unit4revision宋红霞
部编版四年级英语上册《Revision2》教案及教学反思
部编版四年级英语上册《Revision2》教案及教学反思1. 教案概述教学内容•复习单元1-4的词汇和句型•学习单元5的词汇和句型•运用所学知识进行听、说、读、写综合能力训练教学目标•能够流利地运用单元1-5的词汇和句型进行日常生活交流•能够通过听、说、读、写训练提高综合语言能力•培养学生的合作意识和自主学习能力教学重点•巩固掌握单元1-4的词汇和句型•学习掌握单元5的词汇和句型•运用所学知识进行综合训练教学难点•听力理解和口语表达能力的提高•写作能力的培养教学方法•任务驱动教学法•合作学习法•多元评价法教学时间•2课时（80分钟）2. 教学过程第一课时Step 1：导入1.老师和学生一起复习单元1-4的词汇和句型。
2.学生们回答老师提出的问题，巩固已学内容。
Step 2：呈现1.老师通过多媒体播放单元5的词汇，并进行发音和拼读练习。
2.老师带领学生们跟读词汇，注意语音语调和发音准确性。
Step 3：练习1.老师把学生分成小组，分别进行合作练习。
2.小组内学生互相搭配进行口语练习，并互相检查和纠正错误。
3.老师鼓励学生进行交流和分享，提高学生们的口语表达能力。
Step 4：输出1.学生通过听说训练，掌握单元5的词汇和句型。
2.学生根据所学内容进行写作练习，体验和培养写作能力。
第二课时Step 1：导入1.老师和学生一起回顾第一课时所学内容，并进行问题解答。
2.老师向学生介绍本节课的学习内容。
Step 2：呈现1.老师通过多媒体播放单元5的课文，并进行语音语调和发音的模仿。
2.老师带领学生们进行听力练习，并进行听写练习。
Step 3：练习1.老师把学生分成小组，进行合作学习。
2.小组内学生互相搭配进行口语练习、听写、朗读等练习。
3.小组内学生合作完成练习任务。
Step 4：输出1.学生通过听、说、读、写等多种方式进行学习，从而掌握单元5的知识点。
2.学生通过合作学习，体验和培养合作意识和自主学习能力。
江苏中高职第四册unit4电子教案
Unit4Isn ’ t itwonderful授课班级课题名称 Warm— up listening and12 会计（ 1）（ 2）speaking授课时间课题序号19-20授课课时第1到__2_授课形式新课使用教具教学目的the blackboard, a computer, a projector1.Master some words, phrases for inventions: air conditioner comper cellphone and so on.2. Master the patterns of expressing excitement or enthusiasm:Are you serious/really/I’m crazy about it/you’re really into it Master the patterns of expressing excitement or enthusiasm :教学重点Are you serious/really/I’m crazy about it/you’re really into it 教学难点Cultivate the students’ speaking and listening ability.学情分析Listening is difficult for our students.更新、补充、删减Delete Part A内容课外作业Copy the dialogue on listening B and translate the sentences.Isn ’ t it wonderful授课主要内容或板书设Are you serious计reallyI ’m crazy about it.you’ re really into it教学后记反思主要教学过程及步骤Step 1: Lead-in and Warming up Lead into the newlesson by T: There are many inventions in the world ,can you name some of discussing some it inventions to Ask some students to tell us some great inventions in the world .the class.Then look at the pictures on page56 together.Rank someof the greatest inventions of the 19th and 20th century,rankthem in the order of importance.Step 2: DiscussionDiscuss with your partner why are those inventions in activity 1important ornot important ,share your answer with the class.You can use the following phrase to organize your speech:I think ----------is the most important invention,because we can use it in -----------,so----------Ask students to express the ideas of what they know about the inventions.Step 3: Listening and Speaking (isn’t it wonderful)1 Listen to the conversation and circle the best answer Pre-listeningAsk them to go through the choices before listening .Underline the difficult words and expressions. Then teacher analyzes them for students.And then predict the answer for each question.While-listeningAsk students to listen carefully to the material.Keep notes for important to the dialogue .Listen to the tape and finish the related tasks.Post-listeningCheck the answer with the partner, and exchange ideas to discuss who is right with the unsolved question in mind, listen to the tape the next their answers and explain the reasons and write down some sentences if it is necessary.2 Complete the conversation with the sentences in the and check the answer .then practice the conversation with a partner.First ,ask them to read the five sentences in the box and explainthe meaning of some sentences if it’s necessary.Second, givethem 3 ’to prepare and try to fill in the blanks inthe dialogue.Third ,listen to the dialogue and check their answers .Finally ,explain the dialogue and translate some sentences if it ’s necessary.Conclude : conversation strategyExpressing excitement or enthusiasm such as :Are you seriousReallyWow,yes,oh,goodStep 4 Oral practice1Work with a partner ,role-play the following situations,usethe conversation strategy in activity 5.Situation 1Your friend bought an iPod and is telling you how great it is.Situation 2You are just back from a wonderful trip to Yunnan,now you are telling your friend about the beautiful scenery there.Step 5HomeworkPreview passage A.To consolidate the useful expressions.课题名称Unit 4授课班级12会计（ 1）（ 2）Reading授课时间课题序号21-22授课课时第3到__4_授课形式 Speaking Reading使用教具Blackboard, a computer, a projector1 Master the words in the text.2Learn to read using reading skill“Scanning ，Skimming”；教学目的3Cultivate the students ’ ability to search and deal with theinformation.1Learn to read using reading skill“Scanning ，Skimming” .教学重点2Cult ivate the students ’ ability to search and deal with theinformation.