外研版九年级英语上Module 11 Photos Unit 2 The photo which we liked best was taken by Zhao Ming教学设计

Module
11
Photos
Unit
2
The
photo
which
we
liked
best
was
taken
by
Zhao
Ming.
教学目标
知识目标：能够读懂有关比赛的文章，提炼并利用比赛信息。能够正确使用下列单词和词组：even
though\compared
with\
thanks
to
\Congratulations
to
sb.
能力目标:
能够掌握which,
who
引导的定语从句;
能够利用照片介绍摄影展览并进行写作。
情感目标:
通过摄影作品了解不同国家的风景，了解其不同的自然文化。并且培养审美意识，培养对他人的欣赏态度。
二、教学内容分析
本课介绍了今年摄影大赛的获奖人、获奖照片和获奖理由。课文按照四个不同主题阐述了照片的获奖理由，内容充实，同时自然地融合了定语从句，使学生能够在语境中体会这一语法。
三、学情分析
本班学生对英语学习兴趣比较浓厚，大部分学生基础较为扎实，部分学生已经有了一定的综合语言运用能力。本学期，学生刚好秋游，每个班级进行摄影比赛。
秋游活动摄影比赛刚好和本模块主题紧密相连,
也是他们很感兴趣的话题,
所以基于现实生活,引导学生在课堂上发挥丰富的想象力,
把课堂模拟成生活,置身于英语情景学习中,
提高语言交际能力。所以在学习本课之前，要求学生能课前认真做好预习,
利用秋游摄影比赛活动照片，进行英语描述,
初步了解定语从句作修饰的作用,
培养自学能力;
教师在预设的任务中,注意引导学生在交际中动态生成,学生有话可说,乐于合作分享.这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。
四、教学资源
1、学生旅游照片展。
2、国际摄影比赛视频。
3、课文录音和视频。
4、课文图片和PPT.
五、教学环节与活动
Module
11
Photos
Unit
2
The
photo
which
we
liked
best
was
taken
by
Zhao
Ming.
教学设计
年级
Nine
学科
English
上课教师
黎香梅
授课时间
2014、12
课题
The
photo
which
we
liked
best
was
taken
by
Zhao
Ming
课型
New
课时
2
教
学
目
标
知识目标
能够读懂有关比赛的文章，提炼并利用比赛信息。
能够正确使用下列单词和词组：even
though\compared
with\
thanks
to
Congratulations
to
sb.
能力目标
1、能够掌握which,
who
引导的定语从句。
2、能够利用照片介绍摄影展览并进行写作。
情感目标
通过摄影作品了解不同国家的风景，了解其不同的自然文化。并且培养审美意识，培养对他人的欣赏态度。
教
学
内
容
重
点
To
train
reading
strategies
including
taking
rotes
To
identify
information
about
photo
competition
难
点
Inferring,
and
reformulating
关
键
点
Key
structure:
the
attributive
clause
with
“which”
and
“who”
导
学
过
程
教
学
步
骤
教材处理
师生活动
设计意图
Step1:
warming-
up
（Watch
the
video
made
up
of
photos
）
课前热身，播放有关本课相关视频，调动学生学习本课的兴趣和热情。
Yesterday
we
went
on
a
school
trip
to
Changlong
Park.
Did
you
have
a
good
time?
I’m
sure
all
of
you
must
enjoy
yourselves
because
you
took
so
many
photos
in
our
video.
OK,
let’s
appreciate
the
video
that
we
made
by
ourselves.
通过播放学生昨天去旅游的相片视频，引入本课课题Photos,
而且也让学生兴趣高涨。
Step2:Presentation
for
the
title
of
today’s
lesson
教师示例，课题引入
Are
you
excited
about
our
photos?
They
are
really
fantastic
and
we’ll
talk
about
photos
today.
Let’s
learn
Unit
2
The
photo
which
we
liked
best
was
taken
by
Zhao
Ming.
展示本课标题，与学生摄影比赛有关。
Step3:
Learn
the
new
words.
Now,
let’s
learn
the
new
words.
Read
them
together.
新单词教学
Step4:
Check
the
preview
exercise.
Yesterday
we
previewed
unit
2,
let’s
check
the
answer.
