四年级英语下册Unit 2英文教案表格式（通用3篇）

四年级英语下册Unit2英文教案表格式篇1

teachingplan

date:5/23                                      teacher:mia

textbookfunwithenglish4bunit

8

title

openday

period1

aims1.     studentscanusethesentencepattern“therebe”todescribethedecorations.payattentiontothesingularformandpluralform.ssshouldknowwhentousethereisandwhentousethereare.2.     topresentstudentsvocabularies,familiarizeandenabletorecognize,andtrytospell.3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.     vocabulary:vocabulary:achair,ablackboard,acomputer,apicture,abookcase,ataperecorder,amusicroom,anoffice,aplaygroundthestudentscansayandspelltheoldwordsfluently.andsaythenewwordscorrectly.2.     sentence:what’sintheclassroom?thereis/are…what’sin/on/near…?thereis/are…in/on/near…thestudentscanusethedialoguesinlife.

aidspictures,taperecorder,multimedia,step1everydayreportstudentssayasentenceabouttodayinenglish.step2presentationandb:look,readandlearn1.t:lookatmypicture.sowhat’sthis?s:apicture.t:whatcanyouseeinthepicture?s:icanseealibrary.t:whatcanyouseeinthelibrary?s:icanseesomechairs,somecomputersandsomebookcasest:canyouseeanychairs/computers/bookcasesinourclassroom?s:yes,ican./no,ican’t.2.t:whatcanyouseeinthispicture?(amusicroom)s:icanseeapiano,aviolinandanaccordion.t:isthisalibrary?isthisa…?s:no,itisn’t.t:what’sthisinenglish?s:it’samusicroom.t:icansee…inthemusicroom.3.singasong:inthemusicroom.inthemusicroom,there’salittlepiano,wheneverwesing,itwillsingalong,do,te,la,so,me,so,do,te,le,so,wheneverwesing,itwillsingalong.t:what’sinthemusicroom?ss:alittlepiano.t:yes,there’salittlepiano.writeontheblackboard,andgetstudentstoreadit. askmorequestion,whatelseisinthemusicroom?ss:there’s…/thereare….4.t:lookatthispicture.isthisamusicroom?s:no,itisn’t.t:it’sanoffice.ss:office.t:what’sintheoffice?s:thereisabookcaseintheoffice.t:what’sinthebookcase?s:therearesomebooksinthebookcase.t:thereare…5.missyaoisgivingyouanenglishlesson,where’smissyao? s1:she’sintheclassroom. whenyouhaveapelesson,whereareyou? s2:intheplayground. (teachthenewwords:playground)step3practice

1.t:what’sinthe…?s:thereis/are…in…2.let’shaveabreak.shallwegotothepark?

ssdrawsomethingontheblackboard.thenusethesentencesthereis/are…todescribethepark.  throughthisdialogue,sscanknowhowtousetherebepatterndrills.letthemaskandanswerinpairs.asksomepairstopresent.

step4cworkinpairs

1.dopartcinpairs.

2.checksomepairs.step5homework

1.readandwritethenewwordsandthesentence.

2.doasurveywhatwouldyoulike?askyourfriendsorparents.step6designofwritingunit8opendaywhat’sintheclassroom?thereis/are…what’sin/on/near…?thereis/are…in/on/near…resourcesreferencebook

postscriptinthisclass,studentslearnthewordsaboutplacesatschool,andthingsintheclassroom.theycanseetheserealthingsanytime,soit’seasyforthemtomaster.therebeisanewsentenceforstudents.ineedtospendmoretimetoexplainwhenuseis,whenuseare.thengivethemsomeexercisetoreviewandcheck.date:5/25

textbookfunwithenglish4bunit

8

title

openday

period2

aims1.toprovidestudentswithbasiclanguagetoaskandanswer.2.reviewthetherebesentences.3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.patterndrills:usewhat’sintheclassroom?thereis/are…what’sin/on/near…?thereis/are…in/on/near…correctlythestudentscanusethedialoguesinlife.3.     sentence: sometimeswewatchtvinclass.therearelotsof…let’sgoandsee.partdlook,readandcompletethestudentscancommunicatewitheachother.

aidspictures,taperecorder,masksstep1reviewshowsomepicturesandpractice:exp:what’sthis?ss:it’sanofficet:what’sintheoffice?ss:there’s…/thereare…inthebedroom.(accordingtothepicture.)writethesentencepatternontheblackboard.andstudentsreadagain.step2presentationandpractice1.     t:lookatmybedroom.what’sinthebedroom?

s1:thereis/are…inthebedroom.

