2019-2020年四年级英语上册 Unit9（7）教案 苏教牛津版.doc

2019-2020年四年级英语上册 Unit9（7）教案 苏教牛津版教学内容：A部分图4， B部分四个单词。教学目标：1 能听得懂、会说单词sleepy ,bored ,hot ,cold其中hot ,cold要求达到四会。2 能听懂、会读，会说句子Why dont you ?教学过程：Step 1 Warm up 1. Sing songs: Whats the matterWe are happy bees Go to school2. Say a rhymeDont be late again 3. Greetings .4. On duty .由学生值日汇报开始，生生之间展开日常交际，师适时参与到交际中去。 ( 主要复习句型Whats the matter ? Im )5. Revision .a. 通过Listen and do和Look and say复习所学表示感觉类的单词。b. Free talk .围绕上节课所学的内容用Whats the matter? 进行问答操练。Step 2 Presentation and practice .1. 介绍句型Why dont youa.在上面复习环节中，师生间问答Whats the matter ? 当生问师：Whats the matter ?师通过手势、表情演示并说：Im sleepy .b.操练Whats the matter/Im sleepy.c.在上述师生问答操练中，师引出句型Why dont you go to bed now ? 正音，并问答操练。2. 拓展练说，引出新单词bored ,hot ,cold .a.师生间用Whats the matter ?操练，生发问，师边作烦躁状边回答：Im bored出示并练读bored.b.同法引出单词cold ,hot 在hot的引出时，师可以拓展让学生说出Why dont you go swimming ?Step3 Short rest . Sing a song Whats the matter ?，初步感知、欣赏、模仿哼唱。Step4 Listen to the tape .1. 师出示情景图，认识人物Liu Tao ,Liu Taos mother ,LiuTaos father.2. Look at the picture and listen to the tape .Think over: Whats the matter with Liu Tao?3. Read after the tape .4. Read and act .在学生表演时，教师要注意多鼓励学生多说，提高学生运用旧知的机会，提高旧知的复现率。Step 5 Exercises.Copy words .ill , tired ,hot , cold ,thirsty ,hungry .板书设计：Unit 9 Whats the matter ?Whats the matter ?Im Why dont you 图 图 图 图 sleep bored cold hot第三课时教学内容：C部分Work in pair . D Read and act 。教学目标：1 巩固并正确运用所学单词句型。2 在句型操练中，培养学生口语交际能力。教学过程：Step 1 Warm up .1. Enjoy the song :Whats the matter?2. Greetings .以Part A中的句型为核心内容，并结合以前所学内容进行复习。3. On duty .操练注意面向全体学生。4. Free talk .综合运用所学交际用语进行交谈。5Revision .师生通过 “Whats the matter ?”问答操练，复习本单元的单词句型。Step2 C Work in pairs .1.请几名学生到前面做出不同的表情，其他学生在下面用“Whats the matter ?” 发问，前面的同学用“Im ”回答。2生看图，明确题意。3.师生共同操练图1，图2 ，重点指导生运用 “Heres a for you .”作进一步的回答。4Pair work同桌间讨论操练图3-8。5Act .在对话扩充时，教师要注意引导，降低难度，保证学生有兴趣参与活动，培养说的兴趣。 指名两人一组进行表演练说。Step 3 D Read and act .1. 出示挂图，认识人物，并猜故事情节。2. Listen to the tape .3. 出示句子Ive got a new car引导学生明意并拓展练说，如： Ive got a new bike .4. Listen and repeat .5. Practice in pairs .6. Act .Step 4 Sing a song Whats the matter ?）师介绍歌词，让生明意。）Sing after the tape.）边唱边做律动。Step5 Exercises：Copy the dialogues.Whats the matter ?/Im hungry ./Heres a cake for you /Thank you .附送：2019-2020年四年级英语上册 全册教案 深港版Period 1Teaching content: Part A Teaching aim: 1. Remember the words of everyday habitual actions.2. Use the new words to describe ones habits by answering the question “ When do you go to bed/sleep?”3. Consolidate the third person of the present tense during the course of learning new content.Main points:Phrases: brush my teeth, wash my face, b my hair, finish my homework, pack my schoolbag, hang up my clothesSentence: When do you get up/go to sleep?Teaching aids: a b, a toothbrush, a towel, a hanger, a school bag, a tape recorderTeaching procedures:Step 1 Warm-up stage1. Greetings: The teacher and the pupils greet each other using the oral English they have already learned.2. Free talk: Ask the pupils to say something about their winter vocation and the Spring Festival, they can talk with each other freely on the lucky money they have got and how will they use them. Then they must tell the class their plan in the new term.Step 2 Presentation1. Bring in a b, a toothbrush, a face cloth, a clothes hanger and a schoolbag.2. (Books closed). The teacher shows the pupils the b, toothbrush, face cloth clothes hanger and the schoolbag. One by one, mime the actions of bing my hair, brushing my teeth, washing my face, packing the schoolbag and hanging clothes on the hanger. Teach the phrases for these actions. Write the phrases on the board. Point to a phrase and ask the pupils to mime the actions.3. Draw a line on the board to divide it into two sections. In each section, write one of the headings In the morning and In the evening. Showing the pupils the objects to remind them again, ask e.g. “When do you brush your teeth?” Write the pupils answers on either or both sides of the board as appropriate.4. Revise the times with the pupils by drawing clock faces. Revise phrases like get