Unit 12 Review教學設計及反思

馬蕊

一、教材分析

本單元是對前三個單元的復習，包括單詞及重點內容表達、語音的訓練、交際句型、語法等。通過設置語境，區分讀音相近單詞;在前三個單元語法結構的基礎上，設置綜合性基礎練習題，考查學生對動詞不定式和動詞ing形式的綜合掌握情況;在前三個單元的寫作練習的基礎上，側重書面表達的訓練方式，強化將所學英語應用于實踐，培養語言的綜合運用能力。

二、學情分析

在前幾個單元的學習基礎上，學生已經掌握了相關知識，本單元是對前面知識的綜合復習，大部分學生的英語基礎較好，能夠完成教師布置的各項活動。個別學生基礎較弱，通過本單元的復習，幫助孩子構建知識體系。

三、教學重點

1. Review the words and phrases.

2. Review the Grammar.

3. Review the sentence pattern.

四、教學難點

1. Master the knowledge well.

2. Use the knowledge freely.

五、教學目標

1. 知識目標：

（1）熟練掌握單詞和短語scary， extreme， punish， rub等的用法。

（2）熟練運用句型。

（3）熟練掌握動詞不定式和動詞ing 的用法。

2. 能力目標：

（1）訓練聽、說、讀、寫的能力。

（2）掌握英語學習的方法和策略。

3. 情感目標：

（1）面對困難，克服困難的態度。

（2）認真學習的態度。

六、教學方法

活動教學法、任務教學法。

七、教學手段

1.多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成PPT，使抽象的語言變得直觀，為學生運用英語進行交際創設情景。

2. 非測試性評價：本課我將各種活動設計成小組活動，并通過小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養創新意識以及具備科學的價值觀。

八、教學過程

Lead in： T： We have learned unit 9， unit 10 and unit 11. Today well learn unit 12. As we know unit 12 is a unit of revision. I hope all of you can learn the knowledge well.

Step 1. ?Words and Expressions

T： Read the words with me and translate the words into Chinese.

S： Read the words after the teacher.

scary： adj. The tigers are scary.

We are scared of them.

extreme： adj. ?Tom likes doing extreme sports.

punish： v. ?Tom was punished for telling a lie.

rub： v. Dont rub your eyes with your hands.

skip： v. He skipped home happily.

typical： adj. We have typical festivals.

T： Fill in blanks with these words.

S： Fill in blanks.

T： Read the dialogue with partners.

S： Read the dialogue.

T： Please tell me the Chinese meaning of the phrases.

be similar to ? ?stop by ? ? ?upside down ? ? go through

T： Fill in blanks with these phrases.

T： Read the sentences together.

【設計意圖：復習這些單詞和短語，幫助學生完成書上的補全對話和完成句子。通過對話設置情景，讓學生在情景中掌握單詞和短語。通過完成對話和句子的閱讀，訓練學生聽說的能力。】

Step 2. ?Sounds

T： Listen to the tape and choose the words that you hear.

S： Tell the words that they hear.

T： Repeat after the tape. Pay attention to the proper intonation.endprint

【設計意圖： 通過本環節，糾正學生的語音和語調。幫助學生正確地獲取信息，提高聽力的能力，為今后的學習打下良好的基礎，做好充分的準備?！?/p>

Step 3. ?Listening and Speaking

T： Read the sentences after me. ?“Can you do me a favor？ ?Dont you know laziness is a bad habit？ ? I look forward to trying it once. ? Youd better be careful. ? Whats the matter？ ? Do you have any advice？”

S： Read the sentences after the teacher.

T： Listen to the tape and complete the dialogue. Check the answers.

1. A： Can you do me a favor？

B： Sure. What is it？

A： Can I borrow your cookbook？ I am going to try to cook some new dishes.

B： Is today a special day？

A： Dont you know I have a big party tonight？

B： Oh， I didnt know that. Okay， Ill lend you my book.

