Join_in(改编版)四下剑桥英语教案

Join_in(改编版)四下剑桥英语教案Unit 5.Items Contents RequestsTopic The days of a week Listen ,speak ,read,write ,use . Key sentences (1)My favourite day is…Listen ,speak ,read,(2)…’s favourite day is… write ,use .New words Sunday ,Monday ,Tuesday , Listen ,speak ,read,Wednesday ,Thursday ,Friday , write ,use .Saturday ,my ,faviouritePeriod OneThe pupils learn to understand:We've got football today.I can stay in bed.I hate Mondays.The pupils learn to use:Monday, Tuesady, Wednesday, Thursday, Friday, Saturday, Sunday. Come with me.(What's your favourite day?)Activities and skill:1.Saying a chant.Listening to people in different situations on the casstte/CD and deciding which picture goeswith which situation.(Listening for gist).Teaching process:Step 1—Listen and say the chant.1.Introduce the days of the week.(1).Use a calendar, pointsit and says: Today is (Firday).(2).Write the first letter of the day of the week in English on the board. (3).Introduce all the other days of the week and write the first letter of each day in sequence. 2.Repet the days several times.(1).First only to listen and then try to repeat them.(2).The teacher asks in Chinese which day of the week they prefer and the pupils can answerin English.3.Say the chant.(1).First with the book closed.(2).Twice with looking at the text.(3).Try to say the chant follow the tape.Step 2—Listen and say the number.1.Talk to the pupils in Chinese for a few minutes about the importance of understanding thegist of a message form the tone of voice, hte modulation and connecting inages and sound. 2.Listen to the tape.Give them some encouragement and stress the fact that understanding doesn't necessarilyimply thta they know every word.Period Two The pupils learn to understand:I hate (Monday).What's your favourite day?The pupils learn to use:Try to write the days of the week.What's your favourite day?Activities and skills:1.Listening to children talking about their favourite day.2.Writing the days of hte week.Teaching process:Step 1—Warm-up.1.Say the chant.2.Playing a game.Teacher says the days of the week without sound. The pupils try to lip read them.Step 2—Listen and tick their favourite days. 1.Ask the pupils to say the words, teacher writes the first letter of each day on ht eblackboard.2.Have a chant.What's your favourtie day?3.Introduce new British children, Claire, Diana, Bob, Frank.4.Listen and tick.5.Check answer.Step 3—Chant.1.Teacher and the pupils ask and answer.2.Pair work.Step 4—Learn to write.The pupils try to write the words one by one.Period Three The pupils learn to understand:Emma's new room.The pupils learn to use:Close your eyes. Open your eyes.I hate (pink).Activities and skills:3.Decoding meanings of the language in a story. Teaching process:Step 1——Warm-up1.Say a chant.2.Have a chat.What's your favourite day?Period Four The pupils learn to understand:Emma hates pink.The pupils learn to use:She paints (a red budgie) on (Monday).Activities and skills:4.Singing a song and colouring animals as specified in the lyrics of hte song.Spotting the days of hte week in a crossword puzzle. Applying a colour code in order to find out about four children's favourite days.Teaching process:Step 1——Listen and sing the song. Then colour the animals.1.Introuduce the tille:Emma hates pink.2.Listen to the song several times.3.Read the sentences.4.Sing ht esong.5.Colour the animals.Step 2——Circle the days of week.1.Open book at page 48, do the exercise 7 by themselves or pair.2.Check answer.Step 3——Do the word puzzle.1.Do the exercise 8.2.Check answer.Step 4——Complete the sentences.1.Have a chat with the pupils by those topic.2.Try to write them.3.Check answer.Unit6Items contents RequestsTopic clothes Listen ,speak ,read . Key sentences (1)I’m wearing … Listen ,speak ,read,(2)…is wearing… write ,use .New words cap ,T-shirt ,sweater, Listen ,speak ,read,shirt ,dress ,jeans , write ,use .skirt ,shorts ,socks ,shoes ,trains .Period OneThe pupils learn to understand:My favourite (T-shirt) is (blue).the colours of …The pupils learn to use:T-shirt, jeans, cap, socks, sweater, shoes, shirt, dress, short, trainers, skirt, kite. Activities and skills:Listening to words and pointing at pictures.Doing the actions to