up, have breakfast/lunch/dinner, go to school, do homework and go to bed by miming them and asking the pupils to write them in the appropriate sections on the board.5. Ask the pupils “When do you.?” using the new phrases on the board. Write some of the times on the board.6. Point to some of the times to explain the concepts of early and late, e.g. (Name) gets up early. He/She gets up at.7. Show Transparency. Play the Pupils Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.Step 3 Practice1. (Books open.) Show Transparency. Ask the pupils “Is it morning or evening?” Explain this is Pats bedroom. Koko is ing to stay with Pat. Koko wants to know when Pat does the things in the small pictures at the bottom of the page. Read the conversation between Pat and Koko. Ask the pupils to repeat the conversation after the teacher.2. Ask the pupils “ When do you get up? When do you go to bed?Step 4 Consolidation1. Write a list of made-up times when Pat does the other things on the page. Show the pupils the list without letting them see the times. Ask the pupils to suggest times when Pat does the other things on the page, e.g. She finishes her homework at 8 oclock. The teacher could give points for correct guesses.2. Check some of the pupils to read the new phrase about ones habits to see if they can read them correctly or not, correct their mistakes in time.Step 5 Summary and homeworkThe teacher summarizes the content of this period and emphasize the use of present simple.Homework: copy the phrases of part A and the new words on page 75, each two lines.Board designUnit 1 Good habitsIn the morning In the eveningbrush my teeth finish my homeworkwash my face pack my schoolbagb my hair hang up my clothes Feedback: The rest of the everyday actions are very familiar to the pupils except two of them , pack my schoolbag and hang up my clothes, adding some useful vocabulary relative to enlarge the pupils vocabulary. Period 2Teaching content: Part B1 Teaching aim: 1. Relate personal experience and information about ones habits by eliciting and responding the question “ How often does Candy brush her teeth?”.2. Describe the frequency of ones actions by using the words such as once, twice, three times,.3. Consolidate the third person of the present tense during the course of learning new content.Main points:Sentence: How often does Candy brush her teeth? She brushes her teeth once/twice/ three times a day.Teaching aids: a wall calendar, a tape recorderTeaching procedures:Step 1 Revision1. The class read all the new phrases by reading out the flash cards. 2. Ask five to six pupils to e to the blackboard to write down the phrases, then ask the rest to check altogether.Step 2 Presentation1. Make a wall calendar showing the seven days of the week. Make sure there is room to write more than one action on each day. Bring in a small watering can and chopsticks and other things usually put on the table before a meal.2. (Books closed.) Ask a confident pupil to e to the front of the class. Ask the pupil “When do you brush your teeth/wash your face/b your hair?” Write down the times on one of the days of the week. For actions that are done more than once, ask the question again, e.g. “Do you wash your face in the evening, too?”3. Count the times per day the pupil does these things and write the total number for each action. Make and write sentences like(Name) washes his/her face three times a day. Underline the concept and make sure that the pupils know that we say once for one time, twice for two times and use numbers only for three or more times a day.4. With the same pupil, ask if he/she washes the dishes /waters the plants/sets the table. Demonstrate the meaning of the revised phrases using the aids the teacher had brought in. For those actions the pupil does, ask “Do you wash the dishes on Monday?” etc.5. Make sentences about the number of times a week the pupil helps at home and write the results on the wall calendar. Then ask the other pupils, e.g. How often does (name) wash the dishes?Step 3 Practice1. (Books