ModulePhotos Teaching Plan教学设计教案
Teaching Plan
Pablo Picasso 教学设计英语组王翠平一、教案背景：1、面向学生：高中2、学科：英语3、课时：14、学生课前准备：1）预习课文内容2）通过百度互联网查询有关毕加索的相关介绍和图片5．教师课前准备教学之前利用百度在网上搜索与动物的相关教学材料作参考，了解到教学的重点和难点，确定课堂教学形式和方法。
然后根据课堂教学需要，利用百度搜索的文字资料和图片资料、MP3、视频，做成PPT在课堂上给同学们演示，让学生深入了解毕加索及其作品。
二．课题Pablo Picasso (Book 2, Module 4)三、教材分析：这是外研版高中英语必修2 第四模块第5 课时，通过阅读课文使学生获取毕加索其人及作品的相关信息，帮助学生归纳和巩固相关语言知识，根据学生的实际情况在语言交际活动中加以运用。
通过相关的听、说、读、写的活动，巩固本模块所学短语，发展学生的语言能力。
1．教学目标:知识目标●培养略读与查读能力及获取信息和处理信息的能力●掌握重点短语a. 在…岁的时候；b. 在某人20 几岁的时候；c. 在20 世纪30 年代；d. 一系列的，一连串的；●重点句型It’s generally agreed that…能力目标能够熟练地掌握本课内容，用所学短语和句型，进行交流。
让学生在特定的情境下运用所学的知识，培养学生实际运用英语的能力。
情感态度价值观让学生在课堂中轻松的学习，提高学生的观察力和注意力及合作精神，了解毕加索，激发学生对世界艺术的热爱，对英语学习的兴趣。
重难点掌握重点短语与句型；用所学短语谈论毕加索关键学会如何用所学单词与短语谈论某人生平教具Multi-media （多媒体）四．教学方法复习导入法、小组讨论法、任务型教学法、讨论法、听说法五．教学过程Step 1. Review and lead inGet the students to translate four sentences, reviewing some key words and phrases learned last period;1. We never get tired of his class because he always makes his class livelyand interesting.我们从不会厌倦他的课，因为他总是使课堂生动有趣。
外研版英语九上Module 11《Photos》模块教学设计
外研版英语九上Module 11《Photos》模块教学设计一. 教材分析外研版英语九上Module 11《Photos》主要包括两个单元，共两篇文章。
本模块以照片为话题，通过介绍不同类型的照片和照片背后的故事，培养学生的阅读兴趣和摄影技巧。
本模块的主要语言知识点包括一般过去时的被动语态、形容词比较级和最高级等。
二. 学情分析学生在学习本模块时，已具备一定的英语基础，能理解和运用一般过去时、现在完成时等时态。
但部分学生对一般过去时的被动语态、形容词比较级和最高级等语法知识掌握不够扎实。
此外，学生对摄影技巧的了解和运用程度不同，需在教学中加以引导和培养。
三. 教学目标1.能理解文章大意，把握文章结构和摄影技巧。
2.能运用一般过去时的被动语态、形容词比较级和最高级等语法知识。
3.提高学生的阅读兴趣，培养摄影技巧和审美能力。
4.激发学生对英语学习的热情，增强团队协作精神。
四. 教学重难点1.一般过去时的被动语态。
2.形容词比较级和最高级的运用。
3.摄影技巧的介绍和运用。
五. 教学方法1.任务驱动法：通过设定各种摄影任务，激发学生的学习兴趣和实践能力。
2.合作学习法：分组讨论、分享照片，培养学生的团队协作和沟通能力。
3.案例分析法：分析优秀摄影作品，引导学生掌握摄影技巧。
4.互动式教学法：教师与学生互动，解答疑问，提高学生的课堂参与度。
六. 教学准备1.准备相关摄影作品和照片，用于案例分析。
2.准备语法练习题，巩固所学知识。
3.准备课堂活动所需材料，如图片、卡片等。
4.安排课堂展示环节，准备展示平台。
七. 教学过程1.导入（5分钟）利用照片展示，引导学生谈论照片背后的故事，激发学生对本模块的兴趣。
2.呈现（10分钟）介绍模块内容，展示两篇文章，让学生初步了解文章大意。
3.操练（10分钟）针对文章中的重点语法知识，设计相关练习题，让学生分组讨论，巩固所学知识。
4.巩固（10分钟）邀请学生上台展示摄影作品，分享照片背后的故事，培养学生的表达能力和摄影技巧。
高中英语教案(英文模板)Teachingplan
高中英语优秀教案(英文模板)Teachingplan一、教学目标：1. 知识目标：学生能够掌握并运用本课核心词汇和短语。
学生能够理解并运用本课所学的语法知识。
2. 能力目标：学生能够提高听力理解能力，能听懂并准确回答问题。
学生能够提高口语表达能力，能够流畅地用英语进行对话。
3. 情感目标：学生能够激发对英语学习的兴趣，培养积极的学习态度。
二、教学内容：1. 词汇和短语：学生需要掌握本课中的核心词汇和短语，并能运用到实际情境中。
2. 语法知识：学生需要理解并掌握本课所学的语法知识，能够正确运用到句子中。
三、教学过程：1. 导入：通过与学生的生活相关的场景引入本课主题，激发学生的兴趣和好奇心。
2. 词汇和短语教学：通过例句、游戏等方式教授本课核心词汇和短语，让学生在实际情境中进行运用。
3. 语法知识教学：通过例句、练习等方式教授本课所学的语法知识，让学生能够正确运用到句子中。
四、作业布置：1. 词汇和短语练习：让学生完成相关的词汇和短语练习题，巩固所学知识。
2. 口语作业：让学生与同学进行对话练习，提高口语表达能力。
五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。
2. 作业完成情况：检查学生完成作业的情况，巩固所学知识。
3. 口语表达能力的提高：通过对话练习，评估学生的口语表达能力是否有提高。
六、教学策略：1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言运用能力。
2. 交际式教学法：鼓励学生积极参与课堂对话，培养学生的交际能力和团队合作精神。
3. 情境教学法：创设各种真实的学习情境，让学生在实际情境中感知和运用语言。
七、教学资源：1. 教材：使用符合课程标准的高中英语教材，为学生提供丰富的学习内容。
2. 多媒体设备：利用多媒体课件、视频等资源，丰富教学手段，提高学生的学习兴趣。
3. 网络资源：利用网络资源，为学生提供更多的学习资料和实践平台。
授课教案 (Teaching plan)
授课教案（Teaching plan）培养目标作为现代高等教育的发端，天津大学在一百一十多年的办学实践中，秉承“实事求是”校训和“严谨治学、严格教学要求”的双严方针，牢固树立学校以育人为本、育人以教育为先、质量是学校的生命线、教学工作在学校具有优先地位的理念。
强化教学管理，深化教学改革，逐步构建了具有天大特色的本科创新人才培养体系。
努力培养专业口径宽、理论基础厚、实践能力强、综合素质高，具有创新精神和国际视野的高层次人才，使之成为推动科技创新、经济发展、社会进步的栋梁。
本课程是高等学校化学工程及工艺专业（本科）的一门专业基础课，是学生在具备了物理化学、化工原理、化工热力学等技术基础知识后的一门专业主干课。
本课程主要讲授化工生产实际中复杂物系的分级、分离、浓缩、提纯等技术。
通过该课程的学习，使学生掌握各种常用分离过程的基本理论，操作特点，简捷和严格计算方法以及强化改进操作的途径，并对一些新型分离技术有一定的了解，能够根据具体的分离任务和分离要求，选择适宜的分离方法，设计合理的分离序贯。
围绕本课程的实验教学、仿真实习、工程案例教学环节使分离理论与实践有机结合，显著增强了课程的工程实践特色，符合工科创新性人才的培养目标。
重点难点（1）课程的重点、难点化工分离过程属于理论性较强的课程，综合运用化工原理、物理化学、化工热力学、传递过程等课程的理论知识，针对化工生产中经常遇到的多组分非理想性物系，从分离过程的共性出发，讨论各种分离方法的特征。