a song.Teaching process:Step 1------ New vocabulary:1. Introduce the new vocabulary using the clothes I am wearing and those of the pupils.2. Read the new vocabulary. Write each word on the blackboard, the pupils read them afterteacher several times.3. listen and point. Play the tape. The pupils point to the objects in the book as they arenamed.4. Ask the pupils to listen once or twice with their eyes closed, and try to imagine the objectsnamed.Step 2------Play a memory game.1. Introduce how the memory game works.Teacher covers the word written under one of the pictures in the book with an eraser (or apencil sharpener or any other small object). Ask one pupil to try and remember the word. If thepupil remembers, then it is his/her turn to cover a word and ask the teacher to guess. 2. Work in pairs.3. Corrections can be made at the end of the exercise.Step 3------Listen and sing the song.1. Introduce the new word “kite”.T: Have you got a kite? What colour is it?2. Play the song two or three times with the books closed.3. The pupils sing along with the tape.4. What's wrong in the picture?The pupils draw the picture according to the words of the song.Period TwoThe pupils learn to understand:Put on your (T-shirt).Get out of bed.Turn off the alarm clock.The pupils learn to use:Cycle helmet.Open the door.Run out of the door.Activities and skills:Understanding instructions and miming in the actions.Listening to the tape and filling in the numbers.Teaching process:Step 1------Warm-up.A team game.Decide the pupils four groups. the pupils watch the teacher mouthing the words below:trainers, sweater, cap, T-shirt, dress, skirt, shoes, socks jeans, shirt, shorts, kite. Do not useyour voice, but let the pupils guess which word you are saying. Which group is the best? Let's have a team.Step 2------New vocabulary and new sentences.1. New word: cycle helmet.Show the pupils a cycle helmet and teach them the new word.2. Learn to say the new sentences: Turn off the alarm clock. Get out of bed. Put on your T-shirt. Run out of the door. Shout out: "Oh, no!"Step 3------Mime the action story.1.The teacher and the pupils listen to the instructions on the cassette. The teacherperforms each action and the pupils watch and then imitate the teacher.Repeat this stage several times.2.The teacher gives the instructions in the same order which the pupils heard them on thecassette during Phase1. The pupils listen and do the actions one ata time, following theteacher’s instructions.3.The teacher gives the instructions in jumbled order. The pupils listen and performs theactions one at a time.Step 4------Listen and fill in the numbers.(1) Listen and mime.(2) Fill in the numbers.(3) Check it. Make sure that everyone is correct.Period ThreeThe pupils learn to understand:What's her name?What's his name?The pupils learn to use:Ann is wearing (a blue skirt).Activities and skills:Doing a logic puzzle.Deciding if written sentences are right or wrong.Reading a short descriptive text and colouring a picture accordingly. Colouring a picture and producing a short descriptive text.Teaching process:Step 1------Listen and write the names of the children.1. Draw a boy and a girl on the blackboard (stick figures will do) and write he and she.2. In troductory activity.Describe the clothing of one of the pupils and ask the others to guess who it is. Guess who itis!3. Write It's…on the blackboard and help the pupils to provide a complete answer.4. Read the children's names a few times and ask the pupils to repeat them and then play thecassette. Do the exercise in the book.5. Checking the answers orally.Step 2------Rignt or Wrong?1. Explain the meaning of right and wrong and then give the pupils time to read the sixsentences of the exercise by themselves.2. Do the exercise by the pupils themselves.3. Check them. Ask the pupils to read the sentences in groups.Step 3: Read and colour the picture.Step 4: Colour the picture and write.Explain these two exercises above are the homework. Check them in next class.unit 7Items Contents RequestsTopic Happy birthday! Listen ,speak ,read ,write ,use . Key sentences (1)Happy birthday (to you)!Listen ,speak ,read ,(2)Happy birthday to… write ,use .