第一篇：四年級英語下冊Unit7-8教案

小學(xué)四年級英語下學(xué)期Unit7-8教案

一、本單元教學(xué)內(nèi)容：

1、四會詞a pie、chips、noodles、sweets、chocolate、tea、coffee、juice、milk.2、三會詞 hamburgers、sandwiches、biscuits

3、三會交際用語: What would you like? How much is it/are they? It’s/they’re … How about you? Some…, please.Something to drink？ Anything else？

What can you see in the picture？

二、教學(xué)目標(biāo)

（一）認(rèn)知目標(biāo)：

1、在聽說讀練中，學(xué)會食品及飲料的名稱

pies、sandwiches、hamburgers、chips、sweet、biscuits、noodles、milk、chocolate、juice、tea、coffee.2、在聽說訓(xùn)練中，學(xué)會What wold you like ? How about you ? Anything else? How much are they ? 等句子。

3、通過聽說訓(xùn)練，能正確聽讀、辨認(rèn)輔音字母組合dz, ts在單詞中的發(fā)音。

4、學(xué)會誦讀歌謠 What would you like ?

（二）功能目標(biāo)：

1、在活動過程中，學(xué)會詢問他人需要什么食品，學(xué)會征求他人的意見。

2、學(xué)會詢問物品的價格并進(jìn)行實(shí)際交際。

3、通過聽說演的訓(xùn)練，學(xué)會用英語表達(dá)自己的喜好。

4、在誦讀歌謠的過程中，學(xué)會自己編演 chant, 培養(yǎng)創(chuàng)新能力。

（三）情感目標(biāo)：

1、在交際過程中，學(xué)會與他人相處，建立友誼。

2、在交際過程中，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力和合作的能力。

三、教學(xué)重點(diǎn)：食品飲料名詞的發(fā)音和書寫。

四、教學(xué)難點(diǎn)：掌握并熟練運(yùn)用本課的交際用語。

五、單元總課時：四課時

第一課時

一、教學(xué)目標(biāo)

四會詞: pies, hamburgers, chips, noodles, sweets 三會詞: sandwiches 四會交際用語 What would you like ? 三會交際用語Anything else ?

二、教學(xué)準(zhǔn)備：教師準(zhǔn)備生詞卡片，實(shí)物圖片，錄音機(jī)等。

教師準(zhǔn)備一個小紙袋，內(nèi)裝一些本課學(xué)習(xí)所需要的食品。學(xué)生準(zhǔn)備一些食品。

三、教學(xué)重點(diǎn)：食品類名詞的讀音和書寫

四、教學(xué)難點(diǎn)： 理解并運(yùn)用How about you ? Anything else ?

五、教學(xué)過程：

（一）：復(fù)習(xí)導(dǎo)入

1、學(xué)生表演對話，要求用已經(jīng)學(xué)過的語言編演。教師可以采取評五角星的辦法。

2、Free talk

T: Good morning, class.Today I have some food.Look, here they are.（出示小紙袋）T: Hello, xx.What would you like? S: I’d like a hamburger.T: Here’s a hamburger.Here you are.S: Thank you, Miss Xue.T: You are welcome.（用同樣的方法詢問幾個學(xué)生，導(dǎo)入新課---At a snack bar）教師領(lǐng)讀課題。

（二）：呈現(xiàn)新知

1、過渡語言

T: Oh dear.I’m very hungry.Are you hungry? S: Yes.T: Well, let’s do some shopping.OK? I’d like a hamburger.Hi, xx.What would you like? S1: I’d like a hamburger.S2: I’d like a pie.T: How about you, xx? S3: I’d like a sandwich..詢問兩、三個學(xué)生后，教師板書：What would you like? How about you? 情景引出食品類名詞

T: Look, what’s this?（出示一個蘋果派）S: It’s a pie.T: Yes, it’s an apple pie.Do you like this apple pie? S: Yes.T: If you are good.This apple pie is for you.Who wants this apple pie? Hi, xx.What would you like? I have many food.Do you like? Now, guess.What’s in my bag?（根據(jù)學(xué)生猜測，教師逐個出示hamburger、sandwich）用同樣的方式引出新詞教學(xué)：sweets、chips、biscuit、noodles T: Now, here is some food.Who can act a salesman? T: Well, I’m very hungry.I want something to eat.S: What would you like? T: I’d like a hamburger.S: Here you are.Work in pairs.猜物游戲，教師帶一個小袋，內(nèi)裝一些食品，讓學(xué)生摸一摸，猜一猜。

T: Here are some food.Guess what are these ? If you are right, you will get this.S: Great.T: What are these? S: Sandwiches.T: Yes.You are right./ No, you are wrong.…….3、朗讀小詩：What would you like?

4、情景引出: Anything else? T: Hi, …What would you like? S: I’d like a hamburger.T: Anything else? Do you want a sandwich? What else do you want? S: I’d like a hot dog.T: Good.Here you are.（板書新句，教學(xué)Anything else?）

5、師生示范串聯(lián)對話 T: What would you like? S: I’d like a hamburger.T: How about you? S: I’d like a hot dog.T: Anything else? S: Some chips.T: Here you are.Work in pairs.三、鞏固新知

聽錄音。學(xué)生表演串聯(lián)對話 布置作業(yè):(1)抄寫新單詞(2)編演對話 板書：

Unit 7 At a snack bar

A: What would you like? B: I’d like a hamburger/ Some ….chips A: How about you?

sandwiches A: Anything else?

a pie sweet

noodles

第二課時

一、教學(xué)目標(biāo)：

1、四會單詞：chocolate tea coffee juice milk

2、四會學(xué)習(xí)句子： How much is it / are they? It’s../They’re …

3、三會學(xué)習(xí)句子：Something to drink?

