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UNIT FOUR UNIT FOUR

What’s for breakfast? What’s for breakfast?

教学目标: 1.能听懂、会说关于“某人某物在何处”的日常交际用语,并能在实际情景中运用。 2.能听、说、读、写本单元 12 个名词,认读 8 个词组,并能用英语进行简单描述。 3.能正确地朗读、表演课文。 4.

能背诵、表演所学韵文,能听懂课堂用语,能根据指令做事情,开展游戏活动。

Lesson 13

课时 1 知识与能力:1.能听懂、会说“what’s for breakfast today?”及其答语,并 能在实际情景中运用。 过程与方法:2.能听、说、读、写 breakfast, milk, egg, lunch, 认读、理解、 会用 supper, cookies。 情感,态度,价值观:3.在交流与合作的过程中提高学生的表达能力。

教学目的

教学内容 1. 交际用语和句型:What would you like? What’s for breakfast today?. 2. 词汇:掌握 breakfast, milk, egg, lunch. 认读 supper, cookies 运用对话进行交流 Picture, tape, recorder, word cards

教学重点

教学难点 教学用具 教学过程 Steps Greeting

Teacher’s activity Good morning, boys and girls! 一、导入 1、请学生表演 Lesson 11 对话。 2、教师提问: “What’s for your breakfast today? Bread, milk, eggs or noodles?” 教师手指图片或者厨师课件 宝宝的妈妈为他准备了丰盛的早餐,听 一听,他要吃什么?

Students’ activity Good morning, Miss Wang! Let’s review the lesson 11! Look at the picture. 认读并重复这些单词 Listen to the tape, then answer teacher ’s question.

创设情景进 行交流

1

UNIT FOUR
? 看图观察

What’s for breakfast?

说一说

二、新授 (show the picture of the fruit) 出示实物帮助学生理解 fruit An apple, it’s a fruit. A banana, it’s a fruit. An orange, it’s a fruit. They are fruits. 学生重复。 出示一杯牛奶: A glass of milk 教师出示苹果汁, 认读单词 milk----A glass of milk 问: “Would you like tosome apple juice?” 教师同时出示苹果汁和橘子汁: 问: “What would you like, apple juice or orange juice?” 教师指导。 The first time: Just listen. The second time: 1、播放录音 2、教师纠正发音。 3、教师给与及时评价。 T: read a passage. T: This is a breakfast. We have bread, milk, eggs, fruit. Bob want a glass of milk and a piece of bread.

? 听录音 学对话

练习 听 学生跟读,理解对话含义。 扮演对话中角色表演对话。

? 单词理解

尽可能多的用英语表达信息 布置餐厅:在讲桌上铺上桌布,摆上一台 创编对话: 电冰箱(黑板) ,在上面贴图,面包、 牛奶、水果等。黑板上画上一本日历,再 画一个钟表。 Read and spelling the word. 1. show the word cards. 2.“read it one by one” 3. Let’s write the word Write the word in the notebook. 从单词卡中任选一个单词,教 师读一段话,在读的过程中, 凡是听到自己选择的单词时, 要迅速起立再坐下。 Read and spelling Read

2

UNIT FOUR
Write the words Homework

What’s for breakfast?
Write the word in the book.

1、 Listen to the tape and follow to the tape 2、 Recite the new words 3、 Complete the writing words

Blackboard Designing

breakfast milk

lunch egg

summary

Lesson 13

课时 2 知识与能力:1.能听懂、会说“what’s for breakfast today?”及其答语,并 能在实际情景中运用。 过程与方法:2.能听、说、读、写 breakfast, milk, egg, lunch, 认读、理解、 会用 supper, cookies。 情感,态度,价值观:3.在交流与合作的过程中提高学生的表达能力。

教学目的

教学内容 3. 交际用语和句型:What would you like? What’s for breakfast today?. 4. 词汇:掌握 breakfast, milk, egg, lunch. 认读 supper, cookies 运用对话进行交流 Picture, tape, recorder, word cards

教学重点

教学难点 教学用具 教学过程 Steps Greeting

Teacher’s activity Hello, boys and girls! How are you today?

Students’ activity Hello, Miss Wang! Fine, thank you. And you?

3

UNIT FOUR
创设情景进 行交流

What’s for breakfast?

