四年级英语下册Unit7-8教案

第一篇：四年级英语下册Unit7-8教案

小学四年级英语下学期Unit7-8教案

一、本单元教学内容：

1、四会词a pie、chips、noodles、sweets、chocolate、tea、coffee、juice、milk.2、三会词 hamburgers、sandwiches、biscuits

3、三会交际用语: 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、教学目标

（一）认知目标：

1、在听说读练中，学会食品及饮料的名称

pies、sandwiches、hamburgers、chips、sweet、biscuits、noodles、milk、chocolate、juice、tea、coffee.2、在听说训练中，学会What wold you like ? How about you ? Anything else? How much are they ? 等句子。

3、通过听说训练，能正确听读、辨认辅音字母组合dz, ts在单词中的发音。

4、学会诵读歌谣 What would you like ?

（二）功能目标：

1、在活动过程中，学会询问他人需要什么食品，学会征求他人的意见。

2、学会询问物品的价格并进行实际交际。

3、通过听说演的训练，学会用英语表达自己的喜好。

4、在诵读歌谣的过程中，学会自己编演 chant, 培养创新能力。

（三）情感目标：

1、在交际过程中，学会与他人相处，建立友谊。

2、在交际过程中，培养学生自主学习的能力和合作的能力。

三、教学重点：食品饮料名词的发音和书写。

四、教学难点：掌握并熟练运用本课的交际用语。

五、单元总课时：四课时

第一课时

一、教学目标

四会词: pies, hamburgers, chips, noodles, sweets 三会词: sandwiches 四会交际用语 What would you like ? 三会交际用语Anything else ?

二、教学准备：教师准备生词卡片，实物图片，录音机等。

教师准备一个小纸袋，内装一些本课学习所需要的食品。学生准备一些食品。

三、教学重点：食品类名词的读音和书写

四、教学难点： 理解并运用How about you ? Anything else ?

五、教学过程：

（一）：复习导入

1、学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的办法。

2、Free talk

T: Good morning, class.Today I have some food.Look, here they are.（出示小纸袋）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.（用同样的方法询问几个学生，导入新课---At a snack bar）教师领读课题。

（二）：呈现新知

1、过渡语言

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..询问两、三个学生后，教师板书：What would you like? How about you? 情景引出食品类名词

T: Look, what’s this?（出示一个苹果派）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?（根据学生猜测，教师逐个出示hamburger、sandwich）用同样的方式引出新词教学：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.猜物游戏，教师带一个小袋，内装一些食品，让学生摸一摸，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、朗读小诗：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.（板书新句，教学Anything else?）

5、师生示范串联对话 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、巩固新知

听录音。学生表演串联对话 布置作业:(1)抄写新单词(2)编演对话 板书：

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

第二课时

一、教学目标：

1、四会单词：chocolate tea coffee juice milk

2、四会学习句子： How much is it / are they? It’s../They’re …

3、三会学习句子：Something to drink?

二、教学过程：

（一）复习导入

师生复习表演上一节课的情景会话。

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）、呈现新知

1、游戏猜谜引出新单词 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、创设情景引出饮料的单词

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.（教师用同样的方法，逐个出示其他饮料单词,教授新词：tea、coffee、milk）T: Good.Now let’s have a match.OK? Here are some pictures.Please guess what’s this in the pictures? 教师拿出饮料图片，折去半张纸，只露出图片的一个角。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、情景对话，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.板书：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、创设情景，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.板书： Me , too.同桌学生练习。

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 ? 板书： How much is it / are they ? Work in pairs.6、学生互动，练习用Something to drink ? How much is it / are they ?表演。

（三）巩固练习

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、师生互动示范，学生小组表演对话。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、看图说话

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.教师设计一张调查表格： 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）板书：

