小学英语六年级复习课教案.doc

小学英语六年级下册期末复习计划
一、班级情况分析
六年级共三个班，每班学生都在35人左右，目前大部分学生学习态度比较端正，平时上课积极开动脑筋、作业认真完成，基础知识比较扎实，能按时完成背诵、默写任务，能跟着老师的节奏进行复习。但还有一部分学生，不仅脑子不灵活，还懒惰，作业不做，不花时间背诵，朗读，单词默不出，句子不会写。对于他们只能是从最基本的单词，句子着手。针对目前我们学校学生的现状，在复习过程中我准备以听说读写为主要的形式和抓手，以英语基础知识为主要内容，指导学生在听说读写的过程中系统地梳理所学知识，从单词到词组到句子到短文，全面把握所学内容。
二、复习安排
复习基本可以分为三个阶段，每一个阶段都应各有侧重。
第一阶段以教材为本，侧重于教材的复习与梳理。
第二阶段进行横向复习，做到点面结合。
第三阶段的复习，我侧重对做题技巧的讲解和做一些学生易出错的题目，指导学生掌握一些做笔试和听力题的要领。
三、复习内容
1．单词、词组尽可能让每个学生过关。
2．把课文中的重点句，按单元课文的顺序进行语法归类。
3．加强听力、口头和笔头练习。
4．每课一小练习，每两个单元做一份综合练习。
5．及时评讲，及时改正，及时补差，使每个学生在原有基础上有所提高。
四、具体做法
1．按单元进行系统的知识梳理。先将单元的主要话题和句型提炼出来，进行口头上的操练，在此基础上老师进行重点的归纳和系统讲解，最后进行相应的课堂练习，争取当堂课消化巩固知识，提高课堂效率。
2．归类复习先把知识点进行梳理整合，并结合前一轮复习中学生感到较困难的知识点进行以讲、练为主的复习，使学生学会有规律的学习。可以从以下几个方面进行归类
（1）音标 要解决音标元音字母的发音规律，解决常见的字母组合的发音规律。形式为读，思，归纳，强化和练习。
（2）时态 一般现在时，一般过去时，一般将来时和现在进行时进行归纳，比较复习，可以整理信息词和基本的语法结构。
（3）介词 结合实例讲解，练习，巩固。
（4）阅读 进行阅读练习的方法指导并结合阅读材料训练。
（5）听力 听力并非一日之功，我们可将听力分散安排在每一节课时中。
3．综合练习，查漏补缺，针对学生暴露的一些问题，再一次补充复习。
五、具体时间安排
6月3日-6日: 各单元知识梳理；
6月10日-120日：综合复习，做上年度各县、市、区期末试卷。

小学英语六年级复习课教案
一、教学内容：复习语法一般过去时(The Past Tense)和一般将来时(The Future Tense)
二、教学目标：
1、复习一般过去时和一般将来两种时态时并能熟练运用
2、通过听说读写训练，发展学生综合运用语言的能力，提高与他人合作、交往的能力
3、能够用简短的语段表达自己的思想，体会到英语学习的成就感
三、教学准备：多媒体课件、录音机
四、教学过程：
A：Free talk:
a: What date is it today? It’s ….
What day is it today? It’s ….
What lessons do you have on … morning? We have ….
What’s your favorite subject? It’s ….
b: What’s the weather like today? What’s the weather like in … in Kuming?
Which season do you like best? Why?
c: What’s your hobby? What’s your father/ mother’s hobby?
My hobby is taking photos.
设计意图：由老师与学生的自由交流，拉近了师生之间的距离，营造英语氛围，引导学生乐于用英语开口说话，并从老师的爱好是拍照过渡，为下一个环节作了较好的铺垫。
B: Look, listen and guess
a: T: Here are some photos. Let’s look, listen and guess what is the girl doing now?( 只出示照片上的人物，点击声音键，让学生猜一猜，然后出示完整的图片。)

学生照 片（单数）

钢琴
声
 S：Is __________ ? Maybe she’s …. She’s …, I think.
Are ___________?
（多猜几次，然后出现事情的真实画面）
T: What is the girl doing?
S: He’s listening to music.
b: What are they doing? They are playing basketball.
学生照片
（复数）

