人教版（新起点）二年级下册-Revision 2-ppt课件-(含教案+视频+音频+素材)--(编号：0131a).zip

1、Review leReview leReview leReview lessssssssonononon s s s s Hello, chidren. My name is Lily. I come from Guangzhou. Nice to meet you. Sing with me Read with me Date: Sun. Mon. Tue.Wed. Thur. Fri.Sat. Weather:Weather: On _, it is _. Report for me I want to travel (旅行) . Can you report the weather of

2、 other cities for me? bookstorebookstoreby busby bus Show me ! Class: _ Name: _ 请把正确答案前的字母编号写相应的在方框中。 A. rainy B. windy C. cold D. hot E. wet and warm - Class: _ Name: _ 请把正确答案前的字母编号写相应的在方框中。 A. rainy B. windy C. cold D. hot E. wet and warm - Class: _ Name: _ 请把正确答案前的字母编号写相应的在方框中。 A. rainy B. windy

3、C. cold D. hot E. wet and warm Sun.Mon.Tue.Wed.Thur.Fri.Sat. sunny windy dry Sun.Mon.Tue.Wed.Thur.Fri.Sat. sunny windy dry Sun.Mon.Tue.Wed.Thur.Fri.Sat. sunny windy dry 课题Review Lessons: Unit1、3、4 & 6 课 时 第 1 课时 教学 目标 1、四会掌握词汇: motorbike，taxi，bus，underground，on foot. bookstore, swimming pool, playgr

4、ound, supermarket, park, zoo. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday sunny, windy, rain(rainy), snow(snowy), hot, warm, cool, cold, wet, dry. 2、综合运用句型：- What day is it today? - Its Friday today. - What is the weather like today? - Its sunny and hot today. - Where are you goin

5、g? - I am going to the zoo. - How do you go to the zoo? - I go to the zoo by taxi. 教 材 分 析 学情 分析 本节复习课旨在用自编故事的形式，将课本 Unit1、3、4、6 的内容进行串联复习， 让学生用讲故事、听音频、改编短文的形式对 4 个单元所学知识进行综合运用。学 生已学将要复习的关于交通方式、地方、星期及天气的词汇、句型，但没有将知识 点串联运用。 重点 1、四会掌握词汇: motorbike，taxi，bus，underground，on foot. bookstore, swimming pool

6、, playground, supermarket, park, zoo. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday sunny, windy, rain(rainy), snow(snowy), hot, warm, cool, cold, wet, dry. 2、综合运用句型： - What day is it today? - Its Friday today. - What is the weather like today? - Its sunny and hot today. - Where are

7、 you going? - I am going to the zoo. - How do you go to the zoo? - I go to the zoo by taxi. 难点 综合运用句型： - What day is it today? - Its Friday today. - What is the weather like today? - Its sunny and hot today. - Where are you going? - I am going to the zoo. - How do you go to the zoo? - I go to the zo

8、o by taxi. 教具PPT、 video、flash card、practice paper、8 little bags. 准备 教学 过程 一、前置性作业： 以小组为单位，选择最感兴趣的城市，为该城市设计一周的天气情况。用 A4 纸画下来。 二、教学过程： Step1.Free talk: 学生以接龙的方式传话筒自由提问、回答问题。 Q1: What day is it today? Q2：Whats the weather like today Q3： Whats your favourite place? 等等 Step2. Review the words of week and

9、 weather. PPT 呈现卡通人物 T: This is Lily. Today, she is going to have English Lessons with us. Lets say hello to Lily. Ss: Hello, Lily. Nice to meet you. T: At first, Lily wants to sing a song with you. Lets sing the song with Lily. Ok? Ss: Ok! 全班齐唱歌曲“Sunday Monday” ，利用歌曲和学生复习有关星期的单词。 T：Good job! You si

10、ng the song so well. Now, Lily wants to read a story with you. The title is: What weather. 与学生一起朗读绘本故事“What weather”. Today is Monday. Oh, yes! Its Monday. Monday is rainy day. Its a very very rainy day. So 第一遍老师带着学生一起读，第二遍学生齐读，接下来小组依次读。 学生在这个绘本故事中复习了有关天气的单词 Step3：Weather report T: Lily lives in Gua

11、ngzhou. Look! This is the weather in Guangzhou from Sunday to Monday. PPT 已经呈现两天的天气情况，其余的，让学生听录音完成。请 5 位学生上台贴单词卡，其 余学生使用听力练习卷完成。 学生完成听力练习后，PPT 呈现与学生核对答案。带领学生使用句型： On _, it is _.汇报天气情况。接着，让学生小组讨论进行汇报。 Step4： T: Look at the board. Its sunny day. So, I am going to the park. I go to the park by taxi. 板书

12、句型 What about you? Where are you going? How do you go there? 黑板呈现课前准备好的“花朵”状思维导图，与学生复习地方、交通方式词汇。 Step4：Make your passages. T: Lily brings some little bags here for you. In the bag , you can see. 拿出课前准备好的小锦囊，每个锦囊中装有关键词，如： Sunday、sunny、zoo、on foot. 让学生使用这些关键词改编短文。 Step5: Show your passage. 板 书 设 计 Tod

13、ay is Monday. Oh, yes! Its Monday. Monday is rainy day. Its a very very rainy day. So I am going to the park. I go to the park by taxi. 教 学 反 思 本节课教学设计中使用歌曲、绘本故事、音频、图画、改编短文等方式对 4 个单元的知 识点，包括地方、交通工具、星期以及天气这四块主题，复习方式多样化，趣味性强，符 合二年级学生的性格特点，能够有效集中学生注意力，课堂效率高； 小组讨论要让学生回到原位环节，使用歌曲：Whats the weather. Where are you going.来组织课堂常规，不仅摆脱了机械性的口令：One two three ABC, 还能让学生 重温主题歌曲； 在复习词汇及交通方式环节，回答问题学生有限，涉及面不够广，无法保证每个孩子都 能有机会说； 教师过渡语不够简洁，显得累赘冗长，应该精简教师用语。