第一篇：四年級英語下冊Unit 4英文教案表格式

四年級英語下冊Unit 4英文教案表格式

TeachingPlan

Date:3/17

Teacher:miaTextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod1Aims1、makesuretolearntheeightwordsandenabletospell:apples,oranges,bananas,peaches,grapes,pineapples,watermelons,pears2、Enabletosaythedailycommunicateandasktheobjectsinthepluralformwiththepattern:whatarethese?whatarethose?3.makesureSscananswerthequestioninthepluralform:Thereare…

4.Stimulatestudents

’interestsinstudyingEnglish.mainpointsanddifficultpoints1.Enabletosaythedailycommunicateandasktheobjectsinthepluralformwiththepattern:whatarethese?whatarethose?2.makesurethatstudentscanusethepatterntomakedialogueandtoactit.3.Ensuretheycandistinguishtheusageofwhatarethese?whatarethose?4.makesurethepronunciationofthefruitwordsinthepluralform:/s//z//iz/Grapes,peaches,theotherwordspronounce/z/.AidsPicturesStep1:

FreetalkT:whoisshe?Pleaseintroducehertome.Ss:Thisis…T:Nicetomeetyou.T:Howareyoutoday?Ss:Fine,andyou?Step2

warmingupToday’sreport.Ssmakeasentenceinclude“today”.T:whatmouthisitnow?Ss:It

’sApril.T:whatdateisit?S:It’s…th.T:oh,LiuTao’sbirthdayiscomingsoon.Letsgotothemarketandbuysomethingforhisparty.ok

’？Ss:ok.T:Let’sbuysomefruit.T:what’sthis?S1:It’sanapple.T:Verygood.what

’

sthis?S2:It

’sanapple.Song:Anappleadaykeepsthedoctoraway.T:Anappleisnotenough.weneedsomeapples.T:A-p-p-l-e-s.Spronounces/z/Ssreadfollowme.T:They

’reapples.Ssreadfollowme.T:whatcolourarethey?Ss:They’rered.2)T:what

’

sthat?Ss:It

’’sanorange.T:weneedmoreoranges.T:oranges,theyreoranges.o-r-a-n-g-e-s.Spronounces/z/Ssreadfollowme.T:whatcolourarethey?Ss:They

’reoranges.3)Tshowsthepicture:whatarethese?tohelpothersanswerthequestion.Ss:Theyrepineapples.T:Herespronouncewhat?Ss:/z/Let

’’sspellittogether.P-I-n-e-a-p-p-l-e-s.T:Doyoulikepineapples?Ss:yes,Ido.4)whatarethese?Twritesdownthesentence.Ssreadfollowmeseveraltimes.5)T:pleaseguess,whatarethese?Ss:Theyrewatermelons.6)T:whatarethese?Ss:They

’’rebananas.herespronounce/z/T:great,herespronounce/z/Howmanybananasarethere?Ss:Five.Ttakesoneandask:what’sthis?Ss:It’sabanana.T:what’sthat?Ss:It’sabanana,too.7)T:Butwhatarethose?Twritesdownit.Ss:They’repears./z/8):whatarethose?Ss:They

“

es

’”repeaches.Herepronounce/iz/9)whatarethose?Ss:They’regrapes.Apronounce/ei/andspronounce/s/Step3:wordsconsolidation1)Readachant:Applessomeapples.Redandgreen.orangessomeoranges.orangeandgreen.Bananassomebananas.yellowandyellow.Pineapplessomepineapples.yellowandgreen.Pearssomepears.yellowandgreen.Peachessomepeaches.whiteandred.Grapessomegrapes.Purpleandgreen.watermelonssomewatermelons.Greenandred.2)Guessinggame:guessandspell.They

’

reround.They

’

rebig.They

’regreenandred.whatarethey?They’reround.They’resmall.SometimesThey’rered,andsometimesthey’regreen.Theyreyellow.Elephantlikesthemverymuch.They

’’repink.monkeylikesthemverymuch..They’reyellow.They’rebig.Thesurfaceofthemarehard.Useshouldusetheknifetocutthemoff.Step4:Sentenceconsolidation1)Touch,smellandguesswhatarethese?whatarethosebehindthedoor/inthedesk? They’re…2)practiceinpairs.A:what’rethese?B:They’re…s.A:Doyoulike…s?B:yes.No,Idon’t.A:whatdoyoulike?B:Ilike…s3)Dotheexercise.A:what___

____?

A:what_____

_____?B:_____are_____.B:They’re_____.A:what___

____?

A:_____is_____?B:It_______apple.B:It’s_________.Step5:conclusion

Evaluatestudents

’performanceandgivehomework.Step6:Homework1.Preparethedialogueandpresentationatnextclass.2.copywords“these,those,this,that”Unit4

Buyingfruit

what’sthis?

whatarethese?It’sa/an…

They’re….s

what’sthat?

whatarethose?ResourcesReferencebookPostscriptDate:3/21TextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod2Aims1.Reviewthepatterndrills:whatarethese/those?They’re…I’

dlikesome

…

Howmanykilos?

…kilo,please.Hereyouare.Trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.Dailycommunicationsandexpressions:canIhelpyou?Theseorthose?…yuan,please.mainpointsanddifficultpoints1.Vocabulary:kilo2.Sentence:whatarethese/those?They’re…I’dlikesome

…

Howmanykilos?

…kilo,please.Hereyouare.Thestudentscanusethedialoguesinlife.AidsPictures,taperecorder,masksStep1.warming-upandrevisionsTodaysreport.Ssmakeasentenceinclude“today”.1.Dialypractice:Pointto….2.1)Saythechantwithactions.2)Asksomestudentstosaythechantswhicharewrittenbythemselves.Apples,apples,redandsweetBananas,bananas,greenandyellowLemons,lemons,yellowandsourGrapes,grapes,purpleandgreenwatermelons,watermelons

’,redandgreen3)checkthetablewhichshouldbefinishedafterlastclass.T:Excuseme,whatdoyourfatherandmotherlike?S1:Theylikewatermelons.T:Excuseme,whatdoyourgrandfatherandgrandmotherlike?S2:Theylikepeaches.T:oh,Isee.Ilikepeaches,too.Step2.PresentationT:withthetableinyourhand,Ithinkwecandosomeshoppingnow.wecanbuysomefruitsforourfatherandmother.Boysandgirls,whataretheseonthedesk?S1:Theyrebananas.S3:Theyrestrawberries.S5:They

’’

reapples.S2:Theyrepears.S4:They

’’’reoranges.Newstructureslearning1.重量單位和每重量單位單價的正確認(rèn)讀1公斤/千克=kilo3.5公斤/千克克磅:threepointfivekilos1

磅

=pound5

元

元

/

千/’:fiveyuanakilo3.5:threeyuanfivejiaoapound2.canIhelpyou?Idlikesome….Howmanykilos?…kilos,please.T:Now,I’mashopassistant.youcanbuyfruitsfromme.canIhelpyou?S:I

