北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案

北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 1 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Unit 7 At the restaurant Teaching aims: Can read and write the words for this unit. Can understand and read the new sentences. Importance and difficulty: Can use the dialogs. Lesson 1 Preparation Prepare student cards. You will also need: flashcards for this Unit. 1.Set the scene Ask the children if they have a favorite restaurant. Then ask them what dish they usually order. Try to elicit the words for chicken and vegetables in Chinese. Write the words on the board. Point to the word for chicken and say, “The English word for this food is chicken.” Write the English word next to the word you have already written. Model the word for the children and have them repeat it after you. Repeat the procedure for vegetables. Now explain the meaning of the word food. Write the word on the board. Read the word aloud and have the children repeat it after you. Present the flashcards for this Unit. Hold up the flashcard for restaurant. Model the word for the children and have them repeat it after you. Repeat the procedure for menu, fruit, fried rice, corn, noodles, and hot dog. 2.Model the dialog 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 2 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Write the question What food do you like? on the board. Read the question aloud to the children, pointing to each word as you do so. Explain its meaning and have the children repeat the question after you. Now present the structures “I like (hot dogs).” and “I dont like (chicken).” Repeat the procedure used to model the question. Present the question “Do you like (fruit )?” and the answers “Yes, I do./No, I dont.” Repeat the procedure used to present the other structures. 3.Talk about the story Student Book pages 2 and 3 Have the children open their books at pages 2 and 3. Ask these questions about the pictures: Picture 1: “Who can you see in the pictures?” “Where are they going?” Picture 2: “What are they reading?” Pictures 3/4/5: “What do you think Mocky, Ken, and Annare talking about?” Picture 6: “Does Mocky look hap py?” Pictures 7/8: “Do you think Mocky likes the food on the menu?” Picture 9: “What is happening now?” 4.Story Student Book pages 2 and 3 Say, “Now were going to hear what the characters said.” Play the tape without stopping. Have the children look at the pictures as they listen. Play the tape again, pausing after each new picture. Have the children repeat the words each time. 5.Set homework Encourage the children to tell the story to their families. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 3 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 2 Preparation You will need: flashcards for this Unit. 1.Review Review the flashcards for this Unit.Hold up the flashcard for restaurant.Ask, “Whats this?” Elicit, “Its a restaurant. ” Repeat for menu and hot dog. Now hold up the flashcard for vegetables.Ask, “ What are these?” Elicit, “They are vegetables.” Hold up the flashcard for fruit and elicit the correct word from the children. 2.Words to learn Student Book page 4 Have the children open their books at page 4. Draw their attention to the pictures at the top of the page. Show your copy of the page.Point to each picture in turn and elicit the words the children already know (food, fruit, vegetables, chicken, noodles, French fries, restaurant, and menu). Now point to the picture of the hamburger. Model the word and have the children repeat it after you. Repeat the procedure for fried rice, hot dog, and corn. Play the tape and have the children touch the matching pictures as they hear them mentioned on the tape. Replay the tape.Pause after each word. Have the children repeat the word each time. 3.Listen to this Student Book page 4 Have the children look at the pictures at the bottom of page 4. Point to the picture of Ken. Ask, “Whos this?” Elicit, “Its Ken.” Now point to the bowl of fruit in the same picture. Ask, 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 4 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 “Whats this?” Elicit the word fruit. Repeat the procedure for the other pictures. Tell the children that they will hear each picture described on the tape. They must match each sentence to the correct picture. Play the tape, stopping after each sentence, and have the children point to the corresponding picture. Make sure they are all doing this correctly. Play the tape again, stopping after each sentence. Explain that this time you want the children to write the sentence number in the box next to the matching picture. Check the answers in a class drill. 4.Let s sing Student Book page 5 Have the children open their books at page 5. Show your copy of the page. Point to the train. Ask, “Whats this?” Eli cit, “Its a train.” Repeat the procedure for hot dog and soup. Point to the French fries. Ask, “What are these?” Elicit, “Theyre French fries.” Now point to the song s title, The Food Train. Read the words aloud to the children. Read the words of the first verse to the children, pointing to each word as you read. Have the children repeat the words, touching them in their books as they do so. Play the song without stopping. Have the children clap along. Now play the tape again, stopping after each line. Have the children echo each phrase after hearing it on the tape. Play the song again from the beginning. Encourage the children to touch the words in their books as they sing along. Divide the children into three groups. Play the tape again. Have each group sing a different verse. Have the groups change verses so that all the children have a chance to sing each verse. 5.Set homework Student Book page 5 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 5 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Explain to the children that you want them to sing the new song to their families. Lesson 3 Preparation You will need: flashcards for this Unit. 1.Review Review the flashcards for this Unit. Hold up the flashcard for restaurant. Ask, “ What s this? Elicit, “ It s a restaurant.” Repeat for menu, hot dog, and fruit.Now hold up the flashcard for vegetables. Ask, “ What are these?” Elicit, “ They are vegetables.” 2Talk together Student Book page 6 Have the children open their books at page 6. Draw their attention to the top of the page. Show your copy of the page. Point to the first picture. Ask, “ Who are they?” Elicit, “ Ken and Ann.” Now ask what Ken and Ann are reading. Elicit the word menu. Point to Ann s speech bubble. Read the question aloud to the children. Repeat for Ken s answer. Have the children repeat the question and answer in a class drill. Draw the children s attention to the second picture. Point to each food item in turn and ask, “ What s this?” Elicit the correct words. Put the children into pairs to practice the questions and answers. Encourage them to substitute the foods illustrated in the second picture for chicken. Tell them that they can answer truthfully for each kind of food (Yes, I do./No, I don t.) Student Book page 6 Have the children open their books at page 6. Show your copy of the page. Point to the food in each picture and elicit its correct name. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 6 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture. Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the corresponding picture. Have the children repeat the sentences in a class drill. 4Trace, match, and copy Student Book page 7 Have the children open their books at page 7. Show your copy of the page. Draw the childrens attention to the first picture. Point to the hot dog. Ask, “ Whats this?” Elicit, “ Its a hot dog.” Now point to Anns speech bubble and read the words to the children. Have them repeat the words after you. Ask the children which word is missing. They should answer, “ Hot dogs.” Have the children find the correct word in the box and trace it. Then have them copy the word in the space provided to complete the sentence. Repeat the procedure for the other pictures and words. Check that all the children have completed the sentences correctly. 5Set homework Student Book page 6Tell the children to color the pictures on the page. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 7 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 4 1.Introduce hard /c/and soft /c/ Student Book page 74 (Uncle Bookys ABC) Write the letter c on the board. Explain that you are going to say two words with the letter c in them. One word has a hard /c/ sound (cat) and the other word has a soft /c/ sound (cent). Ask the children to listen and watch as you model hard /c/ and soft /c/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you. Turn to Uncle Bookys ABC at the back of the Student Book and point to the hard /c/ and soft /c/ words. Say each word in turn and model the hard and soft sounds. Repeat the procedure with the letter k. 2.Sounds and letters Student Book page 8 Draw the childrens attention to the pictures at the bottom of the page. Play the tape for kite and camera. Ask, “Do these words have a hard /c/ sound or a soft /c/ sound?” Play the tape again and have the children say the words aloud. Repeat the procedure for the soft/c/words. 3.Listen for /c/ Student Book page 8 Direct childrens att ention to the middle of the page. Show your copy of the page and point to the first row of words. Say that one of the words have a different /c/ sound. Play the first four words on the tape and have the children point to each word as they hear it. Play the tape again. This time the children cross()the word that has a different /c/ sound. Repeat the procedure for the second row. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 8 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 4.Read with Uncle Booky Student Book page 8 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 5 words. Have the children point to each word that they hear in the tape.Ask the children if they can find that the letter c 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 repeat after the tape. Repeat the procedure for the second row of words. 5.Model the structures Hold up the flashcard for hot dog. Ask one of the children, “Do you like hot dogs?” The child should answer either, “Yes, I do.” or “No, I dont.” Pin up the necessary drillcards on the board to form the question and answer. Read the sentences aloud to the children, pointing to each word as you do so. Have the children repeat the question and answer after you. Now ask another child the same question. Continue until you find a child who gives a different answer from the first child. Substitute the necessary drillcards to form the new answer. Repeat the procedure used to model the first answer. Then have the children repeat the question and answer after you. Now review the question, What food do you like? Pin up the necessary drillcards on the board. Repeat the procedure used to model the first question. Repeat the procedure for the sentences, I like (fruit). and I dont like (vegetables). 6.Uncle Bookys blackboard Student Book page 9 Have the children open their books at page 9. Model the structures on Uncle Bookys Blackboard by re ading them aloud to the class. Have the children repeat the structures in a class drill. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 9 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Use all possible combinations. 7.Touch, ask, and answer Student Book page 9 Draw the childrens attention to the pictures at the bottom of the page. Show your copy of the page. Point to Kens name and the six pictures below it. Explain that Ken likes all the foods with a black check (?) next to them. He doesnt like the foods with a red cross () next to them. Review the names of each kind of food pictured (chicken, hot dogs,corn,apples, watermelon, and French fries). Now point to the question, Does Ken like apples? Read the question aloud. Point to the picture of the apples. Then elicit the answer, “Yes, he does.” Have the children read the answer. Substitute the other foods pictured for apples and repeat the procedure. Draw the childrens attention to the second collection of pictures (beans, hot dogs, bananas, pears, chicken, and corn). Repeat the procedure used for the first question and picture. Put the children into pairs to practice the questions and answers 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 10 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 5 Preparation You will need flashcards for this Unit. 1 Review Review the flashcards for this Unit. Hold up the flashcard for restaurant. Elicit the correct word from the children. Repeat the procedure for other flashcards. 2 Read and check Student Book page 10 Have the children open their books at page 10. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question. Point to the first picture. Ask the children what Ken is eating. Elicit the word, chicken. Read the first question aloud. Have the children repeat the question as they touch each word in their books. Repeat the procedure for the first answer. Then ask the children if the answer is correct. The children should say, “ Yes.” Now read the second answer. Again, ask if the answer is correct. The children should say, “ No.” Have the children check (?) the box next to the correct answer. Repeat the procedure for the other questions and answers. 3.Let s chant Student Book page 11 Ask children what food they like. Elicit the phrase “ I like vegetables.”“ I don t like chicken.” from the children. Tell them that we are going to learn a rhyme about food. Read the rhyme to the children, pointing to each word. Play the tape for the whole rhyme several times. Have children listen. Play the tape again and have children join in, encouraging them to hum or clap with the rhyme. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 11 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 4.Let s do Student Book page 11 Tell the chidren think about the food they like and they don t like. Write the phrase “ I like” and “ I don t like” on the blackboard. Encourage the children to speak out the food they like. Write the words under “ I like” . Have the children list out the food they like on their own book. Tell them they can turn to page 4 for reference, and they need also to draw out the food if they can. Repeat the procedure for the food they don t like. Have the children work in pairs and tell each other what they like and what they don t like. 5.Set homework Student Book page 10 Explain to the children that you want them to color the pictures on page 10. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 12 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 6 1.Uncle Booky s storytime Student Book page 12 Tell the children that they are going to listen to a story. Play the tape, ask the children to listen to the story with their books closed. Have the children open their books, and look at the pictures. Ask them to look for familiar words in the story. Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words. It doesn t matter if they don t know the words. The requirement for this part is to understand the story. 2.Spelling game Use the following game to review some of this Unit s core vocabulary words and their correct spellings. Ask the children to tell you the English name for a place where people go when they want to eat out. Elicit the word restaurant. Write the word on the board. Now spell the word aloud as you point to each letter in turn (r-e-s-t-a-u-r-a-n-t). Ask the children to look in their books and find a word beginning with each letter. For example: After you have elicited a word, write it in its correct place on the board. Then spell the word aloud for the children, pointing to each letter as you do so. You can extend this game by eliciting another core vocabulary word from this Unit and repeating the procedure. 3.Bingo This is a vocabulary drill in the form of a game. Have each child draw a Bingo gameboard (3 3 boxes), and take out their small cards for this Unit. Tell the children to put nine cards onto the box of their game board. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 13 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Tell the class that you will call out a word. The children must find the correct card in their set.(Make sure that you call out the words in a random order.)The children then turn over the card and say the word aloud. Have the children call out “ Bingo!” each time they have turned over a full column down their Bingo boards. Continue until all the cards have been turned over. At the end of the game, review all the vocabularies in a class drill. 4.Snap! This game reviews new vocabulary introduced in this Unit. It is best played in pairs. Ask the children to take out their small flashcards for this Unit. See previous unit, for the rules and procedure. 5.Self-assessment Student Book page 13 In self-assessment children need to assess themselves by their own so that they can have an idea of what they have achieved. Children can do this part by their own after class or the teacher can choose to assess the children within class time. Ask the children to look at the pictures in the first activity. Ask if they know all of these food. Say, “ I like vegetables.” “ I don t like noodles.” Have children to work in pairs to talk about their preference of food with the help of the pictures. If necessary ask a confident pair to give one more example. At the end of the activity ask several pairs to check how well they could finish it. In the second activity children need to finish the sentences. Say, “ We are going to write out what we said just now.” Draw the children s attention to the sentences under the pictures. Tell them to finish the sentences. The children can read out their sentences and check in pairs. 6.My notes and teacher s notes Student Book page 13 This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 14 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores. The teacher should evaluate the children positively in the part of Teacher s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher s Resouce Book can be used here. 7.Set homework Student Book page 12Tell the children to read the story again with their parents. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 15 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Unit 8 Big bird! Teaching aims: Can read and remember the new words for this unit. Can understand the differences between the sounds “ k” and “ c” . Can read the new sentences. Importance and difficulty: Use the new sentences. Lesson 1 Preparation Prepare student cards. You will also need: flashcards for tree and animals. 1.Introduce opposites Have children turn to the Opposites Master at the back of Student Book. Show your own copy. Explain that the pairs of pictures are of opposites. Draw the children s attention to the first two pictures. Ask them to describe what they see. Introduce the words girl(s) and boy(s). Indicate the arrow and the person it is pointing to in the first picture. Say, “ He is a tall boy.” Write the sentence on the board. Read it aloud as you point to each word. Have the children repeat the sentence. Now have the children look at the second picture. Repeat the procedure substituting the structure, She is a short girl. Draw the children s attention to the pictures of the birds. Follow the procedure used for tall and short, substituting big and small. Introduce the word turtle. Point to each of the pictures 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 16 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 of a turtle and say, “ This is a turtle.” Have the children repeat the word. Repeat the procedure for This is a young/old turtle. Draw the children s attention to the pictures of Mocky. Ask, “ Who s this?” Elicit, “ It s Mocky.” Then ask the children what he is doing. In their own language tell them that he is being good because he is doing his homework. Repeat the procedure used for the other pictures. Substitute the structure, Mocky is a good/bad monkey. 2.Set the scene Ask the children if they ever go walking in a park or a forest. Have them describe what they can see there. Present the flashcards for tree and animals. Model the words and have the children repeat them after you. Hold up your Opposites Master. Point to the picture of a bird. Say, “ What is this?” Elicit, “ It s a bird.” Repeat for turtle. Write turtle on the board and have the children repeat the word after you. Ask the children how they would feel walking in the forest. Try to elicit “ happy” in their own language. Present the English word, happy. Write it on the board. You could also draw a smiling face. 3.Model the dialog Using the Opposites Master, review the structure, “ He is a tall boy.” Have the children repeat the sentence. Use the same picture to present the structure, “ He s not a short boy.” Have the children repeat the sentence. Repeat the procedure for the other pictures. 4.Talk about the story Student Book pages 14 and 15 Have the children open their books at pages 14 and 15. Ask thesequestions about the pictures: Picture 1: .“Where are Ken, Ann, and Mocky?” Picture 2:.“What are they looking at?” Picture 3: .“Who is Mocky talking to?” Pictures 4/5: .“What do you think Mocky is saying?” Pictures 6/7: .“What are Ann and Mocky looking at? ” Picture 8: “ What do you think Ann is saying?” “ What is Mocky s answer?” 