二、教學(xué)過程：

（一）復(fù)習(xí)導(dǎo)入

師生復(fù)習(xí)表演上一節(jié)課的情景會話。

T: Good morning, class.Today I have some food.Do you like them? S: Yes.T: Hello, xxx.What would you like? S: I’d like a hamburger.T: How about you, xx? S: I’d like a hot dog.T: Anything else? S: Some chips, please.（二）、呈現(xiàn)新知

1、游戲猜謎引出新單詞 chocolate

T: First, let’s play a game.What’s in my bag? S1: It’s a hamburger, I think.S2: It’s a hot dog, I think.S3: It’s an apple pie, I think.T: No, it’s a bar of chocolate.T: Now say after me, chocolate, chocolate, a bar of chocolate.S: Chocolate, chocolate, a bar of chocolate.T: Do you like it? S: Yes, I do.T: If you are good in this game, this bar of chocolate will be for you.2、創(chuàng)設(shè)情景引出飲料的單詞

T: Oh, dear.Today is very hot.I’ m very thirsty.I want something to drink.Do you want something to drink? S:Yes, I do.T: What’s in my bag? S: Some milk, I think.T: Yes, you are right.Here’s some milk.Do you want some milk? S: Great!T: Don’t worry.I have some drink.Guess!What’s in my bag? S: Some orange juice.T: Yes, you are right.It’s a bottle of orange juice.Anything else? S: Some apple juice.T: No, you are wrong.（教師用同樣的方法，逐個出示其他飲料單詞,教授新詞：tea、coffee、milk）T: Good.Now let’s have a match.OK? Here are some pictures.Please guess what’s this in the pictures? 教師拿出飲料圖片，折去半張紙，只露出圖片的一個角。S1: Some milk? S2: Some orange juice? S3: Some coffee? S: Some tea? ………

T: Great.Now , class , let’s have a rest.Shall we go to the supermarket and buy something to drink? OK? S: Great!

3、情景對話，引出新句Something to drink?

T: Hello, xxx.What would you like? S: I’d like a hamburger.T: Something to drink? S: Some orange juice.T: All right.Here you are.S: Thank you.T: Hello , xxx.How about you? Some orange juice? S: Yes.T: Here you are.板書：Something to drink? T: Oh , I’m very hungry and thirsty.I want something to drink.Who want to be a salesmen ? S: Hello , Miss Xue.What would you like ? T: I’d like a hot dog.S: Something to drink ? T: Yes.Some tea, please.S: Here you are.Work in pairs

4、創(chuàng)設(shè)情景，引出 Me , too.T: Hi , xxx.What would you like ? S1: I’d like a sandwich.T: Me , too.Something to drink ? S: Some apple juice , please.T: Me , too.板書： Me , too.同桌學(xué)生練習(xí)。

5、情景引出新句 How much is it / are they ? T: I’m very thirsty , I want something to drink.What’s that on your desk? May I have one ? S1: Sure , here you are.T: How much is it ? S1: Two yuan.T: I’d like some milk.How much is it ? S1: Three yuan.T: How much are they ? 板書： How much is it / are they ? Work in pairs.6、學(xué)生互動，練習(xí)用Something to drink ? How much is it / are they ?表演。

（三）鞏固練習(xí)

1、Say a rhyme : What would you like ? What would you like ? I’d like some orange juice.What would you like ? I’d like some milk.What would you like ? I’d like some tea.What would you like ? I’d like some coffee.Sure , they are very nice.2、Listen to the tape and read the dialogue.3、師生互動示范，學(xué)生小組表演對話。Modle : T: Hello , xxx.What’s the time , now ? S1: It’s about 11 o’clock.T: It’s time to have lunch , now.Shall we go to the supermarket ？ S1: All right.S2: Good afternoon.Can I help you ? T: What would you like ? S1: I’d like a hot dog.T:Something to drink ? S1: Some milk , please.T: Me , too.How much are they ? S2: Eight yuan.T: Here you are , thank you.4、看圖說話

T: Now let’s do some exercises.Look at the pictures.What do they like ? Can you tell me ? S: Yes , I can.T: Let’s begin now.Do a survey.教師設(shè)計(jì)一張調(diào)查表格： Modle : T: Hello.What’s your name ? What would you like ? S: I’m xxx.I’d like a hamburger.T: Anything else ? S: Some chips.T:Something to drink ? S: Some milk.T: How about you? What’s your name? What would you like? Something to drink ?

S:（略）板書：

Unit 7 At a snack bar A: Something to drink?

B: …… / No, thanks.How much is it / are they ? A: It’s / They’re ….B: Here you are.A: Thank you.第三課時 教學(xué)目標(biāo)：

1.鞏固前兩課所學(xué)的食物類單詞，能用“What would you like ?”詢問他人，并會用“I’d like …”進(jìn)行回答。

2.能用“What can you see in the picture ?”“How many ?”正確詢問并回答。3．能熟練朗讀小詩，并能自編小詩。

教學(xué)準(zhǔn)備：1.食物或食物的圖片，錄音機(jī)、磁帶。2.學(xué)生自備食品.教學(xué)過程： Step 1.Revision.通過圖片復(fù)習(xí)食物類單詞。

T: What can you see in the picture? S: I can see …

Listen to the tape(Say a rhyme), and say after it.Students make a new rhyme.(教師給予一定指導(dǎo))Model: What would you like?

I’d like some orange juice.What would you like? I’d like some milk.Sure, they’re very nice.Free talk: T: Shall we go to the KFC, A? S: Great.How do we go there ? T: Shall we go to the KFC by bus ? S: No,let’s go by minibus.T: OK.Let’s go.Step 2 Look at the picture of Part G 2 Ask Questions:(1)What can you see in the picture? I can see some …(2)How many?(3)Do you like sandwiches?(4)I’d like …

2.Students ask in pairs and fill in the blanks of the table.3.Teacher asks the students and check the answers.Step 3: Presention and practice: T: Let’s go and buy something to eat.Ss: Great!T: Who act the waiter and the waitress.(Two students act the waiter and the waitress.)1.Teacher makes a model with some students.S1: What would you like?

T: I’m hungry.I’d like a hamburger.S1: Anything else? T: I’m thirsty, too.I’d like a glass of juice.S1: Hot or cold? T: Hot, please.S1: Here you are.T: Here’s my hamburger and a glass of juice.Thank you.How much are they? S1: They’re 18 yuan.2.Students go to buy something to eat in a group.3.Act out the dialogue.Step 4: Consolidation: Look at the book of page 56.Act a waiter or a waitress , ask your classmates and fill in the blanks.Homework: 1.Oral homework: Ask the friends and family members: If they go to the KFC or Mc, “What would you like ?”

