4B教案全册英文表格式9

Teaching PlanDate:6/2 Teacher: miaText bookFUN WITH ENGLISH 4BUnit 9Title BreakfastPeriod 1Aims 1. To present students vocabularies, familiarize and enable to recognize, and try to spell.2. Ss enable to ask the direction of the place. In the same mean, they can tell the exactly direction. They must clarify the single object and plural objects in the different situation.3.Enable to use: Wheres the/ my? Its Wherere my? Theyre4 The expression of daily communication: Whats for breakfast? 5.To cultivate their interest of learning English and the consciousness of communicating in English.Main points and difficult points1. Vocabulary: Vocabulary: a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, rice.The students can say and spell the old words fluently. And say the new words correctly.2. Sentence: Wheres the/ my? Its / Where are my? TheyreThe students can use the dialogues in life.Aids Pictures, tape recorder, multimedia,Step 1 Free talkT: Good morning / afternoon, boys and girls. How are you? / How are you this morning / afternoon / today? What day is it today? Its Is everyone here today?Whats the weather like today?Whats the date today? Then review the months again. Step 2 Review T: Whats on the table?Ss: Theres / There are S1: Whats in the fridge?T: Theres / There are Show some pictures, students answer the questions according to these questionsStep 3: Presentation 1.(1)T: In the morning, I have milk and bread.Show the picture: milk, bread.Whats this?Ss: Its milk. Spell milk together.(2) Whats for your breakfast?S: Milk / eggs / noodles / bread / riceSpell the words: bread, rice, an egg.(3) T: Thats about my breakfast. Whats for your breakfast? Ss answer the question one by one.4) T: Now, Ill invite someone to ask their classmates.S1: Whats for your breakfast?S2: Some noodles.S3: Whats for your breakfast?S4: Some rice.2.T show the chopsticks and bowl.T: Usually, our Chinese have mile by using chopsticks and bowl.T: ch-ch- chopsticks. ch-ch- chopsticks (Ss read after t) T: b-b-bowl. b-b-bowl. (Ss read after t)Spell together. T: We usually put the chopsticks in the .?Ss: Cupboard.Spell together and show the picture. We put these things in the Ss: Cupboard.3. T: When we eat some western food, we always use these things. T shows the thing and model the scene of having dinner. This is a plate / a knife / a fork.Spell them T: We put the plate, the knife and the fork into the Ss: Cupboard.4.T: please think about anything else in the cupboard?Ss: Cup T: Of course. Cap?Ss: No, C-u-p cup.T: Anything else?Ss: bottle.T: Sure. And some bottles.Step 4 Practice（1）T: Wheres my glass? Its on the desk.Teach glassS1: Wheres the glass?S2: Its on the desk.Ss answered（2）T shows the picture and Ss should make the sentence:“Wheres the ?”（3）T: Wheres my / your egg?Its in the desk /near the book.T: Please practice with others with your objects“Wheres my / your / his / her ?”Step 5: A short break1. Sing a song.2. Play a game.Listen to the tape and write down the thing you have listened.Step6: Learn to say1) T takes out a pen, and puts it in the different places.T: Where is my pen?Ss; Its in the pencil box.T: Where is my pen?Ss: Its near the book.T: Where is my pen?Ss: Its on the copybooks.2) T: Now, who can ask me? Ss: Where is my pen?T: ItsSs: Where is her bookmark?Ss: Its in the3) Please practice with your partner.Step 7: Homework1. Copy the words and sentences.2. Read the drills after the tape.Step 8: Design of writingUnit 9 Breakfast Wheres the / my ?Its on / in / near ResourcesReference bookPostscript After this lesson, students can clarify the single object and plural objects in the different situation. They can ask and answer where fluently in daily life.Date:6/6Text bookFUN WITH ENGLISH 4BUnit 