四年级英语下册Unit 4英文教案表格式[推荐五篇]

第一篇：四年级英语下册Unit 4英文教案表格式

四年级英语下册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.重量单位和每重量单位单价的正确认读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：四年级英语下册unit4 At the farm Part A教案

Unit 4 At the farm Part A Let’s learn

教学目标：

1、能听、说、认读单词：tomato、green bean、potato、carrot以及它们的复数形式。

2、通过let’s chant的歌谣巩固所学单词的复数形式。

3、会使用“What are these?“和”Are they …?“这两个句型。教学重点：

单词：tomato、potato、carrot、green bean 教学难点：potato和tomato的复数形式。What are these? 和Are they …?句型。教学过程： 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.教师播放“let’s chant“,学生跟着音乐打节拍演唱。

2.出示图片，学生用中文回答。教师在黑板上书写单词tomatoes,potatoes,green beans,carrots.学生用手指跟着老师书写。

3.跟着录音读单词，教师领读，学生领读，齐读，点生读。4.游戏：踩炸雷，找单词 Step 3 Practice 1.教师用ppt呈现句型“What are these?””Are they …?” 2.邀请一名学生上台和老师一起示范。3.教师一边示范一边教学这两个句型。

4.同桌之间用这两个句型“What are these?“”Are they…?”操练这段对话。5.邀请三组同学上台操练句型“What are these?“.S1：What are these? S2:tomatoes/potatoes/carrots/green beans.6.邀请三组同学上台操练句型“Are they…?“.S1:Are they tomatoes/potatoes/carrots/green beans? S2:Yes/No Step 4 Homework 1.抄写新单词，每个单词4遍。2.练习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：四年级英语下册Unit 9英文教案表格式

四年级英语下册Unit 9英文教案表格

式

www.xiexiebang.comTeachingPlanDate: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、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.让我再试一次。comeandhavedinner.过来吃饭。youcanusechopsticks.你会用筷子。Thesearemychopsticks.这些是我的筷子。Icanhavemydinnernow.现在我能吃我的晚饭了。Don’twatchthecartoon.不要看卡通片。Don’tplaywithyourballoon.不要玩你的气球。canyouusechopsticks?No,Ican’t.你会用筷子吗？不，我不会。wherearetheeggs?They’reonthetable.鸡蛋在哪里？它们在桌子上。where’smyglass?It’sinthecupboard.我的玻璃杯在哪里？它在碗橱里。mr.white,what’sforlunch?where’smyplate?whichismyfork? 怀特先生，午餐吃什么？我的盘子在哪里？哪一个是我的叉子？

三、本单元重点句型

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

四、语法１．掌握where’sthe/my…?和wherearethe/my…?单数和复数的句型，并能相应作出回答It’s…和They’re…２．巩固therebe句型，进而学习There’sno…in/on…的句型，掌握本句型与可数名词单数和不可数名词相关联。

五、语音whwhat

where

which white

注

意

与

who,whose

区

别ResourcesReferencebookPostscriptReviewalltheselanguagepoints,helpthemtorememberthem.Thenhaveacheck.xkb1.comwww.xiexiebang.com

第四篇：PEP小学英语四年级下册教案Unit4 At the farm

Unit4 At the farm

一、教材内容分析

本单元教学内容： 本单元通过农场里农作物以及各种动物的学习，从而展现了农场中缤纷多彩的生活。虽然与学生的实际生活相隔甚远，但其内容与学生的日常生活联系紧密。要求学生能用本单元的句型与单词进行有关农场里各种动物和各种农作物的表达。

二、教学目标：

1、能够区分农场上常见的蔬菜和牲畜，如： tomato, potato, green beans, carrot, horse, cow, sheep, hen

2、能够运用句型，如: ——Are these „？——Yes, they are./No, they aren’t.——What are these/those? ——They are „.——How many„ do you have？

3、能够根据图画，用英语说出一些农场常见的畜牲和蔬菜的名称。

三、教学重点：

1、单词:tomato, potato, green beans, carrot, horse, cow, sheep, hen及其复数形式的表达；

2、句型: ——Are these „？

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

四、教学难点：

1、单词复数形式的表达 –s 和-es ；

2、字母组合 or 在单词中的发音。

三、教学用具：教学过程中所需要的实物、图片、录音、课件以及本单元的单词卡。

四、单元教学措施：

1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。

2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。

3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。

五、单元教学反思：

第一课时

一、教学目标：

1、听、说、认读主要语言结构： What are these？Are these…? 并能根据实际情况进行简略回答。

2、能够准确朗读对话。

二、教学重点： 句型 What are these？ Are these…? 及其简略回答。

三、教学难点： these 的发音。

四、教具准备： 教学光盘、单词卡片。

五、教学过程：

1、Warming up and reviewing（1）教师和学生聊一聊每个人喜爱的蔬菜。（I like…Do you like…?）（2）教师说谜语，引导学生用 Are they…?来猜猜是什么蔬菜。