(3)My birthday is in…(4)…’ birthday is in…New words happy ,birthday ,my ,January , Listen ,speak ,read ,February ,March ,April ,May , write ,use .June ,July ,August ,September ,October ,November ,DecemberIn this unit the pupils learn to understand:I live in...Today's (Pit)'s birthday.Abracadabra, mouse and snake, a birthday cake, a birthday party, birthday cards. Warning! No Water!Quick, let's run into the house.What a lovely cake!In this unit the pupils learn to use:January, February, Match, April, May, June, July, August, September, October, November, December.When's your birthday, (Rose)? In (June).Happy birthday!(Ann)'s birthday is in (May).Stamp your feet, turn around, clap your hands, snap your fingers. Hip hip, hooray!Activities and skills:Saying a chant.Decoding meaning from listening and reading.Finding out from reading about how a child from Hastings celebrates her birthday. Singing a song.Circling and copying the names of the months.Asking each other when their birthdays are.Making a chart based on a class survey.Writing sentences about when one's own and other children's birthdays are. Reading and listening to a story.Discerning cause-effect connections in a picture.Recognising patterns (quesions and statements).Period TwoStep 1------Warm-up.1. The teacher mouths the months, first in the correct order and then in jumped order.2. Say the birthday chant.Step 2------Listen and sing the birthday song.1.With the help of gestures, the teacher introduce the new action words: Stamp your feet.Clap your hands. Snap your fingers. Turn around. The pupils learn to mime the actions.2.Listen with the book closed.3.Listen with eyes closed.4.Listen again with eyes open but without the text.5.Listen andread the text.6.Ask the pupils to sing along.Step3------Circle the names of the months. File them in. 1.Thepupils circle the months using different colours cragons. 2.The pupils write the names of the months in the correct order on the numbered lines.3.Check the answer.Ask some pupils to write the names of the months on the blackboard. Step 4: Make a chant for birthdays.The teacher makes a example with a pupil.When is your birthday, Lisa?Step 5: Write the sentences.The teacher writes the example on the blackboard. The pupils try to write by themselves or inpairs.Explain: The pupils do the Step4 and Step 5 exercises as their homework. The teacherchecks the answer in next class.Period Three The pupils learn to understand:Today's (Pit)'s birthday.Abracadabra, mouse and snake, a birthday cake, a birthday party, birthday cards.Warning! No Water!Quick, Let's run into the house.What a lovely cake!The pupils learn to use:(John)'s birthday's in (May). Write the sentences. Teaching process: Step 1------Warm-up.1. Sing the birthday song.2.Make a chant.When is your birthday, (Alice)?3.Check the answer at Page 59.Step 2------A story-A birthday cake for Pit.1. Listen to the story.(1). The teacher plays the story twice with the book closed.(2). The teacher plays the story twice with the book open.These four times without introduction. 2.The teacher checks if the pupils have instinctively understand the meaning of the individual words.If necessary, introduce new words and sentences. Step 3: When arethe children's.Period Four The pupils learn to understand.Here's a present for you:what a lovely doll!A birthday card, a birthday cake, a birthday present. The pupils learn to use:Happy birthday (to you)!Thank you very much.Activities and skills:Reading and acting the corversation. Matching and sing a song.Teaching process:Step 1------Warm-up.1.Sing the birthday, song.2.Make a chant: When is your birthday?3.Ait the story-birthday cake for Pit by the pupils. Step 2------Let's read and act.1.the teacher shows the pupils a box and says to a pupil:Happy birthday. Here's a present for you. Asks the pupil to guess. What's in it? Open the box,please.New sentences: Oh, What a lovely doll! Thank you very much!2.Read the text.