6A Unit 4 Review and check教案

Teaching content: Unit 4 Review and check Teaching aims:1. Words and phrases in Unit 1~3    2. Sentence structures: When’s your birthday? My birthday’s on …. What would you like as a birthday present? I’d like …. Would you like … as your birthday present? What do this sign mean? It means…. It means you should/ shouldn’t….

3. 过去式的变化与使用

Teaching difficulties:

1. Ss can us the phrases and sentence structures well

2. Ss can use past tense well

Teaching procedures:

Step 1: Warm up:

Before class: sing a song “The months”

1. Free talk:

What’s your name?

How old are you?

When is your birthday?

Is your birthday in …, too?

2. Ss try to ask T some questions:

When is your birthday? Is your birthday in …? What are your hobbies? ...

Step 2: Revision

1. Lead in

T: I like watching cartoons very much. Look, this is my good friend Winnie

Ss greet him

2. Brainstorm

1) Ss say words about “Birthday”

2) Group work: Think and try to ask Winnie some questions

3. Task 1: Read and design

Hello, everyone. My name is Winnie. I am only four years old. I am a superstar. I live in Disneyland. I like listening to music and play games. I keep dairies（日记） every day.

My birthday is on the 15th of June. It is coming soon. Every year, I can receive thousands of （成千上万）cards from different countries. I love birthday presents very much. This year, I’m going to have a birthday party in Disneyland. Would you like to come to my birthday party?

If you want, please help me with my name card!

4. An invitation for Ss

Ss read together

5. Buy some presents

1) Game: Magic mirror

2) Dialogue:

A: What would you like as a birthday present?

B: I’d like …as….

Would you like… as …?

A: Yes, please./ No, thanks.

6. Enjoy some pictures

7. Review public signs

1) T: Winnie saw a public sign in the cinema. What is it?

Ss: Be quiet

2) Brainstorm:

T: There are many other public signs in it. Do you know what are they?

Ss: ….

3) Make a dialogue

T makes a model with S1

Ss talk in groups

A: What does it mean?

B: It means ________.

C: It means you should _________.

It means you shouldn’t _________.

4) Look and say拓展

Ss: No parking, No smoking, No littering, No eating or drinking

Try to say: No climbing, No fishing, No swimming

5) Task 2. Read and fill in the blanks

My diary

My birthday party is held in Disneyland. The lovely students in Taicang Jingmao Primary School come to my party, too. I am very ________ (excited/exciting).

The students know a lot about _______ _________. They _____ different things. We can see the sign “______ _______ ______ grass”. It means we _______ walk on the grass. There’s a sign “Danger” ______ (在…附近) the river. it means we should _______ ______ ______ it.

8. 复习过去式

1) Sing: Happy birthday

2) Ask and answer

Where is Winnie? He is here.

Where is Winnie now? Ss: Sorry, I don’t know.

Try to say: He was here a moment ago.（刚刚，刚才）

He was here just now.

3) Game:

A: Where is/are … …?

B: It’s/ They’re ….

A: It isn’t there now. / They aren’t ….

B: It was there a moment ago. / They were there …

4) Summary

a moment ago/… ago/ just now用于一般过去式。

表示：过去某个时间发生的动作或存在的状态。动词be 的过去式为:

is/am was 否定形式：isn’t/am not wasn’t

are were 否定形式：aren’t weren’t

5) Task 3. 用 “be动词”的适当形式填空。

1. I ____ a teacher now. I ____ a student now. I _____ a student five years ago.

2. The storybooks ___ on the bookcase now. But they _____ on the chair just now.

3. Winnie ______ at home now. Winnie _____ at the party now.

He ______ at the party a moment ago.

4. Wang Bing and Tom ______reading books now.

They _______ playing football now.

They ______ playing football a moment ago .

9. Task 4: Reading comprehension:

Birthdays around the world

What do people around the world do at their birthday parties?

Chinese people usually gather together to celebrate（庆祝） it. At the birthday party, families and friends eat noodles together and wish a long life.

In Denmark（丹麦），the birthday child’s family often decorates（装饰） the birthday cake with the Danish flag（丹麦国旗）.

If you are from Israel（以色列）, at your birthday party, the grown-ups raise you up into the air and back down again.

Marry is from the United States. She has a birthday party every year. At her birthday party, she blows out the candles on the birthday cake. If she blow them all out, her wish will come true（实现）.

British people are very special. At their birthday party, there will be some coins（硬币） and other things baked into the birthday cake. If you get a coin in your piece of cake, you will grow up to be rich.

Read and choose:

( ) 1. Different countries have __________ways to celebrate(庆祝) their birthdays.

A. different B. same C. Sorry, I don’t know

( ) 2. Chinese usually eat _________ at their birthday parties.

A. dumplings B. noodles C. rice

( ) 3. Denmark families often decorate birthday cakes with _________.

A. some candles B. some flowers C. the Danish flag

( ) 4. An American child should _______ all the candles, his wish will come true.

A. light B. blow out C. pick up

( ) 5. Mary is a British girl. She will grow up ______ if she gets a coin in her birthday cake.