一、导入 教师出示一张图片(图上由饺子、米饭、 重复: dumplings, rice, and noodles 面条等食品) ,问学生: “ What are these ?” “They are dumplings, rice, and noodles.” It’s half past twelve. 教师出示一张 12 点半的图片: “Look at the clock, what time is it?” 教师说: “Yes, it’s time for lunch.” 学生重复 lunch lunch 二、新授 (show the pictures) 认读单词 lunch 1、教师将时间拨到晚上 7:00 T: It’s time for supper. supper cookies 2、教师出示一些饼干图片:cookies 3、教师出示三张图片, T: 将词卡贴到黑板上,请三位学生到黑板 Repeat the words. 前做“瓶子” ,分别面对黑板上的三张卡片, 背向学生。师偷偷向其他学生出示词条, 大家大声读出单词,黑板前站在这张卡片 前的学生听到后要像瓶子一样转动一圈。 在出示词条,游戏继续。 Read like this: l sounds /l/ for lunch, s sounds repeat the word. /s/ for supper, c sounds /k/ for cookies. S use the word cards to read the words like that and line the first letter. 1. listen to the tape: The first time: Just listen. The second time: What did you heard? The third time: Listen and repeat. Listen carefully and read aloud. 1. Listen and number 2. Look and write 3. Read and fill in the blanks Listen and point. Listen carefully and write the number. Listen and say. Write the word Listen to the tape
4

New words

Read

? 小韵文 ( rhyme )

? 课后练习

UNIT FOUR
Homework

What’s for breakfast?

1、 Listen to the tape, and read the text 2、 Complete the practice of lesson 13

Blackboard Designing

breakfast milk

lunch egg

summary

5

UNIT FOUR
Lesson14

What’s for breakfast?
课时 1

教学目的

知识与能力:1.能听懂、会说“Can you give me some orange juice, please?” 及其答语,并能在实际情景中运用。 过程与方法: 2. 能听、 说、 读、 写 tired, orange, nice, tea 等 4 个词, 认读 a cup of tea/coffee, a glass of soy milk, 并能进行简单的描述。 情感,态度,价值观:3.在交流与合作的过程中提高学生的表达能力。

教学内容 教学重点 教学难点 教学用具 教学过程 Steps Greeting 创设情景进 行交流 Teacher’s activity Good morning, boys and girls! 一、导入 以“Can I use…?”为对话内容,进行口语 练习。教师: “ Can I use your pencil, please?”(book, phone, chair…) “Hello?.!” “Glad to see you again.” T: Hello, xx! Can I use your pencil? 二、新授 1.(show a picture.) 创设情景,图中的老奶奶 tired, she is tired. T: Are you tired? Yes, I am. No, I’m not. T: Can I help you? Sure. 2. 看一看,说一说 T: Guoguo’s father is tired. He asks Guoguo, “Can you give me some orange juice, please?” T: 播放录音。
6

1.交际用语和句型:Can you give me some orange juice, please? 2.词汇:掌握 tired, orange, nice, tea 认读 a cup of tea/coffee, a glass of soy milk 运用对话进行交流 Picture, tape, recorder, word cards

Students’ activity Good morning, Miss Wang!

Hello! Glad to see you,too. Yes. Here you are. 引导学生回答,并理解句子 含义。

? 看图观察

tired.(引导回答并重复。) Yes, I am. No, I’m not. Sure.

说一说

Repeat.

UNIT FOUR

What’s for breakfast?
说出: Here you are .

T: What does Guoguo say? The first time: Just listen. The second time: 1、播放录音 2、教师纠正发音。 3、教师给与及时评价。 T: read a passage. T: 出示卡片:tired, orange, nice. Read and spelling the word. 1. show the word cards. 2.“read it one by one” 4. Let’s write the word

? 听录音 学对话

Repeat the tape. 学生跟读,理解对话含义。 扮演对话中角色表演对话。

选择单词

? 单词理解

从单词卡中任选一个单词, 教师读一段话,在读的过程 中,凡是听到自己选择的单 词时,要迅速起立再坐下。

Write the words Write the word in the notebook.

Read and spelling Read Write the word in the book.