2.Written homework: Finish the Part D of the workbook.第 四 課 時 教學(xué)目標(biāo)：

1.鞏固本單元所學(xué)的內(nèi)容，了解字母組合dz, ts 的發(fā)音。2.完成練習(xí)冊上的練習(xí)。

教學(xué)準(zhǔn)備：磁帶，錄音機(jī)，單詞卡片等。教學(xué)過程：Step 1.Revision.Hungry, hungry, I’m Hungry，Hamburger, hamburger, here’s a hamburger.Thirsty, thirsty, I’m thirsty, Coffee, coffee, here’s some coffee.(pies, juice;biscuits, milk)3.Free talk: T: Do you like biscuits? S: Yes, I do.T: Me, too.Do you like sweets? S: Yes, I do.T: Oh, no.I don’t like sweets.Step 2: Look at the picture of Part F: T: Look at those boys.What are those in their hands? Ss: They’re biscuits and sweets.T: What are those flying in the sky?(教師邊說邊做動作)Ss: They’re birds.Read the words and sentence.birds friends biscuits sweets My friends like birds, sweets and biscuits.學(xué)生列舉含有該發(fā)音的其他單詞。Step 3: Read and act:

1.師生交流,在情景中引出新句子.T: Hello, what’s the time? S: It’s …

T: Let’s go and play basketball.S: OK.Let’s go.T: I can’t move now.I’m hungry.…

Teach the phrases “go and play” and the word “move”.2.Listen to the tape and answer some questions: What do they want to play? What does Gao Shan want? Does Go Shan go to play basketball? 3.Read the dialogue after the tape.4.Read in pairs.5.Make a new dialogue and act it out.Step 4: Consolidation:

1.Look at the workbook, listen and do.2.Listen, find and circle.3.Listen and match.4.Listen match and write.Step 5: Homework:

Make a new dialogue according to the real life.Unit 8 Open Day

一、教學(xué)內(nèi)容

《九年義務(wù)教育六年制小學(xué)教科書.牛津小學(xué)英語》4B第八單元第一課時

二、教學(xué)目標(biāo)

1、能聽懂、會說，會讀，會拼寫單詞a chair, a blackboard, a picture，a bookcase, a classroom, an office, a playground

2、能聽懂、會說，會讀，會寫句型 There's a / There are some...in/ on/ near...3、熟悉歌曲 In the classroom

三、教學(xué)重點(diǎn)

1、能聽懂、會說，會讀，會拼寫單詞a chair, a blackboard, a picture，a bookcase, a classroom, an office, a playground

2、能聽懂、會說，會讀，會寫句型 There's a / There are some...in/ on/ near...四、教學(xué)難點(diǎn)

1、能聽懂、會說，會讀，會拼寫單詞a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground

2、能聽懂、會說，會讀，會寫句型 There's a / There are some...in/ on/ near...五、課前準(zhǔn)備

教具準(zhǔn)備 ：課前準(zhǔn)備 本課的單詞圖片 及磁帶錄音機(jī)，教學(xué)掛圖。

六、教學(xué)過程 Step1.Free talk: 1.師生用Good morning/afternoon.How are you? 互相問候。2.復(fù)習(xí)句型：Let's go to the....Great!How do we go there? Shall we go to the...by...? 練習(xí)“there” 3.看圖片復(fù)習(xí)學(xué)過的單詞（食物類、水果類、職業(yè)類、家庭用品類）。重點(diǎn)復(fù)習(xí)本課中的復(fù)現(xiàn)單詞：a computer, a chair, a bookcase.Step2.Presentation and practice

1、出示第六課中的地點(diǎn)類的圖片。T: Look at my picture.出示單詞picture 并領(lǐng)讀 S： 跟讀.T:(指圖片）What's it?

S: It's a library.T: What can you see in the library? S: I can see a chair, a computer and some books.(同樣復(fù)習(xí)an airport, a station, a park, a zoo...)T:(出示音樂教室圖片）What's it? S:...T: It's a music room.出示單詞 a music room 示范朗讀 S:跟讀

2.T： What can you see in the music room? S: I can see a piano, a chair, a violin and an accordion.T: So you can say: There is a piano.There is a chair...Can you say like me? S: There is an accordion...There is a...出示句型: There is a/an...S:造句練習(xí)。

There is a piano.T: There is a piano in the music room.Can you say like this? 出示句型：There is a/ an...in the...S:造句練習(xí)。

2、T：出示辦公室圖片 T: What's it? S:...T: It's an office.出示單詞 an office 并領(lǐng)讀 S：跟讀

T: What can you see in the office? S: There's a bookcase in the office.T: What can you see in the bookcase? S:(在教師幫助下）There are some books in the bookcase.出示句型

同法教 a classroom, a playground, a blackboard.Step 3 A short break

1、Enjoy a song 欣賞本課的歌曲 In the classroom

2、A game" Magic ears”

游戲規(guī)則：教師說本課單詞，不發(fā)出聲音，僅讓學(xué)生看口型，學(xué)生根據(jù)教師口型猜測是什么

單詞。

Step 4.Learn to say

1、在黑板上寫出課題Unit8 Open day 并領(lǐng)讀

2、出示本課單詞圖片。學(xué)生看圖說單詞。

3、T：（示范）This is an office.There is a/ an...on/ in the...There are some...on/ in the...Can you say something like that? S:模仿教師練習(xí)句型。Step5 Consolidation

1、看圖說話比賽

教師出示情景圖：雜亂的房間內(nèi)有很多物品。學(xué)生分兩大組比賽哪組說的多，說的好。用句型: There is /are....in / on the...Step 6 Homework

1、聽磁帶，跟錄音讀對話。

2、單詞抄寫，各三遍。

一、教學(xué)內(nèi)容

《九年義務(wù)教育六年制小學(xué)教科書.牛津小學(xué)英語》4B第八單元第二課時

二、教學(xué)目標(biāo)

1、能聽懂、會說，會讀，會拼寫單詞our

2、能聽懂、會說，會讀，會寫句型 What's in / on/ near...? There's/ There are...in/ on/ near...3.會唱歌曲 In the classroom 4.了解字母組合ch 在單詞中的讀音。

三、教學(xué)重點(diǎn)

1、熟練運(yùn)用單詞a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、能聽懂、會說，會讀，會寫句型 What's in / on/ near...? There's a / There are some...in/ on/ near...四、教學(xué)難點(diǎn)

1、能聽懂、會說，會讀，會寫句型What's in / on/ near...? There's a / There are some...in/ on/ near...五、課前準(zhǔn)備

教具準(zhǔn)備 ：課前準(zhǔn)備:本課的單詞圖片 及磁帶錄音機(jī)，教學(xué)掛圖。

六、教學(xué)過程 Step1.Revision: 1.師生用Good morning/afternoon.How are you?互相問候。

2.看圖片復(fù)習(xí)本課中的單詞

A game: guess the word(教師說I am thinking of a word begining with /k/ , 學(xué)生猜測本課中由/k/開頭的單詞。）