拍球声
 设计意图：通过看图、听音，猜事的活动，让学生在不知不觉中进入了教师精心创设的英语情境，他们可以用现在进行时的肯定句或一般疑问句来猜一猜图中的人物正在干什么，学生的学习积极性一下子就能调动起来。原本枯燥的句型复习具有了较强的趣味性。
C: Look and guess
T: Do you usually play basketball at the weekends? What do you usually do at the weekends? What do you usually do in the morning?
a. 出示照片：李老师（女）早晨跑步
T: What does Miss Li do in the morning?
S: Does she usually / often _________ in the morning? Perhaps she ________ in the morning.
b. 出示照片：何老师（男）星期六上网
T: What does Mr Jiang usually do on Saturdays?
S: Does he ________ on Saturdays?
c. 出示照片：学生们放学后打乒乓
T: What do the boys often do after school?
S: They often play table tennis.
设计意图：先出现人物的半身照，只给学生提供部分信息，即只能确认人物性别、单复数以及表示一般现在时的时间in the morning/ on Saturdays/ after school，通过这些信息沟的设置，让学生产生想问、想知道的愿望，自然而然地用一般现在时的句型猜图中的人物在特定的时间可能做什么事。
D: Review
a: The past tense（一般过去时）
(1)T: Do you like playing table tennis? Do you often play table tennis? I played table tennis with my son on May Day. It was great fun. What did you do on May Day?
S：I … on May Day.
设计意图：由前面的打乒乓球过渡到刚刚过去的劳动节，由此导入本节课要复习的第一个重要语法一般过去时，让学生用肯定句说说自己在劳动节干了什么。让学生在生活话题中恰当的使用语言进行真实的交流，使学生对所学知识进一步得到巩固。学生带着自己的知识、体验、思考、灵感、兴致参与课堂活动，融入课堂教学。
(2) Look at the pictures, ask and answer:
①    出示take photos / yesterday 和dance / just now：
take photos

yesterday
 T：Did the boy see a film yesterday? S：No, he didn’t.
T：What did he do yesterday? S：He took some photos.
出示句型：What did _______ do?
Did______________ ?
②    Ask and answer in pairs:
dance
 justnow
What did the girl do just now?
Did she sing just now?
③    出示一组图片和时间状语

Fly kites
Go shopping
Water flowers
clean the window
What did _______do last night?
Did______________ a moment ago?
make a model ship
 Look at the pictures, ask and answer in pairs:
What did ____________do __________? He/ She/ They ___________.
Did ___________________________? Yes/ No.
④Look at the pictures, make all kinds of sentences.
play football