(1).The pupils read after the teacher. (2).The pupils try to read by themselves. (3).The pupils read in pairs:3.Act the text.Step 3------Let's match and sing the song. 1.Learn to read:A BIRTHDAY CARDA BIRTHDAY CAKEA BIRTHDAY PRESENT2.Open the book at Page 63, And match it.3.Check the answer.4.Learn to sing the song:Happy birthday!Unit 8 FeelingsItems Contents RequestsTopic Feelings Listen ,speak ,read ,write ,use . Key sentences (1)I’m… Listen ,speak ,read ,(2)…is… write ,use .New words happy ,sad ,angry ,tired ,scared Listen ,speak ,read , write ,use .Period OneThe pupils learn to understand:Oh, what a super T-shirt.Help! A mouse!Here's your orange juice, Sally.Look at my new T-shirt.I'm sorry, Paula.The pupils learnt to use:Feeling words: sad, happy, angry, tired, scared.He cries, he smiles, he stamps his feet, he goes to seelp.Peter is (sad).Activities and skills:Listening to the feeling words and filling in numbers.Doing the actions to a song.Listening to short conversations from the tape and interpreting people's feelings. Teaching process:Step 1------Warm-up.Have a chat:What's your favourite day?What's your favourite colour?When's your birthday?Step 2------Listen and fill in the numbers.1. Introduce the new vocabulary.With the help of actions introduce the feeling words.2. Ask the pupils say the words and do the actions.3. listen and fill in the numbers.4. Check answer.Step 3------Listen and sing the action song.1. Introduce the new sentences.With the mark of Toby and the actions, the teacher introduces the new sentences: he cries,hesmiles, he stamps his feet, he goes to sleep.2. Play the song two or three times with the boos closed, and teacher does the actions.3. The pupils sing along with the tape and do the actions.Step 4------Listen and draw the children's faces.1. Ask the pupils to imitate the feelings expressed. The teacher names a feeling ,the pupilsmime it.It's a competion.2. Make sure that everybody understands what feelings are being expressd in the pictures.3. The pupils listen to the tape two times without necessarily understanding everything word.4. The pupils draw the children's faces.5. Check answer.Period two The pupils laern to understand:Super! I've got a new game.Let's play. No, we've got anthother game.This game is stupid, Dad. But Mike!I'm sorry. The game is not stupid.I was angry. That's OK, (Mike).The pupils learn to use:Language for a card game:the tired mouse, please; here you are; sorry. Happy birthday, (Mike). Thank you.Activities and skills:Cutting out cards for a game from the Appendix. Playing a card game.Decoding the meaning of the language in a story. Teaching process: Step 1------Warm-up.1. Sing the action song.2. The teacher names a feeling ,the pupils mime it.It's a competion.Step 2------A card game.1. Ask the pupils cut out the cards necessary for this game from the Appendix in their book onPage109.2. Divided the pupils into the groups of four.3. Introduce how the game plays.4. Play the cards game.Step 3------A story-The birthday present.Period Three The pupils learn to understand:Look scared.Look anrgy.Put on your cycle helmet.The pupils learn to use:Numbers 13-20.Strech.Roar like a tiger.Put on your trainers.Clap your hands.Snap your fingers.Stand up.sit down.Activities and skills:Playing a board game; miming written instructions. Writing numbers13-20.Teaching process:Step 1------Warm-up.1. Sing a song.2.A game: Toby says.Step 2------Listen and point the numbers. 1. Pevise numbers 1 to 12.2. In troduce numbers 13 to 20 in the same way.3. Write the numberson the board and ask the pupils to repeat them.Point: It is difficult for the pupils to pronounce the word 15. 4. Listen and point the numbers.Step 3------play the miming game.1. the pupils listen to the tape and mime the actions that are shownfor each number.2. Play this game in pairs without the use of the tape.3. Introduce how to play the press.Step 4------Learn to write the numbers.Teacher writes the numbers on the blackboard. The puplis try towrite the words.Period Four The pupils learn to understand and use: He is scared.She is sad.He is happy.He is angry.She is tired.Activities and skills:Deciding on personal pronouns to replace female and male names.Writing sentences about children and how they feel. Teaching process: Step 1------Warm-up.1. Revise the numbers 1 to 20.2. Do the miming game.Step 2------Language puzzle. Circle the right name.1. The teacher writes a sentence on the board,e.g She is happy, and ask the pupils to give aname to repeat She.When the pupils give a girl's name, the teacher should write it in onecolour chalk.2. Then do the same with He is tired. Write the boy's name inanother colour chalk. 