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1、Chapter2BlindmanandeyesinfiredramaReadingIappreciateitthatyoucanspendyourtimeinreadingmyteachingplan.WhatIamgoingtopresentbelowisthereadingpartinChapterTwofromOxfordEnglish8BofJuniorHighCompulsorycourses.Myteachingdesignconsistsof4parts.PartOne:Analysesandunde
2、rstandings1.Thebriefbutall-roundanalysisoftheteachingmaterialsThischapteriscenteredonthetopicofBlindmanandeyesinfiredramathatlinkstogetherthedifferentsectionsofthechapter.Weareplanningtodealwiththewholechapterin6periods.Thislessonisthefirstone.Thereadingpartpl
3、aysaveryimportantrole,whichservestocontextualizethevocabularyandlanguagesthatarelaterexploitedintheLanguageandothersections.Duringthisperiod,learnerscanhaveafurtherunderstandingofthekeywords,phrasesandtheusageofpronouns,andmakesurehowtousethemfreely.Atthesamet
4、ime,withthedirectingoftheteacher,learnerscangraspthemainideaofthearticleinitiativelyandknowhowtogetinformationfromthisstoryrapidlyandcorrectly.Masteringthekeywordsinvolvedwiththetopicandacompleteunderstandingofthereadingpartmakegoodpreparationforthefollowingle
5、arningparts:Listening,Language,SpeakingandWriting.Thelanguageofthepassageiscarefullycontrolledsothatnewstructuresandvocabularyareintroducedinasystematicmanner.Mostofthenewwordsappearfrequentlyinjuniorhightextbooks.Thepassagecanhelplearnersknowmoreabouthowtopro
6、tectthemselveswhentheyaresufferingfromfireaccidents.Meanwhile,throughthemovingstory,letthestudentsrealizetheimportanceoftheharmoniousrelationshipbetweenhumanbeingsandanimals.2.Theobjectiveanalysisofthelearners⑴.ThestudentsinJuniorTwohaveestablishedaparticulara
7、bilityofreading,speaking,listeningandwriting.Intheperiod,besidesthese,teachersshouldimprovethestudents’capabilityofreadingcomprehensionandself-learninginordertofostertheircapacitiesofanalyzingandsolvingproblems.⑵.Asthelearnersaregrowingolderandolder,theyhavebe
8、comemoresensitiveandshythanbefore.Asaresult,theydon’tliketouseEnglishtoexpressthemselvesandcommunicatewithothersbecauseofbeingafraidofmakingmistakes.3.Thethree-dimensionteachinggoa
