Teaching Plan
Date:6/2 Teacher: ia
Text book
FUN WITH ENGLISH 4BUnit9
Title
Breakfast
Period
1Ais
1. To present students vocabularies, failiarize and enable to recognize, and try to spell.2. Ss enable to ask the direction of the place. In the sae ean, they can tell the exactly direction. They ust clarify the single object and plural objects in the different situation.3.Enable to use: Where’s the/ y…? It’s … Where’re y…? They’re…4 The expression of daily counication: What’s for breakfast? 5.To cultivate their interest of learning English and the consciousness of counicating in English.ain points and difficult points
1. Vocabulary: Vocabulary: a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, rice.The students can say and spell the old words fluently. And say the neords correctly.2. Sentence: Where’s the/ y…? It’s …/ Where are y…? They’re…The students can use the dialogues in life.Aids
Pictures, tape recorder, ultiedia,Step 1 Free talkT: Good orning / afternoon, boys and girls. How are you? / How are you this orning / afternoon / today? What day is it today? It’s …Is everyone here today?What’s the weather like today?What’s the date today? Then review the onths again. Step 2 Review T: What’s on the table?Ss: There’s / There are … S1: What’s in the fridge?T: There’s / There are …Show soe pictures, students answer the questions according to these questionsStep 3: Presentation 1.(1)T: In the orning, I have ilk and bread.Show the picture: ilk, bread.What’s this?Ss: It’s ilk. Spell ilk together.(2) What’s for your breakfast?S: ilk / eggs / noodles / bread / rice…Spell the words: bread, rice, an egg.(3) T: That’s about y breakfast. What’s for your breakfast? Ss answer the question one by one.4) T: Now, I’ll invite soeone to ask their classates.S1: What’s for your breakfast?S2: Soe noodles.S3: What’s for your breakfast?S4: Soe rice.2.T show the chopsticks and bowl.T: Usually, our Chinese have ile by using chopsticks and bowl.T: ch-ch- chopsticks. ch-ch- chopsticks (Ss read after t) T: b-b-bowl. b-b-bowl. (Ss read after t)Spell together. T: We usually put the chopsticks in the ….?Ss: Cupboard.Spell together and show the picture. We put these things in the … Ss: Cupboard.3. T: When we eat soe western food, we always use these things. T shows the thing and odel the scene of having dinner. This is a plate / a knife / a fork.Spell the T: We put the plate, the knife and the fork into the …Ss: Cupboard.4.T: please think about anything else in the cupboard?Ss: Cup T: Of course. Cap?Ss: No, C-u-p cup.T: Anything else?Ss: bottle.T: Sure. And soe bottles.Step 4 Practice（1）T: Where’s y glass? It’s on the desk.Teach glassS1: Where’s the glass?S2: It’s on the desk.Ss answered（2）T shows the picture and Ss should ake the sentence:“Where’s the …?”（3）T: Where’s y / your egg?It’s in the desk /near the book..T: Please practice with others with your objects“Where’s y / your / his / her …?”Step 5: A short break1. Sing a song.2. Play a gae.Listen to the tape and write down the thing you have listened.Step6: Learn to say1) T takes out a pen, and puts it in the different places.T: Where is y pen?Ss; It’s in the pencil box.T: Where is y pen?Ss: It’s near the book.T: Where is y pen?Ss: It’s on the copybooks.2) T: Now, who can ask e? Ss: Where is y pen?T: It’s…Ss: Where is her bookark?Ss: It’s in the…3) Please practice with your partner.Step 7: Hoework1. Copy the words and sentences.2. Read the drills after the tape.Step 8: Design of writingUnit 9 Breakfast Where’s the / y …?It’s on / in / near …ResourcesReference bookPostscript
After this lesson, students can clarify the single object and plural objects in the different situation. They can ask and answer where fluently in daily life.Date:6/6Text book
FUN WITH ENGLISH 4BUnit9
Title
Breakfast
Period
2Ais
1. To provide students with basic language to ask and answer.2. Review the Where’s/are…? It’s/ they’re…And teach new sentence: Have soe juice then.3. To cultivate their interest of learning English and the consciousness of counicating in English.ain points and difficult points
1. Pattern drillsWhere are the/ y…?They’re on / in / near …. Sentence: Soeties we watch TV in class. There are lots of … Let’s go and see.Part D Look, read and copleteThe students can counicate with each other.Aids
Pictures, tape recorder, asksStep 1: War up1. Daily Report2. Review Show a table and ask: What’s on the table? There’s a bottle/bowl/chopsticks on the table. What’s in the cupboard? There’s … There are … in the cupboard.Then spell the neords one by one.Step 2: Presentation and practice.1. What’s this? It’s a bottle. Where’s the bottle? It’s on the table. What are they? They are chopsticks. Where are the chopsticks? They are….T: Where’s the rice?It’s in the bowl. (Show the picture)T: Where’s the spoon?S: It’s in the bowl.T writes down the sentence:“Where are the chopsticks?”3（1）T shows soe other pictures. (Choose Ss to Ss to play continue this dialogue)S1: Where are the …?S2: They’re on / in / near…(2) T: Look, this is y fridge. (show the picture)T: Where are y apples?Ss: They’re in the fridge.T: Where’re y eggs?Ss: They’re in the fridge.T: Where are your bananas?S: They’re in the desk.Please use your own things to ask and answer:“Where are y / your / his / her …?”Ss practice in pairs and choose soeone work in pairs4. (1) T: Where’s y tea?S: It’s in the cup.T shows the epty cup.T：There’s no tea in the cup.Ss ake sentence by using: There’s no… on/ in / near…(2) S: There’s no ilk in the glass.T: Have soe juice then.There’s a carton of juice on the desk.