四年级英语下册 Unit9(1)教案 北师大版
北师大版四年级下UNIT 9 DAY AND NIGHT 教学设计教案
Unit 9 Day and Night 教学设计前端分析：1、教学内容分析：本单元是北京师范大学出版社出版的《英语》四年级下册的第九单元 Day and Night ，该单元主要围绕功能话题（谈论日常起居生活及涉及的时间表达、频率表达等）进行教学活动。
在小学阅读教学第一课时要求学生能够基本理解含义，能就课文当中的问题做出简要的回答。
本课时为单元第一课时，以故事呈现本单元涉及的相关语言点。
结合学生实际，本课时重点处理：1、功能话题（谈论日常起居生活及涉及的时间表达、频率表达等）的导入和初步谈论；2、帮助学生理解故事的同时，重点让学生积累本单元的主要句型结构和相关的频度副词；3、以话题为线索，通过整体感知语境，抓关键词、句等方式培养学生泛读能力。
2、学生知识基础分析：参与本节课活动的学生是我校五年级二班的学生。
经过三年多的英语学习，他们对英语仍保持较浓的兴趣，也有一定的英语基础。
鉴于本课时教学容量较大、涉及频度副词理解较困难等特点，在教学中，教师利用插图、创设情景，通过角色的变换激发学生的情感态度、学习愿望，给予孩子充分的肯定、让孩子获得成功的体验。
结合学生熟悉的人物创设情景，让学生通过使用正在学习的语言来完成贴近生活的任务，从而培养学以致用的意识和初步运用英语进行交际的能力。
第一课时一、教学目标1、知识与目标：（1）学生能够基本理解课文含义，能就课文当中的问题做出简要的回答。
（2）理解主要句型结构和相关的频度副词。
2、过程与方法：（1）通过观看多媒体资料，能够基本理解课文含义。
（2）通过问答，正确理解频度副词always never sometimes usually的含义。
3、情感态度与价值观：（1）通过对故事学习，培养学生养成生活有规律的意识和习惯。
（2）培养学生每天吃早餐的习惯。
二、教学重点能够会读故事并理解故事内容三、教学难点频度副词always never sometimes usually的理解四、教学策略：1、多媒体课件：呈现故事的情景。
最新北师大版四年级英语下册Unit 9 Hot Soup Lesson 1 I’m thirsty.【市级优质课一等奖教案】
最新北师大版四年级英语下册Unit 9 Hot Soup Lesson 1 I’m thirsty.
【市级优质课一等奖教案】
一、教学目标：
1、读懂故事主要内容，利用插图理清故事主要情节；
2、模仿人物对话正确朗读故事；
3、在图片的帮助下正确指认饮料名称；
4、在情景中询问是否有什么饮料；
5、培养健康饮食的习惯与意识。
二、教学重点和难点：
重点：
1、借助插图理解并朗读故事；
2、运用“Do you have any…?”询问对方是否有某种饮料。
难点：
创设适当的情景，使用“I want some…./Do you have…?”说明自己的意愿，并询问别人有什么饮料。
三、学法指导:
自主学习，操作实践
学习流程:
课前预习→点读纳米盒学习→教师微课讲解→个人实践→过关检测【学习目标】：
我能：
1.在插图的帮助下能读懂故事主要内容，利用插图理清故事主要情。
Unit9Dayandnight(教学设计)北师大版(一起)英语四年级下册
Unit 9 Day and night 教学设计教学目标1、学生能够掌握字母or和oor在单词中的发音，并能完成练习；2、能熟练掌握小黑板关于使用频率词汇的句型，并能运用always、usually、often、sometimes、never回答有关于日常生活规律的问题；3、能运用频率词汇说一说自己的日常生活。
学情分析本节课的教学对象是我校四年级的学生，学生整体情况如下：1、大多数学生对英语学习有浓厚的兴趣，喜欢听英语、说英语，乐于用英语交流，思维活跃，善于模仿；2、学生经过将近四年的英语学习，已经能够感知单词的发音规律并能在一定的引导下总结发音规律；3、经过前三个课时的学习，学生已经能够初步掌握表示频率的词汇的用法，并能尝试初步运用；4、仍有少数学生对用英语进行表达感觉吃力，有畏难情绪；or和oor的发音对于学困生来说不易掌握。
重点难点1、学生能够掌握字母or和oor在单词中的发音；2、能运用always、usually、often、sometimes、neve说一说自己的日常生活。
教学过程【导入】Warm－upSing a song~BINGOIntroduce Little Jack.T:Just now we sang a song about a farmer.Look,this is Little Jack.He is a farmer,too.Let’s say Hello to him.【讲授】Presentation1.Visit Little Jack’s house结合图片首次感知语音词汇;T:Oh,this is Jack’s house. There are many things on the floor.What are they?2.Help Little JackT:It’s not clean.Let’s clean them up.Where can we put them?3.Chant1)Listen to the ChantT:Oh,now his room is very clean so he is very happy.Listen!He is chanting for you.2)Look and say(Show the chant.)3)Practice in groups4)Show the chant5)Chant with Little JackT:Who wants to chant with Little Jack?You can stand up.4.Present the words（以文字的形式呈现语音词汇）【练习】Practice OneI.Learning1、Try to readT:Good!You did very well.Can you read these words?2、Listen and readT:Now let’s read follow the computer and pay attention to these red letters.3、Try to find the rulesT:Great!What do you find?