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.第三课时 教学目标：

1.巩固前两课所学的食物类单词，能用“What would you like ?”询问他人，并会用“I’d like …”进行回答。

2.能用“What can you see in the picture ?”“How many ?”正确询问并回答。3．能熟练朗读小诗，并能自编小诗。

教学准备：1.食物或食物的图片，录音机、磁带。2.学生自备食品.教学过程： Step 1.Revision.通过图片复习食物类单词。

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.(教师给予一定指导)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 课 时 教学目标：

1.巩固本单元所学的内容，了解字母组合dz, ts 的发音。2.完成练习册上的练习。

教学准备：磁带，录音机，单词卡片等。教学过程：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?(教师边说边做动作)Ss: They’re birds.Read the words and sentence.birds friends biscuits sweets My friends like birds, sweets and biscuits.学生列举含有该发音的其他单词。Step 3: Read and act:

1.师生交流,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、教学内容

《九年义务教育六年制小学教科书.牛津小学英语》4B第八单元第一课时

二、教学目标

1、能听懂、会说，会读，会拼写单词a chair, a blackboard, a picture，a bookcase, a classroom, an office, a playground

2、能听懂、会说，会读，会写句型 There's a / There are some...in/ on/ near...3、熟悉歌曲 In the classroom

三、教学重点

1、能听懂、会说，会读，会拼写单词a chair, a blackboard, a picture，a bookcase, a classroom, an office, a playground

2、能听懂、会说，会读，会写句型 There's a / There are some...in/ on/ near...四、教学难点

1、能听懂、会说，会读，会拼写单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground

2、能听懂、会说，会读，会写句型 There's a / There are some...in/ on/ near...五、课前准备

教具准备 ：课前准备 本课的单词图片 及磁带录音机，教学挂图。

六、教学过程 Step1.Free talk: 1.师生用Good morning/afternoon.How are you? 互相问候。2.复习句型：Let's go to the....Great!How do we go there? Shall we go to the...by...? 练习“there” 3.看图片复习学过的单词（食物类、水果类、职业类、家庭用品类）。重点复习本课中的复现单词：a computer, a chair, a bookcase.Step2.Presentation and practice

1、出示第六课中的地点类的图片。T: Look at my picture.出示单词picture 并领读 S： 跟读.T:(指图片）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.(同样复习an airport, a station, a park, a zoo...)T:(出示音乐教室图片）What's it? S:...T: It's a music room.出示单词 a music room 示范朗读 S:跟读

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:造句练习。

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:造句练习。

2、T：出示办公室图片 T: What's it? S:...T: It's an office.出示单词 an office 并领读 S：跟读

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:(在教师帮助下）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 欣赏本课的歌曲 In the classroom

2、A game" Magic ears”

游戏规则：教师说本课单词，不发出声音，仅让学生看口型，学生根据教师口型猜测是什么

单词。

Step 4.Learn to say

1、在黑板上写出课题Unit8 Open day 并领读

2、出示本课单词图片。学生看图说单词。

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:模仿教师练习句型。Step5 Consolidation

1、看图说话比赛

教师出示情景图：杂乱的房间内有很多物品。学生分两大组比赛哪组说的多，说的好。用句型: There is /are....in / on the...Step 6 Homework

1、听磁带，跟录音读对话。

2、单词抄写，各三遍。

一、教学内容

《九年义务教育六年制小学教科书.牛津小学英语》4B第八单元第二课时

二、教学目标

1、能听懂、会说，会读，会拼写单词our

2、能听懂、会说，会读，会写句型 What's in / on/ near...? There's/ There are...in/ on/ near...3.会唱歌曲 In the classroom 4.了解字母组合ch 在单词中的读音。

三、教学重点

1、熟练运用单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、能听懂、会说，会读，会写句型 What's in / on/ near...? There's a / There are some...in/ on/ near...四、教学难点

1、能听懂、会说，会读，会写句型What's in / on/ near...? There's a / There are some...in/ on/ near...五、课前准备