open.) Show Transparency. Play the Pupils Book Cassette. Make sure that the pupils understand how to read the information in the table.2. Read the conversation and ask the class to read it after the teacher. Make sure that the pupils practise the s on the third person singular of present tense verb.3. Demonstrate the same conversation with a confident pupil using the information about Sam.4. Tell the pupils to work in pairs to talk about the results for Ann and Bob. They role-play Tim and Pat.5. Ask checking questions to find out if the pupils can answer “How often does Ann/Bob.?”Step 4 Consolidation1. Get the pupils to work in pairs to ask each other “ How often do you get up/brush your teeth/wash my face/b your hair?”.2. The pupils can walk around the class freely to ask and answer questions “ How often does your brother/mother/sister/father/wash his/her face?”Step 5 Summary and homeworkThe teacher summarizes the content of this period and emphasizes the difference between how long and how often. Use correct number to describe ones everyday actions. Homework: 1. Listen to the tape of unit 1 three times.2. Read A and B1 three times.Board designUnit 1 Our birthdaysonce=once time twice=two times three timesHow often does Candy brush her teeth?She brushes her teeth once /twice/ three times a day.Feedback: This sentence pattern “How often does Candy brush her teeth?” is pletely new to the pupils, so it will take some time to internalize it, especially the difference between “how long” and “how often”.Period 3Teaching content: Part B2,B3 Teaching aim: 1.Use first, next, then, and after that to describe the correct order of different actions. 2.Describe the ones habits correctly by answering questions “What do you do in the morning/evening?”3. Consolidate the third person of the present tense during the course of learning new content.Main points:Sentence: What do you do in the morning? First, I get up early. Next, I brush my teeth and wash my face. Then, I put on my clothes and b my hair. After that, I eat breakfast.Teaching aids: a tape recorderTeaching procedures:Step 1 Revision1. Pair work: Ask some pairs of the pupils to stand up and ask and answer questions by watching the table on page2. 2. The class read part A and B1 altogether and then ask some of them to read loudly, the others will give a ment.Step 2 PresentationB21. (Books closed.) Write four actions that I do in the morning after I get up or in the evening before I go to bed. Write times next to them so that the actions are in chronological order.2. Above the actions write the words, first, next, then and after that. Make sentences using these adverbs of sequence and the actions.3. Ask the pupils to write down four actions in the order they do them, then to tell their partners using the adverbs.Step 3 Practice1. (Books open.) Show Transparency. Play the Pupils Book Cassette and ask the pupils to read along in their books.2. Ask the pupils to point to the things Susan does in the evening. Ask them to make sentences about what she doesStep 4 Consolidation B3 Listen to the rest of the interview. plete the sentences1. Read through the list of actions Susan does every day. Tell the pupils to be ready to make notes about how often Susan does the actions. If I think the pupils may have difficulty making notes while listening, tell them to label the frequencies, e.g. once a week is a, twice a day is b. Play the Pupils Book Cassette.2. Ask the pupils to listen to the conversation once more. 3. Ask the pupils to work in pairs and check that they have the same information. Then tell the pupils the answers.4. The pupils work in groups of four to find out who has the best habits and who could therefore be a candidate for Student of the Year. One member of the group introduces the candidate to the others and tells about their good habits.Step 5 Summary and homeworkThe teacher summarizes the content of this period and emphasizes the use of orders.Homework: 1. Recite A, B1 and B2.2.Copy A, B1 and B2 from their memory.Board designUnit 1 Our birthdaysWhat do you do in the morning?First, I get up early. Next, I brush my teeth and wash my face. Then I put on my clothes and b my hair. After that, I eat breakfast.Feedback: The pupils are familiar with “What do you do in the morning?”, but they are not so good in answering “What does she do in the morning?”, they often omit s behind the verbs.Period 4Teaching content: Part C, D and E. Teaching aim: 1. Understand the plot of this story. 