t:what’snearthewindow?s2:thereis/are…nearthewindow.t:lookatourclassroom.what’sinourclassroom?s2:thereis/are…in/on/near…studentstrytosayacompletesentence:there’sacomputerinmybedroom,sometimes,iplaycomputergames,sometimesisurftheinternet…payattentiontothenewwords:sometimes.   2.letsspractisethesentencethereis/are…in/on/near…step3dlook,readandcomplete1.     dopartdingroups.2.     checksomepairs.3.     domorepracticewithstudents.trytomakenewdialoguesinpairs.step4readandsay

1.t:(lookatthepictureaboutparta.)t:whatcanyouseeinthepicture?ss:icanseeaclassroom.t:what’sintheclassroom?ss:thereis/are…(ablackboard/atv/somedesks/somechairs)t:todayistheopenday.doyouwanttoknowmoreabouttheirschool?

2.answerthequestions:

(1)whatdotheysometimesdoinclass?

(2)what’sinben’sfriend’sclassroom?(3)what’sinthemusicroom?(4)what’sinthelibrary?3.listenagainwithbooksclosed.asksstoremembersomeimportantsentencesofeachpicture.retellthedialogue.t:whataretheysaying?4.listenandrepeat.5.readbythemselves.thenreadinroles.

6.practiceingroupsthencheck.givesomeperformances.trytointroduceourclassroomwiththepatterndrillstherebe.

step5homework

1.listentothetape,readfluentlyandtrytoreciteit.

2.preparefortheirperformances.trytomakeanewdialogue.

3.copythenewwordsandpatterndrills.step6designofwriting                       unit8openday                 sometimeswewatchtvinclass.therearelotsof…let’sgoandsee.resourcesfunwithenglishvcd

postscriptstudentsknowthemeaningof“therebe”verywell,andtheycanusethesingleformverywell,butwhentheyusethepluralform,theyalwaysusethereis s,orthereare…(singleformoftheword)alotofisthesamemeaningoflotsof.studentsalwaysforgetthe“s”behindlot.afterexercise,ifindthatishouldtellthem“alotof”“lotof”“some”canconnectuncountableandcountablewords.however“many”onlyconnectwithcountablewords.date:5/26

textbookfunwithenglish4bunit

8

title

openday

period3

aims1.     reviewthepatterndrills:what’sintheclassroom?thereis/are…what’sin/on/near…?thereis/are…in/on/near…trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.     dailycommunicationsandexpressions:i’vegotanewt-shirt.it’ssmart.canyoureadthem/it?ilovechina.3.     payattentiontothedifferentpronunciationsof“ch”

mainpointsanddifficultpoints1.sentenceswhat’sintheclassroom?thereis/are…what’sin/on/near…?thereis/are…in/on/near…thestudentscanmakethedialoguesfluently.2.payattentiontothepronunciationof“ch”

aidspictures,taperecorder,step1warming-up1.     doasurvey.model:

s1:hello.what’sinyourbedroom?

s2:thereis/are…in/on/near…

s1:istherea/an…?

s2:yes,thereis./no,thereisn’t.

s1:arethereany…?

s2:yes,thereare./no,therearen’t.2.     makenewdialoguesaboutaskingwaysandgivesomeperformances.3.      singthesong:intheclassroomstep2ereadandact1.     teachermakesamodelwithsomestudents.

t:i’msohappytoday.i’vegotanewpencilbox.isitnice?

s:yes,itis.

t:what’sonthepencilbox?

s:thereisa…

t:arethereanywordsonit?

s:yes,thereare.

t:canyoureadthem?

s:yes,ican.t:what’sinthepencilbox?guess!s:thereis/are…2.     studentsshowtheirniceornewthingstotheirdeskmate:lookatmy…what’sin/onthe…?3.     listenandanswer(1)  hasdavidgotanewshirt?(2)  isthet-shirtsmart?(3)  what’sonthet-shirt?(4)  cangaoshanreadthewords?4.     readthedialogueafterthetape.readinpairs.5.     takesomenotes:amapofchinaandgivethemthesentencepattern:amapof…andapictureof…sostudentscanmakesentencesthemselves.step4flistenandrepeat1.     listentothetapeandpayattentiontothepronunciationsof“ch”.givethemmoreexamplesabout“ch”.ch:watch,chips,chocolate,china,kitchen,sandwich,peachgivethemtheexamplewhichchisnotpronouncedit:school,here“ch”ispronounced“/g/”2.acompetition.whocansaythesentencemostfluently?step5glookandread1.     lookandread.helpssunderstandthemeaningofthisstory.havefunwhenreading.2.      actoutingroups.step6gplaceandsay

1.askquestions:

s1:what’sin/on/nearthe…?

s2:thereis/are…in/on/nearthe…

2.studentsplacethepicturesandaskinpairs.