’dlikeapples.T:Howmanykilos?S:Twokilos,please.T:ok,hereyouare.S:Thankyou.Goodbye!T:Bye!T-ST:Ialsoliketobuysomefruitsformyfatherandmother.who

’dliketobetheshopassistant?S:Itry.T:ok.you,please.S1:canIhelpyou?T:I’dlikesomestrawberriesformymother.S1:Howmanykilos?T:onekilo,please.Howmucharethey?S1:Tenyuan.T:Hereyouare.AndI

’dlikesomesugarcanesformyfather,too.S1:Howmanykilos?T:Threekilos,please.Howmucharethey?S1:Tenyuan.T:No,eightyuan.S1:ok.T:Hereyouare.S1:Thankyou.Goodbye!T:Seeyou.S-TS-SStep4.PracticeT:NowI

’lldivideyouintofourgroups.youcandosomeshoppingintheclassroom.ThestudentsofgrouponearetheshopassistantsinLianhuasupermarket.GrouptwoaretheshopassistantsinRt-market.Groupthreeandfourarethecustomers.ok,youcangonow.S:T:ok,thestudentsofgrouponeandgrouptwoalsoliketobuysomefruits.Solet

’sexchangenow.ThestudentsofgroupthreearetheshopassistantsinLianhuasupermarket.GroupfouraretheshopassistantsinRt-market.Grouponeandtwoarethecustomers.S:Step5.consolidationT:Nowpleaseopenyourbooksandturntopage31.Let

’sreadafterthetape.Areyouready?S:yes.T:ok,herewego.S:TodaywehavelearnthowtobuyfruitsinEnglish.That

’sallfortoday.Step6:Homeworkoralwork:1)Readpage30-32afterthetape.2)PreparePartD,makeanewdialogue.Step7:Designofwriting:Unit4

Buyingfruitwhatarethese/those?They’re…I’dlikesome…

Howmanykilos?

…kilo,please.Hereyouare.ResourcesFunwithEnglishVcDPostscriptDate:3/23TextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod3Aims1..HelpstudentstrytomakenewdialoguesaccordingPartA.2.Tousepatterndrillstomakeshortdialogues3.TocultivatetheirinterestoflearningEnglishandtheconsciousnessofcommunicatinginEnglish.mainpointsanddifficultpoints1.Sentence:whatarethese/those?They’re…I’dlikesome

…

Howmanykilos?

…kilo,please.Hereyouare.Thestudentscanmakethedialoguesfluently.AidsPictures,taperecorder,masksStep1.warming-upandrevisions1.Reviewthechant

Ilikefruit

Apples,apples

Redandsweet.Iliketoeat.Bananasandpears，Greenandyellow.Eatthemtomorrow.2.Reviewhowtosaythekilosandprice.T:Howmuchakilo?S:Fiveyuanakilo.T:Howmuchtwokilos?S:Tenyuantwokilos.T:Howmuchapound?S:Twoyuanfivejiaoapound.T:Howmuchfourpounds?S:Tenyuanfourpounds.T:Step2.PresentationT:Somestudentstoldmetheyhaventboughtfruitslastclass.Solet

’’sgivethemachancetocontinue.comehere,please.T:canIhelpyou？

S1:I

’dlikesomestrawberriesformygrandmother.T:ok.Howmanykilos?S1:onekilo,please.T:ok,hereyouare.S1:Howmucharethey?T:Eightyuanfivejiao.S1:ok,hereyouare.T:Thankyou.Goodbye!S1:Bye-bye!T-SS-SStep3.Newstructureslearning1.Howabout

…

?Here

’sthemoney.T:ok,allofushaveboughtthingsintheclassroomnow.I

’mveryhappy.oh,Iforgotoneimportantthing,Ihaven’tboughtthingsforyou,mystudents.Imustbuysomethingforyou.whocanbetheshopassistantnow?S:Itry.T:ok,youplease.S1:canIhelpyou?T:I

’dliketobuysomesugarcanesformystudents.Howmuchakilo?S1:Sixyuanakilo.T:En,howaboutfiveyuanakilo?S1:ok.Howmanykilos?T:Letmesee.Fivekilos,please.S1:Hereyouare.T:Howmucharethey?S1:Twenty-fiveyuan,please.T:Here’sthemoney.S1:Thankyou.Goodbye!T:Seeyou!T-S2.Theseorthose?The

…ones,please.T:Ihaveboughtsomesugarcanesformystudents,they

’resoheavy.Istillwanttobuysomepineapplesandstrawberriesformystudents.whocanbuythemforme?S:Itry.T:ok,youplease.T:canIhelpyou?S2:I

’dliketobuysomepineapplesformyteacher.T:Theseorthose?S2:Thebigones.Howmuchakilo?T:Thebigonesaretenyuanakilo.S2:Fivekilos,please.T:ok,hereyouare.Fiftyyuan,please.S2:Here

’sthemoney.T:Thankyou.Goodbye!S2:Bye!S-TStep4.PracticeT:Thankyou.you’vedoneagoodjob.Now,class,I

’veopenedacompany.Thecustomerscanbookallkindsoffruitsinit.Ihavetobuythefruitsforthemnow.oh,thetelephoneisringing.Ihavetoanswerthetelephone.whocanbuythefruitsonthecardsformenow?S:Itry.T:ok,thiscardisforyou.…card1:apples3

元/kg2kiloscard2:pears2.5

元

/kg1kilo

元…/kg4kiloscard3:Strawberries4S-SStep5.consolidationS:Handinthefruitstome.T:Thankyouverymuch.Thefruitsareforyou.That

’sallforthislesson.Step6.Homework1.oralwork:ReadandpracticeUnit42.writtenwork:copythenewwordsanddrills.3.TheSswhohasalreadywellgrasped2canchallengethefollowingwork:

makenewdialoguesbasedonPartDingroups.Step7:Designofwriting:Unit4

Buyingfruitwhatarethese/those?They’re…I’dlikesome…

Howmanykilos?

…kilo,please.Hereyouare.ResourcesReferencebookPostscriptDate:3/24TextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod4Aims1.Reviewthepatterndrills:whatarethese/those?They’re…I’dlikesome…Howmanykilos?…kilo,please.Hereyouare.Trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.Dailycommunicationsandexpressions:canIhelpyou?Theseorthose?yuan,please.3.Payattentiontothedifferentpronunciationsof“th”mainpointsanddifficultpoints1.Thepronunciationof“th”2.whatarethese/those?They’re…I’dlikesome…Howmanykilos?

