外研版九年级上册Module 11 Unit 2 The photo which we liked best was taken by ZhaoMin. 教案.docx

九年级上册Module11Unit2ThephotowhichwelikedbestwastakenbyZhaoMin.教案I.TeachingObjectives:Bytheendofthislesson,studentswillbeableto:1. Userelativeclauseswith'which'and,who,togiveadditionalinformationaboutthingsandpeople.2. Discusspreferencesrelatedtophotographsorartwork.3. Expandvocabularyassociatedwithphotography,artappreciation,andcompetitions.4. Developspeakingskillsthroughexpressingpersonalpreferencesandprovidingreasonsforchoices.5. Enhancelisteningskillsbycomprehendingadialoguediscussingpreferences.6. Writesentencesusingrelativeclausestodescribepreferencesandthereasonsbehindthem.7. Recognizethecreativeeffortbehindphotographicworksandexpressappreciation.8. Understandtheconceptofsubjectivejudgmentinartandpreference-baseddecisions.II. KeyVocabulary:- Verbsassociatedwithtakingphotos,appreciatingartzandmakingchoices(eg,take,Iikezchoosezappreciate)- Nounsrelatedtophotography,pictures,andart(e.g.zphoto,picture,frame,exhibition)- Adjectivesdescribingvisualattributesandpreferences(e.g.,beautiful,stunning,appealing)- Phrasesforexpressingpreferences(e.g.,beinterestedinzPrefej.to.,befondof)III. TargetLanguageStructures:- Relativeclausesintroducedby'which'and,who,forgivingadditionalinformationaboutthingsandpeople.- Pastsimpletensefordiscussingactionsthathavealreadyoccurred.- Expressionsofpreferenceusingmodalverbs(e.g.,should,could).- Prepositionsforindicatingpreference(e.g.,betterthan,morethan).IV. TeachingAids:- Aselectionofphotographsorartworkstostimulatediscussionandpreferenceexpression.- Whiteboardandmarkersforgrammarexplanationandwritingkeysentences.- Audiomaterialfeaturingaconversationwhereindividualsdiscusstheirpreferencesregardingphotos.- Handoutswithexercisesonrelativeclauses,expressionsofpreference,andawritingpromptforsentencesorshortparagraphs.V. TeachingProcedures:Step1:Warm-up(5minutes)- Startwithanactivitywherestudentsquicklylistdifferenttypesofphotographstheymightencounter(e.g.,landscapes,portraits,actionshots).- Elicitkeyvocabularyfromstudentsandwriteitontheboard.Step2:Listening(10minutes)- Playanaudiotrackfeaturingadialoguewherepeoplediscusstheirpreferencesfordifferentphotos.- Afterlistening,askcomprehensionquestionstocheckunderstandingofthecontent.Step3:SpeakingPractice(15minutes)- Studentsdiscussinpairsorsmallgroupstheirpreferencesamongasetofprovidedphotographs,usingrelativeclausesfordescriptions.- Conductaclasssurveytofindoutthemostpopularphotographanddiscussthereasonsforitspopularity.Step4:GrammarFocus(10minutes)- Reviewtheusageofrelativeclausestoprovideadditionalinformationaboutthingsandpeoplethatarebeingpreferred.- Introduceandpracticestructuresforexpressingpersonalpreferences.Step5:WritingTask(10minutes)- Handoutworksheetswithexercisesonconstructingsentencesusingrelativeclausesandexpressionsofpreference.- Assignawrittentaskwherestudentswritesentencesorashortparagraphdescribingtheirfavoritephotographusingrelativeclausesandexpressingtheirpreference.Step6:Homework&Review(5minutes)- Assignhomeworkforstudentstocompletetheirparagraph,incorporatingfeedbackfromthewritingexercise.-Reviewkeypointsfromthelessonthroughaquickquizorverbalquestioning.VLAssessment:- Evaluatestudentsbasedontheirparticipationinspeakingactivities,correctusageofrelativeclausesandexpressionsofpreferenceinoralandwrittenassignments,andcompletionofhomeworktasks.- Assesslisteningskillsthroughcomprehensionquestionsrelatedtotheaudiocontentaboutdiscussingphotopreferences.- Assessreadingcomprehensionthroughashortquiztargetingthemainfeaturesanddetailsoftheprovidedtextonphotographicpreferences.- Reviewtheabilitytopresentcleardescriptionsandusethelearnedlanguagestructuresinadiscussionaboutpersonalpreferencesinart.