（引导学生说出字母o和or/oor的发音规律）II. Rules4、Say out the wordsT:Can you try to read these words?板书：o or/oorg o t l or dd o t m or e... ...5、Say more words like theseT:Can you say any words like these?III. Practicing6、Task One~Cross the riverT:Good!Oh,you know so many words now.Can you help Jack?He wants to cross the river.But some parts of the woods are broken.Can you find and cross them?Now do it in groups.7、Task Two~Pick up some mushroomsT:Now Jack can cross the river.Can you guess what will he do?T:Oh,he wants to pick some mushrooms.And look there are many mushrooms and there are two baskets.Can you put them into the right basket?Do it in groups.T:Which group wants to show your baskets?【练习】Practice TwoI. Let's learn1.Play a Game~Words poolT:Little Jack is very happy.It’s dinner time.He wants to wash the mushrooms in the water.Look!Here’s the pool.Oh,it’s a words you want to play a game?T:I will point some words and these words can make a sentence.When I stop,you should say out the sentence as quickly as you can.(教师指出句子)2.Read Uncle Booky’s BlackboardT:Oh,there are many sentences in this pool but wait a minute let’s read them first.3.Read Uncle Booky’s Blackboard.4.Play the Game.(学生指句子)T:Now,it’s your turn.Who wants to point a sentence for us?II. Let's say1.GuessingT:Oh,Little Jack not only picks the mushrooms every day.He also has many things to do.Can yo u guess what things he does every day?2.Ask and answera.T:Let’s see what things he does every day.(呈现图片)b.T:Do you want to know when he does these things?Let’s ask him.板书：When do you...?Let’s listen.板书：I always...3.Order the words.【活动】Extension1.Touch and SayT:Now we know when Little Jack does these things.Do you remember our friend Ken?(出示PPT)a.Guessing what are they talking aboutT：Oh,he is talking with his friend.What are they talking?S:They are talking about the time.T:Yes,let’s read it together.b.Ask and answer in pairsT:Please open your books.Turn to Page33.Look at these pictures.And try to ask and answer in i s Ken and another one is his friend.T：When does Ken...?板书：When does...?He usually...c.Show the dialogue.2.Read about Ken’s daily lifeT:Oh!This is Ken’s daily life.Read it in your groups.3.Say something about your life.T:Listen!What did he say?(播放Ken的录音)T：Can you talk with your partner?And you can use these phrases or what other things you want to say.【作业】Homework1）Practice the pronunciation;2）Try to write about your daily life。
