馬蕊

一、教材分析

本單元是對(duì)前三個(gè)單元的復(fù)習(xí)，包括單詞及重點(diǎn)內(nèi)容表達(dá)、語(yǔ)音的訓(xùn)練、交際句型、語(yǔ)法等。通過(guò)設(shè)置語(yǔ)境，區(qū)分讀音相近單詞;在前三個(gè)單元語(yǔ)法結(jié)構(gòu)的基礎(chǔ)上，設(shè)置綜合性基礎(chǔ)練習(xí)題，考查學(xué)生對(duì)動(dòng)詞不定式和動(dòng)詞ing形式的綜合掌握情況;在前三個(gè)單元的寫(xiě)作練習(xí)的基礎(chǔ)上，側(cè)重書(shū)面表達(dá)的訓(xùn)練方式，強(qiáng)化將所學(xué)英語(yǔ)應(yīng)用于實(shí)踐，培養(yǎng)語(yǔ)言的綜合運(yùn)用能力。

二、學(xué)情分析

在前幾個(gè)單元的學(xué)習(xí)基礎(chǔ)上，學(xué)生已經(jīng)掌握了相關(guān)知識(shí)，本單元是對(duì)前面知識(shí)的綜合復(fù)習(xí)，大部分學(xué)生的英語(yǔ)基礎(chǔ)較好，能夠完成教師布置的各項(xiàng)活動(dòng)。個(gè)別學(xué)生基礎(chǔ)較弱，通過(guò)本單元的復(fù)習(xí)，幫助孩子構(gòu)建知識(shí)體系。

三、教學(xué)重點(diǎn)

1. Review the words and phrases.

2. Review the Grammar.

3. Review the sentence pattern.

四、教學(xué)難點(diǎn)

1. Master the knowledge well.

2. Use the knowledge freely.

五、教學(xué)目標(biāo)

1. 知識(shí)目標(biāo)：

（1）熟練掌握單詞和短語(yǔ)scary， extreme， punish， rub等的用法。

（2）熟練運(yùn)用句型。

（3）熟練掌握動(dòng)詞不定式和動(dòng)詞ing 的用法。

2. 能力目標(biāo)：

（1）訓(xùn)練聽(tīng)、說(shuō)、讀、寫(xiě)的能力。

（2）掌握英語(yǔ)學(xué)習(xí)的方法和策略。

3. 情感目標(biāo)：

（1）面對(duì)困難，克服困難的態(tài)度。

（2）認(rèn)真學(xué)習(xí)的態(tài)度。

六、教學(xué)方法

活動(dòng)教學(xué)法、任務(wù)教學(xué)法。

七、教學(xué)手段

1.多媒體輔助：將本課所需要的動(dòng)畫(huà)、錄音、圖片、文字、圖表和音樂(lè)制成PPT，使抽象的語(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景。

2. 非測(cè)試性評(píng)價(jià)：本課我將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)，并通過(guò)小組競(jìng)賽和填寫(xiě)課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生學(xué)會(huì)自主學(xué)習(xí)，學(xué)會(huì)與人合作，培養(yǎng)創(chuàng)新意識(shí)以及具備科學(xué)的價(jià)值觀。

八、教學(xué)過(guò)程

Lead in： T： We have learned unit 9， unit 10 and unit 11. Today well learn unit 12. As we know unit 12 is a unit of revision. I hope all of you can learn the knowledge well.

Step 1. ?Words and Expressions

T： Read the words with me and translate the words into Chinese.

S： Read the words after the teacher.

scary： adj. The tigers are scary.

We are scared of them.

extreme： adj. ?Tom likes doing extreme sports.

punish： v. ?Tom was punished for telling a lie.

rub： v. Dont rub your eyes with your hands.

skip： v. He skipped home happily.

typical： adj. We have typical festivals.

T： Fill in blanks with these words.

S： Fill in blanks.

T： Read the dialogue with partners.

S： Read the dialogue.

T： Please tell me the Chinese meaning of the phrases.

be similar to ? ?stop by ? ? ?upside down ? ? go through

T： Fill in blanks with these phrases.

T： Read the sentences together.