……kilo,please.Hereyouare.AidsPictures,taperecorderStep1warming-up1.Touchandguess:what

’sthis/that?whatarethese/those?Arethey…?2.makenewdialoguesaboutshoppingingroups.Givesomeperformances3.RhymeT:Doyoulikefruit?S:yes,Ido.T:whatdoyoulike?S:Ilike

…

Let

’slearnarhymeIlikefruit.Trytomakenewrhymeswiththewordswelearned.Apples,apples,redandsweetBananas,bananas,greenandyellowLemons,lemons,yellowandsourGrapes,grapes,purpleandgreenwatermelons,watermelons,redandgreenStep2EReadandact1.whocanyouseeinthepicture?Howmanywomencanyousee?2.Listentothetapeandanswerquestions.whatdoesthewomanwanttobuy?Doesshewantthegreenapples?Howmanykilos?Howmuch?Explainsomepoints:Theseorthose?Thisorthat?Ifpossible,givesomemorewordsaboutmoneylike:dollar,pound3.Readafterthetape.4.Actoutinpairs.Givesomeperformances.Step4FListenandrepeat1.Listentothetapeandpayattentiontothedifferentpronunciationsof“

th

”

.Givethemmoreexamplesabout“th”.Th:three,thirty,thirsty,thank,bathth:that,this,they,their,mother,father,brother2.Acompetition.whocansaythesentencemostfluently?Step5GLookandread1.Lookandread.HelpSsunderstandthemeaningofthisstory.Havefunwhenreading.2.Actoutingroups.Step6Homework1.completetheexercisebookandreviewthetext.2.Usethewordsaboutjobstomakeanewrhyme.3.Read,writeandrecitethewordsandsomeimportantsentences.ResourcesReferencebookPostscript

第二篇：四年級英語下冊unit4 At the farm Part A教案

Unit 4 At the farm Part A Let’s learn

教學(xué)目標(biāo)：

1、能聽、說、認(rèn)讀單詞：tomato、green bean、potato、carrot以及它們的復(fù)數(shù)形式。

2、通過let’s chant的歌謠鞏固所學(xué)單詞的復(fù)數(shù)形式。

3、會使用“What are these?“和”Are they …?“這兩個句型。教學(xué)重點(diǎn)：

單詞：tomato、potato、carrot、green bean 教學(xué)難點(diǎn)：potato和tomato的復(fù)數(shù)形式。What are these? 和Are they …?句型。教學(xué)過程： Step 1 Warm-up Free talk T:Do you like fruits? Ss:Yes/No.T:What do you like ? Ss:apples/bananas/watermelons/strawberries/pears… T:Today we will go to the farm and learn some vegetables.Step 2 Presentation 1.教師播放“l(fā)et’s chant“,學(xué)生跟著音樂打節(jié)拍演唱。

2.出示圖片，學(xué)生用中文回答。教師在黑板上書寫單詞tomatoes,potatoes,green beans,carrots.學(xué)生用手指跟著老師書寫。

3.跟著錄音讀單詞，教師領(lǐng)讀，學(xué)生領(lǐng)讀，齊讀，點(diǎn)生讀。4.游戲：踩炸雷，找單詞 Step 3 Practice 1.教師用ppt呈現(xiàn)句型“What are these?””Are they …?” 2.邀請一名學(xué)生上臺和老師一起示范。3.教師一邊示范一邊教學(xué)這兩個句型。

4.同桌之間用這兩個句型“What are these?“”Are they…?”操練這段對話。5.邀請三組同學(xué)上臺操練句型“What are these?“.S1：What are these? S2:tomatoes/potatoes/carrots/green beans.6.邀請三組同學(xué)上臺操練句型“Are they…?“.S1:Are they tomatoes/potatoes/carrots/green beans? S2:Yes/No Step 4 Homework 1.抄寫新單詞，每個單詞4遍。2.練習(xí)Let’s chant歌曲。Step5 Blackboard Design Unit 4 At the farm A.Let’s learn tomatoes , potatoes , carrots , green beans

第三篇：四年級英語下冊Unit 9英文教案表格式

四年級英語下冊Unit 9英文教案表格

式

004km.cnTeachingPlanDate:6/2

Teacher:miaTextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod1Aims1.Topresentstudentsvocabularies,familiarizeandenabletorecognize,andtrytospell.2.Ssenabletoaskthedirectionoftheplace.Inthesamemean,theycantelltheexactlydirection.Theymustclarifythesingleobjectandpluralobjectsinthedifferentsituation.3.Enabletouse:where’sthe/my…?It’s…where’remy…?They’re…4Theexpressionofdailycommunication:what

’sforbreakfast?5.TocultivatetheirinterestoflearningEnglishandtheconsciousnessofcommunicatinginEnglish.mainpointsanddifficultpoints1.Vocabulary:Vocabulary:aknife,aplate,aglass,acup,abottle,atable,anegg,bread,rice.Thestudentscansayandspelltheoldwordsfluently.Andsaythenewwordscorrectly.2.Sentence:where’sthe/my…?It’s…/ wherearemy

…

?They

’

re

…Thestudentscanusethedialoguesinlife.AidsPictures,taperecorder,multimedia,Step1FreetalkT:Goodmorning/afternoon,boysandgirls.Howareyou?/Howareyouthismorning/afternoon/today?whatdayisittoday?It

’

s

…Iseveryoneheretoday?what’stheweatherliketoday?what’sthedatetoday?Thenreviewthemonthsagain.Step2ReviewT:what’sonthetable?Ss:There’s/Thereare…S1:what’sinthefridge?T:There

’

s/Thereare

…Showsomepictures,studentsanswerthequestionsaccordingtothesequestionsStep3:Presentation1.T:Inthemorning,Ihavemilkandbread.Showthepicture:milk,bread.what’sthis?Ss:It’smilk.Spellmilktogether.what

’sforyourbreakfast?S:milk/eggs/noodles/bread/rice…Spellthewords:bread,rice,anegg.T:Thatsaboutmybreakfast.what

’’sforyourbreakfast?Ssanswerthequestiononebyone.4)T:Now,I’llinvitesomeonetoasktheirclassmates.S1:what’sforyourbreakfast?S2:Somenoodles.S3:what’sforyourbreakfast?S4:Somerice.2.Tshowthechopsticksandbowl.T:Usually,ourchinesehavemilebyusingchopsticksandbowl.T:ch-ch-chopsticks.ch-ch-chopsticksT:b-b-bowl.b-b-bowl.Spelltogether.T:weusuallyputthechopsticksinthe….?Ss:cupboard.Spelltogetherandshowthepicture.weputthesethingsinthe

…Ss:cupboard.3.T:whenweeatsomewesternfood,wealwaysusethesethings.Tshowsthethingandmodelthesceneofhavingdinner.Thisisaplate/aknife/afork.SpellthemT:weputtheplate,theknifeandtheforkintothe

…Ss:cupboard.4.T:pleasethinkaboutanythingelseinthecupboard?Ss:cupT:ofcourse.cap?Ss:No,c-u-pcup.T:Anythingelse?Ss:bottle.T:Sure.Andsomebottles.Step4Practice（1）

T:where

’

smyglass?It

’sonthedesk.TeachglassS1:where’stheglass?S2:It’sonthedesk.Ssanswered

（2）TshowsthepictureandSsshouldmakethesentence:“where’sthe…?”（3）T:where’smy/youregg?It’sinthedesk/nearthebook..T:Pleasepracticewithotherswithyourobjects“where’smy/your/his/her…?”Step5:Ashortbreak1.Singasong.2.Playagame.Listentothetapeandwritedownthethingyouhavelistened.Step6:Learntosay1)Ttakesoutapen,andputsitinthedifferentplaces.T:whereismypen?Ss;Itsinthepencilbox.T:whereismypen?Ss:Itsnearthebook.T:whereismypen?Ss:It