3. Do the exercise in the book.4 Check answer.Step 3------Write the children's names. Draw their faces. Write the sentences. 1. The pupils draw the expressions and write the names as descriptive sentences beside theirdrawings.2. Check answer.Step 4------Aske five children in class. How are you feeling today/1. Teacher has a chat with a pupil.How are you feeling today?2. Make sure that everyone should have this chat, then chat in pairs.3. Write the answer on the book.Step 5. Talk about five children.Ask the pupils to have chat affter class.Unit 9. FoodItems Contents RequestsTopic food Listen ,speak ,read ,write ,use . Key sentences (1)My favourite food is…Listen ,speak ,read ,(2)…’s favourite food is… write ,use .New words Listen ,speak ,read ,write ,use .Period OneThe pupils learn to understand:Do you like (bananas)?The pupils learn to use:Popcorn, pizza, chicken, apples, ice cream, banana, spaghettl, fish, hamburger, chess, hotchocolate, cola, milk.(Maria) likes (bananas).Activities and skill:Listening to words and pointing at the appropriate pictues.Completing a logical puzzle about what children like.Writing the words for food.Teaching process:Step 1------Warm-up.Have a chat.(1).I like toast and milk. What about you?I like ....(2).I don't like cornflakes. Waht about ypu?I don't like....With this chart, teacher can check Which words the pupils already know. Step 2------New words.1.Introduce the new words using flashcards: pizza, chicken, spagehettl, cheese, hotchocotate, cola.2.Write the first letter on hte blackboard.3.Chat.Introduce the new structure:Do you like (banana)? Yes, I do/No, I don't. Teacher usue facial expressions and mime, makesure htta the pupils understand.4.Listen and point.5.A game.(1).The pupils look at the pictures in the book for 15 seconds. Then they close the book whilethe teacher asks.How many words can you remember?What are they?(2).Play this game first as a class and hten in groups, in pairs.Step 3------Complete the puzle.1.Explain hte meaning of likes in Chinese.2.The pupils read thefirst and hte second sentences, trying hte understand. How to do hte exercise.plete the puzzle individually or in pairs.4.Check the answers togther, reading out loud.Period Two The pupils learn to understand:Go to a drinks machine.put your hand in your pocket.take out three coins.Put the coins in the machine.Press the button.Take out the can.Open it.Wipe your face.Drink.The pupils learn to use:Press hte button.Open it.Drink.Activitles and skills:Understanding instructions and miming actions. Listening to the tape and filling in the numbers.Period Three The pupils learn to understand:DO you like (apples)?Yes,I do./No, I don't.What dou you like?I like/love...The pupils learn to use:DO you like (apples)?Yes,I do./No, I don't.What dou you like?I like/love...Activities and skills:Saying a chant.listening to children talking about their likes and dislikes and rdawing their faces accordingly.Teaching process:Step 1------Warm-up.A game Toby says.Press the button. Open The can. Drink.Step 2------Listen and say the chant.1.The teache asks the pupils Do you like apples or pizza? etc.Help the pupils by suggestingthe answers quietly Yes,I do,No,I don't.Making sure that the intonation is correct.2.After the pupils have answerd a few times, writ aboth answers on the board so that they cansee how they are written.3.Play the tape and ask the pupils to repeat it,following the methodology in the introduction. Step 3------Listen and draw the children's mouths.1. Draw a stylised face without a mouth on the board and say, miming,This is me.I like fish.Then draw a curved line to indicate a smiling mouth.2. Draw another face and add I don't like ice cream. Draw the cooresponding expression onthe face.3. Draw a third face and without a mouth and ask one of the pupuils Do you like chicken? Complete the drawing according to the answer.4. Read the chilrden's names several times.5. Listen to the tape, and complete the exercises.6. Check the answers.Period FourThe pupils learn to understand:Have some(popcorn).Can I have a hanburger, please?Here you are.No