四年级英语下册 Unit 9 Hot soup Lesson 4教案 北师大版（三起）

unit 9 hot soup!teaching aims: can read and write the words. can understand the story. can read the new sentences.importance and difficulty: use the dialogs.lesson 41.introduce /f/and /v/student book page 74 (uncle bookys abc)write the letters f and v on the board. explain that you are going to say one word with the letter f in it (fish) and one word with the letter v in it (video). ask the children to listen and watch as you model the /f/ and /v/ sound. have them repeat the sound after you. turn to uncle bookys abc at the back of the student book and point to the /f/ and /v/ words. say each word in turn and model the sound.2.sounds and lettersstudent book page 32 draw the childrens attention to the pictures at the top of the page. play the tape for the words fish and family. have the children say the words aloud.then play the tape for the /v/ words and have the children say the words aloud.ask, “do /f/ and /v/ sound the same?” if the children are unsure, play the tape again.3.listen and writestudent book page 32direct the childrens attention to the middle part the page. show your copy of the page. point to the first row of words and pictures. tell the children that one letter is missing in each word, and you want them to write out the missing letter.play the tape for the word fish. have the children say it aloud. ask, “is it a f or v?” elicit the correct answer.play the tape again. this time have children write out the letter f to complete the word.repeat the procedure for other words and pictures.4.read with uncle bookystudent book page 32 direct childrens attention to the two rows of words at the bottom of the page. show your copy of the page and point to the first row of words. play the tape for the first four words. have the children point to each word that they hear in the tape. ask the children if they can find that the letter f in all the words has the same sound. tell the children to find out how to read the last two words. play the tape for the last two words and have children read with the tape. repeat the procedure for the second row of words.5.model the structureshold up the flashcard for hamburger. say, “i am eating a hamburger.” point to the hamburger flashcard. ask, “is it hot?” elicit, “yes, it is.”pin up the relevant drillcards on the board to form the structures, “i am eating a hamburger.”, “is it hot?”, and “yes, it is.”point to each word as you read the structures aloud to the class. have the children repeat the words after you.now ask a boy to come to the front of the class. have him hold up the orange flashcard. gesture towards the child. say, “he is eating an orange.” have the children repeat the sentence.ask the child, “is it sour?” elicit, “no, it isnt.” now ask, “is it sweet?” elicit, “yes, it is.”change the drillcards to form the new structures. read the questions and answers aloud to the class as you point to each word. have the children repeat the words after you.ask a girl to come to the front of the class. have her hold up the soup flashcard. say, “she is eating some soup.” repeat the procedure used for hamburger, but this time ask, “is it hot/cold?” elicit, “yes, it is./no, it isnt.”6.uncle bookys blackboardstudent book page 33have the children open their books at page 33. model the structures on uncle bookys blackboard by reading them aloud to the class.have the children repeat the structures in a class drill. use all possible combinations.7.touch, ask, and answerstudent book page 33draw the childrens attention to the pictures at the bottom of page 33. show your copy of the page.point to the picture of mocky and ken. point to kens speech bubble. read the words aloud to the children. repeat for mockys answer. have the children repeat the question and answer.now point to the picture of the glass of water. say, “is that water hot?” elicit, “no, it isnt.”then ask, “is that water cold?” elicit, “yes, it is.”have the children repeat both the questions and the answers.repeat the procedure for hamburger, lemon, m