Module 11 Photos
Unit 1 He’s the boy who won the photo competition
last year!
课 题
Module 11 Photos
课时
第一课时Unit 1 He’s the boy who won the photo competition last year!
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
general, standard, feeling, difficulty, subject, add, recently, menu, be in with a chance
2. 掌握以下句型:
①He’s the boy who won the photo competition last year.
②The one who took photos at the school dance?
能力目标
1. 能够听懂包含定语从句的句子。
2. 能够运用定语从句谈论照片。
情感目标
通过对乐队演奏、摄影知识的了解, 开拓学生视野, 让学生更加热爱生活, 并引导学生学会多角度观察世界。
教学重点
1. 掌握who引导的定语从句。
2. 掌握并能够熟练运用本单元的重点词汇。
教学难点
能运用定语从句谈论照片。
课前预习
Preview the new words.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Ask students to have a free talk.
Do you like taking photos?
What do you prefer to use, a camera or a mobile phone? Why?
2. Choose your favourite photo and show it to the class.
1. Students have a free talk.
2. Share photos.
创设情境, 导入话题。
Step 2
Pre-listening
(Activities 1)
1. Ask the students to learn the new words in groups.
2. Ask the students to work in pairs. Look at the picture and say what is happening. (Activity 1)
1. Learn the new words.
2. Look at the picture and have a free talk about it in groups.
学习词汇, 扫清生词障碍; 谈论图片, 为学习摄影比赛的对话内容做好铺垫。
Step 3
While-
listening
(Activities
2 & 3)
1. Have the students listen and complete the sentences. (Activity 2)
Check the answers one by one.
2. Ask the students to listen and answer the questions. (Activity 3)
3. Organize the students to read the conversation with the video.
4. Ask the students to work with their groups to read the conversation.
1. Listen and complete the sentences.
2. Listen and answer the questions.
3. Students listen to the conversation and write down the answers.
4. Students read the conversation with the video.
5. Practice in groups.
带着问题听课文, 可以让学生有目的地听录音, 并学会用综合所获的信息作答;
通过看视频听读对话, 帮助学生进一步理解课文内容, 模仿正确的语音语调。
Step 4
Post-
listening
(Activities 4,
5&6)
1. Ask the students to read the conversation and find the words in the box in Activity 4.
2. Play the recorder of Activity 5 and have the students listen and mark the words which the speaker links.
3. Ask the students to work in pairs to describe photos and guess.
1. Students read the conversation again and find.
2. Listen and mark the words which the speaker links.
3. Work in pairs to describe photos and guess.
培养学生快速寻找信息的能力, 以此来更好地理解对话内容; 掌握句中的连读; 创设情境, 开展语言交际活动。
Step 5
Summarize
1. Get the students to sum up the language points.
2. Let the students choose the best team in this lesson.
1. Sum up the language points
2. Choose the best groups.
引导学生总结, 培养学生自主学习, 自主总结的良好学习习惯; 简短的评价激励学生的学习兴趣。
Step 6
Consolidation
教师设置巩固检测练习:
用括号内所给词的适当形式填空。
1. What about ( have)a picnic??
2. Please try to overcome these (difficult). ?
3. I’ve lost all (feel) in my hands. ?
4. Mike gave me some (suggest). ?
5. She looks (young) than you. ?
6. Do you have a chance of (win)the chess competition??
7. When I’m staying at home, I like to take photos of my sister (read) books. ?
8. We have read some interesting books (recent). ?
9. We have (difficult)in winning the final match. ?
10. I had a (feel)that something terrible was going to happen. ?
独立完成检测练习, 并进行自评与互评。
通过习题的练习, 及时巩固已学的知识, 从而达到激励全体学生努力学习的目的。
Step 7
Homework
1. Preview the new words and expressions in Unit 2.
2. Search for some world-famous awards on photos.
板书设计
Unit 1 He’s the boy who won the photo competition last year.
1. be in with a chance
2. solve the difficulty
3. The thing is. . .
4. You bet!
5. He’s the boy who won the photo competition last year!
6. —There is a basketball player who’s scoring point.
— Is it in Module 8?