milk a cow

go to the zoo
_____________________yesterday.
____________________ two weeks ago?
 Model: The boys played football yesterday.
The girls didn’t play football two weeks ago.
Did the boy play football yesterday?
What did the boy do yesterday?
When did the boy play football?
Where did she go two weeks ago?
设计意图：通过单张或多张组合图片，给学生提供更多的语言信息和情景，让学生自主地利用创设情景，进行语言交际、实践和运用活动。个性化地发挥自主学习的意识和能力，促使学生有意识地发展语言、运用语言以及用语言表达自己的思想。
⑤Listen and answer:
Listen to the dialogue, and answer the questions:
A: What date is it today?
B: It’s the tenth of March.
A: Yesterday was Linlin’s birthday.
B: Really? Did she have a birthday party last night?
A: Yes. Liu Tao, Yang Lin and I went to her party.
B: What presents did she get?
A: She got a new bike, a schoolbag, a storybook and some new clothes.
B: What did you do at the party?
A: We sang and danced. We ate a lot of food, too.
B: Did you have a good time?
A: Yes.
Questions:
1. When’s Lin Lin’s birthday?
2. Did Lin Lin have a birthday party?
3. What presents did Lin Lin get?
4. What did the children do at the party?
5. Did they have a good time?
设计意图：此环节是针对前面复习的一般过去时设计的一道听力训练。我在编这段对话时充分考虑到语言规范，语言材料既要符合学生生活体验又要紧贴训练目标，合理设计题型。先让学生阅读问题，然后带着问题去听。听的过程中学生抓住语言材料关键词，抓主要线索，抓整体，并做一些简单却很有必要的笔记。在训练听力时进行听法指导对学生听力技能的提高是十分必要的。
b: The future tense: （一般将来时）
(1)T: Children’s Day is coming soon. Are you happy?
Look, this is Mike’s plan for Children’s Day.
A plan for Children’s Day
Morning
Take part in the singing contest
Afternoon
See a film and go skating
Evening
Have a big dinner
T: What is Mike going to do in the morning? He’s going to ________.
What is Mike going to do in the afternoon? He’s going to ________.
What is Mike going to do in the evening? He’s going to ________.
We also can say: He will have a big dinner in the evening.
What are you going to do on Children’s Day?
I’m going to __________ on Children’s Day.
We also can say: I shall ______________.
T: When are going to ________?
Where are you going to _______?
设计意图：为了找到合适的切入点，我联系实际情况把即将到来的儿童节通过图片和表格相结合的形式引入到教学中来，让学生用一般将来时的肯定句式表达自己的节日计划，交流自己的设想，从中感受到所学知识与生活密切相关，从而体会到学习英语的成就感。
(2) T: My favourite holiday is National Day. I usually have a trip with my family on National Day. Last National Day we went to Shanghai. We visited Shanghai History Museum. There were many interesting things in it. My son was very excited on that day. National Day is coming soon. We are going to Tianmu Lake for two days. We are going to climb the hill and go fishing there.
板书： My plan for National Day.
My favorite holiday is ….
I usually ….
Last National Day I ….
I’m going to ....
Do you want to make a plan for the summer holiday / National Day / your birthday or some other holidays? Work in groups.
设计意图：首先由我的示范，用一段话介绍我的国庆节计划，屏幕上给出关键句型，这样既
给学生适当的引导，又给学生必要的提示。小组活动时，学生积极参与，自主选择话题，并
且围绕话题讨论、制定节日计划，根据所给提示进行有目的、有方向的活动。通过思考、讨论、交流和合作等方式，学习和使用英语。
(3) Fill in the form:
Look, let’s fill in the form:
设计意图：首先是帮助学生回忆、巩固动词的四种形式，尤其对特殊形式作了较多的复现。其次为下面游戏中运用四种句式打下了伏笔。
(4) Play a game: Look at the information, then ask a question. The computer will tell you “Yes” or “No”. Model:
Who Activities When
Nancy play the piano tomorrow
Is Nancy going to play the piano tomorrow?
设计意图：采用游戏的形式进一步使学生对四种语法知识的强化、巩固，同时把适度的紧张感带入课堂，让学生既紧张又兴奋，充分调动学生的积极性。
D：Homework:
A: Read and choose: (选择最佳答案)
( )1. Did they _____ a film last night? Yes.
A. watched B. watching C. watch
( )2. What ________ she _________ tomorrow?
A. is, doing B. is, going to do C. does, do
( )3. ________ Nancy like __________ puppets?
A. Did, make B. Do, make C. Does, making
( )4. Helen ______ the piano every night.
A. playing B. played C. plays
( )5. Listen, Helen ______ the piano.
A. is playing B. played C. plays
B: Read and complete the passage: (阅读并完成短文)
Jim and his parents ________ (go) to the farm last weekend. Jim ________ (pick) many strawberries. His father ________ (milk) cows. His mother ________ (cook) them nice food. They ________ (have) a good time. They often ________ (go) to farms at the weekends. Sometimes they ________ (have) picnics or ________ (go) on outings. Now they ________ (make )a plan for next weekend. His father ________ (sit) on the sofa. Jim and his mother ________ (stand) near him. What are they ________ (do) next weekend? Oh, they are going to have a birthday party, because Jim’s birthday is coming. How happy they are!
设计意图：设计适当的习题，既能培养了学生“写”的能力，也可以让他们再次巩固新知。复习课中的练习是为了技能向能力转化，侧重于英语能力的形成；侧重于知识结构转化为认知结构，因此我出示了综合性较强的习题让学生练习。