3.teacherasksthestudentsandcheckstheanswers.4.singthesong:what’sintheclassroomfirststudentslistenandlearn,thensingtogether.step7homework1.completetheexercisebookandreviewthetext.2.usethewordsaboutjobstomakeanewrhyme.3.read,writeandrecitethewordsandsomeimportantsentences.step8designofwritingunit8opendaych:watch,chips,chocolate,china,kitchen,sandwich,peachresourcesreferencebook

postscriptstudentsareveryhappytoshowtheirnicethingstotheirclassmates,sotheycanmasterthestructureverywell.thisdialogueiseasyforthemtoact.inthisclass,iaskthemtomakeasimilardialogueandtheycanfinishitverywell. afterlearningthisunit,studentsgettoknowanewpatterndrillcalledtherebe.thispatterndrillisquiteimportantanduseful.theylearnthegrammarrulesofthispatterndrill.it’seasyforthemtomastertheserules.asaresult,theycanusethereisortherearecorrectly.byusingthesesentences,theycandescribethedecorationsoftheroomsandtrytowriteshortarticles.date:5/30

textbookfunwithenglish4bunit

8

title

openday

period4

aimsreviewallthewords,andsentences,andgrammar.

mainpointsanddifficultpointspronunciation

aidspictures,slide,taperecorder,multimedia,单元要点unit8一、     词组 openday接待日ourclassroom我们的教室bigandbright又大又明亮watchtv看电视inclass在课堂上inyourclassroom在你的教室里somebookcases一些书橱amusicroom一间音乐室nearthewindow窗户附近somesongbooks一些歌本onthepiano在钢琴上lotsofbooks许多书somecomputers一些电脑inthelibrary在图书馆goandsee去看看intheclassroom在教室里somedesksandchairs一些桌椅anewt-shirt一件新的t恤somewords一些单词readthem读它们abigbox一个大盒子onthetable在桌子上twosmallboxes两个小盒子openthebluebox打开蓝色的盒子atoytrain一个玩具火车ayellowbox一个黄色的盒子 二、句型 thisisourclassroom.这是我们的教室。it’sbigandbright.它又大又明亮。there’sapianonearthewindow.窗户附近有一架钢琴。therearesomesongbooksonthepiano.钢琴上有些歌本。therearelotsofbooksandsomecomputersinthelibrary.在图书馆里有许多书和电脑。let’sgoandsee.让我们去看看。canyoureadthem?你能读出它们吗？letmesee.让我看看。ilovechina.我爱中国。i’vegotanewt-shirt.it’ssmart.我有一件新的t恤。它很好看。 (i’vegot=ihavegot)what’sintheclassroom?there’sablackboard.教室里有什么？有一块黑板。sometimeswewatchtvinclass.有时候我们在课堂上看电视。thechineseteacher’slunchisonthechair.中文老师的午餐在椅子上。三、本单元重点句型what’sintheclassroom?there’sa…/therearesome…look,there’sa…in/on/near…look,therearesome…in/on/near…四、语法1.学会正确运用there’sa…和therearesome…两种形式，注意be动词和所跟名词要保持单复数一致。2.掌握相关的介词短语，能正确运用在therebe句型中。五、语音chxkb1.comchair chinese lunch teacher china peach sandwich watch chocolate beach whichresourcesreferencebook

postscriptreviewalltheselanguagepoints,helpthemtorememberthem.thenhaveacheck.

四年级英语下册Unit2英文教案表格式篇2

teachingplan

date:2/28                                     teacher:mia

textbookfunwithenglish4bunit

2

title

ataparty

period1

aims1.     toprovidestudentswithbasiclanguagetohowtoidentifypeoplebyusingwho’sthat…?andhowtogiveproperanswers2.     topresentstudentsvocabularies,fourbodyorganwordsfamiliarizeandenabletorecognize.”3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.     vocabulary:bodyorgan:hair,head,eye,ear,nose,mouth(learnbefore,sscanspeakit,butcannotspellit)familymember:grandfather,grandmother,father,mother,brother,sister(oldwords)thestudentscansayandspelltheoldwordsfluently.andsaythenewwordscorrectly.2.     sentence:who’sthe…with…?who’sthe…in…?he’s/she’smy…thestudentscanusethedialoguesinlife.

