我们在英语的学习中，理解单词意思和记忆单词是非常重要的，因为只有理解单词才可以更好地运用它，知道review是什么意思吗？以下是人见人爱的小编分享的9篇Review，可以帮助到您，就是贴心小编最大的乐趣哦。
Review 篇一
review 1teaching aims and demands: review the sentences and the words from unit 1 to unit 3.learn to sing: the music room.can use the sentences materials: tape recorder ; some steps: step one warm-up/ review1. sing and perform the song: the music room.2. review the words.(1) let’s mime: close, open, clean, turn on, turn off, p lay, sweep, go…(2) point t building, classroom, computer, fan, light…(3) look and say: grade, class, bright, clean, music, music room, computer room, library, on duty, hot ….(4) let’s count: thirteen , fourteen, fifteen, sixteen, seventeen, eighteen ,nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, a hundred. step tw presentation1.guess a riddlelisten to the tape twice and guess “what is it?”i have a big face.my face is write on me.students look at me.2.learn to sing: it’s time to clean up.3. read and match.step 3 practicelook, think and say.step 4 activity after classmake a survey.
Review 篇二
unit5 review and check 第二课时
教材类型：牛津版 所属学科：英语>>5b（五下）
教案内容：
一。教学目标
1.能熟练运用“打电话”及课程的日常用语
2.能正确掌握like + doing的形式
二。教学重难点
目标1，2
三。教学用具
挂图，实物，图片
四。教学过程
1.greetings
2.free talk
may i speak to…?
this is …speaking.
i am sorry to hear that.
see you soon..
sorry, wrong number.
step 2.look read and complete of part c
1. show the picture and describe the dialogue
2. make a dialogue in pairs
3. check out
4. play a game: make friends
the way:做两组卡片：一组是课程名称，另一组是代表该课程的图片。
请几位学生各抽一张，并找出与自己卡片上的名称/图片相符的图片/
名称，引导学生复习课程名称，如一位学生出示代表pe的科目图片，
另一位学生则说pe。
5. show the picture of part c2
6. make a dialogue in pairs
7. check out
step 3.consolidation
1. assign homework: finish part c
2. recite it
Review 篇三
unit 10 review and check
the first period i. teaching contents: 《oxford fun with english》5b unit 10 (a、b) ii. teaching aims: 1. sentences: what time is it? where are you from? how do /does … spend … weekends? iii. teaching important and difficult points 1. sentences: what time is it? where are you from? how do /does … spend … weekends? iv. teaching preparation: wall pictures v. teaching period: one period vi. teaching steps a. 1. greetings and free talk: t: what time is it? ss: it’s… t: where are you from? s: i’m from… t: how do you spend your weekends? s: i… t: how does he spend his weekends? s: he… t: how does she spend his weekends? s: she… 2. presentation and practice: t: what time is it? ss: what time is it? t: where are you from? s: where are you from? t: how does your brother spend his weekends? s: how does your brother spend his weekends? t: how do you spend your weekends? s: how do you spend your weekends? t: does miss rice speak english? ss: does miss rice speak english? t: do you like doing exercise? s: do you like doing exercise? t: does mr. hill often do housework on saturdays? ss: does mr. hill often do housework on saturdays? t: do you want to go to england? s: do you want to go to england? let ss choose the correct asking sentences through these eight pictures, then let ss read these dialogues. 3. consolidation: let ss work in pairs, then act these dialogues. the keys: 1 b 2 d 3 c 4 a 5 g 6 e 7 f 8 h b. 1. revision: t: hands, hands, touch my hands s: hands, hands, touch my hands t: back, back, touch my back s: back, back, touch my back t: toes, toes, touch my toes s: toes, toes, touch my toes t: arms, arms, touch my arms s: arms, arms, touch my arms t: knees, knees, touch my knees s: knees, knees, touch my knees 2. presentation and practice: let ss complete the dialogues, then let one student say the order and other students do. for example: s1: put your hands on your head. s2: (do like this)… the keys: 1. put, hands, head, turn 2. lie, lift up, legs 3. touch, toes, fingers 4. bend, arms, touch, shoulders 5. lie, back, lift, feet, hands 6. put, bend, knees vii. assign homework: 1. recite unit 1 ~ unit 4 part a; 2. dictate unit 1 ~ unit 4 four ~ skills words and sentences.
the second period i. teaching contents: 《oxford fun with english》5b unit 10 (c、d) ii. teaching aims: 1. sentences: do you want to …? where’s he/she from? where are they from? iii. teaching important and difficult points 1. sentences: do you want to …? where’s he/she from? where are they from? iv. teaching preparation: wall pictures v. teaching period: one period vi. teaching steps c. 1. free talk: t: do you want to listen to music? ss: yes i do. / no, i don’t. t: do you want to watch cartoons? s: yes i do. t: do you want to catch some insects? s: no, i don’t. 2. presentation and practice: (1) let ss look at the picture, then understand the dialogue’s meaning. (2) let ss complete the dialogues. (3) let ss read the dialogues. 3. consolidation: let ss act the dialogue. the keys: 1. inserts, dragonflies, want, watch, cartoons, do, surf, internet, want, to, like, want, to, like, want, to, listen to music 2.lives, likes, hands, hands, draws, feet, pictures, butterflies, cicadas, grasshoppers, flowers d. look and talk 1. greetings: t: where’s he/she from? ss: he/she is from … t: where are they from? s: they’re from … 3. presentation and practice: (1) t can use different countries’ pictures to review different countries’ words. (2) t can use different countries’ music to review different countries’ words. (3) let ss work in pairs, talk. about the picture. 3. consolidation: let ss act the dialogue. vii. assign homework: 1 recite unit 6 ~ unit 9 part a; 2 dictate unit 6 ~ unit 9 four ~ skills words and sentences.