教具准备 ：课前准备:本课的单词图片 及磁带录音机，教学挂图。

六、教学过程 Step1.Revision: 1.师生用Good morning/afternoon.How are you?互相问候。

2.看图片复习本课中的单词

A game: guess the word(教师说I am thinking of a word begining with /k/ , 学生猜测本课中由/k/开头的单词。）

2、出示一些专用房间图片（如教室，办公室等）

T: There's a table in the office.There are some books on the table.Make some sentences like this, can you? S :造句练习。

Step2.Presentation and practice

1、出示第六课中的地点类的图片。

T:Look at my picture.T:(指图片）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:跟读

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： 出示办公室图片

Ask and answer in pairs, can you? S:同桌操练句型

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

1、Learn a song 学唱本课的歌曲 In the classroom Step 4.Learn to say

1、在黑板上写出课题Unit8 Open day 并领读

2、出示本课单词图片。学生看图说单词。

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 并领读

S:模仿教师练习句型 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、6三图。

5、看本课挂图听录音。跟读课文。

Step5 Consolidation

1、教师出示情景图

T: What's in your classroom? S: There's a/ an...There are some...in/ on/ near...多组操练

2、Work in pairs T：（出示本课C部分挂图）

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

1、听磁带，跟录音读对话。

2、根据C部分图片造句并翻译成中文。

一、教学内容

《九年义务教育六年制小学教科书.牛津小学英语》4B第八单元第三课

二、教学目标

1、熟练运用单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、熟练运用句型 What's in / on/ near...? There's/ There are...in/ on/ near...能听懂、会说和会读日常交际用语 I’ve got a new T-shirt.It’s smart.I love China.了解字母组合ch 在单词中的读音。

三、教学重点

1、熟练运用单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、熟练运用句型 What's in / on/ near...? There's a / There are some...in/ on/ near...四、教学难点

1、正确理解和运用句型What's in / on/ near...?

There's a / There are some...in/ on/ near...五、课前准备

教具准备 ：课前准备F部分单词卡片。师生自带一些新、旧物品。

七、教学过程 Step1.Revision:

1、Sing a song: In the classroom 2.开火车游戏：看图片复习本课中的单词

3、出示一些专用房间图片（如教室，办公室等）T: What’s it?

S: It’s a classroom.T: What’s in the classroom? S: There are some … There’s a/ an… S :同桌造句练习。

4、T：Can you say something about your classroom? S: 用学过的句型描述教室。

Step2.Presentation and practice 教师出示一些自带物品，T： Look, I’ve got a new T-shirt.I’ve got a new…出示句型：I’ve got a…并领读

学生用句型I’ve got ….介绍自带物品.然后 出示本课E部分的投影片

T:Look at my picture.T:(指图片)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: 看图听录音。

2.T：Let’s listen to it again.S: 再听一次。T：（必要时用中文解释。）S：跟读。

Can you make a sentence? S: I’ve got a … T：Now read after the tape.S: 跟录音磁带读课文。

齐读课文

Step3 A short break

1、A game Place and say 教师准备房间图片（如office, classroom, playgroud…）和单独的物品图片(dog, chair，books…)

请一位学生上讲台，其他学生可以用There’s a/ an…in/ on/ near…造句，该生边听边贴图。

可以采用小组竞赛形式。Step 4.Listen and repeat

1、出示F部分单词卡片，请学生自读，并体会字母组合发音。

2、听录音跟读。

3、归纳发音： ch-/t∫/

4、带音标读单词，根据音标扩充单词：China, children, chocoate… Step5 Consolidation 1.教师出示E部分图片 T: Let’s read the text again.2.S: 读对话。

T：Try to act the dialogue.S:同桌操练句型

句型表演

T: can you make a short dialogue by yourselves? S: 根据对话自编。（教师可先与一生示范）

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、学生自由编对话。Step 6 Homework

1、听磁带，跟录音读对话。

2、用 “There is …/ There are…” 造句。每个句型造两句并翻译。

第四课时

一、教学目标

1、复习巩固本单元单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、复习巩固本单元句型 What's in / on/ near...? There's/ There are...in/ on/ near..二、课前准备