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? 学生猜对了，教师回答 Yes，they are.并拿出相应的单词卡片请学生拼读；如果猜错了，教师回答No, they aren’ t.再请其他人猜, 直到猜对为止。

2、New step（1）教师请学生将装有蔬菜卡片的盒子盖好放在桌子上，然后走到同学们中间，随意指着几个盒子问： Are these…? 并引导学生根据实际用 Yes, they are./ No, they aren’ t.如果学生回答的是No, they aren’t.教师继续问：What are these？ 并引导学生用 They are …回答,适时板书句型框架。

（2）教师将自己带来的蔬菜实物分别放在几个盒子里，请几个学生过来边摸边问： Are these…?或 What are these？ 教师做出相应的回答。

（3）学生两人一组运用黑板上的句型互相猜猜对方盒内的蔬菜。（4）播发 Let’ s talk 的录音，学生听录音，后跟读模仿。（5）分小组做对话练习。

3、Consolidation

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

六、Homework

1、听读第P38的A Let’ s talk 部分的录音，读给同伴、朋友或家长听。

七、板书设计

八、教学反思

第二课时

一、教学目标：

1、能听、说、认读单词： tomato、green beans、potato、carrot 以及它们的复数形式。

2、通过说唱 B Let’s chant的歌谣巩固所学单词的复数形式。

二、教学重点： 单词： tomato、cucumber、potato、onion、carrot

三、教学难点： potato 和 tomato 的复数形式。

四、教具准备：

1、Let’ s learn B 部分的课件和录音。

2、相关的单词卡片。

3、所学蔬菜的实物。

4、Let’ s chant 的录音。

五、教学过程：

1、Warming up and reviewing（1）回顾上节课所交句型

（2）请学生欣赏 Let’ s chant 部分歌谣，教师要根据歌词适时举起相应的图片。

2、New step（1）教师手举一个西红柿，说：I like tomatoes.Do you like tomatoes?引导学生用 I like …或 I don’ t like…根据自己的实际情况表达。（2）教师再拿起一夹青豆，边说边完全呈现： Oh，it’s long and green.They are green beans.Do you like green beans? 让学生在回答中学习单词。

（3）出示土豆：Do you know it？ French fries are made of it.It’s a potato.Do you like potatoes? 学生根据用 I like …或 I don’ t like…根据自己的实际进行情况表达。

（4）请学生猜谜语：They are long and orange.Rabbits like eating them? What are they? 学习单词 carrot。

（5）教师将四种蔬菜分别放在教室的不同位置，然后说单词，请学生指出相应的实物。

3、Consolidation（1）教师请学生看着书听歌谣。

（2）让学生观察歌谣中 like 后的蔬菜单词和 Let’ s learn 中的单词有什么不同。启发学生说出 like 后的名词是以复数形式出现的。教师适当强调 tomato和 potato 的复数形式拼写的变化，carrot 的复数形式读音的变化。

六、Homework（1）读课文第 39 页并背诵 Let' s chant。（2）抄写新单词

七、板书设计

八、教学反思

第三课时

一、教学目标：

（1）让学生掌握含有字母组合 or 的单词发音和认读书写。（2）能听、说、读、写 horse, fork, homework, world map 四个词语。

二、教学重点： 能听、说、读、写 horse, fork, homework, world map 四个词语。

三、教学难点： 正确书写 horse, fork, homework, world map 四个词语。

四、教具准备： 教学光盘、单词卡片。

五、教学过程：

1、Warming up and reviewing（1）师生做日常口语练习: T: What are these? Ss :They are„T: Are these„? Ss: Yes, they are./No, they aren' t.（2）请学生表演 A 部分 Let’ s talk 的对话。

2、New step（1）播放 Read, listen and chant 的录音，让学生听歌谣。

（2）让学生跟着动画学说歌谣，同时可用手打节奏。

（3）播放 Read, listen and number 的录音, 让学生给单词排序。

（4）听音后反复读四个单词，在此基础上进行描红，达到书写格式正确的目的。

3、Consolidation 完成 Look, listen and write 部分的练习。

六、布置作业 ：听A Let’s spell 录音。

七、板书设计

八、教学反思

第四课时

一、教学目标：

（1）能听懂“What are those? Are they...? How many...?”，并能在情景运用。

（2）进一步巩固名词复数及读音规则。

（3）通过小组活动的形式培养学生的合作意识。

二、教学重点： 句型 What are those? Are they…？ How many…do you have？ 的理解与应用。

三、教学难点： 名词复数及其读音规则。

四、教具准备： 教学光盘、单词卡片。

五、教学过程：

1、Warming up and reviewing（1）欣赏本单元歌曲。

（2）提问： What can you hear in this song ？ 学生说出在歌中听到的动物的单词。

2、New step（1）教师拿起几支笔握在手中，不要露出笔尖。引导学生用 Are they 来猜猜是什么笔, 教师根据实际回答：Yes, they are./No, they aren’ t.（2）教师随手拿起几个笔袋： Are they pencil-boxes？学生回答： Yes, they are.或 No, they aren’ t.然后教师说： They are not pencil-boxes.They are pencil-cases.（3）组织学生分组利用自己的学习用品问答 A： Are they …? B： Yes, they are./No, they aren' t.（4）学生汇报练习情况，当学生对话后，教师要接着问： How many…do you have？ 引导学生答出相应的数量。

（5）打开 Let’ s talk 部分课件，学生观看1-2遍，在情景中理解对话的语句。

（6）教师就对话内容提问，检查学生的理解情况。（显示课件的插图）Are they sheep？ / goats？ / horses？ / donkeys？ /hens？ / cows？ How many …?