2、出示一些專用房間圖片（如教室，辦公室等）

T: There's a table in the office.There are some books on the table.Make some sentences like this, can you? S :造句練習(xí)。

Step2.Presentation and practice

1、出示第六課中的地點(diǎn)類的圖片。

T:Look at my picture.T:(指圖片）What's can you see in the picture? S: I can see a library.T: What's in the library? S: There's a/ an...There are some...in/ on/ near...出示句型: What's in the library? S:跟讀

2.T： What's in the library? S: There is a...There are some...Who can ask me? S: What's in the library? T: There is / are...in/ on/ near… T： 出示辦公室圖片

Ask and answer in pairs, can you? S:同桌操練句型

What's in the office? There is a/ an...There are some...Step3 A short break

1、Learn a song 學(xué)唱本課的歌曲 In the classroom Step 4.Learn to say

1、在黑板上寫出課題Unit8 Open day 并領(lǐng)讀

2、出示本課單詞圖片。學(xué)生看圖說單詞。

3、T：（示范）This is our classroom.It's big and bright.There is a/ an...on/ in/near the...There are some...on/ in the...出示 our , bright 并領(lǐng)讀

S:模仿教師練習(xí)句型 This is our classroom.T: What's in your classroom? S: There's a/ an...There are some...in/ on/ near...4、同法教4、5、6三圖。

5、看本課掛圖聽錄音。跟讀課文。

Step5 Consolidation

1、教師出示情景圖

T: What's in your classroom? S: There's a/ an...There are some...in/ on/ near...多組操練

2、Work in pairs T：（出示本課C部分掛圖）

What’s in the classroom? S: There’s a blackboard.There are some desks and chairs.T: Talk to your desk mates now.S:同桌操練句型。Step 6 Homework

1、聽磁帶，跟錄音讀對話。

2、根據(jù)C部分圖片造句并翻譯成中文。

一、教學(xué)內(nèi)容

《九年義務(wù)教育六年制小學(xué)教科書.牛津小學(xué)英語》4B第八單元第三課

二、教學(xué)目標(biāo)

1、熟練運(yùn)用單詞a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、熟練運(yùn)用句型 What's in / on/ near...? There's/ There are...in/ on/ near...能聽懂、會說和會讀日常交際用語 I’ve got a new T-shirt.It’s smart.I love China.了解字母組合ch 在單詞中的讀音。

三、教學(xué)重點(diǎn)

1、熟練運(yùn)用單詞a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、熟練運(yùn)用句型 What's in / on/ near...? There's a / There are some...in/ on/ near...四、教學(xué)難點(diǎn)

1、正確理解和運(yùn)用句型What's in / on/ near...?

There's a / There are some...in/ on/ near...五、課前準(zhǔn)備

教具準(zhǔn)備 ：課前準(zhǔn)備F部分單詞卡片。師生自帶一些新、舊物品。

七、教學(xué)過程 Step1.Revision:

1、Sing a song: In the classroom 2.開火車游戲：看圖片復(fù)習(xí)本課中的單詞

3、出示一些專用房間圖片（如教室，辦公室等）T: What’s it?

S: It’s a classroom.T: What’s in the classroom? S: There are some … There’s a/ an… S :同桌造句練習(xí)。

4、T：Can you say something about your classroom? S: 用學(xué)過的句型描述教室。

Step2.Presentation and practice 教師出示一些自帶物品，T： Look, I’ve got a new T-shirt.I’ve got a new…出示句型：I’ve got a…并領(lǐng)讀

學(xué)生用句型I’ve got ….介紹自帶物品.然后 出示本課E部分的投影片

T:Look at my picture.T:(指圖片)Who can you see in the picture? S: Gao shan and David.T: What are they talking about? Let’s listen to the tape.S: 看圖聽錄音。

2.T：Let’s listen to it again.S: 再聽一次。T：（必要時用中文解釋。）S：跟讀。

Can you make a sentence? S: I’ve got a … T：Now read after the tape.S: 跟錄音磁帶讀課文。

齊讀課文

Step3 A short break

1、A game Place and say 教師準(zhǔn)備房間圖片（如office, classroom, playgroud…）和單獨(dú)的物品圖片(dog, chair，books…)

請一位學(xué)生上講臺，其他學(xué)生可以用There’s a/ an…in/ on/ near…造句，該生邊聽邊貼圖。

可以采用小組競賽形式。Step 4.Listen and repeat

1、出示F部分單詞卡片，請學(xué)生自讀，并體會字母組合發(fā)音。

2、聽錄音跟讀。

3、歸納發(fā)音： ch-/t∫/

4、帶音標(biāo)讀單詞，根據(jù)音標(biāo)擴(kuò)充單詞：China, children, chocoate… Step5 Consolidation 1.教師出示E部分圖片 T: Let’s read the text again.2.S: 讀對話。

T：Try to act the dialogue.S:同桌操練句型

句型表演

T: can you make a short dialogue by yourselves? S: 根據(jù)對話自編。（教師可先與一生示范）

S： Look, I’ve got a new pencil box.T: It’s nice.There’s a cat on it.S: There are some words, too.Can you read them? T: Let me see.Oh, …/ Sorry, I can’t.3、學(xué)生自由編對話。Step 6 Homework

1、聽磁帶，跟錄音讀對話。

2、用 “There is …/ There are…” 造句。每個句型造兩句并翻譯。

第四課時

一、教學(xué)目標(biāo)

1、復(fù)習(xí)鞏固本單元單詞a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、復(fù)習(xí)鞏固本單元句型 What's in / on/ near...? There's/ There are...in/ on/ near..二、課前準(zhǔn)備

教具準(zhǔn)備 ：本課單詞圖片及錄音磁帶，學(xué)生自帶圖片（我的教室、臥室……）

三、教學(xué)過程 Step1.Revision: Sing a song: In the classroom T: 出示臥室照片

This is my bedroom.It’s small but bright.There’s a desk in the bedroom.There’ a computer on the desk.There are some books on the bookcase.Can you say something about your picture? S: 用學(xué)過的句型描述自己的圖片 Step2.Look and say 出示本課D部分的投影片 T: Look at my picture.T:(指圖片)Look, there’s a bed in the room.Look, there’s a piano in the room.Try to say something about the pictures.S:看圖說話練習(xí)。

Look, there’s a … in/ on/ near… Look, there are some… in/on/ near… Step 3.Fun house T: First, you read it by yourselves.S: 自讀。