Unit9教案-北师大版小学英语四年级下册
Unit 9 Day and night 第一课时二、教学目标：知识能力：1、复习巩固前两单元的教学内容。
2、学习频率副词usually, sometimes, never, always , often. 并初步运用。
3、初步感知课文故事，体会功能句型和频率副词的运用环境。
过程方法：采用视听，师生互动，小组合作，调查访问等方法，引导学生在感知，体验，参与和合作中学习并运用英语。
情感态度：1、培养学生主动参与，大胆实践，敢于开口说英语的良好学习习惯。
2、培养学生的合作精神。
三、教学重点、难点：重点：能听懂、会说、会用功能句型。
When do you get up ?I usually get up at 6:00 . 或What do you usually do on Sunday?及回答。
理解并初步掌握新单词。
Always ,usually，often, sometimes, never.难点：初步掌握频率副词并能在功能句中运用。
四、教具准备：教学课件一套，调查表一份，单词教学卡片数张。
五、实践活动：小组活动，调查访问。
六、板书设计：Unit 9 Day and nightWhen do you get up?always 6:00usually6:30I sometimes get up at 9:00never11:00She often gets up early.七、教学过程：（一）、谈话唱歌，激发兴趣。
(4’)1、谈话复习第一单元的内容。
T: What day is it today?S: It’s Friday.T: Saturday is coming. Are you happy? Let’s sing an English song.2、展台出示歌曲，师生跟唱歌曲，复习第二单元的内容。
What time is it?（一）感知句型，学习单词。
(10’)1、（出示钟表图片）在句型中引入新单词。
北师大版四年级英语下册 Unit9 教案
北师大版四年级英语下册 Unit9 教案Unit9Daandnight一、教学目的:1通过学习，能够用英语简单描述自己一天的活动。
2对学生进行养成安排良好作息时间的教育。
3培养学生的综合素质及英语能力。
二、教学重点:1掌握下列这些句型：hendualas/usuall/ften/seties/never/eatbreafast?I___ _______eatbreafast__________2hendeshealas/usuall/ft en/seties/dintherning?He_______gestthestre_________ __教学难点:能在相关的语境中正确运用所学句型。
三、教学方法:听、读、说、演等。
四、教具准备:教学卡片、多煤体等。
五、教学过程：1、导入师：hattiedugtshl?生：Igtshl_____________2、学习生词alas、usuall、ften、seties、never。
1）学习生词alas师:hattiedugetup?生：Igetupat______________师:es,Ialasgetupatsix师再问：hendugetup?师出示hen生词卡片，学习生词hen。
师再问另外几个同学此句型，师还用Ialas______________句型回答。
师出示alas生词卡片，学习生词alas。
2）用同样方法的学习usuall、ften。
3）学习生词setiesxb1师:hendugtbedeverda?生:Igtbedat__________师:h,ugtbedtlateSusetiesgtshllate师出示seties生词卡片，学习生词seties4）学习生词never师:hendugtbedeverda?生:Igtbedat__________师:h,ugtbedtearlSunevergtshllate师出示never生词卡片，学习生词never）跟录音认读生词alas、usuall、ften、seties、never。
小学英语北师大版四年级下册《Unit9Lesson1》课件
在...之前；我们用before+名词 例如：before breakfast 在早饭之前
Usually：通常，经常（频率副词） 概率比always 稍微弱一点。
图5/6： What does Uncle Booky do in the morning?
What day is it today?
It's........
What do you usually do on .....?
I usually......
What do you usually do in the morning/ afternoon/ everning on....?
I usually........
图2/3: Does Mocky always have breakfast so late? What time does Ann eat breakfast?
图4: When does Mocky visit Uncle Boocky?
always 常常，总是 not always 不总是这样 eat breakfast 吃早饭
Unit9 Day and night.
Period 1
教学目标
1. 通过整体视听故事，引导学生理解故事大意； 2. 通过教师语言描述和图示使学生初步理解频度副词 的含义； 3. 通过回答教师问题和观察图片信息，引导学生 关注故事中的细节问题； 4. 对理解故事情节、语言内容的方法和策略进行指导； 5. 部分学生能在小组内分角色朗读课文。
usually 通常，总是（频率副词） Do you usually read books? What books do you usually read?