教具准备 ：本课单词图片及录音磁带，学生自带图片（我的教室、卧室……）

三、教学过程 Step1.Revision: Sing a song: In the classroom T: 出示卧室照片

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: 用学过的句型描述自己的图片 Step2.Look and say 出示本课D部分的投影片 T: Look at my picture.T:(指图片)Look, there’s a bed in the room.Look, there’s a piano in the room.Try to say something about the pictures.S:看图说话练习。

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: 自读。

T: Who can try to translate? S： 解释大意。

T: Let’s read together.S: 齐读。

Step4 A short break

1、A game Mind map 学生闭上眼睛，想象一幅居室图画。教师在黑板上为学生提供Mind map的框架。My room—on the desk---pencil, books…

near the desk---computer, TV，on the wall---picture… Step5 Consolidation 教师出示课文图片

T: Try to recite the text.S: 看图复述课文。T：Act the dialogue.S:表演课文。

Step6 Exercise

1、完成本课练习册听力部分 Step 7 Homework

1、听磁带，跟录音读对话。

2、朗读本课练习册中课上已完成的练习。

第二篇：小学四年级英语下册Unit

小学四年级英语下册Unit 6Atafarm

let’slearnLet’s do的教学反思

这堂课我是渗透有效教学理念，带有尝试性授课的。本单元要求掌握的单词大多数都是一些离学生实际生活较远的动物名称，要是使用我们平常的教学方法，学生掌握起来比较难。所以在这堂课的教学中我以学生为主，教师为铺的教学手段。

针对四年级学生的学习习惯及对英语的接触，结合英语课程标准指出的以学生的发展为宗旨，以培养学生的综合能力为目标，重点培养学生学习英语的兴趣及取自信心，养成学生主动学习英语的习惯，有效的结合学生学习英语的能力，在这节课中，我采用听、说、读、写、猜、模仿融于一体的教学手段，将单词、句型灵运用，达到教学目的。

在这堂课中，我分为几个环节完成教学任务：

一、热身/复习。这个环节我是通过师生日常生活的对话。使学生很快地进入到英语语言学习的情境中来。同时又通过询问天气情况，复习第四单词的内容。同时引出本课时的主题—参观农场。

二、导入新课。这个环节，我是以多媒体课件出现家乡的旅游景点图片配音乐。根据小学生的年龄特点和认知能力，利用身边的事物，对学生渗透德育教育，让学生更多地去了解自己的家乡过渡到参观农场，进行新课教学。

三、讲授新课。这个环节，我渗透有效教学的理念，放手让学生通过听、猜、看、表演、自我介绍等多种教学手段。通过不同的方法主要是调动学生的各种感官，激发学生的学习兴趣，调动学生参与教学活动的积极性，提高在学效率。

四、操练。这个环节，我主要是通过“游戏”、“Let’schant”这两个部分完成这个环节的教学目的。因为爱动是孩子的天性，将“动中学”，“学中动”有机结合起来，让全体学生都动起来，从动脑、动口、动手等方面提高了学生的学习兴趣，活跃了学生思维。并在活动过程中培养了学生的观察力、记忆力、模仿能力、思维能力、口头表达能力与创新能力。

总的来说，这堂课上得不够理想。但是有几个环节我还是满意的。如：

一、学习新单词这个环节。

二、游戏。

三、Let’s chant.四、板书设计。这几个环节我都是以学生为主，教师为铺。放手让学生自己完成，老师只起到点拨纠正作用。而且学生完成得非常棒。但这堂课也存在一些问题：