【設(shè)計(jì)意圖：復(fù)習(xí)這些單詞和短語(yǔ)，幫助學(xué)生完成書(shū)上的補(bǔ)全對(duì)話和完成句子。通過(guò)對(duì)話設(shè)置情景，讓學(xué)生在情景中掌握單詞和短語(yǔ)。通過(guò)完成對(duì)話和句子的閱讀，訓(xùn)練學(xué)生聽(tīng)說(shuō)的能力。】

Step 2. ?Sounds

T： Listen to the tape and choose the words that you hear.

S： Tell the words that they hear.

T： Repeat after the tape. Pay attention to the proper intonation.endprint

【設(shè)計(jì)意圖： 通過(guò)本環(huán)節(jié)，糾正學(xué)生的語(yǔ)音和語(yǔ)調(diào)。幫助學(xué)生正確地獲取信息，提高聽(tīng)力的能力，為今后的學(xué)習(xí)打下良好的基礎(chǔ)，做好充分的準(zhǔn)備。】

Step 3. ?Listening and Speaking

T： Read the sentences after me. ?“Can you do me a favor？ ?Dont you know laziness is a bad habit？ ? I look forward to trying it once. ? Youd better be careful. ? Whats the matter？ ? Do you have any advice？”

S： Read the sentences after the teacher.

T： Listen to the tape and complete the dialogue. Check the answers.

1. A： Can you do me a favor？

B： Sure. What is it？

A： Can I borrow your cookbook？ I am going to try to cook some new dishes.

B： Is today a special day？

A： Dont you know I have a big party tonight？

B： Oh， I didnt know that. Okay， Ill lend you my book.

2. A： Look at this picture. Shes my penpal.

B： Oh， really？ Is she American？

A： Yes， she is. Shes going to visit China next year. I look forward to meeting her.

B： That sounds great. I want a penpal， too. But I cannot write letters in English.

A： Youd better try to find a penpal in our country.

3. A： You look terrible. Whats the matter？

B： I have a stomachache.

A： Have you eaten anything bad？

B： No.

A： Oh， I see. Youre worried about the test， arent you？

B： Yeah， youre right. Do you have any advice？

A： I think you should try to take it easy.

T： Read the dialogue in pairs.

S： Read the dialogue in pairs one by one.

T： My dear students， can you make your own dialogue with these sentences？ I believe in you. I will give you five minutes to prepare.

S： Be busy preparing their dialogue.

【設(shè)計(jì)意圖： 通過(guò)對(duì)功能意念句型的復(fù)習(xí)，讓學(xué)生了解交際句型并能熟練掌握，同時(shí)做好聽(tīng)力準(zhǔn)備，為聽(tīng)力掃清障礙;通過(guò)讀對(duì)話，學(xué)生可以體會(huì)語(yǔ)言在實(shí)際中的應(yīng)用。學(xué)習(xí)英語(yǔ)的目的是為了與外國(guó)人交流，語(yǔ)言的交流才是最重要的。通過(guò)此情境幫助學(xué)生掌握句型為交際做準(zhǔn)備。與別人交流的過(guò)程中，培養(yǎng)了孩子的聽(tīng)說(shuō)能力，應(yīng)變能力?！?/p>

Step 3. ?Grammar

T： Grammar is very important in our English study. No matter when we speak， listen， read and write， it will follow us. We have learnt the verbs that take only infinitives as verbal direct objects. Now lets think about the use of the verbs.

to do： want， expect， seem， promise， tell， ask， agree， allow， fail， hurry， need， refuse， decide

doing： enjoy，finish，feel like，mind，practice，spend，suggest

to do/ doing： begin， start，forget to do/ forget doing，

remember to do/ remember doing，stop to do/ stop doingendprint

T： Please finish the exercises on your books.

1.I dont want to stay at school.

2.It may snow this weekend.

3.I expect to pass the exam.

4.Sara seems to be tired today.

T： Read the dialogue with your partners.

M： Dont forget to come straight home after school.

S： Okay， Mom.

M： Before going to bed， you should finish doing your homework.

S： I see.

M： I want to know when you get home， so please call me。

S： Mom， I promise to call， so you dont need to tell me again.

Correct the answers.

1.He enjoys to play video games. ? ? to play —playing

2.He loves watching movies.