9Title BreakfastPeriod 2Aims 1. To provide students with basic language to ask and answer.2. Review the Wheres/are? Its/ theyreAnd teach new sentence: Have some juice then.3. To cultivate their interest of learning English and the consciousness of communicating in English. Main points and difficult points1. Pattern drillsWhere are the/ my?Theyre on / in / near . Sentence: Sometimes we watch TV in class. There are lots of Lets go and see.Part D Look, read and completeThe students can communicate with each other.Aids Pictures, tape recorder, masksStep 1: Warm up1. Daily Report2. Review Show a table and ask: Whats on the table? Theres a bottle/bowl/chopsticks on the table. Whats in the cupboard? Theres There are in the cupboard.Then spell the new words one by one.Step 2: Presentation and practice.1. Whats this? Its a bottle. Wheres the bottle? Its on the table. What are they? They are chopsticks. Where are the chopsticks? They are.T: Wheres the rice?Its in the bowl. (Show the picture)T: Wheres the spoon?S: Its in the bowl.T writes down the sentence:“Where are the chopsticks?”3（1）T shows some other pictures. (Choose Ss to Ss to play continue this dialogue)S1: Where are the ?S2: Theyre on / in / near(2) T: Look, this is my fridge. (show the picture)T: Where are my apples?Ss: Theyre in the fridge.T: Wherere my eggs?Ss: Theyre in the fridge.T: Where are your bananas?S: Theyre in the desk.Please use your own things to ask and answer:“Where are my / your / his / her ?”Ss practice in pairs and choose someone work in pairs4. (1) T: Wheres my tea?S: Its in the cup.T shows the empty cup.T：Theres no tea in the cup.Ss make sentence by using: Theres no on/ in / near(2) S: Theres no milk in the glass.T: Have some juice then.Theres a carton of juice on the desk.(3) Practice: Put a water bottle on the desk. Students try to say: Theres a water bottle on the desk. Then take the water bottle away: T: Is there a water bottle on the desk? Ss: No. T: Theres no water bottle on the table. Wrtie the sentence pattern on the Bb. Theres no.Step3: A short breakSing “In the classroom.”Step4: Learn to say1. T: Whats for lunch?S: Rice.T: Wheres the rice?S: Its in the white bowl.Write down the words: what where which white and conclude the pronunciation of: whwh pronounce:/w/ e.g.: wheel, whywh pronounce: /h/ e.g.：who, whosePlease write down more words begin with: wh, and write down in the different places.2. Listen and repeat. Read after the tape.3. Open the books, read Unit 9 after the tape.Step5: Homework1.Copy the words and sentences.2.Read Unit 9.Step 6 Design of writing Unit 9 Breakfast Where are the / my ?Theyre on / in / near Theres no in /on / near ResourcesFun with English VCDPostscript “no” can connect with countable and uncountable words. After exercise I find that plate should use the prep. “on” because the plate is flat.Date:6/8Text bookFUN WITH ENGLISH 4BUnit 9Title BreakfastPeriod 3Aims 1. Review the pattern drills: Where is / are Theyre/Its in/ on/ near Try to make new dialogues with the sentences above correctly and properly2. Daily communications and expressions: Theres noin/ on3.Review the words in this Unit. Main points and difficult points1. SentencesWhats in the classroom? There is / are Where is / are Theyre/Its in/ on/ near Ss enable to make dialogue with partner. The students can make the dialogues fluently.Aids Pictures, tape recorder, masksStep 1: Sing a songSing “ In the classroom.”Step 2: Review1. Free talk.T: How are you? Whats the weather like today? Nice to meet you.Ss: Fine.Ss: Sunny/ cloudy/rainySs: Nice to meet you.2.Whats for your breakfast, everyday? Whats for lunch?Students try to answer, T teaches them some new words about that: poridge, ham, vegetable, meat.Step3: Ask and answer1. (1) T: Im hungry. I want to eat eggs. But wheres the egg?Ss answer the question: Its in the bowl. Ss do the chain work:“Wheres the egg?”