北师大版四年级下册英语《unit 9 Day and night(1)》教案
Unit-9 Day and night教材分析1. Key points 4-skilled words: always usually often sometimes never breakfast lunch dinner morning afternoon night get up go to bed eat sleep OK (in) class o’clock when school parkNew structures: 1. When do you get up. I always get up at seven.When does he get up? He often gets up at seven.2. Pronunciation: Sounds and letters: or, o教学目标1.The students can read the words and recognize the words preliminary.2. The students can describe the time and activities in English.3. Th e stude nts can grasp how to pronounce “or” and “o”4. Developing the pupil’s ability of co-operation by group work.课前准备Courseware, audiocassette recorder, new words cards板书设计Unit 9 Day and nightWhen do you get up. I always get up at seven. When does he get up? He often gets up at seven.教学活动设计设计意图Step1. Warm up:T: Class begins!Morning! Boys and girls!S: Morning ,teacher!T: What day is it today?S: It’s / Today is…T: What do you do on weekend?S: I do my homework.Step 2. Reviewe the following game to review the structures “What are you doing?”, “I’m (shoppin g).” (the child pretends to do the action), “ (He) is (swimming).”, and some of the core vocabulary introduced in earlier books (playing, reading, cooking, drinking, eating, sleeping, washing, and painting).2. Divide the class into two teams. Have the child from one teams come to the front of the class. Whisper a word to the child. The child’s team should then ask, “What are you doing?” In response, the child should say, “I’m…” and then pretend to do the action of the word.3. The child’s team scores a point if they can remember the English name for the action. For example, if a child pretends to be sleeping, his or her team should say, “(She) is sleeping.”4. Repeat the procedure with a child from the other team.5. Continue the game until most of the children have had a turn. “T he team that scores the most points is the winner.Step 3. Set the scene1.In Chinese, ask the children what they do immediately after they wake up in the morning Practise the students’ listening And speakingAsk the children to know the new languages of this unit.on a weekday. Ask, “Do you (get up)?”2. Present the word always. Write the word on the board and explain its meaning. point to the word and model it for the children. Have them repeat it after you.3. Now ask one of the children what he or she does after school. After the child has answered, ask, “Do you always ( play with yourfriends ) after s chool?”4.Present the word usually. Repeat the procedure used for always.5. Ask another child what he or she does on Sunday. Then present the words often and sometimes. Repeat the procedure used for always.6. Ask the children, “Do you ever eat breakfast at night?” After the children have answered, present the word never.Step 4. Model the dialog1. Present the flashcard for morning. Explain the meaning of the word. Model the word and have the children repeat it after you.2. Repeat the procedure for the other flashcards ( afternoon, night, breakfast, lunch, and dinner ).3.Present the question, “When do you eat breakfast?” Write the question on the board and explain its meaning to the children. Read the question aloud, pointing to the words as you do so. Have the children repeat the question after you.4.Ask the children, “When do you eat breakfast?” Try to elicit, “In the morning.” Present the structure, “I always Elicit the new wordsPractise the new sentences.eat breakfast in the morning.” Repeat the procedure used to model the question.Step 5. Talk about the stor yHave the children open their books at pages 26 and 27. Then ask these questions about the pictures:P1: “What is Mocky doing?”