aids
As we know, it’s the best way for the junior students to learn English mainly by doing. So with the help of the multi-media, I’ll use the task-based teaching approach together with the communicative teaching method and the situational teaching method and intensive reading, extensive reading methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn 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 the students 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 a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.

Part V. Teaching procedures.
Step 1. pre- reading
1. Introduce the five senses.
Show the students a part of a film about fire disaster to attract the students attention and lead in the new lesson.
Show the students pictures and present the five senses by using the multi-media and real objects. Ask some questions about the senses. Play a game to make the class more interesting.
2. Present the “the window of the brain” by using some pictures . I can use some beautiful pictures to let the students value our senses. Show some more pictures to show which animal can help us if we lose sight to lead in the article.
Step 2. While-reading
1. John and his dog had an accident. They were in danger. Do you know what happened to them? Were they safe at last? Let’s look at the story. Divide the article into three parts and ask some questions about the story by using wh- questions . Present the first paragraph by listening to the tape and answer the questions. The second paragraph by using intensive reading .The third one by using the extensive reading method. Try to make students understand new words and phrases in different ways. The students can use different reading methods to improve their reading ability. They can do some exercises to consolidate the new words and phrases.
2. Let the students discuss what John and his “eyes” did in the fire drama in groups. The students can work together to solve the problems and at the same time make the students know the fire safety precaution and love our friend –dog.
3. Do Exercise E in Page 19 about the fire rules.
Step 3 Post reading
Divide the students into groups and let the students cooperate to complete the task—What should we do if there is a fire in our school or in our home? Let one student in each group write down their report on a big piece of paper and have a competition to choose the best fire rules. The students can finish the task by autonomic learning, exploring, and cooperating to train the students’ comprehensive language using skill.

Part VI. Blackboard design.
Blackboard design plays an important part in the English teaching. It is easier for the students to understand the lesson and remember the key points.

Part VII. Reflection of the teaching
The students in my class can’t have enough time and chances to express their ideas thoroughly because there are many students . Then I use the situational teaching method and task-based teaching approach so that the students can understand the important and difficult points more easily and quickly. The students can complete the task by cooperating, exploring ,etc. and the same time to learn the knowledge .The students can learn English better in a limited time, and I can extend the knowledge out of the class, to extend the students’ vision and use English in the daily life.