教学难点Find key words and get the main idea of each paragraph.学情分析How to find the answer after reading更新、补充、删减内容课外作业New words and phrasesDisposable授课主要内Come back容或板书设High-tech计LaptopProgrammeIn one ’s opinion教学后记反思课堂教学安排Step 1: Greetings and lead-inQuestion for them discussion:How do you think about the inventions used in daily life such as laptop Do you think it is useful or not First,we lead into the class by situationalteaching method. .Step 2: Pre-readingPresentationT: Now, today we’ll learn a passage about the topic . That isa you know what is a blogWho write blog every dayAsk one student to tell us what a blog is,then let him or hershare his or her blog address.Step 3 While-reading1Scanning(1)Searching for information(2)Go over the text and find out what is Jan’s favourite invention .(3)Listen to the tape and find out any new words.(4)Listen to the tape and read those new words as following:ElectronicGadgetCellphoneRechargeHigh-techLaptop(5)Match the words with their explanations on page61.2Skimming(1)Key sentencesGrasp these key sentences:I started working for a newspaper thirty years ago,before all the modern electronic products.Voice mail is another problem .I have a map programme on my laptop that’s really useful.Y should think about these gadgets, and decide if they really make your life better.Ask them if they have any questions,if they have any other questions,give them 5 minutes to ask questions and explain it tothem.(2) Key wordsHow many paragraphs are there in this passage What does each In reading part ,task-basedteaching method is used to spreadthe difficult points so as to improve the students ’reading ability.Use scanning to search for detailed information.Before the scanning, requirementsshould be told tothe students.paragraph talk about Summarize the main idea of each paragraph in words as less aspossible.(3) SubtitleGive the passage a subtitle.Step 5 Post-reading1 SummarySummarize the passage according to the information in the chart. Ask students to summarize the passage in their own words thendo exercise 3 on page 61,choose the best summary for the text.Step 6 HomeworkWrite a blog about how did you spend today.We use skimming to help students get the main idea of the passage. This is the teaching difficult points.Summarize the passage according to the table. And every group chooses a representative to show the summary.课题名称Unit 5 Reading 授课班级12 会计（ 1）（ 2）授课时间课题序号23-24授课课时第5到__6_授课形式新课使用教具Blackboard, a computer, a projector1 Improve the Ss’ reading ability.教学目的2 Cultivate the students ’ ability to search and deal with theinformation.教学重点教学难点学情分析更新、补充、删减内容Para3,how does the microwave oven work Para3,how does the microwave oven work Understanding the passage is difficult. Language points in reading part.课外作业Finish the exercises on P63 of the exercise book.授课主要内容或板书设计New words and phraseMicrowaveEngineerGenerateHigh -frequencyIntriguePopcornKernel教学后记反思课堂教学安排Step 1: Lead-inFree talkT: Morning, everyone! How are you todayIs there a microwave oven in your house D o you often use it in daily lifeDo you want to know who invent it Today we’ll learn a passage about the invention of the microwave oven.F irst,we lead into the class by asking questions.Step 2: Fast readingwords:Listen to the tape and read the following new words in the passage: MicrowaveEngineerGenerateHigh -frequencyIntriguePopcornkernelsentencesTask1:Read the text quickly, and find the key sentences for each paragraph.Ask students to read the passagequickly to find the key sentencesof each paragraph.1) when the American engineer let his chocolate bar get close toan electronic tube that generated high-frequency radio waves,it started to melt.2) If an egg can be cooked that quickly ,why not other foods3)spencer designed a metal box with a hole into which he fed microwave power.4) Engineers went to work on Spencer’ s hot new idea.Task 2up the important evens in the invention of the microwave oven according to task 1,then fill the blanks in the form on page 63.Step 3: Language pointsListen to the passage paragraph by paragraph. At the same time, ask students to imitate the pronunciation.Through the presentation of the example, summarizing the rule that not allthe key sentences are the first sentences.(1)Listen to the 1st paragraph, and then ask the students to read it.Percy Spencer had no ides what might happen when he brought candywith him into his microwave lab in 1946.Have no idea :不知道Ask the students . I have no idea how to surf the Internet.to listen to the (2)Listen to the 2nd paragraph, and then ask the students to read it.passage paragraphThe curious colleague moved in for a close look just as the egg by paragraph.At exploded and splashed all over his amazed face.the same time,ask 这个好奇的同事凑近点想看清楚，这时正好鸡蛋爆炸了，溅了他一脸。