(Point to the picture of the watch. Ask, “What time is it?” Elicit, “It’s three o’clock.”)P2: “What is happening now?”P3: “What is Lulu doing?”P4 / 5 / 6: “What is happening now?”P7 : “Can you guess where Ann, Ken, and Mocky aregoing?”( See if the children can read Uncle Booky’s name. )P 8 / 9: “Where do you think they are now?”P10: “What is Uncle Booky doing?”Step 6. Story1. Say, “Now we’re going to hear what the characters said.” Play the tape without stopping. Have the children look at the pictures as they listen.2. Play the tape again, pointing to each picture. Pausing after each picture. Have the children repeat the words each time.Step 7. Pair work:Ask the stud ents to talk about the time and the activities with their friends . And then act it out.Step 8. Group work:Ask the students to make a new dialogue in their Elicit the new sentencesConsolidate the new sentencesConsolidate the new wordsRaise the students using the sentences abilitygroups. And then act it out.Step 9. Fight game:The students have five minutes to prepare the competition.Game 1: Please say out the new words in Chinese.Game 2: Please say out the new words in English.Game 3: Please find out the next sentence. Step 10. Extend:Make a new dialogue.Step 11. Sum up:Today we have learned the present tense.作业设计M ust do: 1. Read the new text 5 times2. Copy the new text 2E 1C3. Recite the new text and words.4. Preview Page 28, 33Choosing do:Do a survey:When do your friends eat breakfast, go to school…? When do your good fiends do his / her homework every day?教学反思The students have grasped the key point sentences, but Someone can’t read it fluently. They must consolidate the text at home.。
北师大版(一起)四年级英语下册教案Unit 9 Day and night.教案
Unit 9 Day and night.教案教学目标：1.学生能够认读、听辨、默写Words to learn 中的个单词；2.能够认读、听辨单词表中相关词汇；3.学生能够听辨、认读并使用功能句型4.能够认读、听辨字母组合的发音；5.能够整体感知text,能力水平较高的学生能够表演;6.能够独立完成阅读；7.能感知story time,能力水平较高的学生能够表演8.能够说唱歌谣，并理解其含义。
教学重点：1.表示一天的时间单词，频率副词2.重点句型的掌握When do you ________?I always ________.When does he/she_____?He/she usually ______.3.difficult points ：sounds and letters教学步骤：Step 1 Warm-up and revisionPlay a chantListen and do the actions(Reading drinking eating running sleeping jumping cooking washing painting)Step 2 presentation and drillsT: You do very well. You do the actions during the diary routine. Do you want to know other people’s diary routine. Now let’s watch the video and find out Uncle Booky”s diary routine.1. Play the video and let them think about the following questions.What is Mocky doing at the beginning of the story?What is Uncle Booky doing at the end of the story?What is Lulu doing?2. Mow let them answer the questions3. T: Can you find out What activity that Mocky, Ann and Uncle Booky do in the story?Read the story carefully and underline them on the book.4. Show the course ware5. T: How often do they do the things?Discuss the questions and find out the correct words to fill in the blanks to complete the sentences. All the sentences are in the story.6. Play the course wareShow the adverb frequent wordsAlways usually often sometimes neverStep 3 practice1. Play the course ware and let them make the sentences2. Play the tape and let them repeat it3. Ask and answerT: When do you get up?Students:T: Do you always get up in the morning?Students:T: What about your mother?When does she get up?Does she always get up in the morning?Students:Step 4 consolidation1. Play the tape and repeat the dialog one sentences by one.2. Show three sentences and let them understand their differentI sleep at night.She is sleeping.He sometimes sleeps in the morning.课后作业：1 会用新句型造句，询问父母when do you get up ,mom、dad? I always get up at...clock.2.小组相互提问，熟悉心学习的表示时间的单词。