T: Who can try to translate? S： 解釋大意。

T: Let’s read together.S: 齊讀。

Step4 A short break

1、A game Mind map 學(xué)生閉上眼睛，想象一幅居室圖畫。教師在黑板上為學(xué)生提供Mind map的框架。My room—on the desk---pencil, books…

near the desk---computer, TV，on the wall---picture… Step5 Consolidation 教師出示課文圖片

T: Try to recite the text.S: 看圖復(fù)述課文。T：Act the dialogue.S:表演課文。

Step6 Exercise

1、完成本課練習(xí)冊聽力部分 Step 7 Homework

1、聽磁帶，跟錄音讀對話。

2、朗讀本課練習(xí)冊中課上已完成的練習(xí)。

第二篇：小學(xué)四年級英語下冊Unit

小學(xué)四年級英語下冊Unit 6Atafarm

let’slearnLet’s do的教學(xué)反思

這堂課我是滲透有效教學(xué)理念，帶有嘗試性授課的。本單元要求掌握的單詞大多數(shù)都是一些離學(xué)生實(shí)際生活較遠(yuǎn)的動物名稱，要是使用我們平常的教學(xué)方法，學(xué)生掌握起來比較難。所以在這堂課的教學(xué)中我以學(xué)生為主，教師為鋪的教學(xué)手段。

針對四年級學(xué)生的學(xué)習(xí)習(xí)慣及對英語的接觸，結(jié)合英語課程標(biāo)準(zhǔn)指出的以學(xué)生的發(fā)展為宗旨，以培養(yǎng)學(xué)生的綜合能力為目標(biāo)，重點(diǎn)培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣及取自信心，養(yǎng)成學(xué)生主動學(xué)習(xí)英語的習(xí)慣，有效的結(jié)合學(xué)生學(xué)習(xí)英語的能力，在這節(jié)課中，我采用聽、說、讀、寫、猜、模仿融于一體的教學(xué)手段，將單詞、句型靈運(yùn)用，達(dá)到教學(xué)目的。

在這堂課中，我分為幾個環(huán)節(jié)完成教學(xué)任務(wù)：

一、熱身/復(fù)習(xí)。這個環(huán)節(jié)我是通過師生日常生活的對話。使學(xué)生很快地進(jìn)入到英語語言學(xué)習(xí)的情境中來。同時又通過詢問天氣情況，復(fù)習(xí)第四單詞的內(nèi)容。同時引出本課時的主題—參觀農(nóng)場。

二、導(dǎo)入新課。這個環(huán)節(jié)，我是以多媒體課件出現(xiàn)家鄉(xiāng)的旅游景點(diǎn)圖片配音樂。根據(jù)小學(xué)生的年齡特點(diǎn)和認(rèn)知能力，利用身邊的事物，對學(xué)生滲透德育教育，讓學(xué)生更多地去了解自己的家鄉(xiāng)過渡到參觀農(nóng)場，進(jìn)行新課教學(xué)。

三、講授新課。這個環(huán)節(jié)，我滲透有效教學(xué)的理念，放手讓學(xué)生通過聽、猜、看、表演、自我介紹等多種教學(xué)手段。通過不同的方法主要是調(diào)動學(xué)生的各種感官，激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動學(xué)生參與教學(xué)活動的積極性，提高在學(xué)效率。

四、操練。這個環(huán)節(jié)，我主要是通過“游戲”、“Let’schant”這兩個部分完成這個環(huán)節(jié)的教學(xué)目的。因?yàn)閻蹌邮呛⒆拥奶煨裕瑢ⅰ皠又袑W(xué)”，“學(xué)中動”有機(jī)結(jié)合起來，讓全體學(xué)生都動起來，從動腦、動口、動手等方面提高了學(xué)生的學(xué)習(xí)興趣，活躍了學(xué)生思維。并在活動過程中培養(yǎng)了學(xué)生的觀察力、記憶力、模仿能力、思維能力、口頭表達(dá)能力與創(chuàng)新能力。

總的來說，這堂課上得不夠理想。但是有幾個環(huán)節(jié)我還是滿意的。如：

一、學(xué)習(xí)新單詞這個環(huán)節(jié)。

二、游戲。

三、Let’s chant.四、板書設(shè)計(jì)。這幾個環(huán)節(jié)我都是以學(xué)生為主，教師為鋪。放手讓學(xué)生自己完成，老師只起到點(diǎn)撥糾正作用。而且學(xué)生完成得非常棒。但這堂課也存在一些問題：

1.內(nèi)容過多，時間分配不夠。

2.聽音練習(xí)倉促。

3.總體操練不到位。

在以后的教學(xué)中我會努力學(xué)習(xí)專業(yè)知識和其他老師的優(yōu)點(diǎn)、不斷反思，改正不足的地方。

第三篇：最新人教版四年級英語下冊Unit 1教案

Unit 1 My SCHOOL

第一課時

一、教學(xué)目標(biāo)與要求

1．能聽懂、會說：“Is this the teacher's office?” Where’s the library ? It’s on the first floor.Here’s my homework.The teacher's office is next to the library.并能在實(shí)際情景中進(jìn)行運(yùn)用。2．能跟唱歌曲“Our School”。

3．了解英美國家關(guān)于樓層的不同表達(dá)方式。

二、教學(xué)重、難點(diǎn)分析

1．本課時教學(xué)重點(diǎn)：讓學(xué)生熟練掌握“Is this the teacher's office?” Where’s the library ? It’s on the first floor.Here’s my homework.”的用法。

2．本課時教學(xué)難點(diǎn)：一般疑問句的用法以及在樓層的表達(dá)中序數(shù)詞first, second的用法是教學(xué)中的難點(diǎn)。教師要通過創(chuàng)設(shè)情景讓學(xué)生理解和掌握。

三、課前準(zhǔn)備

1．教師準(zhǔn)備該課時的教學(xué)掛圖2．教師準(zhǔn)備錄音機(jī)、錄音帶或VCD。

四、教學(xué)步驟和建議 1．熱身（Warm-up）

（1）教師播放本課時A部分Let's do的錄音帶，學(xué)生聽音做動作。（2）教師慢慢出示生詞的圖卡，讓學(xué)生猜出單詞。2．預(yù)習(xí)（Preview）