’’’sonthecopybooks.2)T:Now,whocanaskme?Ss:whereismypen?T:It’s…Ss:whereisherbookmark?Ss:It’sinthe…3)Pleasepracticewithyourpartner.Step7:Homework1.copythewordsandsentences.2.Readthedrillsafterthetape.Step8:DesignofwritingUnit9Breakfastwheresthe/my…

?It

’

son/in/near

’…ResourcesReferencebookPostscriptAfterthislesson,studentscanclarifythesingleobjectandpluralobjectsinthedifferentsituation.Theycanaskandanswerwherefluentlyindailylife.Date:6/6TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod2Aims1.Toprovidestudentswithbasiclanguagetoaskandanswer.2.Reviewthewhere’s/are…?It’s/they

’

re

…Andteachnewsentence:Havesomejuicethen.3.TocultivatetheirinterestoflearningEnglishandtheconsciousnessofcommunicatinginEnglish.mainpointsanddifficultpoints1.Patterndrillswherearethe/my

…

?They

’reon/in/near….Sentence:SometimeswewatchTVinclass.Therearelotsof

…

Let

’sgoandsee.PartDLook,readandcompleteThestudentscancommunicatewitheachother.AidsPictures,taperecorder,masksStep1:warmup1.DailyReport2.Review Showatableandask:what’sonthetable?There’

’…sabottle/bowl/chopsticksonthetable.whatsinthecupboard?There

’

s

…

Thereareinthecupboard.Thenspellthenewwordsonebyone.Step2:Presentationandpractice.1.what’sthis?It’sabottle.where’sthebottle?It’sonthetable.whatarethey?Theyarechopsticks.wherearethechopsticks?Theyare….T:where’stherice?It’sinthebowl.T:where’sthespoon?S:It’sinthebowl.Twritesdownthesentence:“wherearethechopsticks?

”

3（1）Tshowssomeotherpictures.S1:wherearethe…?S2:They’reon/in/near…T:Look,thisismyfridge.T:wherearemyapples?Ss:They’reinthefridge.T:where

’

remyeggs?Ss:They

’’reinthefridge.T:whereareyourbananas?S:Theyreinthedesk.Pleaseuseyourownthingstoaskandanswer:“wherearemy/your/his/her

…

?

”Sspracticeinpairsandchoosesomeoneworkinpairs4.T:where’smytea?S:It’sinthecup.Tshowstheemptycup.T：There’snoteainthecup.Ssmakesentencebyusing:There’sno…on/in/near

…

S:There

’’snomilkintheglass.T:Havesomejuicethen.Theresacartonofjuiceonthedesk.Practice:Putawaterbottleonthedesk.Studentstrytosay:There

’sawaterbottleonthedesk.Thentakethewaterbottleaway:

T:Isthereawaterbottleonthedesk?

Ss:No.T:There’snowaterbottleonthetable.wrtiethesentencepatternontheBb.There

’sno….Step3:AshortbreakSing“Intheclassroom.”Step4:Learntosay1.T:what’sforlunch?S:Rice.T:where’stherice?S:It’sinthewhitebowl.writedownthewords:whatwherewhichwhiteandconcludethepronunciationof:whwhpronounce:/w/e.g.:wheel,why…whpronounce:/h/e.g.：who,whose…Pleasewritedownmorewordsbeginwith:wh,andwritedowninthedifferentplaces.2.Listenandrepeat.Readafterthetape.3.openthebooks,readUnit9afterthetape.Step5:Homework1.copythewordsandsentences.2.ReadUnit9.Step6Designofwriting Unit9Breakfastwherearethe/my

…

There

…

?They

’…”reon/in/near’sno…in/on/near

“

noResourcesFunwithEnglishVcDPostscriptcanconnectwithcountableanduncountablewords.AfterexerciseIfindthatplateshouldusetheprep.“

on

”becausetheplateisflat.Date:6/8TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod3Aims1.Reviewthepatterndrills:whereis/are…They’re/It’s…

in/on/near

…Trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.Dailycommunicationsandexpressions:There’sno…in/on…3.ReviewthewordsinthisUnit.mainpointsanddifficultpoints1.Sentenceswhat’sintheclassroom?Thereis/are…whereis/are…They’re/It’

s

…

in/on/near

…Ssenabletomakedialoguewithpartner.Thestudentscanmakethedialoguesfluently.AidsPictures,taperecorder,masksStep1:SingasongSing“Intheclassroom.”Step2:Review1.Freetalk.T:Howareyou?what

’stheweatherliketoday?Nicetomeetyou.Ss:Fine.Ss:Sunny/cloudy/rainySs:Nicetomeetyou.2.whatsforyourbreakfast,everyday?what

’’sforlunch?Studentstrytoanswer,Tteachesthemsomenewwordsaboutthat:poridge,ham,vegetable,meat….Step3:Askandanswer1.T:I’mhungry.Iwanttoeateggs.Butwhere’stheegg?Ssanswerthequestion:It

’sinthebowl.Ssdothechainwork:“where’stheegg?”Taddsaneggintothebowlandask:T:wherearetheeggs?S:They’reinthebowl.2.Tusesthepicture,andask:S1:where’stheknife?S2:Itsonthesofa.Practicethesentence:where

’’s/wherearethe…?3.T:where’smybanana?S:It’sonthedesk.T:whereareherapples?S:They

’reinthefridge.4:RequireSstomakesentencebyusingsentence:where’smy/your/his/her…?and

wherearemy/your/his/her…?5.SayarhymePizzaandbread,theyarewesternfood.Riceandnoodles,theyarechinesefood.colaandjuice,theyaresoftdrinks.Applesandpears,theyarenicefruitsStep4:Lookandsay1.T:Imthirsty.Iwanttodrinksomecoffee.S:Theressomecoffeeinthecup.T:oh,theresnocoffeeinthecup.S:Havesomejuicethen.Practice“There

’

snocoffeeinthecup.”’’’2Showthepicturesandpractice.There’sno…in/on…3.ListentothetapeofPart1,thendotheasksomequestion:1)

what’sforthebreakfast?Ss:milk,breadandeggs.2)

wherearetheeggs?Ss:They’reonthetables.3)

where’smyglass?Ss:It’sinthecupboard.4)

where

’

sthemilk?Ss:It

’sinthefridge.Readthedialogueafterthetapeseveraltimes.4.makeadialogueRequireSstomakedialoguebyusing:where’s/wherearethe…？Andsentence:There’sno…in/on…Thenmakeperformance.Step5:Homework1.copythesentences.2.Actthedialogue.Step6DesignofwritingUnit9Breakfastwhere’stheegg/knife…?It’sontheplate/sofa…wherearemyeggs/apples…?They’reontheplate/sofa…ResourcesFunwithEnglishVcDPostscriptAfterlearningthisunit,studentsgettoknowmoreaboutthepatterndrillTherebe.Theycanusedifferentsentencestoexpressthesamemeaning.Alsotheylearnsomedailyexpressionslikewhatsforbreakfast?canyouusechopsticks?Idliketotry.andsoon.Itseasyforthemtolearnhowtousewhereis/are

