小学英语陕旅版四年级下册Revision 2教案

Revision2 教学内容与目标

【内容来源】陕旅教育出版社四年级下册

【单元总目标】

本单元为是对Units 5-8词汇、语言的综合复习。本单元的目标是引导学生对所学知识查漏补缺、梳理归类，便于学生记忆和融会贯通，提高其综合运用语言的能力。针对小学生具有强烈的竞争和进取意识的特点，教师可有意识地在本复习单元适当增添一些富有趣味性和竞争性的游戏。

复习单元的教学可分为2个课时。第一课时主要完成Complete and match, Listen and tick, Let’s talk and play和Let’s guess这四个部分；第二课时主要完成Read and choose to complete. Think and write down your answers, Do for your mom和 Look and complete这四个部分，引导学生通过有效的练习和活动，对Units 5-8的内容进行系统的复习和检测。

【单元具体目标】

知识目标

一、能听、说、读、写以下词汇：

Unit 5: park, cinema, shop, bookstore, hospital, bus stop, buy a story book,

tomorrow. Children’s Day

Unit 6: birthday party, gift, flower, card, balloon, candle, thirty, forty, fifty,

sixty, seventy, eighty, ninety, hundred

Unit 7: stop, wait, turn right, turn left，traffic lights, cross the street,

be careful, wait a minute

Unit 8: speak, hear, see, help, open, close, take photos, play the music

二、能听懂、会说、会读、会用下列句型：

Unit 5: —Where are you going?

—We are going to the ...

—Are they going to the ...?

—No, they aren’t.

—Tomorrow is Children’s Day. What are you going to do?

—I’m going to ...

Unit 6: —I’m going to ... for her. Today is her birthday.

—How about...?

—Good idea!

—Are you going to have a party?

—Yes, I am.

Happy birthday to you!

—How old are you / is your ...?

—I’m ... / He / She is...

Unit 7: Be careful.

Look at the traffic lights.

The light is ... now.

Don’t...

Please wait a minute.

Unit 8: —What can ... do?

— ... can ...

—Can you ...?

—Yes, I can try. / No, I can’t. But I can ..

Revision1 第1课时教学设计

【内容来源】陕旅教育出版社四年级下册

【主    题】Complete and match, Listen and tick, Let’s talk and play, Let’s guess

【课    时】第1课时

一、教学准备

教师准备：

1. Units 5-8的词汇卡片。

2. Listen and tick部分的教学音频。

3. Complete and match和Let’s talk and play部分的图片。

4. 课件：马在奔跑、鹦鹉说话及导盲犬帮助盲人过马路。

二、教学方法建议

课程导入(Leading In)

(1)课前热身

1. 词汇抢答

这是训练学生认读词汇能力的游戏，教师将令班分成若干小组，然后逐个出示Units 5-8词汇卡片或图片，学生们举手抢答，最先举手且正确读出该词汇的学生(或将图片上的词汇说出来)，为该纠贏得一分。看看哪组学生反应快。

2. 拼词对抗赛

继续上一比赛活动，在教师宣布游戏开始后，第一组的第一位学生立即说出一个词(如：flower, traffic lights等)，第二组的第一位学生应立即将这个词拼读出来，拼对就为所在组加一分，拼错则扣一分，步能迅速拼出该词的计零分。比一比哪组在这一环节领先。

课程展示活动和过程的设计建议（presentation)

(1)Complete and match

1. 教师引导学生结合所学词汇填写字母，补全单词。

2. 教师引导学生仔细观察图片，说出与每幅图相对应的词汇。

3. 核对答案：教师说单词，学生举手抢答并说出该单词中所缺的字母，抢答对的学生为所在组赢得一分。

在此环节中，教师也可以先将本部分的图片贴在黑板上，并将其文字内容按课本中的样子写在黑板上，然后每组选出两位学生，让其各自补全两个单词并与相应的图片连线。填对字母者得一分，图片连对则再得一分。

(2)Listen and tick

1. 教师引领学生仔细观察图片并稍作描述，如：sixty-five fifty-eight; make a card buy some flowers; green light red light; park bookstore; speak English speak Chinese。

2. 教师播放本部分的录音，要求学生根据录音内容，在相应的图片旁边的圆圈内打“√”。

3. 教师设定问题让学生抢答，然后核对答案，抢答正确的学生为其所在组加一分。建议问题如下：

Question 1: How old is his grandma?

