外研版（三起）小学英语五下 Review Module Unit2 教案

Review Module Unit 2

教材：外研版新标准英语（三年级起点）

适用年级：五年级下册

课题：Review Module Unit 2

课型：复习课

一、教学内容及分析

本课是外研版新标准英语（三年级起点）五年级下册复习模块第二单元的内容。本单元由五个活动组成，每个活动没有直接的联系，通过深入解读教材，为了设计出更适应学生学习能力和思维发展的教学环节，我将这五个活动进行了取舍和整合，设计了一条主线――谈论旅行经历。此话题贴近学生生活实际，因此让学生通过课堂活动，学会在生活情景中运用目标语句困难不大。

二、学生情况分析

    我校五年级学生活泼好动，善于形象直观思维，对游戏、竞赛、吟唱歌曲等活动感兴趣，有较强的求知欲和表现欲。同时，通过近三年的英语学习学生已经掌握了一些本节课谈论旅行经历所要运用的句型，对疑问词when, where, who, how, what的区别与运用也有一定的基础。

    基于学生的实际学习水平，年龄特点、新课标的具体要求、教材内容，我确定了如下教学目标：

三、教学目标

1. 知识与能力目标。

（1）绝大多数学生能正确区别并综合运用when, where, who, how, what等疑问词发问，了解他人的旅行经历。能对别人的发问作出合理的回答。

（2）90%以上的学生能在真实的生活情景中综合运用目标语句谈论自己的旅行经历。

（3）通过本节课的学习，大部分学生能书面表达自己的旅行经历。

2. 情感态度目标。

在小组活动中能与其他同学积极配合和合作。感恩生活，享受旅行。

四、教学重难点

1. 教学重点：正确运用目标语句when…?, where…?, who…?, how…?, what…?等询问他人的旅行经历并做出合理的回答。

2. 教学难点：综合运用目标语句谈论自己的旅行经历。

五、教学过程设计：

Step 1: Warming up and Lead-in (3分钟)

1.Greetings.

2.Sing a song: Where did you go?

Sing together and think: What’s it about?

Ss: It’s about Lingling’s travel.

T: Do you like travel？I like travel very much.

设计意图：课堂伊始，选择这首和本课复习任务相关的歌曲，不仅活跃了课堂气氛，而且帮助学生快速地回忆疑问词where, what, who等的用法。

3.Share my travel experience. T: I had a lovely time on May Day. Do you want to know? Let’s have a look. On May Day I went to Xiamen with my friends. It’s in the southeast of China. I went there by train. I visited lots of famous places. I took many photos there. I ate some seafood. So I had a wonderful travel.边介绍边呈现思维导图。

4.Task: Talk about travel experience in English.

设计意图：通过思维导图的方式介绍自己在刚刚过去的五一节中的厦门之旅，揭示本节课的学习任务“用英语谈论旅行经历”，让学生对如何谈论旅行经历有了一个整体的印象，为本课学习做好铺垫。

Step 2: Presentation (21分钟)

1.T:PPT呈现Lily的头像。T：This is Lily. Say hello to Lily. She had a

wonderful travel. What do you want to know about her travel? 引导学生就旅行话题进行提问，教师板书：

设计意图：通过课件呈现丽丽这个人物的旅行图片，创设情境，引导学生就旅行话题进行提问，学生边发问，教师边板书思维导图。在这个精心设计的交流活动中以学生为主体，让学生发问，既激发了学生接着往下学的好奇心，又训练了学生的发散性思维。

2.Game: Good memory

T: You’ve got so many good questions. Please watch the video and get the

answers.让学生带着问题观看微课。从中找出问题的答案。

T：老师引导学生提问，并解决问题: When did Lily go? Where did Lily go? Where is Beijing? Who did Lily go with? How did Lily go there? What did Lily do? What did Lily have for dinner? So I think Lily had a lovely time there.逐步呈现思维导图。

设计意图：以游戏“考考你的记忆力”的方式，引导学生带着自己所提的问题观看微课，从中找出问题的答案，学生的注意力会更集中，记忆也能得到训练。在解决这些问题时采取以学生为主的课堂模式，让学生自问自答，解决问题。老师只负责板书，完善思维导图，为后面学生自主绘制思维导图做示范。

3. More information about Lily’s travel.

T: Do you want to know more about Lily’s travel?