aidspictures,taperecorder,multimedia,                      1.     everydayenglish:t:goodmorning/afternoon,boysandgirls.ss:goodmorning/afternoon,misstu.t:howareyou?howareyouthismorning/afternoon/today?   ss:i’mfine./notbad.t:nicetoseeyou!/gladtoseeyou!ss:nicetoseeyou!/gladtoseeyou!t:who’she/she?t:who’sthatboy/girl?s1:he’s/she’s…2.today’sreport!ssmakeasentenceinclude“today”.3.lead-inshowhelen’sfamilytree.t:let’stalkabouthelen’sfamily.   who’sthatboy/girl/man/woman…?   who’stheoneintheblueshirt?   who’stheoneinthe…? s:he’s/she’shelen’s(father/mother/grandfather/grandmother/brother/sister).4.presentationandpractice:(1)  agame:quickresponse:tspeakoutthebodyorganwords,sstrytopointtothecorrectplaces.(lead-inhair,head,eye,ear,nose,mouth)(2)  openthebooks,listentothetape,readafterit,trytorememberhowtospell.(3)  haveachecktraintraingogogo.onestudentpointsabodyorgan,theotheroneshouldspeakitoutquickly,andspellit. (2)pointtoastudent.saywho’stheboy/girlwith…?letssunderstandthissentence.helpssrespondproperly.he’s/she’s…domorepracticewithss.withlong/shorthairwithbig/smalleyeswithbig/smallearswithabig/smallmouthwithabig/smallnosewithabig/smallhead(3)showsomephotosofthess.askquestionslikefollowings:t:who’stheboy/girl/man/womanwith…?s:he’s/she’s…(4)  letstudentsaskandanswerinpairs.thencheckseveralpairs.5.askandanswer:showthepicturesofpartc.askandanswer. a:who’sthe…with…? b:he’s/she’smy…picture1:a:who’sthemanwithbigears?       b:he’smyfather.picture2:a:who’sthewomanwithlonghair?       b:she’smymother.picture3:a:who’stheboywithabigmouth?       b:he’smybrother.picture4:a:who’sthegirlwithasmallnose?       b:she’smysister.6.playagame:doapuzzle t:thegirliswithlonghair,bigeyes,smallnose,smallears,andbigmouth... throughthisgame,sscandoapuzzlebyteacher’sdescription.sotheycanunderstandbetterandlearnthenewwordsbetter.7.production: distinguishthetwosentences.(1)  theonein…is…(2)  theonewith…is…makeadialoguewithtwosentencesincorrectway.eg.a:who’sthatman?  b:whichone？a:theoneinblueshirt.  b:he’s…,ithink.  a:no.theonewithbigeyes.  b:he’s…  a:you’reright.8.conclusion:evaluatestudents’performanceandgivehomework.9.homework:(1)   prepareparta(2)   readandwritethenewwordsandthesentences.(3)   talkabouttheirownphotosbyusingwho’sthe…with…?he’s/she’s…10.designofwriting:unit2atapartya:who’sthe…with…? hair,head,eye,ear,nose,mouthb:he’s/she’smy…resourcesstationeryrelatingwords,connectingwith3bunit3

postscriptstudentsneedtopaymoreattentiontothespellingof“with”.theyneedtopracticewriting.afterthewintervocation,theirwritingisnotasgoodasbefore.theylearnthephonetics:thepronunciationof“c”,whichcanhelpthemremembernewwordsmucheasier.date:3/2

textbookfunwithenglish4bunit

2

title

ataparty

period2

aims1.toprovidestudentswithbasiclanguagetoaskandintroducepeoplewithdifferentvocations.2.todescribethepeople’sappearanceandtoaskpeople’sidentity.3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.     vocabulary:new2.     sentence:thestudentscanusethedialoguesinlife.(1)  isthatgirlyoursister?(2)  whichone?(3)  theonein...3.     partdlookandsaythestudentscancommunicatewitheachother.

aidspictures,taperecorder,masks                      1.warmingup:(1)   singasong:hellohello,hello,hellohowareyou?i’mfine,i’mfine,ihopethatyouaretoo.hello,hello,hellohowareyou?i’mfine,i’mfine,ihopethatyouaretoo.(2)everydayenglish:t:t:goodmorning!who’sondutytoday?iseveryoneheretoday?who’sabsent?t:who’she/she?t:who’sthatboy/girl?s1:he’s/she’s…2.today’sreport!ssmakeasentenceinclude“today”.3.review:(1)  askonestudenttoshowthemfamilypictures.reviewthenewwords,includingthespellings.(2)  makedialoguesbyusing:who’sthemanwithglasses?who’stheboywithyellowhair?who’sthegirlwithpigtail?4.lead-inandpresentation:1)t:pleaseshowmeyourfamilyphoto. t:isthatyourfather?(tleadsthemtosay:whichone?) tshowsthepattern:whichone.texplainsthemeaning.ssreadafterteacherseveraltimes. t:theoneinbigeyesss:yes,heis.2)t:canyoushowmeyourphoto?s:yes.t:isthatyourmother?s1:whichone?t:theoneinblue.s1:no,sheisn’t.3)pleaseshowyourfamilyphotoandaskthememberwithyourpartner.(invitetwogroups)4)nowpleaseturntopage18,andfinishthedialoguewithyourpartner.tinvitessomegroupstomakeperformance.5.presentation1.     sswatchvcd2.     ssreadthestorybythemselves.3.     tgivethemusefulphrases.6.games(1)t:look,here’remanyphotos.doyouknowwhatphotosarethey?please,guesswhatphotoisthis?s:mygrandfather.