1.内容过多，时间分配不够。

2.听音练习仓促。

3.总体操练不到位。

在以后的教学中我会努力学习专业知识和其他老师的优点、不断反思，改正不足的地方。

第三篇：最新人教版四年级英语下册Unit 1教案

Unit 1 My SCHOOL

第一课时

一、教学目标与要求

1．能听懂、会说：“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.并能在实际情景中进行运用。2．能跟唱歌曲“Our School”。

3．了解英美国家关于楼层的不同表达方式。

二、教学重、难点分析

1．本课时教学重点：让学生熟练掌握“Is this the teacher's office?” Where’s the library ? It’s on the first floor.Here’s my homework.”的用法。

2．本课时教学难点：一般疑问句的用法以及在楼层的表达中序数词first, second的用法是教学中的难点。教师要通过创设情景让学生理解和掌握。

三、课前准备

1．教师准备该课时的教学挂图2．教师准备录音机、录音带或VCD。

四、教学步骤和建议 1．热身（Warm-up）

（1）教师播放本课时A部分Let's do的录音带，学生听音做动作。（2）教师慢慢出示生词的图卡，让学生猜出单词。2．预习（Preview）

教师播放本单元歌曲“Our School”，先让学生听然后鼓励学生跟唱。3．新课呈现（Presentation）Let's talk（1）教师首先和学生进行自由交谈，主题是“Is this the teacher's office?” 鼓励学生用两种句子做出回答。

（2）教师与学生进行对话Where’s the library ? It’s on the second floor.教师借用平面图，使学生进一步理解second floor 的意思。教师利用课件呈现Look,ask and answer部分平面图，师生进行交流。对话如下：

T:Where’s the teacher's office? S: It’s on the first floor.T:Is it next to Classroom2 ?S：Yes,it is.在与学生交流中教师引出library及next to进行教学，使学生感知它们的意思。

（3）学生看Let's talk部分的插图，用动作引出句子Here’s my homework.（2）模仿跟说，（3）分角色朗读与表演 板书设计：

第二课时

一、教学目标与要求

1．能够听、说、认读本课时的主要单词：teachers' office, first floor, second floor, library。

2．听懂指示语，并按要求做出相应的动作，如：Go to the garden．Water the flowers．

二、教学重、难点分析

1．本课时需要重点掌握有关学校设施的两个单词并了解它们的功能。2．本课时的难点是library中辅音连缀的发音。

三、课前准备1．教师准备一幅本单元的校园分布图。2．教师准备本课时的四张单词卡。3．教师准备录音机及录音带。4．学生准备一张白纸和笔。

四、教学步骤和建议 1．热身（Warm-up）2．预习（Preview）

3．新课呈现（Presentation）Let's learn（1）教师指着教室问学生：This is our new classroom．Do you like our classroom? What's in the classroom? 学生做出相应的回答。教师接着问：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．接下来教师借助校园分布图教授生词。教师可在教学过程中引入句型“It's on the first floor．”，引出新单词first floor。用同样的方法教second floor（2）通过教师领读和听音跟读，让学生掌握本课时四个生词的正确读音。在练习library的发音时，可复习已学过的含辅音连缀的单词，如：ice-cream, brother, friend, hungry。

4、游戏 Let's do 要求学生听指令，做出相应的动作。可以采取组与组竞赛的方式。评价包括动作是否准确、到位、优雅。

板书设计：

第三课时

一、教学目标与要求

1．A部分 Let’s spell.能够听、说、读、写单词：water tiger sister computer dinner 2．能够理解并吟唱出歌谣的内容。3．了解单词发音/er/ 的规则。

二、教学重、难点分析

1．本课时需要学生能准确理解图和对话的内容，并重点掌握上述四个单词以及两个重点句子：“This is my computer．That is your computer．”的正确书写。