Homework

1、Listen to the tape and follow to the tape 2、Recite the new words 3、Complete the writing words

Blackboard Designing

tired nice

orange

summary

7

UNIT FOUR
Lesson 14

What’s for breakfast?
课时 2

教学目的

知识与能力:1.能听懂、会说“Can you give me some orange juice, please?” 及其答语,并能在实际情景中运用。 过程与方法: 2. 能听、 说、 读、 写 tired, orange, nice, tea 等 4 个词, 认读 a cup of tea/coffee, a glass of soy milk, 并能进行简单的描述。 情感,态度,价值观:3.在交流与合作的过程中提高学生的表达能力。

教学内容 教学重点 教学难点 教学用具 教学过程 Steps Greeting Teacher’s activity Good morning, boys and girls! 一、导入 向个别学生打招呼: “Hello?.!” “Glad to see you again.” T: 出示一块布,将茶杯和茶壶盖起来。 请学生来猜。 T: What’s this? 请学生过来摸膜。 T: Yes, this is a cup. Guess, what’s in it? 请学生尝一尝。 T: Yes, a cup of tea. 二、新授 T: 以同样的方法呈现 coffee 和 milk。一 边出示一边读词:a cup of coffee A glass of soy milk (show the pictures) Show the cards of the words. Students’ activity Good morning, Miss Wang! Hello! Glad to see you,too. 1.交际用语和句型:Can you give me some orange juice, please? 2.词汇:掌握 tired, orange, nice, tea 认读 a cup of tea/coffee, a glass of soy milk 运用对话进行交流 Picture, tape, recorder, word cards

创设情景进 行交流

A cup.

tea 跟读单词 a cup of tea。

New words practice

认读单词 spelling

读单词。

8

UNIT FOUR
Read

What’s for breakfast?
repeat the word. S use the word cards to read the words like that and line the first letter.

Read like this: t sounds /t/ for tea, a cup of tea, c sounds/k/ for coffee, a cup of coffee. s sounds/s/ for soy, a glass of soy milk. 1. listen to the tape: The first time: Just listen. The second time: What did you heard? The third time: Listen and repeat. 2.Listen and number 3.Look and write 4.Read and fill in the blanks Listen and point. Listen and say. Listen to the tape 1.Listen to the tape, and read the text 2.Complete the practice of lesson 14

? 小韵文 ( rhyme )

Listen carefully and read aloud.

Listen carefully and write the number. Write the word

? 课后练习

Homework

Blackboard Designing

tired nice

orange

summary

9

UNIT FOUR
Lesson15

What’s for breakfast?
课时 1

教学目的

知识与能力: 1. 能听懂、 会说 “Where are you?” 及其答语 “I’m in the kitchen” , 并能在实际情景中运用。 2.能听、说、读、写 hungry, supper, rice, fish 等 4 个词, 认读 noodles, tofu, meat 等 3 个词语,并进行简单描述。 过程与方法:3. 通过对话练习使学生掌握用英语询问某人需要什么食物, 饮料的方法。 情感,态度,价值观:4.在交流与合作的过程中提高学生的表达能力。

教学内容 1. 交际用语和句型:What do we have for…? We have … Where are you? I’m in the kitchen. 2.词汇:掌握 hungry, supper, rice, fish 认读 noodles, tofu, meat 运用对话进行交流 Picture, tape, recorder, word cards

教学重点

教学难点 教学用具 教学过程 Steps Greeting 创设情景进 行交流

Teacher’s activity Good morning, boys and girls! 一、导入 1. 请 一 位 学 生 以 : “ What’s for your breakfast? ”为内容到教室前面做自由讨 论, 教师评价后, 说: “Go back to your seat, please.” 2. 复习单词: breakfast, lunch ,supper, egg 3. 教师做找笔的样子, 说: “Where is my pen?” “Where is my pen?” “Where is my pen?”最后在口袋中找到: “Oh, it’s in my pocket.” 4. 教师问学生:Where is your pen? 二、新授 1.T: What can you see in the picture? Who, What time, talk about….
10

Students’ activity Good morning, Miss Wang! Hello! Glad to see you,too.

Read and spelling 引导说出:Where is mypen?” 问答练习。 说出: It’s in my pencil-box.

? 看图观察

抢答说出英文信息。

UNIT FOUR
? 听录音 回答问题

What’s for breakfast?