教師播放本單元歌曲“Our School”，先讓學(xué)生聽然后鼓勵學(xué)生跟唱。3．新課呈現(xiàn)（Presentation）Let's talk（1）教師首先和學(xué)生進(jìn)行自由交談，主題是“Is this the teacher's office?” 鼓勵學(xué)生用兩種句子做出回答。

（2）教師與學(xué)生進(jìn)行對話Where’s the library ? It’s on the second floor.教師借用平面圖，使學(xué)生進(jìn)一步理解second floor 的意思。教師利用課件呈現(xiàn)Look,ask and answer部分平面圖，師生進(jìn)行交流。對話如下：

T:Where’s the teacher's office? S: It’s on the first floor.T:Is it next to Classroom2 ?S：Yes,it is.在與學(xué)生交流中教師引出library及next to進(jìn)行教學(xué)，使學(xué)生感知它們的意思。

（3）學(xué)生看Let's talk部分的插圖，用動作引出句子Here’s my homework.（2）模仿跟說，（3）分角色朗讀與表演 板書設(shè)計(jì)：

第二課時

一、教學(xué)目標(biāo)與要求

1．能夠聽、說、認(rèn)讀本課時的主要單詞：teachers' office, first floor, second floor, library。

2．聽懂指示語，并按要求做出相應(yīng)的動作，如：Go to the garden．Water the flowers．

二、教學(xué)重、難點(diǎn)分析

1．本課時需要重點(diǎn)掌握有關(guān)學(xué)校設(shè)施的兩個單詞并了解它們的功能。2．本課時的難點(diǎn)是library中輔音連綴的發(fā)音。

三、課前準(zhǔn)備1．教師準(zhǔn)備一幅本單元的校園分布圖。2．教師準(zhǔn)備本課時的四張單詞卡。3．教師準(zhǔn)備錄音機(jī)及錄音帶。4．學(xué)生準(zhǔn)備一張白紙和筆。

四、教學(xué)步驟和建議 1．熱身（Warm-up）2．預(yù)習(xí)（Preview）

3．新課呈現(xiàn)（Presentation）Let's learn（1）教師指著教室問學(xué)生：This is our new classroom．Do you like our classroom? What's in the classroom? 學(xué)生做出相應(yīng)的回答。教師接著問：How many classrooms are there in our school? Do you like our school? What else can you see in the school? Look!This is a map of our school．接下來教師借助校園分布圖教授生詞。教師可在教學(xué)過程中引入句型“It's on the first floor．”，引出新單詞first floor。用同樣的方法教second floor（2）通過教師領(lǐng)讀和聽音跟讀，讓學(xué)生掌握本課時四個生詞的正確讀音。在練習(xí)library的發(fā)音時，可復(fù)習(xí)已學(xué)過的含輔音連綴的單詞，如：ice-cream, brother, friend, hungry。

4、游戲 Let's do 要求學(xué)生聽指令，做出相應(yīng)的動作?？梢圆扇〗M與組競賽的方式。評價包括動作是否準(zhǔn)確、到位、優(yōu)雅。

板書設(shè)計(jì)：

第三課時

一、教學(xué)目標(biāo)與要求

1．A部分 Let’s spell.能夠聽、說、讀、寫單詞：water tiger sister computer dinner 2．能夠理解并吟唱出歌謠的內(nèi)容。3．了解單詞發(fā)音/er/ 的規(guī)則。

二、教學(xué)重、難點(diǎn)分析

1．本課時需要學(xué)生能準(zhǔn)確理解圖和對話的內(nèi)容，并重點(diǎn)掌握上述四個單詞以及兩個重點(diǎn)句子：“This is my computer．That is your computer．”的正確書寫。

2．針對本課時的難點(diǎn)，教師可以先引導(dǎo)學(xué)生看圖自己填出四線格中的單詞，再強(qiáng)調(diào)這幾個單詞以及一組句子在四線格中的正確書寫。

三、課前準(zhǔn)備

1．教師準(zhǔn)備本課時相應(yīng)的掛圖。2．教師準(zhǔn)備一臺錄音機(jī)和錄音帶。3．教師準(zhǔn)備相應(yīng)的動物頭飾。

四、教學(xué)步驟和建議 1．熱身（Warm-up）

（1）學(xué)生跟錄音演唱C部分的歌曲“Our School”。

（2）請一組學(xué)生表演A部分Let's talk的對話，復(fù)習(xí)所學(xué)的新句型。2．預(yù)習(xí)（Preview）

（1）引導(dǎo)學(xué)生復(fù)習(xí)四年級上冊學(xué)生用書第一單元A部分的Let's learn，鞏固學(xué)習(xí)六個單詞并請學(xué)生用該部分的句型：What's in the classroom? A board....來介紹自己的教室。3．新課呈現(xiàn)（Presentation）Let's chant播放B部分的歌謠。Read and write（1）在跟唱Let's chant 之后，教師對歌謠中的內(nèi)容進(jìn)行提問：“Where do you read? Where do you draw?”等等，學(xué)生作答后，教師繼續(xù)提問：Where do you play computer? 學(xué)生會比較容易地答出：in the computer room．這時教師可出示掛圖說：This is a computer room．（2）師生之間對掛圖上的內(nèi)容進(jìn)行簡單的交際性問答后，教師請學(xué)生閱讀課文并設(shè)計(jì)幾個簡單的問題檢查學(xué)生的理解程度。

（3）教師在四線格中示范書寫四會掌握單詞和句子，并講解書寫規(guī)范：

①句子打頭單詞的第一個字母要大寫；②句子末尾要加標(biāo)點(diǎn)。需要特別指出的是英語中的句號為實(shí)心點(diǎn)，漢語中的句號是空心小圈；③句子當(dāng)中的單詞間距為一個字母寬。（4）游戲：聽音判斷。

板書設(shè)計(jì)：

第四課時

一、教學(xué)目標(biāo)與要求

1．能夠理解對話大意并用正確的語音、語調(diào)朗讀對話。

2．能夠識別句型Is that the...?”的不同用法并在真實(shí)情景中正確使用。3．能夠運(yùn)用句型 Do you have?? 詢問教室或場館。

4．能夠在語境中理解新詞和詞組 class, forty, way, computer room 的意思并能正確發(fā)音。

二、教學(xué)重、難點(diǎn)分析

本課時的重、難點(diǎn)是Is that...?的用法。建議教師在真實(shí)的情景中對this和that在距離上的區(qū)別進(jìn)行比較以加深學(xué)生的印象。

