Review Unit 2

《Review Unit 2》说课稿教材分析：1、教学目标：1）复习句式：（1）能口头运用What’s the time, please? 询问对面以确定是否到了做某事的时间，能用It’s seven o’clock.It’s half past seven 这类语句回答。

（2）能口头运用She goes to school by bike这类语句说明出行的交通方式。

（3）能口头运用It’s cool in autumn. We play football in autumn．这类语句描述各个季节的天气和人们的活动，其他语句不作要求，让学生根据自己的情况选择学习与掌握。

2）复习词汇：（1）on the train, on the bike, in the car, unoler a tree.( 2 )warm, summer, hot, autumn, cool, winter, cold.2、教材的地位，作用分析：这部分内容主要以时间，季节，人们相应的活动为重点，与生活密切联系，教材中有许多运用渠道。

3、教材重点，难点：1）重点：时间的寻问与整点和半点的表达2难点：各个季节的天气情况和人们的活动4、教材的特点，问题分析：这部分内容设计必于任务型的教学模式，整体目标统一，但各个活动又灵活开放，以一个主要句型结构为中心，可以举一反三说出不同的句子。

★教学设计及依据：课前准备：卡通小闹钟一、Warm up·Sing a song《listen to the clock》二、课文导入：·老师拿出一个卡通小闹钟不断的拧动时针，帮助学生复习1—12数字。

（设计意图：这个课时主要复习了时间的表达，所以一开始就拿出闹钟，又能复习1—12个数字，又能引出学习内容，为后面的活动做铺垫。

）三、课文教学：1、老师不断的调换闹钟的时间，寻问学生“What’s the time? 让学生运用“It’s……”做出回答，老师可以由易到难，先问整点，再问半点钟，再让学生两人从一组进行问答练习。

（设计意图：把课本上的时钟搬到生活中，更真实，更形象的对What’s the time? It’s ……进行问答，让学生反复操练。

）2、老师先向学生描述游戏规则，然后组织学生进行游戏，让一位学生扮演Mr wolf , 再抽三位同学上台一起问：“What’s the time , Mr wolf?” 该学生回答：“It’s……” 三位学生继续问，直到Mr wolf回答也：“It’s dinner time” 这时Mr wolf同学追赶这三位同学，三位同学赶紧跑。

（设计意图：这个环节主要是在第一部分同学练习了回答时间的基础上，练习问句，一轮三位同学，反复几轮后已经有好多同学练了如何寻问时间了。

w ww.xx j x s 小学教学设计网）3、老师带领学生一起边说边做介绍词手势操：on在上，in 在里，under, under在下面，然后让学生读课文词组，再超高频学生指图说话，描述小男孩的理解和记忆，再读课文看图，理解这四个词组的意思，为下步描述图片做好铺垫。

4、老师问学生：“How many seasons are there in a year? What season do you like? What do you do in spring/ summer/ autumn/ winter? 并请学生回答，然后让学生以小组为单位，看图说话，对四季的天气状况和相应的活动做描述。

（设计意图：用问答的形式先让学生对四季有一些基本了解，再提问在不同季节，人的不同活动，回到图上边指边说，锻炼学生的口语表达能力。

）四、任务完成：1、句子接龙：让学生四人一组依次说出自己一天的活动安排，如：第一个学生说：“I get up at six o’clock. 第二个学生说：“I go to school at seven o’clock 后两位同学接着说。

（设计意图“让学生在会表达时间的基础上通过此活动会对自己的一天行动会描述。

）2、请学生以小组为单位进行哑剧表演，一个学生表演在某个季节所做的事情，其他学生进行猜测，表演的学生边做动作边提问：“What do I do in spring/ summer/ autumn/ winter?” 其他学生运用句型：“You……in spring/ summer/ autumn/ winter”来猜测。