3.He cant stand being cold.

4.My cousin wants to swim every day.

5.He finished to do his homework. ? ? ?to do—doing

【設(shè)計(jì)意圖：梳理知識(shí)， 幫助學(xué)生建立知識(shí)體系，能夠更好地掌握單詞和短語(yǔ)的用法。為今后的學(xué)習(xí)奠定良好的基礎(chǔ)。改錯(cuò)由易到難，由淺入深，層層深入地反復(fù)操練。在練習(xí)之前，已經(jīng)幫助學(xué)生進(jìn)行了梳理，學(xué)生完成此題不成問(wèn)題?！?/p>

Step 4. ?Writing

T： Look at the pictures and put the words into the correct order.

S： Susan went there to get some fresh air.

Mike went to the library to borrow some books.

Liu Chang went to the park to draw a picture.

T： Complete the dialogue with your partners.

A： Why did Susan go to the mountain？

B： She went there to get some fresh air.

A： Why did Mike go to the library？

B： He went there to borrow a book.

A： Why did Liu Chang go to the park？

B： He went there to draw a picture.

T： Our friend Wang Dandan likes music very much. Lets learn about her favorite about music. Wang Dandan enjoys playing the piano. She likes Mozart very much. She wants to be a pianist like Mozart.

T： Can you write something about this？ Do it quickly.

S： I enjoy playing the flute. I like Mozart very much. I want to be a musician like him.

T： Well done. All of you did a good job. Dandans friend Zhang Tao loves science very much.Please write something about him.

S： Zhang Tao enjoys reading science books. His favorite scientist is Einstein. He wants to be a scientist like him in the future.

T： All of you have written something about your dream and future. Now I want you to write a short passage about your dream.

【設(shè)計(jì)意圖：先讓學(xué)生完成連詞成句，然后再按照問(wèn)題回答，編一個(gè)小對(duì)話，接下來(lái)再寫(xiě)幾句關(guān)于王丹丹和張濤的夢(mèng)想，再結(jié)合自己實(shí)際仿寫(xiě)。這些都完成以后再寫(xiě)文章。由易到難，幫助學(xué)生完成寫(xiě)作任務(wù)，分層次教學(xué)，讓不同層次的學(xué)生都有收獲?！縠ndprint

Step 5. ?Project Work

T： Work in pairs. Play the game with your partner.

Prepare a coin， everyone prepares a mark. ?Get students to toss the coin. Move the mark one or two spaces. Heads= 1 ， Tails= 2.

Read the question out loud and give an answer.

If your answer is not correct or you cannot answer the question， move back to the space you were on. If your answer is correct， stay on the space. Write down the money you won. Who gets the most money who is winner.

T： Do it in groups. Lets compete which group is the best.

【設(shè)計(jì)意圖： 通過(guò)游戲?qū)λ鶎W(xué)過(guò)的內(nèi)容進(jìn)行復(fù)習(xí)，學(xué)生既有興趣又有提高，同時(shí)還能練習(xí)口語(yǔ)和聽(tīng)力。在游戲的過(guò)程中，學(xué)生的團(tuán)隊(duì)意識(shí)，集體榮譽(yù)感都有所提高?！?/p>

Step 6.

Homework

★★★Write some sentences

★★★★Make a new dialogue

★★★★★Write a short passage

【設(shè)計(jì)意圖： 分層次留作業(yè)，幫助各個(gè)層次的學(xué)生提高。根據(jù)自己的實(shí)際情況選擇自己可以完成的作業(yè)，沒(méi)有壓迫感，不會(huì)放棄。】

Step 7. ?板書(shū)設(shè)計(jì)

Writing

like doing ? ?enjoy doing ? ?want to do...

Pay attention to the structure of your composition.

Use correct words.

Pay attention to the forms of verbs.

Use correct grammar.

Read the sentences that you write.

