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1、Chapter2BlindmanandeyesinfiredramaReadingIappreciateitthatyoucanspendyourtimeinreadingmyteachingplan.WhatIamgoingtopresentbelowisthereadingpartinChapterTwofromOxfordEnglish8BofJuniorHighCompulsorycourses.Myteachingdesignconsistsof4parts.PartOne:Analysesandu
2、nderstandings1.Thebriefbutall-roundanalysisoftheteachingmaterialsThischapteriscenteredonthetopicofBlindmanandeyesinfiredramathatlinkstogetherthedifferentsectionsofthechapter.Weareplanningtodealwiththewholechapterin6periods.Thislessonisthefirstone.Thereading
3、partplaysaveryimportantrole,whichservestocontextualizethevocabularyandlanguagesthatarelaterexploitedintheLanguageandothersections.Duringthisperiod,learnerscanhaveafurtherunderstandingofthekeywords,phrasesandtheusageofpronouns,andmakesurehowtousethemfreely.A
4、tthesametime,withthedirectingoftheteacher,learnerscangraspthemainideaofthearticleinitiativelyandknowhowtogetinformationfromthisstoryrapidlyandcorrectly.Masteringthekeywordsinvolvedwiththetopicandacompleteunderstandingofthereadingpartmakegoodpreparationforth
5、efollowinglearningparts:Listening,Language,SpeakingandWriting.Thelanguageofthepassageiscarefullycontrolledsothatnewstructuresandvocabularyareintroducedinasystematicmanner.Mostofthenewwordsappearfrequentlyinjuniorhightextbooks.Thepassagecanhelplearnersknowmo
6、reabouthowtoprotectthemselveswhentheyaresufferingfromfireaccidents.Meanwhile,throughthemovingstory,letthestudentsrealizetheimportanceoftheharmoniousrelationshipbetweenhumanbeingsandanimals.2.Theobjectiveanalysisofthelearners⑴.ThestudentsinJuniorTwohaveestab
7、lishedaparticularabilityofreading,speaking,listeningandwriting.Intheperiod,besidesthese,teachersshouldimprovethestudents’capabilityofreadingcomprehensionandself-learninginordertofostertheircapacitiesofanalyzingandsolvingproblems.⑵.Asthelearnersaregrowingold
8、erandolder,theyhavebecomemoresensitiveandshythanbefore.Asaresult,theydon’tliketouseEnglishtoexpressthemselvesandcommunicatewithothersbecauseofbeingafraidofmakingmistakes.3.Thethree-dimensionteachinggoa