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 17 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Pictures 9/10:“ What is happening now?” 5.Story Student Book pages 14 and 15 Say, “ Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. Play the tape again, pausing at each picture. Have the children repeat the words each time. 6.Set homework Explain that you want them to color the pictures on Opposites Master and bring them to the next lesson. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 18 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 2 Preparation You will need: children s homework (Opposites Master) from Lesson 1. flashcards for man, woman, and animals. 1.Review Have the children look at their Opposites Master. Show your own copy. Point to the first picture. Elicit the sentences, “ (He) is a (tall boy).” “ (He) isn t a (short boy).” Repeat for the other pictures. Put the children in pairs to practice the structures. They should point to the matching pictures as they do so. Collect the children s Opposites Master and keep them for use in Lesson 4. 2.Words to learn Student Book page 16 Present the flashcards for man and woman. Model the words and have the children repeat them after you.Review the flashcard for animals. Have the children look at the pictures at the top of the page. Before you play the tape, review the words girl and boy. Then point to each picture in turn and elicit the correct word. Play the tape and have the children touch the matching pictures. Replay the tape. Stop the tape after each phrase and have the children repeat the phrase. Play the tape again without stopping. Have the children say the words along with the tape. Without the tape, point to one of the pictures and elicit the correct phrase from the children. Repeat for the other pictures. 3.Listen to this Student Book page 16 Have the children look at the picture at the bottom of the 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 19 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 page. Show your copy of the page. Point to the first bear and ask，“ What s this?” Try to elicit，“ It s a fat bear.” If necessary, refer the children to the vocabulary (a fat bear) at the top of the page to help them answer the question. Repeat the procedure for the other bears in the picture. Explain to the children that they will hear a phrase on the tape and that they must match it to the correct bear in the picture. Play the tape， stopping after each phrase， and have the children point to the corresponding bear. Make sure they are indicating the correct bear before continuing. Play the tape again， stopping after each phrase. Explain that this time you want the children to write the sentence number next to the matching bear. 4.Let s sing Student Book page 17 Have the children open their books at page 17. Show your copy of the page. Point to the bear. Say,“ Whats this?” Elicit, “ It s a bear.” Repeat for the deer and the fish.Now read the first line of the song， pointing to each word as you do so. Have the children repeat the words and touch them in their books.Repeat the procedure for the rest of the lines in the song. Play the tape straight through. Have the children listen and clap along with the words. Play the song again from the beginning. Encourage the children to sing along and touch the words in their books as they listen. Play the tape again. Have the children sing along and clap in time. Divide the class into three groups， bear， deer， and fish. Have each group sing the verse that matches their animal as they listen to the tape. Have the groups change roles to give all the children a turn to sing all the lines. 5.Set homework Student Book page 17Explain to the children that you want them to: Sing the new song to their families. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 20 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 3 1.Review Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children. Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal. Repeat the procedures with other animal flashcards. 2.Talk together Student Book page 18 Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, “ A duck.” Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about. Show your copy of the page. Point to Tommy s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books. Repeat for Peter s speech bubble Draw the children s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck). Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal s English name. Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer “ Yes, it is.” or “ No, it isnt.” The children should continue to ask questions until they have guessed the correct animal. Choose another animal on the board and repeat the procedure. Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is. Have the children change roles so that they each have a turn 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 21 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 asking and answering the questions. 3.Listen and number Student Book page 18Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “ What s this?”“ It s a small bear.” Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture. Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture. Have the children repeat the sentences in a class drill. 4.Trace, match, and copy Student Book page 19 Have the children open their books at page 19. Show your copy of the page. Draw the children s attention to the first picture. Point to the girl. Say, “ Is she a tall girl?” Elicit, “ No, she s a short girl.” Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short. Have the children trace the correct word and then copy it to complete the sentence in the speech bubble. Repeat the procedure for the other pictures and words. 5.Set homework Student Book page 19Tell the children to finish the work on page 19 and then color the page. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 22 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 4 1.Introduce hard /g/and soft /g/ Student Book page 74 (Uncle Booky s ABC) Write the letter g on the board. Explain that you are going to say two words with the letter g in them. One word has a hard /g/ sound (gate) and the other word has a soft /g/ sound (page). Ask the children to listen and watch as you model hard /g/ and soft /g/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you. Turn to Uncle Booky s ABC at the back of the Student Book and point to the hard /g/ and the soft /g/ words and their matching pictures. Say each word in turn and model the hard and soft sounds. 2.Sounds and letters Student Book page 20 Draw the children s attention to the pictures at the top of the page. Play the tape for gate and goat. Ask, “ Do these words have a hard /g/ sound or a soft /g/ sound?” Play the tape again and have the children say the words aloud. Repeat the procedure for the soft /g/ words (giraffe, cabbage, orange, and page). 3.Listen for /g/ Student Book page 20 Direct the children s attention to the middle part of the page. Show your copy of the page and point to the first row of words and pictures. Say that three of the words have a hard /g/ sound but one word has a soft /g/ sound. Play the first four words on the tape and have the children point to each hard /g/ word as they hear it. Play the tape again. This time have the children cross ( ) the hard /g/ words. Repeat the procedure for the soft /g/ words. This time say, “ Three words have a soft /g/ sound, but one word has a hard /g/ sound.” 