?请学生听录音回答问题: 引导说出: 1. Where is Maomao’s mother? 1. She is in the kitchen. 2. What do they have for supper? 2. rice, fish, and vegetables. ?请学生再听录音,重复听到的内容。 ?教师用表情和课件解释 hungry 和 vegetable听 ?边说边放课件: “It’s twelve o’clock. I’m hungry. I want some rice, fish, and vegetables for lunch.” The first time: Just listen. The second time: 1、播放录音 2、教师纠正发音。 3、教师给与及时评价。

? 听录音 学对话

学生跟读,理解对话含义。 扮演对话中角色表演对话。

提问回答: T: Where are you ? T: Are you hungry? T: What’s for breakfast/lunch/supper? T: What do we have for breakfast/lunch/ supper? 1. show the word cards. 2.“read it one by one” 3. Let’s write the word

S: I’m in our classroom. S: Yes, I am. No, I’m not. S: Bread… S: We have …

? 单词理解

Write the words Write the word in the notebook.

从单词卡中任选一个单词,教 师读一段话,在读的过程中, 凡是听到自己选择的单词时, 要迅速起立再坐下。 Read and spelling Read Write the word in the book.

Homework 1、Listen to the tape and follow to the tape 2、Recite the new words 3、Complete the writing words

11

UNIT FOUR

What’s for breakfast?

Blackboard Designing

hungry rice

supper fish

summary

Lesson 15

课时 2 知识与能力: 1. 能听懂、 会说 “Where are you?” 及其答语 “I’m in the kitchen” , 并能在实际情景中运用。 2.能听、说、读、写 hungry, supper, rice, fish 等 4 个词, 认读 noodles, tofu, meat 等 3 个词语,并进行简单描述。 过程与方法:3. 通过对话练习使学生掌握用英语询问某人需要什么食物, 饮料的方法。 情感,态度,价值观:4.在交流与合作的过程中提高学生的表达能力。

教学目的

教学内容 5. 交际用语和句型:What do we have for…? We have … Where are you? I’m in the kitchen. 2.词汇:掌握 hungry, supper, rice, fish 认读 noodles, tofu, meat 运用对话进行交流 Picture, tape, recorder, word cards

教学重点

教学难点 教学用具 教学过程 Steps Greeting

Teacher’s activity Good morning, boys and girls! 一、导入
12

Students’ activity Good morning, Miss Wang!

UNIT FOUR
创设情景进 行交流

What’s for breakfast?
Hello! Glad to see you,too. 学生重复。 noodles.

教师捂着肚子做出肚子很饿的样子说: “I’m hungry. I’m hungry. I want to eat something. Do you know what I like?” T: 出示面条的图片. T: oh, I like noodles.

New words practice 转瓶子

Read

? 小韵文 ( rhyme )

二、新授 T: 出示面条、豆腐、肉等物品的实物呈 现新词。一边出示一边读词: 跟读单词。 Noodles, tofu, meat 认读单词 spelling Noodles, tofu, meat (show the pictures) Show the cards of the words. T: 将词卡贴到黑板上,请三位学生到黑板 前做“瓶子” ,分别面对黑板上的三张卡片, 读单词。 背向学生。师偷偷向其他学生出示词条, 大家大声读出单词,黑板前站在这张卡片 前的学生听到后要像瓶子一样转动一圈。 repeat the word. 在出示词条,游戏继续。 Read like this: n sounds /n/ for noodles, S use the word cards to read the t sounds /t / for tofu, m sounds /m/ for meat, words like that and line the first letter. 1. listen to the tape: The first time: Just listen. The second time: What did you heard? Listen carefully and read aloud. The third time: Listen and repeat. 1.Listen and number 2.Look and write Listen carefully and write the 3.Read and fill in the blanks number. Listen and point. Listen and say. Listen to the tape 1.Listen to the tape, and read the text 2.Complete the practice of lesson 14
13

? 课后练习

Write the word

Homework

UNIT FOUR

What’s for breakfast?