教学反思
本节课为听说课, 主要采用互动式教学法, 创设真实语境, 通过个人呈现, 同伴互动, 小组活动等师生、生生的交流, 充分体现了学生在学习过程中的主体地位。教师只是课堂的引导者, 组织者和合作者, 让学生在使用中学会英语, 综合培养学生的英语语言运用能力。在教学过程中, 采用多媒体手段辅助教学, 利用各种图片和习题任务贯穿整个教学过程。
资料链接
现代摄影和数码相机
现代相机使用非常简单, 只需要点击和拍摄, 并有内置电脑芯片处理聚焦和曝光, 但相机依然是相机, 现代的数码相机的工作原理和它们的祖宗是一样的: 光线穿过透镜进入相机, 然后曝光菲林, 结果依然是照片。
摄影小常识
人像摄影中各种光的作用及用法:
在生活及摄影中, 光是一切影像与色彩形成的最重要的因素, 更是创造宇宙万物立体感所不可缺少的因素。
直射光的运用: 在户外晴朗无遮蔽时, 太阳大都呈直射光。室内棚的裸灯(无任何遮蔽物或反射物时)就属于直射光类型。这是属于较为阳刚硬调的光质, 运用于人像摄影时, 较难产生柔和的质感, 而且会产生强烈的明暗对比, 故不适宜直接运用于人像摄影的采光。但喜爱硬调质感的创作者, 或是风景摄影等, 则不在此限。
散射光的运用: 户外太阳经过云层或是其他遮蔽物所漫射出来的光, 称为散射光。室内棚的反光伞、无影罩或经反射物折射的光, 都属于散射光。这是柔和软调的光质, 是人像摄影较为理想的光源, 可以使人像摄影的皮肤质感产生柔和美丽的效果。
无论是户外人像用光还是室内人像打光法, 都是摄影师经常使用的光影控制技术。摄影师还可根据自己的喜好, 创造出各种富有变化和气氛的打光法。只是在影像与光影的整体表现上, 需要有与人体共鸣的美感, 否则就会失去人像摄影艺术的共赏意义。
Unit 2 The photo which we liked best was taken by
Zhao Min.
课 题
Module 11 Photos
课时
第二课时Unit 2 The photo which we liked best was taken by Zhao Min.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
tonight, winner, rush, blouse, skirt, singer, congratulations, headmaster, present, read out, compared with, even though, protect sth against sth.
2. 掌握以下句型:
①Even though all of the photos are excellent, we are sorry to say we cannot give prizes to everyone.
②The photo which we liked best in the City and People group was taken by Zhao Min.
③It is a beautiful girl who is wearing a blouse and skirt, and who is protecting her books against the showers.
能力目标
1. 能够读懂有关摄影比赛的文章。
2. 能够根据自己的爱好检索资料, 组织语言介绍自己所喜欢的东西。
情感目标
激发学生对摄影的兴趣, 引导学生通过摄影来了解社会, 让学生养成善于观察周围世界的习惯。
教学重点
能够读懂有关摄影比赛的文章。
教学难点
能够组织语言介绍自己所喜欢的东西。
课前预习
Preview new words.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
Show a photo and have the students discuss it.
Look at the picture and talk freely.
引出文章的话题“摄影竞赛”。
Step 2
Pre-reading
(Activity 1)
Show the photos in Activity 1. Ask the students to match the pictures with subjects.
Look at the photos carefully and match the pictures with subjects.
初步感知话题
Step 3
While-reading
(Activities 2,
3 & 4)
1. Fast reading
(1)Ask the students to read Activity 2 quickly and check their answers to Activity 1. Then find out who took the photo.
(2)Ask the students to read the passage again and complete the table. (Activity 3)
2. Careful-reading
(1)Ask the students to read the passage again and check the true sentences. If it is wrong, please correct it.
a. The photo competition was more popular in the past than it is this year. ( )
b. All of the photos are wonderful. ( )
c. Zhao Min is wearing a blouse and skirt, and rushing across a street on a windy evening. ( )
d. There were several photos which won the prize for the subject Home and Away. ( )
e. Our teacher will present the prizes to the winners. ( )
(2)Ask the students to find out the sentences with Attributive Clauses.
3. Get the students to watch a video and read with it, then let them read loudly in groups.
4. Organize some students to come to the blackboard and show out some difficult language points that they found in these paragraphs.
1. Scan the passage and find out who took the photo.
2. Read the passage again and complete the table.
3. Read the passage again and check the true sentences.
4. Find out the sentences with Attributive clauses.
5. Watch the video and read the passage in groups.
6. Show difficulties and solve them with the help of teacher.
要求学生快速阅读课文, 找出本课的中心思想, 为了解主旨内容, 为进一步学习做好铺垫。
让学生带着任务(问题)去阅读课文, 去找答案, 有助于学生更加准确地获取信息, 增强阅读效果和提高阅读技能。
通过让学生在课文里寻找和标题一样的句型, 让学生认识定语从句。
通过跟读来学习正确的语音语调,
让学生充分地理解语言知识, 并激发学生创造性思维的发展。
Step 4
Post-reading
(Activity 5)
Make a display:
1. Ask the students to bring photos and choose a photo to ask and answer.
2. Ask the students to write sentences about the photo.
1. Bring photos to ask and answer about photos.
2. Write sentences about the photo.
指导学生把所学知识运用到实际中去, 做到学以致用。
Step 5
Summarize
1. Retell the passage.
2. Get the students to sum up the language points.
1. Retell the passage.
2. Summarize the language points.
让学生进一步理解课文, 同时加强了对课文归纳总结的能力。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及汉语提示完成单词
1. The leader (授予)the prizes to these brave young men yesterday. ?
2. Today is Jane’s birthday, and we are going to have a party for her (今晚). ?
3. They beat all the other teams, and they were the (获胜者). ?
4. The house was on fire, and one boy (冲)out. ?
5. My sister likes singing very much and she wants to be a (歌手). ?
Ⅱ. 用所给词的适当形式填空
1. (compare) with Guangdong, Beijing is much colder in winter. ?
2. (congratulate)! You got the first prize in the competition. ?
3. The man managed
(finish)the work with his friend’s help. ?
4. I like the photo which
(take)by Jim last summer. ?
5. Our country is building the Green Great Wall in the northwest to protect the earth from
(blow)away. ?
独立完成检测练习, 并进行自评与互评。
有助于学生巩固已学的知识, 让学生完全掌握语言, 实践运用语言。
Step 7
Homework
1. Remember the new words.
2. Write a passage about the photo.
板书设计
Unit 2 The photo which we liked best was taken by Zhao Min.
1. The person who won the prize for the subject Nature is fifteen-year-old Li Lei.
2. The photo which we liked best was taken by Zhao Min.
3. It is a beautiful girl who is wearing a blouse and skirt, and who is protecting her books against the showers.
4. A group of photos which show Beijing and Cambridge in England has won the prize for the subject Home and Away.
教学反思
本节课的教学设计, 整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息, 培养学生的阅读技能。在教学过程中, 采用多媒体手段辅助教学和习题任务贯穿整个教学过程, 各个活动的目的、要求和层次各不相同。
资料链接
中国摄影的发展
1839年, 摄影术在法国正式诞生。不久, 第一次鸦片战争爆发。1842年, 中英签订不平等的《南京条约》, 中国向外国开放五个通商口岸。随后, 大批商人、传教士来到中国, 摄影术也在十九世纪四十年代传入中国的香港、广州等地。 在摄影术到达中国后, 很快中国人就学会了这门技术。但当时并没有“照相馆”的称谓。原来, 在摄影术传入之前, 人们要把自己的形象保存下来需求助于画师和他们开设的“画楼”或者“影像铺”, 利用传统的绘画技法把人的容貌留在纸上。虽然摄影和绘画有相通的一面, 但相对于画像, 摄影不仅价钱便宜, 而且形象逼真, 因此给画像行业造成了很大的威胁。于是很多画师想方设法学习照相技术, “画楼”和“影像铺”的画师也成为中国最早学会照相术的人。
而随着玻璃干片的发明(1880年左右), 摄影师可以方便地走出摄影室, 突破了个人的小圈子, 开始面向家庭、社会团体, 并逐步开始了城市风光、建筑、民俗的拍摄。这些照相馆可以大规模印制所拍照片, 向市民或旅游者出售, 摄影的商业色彩更加明显, 这时出现的“照相号”就是一个明显的说明。
Unit 3 Language in use
课 题
Module 11 Photos
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. 能够正确使用本模块的新单词以及短语。
2. 能够正确用who和which来引导定语从句。
能力目标
1. 能够听懂包含定语从句的句子。
2. 能够运用定语从句谈论照片。
3. 能够读懂有关摄影比赛的文章。
4. 能够根据自己的爱好检索资料, 组织语言介绍自己所喜欢的东西。
情感目标
能利用所学语言知识介绍有关资源制作摄影作品, 通过摄影作品培养学生的审美意识和对他人欣赏的态度。
教学重点
1. 能够正确用who和which来引导定语从句。
2. 能够正确使用本模块的新单词以及短语。
教学难点
能够正确用who和which来引导定语从句。
课前预习
Preview Adverbial Clauses with because, so, so that and the new vocabulary.
教学方法
Formal and interactive approach; grammar practice and application;
PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Words revision
Show some pictures and the words to the students. Ask them to say them out as fast as possible.
2. Grammar revision
1. Stand up and say the words quickly.
2. Have a memory competition.
复习本单元所学过的词汇和语法, 活跃课堂气氛。
Step 2
Language
Practice
Go through the sentences and ask them to translate the sentences into Chinese.
