深圳版四年级英语下册全册教案2.doc

深圳版四年级英语下册全册教案2B Part A 1. Show Transparency. Ask the pupils to read the letter carefully.2. Explain that it is a letter to Pat from her pen friend, Jack. Jack is telling Pat about himself in his letter.3. Play the pupils Book Cassette. Ask the pupils to listen to the cassette.4. Demonstrate how to make notes about Jack by finding out the relevant information form his letter.5. Tell the pupils to complete the notes. Use Transparency to check the pupils answers. Part B1. Show Transparency. Ask the pupils to look at the pictures.2. Explain that Jill is sick in hospital. Then tell the pupils to guess what the nurses are saying to Jill in each of the pictures. 3. Ask the pupils to fill in the blanks for each picture.4. Ask individual pupils to read aloud their sentences to check the answers with the whole class. Pare C 1. Show Transparency, ask the pupils to read what the poem machine says to Pat and to read Pats poem.2. Explain to the pupils that Pat is answering the questions to write he poem. Tell the pupils to answer the questions to write their own poems.3. Ask the pupils to write down their poems at the bottom of the page. They can also draw pictures for their poems.B Presentation 1. Show Transparency. Tell the pupils to read the habits and ask them if they know which are good habits.2. Ask the pupils to choose the good habits and pt a tick in the corresponding box.3. Play the pupils book cassette. Ask the pupils to listen to the cassette and check their answers.Understand more complex or a series of instructions and act accordinglyUnderstand simple questions in class.Describe objects in complete sentences Interact more freely with others by using simple expressions and structures learnedA Presentation1. Grow plants from seeds or get pictures of them at different times so that the pupils can see them at different stages of growth. Bring in seeds, small pots and water in a container.2. (Books closed.) Show the pupils the plants or pictures of them. Ask the pupils to guess what you are going to do with the seeds, pots and water. Teach and write on the board the words pot, seeds and revise the word water. 程3. pretend to put a plant in a cupboard. Ask can the plant grow in here? Explain that plants also need light. Revise the word light and make sure that the pupils know that this can refer to natural sources as well as manmade ones such as electric light.4. Summarise how to how to grow plants by using sentences with need, e.g. Seeds need water and light.5. Show Transparency. Play the Pupils Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette. Practice 1. (Books open.) Show Transparency. Tell the pupils, the science teacher, Miss Li, is going to plant some tomatoes. Ask them what does she need?2. Read the conversation between the teacher and the children. Ask the pupils to repeat the conversation after you.3. Divide the class into four large groups. Tell two groups to work out the conversation between the teacher and children in picture 2 and the other two to work out the conversation between the teacher and the children in picture 3. Give them a short deadline to work out what they are going to say.4. Ask the two larger groups to present their conversations to each other.More to doAsk the pupils to bring in pictures of plants or packets of seeds they would like to plant. They read the seed packets or look up information in order to find out what each plant needs in order to grow and present their findings within groups.A Presentation 1. Draw a table on the board with three columns. Write a different experiment in each: a little water once a day, a lot of water once a week, a little water once a month. Bring in three plant pots with soil in them.2. (Books closed.) Tell the pupils to an experiment is when we change something to see what happens. Ask the pupils to look at the board and tell you what is changed in each of the three experiments. (the frequency is changed, e.g. from once a day to once a week and the amount of water is changed).3. Tell the pupils to guess what will happen. Put todays date and a date one month later than todays date on the board how they think the plants be like? Will they be big and tall? Or will they be short and small? Get the pupils to draw in the columns on the board how they think the plants will look after one month. Do not rub these off yet.4. Revise the adjective quick and teach the adverb quickly by walking quick and saying I am walking quickly. Teach the adverb slowly in the same way. Ask How quickly will the plants grow? Point to the different plants drawn on the board and ask will this one grow quickly? Will grow slowly? For the third experiment teach the word die. Tell the pupils the plant will not be able to grow. B Practice1. (Books open.) Show Transparency. Play the Pupils Book Cassette. Point to the three tomato plants. Read what the teacher says about the three experiments.2. Read the conversation and ask the class to read it after you.3. point to the drawings on the board of how the plants will be after you.1. Bring in small bag of soil and jug of water.2. (Books closed.) Ask the pupils: Can you remember what plants need to grow?3. 