四年级英语下册 Unit9(5)教案 北师大版

课题Unit-9 Day and night课时第五课时教材分析1. Key points 4-skilled words: always usually often sometimes never breakfast lunch dinner morning afternoon night get up go to bed eat sleep OK (in) class oclock when school parkNew structures: 1. When do you get up. I always get up at seven. When does he get up? He often gets up at seven. 2. Pronunciation: Sounds and letters: or, o教学目标1.The students can read the words and recognize the words preliminary.2. The students can describe the time and activities in English.3. The students can grasp how to pronounce “or” and “o”4. Developing the pupils ability of co-operation by group work.课前准备Courseware, audiocassette recorder, new words cards板书设计Unit 9 Day and nightWhen do you get up. I always get up at seven. When does he get up? He often gets up at seven.教 学 活 动 设 计设 计 意 图Step1. Warm up:T: Class begins!Morning! Boys and girls!S: Morning ,teacher!T: What day is it today?S: Its / Today isT: What do you do on weekend?S: I do my homework.Step 2. Review1. Review the following vocabulary: always, usually, often, sometimes, and never. Write the words on the board and check that the children can remember their different meanings.2. Now review the phrases get up, go to bed, eat breakfast / lunch / dinner, and the word sleep.3. Repeat the procedure used to review the other words.4. Point to the word always. Say, “I always get up at ( seven ) oclock.” have a child in the class give you another example sentence. Make sure that the child uses the word always and one of the other activities written on the board, for example, I always eat lunch at 12 oclock.5. Repeat the procedure for usually, often, sometimes, and never.Step 3. Touch, ask, and answer1. Have the children open their books at page 33. Draw their attention to the bottom of the page. Show your copy of the page. Point to the Tommy and Ken. say, “What is Tommy saying?” See if the children can read the question without your help. Now read the words together.2. Repeat the procedure for Kens answer.3. Now point to the picture of the first clock. Ask, “What time is it?” Elicit, “Its one oclock.4. Repeat the procedure for the other two pictures below the clock.5. Point to the picture of Ken getting up. Ask, “What is Ken doing?” Elicit, “He is getting up.”6. Repeat for the other two pictures ( Ken is going to school, and Ken is eating lunch.).7. Point to the picture of the notepad. See if the children can read the words to you. Then read the words together.8. Put the children into pairs to practice the question and answers. Encourage them to use all possible combinations.Step 4. Write the questions1. Have the children open their books at page 34. Show your copy of the page. Explain that you will read the sentences together.2. Point to the first picture. Then see if the children can read the sentence under it. You may need to help them. Read the sentence together. Explain to the children that this sentence is the answer to a question.3. Now point to the completed example above the picture. Explain to the children that this is the question to which “Mocky always eats breakfast in the morning.” Is the answer.4. Point to the second picture. Then see if the children can read the sentence under it. Explain again that this sentence is the answer to a question. Ask the children if they know what the question is.5. Now have the children write the question on the line above the picture.6. Repeat the procedure for the other pictures and sentences.Step 5. Lets chantTell the children that we are going to learn a chant. Have the children open their books and look at the pictures at the top of this page. 1. Point to the pictures and ask questions. Have children talk about the pictures.2. Now read the first four lines aloud to the children, pointing each word as you do so. Have children repeat after you.3. Play the tape for the first four lines. Have the children listen to the chant.4. Play the tape again, stopping after each sentence. Have the children repeat after the tape.5. Now play the tape without stopping this time. Have the children say the chant in a class drill following the tape.Step 7. extendHave the children make a new chant like this text.Step 8. Sum up:Practise the students listening And speaking Ask the children to know the new languages of this unit.Elicit the new wordsPractise the new sentences.Raise the students using the sentences abilityConsolidate the new words and the new sentences.Ask the children to know the new languages of this unit and at the same time, consol