Unit 1 Review优秀公开课教案

教学设计

Again, Please! （Unit 1）

教学分析

1. 教材分析

本课是这一单元的总结，是一节以练习题为载体的复习课，分别从听、说、读、写四个方面考察学生对本单元知识的掌握情况，并要求学生在课堂上对自己在这四个方面的能力进行准确地评价。

2. 学情分析

五年级学生已经有了近三年英语学习的基础，但对英语学习的兴趣并不是与日俱增，而是随着学习内容的加深，部分学生的学习兴趣有所下降，两极分化现象十分严重。学生喜欢活泼轻松，新奇有趣的课堂，所以在本节课的教学我试图通过形式多样的教学活动让学生感悟所学知识，突出学生主体地位，让学生顺利完成听、说、读、写的操练并对自己做出准确的评价。

教学目标分析

1. 知识与技能目标：

（1）能听、说、读、写本单元单词。

（2）能听懂、会说、认读以下句型

，并能用这些句型进行交际。

What does ____look like?

What does he/she do? What does_____ like to do?

（3）能听懂、会说、认读并仿写下列句型：

I like to _____________. My friends/She/He likes to ___________. We like to ___________. 2. 情感态度目标：

（1）恰当运用评价机制，培养学生竞争意识，让学生明白想要取得成果，自己必须要付出努力。

（2）教育学生爱自己的父母，珍惜家庭的幸福。

3.学习策略目标：

（1）能积极用英语表达交流。

（2）能与小组成员合作，共同完成任务。

教学重点、难点分析

1. 教学重点：通过复习本单元知识，让学生能够自己独立完成本课的练习

题，使听、说、读、写技能有所提高。

2. 教学难点：培养学生认真书写的技能。

教学准备

家庭成员单词卡片，职业单词卡片，多媒体

教学步骤

1.

Greeting 2. Revision

复习家庭成员词汇：father, mother, brother, sister, grandfather, grandmother, uncle, aunt, cousin T: In this unit, we learned about family. (课件1）My name is Li Ming.This is my... Look, this is my family tree.

(设计目的：用照片把自己当成李明介绍家庭成员和家庭树的形式把本单元所学的家庭成员展示出来，让学生对家庭成员关系一目了然。)

3. Check Homework：

Part3（课件2）

T: Now let’s check your homework.

Who can read them? （设计目的：通过让学生个别朗读和全体学生齐读的方式将正确答案出示给学生，学生及时更改错误。）

4.

Revision （1）复习关于职业的词汇：doctor, teacher, nurse, cook, worker, farmer(小组活动：讨论一个职业）

T: I am a teacher. You are a student.You are a student,too.They are students.Look, class, what does she do? (出示教师的图片) （设计目的：依次出示teacher, doctor, nurse, worker和cook的图片，让学生用

What does he/she do? She/He is a ____.句型进行问答练习，既复习了职业单词，

又复习了询问职业的句型。并且在复习职业单词的同时，将Where does she/he

work？贯穿于对话中。）

（2）复习动词词组：go for a walk, water flowers, plant vegetables, go shopping, watch a film, plant vegetables, read books, work on the computer, watch TV, cook T: OK, now let’s play a game. When you see a picture, please read it. When you see a word, please do it.

（设计目的：用游戏的方式进行复习，使复习过程轻松有趣，激发了学生的学习兴趣。）

T: I like to watch TV. Class, what do you like to do?

(板书I like to

.) S: I like to ____ . T: What does he / she like to do? S: He /She likes to _____ . (板书

He/ She likes to _____.) T: I like to watch TV. My father and my mother like to watch TV, too. We like to watch TV. What does your family like to do? S: We like to ____.

Practice in pairs

(设计目的：通过老师讲述自己喜欢和询问学生喜欢干什么，复习本单元的基本句型I like to __. He / She likes to ____. 通过讲述自己家人喜欢看电视，复习What does your family like to do? We like to ____.这组句型，并让学生进行问答练习。) 5.Check Part4（课件3）

(设计目的：以师生共同完成的形式将作业答案展现给学生)

5. Do Writing Exercise (完成练习题5)

T: Now I know what you like to do. What does John like to do?

Ss: John likes to plant flowers. He likes to read books.

T: What do Betty and Li Tao like to do? Now let’s write.

（设计目的：这是对于学生“写”的技能训练，在老师指导下，努力使学生写的能力有所提高。）

6. Do Listening Exercise (完成练习题1、2)

T: Li Tao has short hair. His eyes are black. Here are four children. What do they look like? Now let’s listen, write and match. Now let’s listen again. Circle the pictures.

(设计目的：充分发挥小学生听觉敏锐、辨音能力强的特点，集中精力训练听力，让学生在充足的“听”的语言量中学习英语。) 7. Do Speaking Exercise（完成练习题7）

T: Look, class. This is my family. This is me. I am wearing a red T-shirt. This is my grandmother. She is eighty-four years old. She has white hair. She is a farmer. She likes to plant vegetables. Please write about your family and talk about your families in groups.

(先让所有学生练习准备，然后找两名学生介绍自己的家庭) (设计目的：让学生运用本单元所学知识介绍自己的家庭成员，小组成员之间互相评价。）

8. Do Reading Exercise (完成练习题6）

T: I knew their families. Now let’s learn about Susan’s family. Please read the text and then finish exercises. (设计目的：通过让学生自己阅读短文，完成练习题，提高学生的阅读理解能力。) 9. Class Closing

T: Class, everyone has a family. Family means father and mother I love you. Our parents are great. They can do everything for us. Please love your fathers and mothers.

Please say loudly:I LOVE MY FAMILY! That’s all for today. Goodbye, class.

板书设计：

Again, Please!

doctor nurse worker

I like to ____.

He / She likes to ____.

We like to ______.

cook

课后反思

本节课是一节以练习题为载体的复习课，在课堂上，我很好地将知识与习题相结合，让学生在愉快、轻松的课堂氛围中完成了本节课的学习。经过课后反思，我觉得本节课有以下几个突出的特点：

1.教学目标明确，教学重难点突出，教学方法灵活多样，有效地激发了学生的学习兴趣，调动了学生学习的主动性。

2.打乱教学内容顺序，对教学内容有效重整，合理地融合到整节课的教学中。 3.突出学生的主体作用，教师始终扮演指导者的角色。

4.本着听说领先，读写在后的教学原则，学生听、说、读、写技能在课堂中得到提升。

5.小组成员能够共同合作完成任务。

但本节课还有不足之处，如过于注重评价，使评价流于形式；学生在阅读时，应该是默读，而不是大声读，这是由于教师指令不清楚导致的结果。