3. Write the three things plants need in a list on the board, i.e. soil, water, light. Rub one off and say, for example, We will give a plant only soil and water. Will it grow?4. What will happen? Get the pupils to make sentences about each of the three possible combinations and demonstrate by rubbing off the appropriate word. B Practice1. (Books open.) Show Transparency. Read the conversation and ask the pupils to complete the sentences.2. Ask the pupils to read the answers aloud for the whole class to check.C Learn B31. Ensure that the pupils know that they have to circle either the growing tomato plant or the dying plant for each of the sentences that they will hear, according to what they think will happen. Play the Pupils Book Cassette.a. This plant has no water. It wont grow.b. This plant needs light. It wont grow.c. We water this plant twice a week. We give it a lot of light and a large pot. It will grow quickly.d. We water this plant three times a week but it need light. It wont grow.e. This plant has good soil. Its in a small pot. We give it a little water once a day. It will grow.f. This plant has a lot of light. It only has a little soil water. It wont grow.2. Ask the pupils to listen to the cassette once more and to check their answers.The words of part c and part d The sentences of part c and part d .C Storytime1. Point to the characters in the picture and read their speech bubbles aloud. Read the description of how a plant grows from the TV sets.2. Play the Pupils Book Cassette for the pupils and ask them to say the sentences after the cassette.3. Ask the pupils What will happen after a plant grows? What will come to the flower? What will the flowers make? What will happen to the seed?More to doMake sentence cards for each of the stages in the life cycle of a plant using the information in the passage. Divide the class they are going to have a race to stand in a line holding the sentence cards in the correct order. The first group to complete the task is the winner.D Read C again. Number the sentences.1. Ask the pupils to read the passage again. Show them where to write numbers to show the order of things that happen when a plant grows. Remind them to check back with the passage.2. Check the answers with the pupils.The words of part e and part f and the sound The sentences of part e and part f and gA The sound 1 Play the Pupils Book Cassette and ask the pupils to listen to the sound and the word 2 Say the words slowly and clearly .Check that the pupils are saying the sound correctly .3 Point to the picture and check that the pupils can say the words without model .4 Play the Pupils Book Cassette again .Ask the pupils to listen to the poem .5 Tell them to circle the same letters with the same sound .Get the pupils to repeat the poem . B Look and do1. Tell the pupils to write the missing questions in the quiz. They can follow the steps given in the prompts on Page 6.2. They also need to write the frequencies like never, once, twice, etc. Which they think are appropriate for the actions. Tell them vary the frequencies to avoid other pupils not reading the choices carefully.3. Once the pupils have finished writing the questions, they can give 0-3 marks for each frequency. Make sure they realize that as the quiz asks about good habits, the answer never will always get 0 marks.4. Show the pupils the score sheet on page 7. Ask them to work with their friends and to write their friends names on the score sheet.5. The pupils the score sheet on Page 7. Ask them to work with their friends and to write their friends names on the score sheet.6. Tell the pupils to add up their friends marks in order to find out which category in the comments they belong to. The pupils read out the comments to their friend.C Sing the song A Presentation1. Take photos of signs in English in school or in some public places. Try to include some of the background to contextualize the signs for the pupils.2. Show the pupils the photos of signs or write the text of the signs or write the text of the signs in boxes to look like signs: dont run in the corridors. Be polite. Please throw the rubbish I nth bin.3. Mime the verbs run and walk. Ask the pupils to tell you what you are doing. Ask them to point to the sign with the verb run in it. Ask the pupils Where can we run in school? Point to the corridors in the sign on the board.4. Ask the pupils What can we do in the library? Mim quiet and noisy. Ask the pupils Are we quiet or noisy in the library?5. gesture to someone to give you a book. Say Thank you. Say I am polite. Then snatch a book from someone elses desk. Say I am rude. Ask is it good to be rude ? Is it good to be polite?6. Pick up a piece of scrap paper. Crumple it up and throw it on the floor. When the pupils look surprised, pick it up again and say Where do we throw rubbish? Check to see if the pupils remember the English for bin.7. Show Transparency. Play the pupils Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.B Practice 1. ( Books open ) Show Transparency. Revise the present continuous tense by pointing to the pictures one by one and asking What is he she doing?2. Read the conversation between the children and the teacher.3. Point to each of the children breaking school rules in rules in turn, starting with Bob. Read the teachers speech bubble. Then ask the pupils make the teachers speech for each of the other children.C More to do Ask the pupils in pairs to come to the front of the class. Give them a slip of paper on which youve written actions that they should do, e.g. throw rubbish on the floor. Throw rubbish in the bin. Tell the pupils to mime the two actions. Get the class to make sentences about what each one is doing.Run in the corridors Be polite be rude be noisy be quiet throw rubbish in the bin, throw rubbish on the floor课件情况As usualPart C1. Point to the characters in the picture and read their speech bubbles aloud. Read the