Review 篇四
Review of Unit 1－6
I. language goals （语言目标）
1. Talk about how often you do things 谈论做事情的频率。
2. Talk about your health. Make suggestions.
谈论健康话题以及提出建议。
3. Talk about future plans.
谈论未来的计划/打算。
4. Talk about how to get to places.
谈论到达某地的方式。
5. Learn to make invitations, say yes to invitations and say no to invitations and give reasons.
学会发出，接受和拒绝邀请并说出原因。
6. Learn to talk about personal traits and how to compare people.
学会谈论个人品质以及如何比较人们。
II. Key Phrases （重点短语）：
1. how often 多长时间一次 2. junk food 垃圾食品
3. a lot of 许多 4. hardly ever 很少
5. start with 以…开始 6. try to do sth. 试着去做某事
7. look after 照料 8. be kind of unhealthy 有点不健康
9. once a day 一天一次 10. twice a month 一个月两次
11. be good for 对…有好处 12. once in a while 偶尔
13. see a doctor / dentist 看病/看牙医
14. get a cold / fever 感冒/发烧
15. have a stomachache 肚子疼
16. have a toothache 牙疼 17. have a sore throat 嗓子疼
18. lie down and rest 躺下休息
19. drink hot tea with honey 喝加蜂蜜的热茶
20. be stressed out 紧张
21. listen to … 听…
22. get tired 变的疲劳 23. keep healthy 保持健康
24. at the moment 此刻；目前 25. watch TV 看电视
26. play basketball 打篮球 27. babysit her sister 照看她的妹妹
28. visit my friend 拜访我的朋友29. relax at home 在家放松
30. sports camp 运动野营 31. something interesting
32. go hiking / camping / fishing / shopping / sightseeing
去徒步旅行/野营/钓鱼/购物/观光
33. go away 离开 34. get back to school 返回学校
35. stay for a week 呆一个星期 36. go bike riding 骑自行车兜风
37. takes walks 散步 38. rent videos 租录像带
39. sleep a lot 睡得多 40. think about 考虑
41. take the subway / bus / boat / plane
乘地铁/公共车/小船/飞机
42. get to 到达
43. go by bus / plane / boat 乘公共车/飞机/小船
44. train / subway / bus station 火车/地铁/公共车站
45. bus ride 乘公共车的旅行 46. ride a bike 骑自行车
47. bus stop 公共汽车站 48. on foot 步行
49. leave for 离开去… 50. school bus 学校班车
51. the early bus 早班车 52. be different from 与…不同
53. half past six 六点半 54. in North America 在北美洲
55. a quick breakfast 快捷的早餐 56. need to do 需要做…
57. more than 多于 58. play soccer 踢足球
59. baseball game 棒球比赛 60. school team 校队
61. come over to 过来到… 62. the day after tomorrow 后天
63. be good at 擅长于… 64. two years ago 两年前
65. be outgoing 外向的 66. all the time 一直
67. in some ways 在一些方面 68. look the same 看起来一样
69. talk to everyone 与大家谈话 70. make me laugh 使我笑III. Key Sentence Structures 重要句型：
Unit 1:
1. －What do you usually do on weekends?
－I usually go to the movies.
2. －What does he sometimes do on weekends?
－He sometimes surfs the Internet.
3. How often do you exercise?
I exercise once a week.
4. How often does she eat vegetables?
She eats vegetables three times a day.
5. Most of the students go to the beach every year.
6. It makes a big difference to my grades.
7. My eating habits are pretty good.
Unit 2:
1. What’s the matter?
What’s wrong?
What’s the trouble?
2. I’m not feeling well. I have a cold / fever/ stomachache / sore throat.
/I have a lot of headaches.
3. Maybe you should see the doctor / dentist.
You should drink some hot tea with honey.
4. You shouldn’t eat anything for 24 hours.
5. Don’t get stressed out. It will make you sick.
6. I’m sorry to hear that you are not feeling well.
Unit 3
1. －What is she doing for vacation?
－She is babysitting her little sister.
－That sounds nice / interesting.
2. －When are you going?
－I’m going on Monday.
3. －Where are they going?
－They are going to Tibet.
4. －Who is she going with?
－She is going with her parents.
5. －How long is he staying.
－He is staying for a week.
6. －How is the weather there?
－I’m hoping the weather will be nice.
7. He is leaving for Hong Kong the first week in June.
8. Have a good time.
Unit 4:
1. －How do you get to school?
－I get to school by bus.
2. －How does he go to work?
－He usually walks to school.
3. －How long does it take?
－It takes about twenty minutes.
4. －How far is it from his home to school?
－It’s three miles.