四年级下册英语教案-Unit 9 Hot Soup Lesson1 I'm thirsty ｜北师大版(三起)
Unit 9 Hot SoupLesson 1 I’m thirsty.教学目标：1.学生能在卡片和实物的帮助下,通过情境对话,做游戏等方式,理解并运用本课句型。
2.能认读本单元主要语言知识:常用饮料词water,cola, milk等;询问是否有某物的句型:Do you have any water?及表达饥渴的句型: I’m hungry/thirsty.3.通过谈论食物话题,培养健康饮食的意识。
学情分析：1.在学习习惯方面:绝大部分学生对英语仍然持有较浓厚的兴趣,养成了善于倾听、积极模仿、大胆开口、勇于实践的好习惯。
2.在学习能力方面:经过长期的培养,学生具备了观察、预测、推理、朗读、表演和小组合作能力。
重点难点:1.教学重点:综合运用句型Do you have any water?。
2.教学难点:理解have在语境中的意义。
教学过程：Step 1：Greeting and warming-up1 T: Hello, boys and girls.2 Now let’s sing a song!播放歌曲“I like chicken ”(书P5).T: Chicken，chicken，I like chicken. Do you like chicken？S: Yes, I do.T: Rice, rice. Do you like rice?S: Yes, I do.Step2 Presentation1 T: today we are going to study unit9 Hot soup Lesson1 I’m thirsty（引出课题并带读）2 （课件出示图片,学习故事)T: Look ,Who are they?Ss: Ken、Mocky、BobbyT:Today Ken，Mocky，and Bobby go outing. Let’s watch the story together!And answer the following questions.课件呈现问题,学生根据故事内容回答。
Unit9 北师大版(三起)四年级下册教案
Unit 9 Hot SoupLesson2 《What’s your favorite food？》教学目标1.能借助插图理解故事的主要内容；2.能模仿故事人物对话；3.能询问、说明自己喜欢的食物；4.能理解歌曲大意，跟唱歌曲；5.能结合故事中Mocky因为心急喝汤被烫到的情节，培养良好的进餐习惯和意识。
教学重点1.在插图的帮助下理解故事大意，朗读故事人物对话；2.在情境中询问对方或说明自己喜欢的食品。
教学难点在语境下理解询问别人、说明自己喜好句型的语用功能和意义。
教具准备配套教学光盘，自制课件，教学卡片。
教学过程：一、歌曲导入：《What’s your favorite season？》二、《What’s your favorite food？》出示肯德基的几种食物。
1、问：What do you like ? (你喜欢什么呢?) I like …(我喜欢…)2、比较I like、I like …better!I like…best! My favorite…!谁更能强烈地表示出喜欢的程度。
3、考一考大家：选择。
What’s Bobby’s favorite food?What’s Mocky’s favorite food?三、学习故事1、（1）让学生完整看一遍连环画，确定他们的猜测是否正确。
（2）让学生回忆故事中Mocky吃饭时遇到了什么问题、为什么会被烫着。
完整播放故事动画，让学生说一说。
（3）呈现插图10，让学生注意Mocky的表情并模仿他的语气读出句子，呈现词汇hot。
（4）让学生想一想遇到这种情况该如何处理，回忆故事中谁帮助了Mocky、是如何帮助的，呈现cold。
（5）让学生回忆故事中每个人喜欢什么食物以及为什么。
播放故事动画，根据学生的回答，把相应的食物图片贴在人物旁边。
结合内容，呈现fresh等词汇。
（6）让学生看连环画故事，利用人物及食物图片，展示故事的主要过程和情景，贴在黑板上。
四年级英语下册Unit9HotsoupLesson1教案北师大版(三起)
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 1PreparationYou 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.•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 storyStudent 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 Bobby Bear doing?”Pictu res 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?”5.StoryStudent 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 homeworkAsk the children to look in the fridge at home and tell their families the English words they know for the food and drink。
北师大小学三起点英语四年级下册Unit9__Lesson1参考教案
北师大小学英语 三起点 TB:小初高题库
北师大小学英语 三起点 TB:小初高题库
北师大小学英语 三起点 TB:小初高题库
北师大小学英语 三起点 TB:小初高题库
北师大小学英语 三起点
相信自己，就能走向成功的第一步 教师不光要传授知识，还要告诉学生学会生活。
数学思维可以让他们更理性地看待人生
北师大小学英语 三起点
北师大小学英语 三起 点
四年级
英语知识需要巩固背诵单词和课文，不要 粗心大意。 北师大小学英语 一年级起点 伴你成长 快乐 学习！
TB:小初高题库
北师大小学英语 三起点
Unit9 Lesson1 参考教案 I’m thirsty.
TB:小初高题库
ห้องสมุดไป่ตู้
北师大小学英语 三起点 TB:小初高题库
北师大版四年级英语下册 Unit9 教案
北师大版四年级英语下册 Unit9 教案Unit9Dayandnight一、教学目的:1.通过学习，能够用英语简单描述自己一天的活动。
2.对学生进行养成安排良好作息时间的教育。
3.培养学生的综合素质及英语能力。
二、教学重点:1.掌握下列这些句型：whendoyoualways/usually/often/sometimes/never/eatbr eakfast?I__________eatbreakfast__________.2.whendoe shealways/usually/often/sometimes/dointhemorning?He_______goestothestore___________.教学难点:能在相关的语境中正确运用所学句型。