’’’…nowthestudentsarefamiliarwiththesingularorthepluralforms.Andtheycanusethemproperlyandcorrectly.Date:6/9TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod4AimsReviewallthewords,andsentences,andgrammar.Sentences:canyouusechopsticks?No,Ican

’

t.ButI

’’dliketotry.watchme.Letmetryagain.Singasong:Itsoneintheafternoon..mainpointsanddifficultpointsPronunciationAidsPictures,taperecorder,multimedia，Step1:Review1.Singasong:westernfoodandchinesefood.2.Actthedialogue.Ssmakesentencebyusingtheirownthings.Step2:Presentationandpractice.1.T:Look,here

’sapairofchopsticks.canyouusechopsticks?S:yes,Ican.Tasksthemseveraltimes“canyouuse…?”（2）Sspracticethesesentenceswiththeirpartners.S:canyouusetheknife?T：No,Ican’t.ButI’dliketotry.Pleaseyoudo.ok.watchme.Isthisright?S:No.T:Letmetryagain.Isitright?S:yes.Texplainsthemeaningof:I

’dliketotry.Andwatchme.2.Listentothetapeandtrytoanswerquestion.Readthecontextasdifferentcharacters.3.Lookandread.Thestudentslookatthepictures.Readthemselves.Thentheytranslatethemeaning.Atlast,theyreadthedialogue.Step3:AshortbreakPlayagameT:closeyoureyes.where

’s/wherearethe…?Step4:1.Sayarhyme.Learntosaytherhyme“It

’

soneintheafternoon.”2.Finishofftheworkbook./EStep5:Homework1.Sayarhyme.2.Recitethedrills.Step6writingofdesign.Unit9Breakfastcanyouusechopsticks?No,Ican

’

t.ButI

’dliketotry.watchme.Letmetryagain.一、詞組myglass我的玻璃杯inthecupboard在碗櫥里onthetable在桌子上inthefridge在冰箱里havesomejuice喝一些果汁acartonoforangejuice一盒橙汁usechopsticks用筷子apairofchopsticks一雙筷子watchme看著我myplate我的盤子myfork我的叉子havedinner吃飯（通常指晚餐）closeyoureyes閉上你的眼睛intheschoolbag在書包里onthedesk在課桌上

inthepencilcase

在筆袋里oneintheafternoon下午一點(diǎn)鐘watchthecartoon看卡通片playwithyourballoon

玩

你的氣

球eatyourricewiththisspoon用這把勺子吃你的米飯

二、句型what’sforbreakfast?早餐吃什么？where’sthemilk?It’sinthefridge.牛奶在哪？在冰箱里。There’snomilkinthefridge.冰箱里沒有牛奶。Havesomejuicethen.那么，喝些果汁吧。ButI’dliketotry.但是我想試試。Here’sapairofchopsticksforyou.這里有一雙筷子給你。Isthisright? 這樣對嗎？Letmetryagain.讓我再試一次。comeandhavedinner.過來吃飯。youcanusechopsticks.你會用筷子。Thesearemychopsticks.這些是我的筷子。Icanhavemydinnernow.現(xiàn)在我能吃我的晚飯了。Don’twatchthecartoon.不要看卡通片。Don’tplaywithyourballoon.不要玩你的氣球。canyouusechopsticks?No,Ican’t.你會用筷子嗎？不，我不會。wherearetheeggs?They’reonthetable.雞蛋在哪里？它們在桌子上。where’smyglass?It’sinthecupboard.我的玻璃杯在哪里？它在碗櫥里。mr.white,what’sforlunch?where’smyplate?whichismyfork? 懷特先生，午餐吃什么？我的盤子在哪里？哪一個是我的叉子？

三、本單元重點(diǎn)句型

where’sthe/my…?It’s…wherearethe/my…?They’re…There’sno…in/on…

四、語法１．掌握where’sthe/my…?和wherearethe/my…?單數(shù)和復(fù)數(shù)的句型，并能相應(yīng)作出回答It’s…和They’re…２．鞏固therebe句型，進(jìn)而學(xué)習(xí)There’sno…in/on…的句型，掌握本句型與可數(shù)名詞單數(shù)和不可數(shù)名詞相關(guān)聯(lián)。

五、語音????whwhat

where

which white

注

意

與

who,whose

區(qū)

別ResourcesReferencebookPostscriptReviewalltheselanguagepoints,helpthemtorememberthem.Thenhaveacheck.xkb1.com004km.cn

第四篇：PEP小學(xué)英語四年級下冊教案Unit4 At the farm

Unit4 At the farm

一、教材內(nèi)容分析

本單元教學(xué)內(nèi)容： 本單元通過農(nóng)場里農(nóng)作物以及各種動物的學(xué)習(xí)，從而展現(xiàn)了農(nóng)場中繽紛多彩的生活。雖然與學(xué)生的實際生活相隔甚遠(yuǎn)，但其內(nèi)容與學(xué)生的日常生活聯(lián)系緊密。要求學(xué)生能用本單元的句型與單詞進(jìn)行有關(guān)農(nóng)場里各種動物和各種農(nóng)作物的表達(dá)。

二、教學(xué)目標(biāo)：

1、能夠區(qū)分農(nóng)場上常見的蔬菜和牲畜，如： tomato, potato, green beans, carrot, horse, cow, sheep, hen

2、能夠運(yùn)用句型，如: ——Are these ?？——Yes, they are./No, they aren’t.——What are these/those? ——They are ?.——How many? do you have？

3、能夠根據(jù)圖畫，用英語說出一些農(nóng)場常見的畜牲和蔬菜的名稱。

三、教學(xué)重點(diǎn)：

1、單詞:tomato, potato, green beans, carrot, horse, cow, sheep, hen及其復(fù)數(shù)形式的表達(dá)；

2、句型: ——Are these ?？

——Yes, they are./No, they aren’t.——What are these/those? ——They are ?.——How many? do you have？

四、教學(xué)難點(diǎn)：

1、單詞復(fù)數(shù)形式的表達(dá) –s 和-es ；

2、字母組合 or 在單詞中的發(fā)音。

三、教學(xué)用具：教學(xué)過程中所需要的實物、圖片、錄音、課件以及本單元的單詞卡。

四、單元教學(xué)措施：

1、在教學(xué)過程中，對于學(xué)習(xí)困難的學(xué)生，可通過請學(xué)生復(fù)述老師的話或是復(fù)述同學(xué)的回答，讓學(xué)生對老師和同學(xué)的發(fā)言引起注意，讓學(xué)生意識到要仔細(xì)聽別人的說話。