Question 2: What is the girl going to do for her mother?

Question 3: What color is the light? Can we cross the street now?

Question 4: Is Colin going to the bookstore?

Question 5: Can the boy speak English?

录音内容如下：

1 —How old is your grandma?

—She is sixty-five.

2. —What are you going to do for your mother on her birthday?

—I’m going to buy some flowers for her.

3. The light is red. Please wait a minute.

4. —Where is Colin going?

—He is going to the park.

5. —Can the boy speak Chinese?

—No, he can’t. He can speak English.

参考答案：1. 数字65 2. 买花图3. 红灯图4. 公园图5. 英文句子

(3)Let’s talk and play

1. 教师做动作，让学生猜词，猜对的学生为所在组赢得一分。通过此环节，引导学生复习已学有关动作的词汇：jump, climb (the tree), swim, fly等。

2. 教师出示本部分的图片，引导学生说出其中的主人公：the rabbit, the monkey, the fish, the birds。

3. 教师出示本部分的图片，结合本部分的参考句型提出问题，并引导学生边做动作边回答。如：

T:(教师出示兔子正在跳的图片) What can the rabbit do?

S1: It can jump.

T: Can you jump, too?

S1: Yes, I can. /No, I can’t. But I can ...

T:(教师出示猴子正在爬树的图片) What can the monkey do?

S2: It can climb the tree.

T: Can you climb the tree, too?

S2: Yes, I can. / No, I can’t. But I can ...

T:(教师出示鱼儿正在水里游的图片) What can the fish do?

S3: They can swim.

T: Can you swim, too?

S3: Yes, I can. / No, I can’t. But I can ...

T:(教师出示鸟儿正在天空飞翔的图片) What can the birds do?

S4: They can fly.

T: Can you fly, too?

S4: No, I can’t. But I can ...

教师在处理本环节时，可以让学生结合自身情况在回答时采用句型No, I can’t. But I can ... (说出相应的动作类或活动类词汇，并做出相应的动作)，以此来复习其他相关动词词汇。

4. 学生两人一组进行问答，教师在教室里进行巡视，多关注一下平时不善于开口的学生，鼓励其大胆说英语，并表扬其进步之处，激发其说英语的兴趣。

5. 教师出示课件：马在奔跑、鹦鹉在说话及导盲犬帮助盲人过马路，然后进行师生问答，拓展复习更多动词和句型。如：

T: What can the horse do?

S1: It can run.

T: Can you run, too?

S1: Yes, lean.

T: What can the parrot do?

S2: It can speak.

T: Can you speak, too?

S2: Yes, I can. I can speak Chinese and English.

T: What can the dog do?

S3: It can help the man.

T: Can you help the man, too?

S3: Yes, I can.

(4)Let’s guess

1. 教师让学生合上书，然后将本部分的谜语分别读给学生听，并让他们猜一猜，猜对的学生为所在组赢得一分。

2. 教师可以结合学生的水平和已学过的词汇、句式等自编或者在网上搜集一些谜语。如：

I am black and white. I don’t like bananas, but I like bamboos. I can’t swim, but I can climb the tree. (panda)

I have three colors. I can make the cars stop, and I can make the cars go. (traffic lights)

3. 教师也可以让学生四人一组编谜语，并写在一张纸上，最后各组选出一位代表上台读谜题，请其他组的学生猜一猜。

(5)教师评出得分最高的小组，给予适当奖励。

【板书设计】

Revision1 第2课时教学设计

【内容来源】陕旅教育出版社四年级下册

【主    题】Read and choose to complete. Think and write down your answers, Do for your mom, Look and complete

【课    时】第2课时

一、教学准备

1. 教师准备：

(1) 一群鱼儿在水里游和一匹马在奔跑的图片。

(2) 一张手工制作的生日贺卡。

2. 学生准备一张彩纸和一盒水彩笔。

二、教学方法建议

课程导入(Leading In)

(1)课前问答

师生进行课前交流，建议如下：

T: Hello, everyone! How old are you?