本课程着重基本概念的理解，为分离过程的选择、特性分析和计算奠定基础。
在以基础知识、基本理论为重点的基础上，强调将工程与工艺相结合的观点，以及设计和分析能力的训练；强调理论联系实际，以提高解决实际问题的能力。
另外，在讲授传统分离技术的同时，还不断引进新型分离技术的有关内容，并逐渐加强其重要性，以拓宽学生在分离工程领域的知识面，从而适应多种专业化方向的要求。
难点在于本课程中应用到很多化工热力学和传递过程理论，内容较为深奥和抽象。
Teaching Plan教案
Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。
(一年级英语教案)TeachingPlan
TeachingPlan一年级英语教案Teaching PlanSchool: Shengli Primary School Name:吴英Title NSE Book 2 Module 2 Unit 2 He's a doctor.Aims 1. Grasp the sentences 'He's a… She's a…2. Develop the students ability of listening, speaking and reading. Focus Ⅰ: Learn to say the six words. teacher doctor driver clown pupil Ⅱ: Use the sentences to introduce jobs. he's=he is she's=she is Aids Recorder word cards some picturesTeachingsProcess Teaching's Activity Students Activity Pe-preparationⅠ: Warming up\Revision1. Say anEnglishchant: 'Look at the tree.'2. Ask and answer.Show the word cards and ask: 'What's this?'1. Let the students show their families' photos, then introduce the people of their families.Ⅱ: Leading-inShow my own photo, then tell the students: 'This is my father, he's a doctor. This is my mother, she's a teacher, too.'Ⅲ: Listening & reading Activies1.(Showthepictures)Guess: What are they doing?2 Play the cassette.1. Sing together and do the actions.2. All students answer: 'grandma, grandpa, mother, father, sister, brother'3. Show the photos and say: 'This is my father. This is my …'Try to say the sentences.Read together.Answer the questions.Listen and follow in their books.TeachingsProcess Teaching's Activity Students Activity Pe-preparation3.Show the Family-tree.4.Practice the words.5.Play the tape again,Ⅳ:Further Development1.( Show the pictures of pupils). Ask:Who are they? Is this your father/mother?2.Act and do.3.Free talk.4.Exercise.(play the tape)Ⅴ: Homework1.OralEnglish.2.Make Family-tree. Know and read the words.Join the dots and say.Listen and repeat:This is my mother. That is my father.(line by line/row by row/one by one) Introduce her/his family.Act it in pairs.This/That is my -----.Listen and draw tick or cross.Use the drills to say the sentences.FeedbackTeaching PlanName:吴英School: Shengli Primary School Title NSE Book 2 Module 2 Unit 1Aims Ⅰ: To grasp the drills: That is my father. This is my mother.Ⅱ:To be able to understand say and recognize:father/mother/grandpa/grandma/sister/brother.Ⅲ: Use the sentences to free talk.Focus Ⅰ: Learn to say the six words.Ⅱ: Use the sentences to introduce your family: This is my…This is your…Aids Recorder word cards some picturesTeachingsProcess Teaching's Activity Students Activity Pe-preparationⅠ: Warming up\RevisionSay the poem:Look at the tree.1.T:Goodmorning,everyone.2.(Point to the book) Ask:What is this?(point to the door) Ask:What is that?3.Point to something.4.Let`s play.Ⅱ: Leading-in1.T: Show some pictures of family,Ask:Who are they?2.Let`s learn Module2 Unit 1.Ⅲ: Listening & reading Activies1.(Showthepictures)Guess: What are they doing?2 Play the cassette.Children do the action.Good morning,teacher.This is a book.That is a door.That/This is a ----.Play together.Try to say the sentences.Read together.Answer the questions.Listen and follow in their books.TeachingsProcess Teaching's Activity Students Activity Pe-preparation3.Show the Family-tree.4.Practice the words.5.Play the tape again,Ⅳ:Further Development1.( Show the pictures of pupils). Ask:Who are they? Is this your father/mother?2.Act and do.3.Free talk.4.Exercise.(play the tape)Ⅴ: Homework1.OralEnglish.2.Make Family-tree. Know and read the words.Join the dots and say.Listen and repeat:This is my mother. That is my father.(line by line/row by row/one by one) Introduce her/his family.Act it in pairs.This/That is my -----.Listen and draw tick or cross.Use the drills to say the sentences.Feedback。