5. What do you think of the transportation in your town?
Unit 5:
1. －Can you come to my party on Wednesday?
－Sure, I’d love to. / I’m sorry, I have to have a piano lesson.
2. －Can she go to the movies on Saturday?
－No, she can’t. She has to help her mom.
3. －Can you go to the concert on Monday?
－When is it?
－It’s at four o’clock on Friday.
4. Thanks a lot for the invitation.
5. I’m going to study for a test this evening.
6. What’s the date today?
Unit 6
1. Pedro is funnier than Paul.
2. Tina is （a little）taller than Tara.
3. I am more athletic than my best friend.
4. My hair is longer than hers.
5. Liu Ying is not as good as her sister.
6. In some ways, we look the same.
7. For me, a good friend likes doing the same things as me.
8. I’m quieter than most of the kids in my class, and so is my friend.
9. Who do you think should get the job, Ruth or Rose?
IV. Grammar语法：
Unit 1:
1. 表频率的词汇和短语：
always usually often never hardly ever
sometimes seldom once a day twice a month
three times a week every two weeks once in a while
2. 做事情的频率（how often you do things）:
－What do you usually do in the morning?
－I usually read English books. Sometimes I walk in the garden.
I hardly ever exercise. I eat vegetables twice a week, but I never eat junk food.
3. 如何提问频率“多久一次”
－How often does he play tennis?
－He plays tennis every day.
－How often do you drink milk?
－I drink milk once a day.
－How often do they go to the movies?
－Sometimes.
Unit 2:
1. 询问别人身体状况：
What’s wrong with you?
What’s the matter with you?
What’s the trouble?
2. 提出建议（give advice and make suggestions）
－What’s wrong with you?
－I have a headache.
－You should go to bed and have a rest. You shouldn’t work late.
－I have a fever.
－You should drink a lot of water. You shouldn’t be stressed out.
Unit 3：
一般将来时：
1. 现在进行时“be+动词ing”可以用来表示一个在最近按计划或安排要进行的动作。
－What are you doing for vacation?
－I’m visiting Tibet.
－Where are you going on May Day?
－I’m going to the beach.
－How many students are coming to out party tomorrow?
－Fifty.
2. “be going to +动词原形”表示主观打算去做某事，表示“人”打算，计划，决定要去做的事。
They are going to travel in China.
Look at the clouds! It is going to rain.
－Are you going to be a teacher when you grow up?
－Yes, I am.
3. 用“shall＋动词原形”或“will＋动词原形”表示一般将来时。
（shall只用于第一人称）
We shall go to the beach this Sunday.
My brother will finish middle school in a year.
These birds won’t fly to the south in winter.
When will they begin the work?
Unit 4：
谈论如何到达某地，以及以何种方式到达某地。
－How do you get to the museum?
－I get to the museum by subway. Sometimes I ride my bike to the museum.
注意区别：
（1）take the bus =go by bus
eg: I take the bus to get to school.
=I get to school by bus.
take the train =go by train
eg: He takes the train to go to school.
He gets to school by train.
take the subway =go by subway
take a taxi =go by taxi
go in a car =go by car
ride a bike =go by bike
walk =go on foot
How引导的疑问句：
1. How does Lucia get to work? （提问方式“如何”）
2. Dave is going to travel to Paris by plane. How long does it take?
（提问时间长短“多长时间”）
3. How far is it from the post office to the museum?
（提问距离“多远”）
4. How often does Kate swim in the river? （提问频率“多久一次”）
5. How old is the little boy? （提问年龄“多大”）
6. How many cows are there? （提问数量“多少”many后跟可数名词）
7. How much water is there in the bottle?
（提问数量“多少”much后跟不可数名词）
8. How much is the doll?
（提问价钱“多少钱”）
9. How tall is his teacher?
（提问高度“多高”）
10. How was the weather?
（提问程度“怎样”）
Unit 5
情态动词“can”表示可能性，或现在决定将来的事。
练习用“Can …? ”发出邀请，接受或拒绝并给出原因：
－Can you come to my party on Monday?
－Sure, I’d love to. / Sorry, I can’t. I have to study for a test.
－Can she go to the movies?
－No, she can’t. She has to do her homework.
－Can he go to the football game tomorrow?
－No, he can’t. He has a driving lessons.
－Can they go to the concert tonight?
－No, they can’t. They are visiting their uncle.
Unit 6:
形容词比较级：
形容词比较级是用来表示事物的等级差别。
I. 形容词比较级的构成：
规则变化：
1. 一般单音节词末尾加－er。
tall－taller great－greater
2. 以不发音的e结尾的单音节词和少数以－le结尾的双音节词只加－r。
nice－nicer large－larger able－abler
3. 以一个辅音字母结尾的闭音节单音节词，双写结尾的辅音字母，再加－er。
big－bigger hot－hotter
4. “辅音字母＋y”结尾的双音节词，改y为i，再加－er。
easy－easier busy－busier
5. 少数以－er，－ow结尾的双音节词末尾加－er.
clever－cleverer narrow－narrower
6. 其他双音节词和多音节词，在前面加more来构成比较级。
important－more important beautiful－more beautiful
不规则变化：
good－better well（健康的）－better
bad－worse ill－worse
old－older / elder many－more
much－more little（少的）－less
far（远的）－farther / further
II. 比较级句型：
1. 比较级＋than … …比…较为
A ＋动词＋形容词比较级＋than＋B.