三、課前準(zhǔn)備

1．教師準(zhǔn)備該部分的掛圖，準(zhǔn)備相關(guān)的詞卡。

2．教師準(zhǔn)備錄音機(jī)和錄音帶或VCD。3．學(xué)生準(zhǔn)備白紙和彩筆。

四、教學(xué)步驟和建議 1．熱身（Warm-up）

（1）學(xué)生表演A部分Let's do 的內(nèi)容。（2）學(xué)生吟唱B部分Let's chant中的歌謠。2．預(yù)習(xí)（Preview）

教師和學(xué)生進(jìn)行主題討論：What's in our school? 鼓勵學(xué)生用新學(xué)的單詞來交談。3．新課呈現(xiàn)（Presentation）呈現(xiàn)完整對話情景

（1）教師利用課件呈現(xiàn)兩個問題：Is that the computer room? Is there a library in Chen Jie’s school? 請學(xué)生仔細(xì)觀看對話動畫，找出答案。

（2）師生核對答案。教師進(jìn)一步追問：Where’s the library? 請學(xué)生聽錄音或讀對話尋找答案。

（3）教師和學(xué)生核對答案的同時板書句型。學(xué)生齊讀對話，再分角色朗讀。教師用主情景圖輔助開展對話教學(xué)

（1）教師呈現(xiàn)主情景圖第二個場景的圖片，介紹說：This is Wu Yifan’s school.Amy,John and Wu Yifan are talking about the school.請兩名學(xué)生分別扮演 Amy 和吳一凡進(jìn)行討論交流。教師注意引導(dǎo)學(xué)生根據(jù)所站位置的遠(yuǎn)近，恰當(dāng)利用 this,that。在學(xué)生進(jìn)行交流的過程中，教師根據(jù)情景圖介紹：music room, art room, gym, 使學(xué)生初步了解這幾個場館的名稱，為 Let’s learn 的學(xué)習(xí)作好鋪墊。（2）學(xué)生開展兩人結(jié)對活動，一人扮演 John 一人扮演吳一凡。

（3）教師請學(xué)生再一次觀看動畫、聽錄音或朗讀對話，進(jìn)一步感知整個對話的語境，理解句子 Welcome to our school!This way, please, 以及How many students are there in your class? Forty-five students.的意思。

4、鞏固與拓展

（1）學(xué)生完整聽完一遍對話后，逐句跟讀。跟讀的過程中，教師就適時提示學(xué)生注意說話者的語氣以及句子的升降調(diào)。

（2）學(xué)生分角色扮演記者和陳杰。先兩人結(jié)對練習(xí)，然后展示表演。其他學(xué)生仔細(xì)看和聽，并給出一定評價。教師在此基礎(chǔ)上進(jìn)行補(bǔ)充。（3）教師組織開展 Let’s play 活動。板書設(shè)計(jì)：

第五課時

一、教學(xué)目標(biāo)與要求

1．能夠聽、說、認(rèn)讀本課時的主要單詞： art room, computer room,playground , music room。

2．能夠在語境中正確運(yùn)用這四個單詞或詞組來描述學(xué)校的教室或場館及其在致位置。

二、教學(xué)重、難點(diǎn)分析

本課時的重、難點(diǎn)是六個生詞的正確發(fā)音以及序數(shù)詞first, second的用法，同時通過對Let's play和Story time的教學(xué)鋪墊新句型：Is this the...? / Is that the...?

三、課前準(zhǔn)備

1．教師可自己制作該部分的掛圖。2．教師準(zhǔn)備相關(guān)的詞卡。

3．教師準(zhǔn)備錄音機(jī)和錄音帶或VCD。

四、教學(xué)步驟和建議 1．熱身（Warm-up）

師生齊唱本單元的歌曲和歌謠。2．預(yù)習(xí)（Preview）

教師說一個句子，如：I can see many flowers in it．Where is it? 讓學(xué)生判斷是什么單詞，然后做出正確的回答。3．新課呈現(xiàn)（Presentation）

利用教材中的情景，以視聽途徑展開單詞教學(xué)

（1）教師利用掛圖或課件呈現(xiàn) B Let’s learn 板塊的場景，并介紹：This is Wu Yifan’s school.It’s big and nice.What do you see in the picture? 鼓勵學(xué)生說一說自己看到的教室及場館名稱。

（2）當(dāng)學(xué)生說出圖上的教室或聲館名稱后，教師及時進(jìn)行板書并朗讀，同時在語境中引導(dǎo)學(xué)生進(jìn)一步理解詞義。

（3）教師在和學(xué)生一起學(xué)習(xí)聲館名稱、位置的過程中，還可以和學(xué)生一起自編歌謠，如：Go to the playground.Play football.等。（4）角色扮演。學(xué)生兩人結(jié)對，根據(jù)情景圖進(jìn)行詢問與回答。學(xué)生還可以開展四人小組活動。

4、鞏固與拓展（1）認(rèn)讀活動

（2）音義匹配與形義匹配活動（3）綜合運(yùn)用活動（4）Look,ask and answer 板書設(shè)計(jì)：

第六課時

教學(xué)目標(biāo)：

1、能夠讀懂四組句子，并按照講到的信息正確填充建筑結(jié)構(gòu)圖

2、能夠按照意群和正確的語音語調(diào)朗讀四組句子

3、能夠看圖讀句子，并依照示范規(guī)范仿寫句子 教學(xué)重、難點(diǎn)：

正確朗讀四組句子并規(guī)范仿寫句子 教具準(zhǔn)備：

1、相關(guān)課件、掛圖

2、四線格 教學(xué)過程：

1、熱身

（1）朗讀B 部分Let’s talk（2）Let’s do

2、新課呈現(xiàn) 看一看，說一說

（1）教師利用板書或課件呈現(xiàn)本部分平面圖，鼓勵學(xué)生根據(jù)已給出的教室和場館名稱來描述其位置，如：The computer room is on the second floor.The music room is on the first floor.（2）教師請學(xué)生猜一猜空白處的教室或場館英文名稱，再描述其位置。找一找，填一填

（1）教師請學(xué)生讀四組句子，并根據(jù)要求圈出關(guān)鍵信息：先請學(xué)生圈出四個教室或場館名稱，然后請學(xué)生在描述位置的答句中圈出方位詞。

（2）教師指導(dǎo)學(xué)生整體閱讀四組句子，讀完四組句子后，把能確定的名稱先寫下來，然后請學(xué)生讀第二遍，根據(jù)已提取的信息再確定其余的場館位置，并寫下其名稱。