revision 说课稿
Revision Module AI. Design Ideology 1. This period is designed for students to use sensory verbs and present perfect tense correctly in real-life situations after revising the language items in Module A. The whole lesson is task-based.2. Revision Module A is designed according to the following principles: 1) Make learning more efficient by sharing, discussing with group mates and competing among groups.2) Arouse SS’ inspiration to learn English by a clip of a cartoon video, a short poem, blank-filling and real-life communication in class.3) Find out SS’ shortages in Module A by asking SS to do some tasks before the class.Try to solve the difficulties in class.II. Analysis of the Teaching MateriaLThe teaching material is from Book 4 of NSE. It plays an important role in Book 4 because of the sensory verbs in Module 1 and present perfect tense from Module 2 to Module 4. Module 5 is an integrated application of simple present tense, simple past tense and present perfect tense. Because of the limited time and a relatively large number of exercises in Module A, some exercise are used for the assessment of the SS’ learning, others are integrated into the class. The teaching material is close to daily life, so it’s helpful to raise SS’ learning interests and it will also be helpful to improve their writing.This lesson is a mid-term revision. Students will review what they have learnt in the previous five modules. They will know how to use the sensory verbs and present perfect tense correctly. Meanwhile, they can distinguish the simple past tense from the present perfect tense, use the correct tense to describe the pictures and talk about hobbies and their favorite cartoonS.III. Analysis of the StudentsIn the previous classes, SS have learned about the sensory verbs, present perfect tense, simple past tense and simple present tense. And they have a great interest in talkingabout hobbies and cartoons. It won’t be so difficult for them to get involved in the class. SS will be the real masters in class while the teacher will be a guide. Every task is student-oriented.IV. Objectives1.Knowledge objectives: 1) Be able to use sensory verbs in the context suitably. 2) Be able touse the present perfect tense correctly and distinguish it from the simple past tense. 3) Be able to talk about one’s hobby and favorite cartoon with simple present tense, simple past tense and present perfect tense. 2. Ability and skill objectives: 1)Be able to improve their listening by circling the key words and listening for key information. 2)Be able to improve their speaking by describing pictures, talking with a partner or in a group. 3)Be able to prepare for their writing by getting the contents from reading and sharing with group mates 2. 3. Learning strategy: Be able to learn independently and cooperatively. 4. Affection andAttitude objectives: 1)Be more interested in cartoons and get something from the good cartoons. 2)Learn to appreciate others’ hobbies and favorite cartoon. 5. Cultural objectives: Learn different culture in different countries by reading or watching cartoons.3.V. Keys and Difficulties Key points: 1)Be able to use sensory verbs in the context suitably. 2)Beable to use the present perfect tense correctly and distinguish it from the simple past tense.3)Be able to talk about one’s hobby and favorite cartoon with simple present tense.4.simple past tense and present perfect tense. Anticipated difficulties: 1)Be able to use thepresent perfect tense correctly and distinguish it from the simple past tense. 2)Be able to talk about one’s hobby and favorite cartoon with simple present tense, simple past tense and present perfect tense.5.VI. Teaching Theories and Strategies Task-based approach, cooperative learning,independent learning6.VII. Pre-class Preparations7. 1.SS.’ learning preparation: Finishing the pre-class handout and sharing with the groupmates. 