 Ss: Yes.

 T: What else do you want to know?

 Ss:学生发问。

 T：Now, watch carefully and tell me more about Lily's travel.

(1) Say and guess. What did Lily do at different times in Beijing?

(2) Brainstorming：What did Lily take with her?（引导学生快速思考，并大胆猜测：camera, books, clothes,…）

T: Yeah, she took so many things. And do you know which bag Lily took with her?

(3) Listen and match. Which bag did Lily take with her? Why did Lily take this one? 让学生开放性的描述Lily所选择的包。

(4) Make suggestions. T： She had a lovely time. But She had some troubles. Can you help her? Please make some suggestions for her.教师示范后，同桌两人讨论，给Lily提出合理的建议。展示时请一些学生做Lily，其他同学提意见。

 设计意图：本部分的教学设计既围绕主线延续谈论丽丽的旅行经历，又将教材中的活动二，活动三，活动四和活动五的内容充分地整合在一起。利用“What else… ?”这个问题的抛出，让学生发问，说出心中的好奇和疑惑，学生可能会提出诸如What did Lily do at three o’clock? Which bag did she take? What happened to her then? 等问题，这些问题的提出能将教材中零散的活动整合到Lily旅行经历的这个情景中，使之成为一条主线。通过猜一猜、头脑风暴、听音连线、同桌讨论提建议等不同的活动形式帮助学生解决疑问，学生的学习就不会变得枯燥，思维就会更加的活跃。

 Step 3: Consolidation and extension (15分钟)

1. Retell Lily’s travel.

According to the mind map at the blackboard and retell in groups of six.小组内复述，然后展示。

2. The picture book reading：Jill’s travel.

（1）Listen and watch the Jill's travel and grasp the main information.

（2）Read Jill’s travel and finish the mind map.

（3）Show the Mind map. Retell Jill’s travel.请一位学生充当Jill这个人物，提出诸如此类的问题：Where did I go? How did I go there? Who did I go with?...其他学生根据自己所绘制的思维导图回答问题。

3. Free talk. Ss talk about their travel experience.师生交流、生生交流自己的一次旅游经历。

4. Writing小练笔。

 模板一：Hi! I’m ___. Last summer I went to _____with my family. It’s in the ____of China. I went there by ____. I took a ____.It’s ____. I had _____for lunch. I_______. I had a lovely time there.

 模板二：Hi! I’m ___. I ________ . ____________.

Ss can choose one model to write their travel experience and then show in the class.

Ask some questions about their travel experience .(在展示的过程中，可适当向全班学生询问诸如Where did he go? What did he do?等问题，以培养学生良好的倾听习惯。)

 设计意图：三个巩固与拓展活动，有听，有说，有读，有写，由易到难，学生易于接受，听说读写的能力也得到了训练。其中自制的绘本材料，图、文、声音相结合，让学生带着问题听、阅读并完成思维导图、展示思维导图并复述人物的旅行经历，提高学生学习兴趣的同时，也培养了学生的阅读能力。小练笔是很多学生的“短板”，因此小练笔设计尊重学生的能力差异，给学生提供两种模板，自由选择按哪种模板写自己的旅行经历，让每个学生有话可写。

 Step 4: Summary (1分钟)

1. Summary: What have we learnt today?
2. Say a chant: When we talk about our travel, you should think about the

following questions.

 Where, where, where did you go?

 What, what, what did you do?

 How, how, how did you go?

 Who, who, who did you go with?

 When, when, when did you go there?

板书设计：

Review Module Unit 2

                    She had a wonderful travel.