英语书六年级下册教育课件

EnglishBookGrade6Volume2CoursewarePowerPoin目录CONTENCTCourseIntroductionGrammarknowledgeVocabularylearningTextAnalysisPracticeandconsolidationSummaryandReview01CourseIntroductionImprovestudents'Englishlisteningandspeakingskills.Enhancestudents'readingandwritingabilitiesinEnglish.Developstudents'culturalawarenessandcross-culturalcommunicationskills.Preparestudentsforthechallengesofhighereducationandfuturecareeropportunities.CourseobjectivesUnit1FamilyandfriendsUnit2SchoollifeUnit3HobbiesandinterestsUnit4TravelandtourismUnit5EntertainmentandmediaUnit6EnvironmentandsustainabilityCoursecontentEachunitcontainsamixoflistening,speaking,readingandwritingactivities.Eachunitisdividedintotwosections:SectionAfocusesonlanguageskills,whileSectionBemphasizesculturalcontent.Thecourseisdesignedtobecompletedinonesemester,withapproximately10hoursofclasstimeperweek.Thecourseincludesavarietyofassessmentmethods,includingwrittentests,oralpresentations,andgroupprojects.coursearrangement02GrammarknowledgePresentcontinuoustenseSummary:Thepresentcontinuoustenseisusedtodescribeactionsthatareongoingortemporaryinthepresentmoment.Description:Thistenseisformedbyusingthepresenttenseoftheverb"tobe"(am/is/are)withthe-ingformofthemainverb.Example:"IamstudyingEnglish".Explanation:Thepresentcontinuoustenseisoftenusedwhenreferringtotemporaryactionsthatarehappeningrightnow,suchas"IamwatchingTV"or"Theyareplayingsoccer".Itcanalsobeusedforactionsthatareongoinginthepresentmoment,like"Wearelivinginthishouse".Practice:Provideexamplesofpresentcontinuoustensesentencesandaskstudentstoidentifythem.FuturetenseSummary:Thefuturetenseisusedtoexpressactionsthatwillhappeninthefuture.Description:Thistenseisformedbyusingthepresenttenseoftheverb"tobe"(am/is/are)withthe-ingformofthemainverb.Example:"Iwillgototheparktomorrow".Explanation:Thefuturetenseisusedtotalkaboutfutureevents,plans,orpredictions.Itcanbeusedwithspecifictimeexpressionslike"tomorrow","nextweek",or"inafewdays".Itcanalsobeusedwithoutanyspecifictimeexpression,asin"Iwillfinishthisprojecteventually".Practice:Provideexamplesoffuturetensesentencesandaskstudentstoidentifythem.PassivevoiceSummary:Thepassivevoiceisagrammaticalstructurethatfocusesonthereceiveroftheactionratherthantheperformer.Description:Inpassivevoicesentences,thesubjectoftheverbisacteduponratherthanperformingtheaction.Itisformedbyusingthepastparticipleformoftheverbandtheauxiliary"be"(am/is/are/was/were).Example:"Thebookwaswrittenbyhim".Explanation:Thepassivevoiceisoftenusedwhenthefocusisonthereceiveroftheactionratherthantheperformer.Itcanbeusedtoavoidmentioningspecificindividualsortofocusontheresultofanaction.Itcanalsobeusedforstylisticpurposesortomakeasentencemoreformal.Practice:Provideexamplesofpassivevoicesentencesandaskstudentstoidentifythem.CompoundsentenceSummary:Acompoundsentencecontainstwoormoreindependentclausesthatareconnectedbyaconjunctionorasemicolon.Description:Acompoundsentencehastwoormoremainclausesthatcanstandaloneasseparatesentences.Theyarejoinedtogetherusingacommaandacoordinatingconjunction(and,but,or,so)orasemicolon.Example:"Ilikeapples,butmysisterdoesn't".Explanation:Thecompoundsentencecombinestwoormoreindependentclausesintoasinglesentence,providingmoreinformationandcomplexitythanasimplesentence.Itisoftenusedtocompareideas,contrastthem,orprovideadditionalinformation.Practice:Provideexamplesofcompoundsentencesandaskstudentstoidentifythem.EncouragethemtocreatetheirowncompoundsentencesinEnglish.03VocabularylearningListeningandspeakingpractice01Encouragestudentstousethevocabularyinreal-lifesituations,suchasinconversationsorrole-plays.Wordgames02Playgameslikewordassociationorvocabularybingotomakelearningmorefunandengaging.Contextualunderstanding03Provideexamplesandscenarioswherethevocabularyiscommonlyusedtohelpstudentsunderstandthemeaningandusagebetter.CommonvocabularyindailylifeSubject-specificdictionariesProvidestudentswithdictionariesoronlineresourcesspecifictothesubjectmatter,suchasbiologyorhistory,tohelpthemlearnnewvocabularyrelatedtothatfield.Cross-curricularactivitiesEncouragestudentstoexploreothersubjectareasandfindconnectionsbetweendifferentfieldsofstudy,whichcanhelpthemexpandtheirvocabularyknowledge.AcademicreadingIntroducestudentstoacademictextsandencouragethemtoreadbeyondtheclassroom,whichcanhelpthemlearnnewvocabularyandimprovetheircomprehensionskills.SubjectspecificvocabularyIdentifysynonymsCompareandcontrastSentencecompletionAnalysisofsynonymsEncouragestudentstocompareandcontrastsynonymstounderstandthesubtledifferencesinmeaningandusage.Providesentenceswithmissingwordsandaskstudentstochoosethemostappropriatesynonymtocompletethesentence.Helpstudentsidentifysynonyms,wordsthathavesimilarmeaningsbutmayhavedifferentconnotationsorusagecontexts.DefineandillustrateContextualunderstandingGamesandquizzesDefinetheconceptofantonymsandprovideexamplestohelpstudentsunderstandtheconceptbetter.Providescenariosorsentenceswhereantonymsareusedtohelpstudentsunderstandtheusagebetter.Playgameslikewordassociationortriviaquizzestohelpstudentslearnantonymsmoreeffectively.Antonymlearning04TextAnalysis

BackgroundofthetextAuthorInformationThetextiswrittenbyawell-knownauthorwhohaswrittennumerousbooksforchildren.HistoricalContextThestorytakesplaceinthe19thcentury,duringatimeofindustrialrevolutioninEngland.SocialContextThetextreflectsthesocialchangesandchallengesfacedbychildrenduringthisperiod,includingpovertyandchildlabor.AnalysisofTextContentThetextexploresthemessuchastheimportanceofeducation,thechallengesfacedbyworking-classchildren,andthepowerofdreamsandimagination.ThemesThestoryfollowstheadventuresofayoungboywhoworksinafactoryanddreamsofbecomingawriter.PlotOverviewThemaincharactergoesthroughsignificantchanges,learningvaluablelessonsabouthardwork,perseverance,andtheimportanceofeducation.CharacterDevelopmentTheauthorusesthepassivevoicetodescribeeventsandactions,suchas"Hewastakentothefactory"insteadof"Theytookhimtothefactory."PassiveVoiceThetextcontainsnumerouscomplexsentences,usingvariousdependentclausestoadddepthandclaritytothenarrative.ComplexSentencesTheuseofmodals(can,could,may,might)is频繁在文中出现，表示可能性或条件。ModalsGrammarpointsinthetextIndustrialRevolutionThistermisusedfrequentlythroughoutthetexttodescribethesocialandeconomicchangestakingplaceinEnglandduringthe19thcentury.FactoryWorkersThetextincludesvocabularyrelatedtothelifeandworkoffactoryworkers,suchas"mill,""loom,"and"loomoperator."EducationTerminologyrelatedtoeducationisalsopresentthroughoutthetext,includingwordslike"school,""teacher,"and"lesson."Keyvocabularyinthetext05PracticeandconsolidationMultiplechoicequestionsareanexcellentwaytoassessstudents'understandingofthematerial.Theycanrangefromsimplerecognitionofvocabularytomorecomplexgrammarandcomprehension-basedquestions.Provideclearinstructionsforstudentsonhowtoapproachandcompletethemultiplechoicequestions.Ensuretheyunderstandthattheyaretochoosethemostappropriateanswerfromthegivenoptions.Afterstudentscompletethemultiplechoicequestions,gothroughthemwiththeclassandexplainthecorrectanswers,aswellasanycommonmistakesmade.Thisfeedbackiscrucialforconsolidatinglearning.MultiplechoicequestionsInstructionsCheckingAnswersMultiplechoicequestionsSentencecompletionGivestudentssentenceswithmissingwordsorphrasesandaskthemtocompletethemcorrectly.Thishelpswithgrammarandvocabularyretention.WordcompletionProvidewordlistswithmissinglettersandaskstudentstofillintheblanks.Thisexerciseisgoodforenhancingspellingskills.InstructionsClearlyexplainthetasktostudentsandprovideexamplestoillustratewhatisexpected.EncouragethemtousecontextcluesandtheirknowledgeofEnglishgrammartocompletethetasksaccurately.CompletionShortpassagecomprehensionProvideshortpassagesonavarietyoftopicsandaskstudentstoanswercomprehensionquestionsaboutthem.Thishelpsimprovereadingcomprehensionskills.LongerpassagecomprehensionFormoreadvancedstudents,providelongerpassageswithmultipleparagraphsandaskthemtosummarizethemainpointsoranswerdetailedcomprehensionquestions.InstructionsInstructstudentsonhowtoapproachreadingcomprehensiontasks.Enco