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

九年级上册 Module 11 Unit 2 The photo which we liked best was taken by ZhaoMin. 教案 I. Teaching Objectives: By the end of this lesson, students will be able to: 1. Use relative clauses with 'which' and 'who' to give additional information about things and people. 2. Discuss preferences related to photographs or artwork. 3. Expand vocabulary associated with photography, art appreciation, and competitions. 4. Develop speaking skills through expressing personal preferences and providing reasons for choices. 5. Enhance listening skills by comprehending a dialogue discussing preferences. 6. Write sentences using relative clauses to describe preferences and the reasons behind them. 7. Recognize the creative effort behind photographic works and express appreciation. 8. Understand the concept of subjective judgment in art and preference-based decisions. II. Key Vocabulary: - Verbs associated with taking photos, appreciating art, and making choices (e.g., take, like, choose, appreciate) - Nouns related to photography, pictures, and art (e.g., photo, picture, frame, exhibition) - Adjectives describing visual attributes and preferences (e.g., beautiful, stunning, appealing) - Phrases for expressing preferences (e.g., be interested in, prefer...to..., be fond of) III. Target Language Structures: - Relative clauses introduced by 'which' and 'who' for giving additional information about things and people. - Past simple tense for discussing actions that have already occurred. - Expressions of preference using modal verbs (e.g., should, could). - Prepositions for indicating preference (e.g., better than, more than). IV. Teaching Aids: - A selection of photographs or artworks to stimulate discussion and preference expression. - Whiteboard and markers for grammar explanation and writing key sentences. - Audio material featuring a conversation where individuals discuss their preferences regarding photos. - Handouts with exercises on relative clauses, expressions of preference, and a writing prompt for sentences or short paragraphs. V. Teaching Procedures: Step 1: Warm-up (5 minutes) - Start with an activity where students quickly list different types of photographs they might encounter (e.g., landscapes, portraits, action shots). - Elicit key vocabulary from students and write it on the board. Step 2: Listening (10 minutes) - Play an audio track featuring a dialogue where people discuss their preferences for different photos. - After listening, ask comprehension questions to check understanding of the content. Step 3: Speaking Practice (15 minutes) - Students discuss in pairs or small groups their preferences among a set of provided photographs, using relative clauses for descriptions. - Conduct a class survey to find out the most popular photograph and discuss the reasons for its popularity. Step 4: Grammar Focus (10 minutes) - Review the usage of relative clauses to provide additional information about things and people that are being preferred. - Introduce and ... ...