Module 11 Photos 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Module 11 Photos【教学内容分析】本模块以photo display为话题。
本单元是通过照片展览竞赛锻炼学生描述照片的语言表达方式。
通过本单元的听说活动，给学生提供充足的体验和运用语言的机会。
【学情分析】本模块谈论照片，内容简单，易于调动学生的积极性，学生能积极参与到课堂中。
而且相互之间能够很好地利用小组进行合作交流。
Unit 1He's the boy who won the photo competition last year!【教学目标】Knowledge objectiveTo master some words and expressions.Ability objectiveTo understand a conversation about competition subject.Moral objectiveTo know more about photos.【教学重点】1. To learn and review some words and expressions：You bet, The thing is, general, standard, feeling, difficulty, subject, add, recently, be in with a chance, menu …2. To learn how to describe photos.【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upSs look at the pictures and answer the questions.Step 2 Listening and vocabularyWork in pairs. Look at the picture and say what is happening.Step 3 Listen and complete the sentences.1. The boy _________ is the guitar player.2. The boy __________ is the singer.3. The boy __________ is the drummer.Listen and read.Step 4 Consolidate new wordsLook and say. Look at the pictures of new words and let the students to say as quickly as possible.Step 5 ReadingRead the dialogue and answer the questions.1. What did He Zhong do last year?2. Which subject does Daming suggest Tony should choose?3. Where is Tony’s real hom e town?4. What does Daming suggest Tony should do?5. What does Tony think of Daming’s suggestion?Step 6 Everyday EnglishYou bet!The thing is, …It doesn’t matter.You’re in with a chance!Step 7 Language points1. Daming: Are you going to enter the photo competition, Tony?Tony: You bet!bet v. 打赌；下赌注bet + on / against 打赌某事不会发生e.g. I bet against your winning 我包你不会赢。
外研版九年级英语上册M10单元整体教学设计
外研版九年级英语上册M10单元整体教学设计后Tony爸爸以及再提及“澳洲人大部分源自英国”等文化背景，最后内容落脚在Tony爸爸不喜欢那边的蚂蚁众多。
整个语篇穿插使用that引导的定于从句，让学生初步了解该语法点。
整个对话风格日常化，如出现“There you go!”等日常口语表达。
对话主要使用了一般现在时和一般过去式两种时态。
第二单元以书信的形式展开，信中详细描写了艾尔斯岩的特点，补充了unit 1的知识，后文通过描写澳大利亚人的土著人们的历史、食物的选择、喜欢的活动、晴朗的天气和英语语言的使用，让学生对澳大利亚有更深刻的了解。
书信主要采用了一般过去时和一般现在时两种时态。
第三单元为应用文游记类，语篇详细介绍了清远市地理位置、气候特点、旅游特色、人文等基本信息，以及作者游玩景点的过程，包括票价、纪念品等面面俱到。
内容结构为总分式，语言用词考究，如abundant，numerous，recommend，architectural等，句式表达多样化，适合学生赏析和仿写。
游记辅以图片同步呈现，使之更为生动形象，也有助于学生理解语篇。
该模块主要语法为that 引导的定语从句，课上让学生在具体语境中通过仿写和扩写句子对语法进行操练。
【模块教学设计框架图】学情分析(Analysis of thestudents) 授课对象预计为现初三1班学生，大部分学生基础比较好，在之前就接触过定语从句的用法，并且本模块Unit 1也已经学习了定语从句的用法，所以学生对句子的理解问题不大。
而关于不同地区文化的学习，在七上Module 4 Around the world，M9U2 People in different places are doing different things at this moment，九上M1Wonders of the world中,学生已经学习过关于介绍地方的文章，但之前的介绍只是粗略带过，这一模块则详细带大家学会通过不同方式描述一个地方。
Module11Photos辅导教案
6.文化：了解并尊重不同文化背景下的家庭、学校和友谊
教学内容紧密结合教材，旨在帮助学生掌握本模块的关键知识点，本章节的核心素养目标旨在培养学生以下能力：
1.语言能力：通过学习单词、句型和语法，提高学生的英语表达和沟通能力，使其能够自信地运用英语描述照片中的人物和场景。
举例：学生能够正确使用动词第三人称单数形式，如“She smiles.”
（3）句型：熟练运用本模块中的关键句型，如“This is my family. We are on holiday.”
举例：学生能够用所学句型介绍照片中的人物和场景。
（4）对话：学会用英语询问和回答关于照片的问题。
举例：学生能够进行以下对话：“A: Who is in the photo? B: This is my family.”
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module 11 Photos这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否喜欢拍照？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索照片背后的故事和情感。
三、教学难点与重点
1.教学重点