ice cream on the bus.The pupils learn to use:THank you.Here you are.Activities and skills:Decoding the meaning of the language in the story.Teaching process:Step 1------warm-up.Say a chant. What do you like?Step 2------A story- Bad luck for Pat.1. To be set up a snack barin the classroom.Invite a pupil to the counter and suggest thathe/she ask:A hamburger,please.At this reques, the teacher shouldgive an imaginaryhamburger to the pupil and say: Here you are.Practise more.2.In troduce the expression Can I have (a humberger), please?3.Play the tape.The pupils listen to the tape first with book closed, then listen with book open.As the third time, the pupils read the story follow the tape.4.Action the story.Period FiveThe pupils learn to understand:Do you like (fish)?Yes, I do./ No, I don't.My favourite food is (pizza).My favourite drink is (milk).Chips, food, drink.The pupils learn to use:Do you like (fish)?Yes, I do./ No, I don't.My favourite food is (pizza).My favourite drink is (milk).Chips, food, drink.Activities and skills:Holding interviews in class about other children's likes and dislikes. Reading and writing about children in Britain and their favourite foods. Teaching process:Step 1------warm-up.Say the chant.Step 2------Ask three fridens what they like.1. Have a chat.Do you like (fish)?Yes, I do./ No, I don't.I like (apples).(1).Teacher chat with the puplis.(2).Pupils chat together.2. Draw a table on the blackboard, similar to teh one in the book. Then ask some of the pupilsDo you like apples?and note the answers on the table.After a few examples, the pupils should interview each other and complete the table in theirbooks.Step 3------Write about yourself.1. Ask the pupils to look at the text next to the photograph. Then ask them how they would adapt the text to their own taste. Give them some time to thinkabout it and then ask them to read the text aloud with their own modifications. 2. Ask each pupil to write his/her own text. One each pupil has finished, the teacher shouldwalk around the class and correct them individually, asking them if necessary, to rewriteeverything correctly.3. Check the answer.Period Six The pupils learn to understand:What's your favourite food?The pupils learn to use:Hi, what's your name?What's your favourite food?Beans, toast, rice.Activities and skills:Decoding the meaning of the lanuage in the tape and filling in the numbers.Teaching process:Step 1------warm-up.Talk about yourself.I like (apples).I don't like (fish and cheese).My favourite food is (pizza).My favourite drink is (milk).Step 2------Listen and fill in the numbers.1. Chat.The teacher says to the clsaa My favourite food is (chicken).Thenask some of the pupilsindividually What's your favourite food?2. New words, beans, toast, rice.Introduce the new words with the flashcards. 3. Read the names, Jeff, Julia, Karen, Bob. 4. Play the tape, do the exercise in the book. 5. Chech the answer.Step 3------A memory game.Write four names on a piece of paper: Jeff, Julia, Karen, Bob andafter allowing the pupils tolook at the page for 15 seconds, sak them to close the book and say which food each childlikes best.Period Seven The pupils learn to understand:Rice, noodles, steamed bread, porridge, dumplings, pork, beef, chicken.Do you like...? Yes, I do./ No, I don't.What do you like? I like...What's your favourite food?My favourite food is...The pupils learen to use:Rice, noodles, steamed bread, porridge, dumplings, pork, beef, chicken.Do you like...? Yes, I do./ No, I don't.What do you like? I like...What's your favourite food?My favourite food is...Ativities and skills:Reading and acting the dialogue. Learning the words for Chinese food. Drawing the foods which you like and dislike. Teaching process: Step 1------Warm-up.Have a chat.Step 2------Learn the new words. 1. Introduce the new words with flashcards. 2. Learn to read them.3. Learn to write.Step 3------Let's read and act.1. The pupils read the dialogue loudly themselves.2. Act thedialogue by the teacher and a pupil. 3. Act in pairs.4. Act in class.Step 4------Let's work in pairs.1. Draw four kinds of food you like best.2. Draw four kinds of food you dislike.3. Ask your partner about foods.Unit 10 BodyItems Contents Requests。