2. A： Look at this picture. Shes my penpal.

B： Oh， really？ Is she American？

A： Yes， she is. Shes going to visit China next year. I look forward to meeting her.

B： That sounds great. I want a penpal， too. But I cannot write letters in English.

A： Youd better try to find a penpal in our country.

3. A： You look terrible. Whats the matter？

B： I have a stomachache.

A： Have you eaten anything bad？

B： No.

A： Oh， I see. Youre worried about the test， arent you？

B： Yeah， youre right. Do you have any advice？

A： I think you should try to take it easy.

T： Read the dialogue in pairs.

S： Read the dialogue in pairs one by one.

T： My dear students， can you make your own dialogue with these sentences？ I believe in you. I will give you five minutes to prepare.

S： Be busy preparing their dialogue.

【設計意圖： 通過對功能意念句型的復習，讓學生了解交際句型并能熟練掌握，同時做好聽力準備，為聽力掃清障礙;通過讀對話，學生可以體會語言在實際中的應用。學習英語的目的是為了與外國人交流，語言的交流才是最重要的。通過此情境幫助學生掌握句型為交際做準備。與別人交流的過程中，培養了孩子的聽說能力，應變能力。】

Step 3. ?Grammar

T： Grammar is very important in our English study. No matter when we speak， listen， read and write， it will follow us. We have learnt the verbs that take only infinitives as verbal direct objects. Now lets think about the use of the verbs.

to do： want， expect， seem， promise， tell， ask， agree， allow， fail， hurry， need， refuse， decide

doing： enjoy，finish，feel like，mind，practice，spend，suggest

to do/ doing： begin， start，forget to do/ forget doing，

remember to do/ remember doing，stop to do/ stop doingendprint

T： Please finish the exercises on your books.

1.I dont want to stay at school.

2.It may snow this weekend.

3.I expect to pass the exam.

4.Sara seems to be tired today.

T： Read the dialogue with your partners.

M： Dont forget to come straight home after school.

S： Okay， Mom.

M： Before going to bed， you should finish doing your homework.

S： I see.

M： I want to know when you get home， so please call me。

S： Mom， I promise to call， so you dont need to tell me again.

Correct the answers.

1.He enjoys to play video games. ? ? to play —playing

2.He loves watching movies.

3.He cant stand being cold.

4.My cousin wants to swim every day.

5.He finished to do his homework. ? ? ?to do—doing

【設計意圖：梳理知識， 幫助學生建立知識體系，能夠更好地掌握單詞和短語的用法。為今后的學習奠定良好的基礎。改錯由易到難，由淺入深，層層深入地反復操練。在練習之前，已經幫助學生進行了梳理，學生完成此題不成問題?！?/p>

Step 4. ?Writing

T： Look at the pictures and put the words into the correct order.

S： Susan went there to get some fresh air.

Mike went to the library to borrow some books.

Liu Chang went to the park to draw a picture.

T： Complete the dialogue with your partners.

A： Why did Susan go to the mountain？

B： She went there to get some fresh air.

A： Why did Mike go to the library？

B： He went there to borrow a book.

A： Why did Liu Chang go to the park？

B： He went there to draw a picture.

T： Our friend Wang Dandan likes music very much. Lets learn about her favorite about music. Wang Dandan enjoys playing the piano. She likes Mozart very much. She wants to be a pianist like Mozart.

T： Can you write something about this？ Do it quickly.

S： I enjoy playing the flute. I like Mozart very much. I want to be a musician like him.

T： Well done. All of you did a good job. Dandans friend Zhang Tao loves science very much.Please write something about him.

S： Zhang Tao enjoys reading science books. His favorite scientist is Einstein. He wants to be a scientist like him in the future.

T： All of you have written something about your dream and future. Now I want you to write a short passage about your dream.