（设计意图：这个活动是在句型掌握了的情况下，让学生脱口而出，提高学习的难度，用哑剧表演的形式，学生参与性高，表现积极，学生很愉快。

）五、课后作业：1、给家长描述活动的时间2、制作季节小报：让学生画出自己最喜欢的季节的情景，描结出这个季节的天气状况及自己最喜欢做的活动，自己以相应的文字，如：“It’s warm in spring . I fly kites in the park” 最后老师选出“最佳小报奖”贴在教室墙报栏里。

The Review Unit 2, said the classMaterials:1, teaching objectives:1) review sentence:(1) to oral use on time, please? Ask opposite to determine whether the time to do something, use It seven o 'clock half. It did such statements will answer.(2) can use it goes to oral lit by bike such statements that travel means of transportation.(3) to oral use It in autumn, autumn when We bring the other such statements describing each season weather and people's activities, and other statement does not make the request, let the students according to their own choice to learn and master the situation.2) review vocabulary:(1) the train, bike, in a car, unoler tree.(2), warm, bother, autumn, cool, hot and cold stands for it.2, the teaching status, function analysis:This time, the main content part in season, the corresponding activities, and life closely, textbook has many use channels.3, textbooks, difficulties:Key: 1) the time with the past and half askedEach season 2 difficulties: the weather and people's activities4, textbooks, problem analysis:This part will be in the design of task-based teaching mode, the overall goals, but each activity and flexible and open to a main structures as the center, can also speak different sentence.U teaching design and basis:Class: cartoon small alarmA Warm, 185A song, let to clock ""Second, the text introduction:The teacher took a cartoon, alarm clock continuously twist clockwise, helps the student to review the fixed number 1-12.Purpose: this class (mainly review the expression of time, so a clock, and began to review out 1-12, and can lead to learning contents, behind the groundwork activities.Third, the text teaching:1, the teacher constantly exchange alarm time, ask how much students "on time? Let students to use" It... "Make answer, the teacher can from easy to difficult, ask, ask half past two, then lets the student from a group of q&a practice.Purpose: to design the clock on textbooks, moved to real life, the image of more on time?... and answer, lets the student drills repeatedly.2, the teacher to student describes the rules of the game, and organize the student to carry on the game, let a student playing the Wolf, Mr Three classmates draw again came together to ask: "on, Mr Wolf?" The student answered: "It 's..." Three students to continue to ask and answer until Mr Wolf also It: "you" when Mr Wolf time-released classmates after the three students, three classmate run.Purpose: this design is mainly in the first part of the answer their time, on the basis of the practice questions, round three students, after several rounds of repeated many students have been practiced for how to ask how much time. W ww 4.xx j x s j.carol carroll N small teaching plan) set 3 and the teacher together while doing exercise: introduce ci gestures, on on in, under, under below, then let students to read the text again uhf students phrases to speak, the little boy figure of understanding and memory to read the text again, pictures, understand the meaning of the phrase, four for next step describe pictures.4 and the teacher asks a student: "How are seldom seasons in a season? Do you like? Do you bother/in/autumn/are? Please answer it, then lets the student for team unit, based on the four seasons, the weather and the relevant activities.T: (with questions let students understand the four seasons have some basic questions in different seasons, then, the person of different activities, back to the top graph, oral expression ability of students.Four, task:1: let the student solitaire, four in one group say his day in activity, such as: the first student say: "I up at six o 'clock. The second student say:" go to it at seven o' clock after two classmates said. "Let students (design intent on the basis of time will express themselves through this activity will one day of action will describe.2, please students in groups, a mime student performance in a season to do, the other students guess, performance of students ask: "do actions side are in getting I bother/autumn / / it?" The other students use sentence: "... in bother/autumn/are/to guess it ".Purpose: this activity (design patterns in the case of master, lets the student blurt out, improve their learning difficulties, the form, mime with high performance, active involvement in the student, the student is very happy.Five, homework:1, give parents describe activity of time2, making seasonal tabloids: let students draw your favorite season, added the weather bear this season and his favorite activity, oneself to the corresponding characters, such as: "It 's warm fly kites are in I took last teacher select" best "award" in the classroom tabloid QiangBaoLan.。