2、對于學(xué)習(xí)還不錯，但是不愿或害怕發(fā)言的學(xué)生，課堂中教師主動請他們表達(dá)其意見，培養(yǎng)他們良好的學(xué)習(xí)英語的習(xí)慣。

3、充分運(yùn)用英語名、英文歌、兒歌、繞口令、順口溜、謎語等，給予小學(xué)生語言感染的機(jī)會。還可開展各種活動，鼓勵學(xué)生交際。

五、單元教學(xué)反思：

第一課時

一、教學(xué)目標(biāo)：

1、聽、說、認(rèn)讀主要語言結(jié)構(gòu)： What are these？Are these…? 并能根據(jù)實際情況進(jìn)行簡略回答。

2、能夠準(zhǔn)確朗讀對話。

二、教學(xué)重點(diǎn)： 句型 What are these？ Are these…? 及其簡略回答。

三、教學(xué)難點(diǎn)： these 的發(fā)音。

四、教具準(zhǔn)備： 教學(xué)光盤、單詞卡片。

五、教學(xué)過程：

1、Warming up and reviewing（1）教師和學(xué)生聊一聊每個人喜愛的蔬菜。（I like…Do you like…?）（2）教師說謎語，引導(dǎo)學(xué)生用 Are they…?來猜猜是什么蔬菜。

①They are red.They look like apples, but they aren’ t apples.What are they? ②They are tender and green.What are they? ③They are long and orange.Rabbits like eating them.What are they? ④They are round, pink and white.What are they? ⑤They are brown.French fries are made of them.What are they? 學(xué)生猜對了，教師回答 Yes，they are.并拿出相應(yīng)的單詞卡片請學(xué)生拼讀；如果猜錯了，教師回答No, they aren’ t.再請其他人猜, 直到猜對為止。

2、New step（1）教師請學(xué)生將裝有蔬菜卡片的盒子蓋好放在桌子上，然后走到同學(xué)們中間，隨意指著幾個盒子問： Are these…? 并引導(dǎo)學(xué)生根據(jù)實際用 Yes, they are./ No, they aren’ t.如果學(xué)生回答的是No, they aren’t.教師繼續(xù)問：What are these？ 并引導(dǎo)學(xué)生用 They are …回答,適時板書句型框架。

（2）教師將自己帶來的蔬菜實物分別放在幾個盒子里，請幾個學(xué)生過來邊摸邊問： Are these…?或 What are these？ 教師做出相應(yīng)的回答。

（3）學(xué)生兩人一組運(yùn)用黑板上的句型互相猜猜對方盒內(nèi)的蔬菜。（4）播發(fā) Let’ s talk 的錄音，學(xué)生聽錄音，后跟讀模仿。（5）分小組做對話練習(xí)。

3、Consolidation

1、完成 Let' s play 部分，操練句型： What are these？ Are these…?

六、Homework

1、聽讀第P38的A Let’ s talk 部分的錄音，讀給同伴、朋友或家長聽。

七、板書設(shè)計

八、教學(xué)反思

第二課時

一、教學(xué)目標(biāo)：

1、能聽、說、認(rèn)讀單詞： tomato、green beans、potato、carrot 以及它們的復(fù)數(shù)形式。

2、通過說唱 B Let’s chant的歌謠鞏固所學(xué)單詞的復(fù)數(shù)形式。

二、教學(xué)重點(diǎn)： 單詞： tomato、cucumber、potato、onion、carrot

三、教學(xué)難點(diǎn)： potato 和 tomato 的復(fù)數(shù)形式。

四、教具準(zhǔn)備：

1、Let’ s learn B 部分的課件和錄音。

2、相關(guān)的單詞卡片。

3、所學(xué)蔬菜的實物。

4、Let’ s chant 的錄音。

五、教學(xué)過程：

1、Warming up and reviewing（1）回顧上節(jié)課所交句型

（2）請學(xué)生欣賞 Let’ s chant 部分歌謠，教師要根據(jù)歌詞適時舉起相應(yīng)的圖片。

2、New step（1）教師手舉一個西紅柿，說：I like tomatoes.Do you like tomatoes?引導(dǎo)學(xué)生用 I like …或 I don’ t like…根據(jù)自己的實際情況表達(dá)。（2）教師再拿起一夾青豆，邊說邊完全呈現(xiàn)： Oh，it’s long and green.They are green beans.Do you like green beans? 讓學(xué)生在回答中學(xué)習(xí)單詞。

（3）出示土豆：Do you know it？ French fries are made of it.It’s a potato.Do you like potatoes? 學(xué)生根據(jù)用 I like …或 I don’ t like…根據(jù)自己的實際進(jìn)行情況表達(dá)。

（4）請學(xué)生猜謎語：They are long and orange.Rabbits like eating them? What are they? 學(xué)習(xí)單詞 carrot。

（5）教師將四種蔬菜分別放在教室的不同位置，然后說單詞，請學(xué)生指出相應(yīng)的實物。

3、Consolidation（1）教師請學(xué)生看著書聽歌謠。

（2）讓學(xué)生觀察歌謠中 like 后的蔬菜單詞和 Let’ s learn 中的單詞有什么不同。啟發(fā)學(xué)生說出 like 后的名詞是以復(fù)數(shù)形式出現(xiàn)的。教師適當(dāng)強(qiáng)調(diào) tomato和 potato 的復(fù)數(shù)形式拼寫的變化，carrot 的復(fù)數(shù)形式讀音的變化。

六、Homework（1）讀課文第 39 頁并背誦 Let' s chant。（2）抄寫新單詞

七、板書設(shè)計

八、教學(xué)反思

第三課時

一、教學(xué)目標(biāo)：

（1）讓學(xué)生掌握含有字母組合 or 的單詞發(fā)音和認(rèn)讀書寫。（2）能聽、說、讀、寫 horse, fork, homework, world map 四個詞語。

二、教學(xué)重點(diǎn)： 能聽、說、讀、寫 horse, fork, homework, world map 四個詞語。

三、教學(xué)難點(diǎn)： 正確書寫 horse, fork, homework, world map 四個詞語。

四、教具準(zhǔn)備： 教學(xué)光盤、單詞卡片。

五、教學(xué)過程：

1、Warming up and reviewing（1）師生做日?？谡Z練習(xí): T: What are these? Ss :They are?T: Are these?? Ss: Yes, they are./No, they aren' t.（2）請學(xué)生表演 A 部分 Let’ s talk 的對話。

2、New step（1）播放 Read, listen and chant 的錄音，讓學(xué)生聽歌謠。

（2）讓學(xué)生跟著動畫學(xué)說歌謠，同時可用手打節(jié)奏。

（3）播放 Read, listen and number 的錄音, 讓學(xué)生給單詞排序。

（4）聽音后反復(fù)讀四個單詞，在此基礎(chǔ)上進(jìn)行描紅，達(dá)到書寫格式正確的目的。

3、Consolidation 完成 Look, listen and write 部分的練習(xí)。

六、布置作業(yè) ：聽A Let’s spell 錄音。

七、板書設(shè)計

八、教學(xué)反思

第四課時

一、教學(xué)目標(biāo)：

（1）能聽懂“What are those? Are they...? How many...?”，并能在情景運(yùn)用。

（2）進(jìn)一步鞏固名詞復(fù)數(shù)及讀音規(guī)則。

（3）通過小組活動的形式培養(yǎng)學(xué)生的合作意識。

二、教學(xué)重點(diǎn)： 句型 What are those? Are they…？ How many…do you have？ 的理解與應(yīng)用。