两者相比较，A比B更…一些。
I am older than you.
Mary is happier than Jane.
His brother is younger than I（me）.
Beijing is more beautiful than Wuhan.
My sister has longer hair than Tara.
Her mother is thinner than her father.
Jack is taller than Tom.
2. as…as
A+动词+as+形容词原级+as+B.表示A和B两者比较，程度相同，“…和…相同”。
My uncle is as tall as your father.
Tom is as honest as John.
My dog is as old as that one.
A…＋not＋as＋形容词原级＋as＋B 表示A，B两者程度不同，即A不如B那么…
My uncle is not as tall as your father.
Tom is not as honest as John.
This jacket is not as cheap as that one.
3. the same as 与…相同。
My friend is the same as me. We are both quiet.
A good friend likes to do the same things as me.
Review 篇五
课题：unit 5 review and check
第一课时教学目标1. 能根据图片上所提供的情景，选择相应的日常交际用语，并在气泡中写上序号。2. 提高学生的观察能力，阅读能力以及情景中口头交际能力。教学重点和难点：能运用所学的句型和日常交际用语进行对话。 课前准备：句型卡片、录音机、磁带
板块
教师活动
学生活动
教学目标及
达成情况a free talk1. sing a song 《perhaps》.
2.复习巩固1~4单元句型。what’s this in english ? is this your pen ? may i have your pen ? thank you very much .what’s that in english ? do you like pandas ? what do you like ? 3. 请值日生走下去，与学生进行交谈，在交谈中复习旧知。sing a song.复习前面几单元句型。it’s a pen .yes , it is .sure , here you are .that’s ok .it’s a panda .no , i don’t . i like dogs . work in pairs .在日常交际中复习巩固旧的知识点，创造轻松活跃的氛围。breview 出示句型： may i have …? this …is for …what’s this /that? it’s a …where’s my …perhaps it’s in /on… what’s this /that in english ? it’s a … do you like…? yes ,i do /no ,i don’t .
(让学生根据教师所提供的物品进行练习，可以让学生尽可能多地用到这些句型，进行比赛，看谁在一段话中用的句型最多。)用老师给出的句型进行练习。四人一组进行比赛。通过比赛的方式激发学生学习的兴趣，更好的运用所学句型进行交际。cpresentation and practise1. 指导学生读a部分左边的句子。并想想它们的答语。
2.出示挂图，让学生看图，根据具体语境选择对话。
3.师生共同核对。
4.指导学生分角色朗读。先个别朗读，再小组之间分角色对话，比一比哪一组最好。读a部分左边的句子，并想答语。选择正确的对话。核对。分角色朗读。
锻炼学生在语境中进行会话的能力，培养学生的朗读水平。
d homework
1.read the text of unit 1-4
2.复习巩固1~4单元所学句型。3. copy the words
1.read the text of unit 1-4
2.复习巩固1~4单元所学句型。
3. copy the words
说明：1、重点突出板块设计； 2、备课时重点突出教学设计（包括教师与学生活动设计） 3、教学反思在“活动目标及达成情况”栏填写。
课题：unit 5 review and check
第二课时教学目标1. 通过复习使学生熟练掌握1－4单元的单词。2. 能熟练地掌握本单元的四会句型is that a …? what’s that ? may i have a …? this is…?教学重点和难点通过复习让学生熟练掌握四个单元的单词和句型。课前准备：录音机、磁带、水彩笔
教学环节
教师活动
学生活动
教学目标及
达成情况a free talk1.sing songs 《perhaps 》. 《happy bees 》《 colour songs 》
2.t: is this a pencil box?
t: may i have…?
t:look at my …sing songs.s: yes ,it is .s:sure ,here you are .s:it’s nice /lovely …
通过复习歌曲激发学生学习的激情。breview1.复习颜色类单词brown,blue ,red ,orange ,yellow .如：this book ---- this book is blue . 2. 出示1—4单词的单词，学生认读。play a game认读单词。
通过游戏的方式复习单词，学生参与的积极性较高。
cread,write and colour1. 卡片出示句型 a here’s a brown fan . b. here’s a red umbrella .c.here’s a yellow water bottle. d. here’s a blue purse .e.here’s an orange balloon .f. here’s a green kite .
2.学生阅读卡片内容，找准相应的图片。
3.给图片编号，再根据句子所要求的颜色给图片着色。看句型。读句子，找相应的图片。给图片编号并着色。同桌练说句子。同桌互相练说句子，培养学生的合作意识。dlook,read and complete1.结合图片进行示范操练。
2.学生根据图片模仿练习。
3. 学生完成书中的填空，
4.教师板书填空，纠正错误，重点讲清第二组，my ,your ,his ,her .
