外研版（三起）四上Review Module-Unit 1-教案、教学设计-部级优课-(配套课件编号：0027d).doc

1、外研版（三起）四年级上册外研版（三起）四年级上册 Review Module Unit1 一、一、教学内容分析教学内容分析 本部分内容为复习模块，通过完成各个活动对本学期 Module1,2,3,5,8 and 9 六个模块学过的知识进行巩固和综合运用，回忆旧知，使学生进一步掌握基本的 语言知识点和语法知识点。 二、二、教学目标教学目标 知识目标：100%能够熟练运用本学期学过的单词、短语和主要句型进行表达比 如：询问道路、描述正在发生的动作或状态、练习用 can 表达能力、 学习用 be going to 谈论将要发生的事情等。 能力目标：培养学生小组合作，巩固完成知识目标，拓展更多的词汇及

2、句型。 情感目标：通过复习课,进一步培养学生的观察、记忆、思维和实践能力，拓宽 他们的知识面，提高他们对语言的综合运用能力。并通过丰富多彩的 课堂活动，进一步激发学生学习英语的兴趣，使他们体验到学习英语 的愉快和成就感。 三、三、学情分析学情分析 一般特征：四年级小学生对英语学习有着强烈的好奇心和浓厚的兴趣，他们模仿 力强，记忆力好，有兴趣参与各项教学活动，有用英语进行交流的愿 望。 初始能力：学生通过这一单元的学习，已经掌握了许多动作及指路方面的词汇， 以及如何用 完整的句子去询问道路、描述正在发生的动作或状态、 练习用 can 表达能力、学习用 be going to 谈论将要发生的事情等

3、。 信息素养：学生能够依据学习的需要，收集有关知识的材料。 四、四、教学重点和难点教学重点和难点 教学重点：100%能够熟练运用本学期学过的单词、短语和主要句型进行表达， 比如： 询问道路、 描述正在发生的动作或状态、 练习用 can 表达能力、 学习用 be going to 谈论将要发生的事情等。 教学难点：能准确无误的表达现在进行时。 五、五、教学过程教学过程 Sept1 Greetings T: Hello, boys and girls. S: Hello, Rita. T: Nice to meet you. S: Nice to meet you, too. T: Welcome

4、 to Ritas class. I hope you have a good time. Sit down, please. S: Thank you. T: Today we are going to learn “Review Module Unit1”.Look, we have 4 teams. “traffic” team, “be going to” team, “doing” team and “can” team. If you do well. You will get a sticker.And if you are the winner, you can visit t

5、he park with Lingling by bus.Teamwork is very important! Now, lets PK. OK? S: OK! T: Great! 【设计意图：课的开始师生互相问候并将本节课的四个句型分别以小团队的形式命名进行 PK， 让学生在轻松地感知本节课内容的同时感受到英语课堂的愉快。 不但激发了学生学习英 语的兴趣，而且使本节复习课的知识目标更清晰。】 Step2 Review T: First, lets chant together. updown Turn right, turn left Go straight on. What are yo

6、u doing? Running? Jumping? Reading? Can you do it? Yes, I can. Can you do it? No, I cant. Lingling is going to the park. What are you going to do? 【设计意图：chant 中含有本节课的四个句型及个别词汇，让学生初步感知本节课要学习的 内容。】 Step3 Practice T: Lingling is going to the park.And She is going to invite you. Do you want to go with L

7、ingling? S:Yes. T: If you want to go, you have to pass some tests. Are you ready? S: . T: Good luck! 1. Practice “be going to” T: Fist, she wants to invite “be going to”team. It has two tests. Test Listen and match. T: Lingling and her friends are going to show their plan. Now, show your papers list

8、en and match. What are they going to do? Who wants to try on the white board?(请一位同学上台完成练习，其他同学下面完成) T: Well done. Now lets check. What is Lingling going to do? S: . T: What about her friends? Who can ask?（请同学一问一答完成剩余的人物） （完成书上练习） T: 教师边重复 Lingling is going to visit the park. 边将句型拖出。What are you goin

9、g to do? 【设计意图：培养学生学会如何向别人提问的能力。】 Test Show your plan. (教师边问边拖出句型) T: Hello, Martin. What are you going to do? L: . T: Wow, great! Can you show your plan? L: . T: Now, Lets invite “be going to”team to show. L: . S: Hello. L: What day is it today? S: Its . L: What are you going to do? S: Im going to.

10、(本小组七位同学轮流作答) L: This is our plan. What about you, Rita? 【设计意图：将课堂还给学生，让孩子自由发挥，不局限于个别词汇。】 T: Im going to visit the park. XX is going to .What is XX going to do? S: XX is going to.(请其他组成员回答) T: How about you? Work in teams.(1min)Which team wants to show? （请两组同学 展示后教师用 What is XX going to do?提问） S:.(请

11、其他同学回答) 【设计意图： 通过提问考察学生的注意力及记忆力。 促使学生更专注于课堂中的每个细节。】 T: Wonderful. I will give a sticker to .You did a good job. 2. Practice “traffic” T: Now, she wants to invite “traffic”team. It has two tests. Test Where is the park? T: We know Lingling is going to visit the park. Look, This is Linglings school. W

12、here is the park? Hello “traffic” team, can you help her? S: . T: Where is the park? L: Hello, my friends. Im a leader. Look, This is Linglings school. Where is the park? Lets help them. S: OK. L: 本组成员每人一句，将路线告诉大家。（教师拖出指路的词汇） T: Thank you. Hello, XX. How can she go there? S: On foot. T: I also want