三、教學(xué)難點(diǎn)： 名詞復(fù)數(shù)及其讀音規(guī)則。

四、教具準(zhǔn)備： 教學(xué)光盤、單詞卡片。

五、教學(xué)過程：

1、Warming up and reviewing（1）欣賞本單元歌曲。

（2）提問： What can you hear in this song ？ 學(xué)生說出在歌中聽到的動物的單詞。

2、New step（1）教師拿起幾支筆握在手中，不要露出筆尖。引導(dǎo)學(xué)生用 Are they 來猜猜是什么筆, 教師根據(jù)實際回答：Yes, they are./No, they aren’ t.（2）教師隨手拿起幾個筆袋： Are they pencil-boxes？學(xué)生回答： Yes, they are.或 No, they aren’ t.然后教師說： They are not pencil-boxes.They are pencil-cases.（3）組織學(xué)生分組利用自己的學(xué)習(xí)用品問答 A： Are they …? B： Yes, they are./No, they aren' t.（4）學(xué)生匯報練習(xí)情況，當(dāng)學(xué)生對話后，教師要接著問： How many…do you have？ 引導(dǎo)學(xué)生答出相應(yīng)的數(shù)量。

（5）打開 Let’ s talk 部分課件，學(xué)生觀看1-2遍，在情景中理解對話的語句。

（6）教師就對話內(nèi)容提問，檢查學(xué)生的理解情況。（顯示課件的插圖）Are they sheep？ / goats？ / horses？ / donkeys？ /hens？ / cows？ How many …?

（7）跟錄音朗讀對話，注意模仿語音語調(diào)。

（8）小組分角色表演對話，教師巡視指導(dǎo)。

3、Consolidation 啟發(fā)學(xué)生替換有關(guān)動物單詞，創(chuàng)新對話。A： Are they …? B： Yes，they are./ No, they aren’ t.(They are …)A： How many … do you have? B： I have ?

六、布置作業(yè)：向同伴、朋友或家長了解更多的關(guān)于農(nóng)場上的動物的知識。

七、板書設(shè)計

八、教學(xué)反思

第五課時

一、教學(xué)目標(biāo)：

（1）能夠聽、說、認(rèn)讀單詞： sheep，hen，cow，horse。

（2）了解單詞 sheep，hen，cow，horse 的復(fù)數(shù)形式。

二、教學(xué)重點(diǎn)：

（1）單詞： sheep，hen，cow，horse 及其復(fù)數(shù)形式的表達(dá)。

（2）句型： What are they？ 和 Are they…?的問答。

三、教學(xué)難點(diǎn)： horse，sheep，goat 的復(fù)數(shù)形式表達(dá)。

四、教具準(zhǔn)備： 教學(xué)光盤、單詞卡片。

五、教學(xué)過程：

1、Warming up and reviewing（1）教師提問： I love animals very much.Do you love animals？ What animals do you know?

（2）學(xué)生說說自己知道的動物單詞，一旦學(xué)生說出本課涉及到的單詞，教師要及時拿出卡片，請這位同學(xué)來教大家讀。

2、New step（1）教師說： Do you know a farm？ There are many animals at a farm.Let’ s go and have a look 教師出示 Let’ s learn（A）部分掛圖，說： Look，it is a farm.So many animals.What can you see?（2）學(xué)生聽懂后，教師可先試著讓學(xué)生指圖回答，能說出英文的學(xué)生給與表揚(yáng)，也可讓學(xué)生用中文回答。

（3）告訴學(xué)生我們要學(xué)習(xí)有關(guān) farm 的內(nèi)容，教讀 farm。

（4）讓學(xué)生觀看課件 2 遍，教師只點(diǎn)擊有關(guān)單詞部分，學(xué)生跟讀。（5）教師出示單詞卡： sheep，hen，cow，horse，goat，lamb，讓學(xué)生進(jìn)行認(rèn)讀，教師可以將一些發(fā)音規(guī)律，幫助學(xué)生記憶單詞。如： ee 在 sheep 中發(fā)[i： ]ow在 cow 中發(fā)[aU]，oa 在 goat 中發(fā)音等等，也可以啟發(fā)學(xué)生說說怎樣記住每個單詞。（將卡片貼到黑板上）

（6）鞏固單詞：a、教師說單詞，學(xué)生指圖。b、教師指圖，學(xué)生說單詞。c、一個學(xué)生說任意一個單詞，其他學(xué)生舉起相應(yīng)的圖片。

3、Consolidation（1）請一位同學(xué)拿一張卡片（復(fù)數(shù)形式的圖片）站在前面，不讓全班看到正面是什么，其他人用 Are they…?來猜圖片內(nèi)容。猜錯了，該同學(xué)要說：No，they aren’ t.猜對了，說：Yes, they are.2、學(xué)生兩人一組做猜卡片的游戲。

六、布置作業(yè) ：將 Let’ s learn 部分的圖講給家長聽。

七、板書設(shè)計

八、教學(xué)反思

第六課時

一、教學(xué)目標(biāo)：

（1）能讓學(xué)生運(yùn)用These/Those are...寫句子。

（2）能聽懂錄音。

（3）會唱 Let’ s sing 的歌曲。

（4）能聽懂 Story time 的內(nèi)容。

二、教學(xué)重點(diǎn)： 掌握兩個重點(diǎn)句子： “These/Those are...” 的正確書寫。

三、教學(xué)難點(diǎn)： 在四線格中的正確書寫 These/Those are...四、教具準(zhǔn)備： 教學(xué)光盤、單詞卡片。

五、教學(xué)過程：

1、Warming up and reviewing（1）日常口語交流。A: What are these/those? B: They are...A: Are these/those...? B: Yes, they are./No, they aren' t.（2）復(fù)習(xí)A、B 兩部分的詞語及對話。

2、New step（1）讓學(xué)生練習(xí)運(yùn)用 These/Those are...練習(xí)說句子。（2）在學(xué)生能說的基礎(chǔ)上在讓學(xué)生書寫這樣的句子。

3、Consolidation（1）讀短文并打勾。

（2）聽錄音并打勾。（3）看一看并連線。

（4）唱 Let’ s sing 的歌曲。

（5）聽錄音看動畫理解 Story time 的內(nèi)容。

六、布置作業(yè)

（1）唱第 40 頁的歌曲給家長聽；（2）聽錄音并跟讀 Story time。

七、板書設(shè)計

八、教學(xué)反思

第五篇：四年級英語上冊期Unit4教案

小學(xué)四年級英語第一學(xué)期Unit4教案

一、教學(xué)內(nèi)容

1、本單元要求會聽，說，認(rèn)讀的單詞和詞組：

study bathroom bedroom living room kitchen phone bed sofa shelf fridge table it’s=it is aren’t=are not they’re=they are