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 23 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 4.Read with Uncle Booky Student Book page 20 Direct children s 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 5 words. Have the children point to each word that they hear in the tape. Ask the children if they can find that the letter g in all the words has the same sound. Tell the children to try to find out how to read the last two words. Play the tape for the last two words and have children repeat after the tape. Repeat the procedure for the second row of words. 5.Model the structures Ask children to take out Opposites Master. Hold up your own copy. Point to the first picture. Ask, “ Is he a tall boy?” Elicit, “ Yes, he is.” Pin up the relevant drillcards. Read each sentence to the class. Have the children repeat the sentences as you point to each word.Repeat the procedure for “ Is she a short girl?” Now point to the short girl again. This time say, “ Is she a tall girl?” Elicit, “ No, she isn t.” Repeat the procedure with the drillcards. Have the children open their books at page 21. Draw their attention to the picture of the animals at the bottom of the page. Say, “ This is a giraffe.” Write the word on the board and have the children repeat it after you. Point to the giraffe again. Say, “ It is a tall giraffe.” Pin up the drillcards to make the sentence. Have the children read the words as you point to each one. Repeat the procedure for bear (old), snake (fat), tree (tall/short), monkey (thin), and girl (small). 6.Uncle Booky s blackboard Student Book page 21 Direct the children s attention to the top of the page. Model the structures on Uncle Booky s Blackboard by reading them aloud to the class. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 24 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Have the children repeat the structures in a class drill. Use all possible combinations. 7.Touch and say Student Book page 21 Have the children look at the picture at the bottom of the page again. Show your copy of the page.Point to the bear. Say, “ Is she an old bear?” Elicit, “ Yes, she is.” Then say, “ Is she a young bear?” Elicit, “ No, she isnt.” Now point to the bear again. Say, “ She s an old bear. Shes not a young bear.” Have the children repeat the sentences as they touch the bear in their books. Repeat the procedure for snake (fat), tree (tall/short), giraffe (tall), monkey (thin), and girl (short).Put the children into pairs and have them take turns saying the sentences to each other as they touch the matching pictures in their books. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 25 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 5 Preparation You will need: flashcards for this Unit 1.Review Review the flashcards for this Unit. Hold up each flashcard in turn and elicit the correct word. 2.Read and check Student Book page 22 Have the children open their books at page 22. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question. Point to the first picture. Say, “ What is this?” Elicit, “ It s a bear.” Read the question aloud as you point to each word. Have the children repeat the question as they touch each word in their books.Read the first answer with the children in the same way. Ask the children if the sentence is correct. The children should say, “ Yes, it is.” Now read the second answer. Again, ask if the sentence is correct. The children should say, “ No, it isn t.” Now ask the children to check (?) the box beside the correct answer. Repeat the procedure for the other questions and answers. 3.Let s chant Student Book page 23 Have children open their books at page 23. Draw their attention to the picture on the top of the page. Say, “ We are going to learn a chant about animals.” Read the rhyme to the children, pointing to each word. Play the tape for the whole rhyme. Have children listen and point to the words. Play the tape again and have children join in, encouraging them to hum or clap with the rhyme. Play the tape again. Encourage the children to add actions and act the rhyme out. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 26 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 4.Let s do Student Book page 23 Tell the children to open their books at page 23. Say, “ We are going to draw some pictures.” Draw their attention to the picture Mocky is holding. Ask the children to tell you about the picture. Read out the sentence under the picture pointing each word. Have children repeat after you. Now read the first sentence on the right. Draw a simple tall figure on the board. Repeat the procedure and have the children draw the pictures. 5.Set homework Student Book page 22Ask the children to color the pictures on page 22. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 27 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 6 1.Uncle Booky s storytime Student Book page 24 Tell the children that they are going to listen to a story. Play the tape, ask the children to listen to the story with their books closed. Have the children open their books, and look at the pictures. Ask them to look for familiar words in the story. Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words. It doesn t matter if they don t know the words. The requirement for this part is to understand the story. 2.Snap! Snap is best played in pairs. Always be sure that one child in each pair is familiar with the vocabulary Have the children take out their cards for Unit 7 and Unit 8. Put the children in pairs and have each pair mix their cards together and then spread them face down on a table. The children in each pair take turns to flip over the cards, one by one, so that they are facing up. As soon as they see two cards with identical pictures on them, they must call out“ Snap!” and say the correct English word for the picture, for example, “ Snap! Kite.” when two cards with pictures of kites appear. The first child to call out “ Snap!” and the correct word keeps the two matching cards. The children continue playing until there are no cards left on the table. The winner is the child with the most cards at the end of the game. If a child calls “ Snap!” by mistake, for example when two cards do not match, or when he or she says an incorrect word, the game turns on to the next player.Note: In later Units this game can also be used for matching written words and pictures. 3.Flashcard games A. Divide the class into two teams. Put all 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 28 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 the flashcards face down on a table between the teams. (Use the flashcards for Units through 8.) Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “ Are these (dolls)?/Is this a (train)?” or “ What s this?/What are these?” Together, Team B must answer “ They re (dolls).” or “ Its a (train).” Points are scored for every correct question and correct answer. B. Children will need their flashcards provided for earlier Units. Spread all the flashcards face up on the table. Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards. Explain to the children that they are going to play a game where you will call out an English word. The first child to put their hand on the matching flashcard wins that card. The game finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards. 4.Bingo Use this game to review the core vocabulary. See Unit 7, page 24, for the rules and procedure. 5.Self-assessment Student Book page 25 In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class. In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct words to finish the sentence. 6.My notes and teacher s notes Student Book page 25 This activity is to help children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 29 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 done in their learning and the stars should not be changed to scores. The teacher should evaluate the children positively in the part of Teacher s Notes. The purpose is to have children realize that they are making progress and to help them build a sense of achievement and confidence. Stickers provided at the end of the Teacher s Resource Book can be used here. 7.Set homework Student Book page 24 Tell the children that you want them to read the story in Uncle Booky s Storytime with their parents at home. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 30 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 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 1 Preparation You will also need: children s Opposites Master from Unit 8 flashcards for soup, hamburger, rice, water, milk from this Unit. 1.Review Have the children take out their Opposites Master. Use them in a quick class drill to review structures and vocabulary from Unit 8 (tall/short, big/small, young/old, good/bad, long/short). Show your Opposites Master. Point to the first picture and elicit the correct sentence, “ He is a tall boy.” Point to the picture again and ask, “ Is he a short boy?” Elicit, “ No, he isn t.” Ask, “ Is he a tall boy?” Elicit, “ Yes, he is.” 2.Set the scene Ask the children about their favorite food. Then ask them about their favorite drink. Explain to the children that in English we use the word favorite. Write the word on the board. Read the word aloud and have the children repeat it after you. Present the flashcards listed. Hold up the flashcard for hamburger. Say, “ This is a hamburger.” Repeat the word hamburger. Have the children repeat the word after you. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 31 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Repeat the procedure for the other flashcards. Draw a picture of a jug on the board. Say, “ This is a jug.” Write the word next to the picture and read the word aloud. Have the children repeat the word after you. 3.Model the dialog Ask the children to imagine that they want a drink on a very hot day. Ask, “ How do you feel?” Explain to the children that in English we use the word thirsty. Say, “ I am thirsty.” Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you. Now ask the children how they feel when they have missed lunch. Introduce the word hungry. Repeat the procedure used to present thirsty. Hold up the soup flashcard. Ask the children in their own language, “ Is this soup hot or cold?” Elicit the answer, “ It s hot.” Introduce the word hot. Repeat the procedure used to present thirsty. Ask, “ What is the opposite of hot?” Elicit cold. Present the English word cold as before. Hold up the soup flashcard again. Ask, “ Is this soup hot?” Elicit, “ Yes, it is.” Now ask, “ Is this soup cold?” Elicit, “ No, it isn t.” Repeat the procedure using the flashcards for ice cream, rice, and water. 4.Talk about the story Student Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures: Picture 1: “What are Mocky and Bob by Bear doing?” Pictures 2/3: “What is Ann holding?” (Elicit jug.) “What do you think is inside?” (Elicit milk.) Pictures 4/5: “What is Ken holding?” (Elicit bowl.) “What do you think is inside the bowl?” (Elicit soup.) Pictures 6/7/8: “What is happening?” Picture 9: “What is Ann doing?” Picture 10: “What do you think Mocky is saying now?” 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 32 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 5.Story Student Book pages 26 and 27 Say, “ Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. Play the tape again, pausing at each picture. Have the children repeat the words each time. 6.Set homework Ask the children to look in the fridge at home and tell their families the English words they know for the food and drink 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 33 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 2 Preparation You will need: flashcards for this Unit. 1.Review Use the flashcards for this Unit to review structures and vocabulary from Lesson 1. Hold up the hamburger flashcard. Say, “ What s this?” Elicit, “ It s a hamburger.” Now say, “ Is this a hamburger?” Elicit, “ Yes, it is.” Point to the flashcard again. Say, “ Is this an orange?” Elicit, “ No, it isnt.” Repeat the procedure using the other flashcards. (“ Is this soup?”“ Yes, it is./No, it isn t.” ) Hold up the soup flashcard. Ask, “ Is this soup hot?” Elicit, “ Yes, it is.” Now ask, “ Is this soup cold?” Elicit, “ No, it isn t.” Repeat the procedure for ice cream, rice, hamburger, milk, and water. 2.Words to learn Student Book page 28 Have the children look at the pictures at the top of the page. As you play the tape, have them touch the matching picture. Play the tape again while showing your copy of the page. Stop the tape after each word or phrase and have the children repeat the words. Play the tape again without stopping. Have the children say the words along with the tape. Without the tape, point to the first picture and elicit the correct words from the children. Repeat for all the other 3.Listen to this Student Book page 28 Have the children look at the pictures at the bottom of page 28. Show your copy of the page.Point to the first picture and ask, “ What s this?” Elicit，“ It s soup.” Now ask，“ Is it hot?” The children should answer, “ Yes， it is.” 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 34 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 If necessary, have the children refer to the vocabulary at the top of the page for their answers.Repeat for the other pictures. Explain to the children that they will hear descriptions of the foods that they can see in the pictures. Play the first sentence， then stop the tape.Have the children point to the picture that matches the sentence they heard on the tape. Repeat for the other sentences. Play the tape again， stopping after each sentence. Explain that this time you want the children to write the sentence number next to the matching picture. Check the answers in a class drill (“ One-The milk is cold.”“ Two-The orange is sweet.” etc.). 