重点讲解预习检测中学生易错题。
Step
5:
Lead-in
本课重点知识引入
为阅读扫清障碍。
Show
two
different
pictures
to
lead
in
attributive
clause:
e.g.
1.
She
is
a
girl.
2.
She
loves
taking
photos.
→She
is
a
girl
who
loves
taking
photos.
3.
The
Great
Wall
is
a
place
of
interest.
4.
Yan
likes
the
Great
Wall
best.
→The
Great
Wall
is
a
place
of
interest
which
Yan
likes
best.
通过两张图片引入两个例句，导入who和which引导的定语从句，初步让学生构建对who和which引导的定语从句结构。
导
学
过
程
教学步骤
教材处理
师生活动
设计意图
Step
6:
Presentation
(Show
four
kinds
of
catagory)
【课文整体感知】
明确奖项分类
1.
Show
the
students
some
photos
of
beautiful
nature
and
Chinese
culture.
2.
Ask
them
to
talk
about
the
photo
competition.
a).
Historic
China
历史中国
b).
Most
Beautiful
Nature
最佳自然风景奖
c).
Most
Unusual
最特别类奖项
d).
Music
or
Sport
音乐或体育类
展示本课摄影比赛四种相片类型比赛图片，让学生对这四种参赛图片有明晰的认识。
Step
7
:
Learn
the
new
lessons.
【课内探究,
多层阅读】（1）快速阅读，
掌握大意
Fast
reading:
快速阅读，掌握大意。
Complete
Activity
4:
Check
the
true
sentences.
Ask
the
students
to
read
the
passage
and
answer
the
questions
individually.
First
the
teacher
checks
with
a
partner.
Then
teacher
has
a
check.
新课探究，设计多层阅读训练模式。初步课内探究，听课文录音情况下，让学生进行快速阅读，掌握大意，完成课本第四部分。
Step
8
:
Learn
the
new
lessons.
【课内探究,
多层阅读】
（2）精读课文，
深入理解
（3）解读课文，
显现重点
（4）小组合作，
主动研讨
Intensive
reading:
精读课文，深入理解。
Read
it
again,
ask
the
students
to
read
different
passages
and
answer
the
questions
individually,
and
then
check
with
a
partner.
Call
back
the
answers
from
the
whole
class,
having
one
student
read
a
question
and
another
answer
it.
附各段问题设计：
一、Read
the
text
again
and
finish
the
task.
Read
Paragraph
1
and
complete
the
sentences：
1.
How
do
you
know
we
received
many
photos
this
year?
_____
other
years,
we
received
_____
photos.
2.
Can
we
give
prizes
to
everyone?
________
all
of
the
photos
are
excellent,
we
________
give
prizes
to
everyone
二、Read
Paragraph
2,
3,
4
and
5,
then
finish
the
exercises：
(
)3
Who
won
the
prize
for
the
Most
beautiful
nature
photography
?
A
.Zhao
Min.
B.
He
Zhong
C.
Li
Wei
(
)4.
How
long
is
from
north
to
south
?
A.550
meters.
B.
880
meters.
C.
400
meters.
三、Read
Paragraph
6
and
finish
the
sentences:
C__________
to
our
winners
and
t_______
to
everyone
who
entered
the
competition.
We
are
very
lucky
that
the
famous
p_____________
John
William
is
in
China
to
talk
about
his
new
book.
进一步精读课文，深入理解课文。
1、分段学习课文每个段落，完成每个段落的不同问题，引出课文重点句型和短语。
2、因分段进行深入学习，小组合作进行讨论和回答，课文学习将会更容易理解。
导
学
过
程
教材处理
师生活动
设计意图
教学步骤
Step
8
:
Read
the
text
again
and
underline
the
attributive
clause
(细读课文，划出课文的定语从句）
【课内探究,
多层阅读】
（5）回归课本，
突破难点
1.
Let
the
students
read
the
text
again.
Make
students
pay
attention
to
the
important
sentences
and
key
words.
If
necessary,
make
students
recite
some
part
of
the
text.
2.
Underline
the
attributive
clause
in
groups.