2、本單元要求會聽，說的單詞和詞組：

hey they open the door on the table near the phone in the door

3、幫助學(xué)生在掌握單詞的基礎(chǔ)上造出句子，編出對話，學(xué)以致用。

4、培養(yǎng)學(xué)生用英語交流的能力，為學(xué)生的進(jìn)一步學(xué)習(xí)奠定基礎(chǔ)。

二、教學(xué)要求

1、能聽懂、會說，會用每一課會話。

2、掌握本單元出現(xiàn)的生詞，詞組和字母。

3、會唱本單元的歌曲。

三、教學(xué)重點(diǎn)和難點(diǎn)

1、對于較長的單詞如bathroom ,bedroom ,living room, kitchen的掌握以及對于第一次出現(xiàn)的介詞短語如open the door on the table near the phone in the door的掌握。

2、對于禮貌用語“Thank you , Excuse me, After you”的掌握與應(yīng)用。

3、描述臥室中所有物件，并能據(jù)此編出對話。

四、教學(xué)時間

本單元共6課時，每周3課時，2周完成。

Lesson

1.Teaching aims To act quickly after listening to the T.Master the sentences: This is my home.You can see a bedroom...New words: study bathroom bedroom living room kitchen Practice: This is my home.You can see a bedroom, a living room… 2.Teaching aids A tape-recorder

A picture

Several word cards 3.Important points The pronunciation of the new words 4.Teaching steps 1)Greetings Do some oral work and sing a song.2)New contents At first, the teacher shows Amy’s house using the computer.“What can you see in the picture?”

“I can see a study.” “I can see a bedroom.” …….5.Homework Work

To say the sentences smoothly Listen to the tape and recite the new words.1.Teaching notes

Lesson 1.Teaching content 1)Learn the dialogue and act it out.2)Let them master the sentences 1.Teaching aims Master the phrases: in the living room, in the study, in your desk, in your hand… Use the dialogue smoothly.3.Important points The pronunciation of the new words

4.Teaching aids A tape-recorder

A picture

Several word cards 5.Teaching steps 1.Greeting

Sing an English song.Ask the students to introduce their homes.2.Revision

Learn the drills and practice the drills.T: What’s this?

Ss: An eraser.T: yes, what does it like?

S: It looks like a fish.T: Where is my eraser? Is she in the…? Ss: Yes, she is.(No, she isn’t.)Show them several pictures.T: Oh, how beautiful!Where is it? S: This is my bedroom.(This is my

Living-room.This is my bathroom.)T: Is this your..?

S: Yes, it is.(No, isn’t.)Game.-Where is my pen?-Is it in the …?Is it in the …?-Yes, it is.Tell them the difference between “Is it…?” and “Is she…?” Listen to the tape and imitate.Practice in groups and act it out.6.Homework

To say the sentences smoothly Recite the dialogue and listen to tape.2.Teaching notes

Lesson 21 1.Teaching Aims Let them master the words :

home

room

school

classroom

(listening speaking reading and writing)And the sentences

Welcome to my ……h(huán)ome ……

This is my ……room ……

When they see the pictures, they can recognize and say their English names..2.Teaching Aids

a tape recorder cards pictures 3.Important points

4-skill words:

home room school classroom 4.Teaching steps

1).Greeting and organization Sing an English song and do oral work.2).Revision A:Act the dialogue of lesson 21 B: Review these words: Home

room school classroom 3).Presentation

Read the words and spell them.Ask a student come to the front to read all the words, and the others after him or her.4).Practice Listen to the tape, imitate and practice the sentences.Read and spell the words.5.Homework

Spell the words , then write them: Home room

school

classroom 1.Teaching notes

Lesson

1.Teaching Aims Let the students master the words and phrase :

phone bed shelf fridge table sofa Let the students listen and read these drill:

Sit on …

Make …

Watch TV.Answer…

Open…

Set… 2.Teaching Aids a tape recorder cards pictures 3.Important points Learn to say the words: phone shelf fridge table sofa When they see the subject, they can recognize and say their English names..4.Teaching steps

1).Greeting and organization

Sing a song and do a oral work.2).Revision

Review these words:

Home room school classroom 3).Presentation

The teacher shows the phone of the room and points at something one by one, and the students say it in English.In this way, learn to say the new words: phone shelf fridge table bed

sofa

Ask a student come to the front to read all the words, and the others read after him.4).Play a game:

Passing the eight words between eight groups, and then checking which group did quickly and right.5).Practice

Listen to the tape, imitate and practice the words:phone…

Read and spell the words.6).Let’s do

Sit on the sofa.Make the bed.Watch TV.Answer the phone.Open the fridge.Set the table.5.Homework

1.Listen and read the new words and drill.2.Recite “Let’s do”.2.Teaching Notes

Lesson 1.Teaching content 1)Drills

A: Are they on the …?

A: Are they near…?

B: Yes, they are.(No, they aren’t.)

2)Learn the dialogue and act it out.3).Let’s chant.2.Teaching aims Let them master the short sentences:

Open the door

on the table

near the phone

Learn the new drills.Use the dialogue smoothly.3.important points 1).The pronunciation of the new words 2).A: Are they on the …? B: Yes, they are.(No, the are

aren’t)

4.Teaching aids A tape-recorder

A picture

Several word cards 5.Teaching steps 1).Greeting and organization Sing an English song and do oral work.Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?

S: It’s on the table(in the desk, near the phone…)

T: Where are the keys(books…)?

S: They are on the table(in the desk, near the phone…)

T: Are they on the table?

S: Yes, they are.(No, they aren’t.)

Then learn to say the drills.And practise the drill with the Ss.From “the T asks, the S answers” to “the S asks, the S answers.”

3)Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …? S3: No, they aren’t.S2: Are they in the …? S3: Yes, they are.Tell them the different of “Is it…?” or “Are they…?”

Listen to the recorder and imitate.Work in groups and act it out.6.Homework

Recite the dialogue.To say the sentences smoothly 3.Teaching notes

Lesson 24 1.Teaching Aims 1)Let the students master the four-skill words : Window desk door chair bed 2)Let the students read these sentences:

What can you see in my room? I can see…

When they see the objects, they can recognize and read them and do the action about them.2.Teaching Aids a tape recorder.3.Difficult words and emphasis:

4-skill letters and words:

Window desk door chair bed 4.Teaching steps 1)Organization

Chant together and do a oral work.2).Revision Spell the word: Window desk door chair bed Phrase: w_nd_w

d_ _r

d_sk

ch___

b_d

3).Presentation

When the teacher point at the subject, the students say the word and spell it.Then write these words.Read the drills smoothly:What can you see in my room? I can see…

Read and choose: Listen to the T and choose A,B,C or 4).Listen to the tape, imitate and read..5).Game

The teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.Homework

Spell and write the four-skill words :