Ss: I’m ...

教师继续指着该学生问大家：

T: How old is tie / she? Do you know?

Ss: He / She is ...

T: Where are you going this weekend / after class / ...?

Ss: I am going to the ...

T: Are you going to the ...?

Ss: Yes, I am. / No, I’m not.

T: What are you going to do?

Ss: I am going to ...

T: What can you do?

Ss: I can...

教师指着该生问大家：

T: What can he / she do? Do you know?

Ss: He / She can ...

教师出示鱼儿在水里游的图片：

T: Look at the fish. What can they do?

Ss: They can swim.

教师出示一匹马在奔跑的图片：

T: Look at the horse. What can it do?

Ss: It can run.

温馨提示：教师本节课也可以采用上一课时的教学形式，沿用竞赛机制。从课前问答的环节开始分组进行比赛，教师提问，回答正确的学生为其所在组得一分。

课程展示活动和过程的设计建议(presentation)

(1)Read and choose to complete

1. 教师做动作，引导学生说单词，复习本部分相关动词。

2. 教师引导学生仔细观察图片并稍作描述。如：The dogs can help the man. They can’t speak Chinese. They are going to the bookstore. The light is red. The birds are singing.

3. 教师引导学生结合动词和图片选词完成句子。这里的选项多了一个干扰词，在做题的过程中，教师要注意提示学生结合上下文及图片的提示做出正确的判断。

参考答案：l. C 2. B 3. F 4. A 5. D

(2)Think and write down your answers

1. 教师借助本部分的句型发起师生问答。问题如下：

Question 1: How old are you?

Question 2: How old is your mother?

Question 3: What are you going to do for your father on his birthday?

Question 4: Where are you going on Children’s Day?

Question 5: Can you take photos?

2. 教师指导学生根据问答结果写答案。

本部分内容处理完毕后，如果时间充足，教师也可让学生分组讨论一些其他与实际生活相关的问题，在组内互相调查访问和交流。

(3)Do for your mom

1. 教师出示手工制作的生日贺卡，和学生进行问答：

T: What is it?

Ss: It’s a birthday card.

T: Today is my mom’s birthday, so I make a card for her. Can you make a birthday card for your mom?

2. 教师让学生打开书翻到第72页，向学生介绍生日贺卡的制作过程。其间，教师可借助卡片帮助学生理解生词give和light。

give给，赠送；

light点燃，点亮

教师注意提醒学生：这里的light是动词，和以前所学的名词意义不同。

3. 教师让学生拿出所准备的彩纸和水彩笔，开始为妈妈制作生日贺卡。

4. 教师请完成制作的学生向大家展示贺卡。

温馨提示：教师在这一部分的教学中，花费的时间不宜过长。不必要求所有学生都在课堂上完成，可以让速度较慢的学生回家完成，并且鼓励学生多做一些贺卡送给家人。引导学生通过动手做卡片的活动，提高动手能力，并培养其关心、关爱家人的意识。

(4)Look and complete

1. 教师引导学生仔细观察图片，陈述一下图中人物的活动或就其活动内容进行问答。如：

Alice is going to the cinema. She is going to see a film.

Kevin and Su Nan are going to the shop. They are going to buy a gift.

What are Wu Chen and Li Shan doing? What are they going to do?

2. 教师引领学生根据上一环节的陈述或问答结果填空，完成本部分的练习。

3. 教师随机挑选几位学生朗读本部分的文字内容，核对答案。

本部分的目的在于引导学生复习一般将来时态句型be going to the ...（场所）和be going to do ... 以及现在进行时态be + doing句型的意思与用法，并通过完成填空，使学生能进一步巩固、掌握be going to the ... （场所）和be going to do ... 句型以及be + doing结构。

处理本部分内容时，教师要注意提示学生：be going to the +场所，表示“将要去哪里”，而be going to +动词原形，表示“将要去做什么”；be + doing则表示“此刻正在进行的动作或者正在做的事情”。

参考答案：

1. cinema, see a film 2. shop, buy a gift 3. traffic lights, cross the street

【板书设计】