5.学生分角色对话，可以师生，生生之间，小组之间等多种对话形式。与教师进行示范操练。两名同学模仿示范练习。完成填空。与教师核对。分角色对话。通过练习将学生的能力从口头落实到笔头上。ehomework1. 复习使学生熟练掌握1－4单元的单词。2.自编对话1.复习熟练掌握1－4单元的单词。2.自编对话说明：1、重点突出板块设计； 2、备课时重点突出教学设计（包括教师与学生活动设计） 3、教学反思在“活动目标及达成情况”栏填写。
课题：unit 5 review and check
第三课时教学目标能听懂、会说、会读句型where’s …? it’s on /in …并能用此句型进行说话。教学重点和难点：能熟练运用所学句型进行对话。课前准备：挂图、单词图片
板块
教师活动
学生活动
教学目标及达成情况a free talk1.sing two songs :《perhaps 》《we are happy bees 》
2.在交谈中巩固1-4单元所学的句型。
3.on duty .（学生自由问答）sing two songs.与t进行交谈。自由问答。
通过值日的方式复习所学句型。
breview归类复习以前所学单词。（把学生分成三组，分别完成动物类、玩具类、学习用品类单词的归纳，看哪一组又快又准且知道得多。）
比赛归类。将单词的复习操练放入比赛中，避免了机械枯燥的练习。cpresentation1. 指导学生由近及远，由上及下地观察画面。 以“what can you see in the picture ?”学生说“i can see …” 来看读说单词。
2.结合单词复习where’s …? it’s on/in … 与what’s this/ that in english ? it’s a … do you like …?
3. play a game .
a.先复习介词in /on的用法。
b.让学生把自己的玩具或卡片，放在不同的位置，以where’s…? it"s on/in…以及what’s this/that in english? it’s a… do you like …?进行自己操练。
4. look and talk .
a.小组比赛。每组的同桌流利地表达出几种物品。where’s …? it’s on /in … 且不许重复。说得对的一组加一分。看图说单词和句子。复习句型。play a game.比赛说物品的位置。
培养学生看图说英语的能力，
通过方位的变换来练习：where"s …?it’s on / in …what’s this/that in english? it’s a … .do you like … ?dexercise出示句型让学生填空。1.look ,this is his toy ______.
it"s lovely .
2.do you like her ______?
no ,i don’t .i like her ___________.完成填空。ehomework说明：1、重点突出板块设计； 2、备课时重点突出教学设计（包括教师与学生活动设计） 3、教学反思在“活动目标及达成情况”栏填写。
课题：unit 5 review and check
第四课时教学目标能听懂、会说、会读句型where’s …? it’s on /in …并能用此句型进行说话。教学重点和难点：能熟练运用所学句型进行对话。课前准备：挂图、单词图片
板块
教师活动
学生活动
教学目标及达成情况a free talk复习日常交际用语。excuse me , is that a bike?what’s that over there?may i have your…?what’s this in english ?do you like rabbits ? me , too . is that your purse ?where’s nancy ?no , it isn’t . it’s a ruler .ok . here you are .it’s a rabbit . yes , i do .no , it isn’t . perhaps it’s nancy’s .she’s in the classroom .自由问答。
培养学生综合运用语言的能力。
breview根据图片提供的情景进行对话
show some pictures and talk about them.what’s …in/on…?where’s …?please open your books , turn to page 42. look at the pictures and read the sentences and write.offer some interesting pictures, ask them to listen and number.ask and answer about the pictureslook and read by themselves check it together read the sentences togetherlisten and number then check it together在具体情境中进行日常交际，完成练习。cpractise 读写结合，进一步巩固所学单词和词组。培养一定的阅读能力。organize the students to have a diction .finish some exe.do a dictationcheck it do the exe.完成《听读训练》
d.homework1. read the words 2. copy the words 3. make a new dialogue .1. read the words 2. copy the words 3. make a new dialogue .说明：1、重点突出板块设计； 2、备课时重点突出教学设计（包括教师与学生活动设计） 3、教学反思在“活动目标及达成情况”栏填写。
Review 篇六
【本讲教育信息】
一。 教学内容：unit 4 review 二。 重点、难点：阶段复习（1~3） 三。 具体内容：
lesson one（一）大声读单词：1. pilot n. 飞行员2. snowy adj. 下雪的3. theater n. 剧场，电影院 （二）重点词汇：1. pilot n. 飞行员my father is a pilot. 我爸爸是一个飞行员。pilot v. 驾驶（飞机等） i want to learn to pilot an airplane. 我想学习驾驶飞机。 2. snowy adj. 下雪的 it’s a snowy day. 是一个下雪天。 snow v. 下雪 it’s snowing now. snow n. 雪 there is a dog in the snow. 在雪地里有一只狗。 3. theater n. 剧场，电影院 let’s go to the theater. 让我们去剧院吧。 （三）课文解析：1. pronunciation ① / e /ben gets a red pencil-box. ben有一个红色的铅笔盒。 ② / i:/please give me a red peach. 请给我一个红色的桃子。 ③ / p /peter plays the piano in the park. 彼得在公园里弹钢琴。 ④ / f /four friends fly kites. 四个朋友放风筝。 ⑤ / r / she is running to the red door. 她正朝着红色的门跑去。 ⑥ / l / listen to linda carefully. 认真听linda说。 ⑦ / t /tim teaches tom twelve words in ten minutes. tim在10分钟内教了tom 12个单词。 ⑧ / d /don’t call the dog david. 别管这只狗叫大卫。⑨ / tr / the train is coming now. 火车来了。 ⑩ / dr / a driver is driving a car and drinking water. 一个司机边开车边喝水。 2. stress the temperature is very high today. i don’t like the darkness. the weather is nice in september. my god sleeps outside at night. i study fewer hours than my friend. 3. pair work practice with a partner.① 天气词汇：sunny 阳光充足的hot 热的 warm 温暖的 dry 干燥的cloudy 多云的 windy 多风的 rainy 下雨的， 多雨的 snowy 下雪的 cold 寒冷的 cool 凉爽的 wet 湿的 中心句型：what is the weather like today? 今天天气怎么样？拓展句型：how is the weather like today? 拓展句型：what’s the weather going to be like tomorrow? 明天天气怎么样？ what will the weather be like tomorrow? 明天天气会怎么样？ what will the weather be like on saturday? 周六的天气将会是怎么样？ ② 地点词汇：the theater 剧院 the park 公园 the zoo 动物园the cinema 电影院 the hospital 医院 the post office 邮局the playground 操场 中心句型：where will you go? i hope we go to 拓展句型：where will you go after school / on sunday / in winter vocation / next year? ③ a：it’s snowing today. what should i do? b：you should you shouldn’t…要点：should + 动词原形； should not = shouldn’t you should stay at home. you should read books in the library. you shouldn’t go outside.you shouldn’t drive so fast. ④a：there’s a storm today. what should i do? b：you should stay inside. you shouldn’t go outside.