（1）词汇：重点掌握Module 11中的单词，如photo, family, school, friend等，并能够熟练运用这些词汇描述照片中的人物和场景。
举例：学生能够用单词“family”描述照片中的家庭成员，用“school”描述学校场景。
（2）语法：掌握一般现在时态的运用，特别是动词第三人称单数形式。
五、教学反思
在Module 11 Photos的教学过程中，我发现了一些值得注意的地方。首先，学生们对照片这个话题非常感兴趣，他们积极参与课堂讨论，分享自己的照片和故事。这种积极性让我深感欣慰，也让我意识到，贴近学生生活的教学内容更能激发他们的学习兴趣。
Module11Photos大单元教案
（2）时态运用：掌握一般现在时和一般过去时的运用，能正确描述照片中的动作或状态。
举例：教师可引导学生观察照片，用一般现在时描述照片中的人物或事物，用一般过去时描述照片中的过去事件。
（3）文化背景知识：了解不同文化背景下的摄影艺术，培养学生对多元文化的尊重和理解。
1.教学重点
（1）核心词汇与表达：本节课的核心内容包括照片相关的词汇（如snapshot, album, capture等）、描述照片的形容词（如beautiful, interesting, funny等）以及表达喜好和情感的句型（如I like… because…, It reminds me of…）。
学生小组讨论环节，大家围绕“照片在生活中的意义”展开了热烈的讨论。但在引导和启发学生思考方面，我觉得还有提升的空间。今后，我可以尝试提出更具启发性的问题，引导学生深入探讨，从而使他们在讨论中收获更多。
总的来说，今天的课堂教学取得了一定的效果，但仍有不少地方需要改进。在今后的教学中，我将不断调整和优化教学方法，关注每个学生的学习情况，努力提高他们的英语核心素养。同时，我也将鼓励学生们多观察生活，用照片记录美好瞬间，学会用英语表达自己的情感和观点。教学相长，我相信在师生的共同努力下，我们的英语课堂会更加精彩。
3.重点难点解析：在讲授过程中，我会特别强调一般现在时和一般过去时的运用，以及如何描述照片中的情感和故事。对于难点部分，我会通过举例和对比来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与照片相关的实际问题，例如：“如何用英语描述一张照片？”
2.实验操作：为了加深理解，我们将进行一个简单的照片分析活动。每个小组选择一张照片，用所学知识进行描述和分析。
大班英语优质课教案《TeachingPlan》
大班英语优质课教案《TeachingPlan》一、教学目标1.学生能够听懂、说出并认读26个英文字母及其对应的音素；2.学生能够运用所学知识自如地进行字母拼读、单词拼写；3.学生能够初步理解并使用简单的英语日常用语。
二、教学内容1.字母认读：•同学们认识26个英文字母，能够用正确的发音读出字母的名称，例如：A, B, C…Z；•同学们能够通过所学的字母表快速找到想要的字母并说出它的名称。
2.字母拼读：•同学们学会了如何通过字母的发音拼出一个单词，例如：cat, dog, bat；•同学们能够听到老师念出一个单词后快速拼读它，并说出单词的意思。
3.日常用语：•同学们学会了如何使用简单的日常用语，例如：hello, goodbye,thank you；•同学们能够听懂老师使用这些日常用语，并能够正确地使用它们进行交流。
三、教学方法1.情景模拟法：•因为同学们还没有到英语言的基本功夫阶段，因此在让同学们进行字母学习的时候，我们采用自然拼音法进行，同时将字母进行归类，像ABCD发音一样归类。
•在学习日常用语的时候，老师会与同学们进行互动，通过情境模拟来让同学们能够更好地理解并使用这些日常用语。
2.游戏教育法：•在学习字母拼读的时候，我们采用游戏的方式来进行教学，比如Bingo小游戏，配合声音和图片，帮助同学们快速地记忆和拼读单词。
3.归纳法：•在学习字母和日常用语的时候，我们采用归纳法，即将学习内容进行分类，将字母和日常用语分别进行汇总，方便同学们进行对照和记忆。
四、教学步骤1. 字母认读1.听老师读出26个英文字母的名称，同学们跟读；2.分组比赛，根据老师所说的字母名称，第一个跟读出来的小组获胜；3.学生自由读出由老师即兴出现的随意字母。
2. 字母拼读1.老师播放音频，让学生们听声音，说出音频中的每个单词中的字母；2.BINGO小游戏，根据音频快速拼读单词并标记；3.学生自己编写单词进行拼读及说出意思。
Module 11 Photos U2精品教学设计
7、完成Activity 4，朗读式核对答案。
8、展示各自的真实照片，口头表达。结合定语从句书写短文，展示习作。
词汇过关
培养口语表达能力。
培养阅读能力
理清文章结构。
培养朗读与合作探究能力
寓教于乐
复述巩固课文。
培养合作探究与写作创新能力，取长补短。
Step3：
Practice
实战演练
4、展示思维导图，引导学生对全文进行分析，理清作者的写作思路。
5、指导学生跟读课文各段录音，小组思考探究重点词句。点拨who/which引导的定语从句。指导学生自由读，齐读、分组读课文。
6、. 4，朗读式核对答案。
8、指导学生展示各自的真实照片，口头表达完成Activity 6。然后结合定语从句书写短文，通过多媒体展示习作，教师点评并鼓励。
难点
1、巩固不同关系代词引导的定语从句的基本运用。
2、掌握写作技巧，能结合定语从句书面描写某一生活场景。
教学过程
教学环节
教师活动
学生活动
设计意图
Step1：
Warming-up
课前互动
出示照片图文，抛出问题，引导学生口语表达。出示课时标题。
观看图文，回答问题。朗读标题。
寓教于乐，提高口语表达能力，引导学生热爱摄影热爱生活。导入新知。
教
学
目
标
（一）知识与技能
1、掌握本课重点词语与句型，能较为流利地朗读课文。
2、学会理清作者的写作思路、提取信息，解决实际问题。
3、巩固不同关系代词引导的定语从句的基本运用。
4、掌握写作技巧，能结合定语从句书面描写某一生活场景。
5、培养合作探究、语言的综合运用与创新能力。
module8photosteachingplan教学设计教案
M o d u l e8P h o t o s T e a c h i n g P l a n教学设计教案(总8页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除Module 8 Photos Teaching Plan一、题材内容本模块以“摄影”为话题，借此让学生描述自己最理想的摄影作品。
通过本模块的学习，学生进一步学习定语从句的用法。
为学生提供了充足的语言实际运用的机会。
学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。
语法难点仍是定语从句。
教学中教师应随时随地灵活利用各种素材组织教学过程和内容，充分调动学生的积极性。
教学目标：5)情感态度：培养学生互助合作的情感素质。
参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观，通过欣赏他人的摄影作品，提高自己的审美情趣。
6)任务:能够描述自己的摄影作品。
教学重点和难点：重点：1．通过谈论自己的摄影作品，训练学生的听、说、读、写能力；2. who,which引导的定语从句。
难点：掌握使用who,which引导的定语从句。
教学方法：基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理核心任务：能够收集、拍摄自己最喜欢的作品，并能运用所学句型结构谈论他们。
三个环节如下：pre-task：学生联系生活实际，激活背景知识。
task –cycle：通过整个模块的听说读写的训练，强化使用who,which引导的定语从句来谈论摄影作品的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period 1: Vocabulary and Listening &Pronunciation and SpeakingPeriod 2: ReadingPeriod 3: Writing& Around the world &Module TaskPeriod 4: Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