三、教学方法:听、读、说、演等。
四、教具准备:教学卡片、多煤体等。
五、教学过程：1、导入师：whattimedoyougotoschool?生：Igotoschool_____________.2、学习生词always、usually、often、sometimes、never。
1）.学习生词always师:whattimedoyougetup?生：Igetupat______________.师:yes,Ialwaysgetupatsix.师再问：whendoyougetup?师出示when生词卡片，学习生词when。
师再问另外几个同学此句型，师还用Ialways______________.句型回答。
师出示always生词卡片，学习生词always。
2）.用同样方法的学习usually、often。
3）.学习生词师:whendoyougotobedeveryday?生:Igotobedat__________.师:oh,yougotobedtoolate.Soyousometimesgotoschoollat e.师出示sometimes生词卡片，学习生词sometimes.4）.学习生词never.师:whendoyougotobedeveryday?生:Igotobedat__________.师:oh,yougotobedtooearly.Soyounevergotoschoollate.师出示never生词卡片，学习生词never.5）.跟录音认读生词always、usually、often、sometimes、never。
四年级英语下册Unit9HotsoupLesson1教案北师大版(三起)(最新整理)
Unit 9 Hot soup！Lesson 1教学内容:Structures:Is this （soup) （hot）？Have some (milk）.(He) is a (tall boy）.Yes， (he) is。
No, （he） isn't。
Vocabulary:Core: a hamburger, soup, water， milk, rice, an ice cream， an orange， hungry， Thirsty, hot, cold, favoriteContextual: I’m all right now. Wait! a jug, a bowl教学目标：通过对句型的理解，全面理解课文。
教学重点:理解新单词的意思。
教学难点：理解句子的意思，如：Is this （soup）（hot)? Have some (milk）。
教具准备：学生第8单元使用的“反义词图板”。
本单元soup, hamburger, rice， water, milk的教学卡片.教学过程：1．复习（1) 让学生拿出“反义词图板”，复习第8单元的词汇和结构（tall/short， big/small， young/hot， good/bad， long/short）.（2）拿起“反义词图板”给学生展示。
指第一幅图，引导学生说出句子：“He is a tall boy."(3）还指第一幅图问学生:“Is he a short boy？”引导学生回答：“No，he isn’t。
”提问：“Is he a tall boy？"引导回答：“Yes， he is." 2．情景引入（1）让学生说一说他们最喜欢吃的食物，再说一说最喜欢的饮品。
告诉学生在英语里“最喜欢的”概念用“favorite”表达。
把单词写在黑板上，大声朗读，让学生跟读。
（2) 拿出本单元的教学卡片。
拿起hamburger的卡,说：“This is a hamburger."重复单词hamburger,让学生跟读。
四年级英语下册Unit9Dayandnight第1课时教案北师大版一起
Step 4 consolidation
1. Play the tape and repeat the dialog one sentences by one.
2. Show three sentences and let them understand their different
Isleepat night.
教学过程第（1）课时Text
基础设计
集备后修改、补充
Step I Warm-up and revision
Play a chant
Listen and do the actions
(reading drinking eating running sleeping jumping cooking washing painting)
3. Key Structure:
Adverbs of frequency;
When do you…?
When does she/he…?
4.“There’s Lulu.”
“There’s Bobby.”(Book 7 Unit 2)
She issleeping.
He sometimessleepsin the morning.
Text
1．More verbs and verbal phrases are involved. (Attention to the third person singular form.)
2. Comparisons on Simple Present and Present Continuous.
It is helpful to say the sentences according to their real diary routines.
四年级下册英语教案Unit 9 Lesson 1 I’m thirsty 北师大版-教学文档
Unit 9 Hot SoupLesson 1 I'm thirsty教案教学目标（一）知识技能目标：1. 能听说、认读Words to Learn中的短语；2. 能独立完成Listen to This中的小题；3. 能听说、认读句型：I want… Is it…? Yes, it is.No, it isn't.（二）能力目标：能够在游戏中及提供的做客、买东西的情景中，运用所学的形容词对水果、食物的主要特征进行描述。
（三）情感目标：形成多吃新鲜水果有益健康的意识。
教学重点sweet，sour，fresh 三个词以及含有这三个词的短语的听说、认读及运用。
教学难点体会识别some 和a的用法，在提供的情景中正确运用所学的形容词以及句型。
教学准备教学课件、PPT、实物卡片。
教学过程Step 1Warming-upⅠ Warm-up出示图片：“What′s this?” Elicit, “It is a hamburger.” Now say, “Is this a hamburger?” Elicit, “Yes, it is.” Say, “Is this an orange?” Elicit, “No, it isn′t.”Repeat the procedure using the other flashcard.Hold up the soup flashcard. Ask, “Is this soup hot?” Elicit, “Yes, it is.” Now ask., “Is this soupcold?” Elicit, “No, it isn′t.”Repeat the procedure for ice cream, rice, milk, etc.设计意图：用本单元的教学卡片复习上一课学过的句型结构和词汇。
Step 2Presentation1. Set the sceneWhat is your favorite food?What is your favorite drink?Repeat the procedure for the other flashcard.设计意图：通过学生的自身感受来引出、学习词汇，使学生易于接受。
最新北师大版四年级英语下册Unit 9 Hot Soup Lesson 1 I’m thirsty.【市级优质课一等奖教案】
最新北师大版四年级英语下册Unit 9 Hot Soup Lesson 1 I’m thirsty.