2.Teacher’s teaching preparation: Finding out SS’ problems, adaption of the teaching material and the teaching plan. 3.Teaching aids: Multimedia teaching equipment, CAI courseware, blackboard, handout8.Teaching Procedure Teacher’s Activities Students’ Activities Purpose of the Design Step1.Lead-in (3 mins ) 1.Greeting Class begins! Good morning, boys and girls. Sit down please. 2.Invite SS to watch a video and ask some questions about it. Boys and girls, before the class, I'm going yo invite you to watch a short video. Watch very carefully and tell me.What's it about? Who is in the video? After SS watch the short video, 1. Greeting 2.Watch the video and answer the questions. It’s about Sponge Bob. I feel happy/relaxed/...1.To arouse SS’ interest and attention by watching a lively cartoon video.9. 2.Questions about the cartoon will be helpful for using the sensory verbs in real-lifecommunication. teacher asks SS the following questions: What's it about? Do you like the cartoon? How do you feel when you watch it?Step2.Talk about the pictures (3 mins)1.Present the pictures in the video and ask some questions to show how to use sensoryverbs. Who is in the cartoon? Who is the hero in this cartoon? How does he look?2.Ask SS to talk about the pictures with five sensory verbs. Now, can you use these sensoryverbs to talk about the pictures here? Let's have a group competition. 3.Introduce teacher’s friend---Helen. Have you ever watched this cartoon? My friend Helen has also watched this cartoon. Answer the questions and talk about the heroes, food, music in the cartoon. Sponge Bob, Patrick star... Sponge Bob SS:He looks funny/cute/... S1:The hamburgers taste delicious. S2: The flowers smell sweet. S3:The music sounds exciting. S4: Sandy looks beautiful/... Yes, I have. 1. Talking about the pictures from the video is of great help for the revision of the sensory verbs. 2. Leading in a girl called Helen for the following steps.2.Step3. Complete the sentences (4 mins)3.Ask students to complete the sentences with the correct form of the words in the boxand check SS’ answer one by one. She has some ideas about this cartoon. Please take out of your worksheet and complete the Students complete the sentences with the correct form of the words in the box individually. S1: I feel excited when I watch the cartoon Sponge Bob. Consolidating the use of sensory verbs in context by blank-filling. sentences with the correct form of the words in the box. Pay attention, some words can be used more than once. Have you finished? Who wants to have a try first? Does Helen like the cartoon Sponge Bob? What else do you know about her? Let's look at the pictures.Step4.Describe the pictures (5 mins) 1.Ask some questions about the first two pictures to show SS how they can describe them in different sentences. What's the matter with her? When did she have a fever? How about at the moment? How long has she been like this? Can you talk about these two pictures? 2.Ask SS to describe the pictures with as many sentences as possible. Now, I will show you another two pictures. Can you describe the pictures with as many sentences as possible. How about these two pictures? Helen has just entered the Answer the questions and try their best to describe the pictures. SS: She has a fever S1: She has a fever two days ago. S2: At the moment, She still feels ill. S3: She has had a fever since two weeks ago/for two weeks. S4: She has had a fever since two weeks ago/for two weeks. And she still feels ill at the moment. S5: She has been to the Great Wall twice. S6: She arrived at the West Lake last weekend. By describing pictures, the students can correctly use various sentence structures of the present perfect tense in oral communication, and use them differently from the past tense.cartoon competition. She loves drawing cartoons very much. How about her friends Daming and Betty? What do they like doing? S7: ...Step5.Listen and answer the questions. (3 mins) Ask students to listen and choose the correct answer in the worksheet. Look at the picture, they like keeping the pet dog. Now, let's listen to a conversation between Daming and Betty and learn more about Daming's pet dog. While listening, pay attention to the key information. As for question No.1/..., which one is the key word? Now, let’s listen carefully. I think this part is easy for you. Who wants to try the first one? Students circle the key words, listen carefully and answer the questions individually. S1: Daming’s aunt gave Daming the dog. S2: ... By listening, we can further consolidate the difference between the present perfect tense and the past tense. Step6.Pair