Review 篇七
unit 5 review and check .
教材简析：
本单元是复习单元，侧重归纳了本册书第一至第四单元中的主要语言项目。通过看图编号，涂色，完成句子，说话等练习，帮助学生归纳整理所学的词汇，日常交际用语和句型等。教师应针对学生的掌握情况，采用多种有效的教学手段，有重点地复习，把所学的知识有机地结合起来，力图使学生的听、说、读、写水平在原有基础上有所提高，使学生学得扎实，用得灵活，进一步激发学生学习英语的兴趣。
本单元的look and talk 呈现了第一至第四单元的主要单词。教师在组织复习时，要加以归纳，使学生能牢固掌握所学的单词。
第一至第四单元的日常交际用语及句型主要涉及“识别事物”、“寻找物主”、“询问物品的位置”、“表达自己的喜好”、“了解别人的爱好”等项目。教师应把对语言材料的复习放入一定的情景中，利用模拟情景进行操练，引导学生大胆地运用语言材料，使所学的语言知识转化为语言能力。
教学目的：
1. 通过复习，要求学生能比较熟练地听、说、读、写已学过的单词和句型。
2. 通过本单元的复习操练，要求学生综合运用所学的日常交际用语。
教学理念：
1. 采用任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
2. 充分利用实物、图片、注重培养和激发学生学习的积极性和自信心。
教学重点、难点：
能熟练地听、说、读、写已学过的单词和句型。
教具准备：
录音机、磁带、图片和相关实物、挂图。
课时安排：
本单元共计五课时
a部分 1课时
b部分 1课时
c部分 1课时
d部分 1课时
练习册 1课时
第一课时
教学内容：
《牛津小学英语》4a第三单元，第一教时（look ,read and write ）
教学目标：
1. 能根据图片上所提供的情景，选择相应的日常交际用语，并在气泡中写上序号。
2. 提高学生的观察能力，阅读能力以及情景中口头交际能力。
教学过程：
一、warm up
1. greetings.
2. sing a song 《perhaps》.
3. free talk (师生之间交谈复习巩固1~4单元所学句型。)
4. on duty .
值日生可以走下去，与学生进行交谈，这样可以在交谈中复习旧知。
二、review .
投影出示句型： may i have …? this …is for …what’s this /that? it’s a ……where’s my ……perhaps it’s in /on …… what’s this /that in english ? it’s a … do you like……? yes ,i do /no ,i don’t .
(让学生根据教师所提供的物品进行练习，可以让学生尽可能多地用到这些句型，进行比赛，看谁在一段话中用的句型最多。)
三、presentation and practice .
1. read the sentences .
指导学生读a部分左边的句子。并想想它们的答语。
2.出示挂图
让学生看图，根据具体语境选择对话。
3.师生共同核对。
4.学生分角色朗读，先个别朗读，再小组之间分角色对话，比一比哪一组最好。孩子不喜欢呆板的朗读，他们的好胜心强，竞赛更能激活他们。
四、do exercises .
1.is that a pen ? 2. what’s that over there?
no ,it isn’t . it’s a ball pen ? it’s a purse .
oh ,i see .
五、homework .
读1-4单元句型2遍。
板书设计：
u nit 5
a look ,read and write
图一 b k 图二 c g 图三 a i
图四 e l 图五 d h 图六 f j
第二课时
教学内容：
b read ,write and colour .
教学目标：
通过复习使学生熟练地掌握1-4单元的单词，提高学生的学习兴趣。
教学过程：
一、warm up
1. greetings .
2. sing songs 《perhaps 》. 《happy bees 》《 colour songs 》(为下文的颜色作伏笔)
3. free talk .
4. on duty .
二、review .
