外研版九上module8photosword全模塊-文庫吧資料
2024-12-17 07:52本頁面
【正文】 s back from the class. Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box. 1. Ask the Ss. to plete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7. 2. Call the answers back from some students. Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which. 1..Read through the examples with the Ss. and make sure that they are familiar with the use of the attributive clause guided by who/which 2. Ask the Ss. to repeat the sentences in the box. 3. Ask―Can you make other similar examples?‖ the Ss’ attention on the ways in which they are used: who/which. Task5: Do Activity2 and Activity 3 on page 68 individually. 1. Ask the Ss. to check with a partner. 2.. Ask the Ss. to read out the sentences 3. Summarize the use of the attributive clause guided by who/which. Task 6: Join the sentences with who or which. 1. Ask the Ss. to do Activity 4 on page 69 individually. 2. Call the answers back from some students. Task7: Use the knowledge of this module to make an instruction of Activity 5 . 1. talk about the two pictures. 2. Then talk about the people in the two pictures. 3. Now ask questions about the picture, and write down their answers. Step 4 Guess Task8: A guessing game 1. Look around the class and describe something to their partner, using the knowledge of this module. 2. Guess who/what I am describing Step 5 Homework: 1. Finish all the exercises in the WB. 2. Preview Module 9. 。 Around the world amp。9 in the Wb. 2. Oral work: Read the conversation of Activity 3. 3. Preview Unit2 in Module 8. Period 2 : Reading Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony， even though 2) Reading skills: To detect and foster the students’ reading skills To get information from the reading material. 3) Emotion amp。Pronunciation and Speaking Aims and Demands: 1) Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2) Listening skill: To understand conversations involving talking about photos. Improve the students’ listening ability. 3) Emotion amp。Module Task Period 4: Language in use 注：教學時應根據(jù)學生的學習水平、生活實際水平、接受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。Pronunciation and Speaking Period 2: Reading Period 3: Writingamp。 task –cycle：通過整個模塊的聽說讀寫的訓練，強化使用 who,which 引導的定語從句來談論 攝影作品的表達能力，為完成任務做好鋪墊。 二、教材處理 核心任務：能夠收集、拍攝自己最喜歡的作品，并能運用所學句型結(jié)構(gòu)談論他們。 難點： 掌握使用 who,which 引導的定語從句 。 6)任務 :能夠描述自己的攝影作品。 5)情感態(tài)度：培養(yǎng)學生互助合作的情感素質(zhì)。 合作學 習策略 能夠根據(jù)小組內(nèi)同學的特長分工合作， 積極參與討論，互相學習，取長補短，注意從他人的演示中汲取經(jīng)驗 ,注意學習策略共享。 資源 通過報刊、書籍、網(wǎng)絡(luò)等其他資源獲取更
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