六年级英语上册 Unit4 Review and check教案 苏教版

牛津小学英语6A Unit 4 Review and checkUnit 4 Review and check第一课时Teaching Content :6A Unit4 Review and check，第一教时(part A- D)。Teaching Aims and Demands ：1. Enable the students to grasp the words.2. Enable the students to grasp the sentences ：What does this mean? It means Whens your birthday? Its on the What would you like as a birthday present? Id like Wheres / Where are ? Its / Theyre It isnt there now. It was there a moment ago. They arent there now. They were there just now.3. Enable the students to use the sentences in real situation.4. Arouse the students interests.Teaching Methods : Task-based approach, TPRTeaching Preparation :Tape recorder, pictures and the chartTeaching Importance and Difficulties :1. Enable the students to grasp the sentences.2. Enable the students to use the sentences in real situation.Teaching Procedures :Step One : Warm up and free talk. 1. Sing the song “ Wheres my diary ? ”2. Free talk(1) T: Excuse me, I cant find my English book? Wheres it?S: Its T: Oh, thank you.(2) T: Whens your birthday?S: Its on the T: What date is it today?S: Its T: Your birthday is coming soon. What would you like as your birthday present?S: Id like T: OK. I see.Step2 Review and practice. (约25分钟) Review. （约3分钟）用分组竞赛取队名的方式引入复习。（这部分主要是对基本句型的热身练习,可让一些基础较差的学生回答。游戏规则：多媒体出示四只小动物,每只小动物后面都链接着一幅图。全班事先分成四组,每组可选择自己喜爱的小动物然后进行简单的看图对话。答对者,该组得分,并成为该动物小队。答错,别组可抢答。）T: Boys and girls, we are four groups now, today lets have a match. Do you like it? Ss: Yes.T: First lets get our team names. Look, here are four animals. (图片展示) Each group can choose your favourite animal and each animal has a picture. Please say something about the picture. If youre right, your group will become this animal team.如：Group1: We choose tiger. (师点击老虎，出现一幅图。两个学生看图对话)S1: What does that sign mean?S2: It means Keep off the grass.T: Are they right?Ss: Yes, theyre right. T: So this group becomes Tiger Team.2. Part A: Look, match and say. (约5分钟)(1) 用小组抢答的方式完成A部分。（这部分主要复习一些基本的对话和日常交际用语。游戏规则：多媒体呈现A部分的四组图片，要求学生在规定的时间内看图与同桌讨论图片内容,然后开始抢答。答对组加分，答错，别组可抢答。鼓励有不同的答案。） (2) 学生看着书本上的句子完成字母填写。(3) 学生两人一组表演图片内容，并校对答案。表演好的组可加分。3 Part B: Look, read and respond. (约5分钟)(1) 用数字选题的方式完成B部分。（这部分主要复习一些语法知识。游戏规则：出示9个数字,每个数字都代表一幅图,得分暂时领先的组可优先选题。点击数字后，学生看图，读一读问句，并作出正确回答。答对者加分，答错，别组抢答。鼓励有不同的答案。）(2) 通过有些错误的回答请学生互相及时纠正,并请学生归纳一些语法知识：如单复数的用法、日期的表达法、公共标志的表达法、过去式以及 “I would like”和“I like”的区别等。4. Part C: Look, read and write.(约6分钟) (1) 这部分主要是复习一部分四会的单词、词组和句子的书写。请学生仔细看书上的图片，阅读对话中给出的部分，先独立完成书写。 (2) 然后四人一组，互相讨论交流对话。(3) 出示幻灯片，每组派一代表填写，并集体讨论纠正。（全对组加分，鼓励不同答案） 幻灯片1： A: What does this _ mean? B: It _ Danger! A: _ I go there?B: No, you cant. You _ go there. 幻灯片2：A: Can I _ a hamburger here?B: No, you cant. See? What _ this sign _?A: It means we _ _ _ _ _. 幻灯片3：A: _ would you like?B: Id like a _.A: Would you like a _ _ _?B: _, thank you. 幻灯片4：A: Is your birthday in November?B: _, it isnt.A: _ your birthday?B: Its on the sixth of _.A: What _ _ _ as a birthday present?B: Id like a _.5. Part D: Do a survey. (约6分钟)(1) 用分组采访的方式完成D部分。（这部分主要是复习有关生日的话题和正确使用日期的表达。游戏规则：每组拿到一张组员名单，推选一位同学当记者，手拿麦克风对组内成员的生日作一个采访统计。先完成组获胜加分。） NameBirthdayBirthday presentS1: Whens your birthday?S2: Its on the S1: What would you like as a birthday present?S2: Id like 教师引导各组总结、分析调查情况，得出结论：哪个月本班学生过生日的人数最多，哪个月最少。并提议学生将调查结果做成备忘录，以便在每个学生生日时为他们送上良好祝福，增进同学间的感情。T: How many students have their birthdays in January?S: Step3 Task （约8分钟）1. 这部分主要是考察学生综合运用语言的能力。多媒体呈现几幅情景：David寻找送给Ben的生日礼物：一本故事书，大家帮Ben过生日并讨论生日礼物，去公园野餐并谈论公共标志。学生分成小组在规定的时间内自编对话。 邀请几组学生上来表演，根据表演的情况酌情加分。Step4 Summary (约2分钟) 1. 请学生说一说在这堂复习课中学到了什么。 公布本次小组竞赛结果，并颁发小奖旗。Step5 Assignment (约1分钟)1. 背诵1-2单元的课文，要求能复述课文。 抄写1-2单元的四会单词、词组和句子。（单词两遍，词组句子各一遍）板书设计Lets have a match幻灯片T Tiger TeamL Bear TeamMonkey TeamRabbit Team教学后记1. 本单元是一个复习单元。学生通常会觉得复习课枯燥乏味，没有新意。而俗话说，兴趣是最好的老师。所以为了提高学生的兴趣，调动学生的激情，我抓住学生喜欢游戏、争强好胜的特点，把复习课改成一个小组竞赛活动。采用取组名、抢答加分、必答加分、选题加分、“全班生日总动员”等游戏的形式来展开活动，把课堂的主动权交给学生。既培养了学生综合运用语言的能力，又极大地调动了学生的学习兴趣和参与激情，较好地巩固了所学的知识，且学生也很喜欢。2 复习课涉及的语言点较多，综合性强。而复习的目的就是从学生的学习实际出发，查漏补缺并照顾到不同层次的学生。所以在本课中，我既设计了一些比较简单的基础练习，比如一开始的看图对话和Part A中的填写句子字母，照顾到一些基础比较差的学生，同时又在这个基础上进一步拓展，如设置了一个任务型环节，让学生分组看图自编对话，可以让一部分学有余力的学生能力得到发挥，同时带动一些后进的学生。整堂课气氛较活跃，效果良好。3. 学好英语，听说先行