九年级英语上册 module8 photos课件 外研版.ppt

MODULE 8 Photos,,Pujiang Shiyan Middle School Shao Xiangyang,,,教学内容、目标与要求,题材内容 本模块的中心话题是照片，对话内容是关于Tony为了参加比赛在学校舞会上赶拍照片的经过；阅读课文以公布上一年摄影比赛的结果为依托，介绍了各种不同题材的照片课文从听说读写都围绕着“谈论照片”而展开，很好地融合了以which和who引导的定语从句的学习与运用学情分析 1. 本模块的活动内容对学生来说是较为熟悉和生活化的，许多学生家里有照相机而且自己动手拍过照片；一些同学拍的照片还参加过学校举行的摄影比赛，因此学生对此内容的学习将不会太陌生 2. 由于上一模块已学习了that引导的定语从句，本模块中要引入which和who引导的从句，只要注意先行词的不同，即可有水到渠成之功 3. 利用丰富多彩的照片展示，给学生以美的享受，从而使学生的多种感官交替使用，达到学习和训练英语基础知识和基本技能的目的教学目标 一、语言知识目标 二、语言技能目标 三、学习策略 四、文化意识 五、情感态度 六、任务,一、语言知识目标 1. 功能：能够用本模块的表达形式谈论人或物。

2. 语法：能够熟练判断定语从句所用的引导词which和who，能够运用此类定语从句 3. 词汇：能够正确使用下列单词和词组：on the left/right, trouble, expect, pick up, kid, even though, size, beauty, category, movement, include, rich, congratulation, photographer, present, ceremony, frightened 能够理解下列单词： shot, historic, feature 4. 语音：在句子中掌握词的重读二、语言技能目标 听：能够听懂含有照片为话题的对话以及对照片 的描述 说：能谈论自己喜爱的照片 读：能根据相关信息预测文章所描述的是怎样的照片 写：能利用本模块介绍的定语从句造句和描写事情或人物 演示与表达：发表自己对照片以及照片内容的看法和喜好三、学习策略 1.自学策略：学会用英文与别人交流对照片以及其它事物的看法 2.合作学习策略：积极参与讨论，倾听他人看法，发表个人观点四、文化意识 结合照片内容向学生介绍各种各类照片所承载的文化内涵，使学生了解文化是渗透在生活中的。

五、情感态度 学会欣赏照片：欣赏美的照片以培养审美情趣；也欣赏真而缺乏美的照片因为它们反映生活的真实面貌通过这样的欣赏使学生走出“象牙塔”去感悟生活六、任务 挑选自己最喜爱的照片，并附英文说明，在小组中举行一次照片展览向组内成员描述所选的照片，叙述喜欢它的原因最后在班级中张贴课时安排 Period 1: Unit 1 Period 2； Unit 2 Period 3: Unit 3 (Grammar, Listening & Speaking） Period 4: Unit 3 (Vocabulary, Reading & Writing),It’s the band which gets everyone dancing.,Unit 1,Period One Unit 1 教学设计 （听说为主）,1.Pre-listening 以复习上一模块的照片和教材中的Activity1作为pre-listening，一方面学习词汇和短语，另一方面激活学生的相关知识经验 2.Listening comprehension 听力活动的安排分为三步，按照辨认、转换 、重组与再现的层次从浅入深进行。

第一遍听，回答一个无语法难度的宏观问题 第二遍听，完成non-productive理解问题设计一个信息转换任务，完成表格 第三遍听，完成productive理解问题教材中Activity 4 用在这儿较合适3.Vocabulary using 学生通读对话，学习语法，练习词汇与短语等，主要活动为找出课文中的定语从句，完成Activity 6教材中Activity 5 较难，可作为选做题 4.Speaking 说的活动事实上是听的延续，是听的输出可以重现听力活动第二步后的表格， 让学生讲述Tony在舞会中的经历, 然后完成教材Activity 7 和Activity 8the photos that / which Tony’s dad took in Australia,Pre-listening,Look at the photo. Say where it is and what’s happening. Use the words in the box to help you.,at the back at the front band blues dance concert drums guitar loud on the left on the right sing,,Listening comprehension Q: Was there anything wrong with He Zhong’s camera?,,Tony’s experiences at the dance,other people’s heads,He Zhong,,The drums,playing the guitar,,camera,,Read the questions,then listen again and answer them.Write notes.,Why can’t Tony take photos of the Blues Boys at first? Why does he want to get some good photos? How popular are the Blues Boys? Who does Tony think will win the competition? Why is Tony unhappy?,,Because he can’t see over people’s heads.,Because he is going to enter the photo competition.,It’s the band which gets evceryone dancing.,Tony himself.,Because his camera has gone.,Answer the questions. Use the words in the box. 1.Will Tony enter the photo competition? 2.Did they expect to see Tony’s dad? Did Tony expect to see the camera in his bag?,Yes, Tony will enter the photo competition.,No, they didn’t expect to see Tony’s dad. Tony expected to see the camera in his bag.,3.Did Tony get any good shots of the band? Did He Zhong? 4.Do you think Tony looks after this camera?,Yes, Tony got some good shots of the band. I don’t’ know if He Zhong got good shots of the band.(or Students’ own answers.),No, I don’t think Tony looks after this camera.,5.Where does Tony’s dad hope to go with Tony when he picks him up? 6.Did Tony try out his father’s camera?,,When he picks Tony up Tony’s dad hopes to go home with Tony.,Yes, Tony tried out his father’s camera.,Work in pairs. Student A: Choose a photo shown on the screen, and describe it to Student B. Student B: Listen to Student A’s description of a photo on show. Guess which photo he/she is describing. — There is a boy who is singing. — Is it Picture 1?,Which photo?,,,Which photo?,5. Homework,1). Read the dialogue in Unit 1 again. 2). Finish Exx.2&8 on the workbook.,重、难点及突破： 重点是由which和who引导的定语从句，在听前活动中就可以引入。

因为在上一模块中学生已学了that引导的定语从句，这部分不会太难 难点是听力过程中对新语言现象的理解听前活动相当重要，这一环节主要解决课文中新的语言现象，使学生在做听力时能很快进入状态Unit 2 Read on to find out who the winners are.,,,Period Two Unit 2 教学设计 （读写为主）,本单元的活动设计以阅读为主，外加一个写作活动阅读的教学运用图式理论，采取“自上而下”的方式，将篇章作为整体来处理教学步骤如下： 1.Pre-Reading 读前活动是为了引发学生对本单元的学习兴趣这里安排Workbook Ex.3作为一个猜测活动来激活学生已有的知识和经验，调动学生的主观能动性，构建新的知识 The Guessing Game Student A says a sentence that begins: I’m thinking of a person who… OR I’m thinking of something which… Student B must guess who the person is or what the thing is.,2. Lead-in 从照片导入照片的分类。

再进入Activity1: Look at the photos which won last year’s photo competition. What categories do you think the prizes were for?,,,Categories of photos,Nature,Everyday City Life,Traditional Culture,Historic China,Sport,Most Unusual,Categories of photos,Music,,Many Faces of Our City,Most Unusual,Historic China,Traditional Culture,,,3. While-reading 阅读过程中主要训练学生的阅读技巧，整体把握文章这里我们分三步进行：1）整体粗读，领略内容大意；2）分段细读，注意细节，注意语言结构；3）整体重读，深层理解，掌握语言结构 1) Fast-reading 略读文章，把课文图片与其相应的奖项进行搭配 2) Detailed-rea。