Read and translate.
体会定语从句的用法
Step 3
Explanation.
(Activities
1～5)
1. Ask the students to complete the poster with that, which or who. (Activity 1)
2. Ask the students to complete the sentences with your own ideas. (Activity 2)
3. Ask the students to work in pairs and talk about the photos. (Activity 3)
4. Ask the students to work in pairs and describe someone or something. (Activity 4)
5. Ask the students to complete the conversation with the words in the box. (Activity 5)
1. Finish
Activity 1.
2. Finish
Activity 2.
3. Finish
Activity 3.
4. Finish
Activity 4.
5. Finish
Activity 5.
通过习题练习, 加强学生对本模块知识的运用。
Step 4
Practice and
improving
(Act 6&7)
1. Read the passage and complete the table. (Activity 6)
2. Play the recorder and organize the students to listen and complete the sentences. (Activity 7)
1. Finish
Activity 6.
2. Finish
Activity 7.
训练学生通过听、读获取关键信息的能力。
Step 5
Knowledge
extension and
application
(Around the
world &
Module task)
1. Ask the students to enjoy special photos and read the passage.
2. Put students in groups of four and ask them to discuss the favourite photos.
1. Enjoy special photos and read the passage.
2. Work in groups and discuss the favourite photos.
增加阅读量及提高阅读速度; 延伸学生的能力, 做到学以致用。
Step 6
Summarize
Ask the students to conclude the usage of the Adverbial Clause.
Students conclude the usage of Superlative adjectives and adverbs .
让学生自己总结本模块的知识点, 加深理解。
Step 7
Consolidation
教师设置巩固检测练习:
根据汉语提示用who或which引导的定语从句完成句子
1. He has a friend (想成为一名医生的). ?
2. I’m looking for the photo (我照的) in the sea. ?
3. Have you met a boy (戴着一顶红色帽子的)??
4. The teacher (教我们历史的)is very friendly to us. ?
5. The train (刚刚开走的) is for Shenzhen. ?
6. The pen (你正用来写字的)is Jeff’s. ?
独立完成检测练习, 并进行自评与互评。
完成相应练习能使学生巩固所学知识, 客观地反映学生各方面的语言运用能力
Step 8
Homework
1. Making a poster about favourite photos.
2. Preview Module 12.
板书设计
Unit 3 Language in use
1. DengZiQi is a singer who/that sings very well.
2. YaoMing is a Chinese basketball player who/that was born in Shanghai.
3. ChengLong is an actor who/that is famous all over the world.
4. It is a machine that /which is used for moving people up and down.
教学反思
本节课型为Revision and application, 根据新课标的要求, 结合教材和学生特点, 主要采用任务型互动式进行教学, 结合情景法、交际法、游戏等教学方法实施课堂活动, 开启学生思维, 通过一系列有条理的教学活动, 引导学生自主探究学习和与他人互动合作学习, 让学生对所学知识进行实际运用。
资料链接
照相机的发展史
16世纪文艺复兴时期, 欧洲出现了供绘画用的“成像暗箱”。1839年8月19 日法国画家达盖尔公布了他发明的“达盖尔银版摄影术”, 于是世界上诞生了第一台可携式木箱照相机。
1841年光学家沃哥兰德发明了第一台全金属机身的照相机。该相机安装了世界上第一只由数学计算设计出的、最大相孔径为1∶3. 4的摄影镜头。
1845年德国人冯·马腾斯发明了世界上第一台可摇摄150°的转机。 1849年戴维·布鲁司特发明了立体照相机和双镜头的立体观片镜。1861年物理学家马克斯威发明了世界上第一张彩色照片。
1866年德国化学家肖特与光学家阿具在蔡司公司发明了钡冕光学玻璃, 产生了正光摄影镜头, 使摄影镜头的设计制造得到迅速发展。1888年美国柯达公司生产出了新型感光材料——柔软、可卷绕的“胶卷”。这是感光材料的一个飞跃。同年, 柯达公司发明了世界上第一台安装胶卷的可携式方箱照相机。
1906年美国人乔治·希拉斯首次使用了闪光灯。1913年德国人奥斯卡·巴纳克研制出了世界上第一台135照相机。
从1839年至1924年, 在这个照相机发展的第一阶段中, 还出现了一些新颖的纽扣形、手枪形等照相机。
1925年至1938年为照相机发展的第二阶段。这段时间内, 德国的莱兹、罗莱、蔡司等公司研制生产出了小体积、铝合金机身等双镜头及单镜头反光照相机。
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