1. 复习颜色类单词。brown,blue ,red ,orange ,yellow .( 教师说出某一物体，学生立即说出该物体的颜色，完成一个英语句子，说对的同学为本组赢得一分。如：this book ___ this book is blue .这样，既训练了学生的反应能力，又复习了颜色类的单词。)
2. 复习1－4单元的单词。
a. 出示1—4单词的单词，学生认读。
b. 游戏hangman. 学生分两组，教师心里想一单词，在黑板上用“————”画下表示字母数，学生猜字母，猜对的，师在黑板写下该字母，不对的先记下“o”，直到错到第七个便被吊起。该组便先输。
三、presentation .
1.卡片出示句型 a here’s a brown fan . b. here’s a red umbrella . c. here’s a yellow water bottle. d. here’s a blue purse .e.here’s an orange balloon .f. here’s a green kite .
2.学生阅读卡片内容，找准相应的图片。
3.给图片编号，再根据句子所要求的颜色给图片着色。
4.校对后学生结合画面练说句子（practice in pairs ）
5.补充listen ,number and colour 的练习（卡片出示）。
a .here’s an orange key .
b.here’s a brown bike .
c. here’s a yellow car .
d.here’s a black cat .
四、do exercises .
1.may i have a pencil case ?
no .
may i have a brush ?
ok .
2.i’d like a purse ,please.
here you are .
thank you .
五、homework .
抄写4会单词 2遍。
第三课时
教学内容：
c部分look ,read and complete .
教学目标：
能熟练地掌握本单元的四会句型is that a …? what’s that ? may i have a …? this is…?
教学过程：
一、warm up .
1. greetings.
2. sing a song 《we are happy bees 》.
3. free talk .
主要交谈部分将要出现的句型。
t: is this a pencil box?
s: yes ,it is .
t: may i have…?
s:sure ,here you are .
t:look at my …
s:it’s nice /lovely …
4.on duty .
二、review .
复习1-4单元所学的单词，及物主代词my ,your ,his ,her .
三、presentation .
1. 请一位学生结合图片进行示范操练。
2. 指定两位基础较好的学生根据图片模仿示范练习。
3. 学生独立完成书中的填空，教师巡视指导。
4. 教师板书填空，纠正错误，重点讲清第二组，my ,your ,his ,her .
5. 生分角色对话，可以师生，生生之间，小组之间等多种对话形式。
参考答案：
图一 图二
a pen ,ball pen a bear
b umbrella b lion , rabbit
c pencil case brush c koala
d purse d doll , panda
四、do exercises.(结合图片，学生写对话)
this is my toy .
can i have a look ?
sure ,here you are .
五、homework.
1. 读a， c 部分两遍。
2. 抄写c部分两遍。
板书设计：
unit 5
c look ,read and complete .
1.is that a _____? 2. what’s that_____?
yes ,it is . it’s a ______
第四课时
教学内容：
d部分look and talk .
教学目标：
能听懂、会说、会读句型where’s …? it’s on /in …并能此句型进行说话。
教学过程：
一、warm up
1. greetings.
2. sing two songs :《perhaps 》《we are happy bees 》
3. free talk . 在交谈中巩固1-4单元所学的句型。
4. on duty .（学生自由问答）
二、review .
归类复习以前所学单词。（把学生分成三组，分别完成动物类、玩具类、学习用品类单词的归纳，看哪一组又快又准且知道得多。）
三、presentation .
1. 指导学生观察图片。
a. 指导学生由近及远，由上及下地观察画面。 以“what can you see in the picture ?”学生说“i can see …” 来看读说单词。
b.结合单词复习where’s …? it’s on/in 与what’s this/ that in english ? it’s a … do you like …?
2. play a game .‘
a.先复习介词in /on的用法。
b.让学生把自己的玩具或卡片，放在不同的位置，以where’s …? it"s on/in …以及what’s this/that in english? it’s a … do you like …?进行自己操练。
3. look and talk .
a.小组比赛。每组的同桌流利地表达出几种物品。where’s …? it’s on /in ? 且不许重复。为本组赢得一分，既激发了学生的兴趣，又要仔细听别人，且又培养了学生的集体主义荣誉感。
四、do exercises .
look ,this is his toy ______.
it"s lovely .
do you like her ______?
no ,i don’t .i like her ___________.
五、homework .
抄写1-4单元的四会单词4遍。
第五课时
教学内容：
复习1-4单元所学内容，做练习册。
教学目标：
通过复习操练，让学生较熟练掌握运用1—4单元的句型进行对话。
教学过程：
一、warm up
1. sing two songs 《perhaps》《we are happy bees》.
2. say two rhymes 《a little book 》《fly ,fly my kite 》
3. on duty .（多找几个学生自由问答，汇报）
4. free talk .
师生间利用学过的句型进行对话。（主要是1—4单元的句型）
二、review .
1. 利用“眼力冲浪” 进行单词复习。
2. 利用图片进行对话操练。
三、workbook
a listen and respond
a. 生先观察图片内容。
b. 听录音作出应答。
b listen and judge .
a. 生看图。
b. 听录音做题。
c listen ,draw and colour .
教学生边听录音，边画，再着色。
d look ,find and write .
a. 让学生先看图，说单词，并把单词拼一拼。
b. 完成练习。
e ask and answer .(开火车，小组问答等形式)
f make and play .
