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小学六年级英语Book7unit4 Review第一课时教学设计
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Unit4 review. (1st period) |
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Sing a song: How often do you go hiking? |
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Step1 How do you get to school?
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Step2 How ofen do you go hiking?
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Step3 What are you going to do?
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Step1 Listen, and write down your answers
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Step2 lLook and say the answer
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Step1 Read the passage and answer the questions
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The end
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Review
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Listen and say
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Read and write
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Ask
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Warm-up
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Homework
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Step2 Write a composition
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Uint4 review第一课时
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1. Warm-up
------ Song: How often do you go hiking?
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激发学习兴趣，复习已学的有关现在进行时的歌曲。
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2．Ask
------ A guessing game.
How often does he go hiking?/he goes …………
How do you get to school?/I get to school……….
Wait
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老师出示图片，让学生回答。
通过看图片后根据图片信息猜测，运用并复习句型How often.....?
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3. listen and say
P1: Listen and write.
A. I bought a of roll toilet paper.
B. I usually take the bus.
C. I go Hiking three times a month.
D. I’m going to take the subway to the park.
E. I sometimes get a piece of candy.
P2: Look ask and write.
What does he do once a week ?
He goes swimming once a week.
How often does she take a bus ?
She takes a bus twice a week.
What are they going to get at the store?
They’re going to get a bar of soap.
How does he usually get to school?
He usually rids his bike to school.
How often do they go dancing every week?
They go dancing three times a week.
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让学生听录音填写所缺的单词，最后老师检查。
按提示完成答句，辅导学生完成A, 然后叫一个学生在黑板上做，其他学生在座位做，最后一起评讲)。
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4. read and write
P1: Ask the students to read the passage, find out the answer to the question.
P2: Write a composition according to the hint.
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培养学生阅读的好习惯，让他们带着问题去阅读，从而找到问题的答案。
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5. Summary
------Read the words and sentences on the blackboard.
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把学过的东西进行整理。
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6. Homework
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把学过的知识延伸到课外。
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Layout of Blackboard
教学测试安排：
通过检查学生的作业来了解学生对课堂知识的掌握情况。
第一课时课堂练习
第一课时教学反思（五桂山桂南学校杨辉老师）
本节课主要内容是完成第四单元的第一、二、三部分，运用unit1—unit3的重点句型和重点词汇练习完成。为了更好的实现教学目标，完成重难点，我首先用轻松愉快的歌曲引入。然后通过复习重点词汇和句型完成后面的Let’s listen和 Let’s say.并用小组练习对话的形式补充训练。最后，为了巩固复习内容设计了Let’s read和Let’s write。整节课下来，学生基本能够掌握本节课所学内容。
第一课时教学建议
1、 教师在上课时可以适当增加listening部分的练习，提高学生的语感及听力能力。
2、 教师在上课时多鼓励和引导学生开口说英语的习惯。语言技能上，可在课后练习中多设计情景。
3、 课后对应的练习不够，练习题型种类不多，而且练习不能很好地突出课文重点。如：高年级阶段应侧重培养学生的读写能力，但是该教材“写”的部分不够多，建议增添句型替换的书写练习。
