1、1 Review Module Unit 2 教学设计 教材分析： 本模块是全册课文的复习单元，通过完成各个活动对本学期 学过的知识进行巩固和综合运用，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： 五年级的学生正处于好奇心强、求知欲旺盛、思维活跃的时 期，认知能力和水平都有一定的基础，这为本课的复习提供 了智力基础，而且在面前的学习过程中掌握了学习方法和技 能，这为本课学习提供了知识支持。 教学目标： 1.复习一般过去时和用 will 表述的一般将来时。 2.复习如何描述物体特征。 3.复习如何恰当地给予他人合理的建议。 教学重、难点： 1.关于对 wh-的问题使用及
2、回答。 2.关于一般将来时等句型的使用及回答。 3.利用所学的英语知识进行日常交流。 教学过程： 一、Warm-up and lead-in（热身导入） 1. Sing a song 2. Free talk 2 教师以自由对话的形式询问学生去年做了哪些事。 T：Do you like travelling？ Where did you go last summer？ What did you do there？ When did you go there？ Who did you meet there？ 教师一边提问，一边在白板上拖出问题。 （设计意图：通过师生自由对话，自然导入对一般过去时
3、的 复习。 ） 教师继续询问一下对即将到来的假期计划，导入对一般将来 时的复习。 T：Holiday is coming. Where will you go this summer holiday？ What will you do there？ When will you go there？ Who will you meet there？ 教师一边提问，一边在白板上拖出问题。 （设计意图：通过师生自由对话，自然导入对一般将来时的 复习） T: Just now，we reviewed the past tense and the future tense， next lets watch
4、 the video.（播放一般过去时和一般将来时微 课视频。 ） 3 二、Revision and practice（复习巩固） Activity 1 Show the cards with “where did，where will，when did，when will， what did， what will， who did， who will”， the students read one by one. T: OK， boys and girls， lets have a competition， ask and answer， OK？ Ss：OK. T: Look，there i
5、s a lucky tumtable，anyone of group A choose your lucky number，there is a card， ask a question according to the card，then choose anyone of group B to answer. Are you clear？ T： （学生名）come here，please，you can choose one number from this table. S1：OK，who did. T: You can choose anyone in group B to answer
6、 the question， S1：Hi， S2：Hi， . S1：Who did you play with yesterday？ S2： T：Very good，each of you can get one mark. S2，please come here，you can choose one number. 4 （学生通过幸运转盘的游戏依次问答，巩固一般过去时和一 般将来时的句型） （提醒学生注意表情，动作，打招呼） T： Boys and girls， lets look， youve got the same marks， yes？ So，all of you are the w
7、inners，very good，congratulations. T：Next，lets write. Please choose two groups of questions to answer and write in activity one. （学生书写，教师巡视，拍照上传，评选出书写最棒的） T：I took some photos of your writing，lets look whose writing is the best. I think this one is the best. He is in Group A，so group A got one mark.
8、Activity 2 T： Lets compete again. There are four clocks. I put them behind the numbers. Anyone of Group A can choose your lucky number， then ask a question according to the clock like this， then choose anyone of group B to answer. Are you clear？ T： （学生名）come here，please，you can choose one number fro
9、m this table. S1：OK，three oclock. T: You can choose anyone in group B to answer the question， S1：Hi， S2：Hi， . 5 S1：What will you do at three oclock tomorrow afternoon？ S2： T：Very good，each of you can get one mark. S2，please come here，you can choose one number. T：Boys and girls，lets look，youve got th
10、e same marks， yes？So， all of you are the winners， very good， congratulations. Activity 3 T：Look，there are some children and some bags. But whose bags are these？Lets help them. Please listen and match. （学 生名）please come here to match. （播放录音，学生连线，检查答案） Activity 4 T：I put the cards of the bags into the
11、 lucky box，anyone of Group one choose the card and describe，then choose anyone to guess what colour is this bag. Are you clear？ Ss：Yes. T：OK，lets compete. （学生名）you are the first one. （学生分组 PK，练习描述物体的特征。 ） 小结： T： 用英语描述事物的特征， 可以从颜色 colours， eg： yellow， red，black，pink，blue，外形 appearance 英prns， eg：big，s
12、mall，long，short，特点 characteristic 英 6 krktrstk，eg：light，heave，pockets，wheels Activity 5 T：Say so much，Im thirsty，what do you suggest？ S1：Please drink some water. T：Thank you，your suggestion is very good. Next lets make suggestion. There are some adjectives 英 dktv，please read together，I put them in t
13、he lucky box，Anyone of Group A can choose one，and say whats matter with you，then choose anyone of group B to give you suggestion. Are you clear？ Ss：Yes. T： （学生名）you are the first one. （学生通过 PK 的方式学习如何给他人合理的建议。 ） T：刚才我们再给别人提建议时，其实用的是祈使句。Lets watch the video to review. 三、Summary and homework： （总结与作业） T：今天我们复习了一般过去时、一般将来时、如何描述物 体的特征，以及用祈使句给出合理的建议，请同学们课后完 成这些作业。 Homework： 1. Answer and write Activity 1. 2. According to Activity 5，make suggestions and write. 7