课后笔记：
1、 a部分的look ,read nad write的题目具体要求，教师要予以解释说明，否则有的同学由于不理解题意，而直接把句子写在旁边，也有个别同学不注意气泡的指向，把两人的语言弄颠倒了。
2、 “blue”与 “green” 有部分同学受汉语的影响，把“blue”理解成“蓝色”了。
3、 umbrella 的发音较难点，有部分同学掌握得不好。
4、 对于能够从认知角度积极参与学习过程的孩子，他们需要的是挑战和冒险，如果给予的任务或活动没有一定的挑战性和冒险性，孩子们将永远无法独立，有时甚至停滞不前，丧失学习的动力，当然，这些挑战也必须有教师或同学的适当支持，或在接近孩子发展水平的区域即“最近发展区”内。在教学中，那些富有挑战性与冒险性的活动使孩子们跃跃欲试，收到了较好的学习效果。有个别平时不太热心参与活动的同学也动起来了。
Review 篇八
review module
unit 1 (forty minutes)
function: review
target language: review
vocabulary: review
procedures:
step 1 warm-up
1. play a guessing game: what’s in the box?
2. review the poem and let the children to act.
step 2 look and say: can you remember?
1. look at activity one. read carefully, remember and discuss and then give the answers.
(1) yang liwei went in a spaceship and made a video.
(2) shenzhou v flew into space and took a taikonaut.
(3) daming went to america and sent some photos.
(4) daming’s mum bought a book and gave it to him.
(5) helen keller couldn’t see and she couldn’t hear.
(6) the ducks saw the picnic and ate it.
(7) sam and amy spent some time in china and learnt chinese.
(8) louis braille made braille letters and became famous.
2. have a match.
step 3 memory game
1. divide the class into several groups.
2. practice the sentences of activity one.
3. make up a sentence by one child after another.
4. such as: a: yang liwei… b: …went in a spaceship… c: …and made a video.
step 4 look and listen: what are they saying?
1. look at the pictures carefully.
2. match the sentences to the pictures.
3. play the cassette and let the children check the answer.
4. ask several groups to show in class.
5. the answer is:
w: hello! what do you want to eat?
g: i want a hot dog, please.
w: and what do you want to drink?
g: i want a cola, please.
w: that’s one hot dog and one cola.
g: yes. how much is it?
w: it’s three dollars and fifty cents.
g: here you are.
w: thank you. enjoy your meal!
6. act it out.
unit 2 (forty minute)
function: review
target language: review
vocabulary: review
procedures:
step 1 warm-up
1. say hello to the children warmly.
2. finish activity 4 and let the children act out before the blackboard.
step 2 look and say: what isn’t right?
1. look at the pictures carefully.
2. say something unreasonable.
3. the answer is:
(1) they’re playing football, but it’s raining.
(2) he’s wearing a t-shirt, but it’s cold.
(3) he’s wearing a coat, but it’s hot.
(4) she’s wearing a hat and sunglasses, but it’s windy.
(5) he’s flying a kite, but there’s no wind.
step 3 game: why-because
1. divide the class into several groups.
2. practice in a group of three.
3. the sentences may be as following:
a: what are you going to do this afternoon?
b: i’m going to watch tv at home.
a: why?
b: because it’s going to rain.
step 4 look and listen
1. let the children look at the pictures carefully.
2. practice in pairs and discuss the time and relevant activity.
3. finish the table.
4. ask a pair of student to show their dialogue before.
5. the transcript is as following:
the smart family is on holiday.
sam: it’s a beautiful day, mum. when are we going to go swimming?
ms smart: we’re going to have breakfast at 8. then, at 8:30, we are going to go by bus to the beach. we are going to go swimming at 9.
amy: and when are we going to go cycling?
ms smart: at 10:30. then at 11:30, we are going to go to the park and we are going to have a picnic lunch at 12.
sam: what are we going to do in the afternoon?
ms smart: we’re going to look at a big ship at 2 and then at 4 we are going to go to the theatre.
mr. smart: can i ask a question?
ms smart: of course.
mr. smart: when are we going to have a rest?
6. now ask and answer in pairs according to the text.
step 5 talk about the photos
1. look at the pictures carefully.
2. ask and answer in pairs.
3. say and guess.
4. ask several groups to stand up and say.
5. praise the best group and encourage the other groups.
Review 篇九
unit 4 review and check 第三课时
教学目标：
通过本单元的复习操练，要求学生能综合运用所学的日常交际用语。
一。free talk:
what does it mean?
what date is it today?
when’s the teachers’ day?
where is/are your …?
二。review:
1. 几组学生表演会话。
2. 让学生四人一组以所学会话进行小组间对话。
3. 请学生流利朗读课文对话。评出最佳朗读者。
三。check
1. 请学生讲解a中图画的内容并校对答案。
2. 让学生同桌就b中的图画内容相互问答，然后学生两两问答，检查并巩固会话。
3. 校对c答案并讲解答题要点。
4. 请学生汇报其调查表格的内容。用…’s birthday’s on the …来回答。
四。 assignment：
复习巩固1~3课所学的内容。
《【Under Review】Review最新9篇》由：科普读物整理
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