Blackboard Designing

hungry rice

supper fish

summary

14

UNIT FOUR
Lesson 16(复习)

What’s for breakfast?
课时 1

教学目的

知识与能力:1.复习本单元所学的交际用语和句型。能听懂、会说、会表 演,能运用。 2.能读准所学词语中的元音音素/ /,并初步了解元音字母 o 在单词中发/ /的规律。 过程与方法: 3.通过交际用语的练习使学生掌握如何用英语恰当交际的方 法。 情感,态度, 价值观: 4.通过交际用语的练习培养学生勇于开口的学习态度。 能力。

教学内容 教学重点 教学难点 教学用具 教学过程 Steps Greeting Teacher’s activity Good morning, boys and girls! 一、导入 向个别学生打招呼: “Hello?.!” “Glad to see you again.” 教师和学生一起复习小韵文: “Little nose smells yummy, yummy food. Little nose smells nice, nice food. Little mouth tastes yummy, yummy food. Little mouth tastes nice, nice food.” 1. T: today we will review this unit. Now, please open your book and read the sentences, and then fill in the blank.(说出 所缺字母。 ) 复习本单元单词。 问答: What can you ask about food? What’s for…? Can you give me …?
15

日用语及单词的熟练运用。 元音音素/ /在单词中的发音。 Picture, tape, recorder, word cards

Students’ activity Good morning, Miss yang!

Play:

Hello! Glad to see you,too. Read the sentences. Read in pairs.

It’s … .

2. 3.

尽量用英文介绍。

UNIT FOUR

What’s for breakfast?

4. Read

What do we have for…? What would you like? 情景表演 导入: 教师出示一个绕口令: Bob is a dog. Tom is an ox. Bob is on the Clock, and Tom is on the mop. The ox is on the mop. The dog is on the clock. 找出在这些单词中相同的字母及发音 活动 1 1. 带读单词 2. / / / /, dog, dog, dog. 3. Do it like this in pairs 4. 观察什么样子的字母发/ /的音 5. 指出句子中发/ /的字母

Make dialogue.

跟读绕口令。

接单词 pair work 观察并交流

活动 2 组词比赛 发给学生每人一张纸条,上面有若干字母 T: 每位同学手中都有一张纸条,上面有很 组词交流。 多的字母,现在要求大家将这些字母组成 单词,写在横线上,看哪一组最快最多。 Homework Listen to the tape.

Blackboard Designing

summary

16

UNIT FOUR
Lesson12(复习)

What’s for breakfast?
课时 2

Teaching Aims

知识与能力:1.复习本单元所学的交际用语和句型。能听懂、会说、会表 演,能运用。 2.能读准所学词语中的元音音素/ /,并初步了解元音字母 o 在单词中发/ /的规律。 过程与方法: 3.通过交际用语的练习使学生掌握如何用英语恰当交际的方 法。 情感,态度,价值观:4.通过交际用语的练习培养学生勇于开口的学习态度。 。

Teaching content Important points Difficult points Teaching Aids 课堂用语的初步了解和单词的熟练掌握 对课堂用语的熟练反应 Picture , word cards

Teaching Course Steps Greeting 复习 Teacher’s activity Good morning, boys and girls! Show the cards of the word. 1.read and spelling 2.read the words in pair Students’ activity Good morning, Miss Wang!

read and spelling pair work

Point:

T: What do you have for breakfast/ Lunch/supper? T: What can you see in the picture? 尽量用英语表达,教师给与提示。 What time do they have…? 活动一:看书记忆。 T: now you can look at the pictures for One minute, and then close your book. I can see … . T: What can you see in the pictures? 活动二:听词指图。 T: What do you have for breakfast/ 学生说出相应词语。 Lunch/supper?
17

UNIT FOUR

What’s for breakfast?

学生快速指出:milk, egg, and bread. 说出号码并出示手指表示。 T: What time do they have breakfast? Read them together. 学生快速指出:Twenty to seven. T: 将图编号,贴到黑板上,并读词。Stick them on the blackboard. 1. T: show some words and phrases.( read them loudly. 出示词或词组的卡片) 打开书完成书中连线题目。 2.读完词后将词卡贴到图旁边。 3. read them loudly. 引导学生回答:Not at all. 4. write match T: Today is very hot. Would you mind Opening the window? Not at all. T: Thank you. But I’m still hot. Would You mind opening the door? T:出示句子带领练习。 T: 将打乱顺序的词卡贴到黑板上, 进行比赛。 分成两组,看哪一组最先摆完句子, 哪组获胜。

Match:

课堂用语

课堂练习

Blackboard Designing summary

18


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