t:yes,you’reright.canyouspellit?

s:yes,g-r-a-n-d-f-a-t-h-e-r

t:who’sthemanwithbignose?

s:he’smyfather.t:canyouspellfather?s:yes,f-a-t-h-e-r(2)playagame:handoutsomepicturestoss.thenaskandanswerinpairsasfollowings:

s1:isthatwomanyourmother?

s2:whichone?s1:theone…7.readandsay(1)t:(showthepictureofmrsblack)boysandgirls,doyouknowwhat’sherjob?ss:(listentothetaperecorder.)she’sanurse.(2)opentheirbooks.listenandrepeat.(3)readbythemselves.thenreadinroles.(4)practiceingroupsthencheck.givesomeperformances.8.conclusion:  evaluatestudents’performanceandgivehomework.9.homework:(1)  listentothetape,readfluentlyandtrytoreciteit.(2)  preparefortheirperformances.trytomakeanewdialogue.(3)  copythenewwordsandpatterndrills.(4)thesswhohasalreadywellgrasped(3)canchallengethefollowingwork:

writeashortpassageaboutaperson.theycanmailittome.(分层作业)10.designofwriting:

unit2atapartyisthatwomanyourmother?

whichone?theone…resourcesfunwithenglishvcd

postscriptlearningthepronunciationisalittledifficult.thestudentslistencarefully. reviewoldwords,andthenteachthenewwords.theyneedpracticemore.theycanspeakbutcan’twriteitdown.date:3/3

textbookfunwithenglish4bunit

2

title

ataparty

period3

aims1.     1.helpstudentstrytomakenewdialoguesaccordingparta.2.     tousepatterndrillstomakeshortdialogues3.     phonetics:thepronunciationof“ck”4.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpointsphrases:let’sgo.parte readandactpartf listenandrepeatthestudentscanmakethedialoguesfluently.

aidspictures,taperecorder,masks                      1.warmingup: everydayenglish:t:goodmorning!who’sondutytoday?iseveryoneheretoday?who’sabsent?who’stheboy/girlinred?2.review:(1)  reviewthenewwordsandthespellings(2)  playagame:usemasksandguesswho’sthat…?thenactandguesswhathe/shedoes.dothisgamelikefollowings:s1:isthatwomanyourdeskmate?

s2:whichone?s1:theone…s2:yes,heis/no,heisn’t.3.presentationpartereadandact:(1)  showthepictureofpartereadandact,doaskandanswer.1)     what’sthetime?(it’ssixo’clock)2).where’syourbrother?(he’sinthecar)(2)  lookatthepictureandlistentothetaperecorder.(3)  listenagainandanswerthequestions: whataretheylatefor?(they’relatefortheparty)(4)  learnthenewpoints:latefor,let’shurryandinthecar  (reviewthephrasewehavelearntlastunit(inthetree).summarizesomephrasesaboutcome,suchaslet’sgo,etc.) (5)listentothetapeandunderstandthemeaning(6)letthestudentspreparethedialogueingroups.(7)giveussomeperformances.findoutthebestoneandgivethemsomeprize.4.flistenandrepeat(1)  listentothetapeandpayattentiontothepronunciationof“ck”.givethemmoreexamplesabout“ck”asfollowings:1)     ck:back(2)acompetition.whocansaythesentencemostfluently?(3)littlefox:ck:/k/ jackfoundaclock.      tick,tick,tickgoestheclock.      jackputaclockinhissock.tick,tick,tickgoestheclock.jackfoundachick.pick,pick,pickgoesthechick.jackputthechickinhisbackpack.pick,pick,pickgoesthechick.jackfoundaduck.quack,quack,quackgoestheduck.jackputhisduckinhisbucket.quack,quack,quackgoestheduck.jackfoundalock.click,click,clickgoesthelock.jackputthelockonhistruck.click,click,clickgoesthelock.5.conclusion:  evaluatestudents’performanceandgivehomework.6.homework:a)       reciteparteb)       finishtextbookaunit2atapartyresourceslittlefox