work (6 mins) 1. Make a model for the students by asking SS hobbies in a train drill. Daming likes taking his dog for a walk in his free time. How about you? What do you like doing in your free time? How do you feel when you ...? When did you start ...? How long have 1. SS answer the questions individually.2. SS work in pairs and talk about their hobbies.3.Some SS make presentations in class and others try to answer To use the sensory verbs, the present perfect tense, the present tense and the past tense in meaningful communication.you...? Have you ever...? 2. Ask SS to prepare for the conversation, present in class and ask some questions about it. some questions about it. Step7. Complete the passage (6 mins) 1. Ask students to complete the passage with the correct form of the words. Different people have different hobbies. Do you still remember her hobby? What’s her favorite cartoon? Let's read the passage and complete it with the correct form of the words first. Have you finished? Who can read the first paragraph/... for us? 2. Guide the students to analyze the main points of the article. What's her favorite cartoon? It's about “what”. Then ... 1.Students complete the passage with the correct form of the words in the box. 2.Students check their answer by listening to their classmates. S1: I (1)__________ this funny show when I was four years old... 3. Analyze the article and speak out the“wh” words together. SS: what, who, when... 1. By filling in the blanks, we can further consolidate the use of the present tense, the past tense and the present perfect tense in the context. 2.By guiding students to analyze the main points of the article, we can lay the groundwork for the following talk show about our favorite cartoon in terms of content and language.Step8.Talk show (8 mins) 1.Ask students to tell what they can talk about their favorite cartoon and write the key words on the blackboard. What can we talk about our 1. SS answer thequestions like: who, when, why... 2. SS works in groups of 1. By talking about the favorite cartoons in the group, the students canfavorite cartoon? 2.Ask students to work in groups of four and talk about their favorite cartoon. Please work in groups of four and talk about your favorite cartoon, each student should say at least one sentence. four and try to show themselves in front of the classroom. further use the present tense, the present perfect tense and the past tense comprehensively, so that they can use the language in real life. 2. The form of four-person group enables students to help each other, and weak students can also improve their language ability under the leadership of group members. 3.The output of spoken English is a good preparation for writing after class. Step9. A poem (1 min) Ask Students to read and enjoy the little poem. SS read the little poem with the teacher. Appreciate the excellent cartoon works in life, nourish life and live happily. Step10. Homework (1 min) Level A: Write about your favorite cartoon. Level B: Ask and answer about your partner's favorite cartoonandwrite about it. The key and difficult points will be consolidated by doing homework. Blackboard Design G1 G2 G3 G4教学反思亮点：1.主线清晰，遵循任务型教学法，根据本节课的重难点，从词—句—篇章，由易到难，层层铺垫，环环相扣，通过形式多样的活动对语言知识进行操练。
陕旅版英语五年级下册Revision 1-1教案
年 级 五年级 课 题 Revision 1
科 目 英语 课时安排 第一课时
授课人 授课日期
教学目标 1. Language abilities: Ss can listen, read, speak, and write the words and phrases: feel, happy, feel sad, feel tired, feel angry, go out to play, make a snowman,spring, summer, autumn, winter, season, plant trees, ride a bike, March, April, May, warm, hot, cool, rich, cold, go swimming. And can express themselves by the sentence pattern “You are sad.---How are you feeling now? ---I'm feeling very ...---Are you happy / tired / ...?---Yes, a little.” “---Miss White is angry. Why is she angry? ---Colin is late again. This makes her very angry.” “---What do you do in ...? ---I often ... with my friends. Sometimes we ...” “It's warm and trees are green. We like to ... Summer is hot, but we can ...” 2. Culture consciousness: Ss will be brave to express their feelings and talk about the things they do in each season. 3. Thinking qualities: Ss are able to get the information from the pictures. Ss can think independently and be creative. 4. Learning abilities: Through the observation, reading and group work, Ss are able to learn English in different kinds of ways and solve some problems by themselves.
