四年级上下册英语复习教案.docx

四年级上下册英语复习教案 Unit 1-6 [ Teaching aims: ] 语言知识目标：复习目标语句：Nice to meet you! Nice to meet you, too! What’s that? It’s a... Look at this elephant .It’s big. These are flowers. Yes. They are beautiful. I like noodles. I don’t like rice. Turn right! b.语言技能目标：通过复习与操练，能够通过这些语句打招呼，运用句型介绍动物和自己的食物； c.情感态度目标：培养学生学习英语的兴趣，积极参与各项活动。 [ Key points: ] Nice to meet you! What’s that? It’s a... Look at this elephant .It’s big. I like noodles. I don’t like rice.并能在实际情景中运用。 [ Difficult points: ] I like noodles. I don’t like rice.句型的操作和训练。 [Teaching Methods:] The Audio-lingual Method ， TPR The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (热身活动) Sing a song. Ⅱ. Words Review A. Read the words of Unit1-Unit6, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B.两人小组读课文。创设情景，鼓励学生在表演的过程中加上动作和表情。 这一环节是一个机械操练的阶段，目的让学生更好、更准确的学习语言，掌握语言。通过学生对课文的感知―理解，小梯度，多台阶地强化了学生对语言知识的理解与掌握。 Ⅳ. Production (任务完成) 分组合作学习:进一步学习如何和人打招呼，并且进行操练。并通过合作学习，对动物进行描述和表达。 让学生用 “I like …” “I don’t like…” 造句。把学生分成小组，每次每组派一名学生参赛，说得又快又正确的学生得分。有新意的可获得加分。如：回答问题的学生用的都是陈述句，第一个用疑问句的学生可获得加分。得分高的小组获胜。 通过完成任务,增强了学生间的了解，促进了学生之间的交流。同时，学生学会了并运用了本课的语言知识。 Ⅴ. Summary and Home work (小结与作业) a.Summary b.Homework 全班完成：熟读课文；听说读写三个重点句子；预习unit7-12： 背诵或表演课文。 Bb Design: Unit 1-6 Nice to meet you! Nice to meet you, too! What’s that? It’s a... Look at this elephant .It’s big. These are flowers. Yes. They are beautiful. I like noodles. I don’t like rice. Turn right! Turn left! 湘少版四年级上册英语复习教案 Unit 7-12 [ Teaching aims: ] a.语言知识目标：复习目标语句：Whose is this? It’s my …. She wears a white and black sweater. Forty-six and fifty-four is one hundred. Thirty and seventy is one hundred. Welcome to our home! This is my bedroom. Where’s the cat? She’s in the kitchen. Peter can jump high. b.语言技能目标：通过复习与操练，运用句型介绍自己的物品，数字的运用，介词in on under，以及描述运动情况 c.情感态度目标：培养学生学习英语的兴趣，积极参与各项活动，热爱锻炼身体。 [ Key points: ] Whose is this? It’s my …. She wears a white and black sweater. Forty-six and fifty-four is one hundred. Thirty and seventy is one hundred. Welcome to our home! This is my bedroom. Where’s the cat? She’s in the kitchen. Peter can jump high.在实际情景中运用所学句型进行交流。 [ Difficult points: ] Forty-six and fifty-four is one hundred.数字几十的熟悉和巩固，区分十几。句型的操作和训练。 [Teaching Methods:] The Audio-lingual Method ， TPR The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (热身活动) Let’s play a game. Numbers Train Ⅱ. Words Review A. Read the words of Unit7-Unit12, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B.两人小组读课文。创设情景，鼓励学生在表演的过程中加上动作和表情。 这一环节是一个机械操练的阶段，目的让学生更好、更准确的学习语言，掌握语言。通过学生对课文的感知―理解，小梯度，多台阶地强化了学生对语言知识的理解与掌握。 Ⅳ. Production (任务完成) 分组合作学习:进一步学习如何和人打招呼，并且进行操练。并通过合作学习，对动物进行描述和表达。 通过完成任务,增强了学生间的了解，促进了学生之间的交流。同时，学生学会了并运用了本课的语言知识。 Ⅴ. Summary and Home work (小结与作业) A.Summary B.Homework 全班完成：熟读课文；听说读写三个重点句子； 背诵或表演课文。 Bb Design: Unit 7-12 Whose is this? It’s my …. She wears a white and black sweater. Forty-six and fifty-four is one hundred. Thirty and seventy is one hundred. Welcome to our home! This is my bedroom. Where’s the cat? She’s in the kitchen. Peter can jump high. 湘少版四年级下册英语复习教案 Unit 1-6 [ Teaching aims: ] a.知识目标：复习目标语句：Where’s my new cap? It’s on your head. I’m from Changsha. I like spring in Changsha. Spring is warm. What can you see? I can see…Can you write in English, Lingling? Yes, I can./ No, I can’t. Peter is writing. What’s Anne doing?She’s skipping. b.语言技能目标：通过复习与操练，能够通过这些语句打招呼，运用句型介绍四季。和描述正在发生的事情。 c.情感态度目标：培养学生学习英语的兴趣，积极参与各项活动。 [ Key points: ] 一般现在进行时be + doing,描述正在做某事，进行时问句Are you …?谁正在做某事？What’s Anne doing?She’s skipping.你正要去哪儿?Where are you going? [ Difficult points: ] 一般现在进行时be + doing句型的操作和训练。 [Teaching Methods:] The Audio-lingual Method ， TPR The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (热身活动) Let’s play a game. I say you do Ⅱ. Words Review A. Read the words of Unit1-Unit6, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B.两人小组读课文。创设情景，鼓励学生在表演的过程中加上动作和表情。 这一环节是一个机械操练的阶段，目的让学生更好、更准确的学习语言，掌握语言。通过学生对课文的感知―理解，小梯度，多台阶地强化了学生对语言知识的理解与掌握