(2) T adds an egg into the bowl and ask:T: Where are the eggs?S: Theyre in the bowl.2. T uses the picture, and ask:S1: Wheres the knife? 新课标第一网S2: Its on the sofa.Practice the sentence: Wheres / Where are the ?3. T: Wheres my banana?S: Its on the desk.T: Where are her apples?S: Theyre in the fridge.4: Require Ss to make sentence by using sentence: Wheres my / your / his / her ?and Where are my /your / his / her ?5. Say a rhymePizza and bread, they are Western food.Rice and noodles, they are Chinese food.Cola and juice, they are soft drinks.Apples and pears, they are nice fruitsStep4: Look and say1.T: Im thirsty. I want to drink some coffee.S: Theres some coffee in the cup.T: Oh, theres no coffee in the cup.S: Have some juice then.Practice “Theres no coffee in the cup.”2 Show the pictures and practice.Theres no in/ on3. Listen to the tape of Part 1, then do the ask some question:1) Whats for the breakfast?Ss: Milk, bread and eggs.2) Where are the eggs?Ss: Theyre on the tables.3) Wheres my glass?Ss: Its in the cupboard.4) Wheres the milk?Ss: Its in the fridge.Read the dialogue after the tape several times.4.Make a dialogueRequire Ss to make dialogue by using: Wheres / Where are the ？And sentence: Theres no in/ on Then make performance.Step5: Homework1.Copy the sentences.2. Act the dialogue.Step 6 Design of writingUnit 9 Breakfast Wheres the egg / knife?Its on the plate / sofaWhere are my eggs / apples?Theyre on the plate / sofaResourcesFun with English VCDPostscript After learning this unit, students get to know more about the pattern drill There be. They can use different sentences to express the same meaning. Also they learn some daily expressions like Whats for breakfast? Can you use chopsticks? Id like to try. and so on. Its easy for them to learn how to use Where is / are now the students are familiar with the singular or the plural forms. And they can use them properly and correctly.Date:6/9Text bookFUN WITH ENGLISH 4BUnit 9Title BreakfastPeriod 4Aims Review all the words, and sentences, and grammar.Sentences: Can you use chopsticks ? No, I cant. But Id like to try. Watch me. Let me try again. Sing a song: Its one in the afternoon.Main points and difficult pointsPronunciation Aids Pictures, tape recorder, multimedia, Step 1: Review1. Sing a song: Western food and Chinese food.2. Act the dialogue.Ss make sentence by using their own things.Step2: Presentation and practice.1.(1)T: Look, heres a pair of chopsticks.Can you use chopsticks?S: Yes, I can.T asks them several times“Can you use ?”（2） Ss practice these sentences with their partners. S: Can you use the knife?T：No, I cant. But Id like to try. Please you do. OK. Watch me. Is this right?S: No.T: Let me try again. Is it right?S: Yes.T explains the meaning of: Id like to try. And Watch me.2. Listen to the tape and try to answer question. Read the context as different characters.3. Look and read.The students look at the pictures. Read themselves. Then they translate the meaning. At last, they read the dialogue.Step3: A short breakPlay a gameT: Close your eyes. Wheres / where are the?Step4: 1.Say a rhyme.Learn to say the rhyme “Its one in the afternoon.”2.Finish off the workbook./EStep5: Homework1.Say a rhyme.2.Recite the drills.Step 6 Writing of design. Unit 9 Breakfast Can you use chopsticks? No, I cant.But Id like to try. Watch me. Let me try again.一、词组my glass 我的玻璃杯in the cupboard 在碗橱里on the table 在桌子上in the fridge 在冰箱里have some juice 喝一些果汁a carton of orange juice 一盒橙汁use chopsticks 用筷子a pair of chopsticks 一双筷子watch me 看着我my plate 我的盘子my fork 我的叉子have dinner 吃饭（通常指晚餐）close your eyes 闭上你的眼睛in the school bag 在书包里on t