(The
students
will
learn
some
useful
expressions
and
identify
attributive
clauses
by
reading
it
and
by
discussing
in
groups)
在分段学习新课文之后，学生能更深入理解课文，并且能突破本课一些重点句型和词组。就要回归到本课另一个语法重点---定语从句。小组合作找出本课的定语从句，通过齐读等方式，能更好理解定语从句运用，为下一步拓展提升---写作奠定基础。
Step
9
:
Finish
Activity
3,
and
make
the
students
practice
the
attributive
clause
by
the
table.
【拓展提升，口头训练】
1、结合重点，口头训练。
(we
do
this
so
that
the
students
can
understand
the
new
passage
better
and
better.)
1.
Check
the
true
sentences.
If
the
sentence
is
wrong,
I
will
ask
them
to
correct
the
false
one.
2.
Second
I’ll
show
the
students
how
to
make
a
new
sentences
including
attributive
clause
like
below:
e.g.
1.
Li
Wei
is
the
winner
______
won
the
prize
for
the
Most
Beautiful
Nature.
2.
His
photo
shows
the
subject
______
is
about
the
tallest
mountain
in
Xiangshan
Park.
3.
In
my
opinion,
he
is
a
photographer____
_____
the
parks
_____.
(
这些句子巧妙地将表格内容用我们今天所学的定语从句引导词who,
which
融入进新的句子，学生在教师示范下，小组合作一起利用定语从句完成表格口头训练，实现第一步拓展提升的目的。308班学生学习能力非常突出，教者有意将这部分填写课文内容细节的训练，就学生实际学习能力，转化成结合成必须含有本课重点定语从句的口头训练，对学生提出了更高的要求)
Read
through
the
instruction
with
them,
and
ensure
that
they
know
what
to
do.
The
students
will
do
it
on
their
own,
then
I
will
ask
one
group
to
answer
it.
In
the
end
the
students
will
read
the
sentences
together.
The
students
will
understand
the
words
and
the
questions
and
read
them
together.
Then
they
will
work
it
in
pairs.
One
asks,
the
other
answers.
课文表格三内容学生已经在预习过程中完成，因8班学生整体英语素质较高，这个表格内容如果只是填好课文内容，对我们班学生来说，就过于简单。所以我将表格设计成拓展内容，我先进行举例，让学生学会用定语从句来描写表格内容，这是本课拓展提升的第一层面：口头描述。
虽有教者示范，但用定语从句来描述还是存在一定难度，所以这个环节由各小组自行组织和讨论进行，以小组比赛形式进行，气氛较为热烈。
导
学
过
程
教材处理
师生活动
设计意图
教学步骤
Step
10
:
Writing
Choose
one
of
your
favourite
photos
on
screen
and
describe
it
using
the
information
in
the
passage.
【拓展提升，书面表达】2、结合重点，笔头训练。
3、学以致用，双重训练。
Write,
by
imitation,
an
article,
making
use
of
the
text’s
structure,
organization
and
expressions.
Write
about
the
students’
favorite
photograph
including
what
it
shows
or
where
it
was
taken
and
so
on.
Teaching
students
how
to
increase
their
vocabulary
by
adding
new
words
to
their
vocabulary
book
every
day.
拓展提升的第二步：写作训练。教师给出示范文章，展示的两张相片是分层训练的目的。第一张是学生秋游相片，学生本身非常熟悉，难度不大。但第二张是小动物和人类互相帮助的相片，就属于第二种难度较大的作文。教者希望即使是两张相片的写作，也能体现在分层目标指引，能力逐步提升方面。
拓展提升的第二步：写作训练。
教师先示范一篇作文，明确写作内容和要求。
展示两张不同类型相片，让学生进行写作并展示。
Step
11
:
Summary
本课小结，回归重点。
What
have
we
learned
today?（本课小结）
定语从句：
先行词（人）---引导词（who）
先行词（物）---引导词（which）
2.Some
important
phrases:
学生自己小结本课所学内容。
板书设计
Module
11
Photos
Unit
2
The
photo
which
we
liked
best
was
taken
by
Zhao
Ming.
The
key
language
points:
What
we
learnt
today?
六、教学评价
Assessment
Excellent
Good
So-so
1、clear
2、interesting
3、correct
spelling
4、correct
grammar
/