外研版 (新标准)九年级上册Module 11 PhotosUnit 2 The photo which we liked best was taken by Zhao Min.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

1、   能够读懂有关比赛的文章，提炼并利用比赛信息。

2、   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

1. Fast reading: 快速阅读，掌握大意。
2. Complete Activity 4: Check the true sentences.

1.   Ask the students to read the passage and answer
2.   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

1. Intensive reading: 精读课文，深入理解。
2. 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。

1. Write, by imitation, an article, making use of the text’s structure, organization and expressions.
2. Write about the students’ favorite photograph including what it shows or where it was taken and so on.
3. 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）

1. 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.

1. The key language points:
2. What we learnt today?

Assessment

Excellent

Good

So-so

1、clear

2、interesting

3、correct spelling

4、correct grammar