postscriptafterlearningthisarticle,thestudentcansay:who’stheboy?he’sa….andasksomethingtheywant.somestudentsareconfusedbythepluralformsofnouns.date:3/7

textbookfunwithenglish4bunit

2

title

ataparty

period4

aims1.reviewthepatterndrills:who'sthe…with..he's/she's(my)…?isthat…your…? whichone? theoneinthe…trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.     lookandreadsscanmakenewdialoguesbythemselves.2.     playagamethestudentsareinterestedinthisgame.3.sayarhyme

aidspictures,slide,taperecorder,multimedia,1.everydayenglish.t:who’she/she?t:who’sthatboy/girl?s1:he’s/she’s…2.today’sreport!ssmakeasentenceinclude“today”.2testbookaa)       listeningpartb)       writingpart3.review(1)giveperformanceaccordingtoparte(2)speakoutthesentenceabout“ck”3.partgfunhouse(1)lookandread.thisisaninterestingstoryandthechildrenlikeit.byreadingthestory,thestudentscanreviewtheimportantsentencesandwords.iftimeispossible,someofthemcangivetheirperformances.(2)showa familytree.ssknowtherelationshipofrelativesveryclear.atthesametimetheycanknowhowtousethiskindofdialoguesinreality.theywillbeself-confidentinthefuturestudying.e.g.a:he’smyfather’sfather.who’she?   ss:ssspeakouthisname.(2)playagame  guessinggamehe’smyfather’sfather.who’she?ss:ssspeakouthisname.(1)  sayarhyme.changethewords.addman,woman,girliftimeisenough,theycanhaveacompetition.4.evaluatestudents’performance.5.homework:(1)finishtestpaperb(2)prepareunit3resourcesreferencebook

postscriptlearningthepronunciationisalittledifficult.thestudentslistencarefully. reviewoldwords,andthenteachthenewwords.

四年级英语下册Unit2英文教案表格式篇3

teachingplandate:3/9                                    teacher:mia

textbookfunwithenglish4bunit

3

title

what’syourjob?

period1

aims1.  toprovidestudentswithbasiclanguagetointroducepeoplewithdifferentjobs.2.  topresentstudentsvocabularies,eightvocationwordsfamiliarizeandenabletorecognize.”3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.  vocabulary:job:policewoman,waiter,waitress,worker,cook,farmer(newwords)job:policeman,driver(oldwords)thestudentscansayandspelltheoldwordsfluently.andsaythenewwordscorrectly.2.  sentence:what’syour/his/herjob?i’m/he’s/she’sa…whataretheirjobs? they’re…thestudentscanusethedialoguesinlife.

aidspictures,taperecorder,multimedia,                      1. everydayenglish:goodmorning/afternoon,boysandgirls.ss:goodmorning/afternoon,misstu.t:howareyou?/howareyouthismorning/afternoon/today? ss:i’mfine./notbad.t:nicetoseeyou!/gladtoseeyou!ss:nicetoseeyou!/gladtoseeyou!t:whatdayisittoday?s1:it’s…t:what’stheweatherliketoday?s2:it’s…today'sreport.ssues"today"makeasentense.2.  lead-int:i’mmisstu,what’syourname?s1:i’m…t:what’shis/hername?s2:he’s/she’s…3.  presentation:tshowapictureofliutao'sfamilytree.thisisliutao’sfamilytree.t:who’she?s1:he’sliutao'sfather.t:what’shisjob?ss:he’sa….(sstrytoguesshisjob)t:he’sapoliceman.readthewordseveraltimes.(littletrain,loudvoiceandlowvoice)traintraingogogo.t:what’sherjob?ss:she’sa…(sstrytoguesshisjob)t:she’sapolicewoman.readthewordseveraltimes.(littletrain,loudvoiceandlowvoice)traintraingogogo.payattentiontothepronunciationofthetwowords.man/ӕ/→policeman/ә/     →woman/ә/     →walkman/ә/ →postman/ә/→fireman/ә/trytofindsomecommenceanddifferencesbetweenthetwowords.tgivesomehits,sstrytoconclue.policeman是警察的总称              policewoman女警察samewaytoteachtheothertwowords“waitress”and“waiter”waiter(男服务员)---waitress(女服务员) 4.practice:  (1)practicethefourwordsbymissinggame. (2)passinggame:      whenmusicstops,ssshouldsayasentencelikethis:policeman,policeman,i’mapoliceman.(3)roleplay.t:what'shis/herjob?s:he's/she'sa...s1-s2makeadailoglikethis.(writethekeysentencesontheblackboard.)5.presentation: showsomethingstoss,theytrytoguessthepeople’sjobs.6.practice:(1) actandsaypptpresentaword,sstrytospeakthewordandsentenceanddoanact.…,…,i’ma…(2) pairworkmodel:tmakesguesturesofakindofjob.t:what’shis/herjob?ss:he’s/she’sa…  pptshowssomepeople,butnotveryclear,trytoguesstheirjobs.  ssdoitinpairs,andthenchoosesomepairstoactit.7.performance: askonestudentcometothefront,andgivehim/heraword.thestudentshoulddoanact.thentheotherstudentsdoaskandanswer.s1:what’shis/herjob?s2:he’s/she’sa…ss:areyoua…?s:yes,iam./no,i’mnot.ss:what’syourjob?s3:i’ma…8.consolidation: doexercise9.conclusion:evaluatestudents’performanceandgivehomework.8.homework:(1) prepareparta(2) readandwritethenewwordsandthesentences.(3) practicepartcaskandanswer.9.designofwriting:unit3what’syourjob?a:what’syour/his/herjob?b:i’m/he’s/she’sa…