4.Play the game Student Book page 29 Have the children open their book at page 29. Show your copy of the page.Point to the picture of the butterfly. Ask one of the questions in the box， for example， “ Is it red?” Repeat for all the pictures. Explain to the children that in this game they all start at Go! The winner will be the first to reach Stop! Each time a child throws the dice and lands on a square，he or she must ask and answer an appropriate question.For example， for the fifth square， a child should ask，“ Is it red?” and answer， “ Yes， it is.” or “ Is it cold?” and answer “ No， it isn t.” Put the children in groups of four. Put each child s counter on Go! and then start the game. 5.Set homework Tell the children that you want them to play the game with their families or their friends after class. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 35 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 3 Preparation You will need: flashcards for this Unit. 1.Review Divide the class into two teams. Put all the food and drink flashcards for this Unit face down on a table between the teams. Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “ What s this?” Together, Team B must answer, “ A (hamburger).” or “ Some (milk).” Then the child in Team A should ask, “ Is this (hamburger) (hot)?” The children in Team B should answer, “ Yes, it is.” or “ No, it isn t.” Have the teams change roles after every child in Team A has had a turn asking questions. Points are scored for every correct question and answer. 2.Talk together Student Book page 30 Draw the children s attention to the top of the page. Show your copy of the page. Have the children look at the second picture. Ask, “ What is Peter doing?” Elicit, “ He is eating.” Ask, “ What is he eating?” Elicit, “ A hamburger.” Now say, “ He is eating a hamburger.” Have the children repeat the sentence after you. Repeat the procedure for a lemon, French fries, and an ice cream. Point to the speech bubbles in both pictures and read the words aloud. Have the children repeat the sentences after you. Divide the class into two groups. One group is Wang Ling and the other is Peter. Have each group repeat their character s dialog. Repeat the procedure substituting a lemon, French fries, and an ice cream for a hamburger. 3.Listen and number Student Book page 30 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 36 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Have the children open their books at page 30. Show your copy of the page. Point to the picture and ask the children to describe what they see. Explain to the children that they will hear a sentence on the tape, and that they must match it to the correct picture. Play the tape for the first sentence. Have the children point to the matching picture. Repeat for the other sentences. Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture.Have the children repeat the sentences in a class drill. 4.Trace, match, and copy Student Book page 31 Have the children open their books at page 31. Show your copy of the page. Draw the children s attention to the first picture. Ask them what Mocky is holding. Elicit, “ A cup.” Read the words in the speech bubble to the class. Have them repeat the words after you. Ask which word is missing. Elicit “ Small.” Have the children trace the word and then copy it to complete the sentence in the speech bubble.Repeat the procedure for the other pictures and words. 5.Set homework Student Book page 31Tell the children to color the page of 31. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 37 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 4 1.introduce /f/and /v/ Student Book page 74 (Uncle Booky s 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 Booky s 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 letters Student Book page 32 Draw the children s 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 write Student Book page 32 Direct the children s 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 Booky Student Book page 32 Direct children s 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. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 38 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 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 structures Hold 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 isn t.” 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 isn t.” 6.Uncle Booky s blackboard Student Book page 33 Have the children open their books at page 33. Model the structures on Uncle Booky s 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 answer Student Book page 33 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 39 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Draw the children s 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 Ken s speech bubble. Read the words aloud to the children. Repeat for Mocky s 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 isn t.” 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, milk, and rice. Divide the class into two groups. One group is Mocky and the other group is Ken. Have the groups repeat the dialog in a class drill, using all the substitutions. Then have the groups change roles. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 40 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 5 1.Review Hold up the flashcards for this Unit in turn. Elicit from children the correct names Pick up one of the food flashcards. Ask the class, “ Is this (soup)(hot)?” Elicit, “ Yes, It is./No, it isn t.” Repeat for other flashcards. 2.Read and check (?) Student Book page 34 Have the children open their books at page 34. Show your copy of the page. Explain that you will read the sentences together. Tell the children that only one sentence is correct for each picture. Point to the picture of soup.Say, “ What is this?” Elicit, “ Some soup.” Point to the vapor. Say, “ Is is hot?” Have the children read along with you as they touch each word in their books.Read the first answer. Have them repeat. Ask the children if the answer is correct. The children should say, “ Yes.” Now read the second answer. Again, ask if the sentence is correct. The children should say, “ No.” Now ask the children to check (?) the box beside the correct sentence. Repeat the procedure for the other pictures and sentences. Hold up your copy of the page and read the questions and correct answers. Have the children check their own answers. 3.A guessing game Tell the children that we are going to play a guessing game. Have a child come to the front. Tell him/her the phrase a big apple and have the child act it out through body language. Ask, “ What does he/she want?” Have the other children guess the phrase, using the structure He/She wants (a big apple). Have the child who guessed correctly come to the front and the game continues. 4.Let s chant 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 41 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Student Book page 35 Have the children open their books at page 35. Draw their attention to the picture. Have them talk about the picture in Chinese. Tell the children, “ We are going to learn a chant about food and drink.” Read the rhyme to the children, pointing to each word. Play the tape for the whole rhyme. Have children listen and point to the words. Play the tape again and have children join in, encouraging them to say or clap with the rhyme. Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out. 5.Set homework Student Book pages 34 and 35Encourage the children to: Color the pictures on page 34 in the book.Say the rhyme to their families. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 42 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 6 1.Uncle Booky s storytime Student Book page 36 Tell the children to open their books at page 36. Draw their attention to the pictures first. Ask them if they know the story. In Chinese have them talk about the story. Say, “ Now we are going to listen to the story.” Play the tape, ask the children to listen to the story with their books closed. Have the children open their books, and look at the pictures. Ask them to look for familiar words in the story. Have children read the story silently, encouraging them to guess the meaning of unfamiliar words. It doesn t matter if they don t know the words. The requirement for this part is to understand the story. 2.Is it cold? Use this game to review some of this Unit s core vocabulary (rice, hamburger, lemon, soup, ice cream, hot, cold, sweet, fresh, and sour) and the structures “ Is it (cold)?” , “ Yes, it is.” , and“ No， it isn t.” The game is best played in pairs. Ask the children to take out the following cards: rice, hamburger, lemon, soup, and ice cream. Review the vocabulary and structures in a class drill before beginning the game. Put the children in pairs and each pair prepare a set of the five cards. Have the children spread the cards face down on a table. Explain to the children that in this game they will take turns picking up the cards, one at a time. Their partner must then try to guess which card they are holding. Tell them that there are only five possible answers. It is important that the child s partner does not see his or her card. Child A should say, “ Is it (hot)?” each time he or she makes a guess. Child B should then answer either “ Yes, it is.” or “ No, it isn t.” Child A should continue to ask questions until he or she 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 43 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 has guessed the correct word. “ Is it (cold)? Is it (sweet)? . (ice cream)!” Have the children change roles when Child A has guessed the correct answer. The children should continue the game until there are no cards left. 3.Bingo Use this game to review the vocabulary introduced from Units 7 through 9. Have the children take out their cards for this Unit, and get ready for the game. See Unit 7, page 24, for the rules and procedure. 4.Snap! This game reviews the vocabulary introduced from Units 7 through 9. It is best played in pairs. Ask the children to take out their small flashcards for Units 7 9. See Unit 8, page 50, for the rules and procedure. 5.Self-assessment Student Book page 37 Ask children if they know all the food in the first activity. Then point the picture of soup and ask, “ Is it (hot)?” Elicit the correct answer from th children. Put children in pairs and use the same procedure with other pictures. Tell children that it s time for dinner. Ask them what do they want. Have children tell their partners in pairs. Then say, “ Let s write out what we said just now.” Have children finish the sentences below the pictures. Check in whole class. 6.I can Student Book page 37 In the third part, explain to the children that they have covered 3 units so far and now it s the time to assess themselves. Have the children evaluate themselves according to the items listed on the left column. Then complete the statements on the right column. Stick a sticker on the childs book after you have checked his/her self?assessment (Stickers are provided at the back of Teacher s Resource Book). You can also set this part as homework 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 44 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Unit 10 Mockey s store Teaching aims: Can read and write the words for this unit. Can understand and read the new sentences. Importance and difficulty: Can use the dialogs. Lesson 1 Preparation Prepare student cards for this Unit. You will also need: flashcards for Unit 10, and the flashcard for camera. 1.Flashcard activity Hold up the camera flashcard. Ask, “ What s this?” Elicit, “ It s a camera.” Present the flashcards for this Unit. Hold up the clock flashcard. Say, “ This is a clock.” Have the children repeat the sentence after you. Now say, “ What s this?” Elicit, “ It s a clock.” Repeat the procedure for the other Unit 10 flashcards. 2.Set the scene Talk to the children about shopping. Ask them what they usually say when they first walk into a store. After the children respond in their own language, try to elicit the English expressions, Good morning/afternoon. Ask the children what the store clerk usually says to them. Present the English expression, Can I help you? Write the sentence on the board. Have the children repeat it as you point to the words. 3.Model the dialog In the children s own language, elicit an appropriate response to Can I help you? Present the structure, I want a camera. Write the sentence on the board. Have the children repeat it as you point to 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 45 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 each word. Now use the flashcards in a substitution drill. Divide the class into two groups. Hold up the flashcards one at a time. Have one group say, “ Good morning. Can I help you?” The other group should answer, “ I want a (camera).” Have the groups change roles each time you hold up a different flashcard. Present the structure, Do you have a (camera)? Explain that this is a more polite way to say, I want a camera. Repeat the procedure above. This time as you hold up each flashcard, have one group ask, “ Do you have a (camera)?” The other group should answer, “ Yes, I do.” Review the color vocabulary. Have a child come to the front of the class. Give him or her several colored pencils to hold. Ask, “ Do you have a (blue) pencil?” Elicit, “ Yes, I do.” Now Ask, “ Can I have the (blue) one, please?” Have the child hand you the (blue) pencil. Present the structure, Here you are. Have the class repeat the sentence. Now say, “ Thank you.” Write the dialog on the board. Read each sentence aloud as you point to the words, the children repeat the sentences after you. 4 Talk about the story Student Book pages 38 and 39Have the children open their books at pages 38 and 39. Ask these questions about the pictures: Picture 1: “What is Mocky doing/writing?” Picture 2: “What do you think Mocky is asking Lulu?” Picture 3: “What is Mocky giving to Lulu?” Pictures 4/5/6:“What is happening now?” Pictures 7/8: “What do you think Lulu and Mocky are saying?” Pictures 9/10/11:“What do you think is happening now?” 5.StoryStudent Book pages 38 and 39 Say, “ Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 46 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Play the tape again, pausing at each picture. Have the children repeat the words each time. 6.Set homework Ask the children to tell their families the new English expressions about shopping they have learned. 北師大版小學(xué)四年級(jí)英語(yǔ)下冊(cè)教案 47 師 生 活 動(dòng) 過(guò) 程 集 體 備 課 方 案 個(gè) 人 調(diào) 整 意 見 Lesson 2 Preparation You will need: flashcards for Unit