外研版(三年级起点) 四年级上册 Review Module Unit1教学设计

中小学教育资源及组卷应用平台


小学英语创新教学设计
课题名称 Review Module Unit1
学段 小学 学科 英语 年级 四年级
册别 上册 单元（章节） Review Module 课时 第一课时
设计者 所属单位
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（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），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。
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。? 信息素养：学生能够依据学习的需要，收集有关知识的材料。
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。
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。
教学环境设计
多媒体教室、场景布置、教学材料等；
教学媒体（资源）选择
希沃5，微课；
板书设计和教学评价设计
一是采用图标或者图片的形式真实展示板书设计，体现教学思路；二是设计有效的过程性评价活动，全程真实关注学生学习情感，予以及时的鼓励与帮助；
教学流程图

课堂教学过程结构设计
Sept1 Greetings T: Hello, boys and girls. S: Hello, Rita. T: Nice to meet you. S: Nice to meet you, too. T: Welcome to Rita’s 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 the park with Lingling by bus.Teamwork is very important! Now, let’s 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, let’s chant together. up down Turn right, turn left Go straight on. What are you doing? Running? Jumping? Reading? Can you do it? Yes, I can. Can you do it? No, I can’t. 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 Lingling? 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 listen 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 let’s 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 going 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, Let’s invite “be going to”team to show. L: ...... S: Hello. L: What day is it today? S: It’s ... L: What are you going to do? S: I’m going to...(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: I’m 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 Lingling’s school. Where is the park? Hello “traffic” team, can you help her? S: ...... T: Where is the park? L: Hello, my friends. I’m a leader. Look, This is Lingling’s school. Where is the park? Let’s 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 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 sticker 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 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. Let’s 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 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. I’ll give you 1minute. (一分钟后展示)First, let’s 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 you 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: Let’s chant together.TestTry to ask your friends.(1minute) Fist, let’s invite “can”team.（请两组展示） T: You did a good job. Congratulations. You can visit the park together. This is Lingling’s day! What about you? Let’s show!—Show time!(白板拖出)Sept4. Consolidation and Development T: Fist, I want to show with my friends. Welcome to my friends.(教师示范表演) T: Now it’s 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 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。】
分层次教学
对学有余力的学生所做的活动设计是在教学过程中，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。；对学有不足的学生所做的活动设计是在课堂的最后，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。
家庭作业设计
1. Make a plan about your family. 2. Draw a picture about your plan.【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！】
特色、亮点、创新部分
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。
其他
教学设计基本要求：教学设计书写规范，基本环节齐全；内容科学、正确；语言表述准确、术语规范；英文使用Times New Roman字体，正文宋体，五号；意图部分用五号楷体。



























21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）



HYPERLINK "http://21世纪教育网(www.21cnjy.com)
" 21世纪教育网(www.21cnjy.com)