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。
【小学英语三年级上册Revision】教学反思教案。
一、教学内容小学英语三年级上册Revision中，包括了一系列的英语单词、语法和语音练习。
除了现代英语单词之外，还涉及到了简单的句子构成，学习者在这里可以通过学习简单的语法，从根本上提升自己的语言表达能力。
二、教学难点教学英语的难点就在于语音调节和语音规则的学习上，也就是说，如何让学生兴趣盎然地学习英语。
这其中，主要的难点有以下二点：1.如何让学生学会正确发音。
针对这一难点，我在课前通过播放英语教学视频让学生熟悉英语单词的发音规则。
除此之外，在学习过程中，我还辅以口形、手势训练和歌曲演唱等方式，进一步激发学生的学习兴趣。
2.如何让学生记住大量的单词和语法内容。
针对这一难点，我特地设计了一些游戏和活动，鼓励学生通过这种方式记住所需内容。
例如，设计单词速配游戏、句型排序游戏、英语角活动、口头交流活动等，加强单词和句型的记忆，并增强了学生的英语交际能力。
三、教学反思教学过程中，我感觉到自己对每一个学生都抱有责任，这种责任感促使我一步步为学生的学习定下目标，并进行不断地反思。
在此过程中，我深刻地认识到英语教学不仅是语言技能训练，更是对学生全面发展的促进和优化。
因此，我在教学中注重培养学生的口语表达能力、阅读理解能力、创造性思维能力以及团队合作精神。
在课堂上，我也遇到了一些问题，比如说有些学生进步缓慢，无法满足自己预定的目标。
针对这种状况，我通过小组合作学习和开展填空游戏，不断培养学生的自信心和学习兴趣。
同时，我也时常与学生进行交流，了解他们对此次教学的体验和感受。
通过这种方式，我可以更真切地感受到自己在教学中的优缺点，并在此基础上做出改善。
教学反思过程中，我也认为自己还存在一些需要进一步改善的问题，比如说在教学过程中，我可能还需要增加一些互动性较强的教学元素，以便更好地激发学生的兴趣。
同时，我还可以引导学生开展实际生活中的英语用语训练，为学生提供更优质的学习资源。
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。