2.Relate personal experience and information about ones habits by eliciting and responding to simple questions. 3.Recognize rhythm in simple rhymes or poems.Main points:Sentence: How often do you brush your teeth? e on. Hurry up, Tim. Thats good, Tim. Its time for school! His schoolbag is ready, too.Teaching aids: story cards, a tape recorderTeaching procedures:Step 1 Revision1. The class read A, B1 and B3 altogether, paying attention to pronunciation and intonation.2. Ask some pupils to e to the blackboard to have dictation of the words and sentences already learned, the others take out a piece of paper to have dictation too. Step 2 PresentationC A story: Tim and Aunt Mary1. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them. 2. Play the Pupils Book Cassette for the pupils and ask them to say the sentences after the cassette. Play the cassette again and ask them to listen carefully.3. Ask the pupils “Why does Tim still have his pyjamas on?” I can teach the word pyjamas (Because its Saturday. Tim doesnt go to school on Saturday.)4. Ask the pupils to role-play the story in pairs. Some pairs may like to e out to the front and act the story.D. Read the story again. Put a tick or cross in each box.1. Ask the pupils to read the story again. 2. Check the answers with the pupils, asking them to tell me the number of the picture where they found the answer. Ask them to read out the relevant words to discourage guessing.E. Say the sound and the words.1. Play the Pupils Book Cassette and 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. Point to the pictures and check that the pupils can say the words without my model.4. Play the Pupils Book Cassette again. Ask the pupils to listen to and say the rhyme.5. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.Step 3 Practice and consolidation1. Divide the class into several groups and ask the pupils to read the story again in different roles.2. Sound the words in part E again loudly.Step 5 Summary and homeworkThe teacher summarizes the content of this period and emphasizes the pronunciation of or. Homework: 1. Recite the story. 2. Parents dictate the new words of this unit.Board designUnit 1 Our birthdaysTims aunt gets up early.Tim doesnt go to school on Saturday.or world work homework wordPeriod 5Teaching content: Part F, G and H. Teaching aim: 1. Do a quiz about daily habits. 2.Listen and chant to practise talking about habitual actions.3municate with each other on ones habits. Main points:Sentence: How often do you do these things? Teaching aids: a quiz, a tape recorderTeaching procedures:Step 1 Revision1. Ask the class to recite the story altogether, and then ask some of them to stand up and recite it loudly.2. Ask some pupils to write down the habitual actions on the blackboards, the other can check them and give some more.Step 2 PresentationF Make a birthday train.1. Tell the pupils to write the missing questions in the quiz (from question 2 onwards). 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 to 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 ask each other the questions and read out the given frequencies for their friends to choose from. They write the marks on the score sheet.6. Tell the pupils to add up their friends marks in order to find out which category in the ments they belong to. The pupils read out the ments to their friends.G Listen and chant1. Play the Pupils Book Cassette for the pupils to listen to the chant.2. Play the cassette again and encourage the pupils to join in with the words. Then divide the class into three groups. Assign a diffe