Module 11 Photos教案
Module 11 Photos教案dule 11 Phts【教学内容分析】本模块以pht displa为话题。
本单元是通过照片展览竞赛锻炼学生描述照片的语言表达方式。
通过本单元的听说活动，给学生提供充足的体验和运用语言的机会。
【学情分析】本模块谈论照片，内容简单，易于调动学生的积极性，学生能积极参与到堂中。
而且相互之间能够很好地利用小组进行合作交流。
Unit 1He’s the b h n the pht petitin last ear!【教学目标】nledge betiveT aster se rds and expressinsAbilit betiveT understand a nversatin abut petitin subetral betiveT n re abut phts【教学重点】1 T learn and revie se rds and expressins：u bet, The thing is, general, standard, feeling, diffiult, subet, add, reentl, be in ith a hane, enu …2 T learn h t desribe phts【教学方法】PP ethd, tas-based ethd and interative apprah【教学手段】A tape rerder, ultiedia and se pitures【教学过程】Teahing Predures:Step 1 aring upSs l at the pitures and anser the questinsStep 2 Listening and vabularr in pairs L at the piture and sa hat is happeningStep 3 Listen and plete the sentenes1 The b _________ is the guitar plaer2 The b __________ is the singer3 The b __________ is the druerListen and readStep 4 nslidate ne rdsL and sa L at the pitures f ne rds and let the students t sa as quil as pssible Step ReadingRead the dialgue and anser the questins1 hat did He Zhng d last ear?2 hih subet des Daing suggest Tn shuld hse?3 here is Tn’s real he tn?4 hat des Daing suggest Tn shuld d?hat des Tn thin f Daing’s suggestin?Step 6 Everda Englishu bet!The thing is, …It desn’t atteru’re in ith a hane!Step 7 Language pints1 Daing: Are u ging t enter the pht petitin, Tn? Tn: u bet!bet v 打赌；下赌注bet + n / against 打赌某事不会发生eg I bet against ur inning我包你不会赢。
Module3单元整体(教学设计)-英语六年级下册
外研六年级下册Module 3 Photos一、单元整体概览Array二、教材分析本模块内容围绕Talk about pictures 这一主题展开，涉及四个语篇，包括三篇配图文本和一篇绘本。
语篇一是配图文本。
主要内容是Lingling收到Daming的来信，Daming在信中介绍他星期六和Simon去野餐的有趣经历。
信中有三张照片：第一张照片中天气晴朗，阳光普照，鸟儿在树上唱歌，他们看到一群鸭子，它们好像饿了；第二章照片中天空开始下雨了，鸟儿飞走了；第三张照片中鸭子再吃Daming他们的三明治。
语篇二是配图补充文本，内容是Lingling给大明的回信，分享了自己上个月去旅行发生的一些有趣的经历，同时给大明寄了一些自己拍的照片。
语篇三是配图文本，内容通过描述Daming寄给Lingling的另一封信和照片。
在这张照片里，Daming他们在山里，阳光明媚，威风轻拂，牛仔喝水，小鸟在唱歌，鸭子在游泳，小兔子一蹦一跳，Daming 和Simon在捉迷藏。
他们玩得十分开心。
语篇四为绘本Pete the cat and the sunglasses，围绕Pete不开心，遇上了坏脾气的蟾蜍。
可没想到，蟾蜍今天很高兴，因为它戴了一副眼镜，能让人用全新的角度看待事物……Pete一戴上眼镜，阴雨天就变成了艳阳天，鸟也唱，天也亮，一切都好了。
本模块的四个语篇从不同视角谈论点餐，模块内各语篇与模块主题之间以及各语篇之间相互关联，构成三个主题，即：学会描述照片；形成热爱生活的态度；善于发现生活的美。
各课围绕模块主题展开，各课之间既相互独立，又相互关联。
学习活动按照学习理解、应用实践、迁移创新三个层次逐步展开，循序渐进，螺旋上升。
学生将零散的知识内容有意义的联系起来，构建基于主题的结构化知识，发展语言运用能力。
Module 3单元主题内容框架图三、单元教学目标四、分课时单课语篇教学设计M1P1 The sun is shining.一、语篇研读What:本课语篇为一封信，第一单元的课文情境是Lingling收到Daming的来信，Daming在信中介绍他星期六和Simon去野餐的有趣经历。
新标准英语四年级第三册module7photos教案
Ⅰ.Teaching goals:of Target language knowledge and skill1）Function: Can use “ There is /are” to talk about Photos.2）The students learn and can listen, read , say and use the sentences: There is a girl in this ’s riding a horse. I can’t see her face. There are twelve boys on the bike.3）The pupils can listen, read and say the vocabulary:there is, horse, there are, have a look, sheep, vegetable, climb, face,fruit, chicken, bear,pigCan use: there is, there are,horse.2. Aims of emotion and attitudePupils can actively participate in class learning activities.of learning strategyPupils can Actively cooperate with others to complete the study task Ⅱ.Teaching important and difficult points.1.Important points:Ss can listen, read and say the sentences: Therei s a girl in this ’s riding a horse. I can’t see her face. Thereare twelve boys on the bike.2.Difficult points:can can listen, read , say and use the sentences: There is a girl in this ’s riding a horse. I can’t see her face. There are twelve boys on the to describe the Pictures or scene .