Unit 12 Review教学设计及反思

马蕊

一、教材分析

本单元是对前三个单元的复习，包括单词及重点内容表达、语音的训练、交际句型、语法等。通过设置语境，区分读音相近单词;在前三个单元语法结构的基础上，设置综合性基础练习题，考查学生对动词不定式和动词ing形式的综合掌握情况;在前三个单元的写作练习的基础上，侧重书面表达的训练方式，强化将所学英语应用于实践，培养语言的综合运用能力。

二、学情分析

在前几个单元的学习基础上，学生已经掌握了相关知识，本单元是对前面知识的综合复习，大部分学生的英语基础较好，能够完成教师布置的各项活动。个别学生基础较弱，通过本单元的复习，帮助孩子构建知识体系。

三、教学重点

1. Review the words and phrases.

2. Review the Grammar.

3. Review the sentence pattern.

四、教学难点

1. Master the knowledge well.

2. Use the knowledge freely.

五、教学目标

1. 知识目标：

（1）熟练掌握单词和短语scary， extreme， punish， rub等的用法。

（2）熟练运用句型。

（3）熟练掌握动词不定式和动词ing 的用法。

2. 能力目标：

（1）训练听、说、读、写的能力。

（2）掌握英语学习的方法和策略。

3. 情感目标：

（1）面对困难，克服困难的态度。

（2）认真学习的态度。

六、教学方法

活动教学法、任务教学法。

七、教学手段

1.多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成PPT，使抽象的语言变得直观，为学生运用英语进行交际创设情景。

2. 非测试性评价：本课我将各种活动设计成小组活动，并通过小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

八、教学过程

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.

【设计意图：复习这些单词和短语，帮助学生完成书上的补全对话和完成句子。通过对话设置情景，让学生在情景中掌握单词和短语。通过完成对话和句子的阅读，训练学生听说的能力。】

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

【设计意图： 通过本环节，纠正学生的语音和语调。帮助学生正确地获取信息，提高听力的能力，为今后的学习打下良好的基础，做好充分的准备。】

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.

【设计意图： 通过对功能意念句型的复习，让学生了解交际句型并能熟练掌握，同时做好听力准备，为听力扫清障碍;通过读对话，学生可以体会语言在实际中的应用。学习英语的目的是为了与外国人交流，语言的交流才是最重要的。通过此情境帮助学生掌握句型为交际做准备。与别人交流的过程中，培养了孩子的听说能力，应变能力。】

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

【设计意图：梳理知识， 帮助学生建立知识体系，能够更好地掌握单词和短语的用法。为今后的学习奠定良好的基础。改错由易到难，由浅入深，层层深入地反复操练。在练习之前，已经帮助学生进行了梳理，学生完成此题不成问题。】

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.

【设计意图：先让学生完成连词成句，然后再按照问题回答，编一个小对话，接下来再写几句关于王丹丹和张涛的梦想，再结合自己实际仿写。这些都完成以后再写文章。由易到难，帮助学生完成写作任务，分层次教学，让不同层次的学生都有收获。】endprint

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.

【设计意图： 通过游戏对所学过的内容进行复习，学生既有兴趣又有提高，同时还能练习口语和听力。在游戏的过程中，学生的团队意识，集体荣誉感都有所提高。】

Step 6.

Homework

★★★Write some sentences

★★★★Make a new dialogue

★★★★★Write a short passage

【设计意图： 分层次留作业，帮助各个层次的学生提高。根据自己的实际情况选择自己可以完成的作业，没有压迫感，不会放弃。】

Step 7.  板书设计

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.

【设计意图： 列出写作的要求和注意事项，帮助学生更好地完成写作任务。】

九、教学反思

1. 复习内容要精

复习课是对所学内容进行系统地再现、巩固与内化的教学活动，同时，它又是一个有针对性的诊断教学。通过复习，教师应解决一些学生混淆不清的知识，弥补一定的知识漏洞，并帮助学生建构起自身的知识体系。所以，在复习课前对教学内容进行筛选和重组是必要的。在教学中，笔者先将本单元的单词和短语进行复习，再把动词接宾语的情况进行梳理，帮助学生弥补知识上的漏洞。

2. 教学切入点要准

教师要找准教学切入点，能在问题症结处对症下药，使学生更好地理清知识点，帮助他们建构起自己的知识体系。这节课，笔者按照书上的顺序，先以单词和短语为切入点，再进行语音的训练，接下来是对话，然后是语法，由浅入深，层层推进，这样教学思路更清晰，学生在建构知识体系时也更容易。

3. 教学方式要新

复习课既然是对所学知识的复现，那势必会存在一定的重复，而重复教学却是教学中最忌讳的，因为学生生性好奇，他们热衷于新鲜的事物，一旦一样东西重复两次以上，他们就会感到索然无味，失去学习兴趣。既然学习内容上的重复是不可避免的，那教师就应该尽量减少在教学方式上的重复。通过多种渠道丰富课堂教学资源，充分利用学生资源，采用比一比，赛一赛，说一说等方式开展活动，而且内容都是非常贴近学生生活，很能引起他们的学习共鸣。最后以游戏的形式，让学生对这一段时间学的句型进行操练。

4. 练习设计要精而全

课本是基础，而好的资料则是加深课本、提高能力的重要辅助。任何资料都不能代替课本，但资料可以突出课本的重要内容，可以提供课本外的与时俱进的信息。因此，无论是开始复习的夯实基础阶段，还是构建知识网络，归纳基本方法及技巧阶段，都要在立足于课本的基础上进行。但同时，也要精选有典型性和针对性的资料，这样有利于学生掌握解题方法和解题规律。

本堂课就是一节常态课，虽然说已经花时间做了充分的准备，但由于前面的时间有点紧张，本堂课的内容多，以及课堂的一些应变做得不够好，尽管说顺利地完成了教学，但是感觉还是没有达到自己预期的效果。比如说互动不够好;速度偏快，没有给学生留下足够的时间思考问题;作为重要教学辅助工具的黑板利用不够。endprint