resourcesreferencebook

postscripttheaimofthislessonisletstudentstolearnallthejobwords.allthenewwordsarenoteszytoread,thestudentsareconfueseabouttheprounceationofthem.soiletthemplaygamestorememberthem.date:3/10

textbookfunwithenglish4bunit

3

title

what’syourjob?

period2

aims1.toprovidestudentswithbasiclanguagetoaskandintroducepeoplewithdifferentjobs.2.reviewthegrammargeneralquestion.accordingtothequestions,learntotrygiveyesornoanswer.3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.  vocabulary:new2.  sentence:thestudentscanusethedialoguesinlife.(1) welcometoourschool.(2) i’mnewhere.(3) patterndrills:areyoua…?yes,iam./no,i’mnot.3.  partdlookandsaythestudentscancommunicatewitheachother.

aidspictures,taperecorder,masks                      1.warmingup:(1)saytherhyme:flyflyflyabutterfly.flyflyabutterfly.inthemeadowisflyinghigh.inthegardenisflyinglow.(2)everydayenglish:t:goodmorning!who’sondutytoday?iseveryoneheretoday?who’sabsent?whatdayisittoday?what’sthedatetoday?what’stheweatherliketoday?(3)today’sreport.ssmakeasentenceinclude“today”.2.reviewandpresentation.(1) showpictureswithmanypeopleandask:whataretheirjob?ssmaysayhe’sorshe’sorit’s….thelpsthemandcorrect:they’repostmen.(twritesdown)t:aretheywaiters?ss:yes,theyare.t:aretheyworkers?ss:no,theyaren’t.t:whataretheirjobs?ss:they’redrivers?t:verygood.nowboysask,girlsanswer.bs:whataretheirjobs?gs:they’recooks.t:lookatthepicture.andnowexchange,girlsaskboysanswer.t:i’llinviteastudenttocomeandask:arethey…?ss:yes,theyare.usingthismethodtoreviewthewordsandtopracticethesentencewhichinpluralforms.4.  presentationsswatchflashofthepassage.then answermyquestions.t:what’shisname?ss:jack.t:howoldishe?ss:one.t:whathisjob?ss:waitert:whataretheirjobs?ss:they’redrivers.t:pleaseopenyourbooksandturntopage22,pleasereadtogether.ssunderlinesomeimportantknowledgepointsandemphasisthem.ssreadafterthetape,andpracticewiththeirpartners.4.  gameslet’splayagame.guesswhoiss1’sfriend.t:listencarefully.isyourfriendaboy?ss:yes,no,myfriendisagirl.t:howoldisshe/he?ss:she’s11.t:arehereyesbig?ss:no,hereyesaresmall.t:isherhairlong?ss:yes,herhairisshort.t:yourfriendiss2,ithink.ss:yes,you’reright.t:afterclass,youcanpracticewithpartner.5.conclusion:  evaluatestudents’performanceandgivehomework.6.homework:(1) listentothetape,readfluentlyandtrytoreciteit.(2) preparefortheirperformances.trytomakeanewdialogue.7.designofwriting:

unit3what’syourjob?what’syourjob?i’ma…

resourcesfunwithenglishvcd

postscripthelpthestudentsreviewthepreposition“his”and“her”. thestudentsofgradethreecannotunderstandtherulecompletely.date:3/14

textbookfunwithenglish4bunit

3

title

what’syourjob?