【設計意圖：先讓學生完成連詞成句，然后再按照問題回答，編一個小對話，接下來再寫幾句關于王丹丹和張濤的夢想，再結合自己實際仿寫。這些都完成以后再寫文章。由易到難，幫助學生完成寫作任務，分層次教學，讓不同層次的學生都有收獲?！縠ndprint

Step 5. ?Project Work

T： Work in pairs. Play the game with your partner.

Prepare a coin， everyone prepares a mark. ?Get students to toss the coin. Move the mark one or two spaces. Heads= 1 ， Tails= 2.

Read the question out loud and give an answer.

If your answer is not correct or you cannot answer the question， move back to the space you were on. If your answer is correct， stay on the space. Write down the money you won. Who gets the most money who is winner.

T： Do it in groups. Lets compete which group is the best.

【設計意圖： 通過游戲對所學過的內容進行復習，學生既有興趣又有提高，同時還能練習口語和聽力。在游戲的過程中，學生的團隊意識，集體榮譽感都有所提高?！?/p>

Step 6.

Homework

★★★Write some sentences

★★★★Make a new dialogue

★★★★★Write a short passage

【設計意圖： 分層次留作業，幫助各個層次的學生提高。根據自己的實際情況選擇自己可以完成的作業，沒有壓迫感，不會放棄?！?/p>

Step 7. ?板書設計

Writing

like doing ? ?enjoy doing ? ?want to do...

Pay attention to the structure of your composition.

Use correct words.

Pay attention to the forms of verbs.

Use correct grammar.

Read the sentences that you write.

【設計意圖： 列出寫作的要求和注意事項，幫助學生更好地完成寫作任務。】

九、教學反思

1. 復習內容要精

復習課是對所學內容進行系統地再現、鞏固與內化的教學活動，同時，它又是一個有針對性的診斷教學。通過復習，教師應解決一些學生混淆不清的知識，彌補一定的知識漏洞，并幫助學生建構起自身的知識體系。所以，在復習課前對教學內容進行篩選和重組是必要的。在教學中，筆者先將本單元的單詞和短語進行復習，再把動詞接賓語的情況進行梳理，幫助學生彌補知識上的漏洞。

2. 教學切入點要準

教師要找準教學切入點，能在問題癥結處對癥下藥，使學生更好地理清知識點，幫助他們建構起自己的知識體系。這節課，筆者按照書上的順序，先以單詞和短語為切入點，再進行語音的訓練，接下來是對話，然后是語法，由淺入深，層層推進，這樣教學思路更清晰，學生在建構知識體系時也更容易。

3. 教學方式要新

復習課既然是對所學知識的復現，那勢必會存在一定的重復，而重復教學卻是教學中最忌諱的，因為學生生性好奇，他們熱衷于新鮮的事物，一旦一樣東西重復兩次以上，他們就會感到索然無味，失去學習興趣。既然學習內容上的重復是不可避免的，那教師就應該盡量減少在教學方式上的重復。通過多種渠道豐富課堂教學資源，充分利用學生資源，采用比一比，賽一賽，說一說等方式開展活動，而且內容都是非常貼近學生生活，很能引起他們的學習共鳴。最后以游戲的形式，讓學生對這一段時間學的句型進行操練。

4. 練習設計要精而全

課本是基礎，而好的資料則是加深課本、提高能力的重要輔助。任何資料都不能代替課本，但資料可以突出課本的重要內容，可以提供課本外的與時俱進的信息。因此，無論是開始復習的夯實基礎階段，還是構建知識網絡，歸納基本方法及技巧階段，都要在立足于課本的基礎上進行。但同時，也要精選有典型性和針對性的資料，這樣有利于學生掌握解題方法和解題規律。

本堂課就是一節常態課，雖然說已經花時間做了充分的準備，但由于前面的時間有點緊張，本堂課的內容多，以及課堂的一些應變做得不夠好，盡管說順利地完成了教學，但是感覺還是沒有達到自己預期的效果。比如說互動不夠好;速度偏快，沒有給學生留下足夠的時間思考問題;作為重要教學輔助工具的黑板利用不夠。endprint