五年级下册英语教案-《Revision 1》(Let’s Review )｜人教(新起点)
五年级下册英语教案－《Revision 1》（Let’s Review ）｜人教（新起点）教学目标•温习英语四会单词：boy, girl, man, woman, student, teacher, pen, pencil, book, bag, ruler, eraser, sharpener, dictionary, computer, desk, chair, blackboard, whiteboard, classroom。
•温习英语日常用语：What’s this? This is a 。
What’s that? That is a 。
How do you spell it? S-P-E-L-L, spell.•温习英语基本句型：This is a pencil. That is a book. I have a pen. She has a bag. He is a teacher. She is a student. There is a computer. There are desks.•能够用英语描述自己的物品和周围的环境。
教学准备•单词卡片：boy, girl, man, woman, student, teacher, pen, pencil, book, bag, ruler, eraser, sharpener, dictionary, computer, desk, chair, blackboard, whiteboard, classroom。
•小黑板或白板。
•教学PPT。
教学过程课堂导入1.教师打开课件，出示一张英文单词卡片：pen，并用中文读出这个单词。
2.请学生大声跟读，并了解这个单词的含义和用法。
3.教师继续出示其他单词卡片进行单独或集体学习，将学生的英语词汇量提升。
新知讲解1.请学生观看PPT，学习英语四会单词、日常用语和基本句型。
2.教师解释、演示、导读。
Unit 4
Revision
1. Translate the following Chinese sentences into English. 1) 于是，暮色中匆匆的人群里，总有我赶路的身影， 雨里、雾里、风里、雪里，只盼着早些回家...... Thus the gathering dusk often finds me hastening home in a hurrying crowd. Whether it rains or snows, windy or foggy, it is the longing to be home that quickens my steps.(虞艳译)
2.Suppleness in Chinese Comparative speaking, Chinese sentence structure of subject + predicate is more complicated which allows various element as the subject or even no subject. The predicate can be verbs, nouns and adjectives. 1）全市到处兴建新工厂。（地点主语） New factories are being built all over the city. 2）天高云淡。（形容词作谓语） The sky is high and the clouds are pale.
2) 请大家积极参与单位的体制改革。 Trans. 1: Everyone is called on to take an active part in the systematic reform of one’s work unit. Trans. 2: You are all encouraged to play an active role in the systematic reform of our unit. 3）他总是以积极态度处理各种问题。 Trans. 1: He takes a positive attitude in dealing with all kinds of problems. Trans. 2: He approaches various problems with a positive frame of mind.
二年级上册英语教案-《Revision1》(Let’sReview)｜人教(新起点)
二年级上册英语教案－《Revision 1》（Let’s Review）｜人教（新起点）教学内容《Revision 1》是人教（新起点）二年级上册英语教材的复习单元，旨在巩固和加深学生对第一单元至第三单元所学知识的理解和应用。
教学内容主要包括单词、短语、基本句型结构的复习，以及相关的听、说、读、写技能训练。
教学目标1. 让学生能够熟练地认读和书写已学的单词和短语。
2. 培养学生运用所学句型进行简单英语对话的能力。
3. 提高学生的听力理解能力，能够从听到的内容中获取关键信息。
4. 增强学生的英语学习兴趣，培养合作学习和自主学习的能力。
教学难点1. 单词和短语的记忆与正确使用。
2. 句型的正确构造和在实际情境中的应用。
3. 听力训练中的细节捕捉和信息理解。
教具学具准备1. 英语教材《人教（新起点）二年级上册》。
2. 单词卡片和短语卡片。
3. 彩色粉笔和板擦。
4. 录音机或电脑播放器，用于播放听力材料。
5. 学生练习册和作业纸。
教学过程1. 复习导入：通过简单的日常英语对话，引导学生回顾已学的单词和短语。
2. 听力训练：播放录音，让学生听并跟读，随后进行听力理解练习。
3. 口语练习：组织学生进行角色扮演，运用所学句型进行对话练习。
4. 写作活动：指导学生用英语写简短的句子或小段落，巩固单词和句型的书写。
5. 游戏互动：设计一些英语小游戏，如单词接龙、猜谜语等，增加学习的趣味性。
板书设计板书将简洁明了地展示本节课的重点内容，包括单词、短语和句型。
通过不同颜色的粉笔突出显示重要信息，便于学生记忆和理解。
作业设计1. 听力作业：完成练习册上的听力练习题。
2. 口语作业：与家长或同学用英语进行简单的对话练习。
3. 写作作业：根据课堂所学，写一段小短文。
课后反思课后，教师应反思教学过程中的有效性和学生的接受程度。
针对学生的具体情况，调整教学方法和策略，确保每个学生都能在复习课中获得进步和提高。
本教案严格按照人教（新起点）二年级上册英语教材的《Revision 1》单元设计，注重学生的实际应用能力和语言技能的培养。
译林英语必修四Unit2The revision of words and expressions
Fill in the blanks.
be eager to lose heart go through get over make every effort stick to
1.We should be optimistic about final goals
and__s_t_i_c_k_t_o__ them. 2.Never _lo_s__e_h_e__a_r_t in face of difficulty.