2．针对本课时的难点，教师可以先引导学生看图自己填出四线格中的单词，再强调这几个单词以及一组句子在四线格中的正确书写。

三、课前准备

1．教师准备本课时相应的挂图。2．教师准备一台录音机和录音带。3．教师准备相应的动物头饰。

四、教学步骤和建议 1．热身（Warm-up）

（1）学生跟录音演唱C部分的歌曲“Our School”。

（2）请一组学生表演A部分Let's talk的对话，复习所学的新句型。2．预习（Preview）

（1）引导学生复习四年级上册学生用书第一单元A部分的Let's learn，巩固学习六个单词并请学生用该部分的句型：What's in the classroom? A board....来介绍自己的教室。3．新课呈现（Presentation）Let's chant播放B部分的歌谣。Read and write（1）在跟唱Let's chant 之后，教师对歌谣中的内容进行提问：“Where do you read? Where do you draw?”等等，学生作答后，教师继续提问：Where do you play computer? 学生会比较容易地答出：in the computer room．这时教师可出示挂图说：This is a computer room．（2）师生之间对挂图上的内容进行简单的交际性问答后，教师请学生阅读课文并设计几个简单的问题检查学生的理解程度。

（3）教师在四线格中示范书写四会掌握单词和句子，并讲解书写规范：

①句子打头单词的第一个字母要大写；②句子末尾要加标点。需要特别指出的是英语中的句号为实心点，汉语中的句号是空心小圈；③句子当中的单词间距为一个字母宽。（4）游戏：听音判断。

板书设计：

第四课时

一、教学目标与要求

1．能够理解对话大意并用正确的语音、语调朗读对话。

2．能够识别句型Is that the...?”的不同用法并在真实情景中正确使用。3．能够运用句型 Do you have„? 询问教室或场馆。

4．能够在语境中理解新词和词组 class, forty, way, computer room 的意思并能正确发音。

二、教学重、难点分析

本课时的重、难点是Is that...?的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。

三、课前准备

1．教师准备该部分的挂图，准备相关的词卡。

2．教师准备录音机和录音带或VCD。3．学生准备白纸和彩笔。

四、教学步骤和建议 1．热身（Warm-up）

（1）学生表演A部分Let's do 的内容。（2）学生吟唱B部分Let's chant中的歌谣。2．预习（Preview）

教师和学生进行主题讨论：What's in our school? 鼓励学生用新学的单词来交谈。3．新课呈现（Presentation）呈现完整对话情景

（1）教师利用课件呈现两个问题：Is that the computer room? Is there a library in Chen Jie’s school? 请学生仔细观看对话动画，找出答案。

（2）师生核对答案。教师进一步追问：Where’s the library? 请学生听录音或读对话寻找答案。

（3）教师和学生核对答案的同时板书句型。学生齐读对话，再分角色朗读。教师用主情景图辅助开展对话教学

（1）教师呈现主情景图第二个场景的图片，介绍说：This is Wu Yifan’s school.Amy,John and Wu Yifan are talking about the school.请两名学生分别扮演 Amy 和吴一凡进行讨论交流。教师注意引导学生根据所站位置的远近，恰当利用 this,that。在学生进行交流的过程中，教师根据情景图介绍：music room, art room, gym, 使学生初步了解这几个场馆的名称，为 Let’s learn 的学习作好铺垫。（2）学生开展两人结对活动，一人扮演 John 一人扮演吴一凡。

（3）教师请学生再一次观看动画、听录音或朗读对话，进一步感知整个对话的语境，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、巩固与拓展

（1）学生完整听完一遍对话后，逐句跟读。跟读的过程中，教师就适时提示学生注意说话者的语气以及句子的升降调。

（2）学生分角色扮演记者和陈杰。先两人结对练习，然后展示表演。其他学生仔细看和听，并给出一定评价。教师在此基础上进行补充。（3）教师组织开展 Let’s play 活动。板书设计：

第五课时

一、教学目标与要求

1．能够听、说、认读本课时的主要单词： art room, computer room,playground , music room。

2．能够在语境中正确运用这四个单词或词组来描述学校的教室或场馆及其在致位置。

二、教学重、难点分析

本课时的重、难点是六个生词的正确发音以及序数词first, second的用法，同时通过对Let's play和Story time的教学铺垫新句型：Is this the...? / Is that the...?