【設(shè)計(jì)意圖： 列出寫(xiě)作的要求和注意事項(xiàng)，幫助學(xué)生更好地完成寫(xiě)作任務(wù)?！?/p>

九、教學(xué)反思

1. 復(fù)習(xí)內(nèi)容要精

復(fù)習(xí)課是對(duì)所學(xué)內(nèi)容進(jìn)行系統(tǒng)地再現(xiàn)、鞏固與內(nèi)化的教學(xué)活動(dòng)，同時(shí)，它又是一個(gè)有針對(duì)性的診斷教學(xué)。通過(guò)復(fù)習(xí)，教師應(yīng)解決一些學(xué)生混淆不清的知識(shí)，彌補(bǔ)一定的知識(shí)漏洞，并幫助學(xué)生建構(gòu)起自身的知識(shí)體系。所以，在復(fù)習(xí)課前對(duì)教學(xué)內(nèi)容進(jìn)行篩選和重組是必要的。在教學(xué)中，筆者先將本單元的單詞和短語(yǔ)進(jìn)行復(fù)習(xí)，再把動(dòng)詞接賓語(yǔ)的情況進(jìn)行梳理，幫助學(xué)生彌補(bǔ)知識(shí)上的漏洞。

2. 教學(xué)切入點(diǎn)要準(zhǔn)

教師要找準(zhǔn)教學(xué)切入點(diǎn)，能在問(wèn)題癥結(jié)處對(duì)癥下藥，使學(xué)生更好地理清知識(shí)點(diǎn)，幫助他們建構(gòu)起自己的知識(shí)體系。這節(jié)課，筆者按照書(shū)上的順序，先以單詞和短語(yǔ)為切入點(diǎn)，再進(jìn)行語(yǔ)音的訓(xùn)練，接下來(lái)是對(duì)話，然后是語(yǔ)法，由淺入深，層層推進(jìn)，這樣教學(xué)思路更清晰，學(xué)生在建構(gòu)知識(shí)體系時(shí)也更容易。

3. 教學(xué)方式要新

復(fù)習(xí)課既然是對(duì)所學(xué)知識(shí)的復(fù)現(xiàn)，那勢(shì)必會(huì)存在一定的重復(fù)，而重復(fù)教學(xué)卻是教學(xué)中最忌諱的，因?yàn)閷W(xué)生生性好奇，他們熱衷于新鮮的事物，一旦一樣?xùn)|西重復(fù)兩次以上，他們就會(huì)感到索然無(wú)味，失去學(xué)習(xí)興趣。既然學(xué)習(xí)內(nèi)容上的重復(fù)是不可避免的，那教師就應(yīng)該盡量減少在教學(xué)方式上的重復(fù)。通過(guò)多種渠道豐富課堂教學(xué)資源，充分利用學(xué)生資源，采用比一比，賽一賽，說(shuō)一說(shuō)等方式開(kāi)展活動(dòng)，而且內(nèi)容都是非常貼近學(xué)生生活，很能引起他們的學(xué)習(xí)共鳴。最后以游戲的形式，讓學(xué)生對(duì)這一段時(shí)間學(xué)的句型進(jìn)行操練。

4. 練習(xí)設(shè)計(jì)要精而全

課本是基礎(chǔ)，而好的資料則是加深課本、提高能力的重要輔助。任何資料都不能代替課本，但資料可以突出課本的重要內(nèi)容，可以提供課本外的與時(shí)俱進(jìn)的信息。因此，無(wú)論是開(kāi)始復(fù)習(xí)的夯實(shí)基礎(chǔ)階段，還是構(gòu)建知識(shí)網(wǎng)絡(luò)，歸納基本方法及技巧階段，都要在立足于課本的基礎(chǔ)上進(jìn)行。但同時(shí)，也要精選有典型性和針對(duì)性的資料，這樣有利于學(xué)生掌握解題方法和解題規(guī)律。

本堂課就是一節(jié)常態(tài)課，雖然說(shuō)已經(jīng)花時(shí)間做了充分的準(zhǔn)備，但由于前面的時(shí)間有點(diǎn)緊張，本堂課的內(nèi)容多，以及課堂的一些應(yīng)變做得不夠好，盡管說(shuō)順利地完成了教學(xué)，但是感覺(jué)還是沒(méi)有達(dá)到自己預(yù)期的效果。比如說(shuō)互動(dòng)不夠好;速度偏快，沒(méi)有給學(xué)生留下足夠的時(shí)間思考問(wèn)題;作為重要教學(xué)輔助工具的黑板利用不夠。endprint