Tu Yoyo owed her success to her repeated failures . She said few persons can be successful at the first time, and failure can teach us much more than success.
3.On the way to success,he abandoned a lot
and_w_e_n__t _t_h_r_o_u_g_h_great hardships. 4.We are certain that he will_g_e_t__o_v_e_r_ his illness.
5.They crowded round the spokesperson,
Tu Yoyo's experience is very encouraging, We can learn a lot from Tu Yoyo and should make every effort to achieve our aims.
The use of aim
Translate the sentences.
Failure is the mother of success. We should __o_w_e__our success _t_o__（归功于）failure experience. As long as we s_t_i_c_k_t_o （坚持）what we want and _m_a_k_e__e_v_e_r_y_e_f_fo_r_t_（尽最大努力）, our dream will come true.
六年级下册英语优质教案-Unit 4 Then and now B Review 人教pep
知识与能力目标：
1. 通过模仿课本中的对话并观看老照片，巩固复习核心句型There was / were (no) ... years ago. Now there is / are ... Before, I / he/she/it was ... Now, I/he/she/it ... 90%的学生能够谈论、描述某个地方或者自己、家人、朋友的今昔变化。
3. Sing a song, “Changes in me”.
1. Greet with teacher an together.
3. Sing the song loudly and happily.
集中注意力，准备上课，师生情感交流。通过演唱歌曲，调动学生积极性。
教学难点
在真实情景中正确使用所学句型进行交际。
学情分析
学生经过六年的小学生活，外貌、性格特征、爱好等都发生了极大的变化。学生想要表达这种变化的愿望也特别强烈。
经过Unit2 Last weekend和Unit3 Where did you go?两个单元的学习，学生已经对一般过去时有了一定的了解与掌握，能够自由运用一般过去时进行基本表达。而一般现在时学生在五年级就已经学习过了。因此，学生也能正确运用一般现在时进行表达。只是，本课时要将两种时态放到一起形成对比，同时运用，学生容易混淆。
Read out the example words.
Talk about the changes with one’s partner by using the words and phrases.
学生使用今昔对比照片谈论自己的成长变化。
阅读课本中的对话，模仿文中关于人物今昔变化的表达法。为下面的拓展提供有效的基础。
2022人教版(新起点)四下《Revision 1》(Let’s Spell)教案
Revision1 Let’s Spell教学设计【内容来源】人民教育出版社〔一起点〕四年级下册Revision1【主题】Revision1【课时】第2课时：Let’s Spell一、本课教学目标1.能够准确地辨识字母组合ai, ay, ow, oa, ee, ea的发音，并能够根据发音规律，拼读、拼写单词。
2. 能够在教师的指导下，制作与字母组合ai, ay,ow, oa, ee, ea有关的单词书(word book)。
教学建议A. Look, listen and number.1.热身活动。
(1)教师播放第一至三单元的小韵文，让学生跟随韵律说唱小韵文。
(2)教师出示自制的单词拼读牌，教师翻动词牌时学生快速拼读单词。
2.进行A项活动。
(1)学生先观察A项图片，尤其要观察图中主要场景和图上的单词，进行感知，并初步推测听力内容。
(2)教师请全班学生朗读A项所给的单词，学生自己先尝试读一读。
(3 )根据提示说一说图片的内容，尝试说出自己的推测。
教师先示范第—幅图，其余图片请学生结对说一说。
这个环节是为学生感知图片的内容，也为学生的八项听力练习作了充分铺垫。
(4)听一听，标序号。
播放A项录音，学生听录音标出序号。
之后，再次播放录音，学生听录音核对答案并关注录音材料的细节。
学生结对核对答案。
(5)学生再听录音，进行纠错。
之后，全班核对答案，学生进行自评。
(6)播放A项录音，教师呈现录音材料，学生听录音跟读，继续稳固单词的发音及单词使用的语境。
(7)教师请学生观察词汇的特点，学生简单说一说这六个字母组合的发音。
(8)教师出示有关三组字母组合的绕口令，请学生读一读。
(答案：1—rain, 2 —birthday, 3一subway 上一行左右两图作为一幅图出题；1一window, 2 —snowman, 3 —crossroads;1 — three, 2 — tree, 3 —sea )B. Listen and write.1.观察图片做好准备。