三、课前准备

1．教师可自己制作该部分的挂图。2．教师准备相关的词卡。

3．教师准备录音机和录音带或VCD。

四、教学步骤和建议 1．热身（Warm-up）

师生齐唱本单元的歌曲和歌谣。2．预习（Preview）

教师说一个句子，如：I can see many flowers in it．Where is it? 让学生判断是什么单词，然后做出正确的回答。3．新课呈现（Presentation）

利用教材中的情景，以视听途径展开单词教学

（1）教师利用挂图或课件呈现 B Let’s learn 板块的场景，并介绍：This is Wu Yifan’s school.It’s big and nice.What do you see in the picture? 鼓励学生说一说自己看到的教室及场馆名称。

（2）当学生说出图上的教室或声馆名称后，教师及时进行板书并朗读，同时在语境中引导学生进一步理解词义。

（3）教师在和学生一起学习声馆名称、位置的过程中，还可以和学生一起自编歌谣，如：Go to the playground.Play football.等。（4）角色扮演。学生两人结对，根据情景图进行询问与回答。学生还可以开展四人小组活动。

4、巩固与拓展（1）认读活动

（2）音义匹配与形义匹配活动（3）综合运用活动（4）Look,ask and answer 板书设计：

第六课时

教学目标：

1、能够读懂四组句子，并按照讲到的信息正确填充建筑结构图

2、能够按照意群和正确的语音语调朗读四组句子

3、能够看图读句子，并依照示范规范仿写句子 教学重、难点：

正确朗读四组句子并规范仿写句子 教具准备：

1、相关课件、挂图

2、四线格 教学过程：

1、热身

（1）朗读B 部分Let’s talk（2）Let’s do

2、新课呈现 看一看，说一说

（1）教师利用板书或课件呈现本部分平面图，鼓励学生根据已给出的教室和场馆名称来描述其位置，如：The computer room is on the second floor.The music room is on the first floor.（2）教师请学生猜一猜空白处的教室或场馆英文名称，再描述其位置。找一找，填一填

（1）教师请学生读四组句子，并根据要求圈出关键信息：先请学生圈出四个教室或场馆名称，然后请学生在描述位置的答句中圈出方位词。

（2）教师指导学生整体阅读四组句子，读完四组句子后，把能确定的名称先写下来，然后请学生读第二遍，根据已提取的信息再确定其余的场馆位置，并写下其名称。

（3）教师请学生根据阅读后提取的信息正确填充建筑结构图，填好后再请学生朗读四组句子，确认所填的名称位置是否正确。看图说话

（1）教师请学生观察自己填充完整的结构图，鼓励学生用学过的语言描述教室和场馆的位置，也可两人结对，一人询问，一人介绍。听一听，读一读

（1）教师播放对话录音，请学生仔细模仿跟读，引导学生注意升降调、重读及停顿。（2）四人小组朗读，可以一人读一组句子，也可以四人轮流一问一答朗读。

3、巩固与拓展（1）Look and write（2）完成教材中的个性化书写活动。（3）Let’s check（4）Let’s sing（5）Story time 板书设计：

第四篇：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

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

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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

第五篇：(广东版)开心英语四年级下册教案 Unit 9

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（广东版）开心英语四年级下册教案 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? 第一课件网 www.xiexiebang.com

第一课件网 www.xiexiebang.com 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? 第一课件网 www.xiexiebang.com

第一课件网 www.xiexiebang.com 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? 第一课件网 www.xiexiebang.com

第一课件网 www.xiexiebang.com 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"

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oar”？“ 第一课件网 www.xiexiebang.com 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: 第一课件网 www.xiexiebang.com