初二英語下六單元課件(培訓(xùn))

TrainingoncoursewareforUnit6ofGrade2English目錄CourseIntroductionandObjectivesVocabularyExpansionandApplicationSentenceStructureAnalysisandTraining目錄GuidetoReadingcomprehensionskillsWritingSkillsandAppreciationofModelEssaysListeningtrainingandstrategyguidanceOralexpressionandrole-playingactivitydesign01CourseIntroductionandObjectivesThemeTheunitthemeiscenteredaroundtheconceptof"transportation"andexploresdifferentmodesoftransportation,theiruses,andrelatedvocabulary.要點(diǎn)一要點(diǎn)二BackgroundTheunitisdesignedtobuildonstudents'existingknowledgeofbasictransportationtermsandconcepts,whileintroducingnewvocabularyandconceptsrelatedtotransportation.Italsoaimstoenhancetheirlanguageskillsthroughavarietyofengagingactivitiesandtasks.ThethemeandbackgroundofthisunitUnderstandandusevocabularyrelatedtodifferentmodesoftransportation.Describethecharacteristicsandusesofvarioustransportationmodes.Objectives:Bytheendofthisunit,studentsshouldbeabletoTeachingobjectivesandrequirementsExpresstheirpreferencesandopinionsabouttransportation.Requirements:Toachievetheseobjectives,studentsarerequiredtoactivelyparticipateinclassactivities,completeassignedtasksandhomework,andengageinmeaningfulinteractionswiththeirpeersandteacher.TeachingobjectivesandrequirementsTheunitisdividedintoseverallessons,eachfocusingonaspecificaspectoftransportation.Lessonsincludeintroductionstodifferentmodesoftransportation,vocabularypractice,readingcomprehension,speakingactivities,andwritingtasks.CourseOutlineTheunittypicallyspansoveraperiodofonetotwoweeks,dependingonthepacingoftheclassroom.Eachlessonisdesignedtolastapproximately45minutestoanhour,withadditionaltimeallocatedforhomeworkandassessment.Thespecificschedulemayvarydependingontheteacher'spreferencesandtheneedsofthestudents.ScheduleCoursearrangementandschedule02VocabularyExpansionandApplicationNounsVerbsAdjectivesAdverbsKeyvocabularysorting01020304animal,toy,food,etc.run,jump,eat,etc.happy,big,red,etc.quickly,slowly,loudly,etc.

VocabularyexpansionmethodsWordfamilieslearningwordsthathaveacommonrootorprefix/suffix,e.g.,"cat,""kitten,""kitty."Synonymsandantonymslearningwordsthathavesimilaroroppositemeanings,e.g.,"happy"and"joyful"or"happy"and"sad."Contextcluesusingthesurroundingtexttoinferthemeaningofanunknownword.Sentenceswithkeyvocabularywords"Thehappycatplayedwiththeredball."Storiesorscenariosusingkeyvocabulary"Oncetherewasahungrycat.Shesawabowloffoodandrantoeatitquickly."Gamesoractivitiesusingkeyvocabulary"Let'splayagamewhereweactouttheverbswelearnedtoday.I'llsaytheverb,andyoushowmewhatitmeans."Examplesofvocabularyusage03SentenceStructureAnalysisandTrainingSimpleSentences01Sentenceswithasinglesubjectandverb,expressingacompletethought.CompoundSentences02Sentenceswithtwoormoreindependentclausesjoinedbyacoordinatingconjunction(e.g.,and,but,or).ComplexSentences03Sentenceswithamainclauseandoneormoredependentclauses,connectedbysubordinatingconjunctions(e.g.,because,if,although).KeysentencestructuresortingActivetoPassiveVoiceChangingthesentencestructurefromactivevoice(subjectperformstheaction)topassivevoice(actionisperformedonthesubject).DirecttoIndirectSpeechConvertingdirectspeech(reportingwhatsomeonesaidexactlyastheysaidit)toindirectspeech(reportingwhatsomeonesaidwithoutusingtheirexactwords).NegativetoPositiveStatementsTransformingnegativestatementsintopositiveonesbyrearrangingthesentencestructureandusingappropriatevocabulary.Sentencepatternconversiontechniques03VaryingSentenceLengthsMixingshort,concisesentenceswithlonger,moredetailedonestoaddinterestandvarietytowriting.01Compound-ComplexSentencesCombiningbothcompoundandcomplexsentencestructures,withmultipleindependentanddependentclauses.02ParallelismUsingsimilarsentencestructuresandgrammaticalpatternstocreateasenseofbalanceandrhythminwriting.Examplesofsentencestructureapplication04GuidetoReadingcomprehensionskillsStoriesoraccountsofevents,usuallyinchronologicalorder.NarrativeTextsDetaileddescriptionsofpeople,places,orthings.DescriptiveTextsInformativewritingthatexplainsasubjectorconcept.ExpositoryTextsWritingthatattemptstoconvincethereadertoadoptacertainviewpointortakeaspecificaction.PersuasiveTextsAnalysisofReadingMaterialTypesSkimmingandscanningthetexttogetageneralideaofthecontent.PreviewingActiveReadingVocabularyBuildingCriticalThinkingEngagingwiththetextbyaskingquestions,makingpredictions,andsummarizing.Learningandunderstandingnewwordsandphrasesincontext.Analyzingandevaluatingtheauthor'smessage,purpose,andpointofview.GuidetoReadingcomprehensionmethodsExample1Example2Example3Example4ReadingtrainingexamplesAnarrativetextaboutachild'sexperienceatasummercamp.Anexpositorytextexplainingtheprocessofphotosynthesisinplants.Adescriptivetextaboutabeautifulbeachwithvividsensorydetails.Apersuasivetextarguingfortheimportanceofrecyclingandwastereduction.05WritingSkillsandAppreciationofModelEssaysStudentswilllearntowritestorieswithaclearplot,characters,andsetting.Theywillunderstandtheimportanceofsequencingeventsandusingdescriptivelanguagetoengagethereader.Thistypeofwritingfocusesonusingvividlanguagetopaintapictureinthereader'smind.Studentswilllearntousesensorydetails,figurativelanguage,andstrongverbstocreateavividdescription.Expositorywritingaimstoinformorexplainatopic.Studentswilllearntoresearchatopic,organizetheirideaslogically,andpresentinformationclearlyandconcisely.NarrativeWritingDescriptiveWritingExpositoryWritingAnalysisofWritingTaskTypes010203BrainstormingandOutliningStudentswillbetaughthowtobrainstormideasfortheirwritingandcreateanoutlinetoorganizetheirthoughts.DevelopingStrongThesisStatementsAthesisstatementisthemainideaofanessay.Studentswilllearnhowtocraftastrongthesisstatementthatclearlystatestheirpositiononthetopic.UsingTransitionalWordsandPhrasesTransitionalwordsandphraseshelptoconnectideasandmakewritingflowsmoothly.Studentswillbeprovidedwithalistoftransitionalwordsandphrasesandwillpracticeusingthemintheirwriting.WritingSkillsGuideAppreciationandcommentsonmodelessaysAnalyzingModelEssays:Studentswillbegivenmodelessaystoreadandanalyze.Theywillidentifythestrongpointsofeachessay,suchaseffectiveuseoflanguage,organization,anddevelopmentofideas.ProvidingConstructiveFeedback:Studentswilllearnhowtoprovideconstructivefeedbackontheirpeers'writing.Theywillunderstandtheimportanceofbeingrespectfulandspecificwhenofferingcriticism,andwillpracticegivinghelpfulsuggestionsforimprovement.IncorporatingFeedbackintoTheirOwnWriting:Afterreceivingfeedbackontheirownwriting,studentswillbeencouragedtomakechangesandimprovementsbasedonthesuggestionstheyhavereceived.Theywilllearntoviewfeedbackasanopportunityforgrowthanddevelopmentasawriter.06ListeningtrainingandstrategyguidanceAnalysisoflisteningmaterialtypesDialogueShortconversationsbetweentwoormorepeople,typicallyfocusingoneverydaytopicsandsituations.MonologueLongerspeechesorpresentations,oftendeliveredbyasinglespeaker,coveringarangeoftopicsandideas.NewsreportAudiorecordingsofnewsbulletins,providinginformationaboutcurrenteventsandissues.AcademiclectureRecordingsoflecturesortalksgivenbyexpertsinaparticularfield,discussingspecializedtopicsandconcepts.Predicting:Usingcontextcluesandbackgroundknowledgetoanticipatewhatwillbesaidnext.Distinguishingmainideasanddetails:Identifyingthecentralmessageorthemeofthelisteningmaterial,anddistinguishingbetweenimportantandlessimportantinformation.Inferring:Usingcontextualcluesandknowledgeoflanguagetoinferthemeaningofunfamiliarwordsorphrases.Note-taking:Quicklyjottingdownkeypointsandideaswhilelistening,toaidrecallandcomprehension.ListeningskillsguidanceExamplesofListeningTrainingListeningcomprehensionexercises:Activitiesdesignedtotestandimprovelisteningcomprehension,suchasmultiple-choicequestions,true/falsestatements,orfill-in-the-blankexercises.Dictation:Exerciseswherestudentslistentoatextandthenwritedownwhattheyhear,eitherword-for-wordorintheirownwords.Role-plays:Activitieswherestudentsactoutascenariobasedonalisteningtext,practicingtheirlisteningandspeakingskillsinareal-lifecontext.Listeninglogs:Assignmentswherestudentskeeparecordofwhattheylistentointheirdailylives,notingdownkeydetailsandreflectingontheirunderstanding.07Oralexpressionandrole-playingactivitydesignEncouragestudentstoexpresstheirideasfreely:TeachersshouldcreatearelaxedandopenclassroomatmospheretoencouragestudentstoactivelyexpresstheirthoughtsandopinionsinEnglish.Teachstudentstouseappropriatelanguage:Guidestudentstouseappropriatevocabulary,grammar,andpronunciationwhenexpressingthemselvesorally.Provideopportunitiesforpractice:Arrangevariousspeakingactivities,suchasgroupdiscussions,debates,andpresentations,togivestudentsampleopportunitiestopracti