（3）教師請學(xué)生根據(jù)閱讀后提取的信息正確填充建筑結(jié)構(gòu)圖，填好后再請學(xué)生朗讀四組句子，確認(rèn)所填的名稱位置是否正確?？磮D說話

（1）教師請學(xué)生觀察自己填充完整的結(jié)構(gòu)圖，鼓勵學(xué)生用學(xué)過的語言描述教室和場館的位置，也可兩人結(jié)對，一人詢問，一人介紹。聽一聽，讀一讀

（1）教師播放對話錄音，請學(xué)生仔細(xì)模仿跟讀，引導(dǎo)學(xué)生注意升降調(diào)、重讀及停頓。（2）四人小組朗讀，可以一人讀一組句子，也可以四人輪流一問一答朗讀。

3、鞏固與拓展（1）Look and write（2）完成教材中的個性化書寫活動。（3）Let’s check（4）Let’s sing（5）Story time 板書設(shè)計(jì)：

第四篇：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

第五篇：(廣東版)開心英語四年級下冊教案 Unit 9

第一課件網(wǎng) 004km.cn

（廣東版）開心英語四年級下冊教案 Unit Nine

Are these blue socks yours? Teaching demands：

Words: handkerchief, pen, pajamas, slippers, underwear, towel, money, swimsuit, corn, blackboard.Useful expressions: Is this money yours? No, it's not.Is this hers? Yes, it is.Yes, they are.Are these Mom's keys?

No, they're not.I don't know.Teaching key and difficult points: 1.How to use the words :yours, hers。2.Sounds and words

Teaching tools ：pictures, objects, slides, tape recorder.Teaching Process

The first period(P44.Vocabulary-Target)Step1： Revision（The teacher holds some objects , ask and answer）T: Whose book is this? S1: It's my book.T: Whose ruler is this? S2: It's mine.T: Whose keys are these? S3: They are hers.(elicit some words)my, mine, your, yours, his, her, hers, our, ours, their, theirs.（Let Ss to recognize）my book

pencil

yours

her ruler

Step2 Presentation 1.（The teacher brings a bag and put some thing in it）T: Whose book is this? Is this your book? S1: Yes, it is.T: Is this ruler yours? S2: No, it's not.T: Is this ruler yours? 第一課件網(wǎng) 004km.cn

第一課件網(wǎng) 004km.cn S: Yes, it is.(The teacher holds an eraser ask S4)T: Is this hers? S4: I don't know.T: Is this hers? S5: Yes, it is.（Repeat the drill several times and write it on the blackboard。）

Yes, it is.Is this...yours? 或Is this yours?

No, it's not.Yes, they are.Are these her keys?

No, they're not.2.Pair work 3.（The teacher takes our a paper and ask）T: Do you know what it is? Ss: I don't know.T: It's money.Is this money yours? S1: No, it's not.Teach the word :money。

4.（The teacher shows many objects, ask and answer。）T: Is this towel yours? S1: Yes, it is.Teach the word: towel T: Are these Tom's pajamas? S2: I don't know.Teach the word: pajamas

Teach the other words in the same way: slippers, underwear, and swimsuit 5.Open the book at P44.Look at Vocabulary and Target.Read after the tape.6.Play a game: Finding the objects Game : guessing。S1: Is this ruler yours? S2: No, it's not.S1: Is this ruler yours? 第一課件網(wǎng) 004km.cn

第一課件網(wǎng) 004km.cn S3: No, it's not.......Step3 Practice: Finding the friends。

Exercise: Fill in the blankets with the words:”mine, yours, hers, ours, theirs, his” 1.my towel________ 2.her money________ 2.heir pajamas________4.his slippers________ 5.your keys________ 6.our swimsuits________ Step4 Consolidation

Yes, it is.Is this money yours?

No, it's not.Are these Mom's keys?

Yes, they are.../ No, they're not.Step5 Homework.Copy the new words.The second period(P43 Conversation P45 Practice)Step1 Revision: Ask and answer A: Is this money yours? B: Yes, it is./ No, it's not.It's Tom's.A: Are these Kate's swimsuits? B: No, they're not.Step2 Presentation 1.（Show an object , ask）T: Is this a towel? S: No, it's not.T: It's a handkerchief.Is this handkerchief yours, Tom? Tom: No, it's not.It's Jenny’s.Elicit the word :handkerchief手 T: Whose blue pen is this? S: It's mine.Elicit the word: pen 2.Activities ：Role play(do it like this)T: Are these blue socks yours? 第一課件網(wǎng) 004km.cn

第一課件網(wǎng) 004km.cn S: No, they're not.They're Tony's.3.Open the book at P43, read after the tape.Act out the dialogue.Step 3 Practices.Book P45.Practice.1 2 Step4 Consolidation.Is this your blue handkerchief? =Is this blue handkerchief yours? Step5 Homework： Finish the sentences。

1.Whose pen____ this? It's ____ pen.It's mine.2.Is this key____ ?（你的）Yes, it is.3._____ these Kate's slippers? Yes, ____ ____.4.Is this your____ ?（毛巾）No, ____ ____.The third period(P46-48)Step1 Revision.Act out the Conversation.Step2 Presentation.1.（Show some pictures）T: What's this? S: It's a towel.T: Is this his towel? S: Yes, it is.It's Dad's towel.T: Are these her slippers? S: Yes, they are.They are Mom's slippers.2.Sing this song after the tape and the teacher.Play a game: Ask and answer Is this Tonny's pen? 3.After singing the song.Let's look at the blackboard.Elicit ：blackboard.T: Can you find the words with the sane pronunciation with the letters(Fourteen, floor, door, your, morning)（Show an object and say）T: This is “Pour“ and this is ” Four"

第一課件網(wǎng) 004km.cn

oar”？“ 第一課件網(wǎng) 004km.cn 4.（Show an object）elicit :Corn 5.Show some words ：Corn, fourteen, floor, blackboard, morning, pour.Play games: ①find the words quickly。②Make actions。Activity ：P47.Ask and answer E.g.Is this Ben's towel? Yes, it is.Step3 Practices.1.Read the sentences and find the words with the same pronunciation on P48②，2.Judge the following words whether they have the same pronunciation

①

pour ②

work

③

fourteen

four

corn

blackboard

④

your

⑤

our

morning

four Step4 Consolidation.Step5 Homework(P46、2 and workbook)Teaching ________________________________________________________ __________________________________________________________________________ ___________________________________________________________________________

thoughts: 第一課件網(wǎng) 004km.cn