A. smart B. rich C. poor

10. A sentence for Ss: Reading makes a full man! 读书使人充实！（培根）

Step 3: Homework

1. Listen to the tape, read and review Unit 1~3

2. Finish the exercise in Unit 4 (A/B/C) on your English books

情境、生本、活动设计让复习更有效

太仓市经贸小学 冯筱

6A Unit 4是一个复习单元，主要用以指导学生进行Unit1~3知识点的复习，是学生英语学习的重要单元。复习课内容多而杂，往往要把平实所学的分散的、零碎的知识纵横地联系起来；复习课要关注不同学生已有的知识和技能水平，指导学生查漏补缺；复习课应提升学生的语言知识和能力，做到“温故而知新”。

复习课不等于是习题课，如果复习课上单一地进行讲练结合模式，学生普遍会感到无趣乏味，丧失对课堂参与的积极性，教师也觉得疲惫不堪，这样往往达不到预设的复习效果。

通过组内对本节课的多次研讨和磨课，我感到要提高复习课的效率，教师应不断优化教学设计，努力做到叶澜教授所提倡的 “五实”——扎实、充实、丰实、平实和真实，引导学生高效复习。

1.情境设计，推陈出新，贯穿课堂

小学生受其年龄特点的影响，对旧知识的复习缺少兴趣，对分散的知识点不会自主地进行联系、在复习过程中，教师设计为Winnie过生日为故事的主线，把零散的知识点用情境贯穿课堂，给学生熟悉的内容穿上“新的外衣”，提高学生的学习积极性，设计思考问题，为学生的语言实践提供平台，从而提高学生是实际语言运用能力。

线索：Winnie’s birthday—birthday party(see public signs)—birthday present(review past tense)—different ways to celebrate birthdays

片段1：课堂开始，从free talk交流学生对birthday的了解，引出情境Winnie is going to have a birthday party.围绕“birthday”这个主题，学生进行词-句-段的一系列复习：思考相关的词汇——birthday song/cards/cake/presents等；小组讨论，运用“birthday”相关句型向Winnie进行提问；带着问题阅读短文，解决疑惑，并帮助Winnie设计好名片；为Winnie购买礼物，操练句型What would you like as a birthday present? Would you like … as a birthday present?

整节课复习的知识点，在Winnie’s birthday这条新线索的引领下，学生能较好地参与，每个同学都能在小组互助下积极发言，主动与小组内同学交际，语言训练有层次性，复习扎实、充实而又真实。

2.生本设计，有的放矢，综合运用

复习课涉及的知识点比较多，学生的学习基础又不相同，整体水平参差不齐，贫富差距比较大。此外，同一位学生对不同知识点的掌握程度也不尽相同。这就要求我们在教学设计时，要合理分层，对不同学生提出不同的学习要求，进行生本设计；要充分立足于学生，了解学生的学困点，有的放矢；要整合教材，系统归纳，指导学生综合运用。

片段2：Public signs是学生学习的难点，在日常教学中，学生往往不能灵活运用。我通过让学生欣赏Disneyland的美丽照片，激发学生对美的共鸣，引出public signs。第一层次：Brainstorm环节，考察学生的发散性思维，学生对不同标志进行回忆；第二层次：小组对话，What does it mean? It means… It means you should/shouldn’t ….锻炼学生的口头表达能力；第三层次：阅读填词，通过对句意及图片的理解，完成短文。从词-句-段三个层次，对学生提出不同复习的要求。课前调查发现，学生对excited/exciting的运用容易混淆，对public signs的部分词组运用还不到位。在语段检测中，我设计了有针对性的作业及讲解，努力做到有的放矢，引导学生扎实练习。

3.活动设计，活跃课堂，培养兴趣

兴趣是最好的老师，学生的学习兴趣是一种强烈的自主求职欲。每一节课，教师都应注重培养学生的学习兴趣，复习课更是如此。如果一味地复习知识点，往往会给学生“炒冷饭”的感觉。在教学设计时，适当引入游戏活动，不仅能活跃课堂，让学生在沉闷的练习中醒来，而且能给学生耳目一新的感觉，培养学习想去。

片段3：复习Unit 3词汇时，我设计了Magic Mirror环节，在超级玛丽的音乐声中，学生快乐地复习，为后面的语言交流打下基础。

片段4：复习past tense这个语法点时，运用学生喜爱的找茬游戏作为语言运用环节，学生在Winnie的指引下，寻找礼物，找出图片间的差异，进行小组对话：Where is/are…? It’s/ They’re…. It isn’t/ They aren’t there now. It was/ They were there a moment ago/just now.学生的注意力在有限的时间内非常集中，认真地观察及组织语言，语言表达真实、丰实。

复习课设计好坏对学生学习质量的高低有着重要作用。提高复习课的有效性要始终树立以学生为主体的观念，充分调动学生积极性，把培养学习兴趣放在首要位置。教师通过情境设计、生本设计及活动设计等多种手段，改进学生的学习方式，指导学生查漏补缺，提高学生英语综合运用能力。