13、to go there. Can you help me? S: Sure. T: Thank you.（我们边走，其他同学边重复刚才所说的路线） T: Oh, I can see the park. Thank you. But where is the zoo?And where is my school？ 【设计意图：通过真实的表演，帮助学生学会在现实生活中运用所学的语言。】 T: But where is the zoo?And where is my school？Work in teams.(1min) (练习后展示) T: Wow, I want to give a sticke

14、r to every team. Because you are very helpful. I hope you can keep helping others in our life. OK? S: OK. 【设计意图：情感渗透，激励学生在日常生活中也要帮助他人。】 Test Listen and point. T: Look,The bus is coming. Now,listen and point. T: Now, listen, point and say.(请同学重复刚才所听到的句子，教师拖出重点句 型)（完成书上练习） 3. Practice “be doing” T:You

15、 are great! Next, she wants to invite “doing”team. It has two tests. Test Look and say. T: Look at this picture. Where is Lingling? What is she doing? S: . T: Now, look at this picture. Lets circle and say, what are they doing?(完成书 上练习)Work in pairs. T: Watch a video and answer the questions. T:What

16、 are they doing? / What is he doing? S: They are rowing a boat/swimming. Test What are you doing? Do actions and say in your teams. Ill give you 1minute. (一分钟后展示)First, lets invite “doing” team. T: 每组展示完教师提问：What are they doing? What is she/he doing? Can you.? 同时引出课本练习。 【设计意图：通过真实的表演，帮助学生学会在现实生活中运用所

17、学的语言。】 4. Practice “Can you.?” T:You are clever! At last, she wants to invite “can”team. It has two tests. Test Guessing game. T: Can Lingling play football? S: . T: Can you play football?.（引出 P63 第三题练习,教师做示范） S: . T: Now, show your papers. Work in pairs.（完成 P63 练习） T: Can you fly like a bird?/Can y

18、ou jump like a frog?. T: Who can ask?（中途请学生提问 chant 中剩余的句子） 【设计意图：通过有趣的 chant 激发学生大胆提问的能力。】 Can you fly like a bird? Can you jump like a frog? Can you walk like a duck? Can you run like a dog? Can you swim like a fish? T: Well done. who can do it with your friend?(针对 chant 提问) S: . T: Lets chant tog

19、ether. TestTry to ask your friends.(1minute) Fist, lets invite “can”team.（请两组展示） T: You did a good job. Congratulations. You can visit the park together. This is Linglings day! What about you? Lets show!Show time!(白板拖出) Sept4. Consolidation and Development T: Fist, I want to show with my friends. We

20、lcome to my friends.(教师示范表演) T: Now its your time, what are you going to do? When are you going? What can you do?And what can you see? (2minutes)(两分钟后展示) 【设计意图：将本节课的四个句型整合，创编现实生活中经常发生的事情，鼓励学生在实 际生活中大胆的用英语表达。】 Sept5. Summary T: Today, we reviewed “be going to”, “traffic”, “be doing” and “can you.?”At

21、 last, I will give a sticker to you. Teamwork is very important, today you did it! Certainly, our class is a big team, so I hope you can help each other. 【设计意图：通过总结让学生进一步懂得团队合作的重要性，团队在生活中无处不在，鼓 励学生不论在哪个团队都要互帮互助，团结友爱。】 Sept4. Homework. 1. Make a plan about your family. 2. Draw a picture about your pl

22、an. 【设计意图：巩固所学知识在生活中的灵活运用，并让孩子懂得在日常生活中合理制定计 划，有了合理的计划和目标，生活是多么的多姿多彩！】 Blackboard Design: 教学反思教学反思: : turn left go straight on can play football visit the park is going to in the park reading a book 英语单元复习课，主要是对所学单元进行综合整理和归纳，从而引导学生巩 固所学知识， 深化理解， 并达到熟练运用的目的。 然而， 在日常英语教学过程中， 我们很容易将复习课上成练习课，或者将复习课上成板块重复

23、课，进行机械的练 习、简单的重复，致使教学效率低下，课堂效果不理想，得不到学生的认可和欢 迎，造成事倍功半。针对这一问题，在本课的教学设计和实施当中，我试图本着 融趣味性、活动性和生活性于一体的原则，紧紧抓住“学生”这一学习主体，寓 教于乐， 融会贯通， 尽最大限度调动学生的学习积极性、 主动性， 达到教学相长， 巩固提高的目的。 一般而言，复习课容量大、内容比较枯燥乏味，缺乏新鲜感，学生的关注度 和积极性很难调动起来，这也是英语教学的难点，更是对英语教师综合能力的考 验。 本课以外研版三年级起点四年级上册复习模块第一单元为例，尝试着将本节 课的四个重点以四个小团队比赛的形式予以呈现和展示，

24、再辅以电子白板的合理 运用，达到音、形、义的自然交融，以此激发学生对学习重点产生兴趣，加深对 所学知识的印象。 另外，在教学过程中，我坚持不局限于课本知识，而是让学生在教师示范后 以团队或自主搭档的形式进行拓展练习，鼓励学生进行尝试，勇于接受挑战。反 之，如果这节课让学生仅针对某个重点进行练习，未免有些枯燥。因此，在课堂 的最后，我将现实生活情景投射到课堂，并将本节课四个重点融为一体进行简单 的情景表演，不仅给学生提供了交流和锻炼的平台，而且全面温习了所学知识。 课后学生普遍反映， 特别喜欢这种形式。 看得出来， 学生参与情景表演十分上心， 非常有兴趣，使课堂教学掀起了一个小高潮，达到了寓教于乐、巩固提高、事倍 功半的效果。 复习模块第一单元，重点复习 1、2、3、5、8、9 六个模块