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八年级英语Blind man and eyes in fire drama教案1

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     Chapter 3 Blind man and eyes in fire drama
课题 Chapter 3 Blind man and eyes in fire drama
The first period 上课时间 3月16日 学校
Jincai North Secondary School (Northern Campus)
(进才中学北校北区) 教师 金晔 授课班级 初二(9)班 教学需要分析 课程资源 1. Oxford English Student‘s Book 8B Page 29
2. PPT made by myself
3. The music downloaded from the internet
4. Some information about the fire safety rules downloaded from the Internet 教学设备或教具 1. The multi-media system 学生情况分析 This is a group of 42 junior students between13-15 years old. I have been their English teacher for only half a year and I observed that most of the students work well together and are enthusiastic about learning English. They have read a lot of short passages (with about 200 words). For their age and level, they have a good knowledge of vocabulary and grammar, but they seldom read long articles (This text has 460 words). They need to develop their skills of reading (reading for gist and reading for special information). Two practice activities based on the exercise (Finding meanings)given in Oxford English 8B p.30. I also hope to provide them with more chance to practice guessing meanings by clues. Stages and instructions need to be clear and low level in order to maintain interest. 教学目标定位 知识与技能目标 1.By the end of the lesson, students will have practised reading for gist and specific information (skimming and scanning) in the context of ‘Blind man and eyes in fire drama‘
2. In class, students will be able to guess the following words ( drama, reception, initials,exclaim, personally,location,sensible, go off, surface) according to the context .
3. By the end of the lesson students will be more familiar with some lexis associated with ‘Blind man and eyes in fire drama‘
过程与方法目标 1. Students learn to use some “reading skills“ taught by the teacher to read the story and get the general idea of the text. 2. Students work in groups, try to find the answers to the 12 questions by discussing with the group members.
3. Students participate all kinds of learning activities and put what they have learned into practical use. 情感态度与价值观目标 1. Arouse the students‘ interests in learning English when they participate in different reading activities.
2. Let students know we should help each other , especially we should help those who have lost one of their senses.
3. We should treasure our own lives by using some sensible ways to escape from fire danger or sth. like that. 教学关键把握 教学重点 1. Lead students learn to grasp some reading skills (read for gist and specific information ) through the tasks.
2.Lead students grasp the ability of guessing the meaning of the new words in the story according to the context. 教学难点 Make students get the detailed information in the text without teaching the new words before. 教学方法 Task-based teaching approach 教学实施过程 教学环节 教师活动 学生活动 设计意图 I. Warm up

Show the “Word-find“ puzzles Find the words quickly For attracting the students‘ attention II.
Pre-task preparation. 1. Ask students to make some phrases with fire- ,e.g.Fire hose, fire exit,etc. Make some phrases with fire- ,eg. Fire hose, fire exit,etc. For revision 2. Give each group a set of sheet containing the different parts of the story which are are in disorder. Put the five different parts of the story in correct order. For Practice on the first step of reading skill-catching the general idea of the story. 3. Show the main ideas of the five parts of the story which are also in disorder. Match the main ideas for each part of the story. For Practice on the second step of reading skill-catching the main idea of each part of the story. III. While-task activities 1. Show the students a table with some blanks . Fill in the table after skimming the story. For catching some specific information. 2. Raise 12 questions on the text . Work in groups and solve the problems by discussing with the group members. For catching some detailed information and further understanding the story. 3. Show the new words with their two explanations with one of them right. Guess the correct meanings of the words according to the context. For cultivating students‘ ability of guessing the meaning of the new words in the story according to the context. problems. IV. Post-task activities 1.Ask the students to read the fire rules at the Dragon‘s Head Hotel and ask them to complete it. Read the fire rules at the Dragon‘s Head Hotel and and complete it. For using the new words and knowing how to escape from a fire at a hotel. 2. Show the students the fire safety rules and ask them to fill in the blanks. Discuss how they should escape from a fire and fill in the blanks, and learn them into heart. For putting what they have learned into practical use.
布置作业 1.Oral work: Read the text again and again and make sure you can read it very well.

Write work:
1. Do “Exercise D“ on page 31.
2. Write a composition at least 80 words about
“Fire safety“.



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