四年级英语下册Unit9英文教案表格式.docx
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四年级英语下册Unit9英文教案表格式
四年级英语下册Unit9英文教案表格式
www.5y
TeachingPlanDate:
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:
That’saboutmybreakfast.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;It’sinthepencilbox.T:
whereismypen?
Ss:
It’snearthebook.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:
DesignofwritingUnit9Breakfastwhere’sthe/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.what’sinthecupboard?
There’s…Thereare…inthecupboard.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:
They’reinthedesk.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.There’sacartonofjuiceonthedesk.
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…?
They’reon/in/near…There’sno…in/on/near…ResourcesFunwithEnglishVcDPostscript“no”canconnectwithcountableanduncountablewords.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.what’sforyourbreakfast,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:
It’sonthesofa.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:
I’mthirsty.Iwanttodrinksomecoffee.S:
There’ssomecoffeeinthecup.T:
oh,there’snocoffeeinthecup.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.Alsotheylearnsomedailyexpressionslikewhat’sforbreakfast?
canyouusechopsticks?
I’dliketotry.andsoon.It’seasyforthemtolearnhowtousewhereis/are…nowthestudentsarefamiliarwiththesingularorthepluralforms.Andtheycanusethemproperlyandcorrectly.Date:
6/9TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod4AimsReviewallthewords,andsentences,andgrammar.Sentences:
canyouusechopsticks?
No,Ican’t.ButI’dliketotry.watchme.Letmetryagain.Singasong:
It’soneintheafternoon..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、词组myglass我的玻璃杯inthecupboard在碗橱里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一双筷子watchme看着我myplate我的盘子myfork我的叉子havedinner吃饭（通常指晚餐）closeyoureyes闭上你的眼睛intheschoolbag在书包里onthedesk在课桌上inthepencilcase在笔袋里oneintheafternoon下午一点钟watchthecartoon看卡通片playwithyourballoon玩你的气球eatyourricewiththisspoon用这把勺子吃你的米饭二、句型what’sforbreakfast?
早餐吃什么？
where’sthemilk?
It’sinthefridge.牛奶在哪？
在冰箱里。
There’snomilkinthefridge.冰箱里没有牛奶。
Havesomejuicethen.那么，喝些果汁吧。
ButI’dliketotry. 但是我想试试。
Here’sapairofchopsticksforyou. 这里有一双筷子给你。
Isthisright?
这样对吗？
Letmetryagain.
升级会员 