period3

aims1.  1.helpstudentstrytomakenewdialoguesaccordingparta.2.  tousepatterndrillstomakeshortdialogues3.  phonetics:thepronunciationof“dr”and“tr”.4.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.sentences:what’syour/his/herjob?i’m/he’s/she’sa…whataretheirjobs?they’re…howoldareyou?i’m…howoldishe/she?he’s/she’s…thestudentscanmakethedialoguesfluently.2.dailycommunicationsandexpressions:it’scoldtoday,isn’tit? guess!aboutsixty?3.payattentiontothepronunciationof“dr”and“tr”

aidspictures,taperecorder,masks1.warmingup:(1)saytherhyme:flyflyflyabutterfly.flyflyabutterfly.inthemeadowisflyinghigh.inthegardenisflyinglow. (2)guessinggame:who’smyfriend?isyourfriendamanorwoman?xkb1.comhowoldisshe/he?are…eyesbig/small?isher/hishairlong/short?(3)actandguesswhat’syour/his/herjob?i’m/he’s/she’sa…whataretheirjobs?they’re…(4)today’sreport. ssmakeasentenceinclude“today”.2.presentationanddoasurvey(1)whatdoyouwanttobe?tshowssomepicturesofdifferentjobs.t:whatdoyouwanttobe?ateacher?a…?ifpossible,givemorewordsaboutjobs,like:awriter,asoldier,aclerk,ataxi–driver,amanger,adentist,ashopassistant,engineer,professor,lawyer     helpssgivesimplewordstoanswer.thenteachthecompletesentence:iwanttobea/an…(2)doasurveys1:whatdoyouwanttobe…?s2:iwanttobea/an…     practicewiththeirclassmates.summarizetheresultasfollowings: howmanyboysandgirlswanttobe…?3.ereadandact(1)(watchvcdofparte.)whocanyouseeinthepicture?howmanyoldwomencanyousee?it’scoldtoday,isn’tit?who’sthatoldmanintheredsweater?howoldisshe?explainsomepoints:it’scoldtoday,isn’tit?aboutsixty?ifpossible,givesomemorewordsaboutweatherlike:hot,sunny,rainy,cloudy,windy,dry,wet(1) readafterthetape.(2) actoutinpairs.givesomeperformances.4.flistenandrepeat(1) listentothetapeandpayattentiontothepronunciationof“dr”and“tr”.givethemmoreexamplesabout“tr”and“dr”asfollowings:i.    dr:draw,drinkii.    tr:tree,try(2)acompetition.whocansaythesentencemostfluently?5.conclusion:  evaluatestudents’performanceandgivehomework.6.homework:b)   recitepartec)   finishtextbookaunit3what’syourjob?what’syour/his/herjob?i’m/he’s/she’sa…whataretheirjobs?they’re…howoldareyou?i’m…howoldishe/she?he’s/she’s…

resourcesreferencebook

postscriptafterthisclass,ssrecitethedialoguequickly.butsscan’tcreatethedialoguefreely,theyalwayspracticeasthemodeltdid.date:3/16

textbookfunwithenglish4bunit

3

title

what’syourjob?

period4

aims1.reviewthepatterndrills:what’syour/his/herjob?i’m/he’s/she’sa…whataretheirjobs?they’re…howoldareyou?i’m…howoldishe/she?he’s/she’s…trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.learntousethesesentences:whatdoyouwanttobe? iwanttobea/an…3.tocultivatetheirinterestoflearningenglishandtheconsciousnessofcommunicatinginenglish.

mainpointsanddifficultpoints1.  lookandreadsscanmakenewdialoguesbythemselves.2.  doasurveythestudentsareinterestedinthisactivity.3.singasong

aidspictures,slide,taperecorder,multimedia,                      1. testbookaa)   listeningpartb)   writingpart2.review(1)giveperformanceaccordingtoparte(2)speakoutthesentenceabout“dr”and“tr”3.partgfunhouse(1)a)lookandread.thisisaninterestingstoryandthechildrenlikeit.byreadingthestory,thestudentscanreviewtheimportantsentencesandwords.iftimeispossible,someofthemcangivetheirperformances.b)actingroups(2)dosurvey: t:whatdoyouwanttobe?  ss:iwanttobea/an…

jobs

boys

girls

teacher

doctor

worker

nurse

policeman

policewoman

waiter

waitress

farmer

driver

cook

concludethat:howmanyboysandgirlswanttobea/an…?(3)singasonglistenandlearnthesong.asksstochangethelyricstomakeanewsongbyusingthewordsaboutjobs.theysinghappilyafarmer,aworker,adriverandawaiter.theysing,theysing,happily,happilytogether.4.evaluatestudents’performance.5.homework:(1)finishtestpaperb(2)prepareunit4

resourcesreferencebook

postscriptafterlearningthislesson,thestudentsknowhowtoasktheotherswhentheycan’tfindtheirthings.andtheymastersomethingsaroundthem.