Ⅲ. Teaching aidsCD-ROM, pictures,cards, coursewareUnit One There is a horse in this photo.Teaching ProceduresStep One:Warm-up and lead-in.(about 5min)1.Greeting,then say the chant : “Can I have some soup?”2.Show pictur es: playing basketball, running, shipping, and so ’s doasking and answering like this: What is he/she doing? He is…(激活知识)3.Show the picture of the text .(Amy is riding a horse) get Ss lookat the picture and ask :What can you see?(Help Ss answer)4.Watch and listen to the CD-ROM.(整体感知如何描述图画)5.Watch ,listen and reapeat.(学着说，并提醒学生注意模仿语音语调，感知今天要学的内容There is …的语用，为新课学习做铺垫)Learn：horse 注意与house的区别，用图片进行比较。
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Module 8 Photos Teaching Plan一、题材内容本模块以“摄影”为话题，借此让学生描述自己最理想的摄影作品。
通过本模块的学习，学生进一步学习定语从句的用法。
为学生提供了充足的语言实际运用的机会。
学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。
语法难点仍是定语从句。
教学中教师应随时随地灵活利用各种素材组织教学过程和内容，充分调动学生的积极性。
教学目标：1)语言知识：2)语言技能：3)学习策略4)文化意识：乐于了解世界各地人们审美观念。
5)情感态度：培养学生互助合作的情感素质。
参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观，通过欣赏他人的摄影作品，提高自己的审美情趣。
6)任务:能够描述自己的摄影作品。
教学重点和难点：重点：1．通过谈论自己的摄影作品，训练学生的听、说、读、写能力；2. who,which引导的定语从句。
难点：掌握使用who,which引导的定语从句。
教学方法：基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理核心任务：能够收集、拍摄自己最喜欢的作品，并能运用所学句型结构谈论他们。
三个环节如下：pre-task：学生联系生活实际，激活背景知识。
task –cycle：通过整个模块的听说读写的训练，强化使用who,which引导的定语从句来谈论摄影作品的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period 1: Vocabulary and Listening &Pronunciation and SpeakingPeriod 2: ReadingPeriod 3: Writing& Around the world &Module TaskPeriod 4: Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』Title: Module 8 PhotosPeriod 1: Vocabulary and Listening &Pronunciation and Speaking1.Teaching 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 thestudents’ listening ability.3) Emotion &Attitudes:To help the students learn more about different lives in our daily lifefrom different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, andpractise making dialogue about photos.3.Teaching approach: Communicative teaching4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media (or Tape recorder, OHP, Blackboard)6.Teaching Procedures:Step 1 RevisionTask 1: Recall what we have learned in Module 7.1. Label the pictures with the words and expressions.(1). Read through the words and expressions in the box and have the Ss. Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia. Ask students to speak out as many asthey can.2. Tell something about Australia. Ask students to speak out as much as they can.Step 2 Lead inTask 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos. Then learn the new words of this unit.1. Get them to enjoy some photos about entertainment, sport, culture, nature beauty,2. Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo,then introduce the new words.3. Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and readTask 3:Listen to the tape and finish Activity 2 . Then check and call back the answers.1. Play the recording while they just listen and focus on the words in Activity 1.2. Have them check their answer with a partner and play the recording again.3. Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5 . Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5. Read the conversations in Activity 3. Make sure that Ss understand the conversation.6. Complete the sentences in their own words Activity 5.Then call back the answers from thewhole class.Task 5: Let the Ss finish the Activity 6 by themselves. Then check and call back the answers.1. Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read1. Play the recording again and pause after each phrase, asking the Ss. to repeat chorallyand individually.2. Put the Ss. into groups of 5 to practise the dialogue.3. They should repeat it several times, changing the roles each time.Step 4 PronunciationTask7: Listen and repeat the sentences in Activity7 on page 65. Make sure that they stress the underlined words.1. Ask the Ss to listen and repeat the sentences.2. Play the recording again. Ask the Ss to pay particular attention to the word stress.3. Ask the Ss to listen and repeat chorally and individually.Step 5 SpeakingTask 8: Work in pairs, choose a photo to talk about and finish Activity 8. Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use ofthe attributive clause guided by who \ which..Step 6 Homework1. Do Exx7.8&9 in the Wb.2. Oral work: Read the conversation of Activity3.3. Preview Unit2 in Module 8.Period 2 : Reading1.Teaching Aims and Demands:1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich,congratulation, photographer, present, ceremony, photographer, present,ceremony，even though2) Reading skills: To detect and foster the students’ reading skills To get information from thereading material.3) Emotion &Attitudes:To help the students learn more about different lives in our daily lifefrom different photos.2.Teaching difficult and key points: To let the students know something about photo competitionand learn something about the differences among entertainment, sport,culture, nature beauty photos.3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media (Tape recorder, OHP)5.Teaching Procedures:Step 1 RevisionTask1:Help students to revise what was learnt in Period1of this module.1. Show them some pictures about entertainment, sport, culture, nature beauty photos.2. Have the Ss. talk about them.Step 2 PreparationTask2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1. Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss. talk about them.Task 3: Learn the new words, then label the pictures with the words.1. Read through the words on the screen. Have the Ss. Repeat them after you.2. Read the words separately and have them remember them.3. Make some sentences with the words.4. Call back the answers from the whole classStep 3 Scanning and SkimmingTask 4: Scan this passage, according to the content , finish Activity 3. Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2. Do Activity 3 .Complete the table and write notes3. Call back the answers from the whole class.Step 4 ReadingTask5: Let the Ss read the passage by themselves in details, and do Activity 4. Then check and call back the answers.1. Read through the sentences in Activity 4.2. Read the passage by themselves. And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5. Then check and call back the answers.1. Get the Ss to listen and repeat the passage simultaneously.2. Use the given words to find opposite words in each sentences,3. Get the students to correct the sentences..4. Call back the answers from the whole class.5. Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1. Get the Ss to read the passage together loudly.2. Discuss the following questions in groups.1)“…read on to find out who the winners are.” where do you find who the winners are?2)“…the fun which their fans are having.” Why are the fans having fun?3) “It successfully shows the rich culture which makes Beijing so famous..”Who or what showsthe rich culture?3. Share the ideas.Step 5 Pairwork第一课件网Task6:Finish Activity 7. Then check and call back the answers.1. Read through the table.2. Work in pairs. Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice1. Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task1.Teaching Aims and Demands:1) Writing skill: To write something about a photo. Improve the students’ writing ability .2) Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life fromdifferent photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media (Tape recorder, OHP)4.Teaching Procedures:Step 1 RevisionTask1: Help students to revise what was learnt in the last class.1. Revise the words and phrases.2.Let the Ss. retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about theirfavorite photograph..2. Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph1. Ask the Ss to do this individually.2. They can exchange it with a partner for peer correction.3. Have some students read their passage out to the whole class.Step 3 Around the worldTask4: Learn something about a famous photo.1. Ask the Ss. to look at the photo about the space. Tell the Ss. some knowledge about it.2. Read the text and answer any questions the Ss have.Step 4 Module TaskTask5: Making a photo show.1. Activity 10 on page 71. Ask the Ss. to write about their favorite photo, saying what /whoit is and why it is important to them.2. Activity 11 on page 71.Show their photo to their group. And tell others why they like it andwhy it is important to them..Answer any questions their group may have. Listen to the othermembers of their group talk about their photos.3. Activity12 on page 71. Put all the photos on the table and talk about them in groups.Step4 RecallingRecall what we have learned today.Step5 Homework1. Do Ex.11 on page 143.2. Do the Self-assessment on page 143.Period 4: Language in use1. Teaching Aims and Demands:1)To detect and foster the students’ understanding of grammar skills (skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from differentphotos(emotion)2.Teaching difficult and key points:To let the students know how to use “Which and Who ” to makeattributive clause3.Teaching approach: Communicative teaching4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media (recorder, OHP )6.Teaching Procedures:Step 1 RevisionHelp students to revise what is learnt in 3 periods of this module.Step 2 Listen and speakTask1:Look at the photos in Activity 8,then discuss them.1.Get Ss. to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening1. Ask the Ss. to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 WriteTask 3: Complete the passage using the correct form of the words and expressions in the box.1. Ask the Ss. to complete the passage using the correct form of the words and expressions inthe box in Activity 1 and Activity 7.2. Call the answers back from some students.Step 3 Language practiceTask4: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 ofthe 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?”4.Focus 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 GuessTask8: A guessing game1. Look around the class and describe something to their partner, using the knowledge of thismodule.2. Guess who/what I am describing.Step 5 Homework:1. Finish all the exercises in the WB.2. Preview Module 9.。