Recycle 2
第一课时
一、教学内容：
第一课时：Let’s read (P62), Read and tick or cross
二、教学目标
1．能够听、说、读Let’s read部分的对话并正确回答对话后的问题。
2．能够读懂并回书写简单的英语请柬。
三、教学重点
本课时的重难点是能听、说、认读对话，能用can句型，表述会做什么，并且能书写简单的英语请柬.
四、教学难点
教学难点是学生会表达自己能做什么并能正确书写英语请柬。
五、教学准备
1．教师准备一些铅画纸。
2．教师准备一个英语请柬。
3．教师准备音乐、课文磁带。
4．教师准备单词卡片。
六、教学步骤
1．热身（Warm-up）
放复习一单元中的歌曲Let’s read 部分的对话并正确回答对话的问题。
2. 预习（Preview）
教师出学生体检表，提问：How tall are you now? How tall were you in Grade 1? How heavy are you now? How heavy were you at 7 years old? 教师根据体检表中的记载判断学生说的是否正确。教师再问：This is our last term.
3. 新课呈现（Presentation）
1、教师说：Boys and girls you’re students in Grade 6 now. You will leave soon and study in a middle school. So we’re going to have a farewell party next week.教师板书，领读后启发学生What shall we bring for the party?
2、教师启发学生Would you like to give performances at the party?
让学生能够说：I can „„..
1
3、教师接下来说Zhang peng and Mike’s class is going to have a farewell party,too.
What can zhang peng do? 学生独立朗读课文，回答教师的问题并提出不理解的句子。教师解答。
4、教师放Let’s read对话，学生跟读，分角色朗读。
5、Read and tick or cross
教师说：You can invite your parents to the party. You can invite your teachers,too
然后展示英语请柬，说：Look this is an invitation. Can you read it? 指导学生朗读请柬内容。
4. 巩固和扩展（Consolidation and extension）
1．根据P62短文组织学生进行表演。
2．分发请柬。
5、Sum up:
6、The limited-time exercise
7、Check and explain
板书：
Recycle 2 A farewell party Lesson 1
What can you do at the party?
I can sing songs.
You are invited to a farewell party.
Place: Stadium
Date: June 20
Time: 7-9p.m
Food: Chinese food.
Homework:
1．学生利用课余时间排练英语节目。
2．熟读本课对话。
2 th
第二课时
一、教学内容：
Group and write Listen and write Pronunciation
二、教学目标
1．能根据Group and write 的图来描述学生们准备欢送会的场面。
2．能听懂Listen and write 部分的录音并正确填写句子。
3．能理解，会跟录音说Pronunciation部分的绕口令。
三、教学重点
There be 结构。描述欢送会场，听录音填写书中的空格。
四、教学难点
能用There be结构描述欢送会场，并能跟读书中绕口令。
五、教学准备
1．教师准备欢送会单词图片。
2．教师准备英汉词典。
3．教师准备本课时的单词图片或卡片。
六、教学步骤
1．热身（Warm-up）
（1）教师出示五年级的主情景图，提示学生用There be 句型。
（2）教师出示欢送会用的单词卡如：水果、饮料、照相机等，让学生猜测是什么物品。
2．预习（Preview）
教师放Let’s read 的对话，学生跟读。
教师展示一部分学生制作的请柬，并请制作者进行朗读内容。教师根据请柬内容说几个句子让学生判断对错。
3. 新课呈现（Presentation）
Group and write
(1)教师说：The farewell party is coming. We made invitations. So we can invite our parents and teachers to the party. We made a performance plan. So we can give performances at the party. What else shall we do? What things can we bring to the party?启发学生说出尽可能多的可带物品以及欢送会应做的准备工作。
(2)教师请学生看Group and write 部分的挂图，四人一组，做单词分类连线题。其 3
中个别单词如plan, decorate 等可让学生查英语词典了解词义。比一比哪个小组做的又快又准。
(3)教师在挂图上连线示范，让学生仔细看图，延续图下的示范语言描述教师场景，如 What a beautiful classroom! There are some balloons in it. There is a camera on the desk.
(4)学生四个人一组进行讨论，口头描述教师场景，教师轻声放歌曲做为背景。
（5）学生分组完成书面练习，教师巡视进行指导，然后请部分学生朗读，看哪组学生写得内容丰富，语言又准确。
４．巩固和扩展(Consolidation and extension)
1．教师引导学生用there be句型描述自己的教室。
2．Read the tongue twisters
5、Sum up:
6、The limited-time exercise
7、Check and explain
板书： Recycle 2 A farewell party Lesson 2
There is a TV in my classroom. There are eight lights in my classroom.
It’s time to say goodbye to my teachers.
Homework:
1．学生继续利用课余时间排练英语节目。
2．学生用there be句型书写一篇描写卧室的小短文。
4