description of how a plant grows from the TV sets.2. Play the Pupils Book Cassette for the pupils and ask them to say the sentences after the cassette.3. Ask the pupils What will happen after a plant grows? What will come to the flower? What will the flower make? What will happen the seed?More to doMake sentence cards for each of the stages in the life cycle of a plant using the information in the passage. Divide the class into groups of six and give each group one set of sentence cards. Tell the class they are going to have a race to stand in a line holding the sentence cards in the correct order. The first group to complete the task is the winner.D Read C again. Number the sentences.1. Ask the pupils to read the passage again. Show them where to write numbers to show the order of things that happen when a plant grows. Remind them to check back with the passage.2. Check the answers with the pupils.1 Ask the pupils to listen to the sound and the words.2 Say the words slowly and clearly .Check that the pupils are saying the sound correctly.3 Ask the pupils to listen to the poem .Then repeat the poem.B Part F1 Ask the pupils to circle what they will need to grow a plant. Ask them to make sentences about the things they will need in order to check their partner has circled the same things as they have.这课讲述的是关于植物方面的一些知识。具有科学性和实验性。学生学起来比较枯燥。但学得还行。容易出错的地方如：a small pot of soil, a large pot of soil. 学生容易写成a small pot soil, a large pot soil. It needs. 写成或读成It need. 第三人称的动词单数形式对学生来说仍是难点。Presentation1. Bring in toy versions or pictures of a lamp, a vase, a radio, a DVD player, a telephone and a sofa.2. (Books closed.) Ask the pupils How do you help at home? Revise the actions they know from Book6, i.e. bed, table, floor, dishes, plants. Teach the new vocabulary using the toy versions or pictures and add the words to the list on the board. Make sentences using In my home there is/are Ensure that the pupils know to use There is with singular items, and There are with plural items, e.g. There are DVDs.3. Show Transparency. Play the Pupils Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.Practice 1. (Books open.) Show Transparency. Point to the robot in the picture. Introduce the professor, saying This is the man who made the robot. He is a professor. He is very clever. He makes new things.2. Teach the new vocabulary and then point out the stairs. Tell the pupils we call the area where the professor is sitting downstairs and the area above upstairs.3. Read the conversation after you. Point to the other new items in the professors lab and ask the pupils to make Theres / There are sentences about the other objects you point to.4. Tell the pupils to work in groups of three and to role- play the conversation between Koko, Pat and the professor according to the objects they see.More to doB Presentation 1. Prepare a picture of a house with objects the pupils know covered by sticky-edged paper or open the flaps windows.2. (Books closed.) Draw a robot and say. Do you help at home a lot? Wow, you must be tired ! Heres a robot. Will robots help us with housework in the future? What do you think? Write on the board the sentence Will robots help us? Explain that your picture is the house of the future and say Lets look at the house of the future? As the pupils guess correctly uncover the objects in the house. Write the starter sentences on the board: There will be Show the pupils this is the same for both singular and plural objects.3. Write the names of the objects on the board. Put the heading : In the house of the future. Using the list, check that the pupils know how to make questions using the future tense and the verb to be, i.e. Will there be?More to doHold a line race. Write a tick or a cross next to the items in the list on the board. Show the pupils how to hold a line race. Indicate the direction of speaking, e.g. from the pupil at the front of the row to the one at the back. Demonstrate with two pupils. Tell the one at the front to turn round and ask the pupil sitting behind him or her Will there be? Using the items on the list. The pupil behind answers Yes, there will. / No. there wont. Then this pupil turns round to the one behind and asks the same question. This continues until the pupil at the back has finished. Then he or she puts up his or her hand. The row that finishes the drill first is the winner.C Practice 1. (Books open.)Show Transparency. Play the Pupils Book Cassette. Point to what Pat and Koko can see in the house of the future.2. Read the conversation in picture1 and 2 and ask the pupils to read it after you.3. Check that the pupils know that names of the objects in the small close-up pictures in pictures3-7 are in Pats thought bubbles.4. Ask the pupils to work in pairs to act Pat and Koko talking about the objects in the pictures 3-7. 1. Bring in the toy robot again.2. (Books closed.) Tell the pupils in the future there will be a robot in every house. Ask the pupils Would you like a robot in your house?3. Ask the pupils to recall the phrases for helping at home. Show them how to make these phrases into future tense questions, e.g. sweep the floorWill the robot sweep the floor? Tell them to ask about what the robot will do in the house of the future.Practice1. (Books open.) Show Transparency. Read the conversation and point out the professors list. Explain that the ticks mean the robot will do those things and the crosses mean the robot will not do those things.2. Play the Pupils Book Cassette and ask the pupils to listen to the conversation once more and repeat