（7）跟录音朗读对话，注意模仿语音语调。

（8）小组分角色表演对话，教师巡视指导。

3、Consolidation 启发学生替换有关动物单词，创新对话。A： Are they …? B： Yes，they are./ No, they aren’ t.(They are …)A： How many … do you have? B： I have „

六、布置作业：向同伴、朋友或家长了解更多的关于农场上的动物的知识。

七、板书设计

八、教学反思

第五课时

一、教学目标：

（1）能够听、说、认读单词： sheep，hen，cow，horse。

（2）了解单词 sheep，hen，cow，horse 的复数形式。

二、教学重点：

（1）单词： sheep，hen，cow，horse 及其复数形式的表达。

（2）句型： What are they？ 和 Are they…?的问答。

三、教学难点： horse，sheep，goat 的复数形式表达。

四、教具准备： 教学光盘、单词卡片。

五、教学过程：

1、Warming up and reviewing（1）教师提问： I love animals very much.Do you love animals？ What animals do you know?

（2）学生说说自己知道的动物单词，一旦学生说出本课涉及到的单词，教师要及时拿出卡片，请这位同学来教大家读。

2、New step（1）教师说： Do you know a farm？ There are many animals at a farm.Let’ s go and have a look 教师出示 Let’ s learn（A）部分挂图，说： Look，it is a farm.So many animals.What can you see?（2）学生听懂后，教师可先试着让学生指图回答，能说出英文的学生给与表扬，也可让学生用中文回答。

（3）告诉学生我们要学习有关 farm 的内容，教读 farm。

（4）让学生观看课件 2 遍，教师只点击有关单词部分，学生跟读。（5）教师出示单词卡： sheep，hen，cow，horse，goat，lamb，让学生进行认读，教师可以将一些发音规律，帮助学生记忆单词。如： ee 在 sheep 中发[i： ]ow在 cow 中发[aU]，oa 在 goat 中发音等等，也可以启发学生说说怎样记住每个单词。（将卡片贴到黑板上）

（6）巩固单词：a、教师说单词，学生指图。b、教师指图，学生说单词。c、一个学生说任意一个单词，其他学生举起相应的图片。

3、Consolidation（1）请一位同学拿一张卡片（复数形式的图片）站在前面，不让全班看到正面是什么，其他人用 Are they…?来猜图片内容。猜错了，该同学要说：No，they aren’ t.猜对了，说：Yes, they are.2、学生两人一组做猜卡片的游戏。

六、布置作业 ：将 Let’ s learn 部分的图讲给家长听。

七、板书设计

八、教学反思

第六课时

一、教学目标：

（1）能让学生运用These/Those are...写句子。

（2）能听懂录音。

（3）会唱 Let’ s sing 的歌曲。

（4）能听懂 Story time 的内容。

二、教学重点： 掌握两个重点句子： “These/Those are...” 的正确书写。

三、教学难点： 在四线格中的正确书写 These/Those are...四、教具准备： 教学光盘、单词卡片。

五、教学过程：

1、Warming up and reviewing（1）日常口语交流。A: What are these/those? B: They are...A: Are these/those...? B: Yes, they are./No, they aren' t.（2）复习A、B 两部分的词语及对话。

2、New step（1）让学生练习运用 These/Those are...练习说句子。（2）在学生能说的基础上在让学生书写这样的句子。

3、Consolidation（1）读短文并打勾。

（2）听录音并打勾。（3）看一看并连线。

（4）唱 Let’ s sing 的歌曲。

（5）听录音看动画理解 Story time 的内容。

六、布置作业

（1）唱第 40 页的歌曲给家长听；（2）听录音并跟读 Story time。

七、板书设计

八、教学反思

第五篇：四年级英语上册期Unit4教案

小学四年级英语第一学期Unit4教案

一、教学内容

1、本单元要求会听，说，认读的单词和词组：

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、本单元要求会听，说的单词和词组：

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

3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。

4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。

二、教学要求

1、能听懂、会说，会用每一课会话。

2、掌握本单元出现的生词，词组和字母。

3、会唱本单元的歌曲。

三、教学重点和难点

1、对于较长的单词如bathroom ,bedroom ,living room, kitchen的掌握以及对于第一次出现的介词短语如open the door on the table near the phone in the door的掌握。

2、对于礼貌用语“Thank you , Excuse me, After you”的掌握与应用。

3、描述卧室中所有物件，并能据此编出对话。

四、教学时间

本单元共6课时，每周3课时，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 ……home ……

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 :