it’s the band which gets everyone dancingPPT教学课件

PhotosUnit1 Its the band which gets everyone dancingModule8This is the photo that makes me relaxedLiu Xiang is the sportsman that I like bestThis is the photo that was taken in BeijingThis is the photo that I took in SuzhouActivity 1 Look at the photo.Say where it is and whats happening.Use the words in the box to help you.at the back at the front band blues dance concert drums guitar loud on the left on the right singListen to the tape and answer the questions1.Whats the name of the band?Blues Boys.2.What music do they play?Maybe they play blues.Learn the new words and expressions of this unit.on the left/on the right在左边在左边/右边右边trouble n.麻烦麻烦shotn.照片照片kidv.开玩笑开玩笑/n.小孩小孩expectv.盼望盼望pick up接接;捡起捡起e.g.You are kidding.e.g.Whats the trouble?=look forward toActivity 4 Read the questions.1.Why cant Tony take photos of the Blues Boys at first?2.Why does he want to get some good photos?3.How popular are the Blues Boys?4.Who does Tony think will win the competition?5.Why is Tony unhappy?Activity 4 Read the questions.1.Why cant Tony take photos of the Blues Boys at first?Because he cant see over peoples heads.2.Why does he want to get some good photos?Because he wants to enter the photo competition.3.How popular are the Blues Boys?They are very popular.4.Who does Tony think will win the competition?Tony thinks that He Zhong will win at first,but later he thinks that he himselfhas a chance.5.Why is Tony unhappy?Because he lost his camera.Listen and repeat the sentences in Activity7 on page 65.Make sure that you stress the underlined words.Pay attention to:He Zhong is a photographer(人人)that/who won the last competition.Tony is looking for photos(物物)that/which his father took in Australia.Fill in the blanks.1.The photo _ you like is over there.2.I have a friend _ wants to be a writer.3.The mountain _ we climbed last year is very beautiful.4.He is the greatest player _ I know.that/whichthat/whothat/whichthat/whoGuessing great personsHe was from Canada.He was the doctor who helped the Chinese He is the person who first traveled into space in China.He was a person who wrote lots of plays He was a person who wrote lots of plays and poems,such as Romeo and Julietand poems,such as Romeo and Juliet1.Do 2&4 in the Wb.2.2.Read the conversation of Activity 3.3.3.Prepare Unit 2.Homework 基础知识对于英语写作能力有着举足轻重1.读积累，写短句。有效积累语言是初中生夯实语用基础并进行语言建构的前提条件，而写短句是创作完整作文的必要过程。因此，以读写结合的方式攻克写作难关，教师可引导学生在阅读中积累语言并围绕优质语句展开仿写，形成短句。将通过阅读积累的新词、短语进行合理应用，在写短句中感受其应用思维，同时借助关键衔接词将短句串联起来，完成写作，语言运用能力随之提高，核心素养得到发展。但在实际教学中，部分教师对学生阅读材料做出限制，要求学生以教材阅读为主，未将课外阅读融合进来，导致部分学生难以积累丰富的语言素材，制约了其短句自由创作，造成了写作教学低效的现象出现。为有效杜绝此现象，在初中英语写作教学中，教师可以通过提供短篇英语故事、诗歌等方式向学生提供课外阅读材料，并鼓励学生根据自身喜好自主选择课外阅读书目，积累语言，模仿材料语言书写英语短句。语言能力与阅读水平持续提升，既能够助力教师的写作教学发展，也能够促进学生合作素养发展。2.读主题，写感悟。初中英语核心素养要求教师培养学生文化品格，主题阅读在此方面具有重要作用。学生通过阅读感悟文章主题并书写读后感悟，既能深化主题理解、提升文化品格，也能锻炼写作能力、提高语用水平。至此，其核心素养跨越至新的层次。有一少部分初中英语教师对此并未形成准确认识，他们更习惯于直接引导学生模仿文章语言结构进行写作，使得学生在语言模仿中并未形成对英文语用、写作意义的深度思考，对提升核心素养大为不利。所以，为更好地提升核心素养视角下的初中英语写作教学效用，通过读写结合攻克学生写作难关，教师可以适当设计主题阅读课程活动，筛选多篇相同主题的文章，一边要求学生对文章展开系统化阅读，一边引导学生挖掘文章主题，围绕主题书写读后感。写作训练与感悟表达相结合，在写作中实现情感、思维的输出，学生的核心素养与写作水平定然能够提高。的影学习能力是英语核心素养中的关键内容，在写作教学中向学生传授学习技巧，能够充分发掘学生的潜能，为其拓宽学习渠道，提升英语写作水平。教师应根据学生的实际情况来教授学生学习技巧，根据学生在学习中的反馈来调整教学进度和授课节奏，从而保障学生在课堂学习中的主体地位，使之充分吸收各类创作技巧，掌握英语作文的写作方法，促进学习能力及核心素养发展，为其终身学习奠定稳固根基4。受应试教育的影响，部分教师专注于教法研究，致力于传授学生高效的学习方法，却忽视了学习方法与学生之间的契合度，仅从单一角度来讲解写作技巧，单方面给学生讲解多种学习方法，此举非但不能提升教学质量，而且容易降低学生的学习效率。初中英语教师在明确学习能力核心素养培养要求的基础上，应专注于开发学生的潜在能力，把控写作技巧的实际应用效果，合理控制理论教学的比重，将具体实践融入写作教学的不同环节，从实践角度来深析不同写作技巧的优势，从而让学生深度理解所学知识，促进其英语写作水平的提升。响，基于语言能力素养下的写作教学，可以夯实学生的英语学习基础，培养其优秀的语言应用意识。教师从基础知识入手，以专项训练或互动交流等形式来加深学生对基础知识的理解，使之能够运用基础英语知识来完成学习任务，为写作积累经验，提升语言应用意识，能够促进学生英语学科核心素养形成2。一些秉持传统观念的教师，时常会将基础知识讲解与大量的习题训练活动融为一体，目的在于加深学生的学习印象，但却忽视了对学生语言应用意识的培养，不利于写作教学的发展。在夯实基础的过程中，初中英语教师要注重学生的学习反馈，明确语言应用核心素养的培养要求，将基础性理论知识与语言应用训练相融合，深度契合现阶段学生的认知水平，使之在教师的引领下夯实基础学习。在语言应用过程中，教师应依托不同的教学资源，如板书资源、媒体课件资源、希沃白板交互资源等，讲解学生存在疑问的基础知识，引导学生用沟通交流的方式应用英语知识，使之树立基本的语言应用意识，促进核心素养形成。谢谢聆听，同学们再见！