【市级优质课一等奖教案】
一、教学目标：
1、读懂故事主要内容，利用插图理清故事主要情节；
2、模仿人物对话正确朗读故事；
3、在图片的帮助下正确指认饮料名称；
4、在情景中询问是否有什么饮料；
5、培养健康饮食的习惯与意识。
二、教学重点和难点：
重点：
1、借助插图理解并朗读故事；
2、运用“Do you have any…?”询问对方是否有某种饮料。
难点：
创设适当的情景，使用“I want some…./Do you have…?”说明自己的意愿，并询问别人有什么饮料。
三、教学过程：
Stage I.Warm up
Step1 Let’s sing
Step 2设置几个孩子春游的情境，询问学生“Is it hot?”引出单词hot。
（设计意图：创设语境，渗透词汇学习。
）
（1）让学生说一说在这种天气里，他们会想吃什么、喝什么。
T: I want some water, What do you want?
（2）用PPT呈现学过的食物图片，学生说名称。
T: Look at the pictures. What are they?。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
1. In Chinese, ask the children what they do immediately after they wake up in the morning on a weekday. Ask, “Do you (get up)?”
2. Present the word always. Write the word on the board and explain its meaning. point to the word and model it for the children. Have them repeat it after you.
When does he get up? He often gets up at seven.
教 学 活 动 设 计
设 计 意 图
Step1. Warm up:
T: Class begins!
Morning! Boys and girls!
S: Morning ,teacher!
T: What day is it today?
Eliciபைடு நூலகம் the new words
Practise the new sentences.
Elicit the new sentences
Consolidate the new sentences
Consolidate the new words
Raise the students using the sentences ability
Game 1: Please say out the new words in Chinese.
Game 2: Please say out the new words in English.
Game 3: Please find out the next sentence.
Step 10. Extend:
2. Divide the class into two teams. Have the child from one teams come to the front of the class. Whisper a word to the child. The child’s team should then ask, “What are you doing?” In response, the child should say, “I’m…” and then pretend to do the action of the word.
P7 : “Can you guess where Ann, Ken, and Mocky are
going?”
( See if the children can read Uncle Booky’s
name. )
P 8 / 9: “Where do you think they are now?”
4. Present the word usually. Repeat the procedure used for always.
5. Ask another child what he or she does on Sunday. Then present the words often and sometimes. Repeat the procedure used for always.
3. Now ask one of the children what he or she does after school. After the child has answered, ask, “Do you always ( play with your friends ) after school?”
Make a new dialogue.
Step 11. Sum up:
Today we have learned the present tense.
Practise the students’ listening
And speaking
Ask the children to know the new languages of this unit.
作 业
设 计
Must do: 1. Read the new text 5 times
4. Ask the children, “When do you eat breakfast?” Try to elicit, “In the morning.” Present the structure, “I always eat breakfast in the morning.” Repeat the procedure used to model the question.
New structures: 1. When do you get up. I always get up at seven.
When does he get up? He often gets up at seven.
2. Pronunciation: Sounds and letters: or, o
4. Repeat the procedure with a child from the other team.
5. Continue the game until most of the children have had a turn. “The team that scores the most points is the winner.
6. Ask the children, “Do you ever eat breakfast at night?” After the children have answered, present the word never.
Step 4. Model the dialog
1. Present the flashcard for morning. Explain the meaning of the word. Model the word and have the children repeat it after you.
Step 8. Group work:
Ask the students to make a new dialogue in their groups. And then act it out.
Step 9. Fight game:
The students have five minutes to prepare the competition.
(Point to the picture of the watch. Ask, “What time is it?” Elicit, “It’s three o’clock.”)
P2: “What is happening now?”
P3: “What is Lulu doing?”
P4 / 5 / 6: “What is happening now?”
2. Play the tape again, pointing to each picture. Pausing after each picture. Have the children repeat the words each time.
Step 7. Pair work:
Ask the students to talk about the time and the activities with their friends . And then act it out.
4. Developing the pupil’s ability of co-operation by group work.
课前准备
Courseware, audiocassette recorder, new words cards
板书设计
Unit 9 Day and night
When do you get up. I always get up at seven.
3. The child’s team scores a point if they can remember the English name for the action. For example, if a child pretends to be sleeping, his or her team should say, “(She) is sleeping.”
教学目标
1.The students can read the words and recognize the words preliminary.
2. The students can describe the time and activities in English.
3. The students can grasp how to pronounce “or” and “o”
2. Repeat the procedure for the other flashcards ( afternoon, night, breakfast, lunch, and dinner ).
3. Present the question, “When do you eat breakfast?” Write the question on the board and explain its meaning to the children. Read the question aloud, pointing to the words as you do so. Have the children repeat the question after you.