(3) Practice: Put a water bottle on the desk. Students try to say: There’s a water bottle on the desk. Then take the water bottle away: T: Is there a water bottle on the desk? Ss: No. T: There’s no water bottle on the table. Wrtie the sentence pattern on the Bb. There’s no….Step3: A short breakSing “In the classroo.”Step4: Learn to say1. T: What’s for lunch?S: Rice.T: Where’s the rice?S: It’s in the white bowl.Write down the words: what where which white and conclude the pronunciation of: whwh pronounce:/w/ e.g.: wheel, why…wh pronounce: /h/ e.g.：who, whose…Please write down ore words begin with: wh, and write down in the different places.2. Listen and repeat. Read after the tape.3. Open the books, read Unit 9 after the tape.Step5: Hoework1py the words and sentences.2.Read Unit 9.Step 6 Design of writing Unit 9 Breakfast Where are the / y …?They’re on / in / near …There’s no … in /on / near …ResourcesFun with English VCD
Postscript
“no” can connect with countable and uncountable words. After exercise I find that plate should use the prep. “on” because the plate is flat.Date:6/8Text book
FUN WITH ENGLISH 4BUnit9
Title
Breakfast
Period
3Ais
1. Review the pattern drills: Where is / are … They’re/It’s …in/ on/ near … Try to ake new dialogues with the sentences above correctly and properly2. Daily counications and expressions: There’s no…in/ on…3.Review the words in this Unit.ain points and difficult points
1. SentencesWhat’s in the classroo? There is / are …Where is / are … They’re/It’s …in/ on/ near …Ss enable to ake dialogue with partner. The students can ake the dialogues fluently.Aids
Pictures, tape recorder, asksStep 1: Sing a songSing “ In the classroo.”Step 2: Review1. Free talk.T: How are you? What’s the weather like today? Nice to eet you.Ss: Fine.Ss: Sunny/ cloudy/rainySs: Nice to eet you.2.What’s for your breakfast, everyday? What’s for lunch?Students try to answer, T teaches the soe neords about that: poridge, ha, vegetable, eat….Step3: Ask and answer1. (1) T: I’ hungry. I want to eat eggs. But where’s the egg?Ss answer the question: It’s in the bowl. Ss do the chain work:“Where’s the egg?”(2) T adds an egg into the bowl and ask:T: Where are the eggs?S: They’re in the bowl.2. T uses the picture, and ask:S1: Where’s the knife? S2: It’s on the sofa.Practice the sentence: Where’s / Where are the …?3. T: Where’s y banana?S: It’s on the desk.T: Where are her apples?S: They’re in the fridge.4: Require Ss to ake sentence by using sentence: Where’s y / your / his / her …?and Where are y /your / his / her …?5. Say a rhyePizza and bread, they are Western food.Rice and noodles, they are Chinese food.Cola and juice, they are soft drinks.Apples and pears, they are nice fruitsStep4: Look and say1.T: I’ thirsty. I want to drink soe coffee.S: There’s soe coffee in the cup.T: Oh, there’s no coffee in the cup.S: Have soe juice then.Practice “There’s no coffee in the cup.”2 Show the pictures and practice.There’s no … in/ on…3. Listen to the tape of Part 1, then do the ask soe question:1) What’s for the breakfast?Ss: ilk, bread and eggs.2) Where are the eggs?Ss: They’re on the tables.3) Where’s y glass?Ss: It’s in the cupboard.4) Where’s the ilk?Ss: It’s in the fridge.Read the dialogue after the tape several ties.4.ake a dialogueRequire Ss to ake dialogue by using: Where’s / Where are the …？And sentence: There’s no … in/ on… Then ake perforance.Step5: Hoework1py the sentences.2. Act the dialogue.Step 6 Design of writingUnit 9 Breakfast Where’s the egg / knife…?It’s on the plate / sofa…Where are y eggs / apples…?They’re on the plate / sofa…ResourcesFun with English VCDPostscript
After learning this unit, students get to know ore about the pattern drill There be. They can use different sentences to express the sae eaning. Also they learn soe daily expressions like What’s for breakfast? Can you use chopsticks? I’d like to try. and so on. It’s easy for the to learn how to use Where is / are… now the students are failiar with the singular or the plural fors. And they can use the properly and correctly.Date:6/9Text book
FUN WITH ENGLISH 4BUnit9
Title
Breakfast
Period
4Ais
Review all the words, and sentences, and graar.Sentences: Can you use chopsticks ? No, I can’t. But I’d like to try. Watch e. Let e try again. Sing a song: It’s one in the afternoon..ain points and difficult points
PronunciationAids
Pictures, tape recorder, ultiedia,Step 1: Review1. Sing a song: Western food and Chinese food.2. Act the dialogue.Ss ake sentence by using their own things.Step2: Presentation and practice.1.(1)T: Look, here’s a pair of chopsticks.Can you use chopsticks?S: Yes, I can.T asks the several ties“Can you use …?”（2） Ss practice these sentences with their partners. S: Can you use the knife?T：No, I can’t. But I’d like to try. Please you do. OK. Watch e. Is this right?S: No.T: Let e try again. Is it right?S: Yes.T explains the eaning of: I’d like to try. And Watch e.2. Listen to the tape and try to answer question. Read the context as different characters.3. Look and read.The students look at the pictures. Read theselves. Then they translate the eaning. At last, they read the dialogue.Step3: A short breakPlay a gaeT: Close your eyes. Where’s / where are the…?Step4: 1.Say a rhye.Learn to say the rhye “It’s one in the afternoon.”2.Finish off the workbook./EStep5: Hoework1.Say a rhye.2.Recite the drills.Step 6 Writing of design. Unit 9 Breakfast Can you use chopsticks? No, I can’t.But I’d like to try. Watch e. Let e try again.一、詞組
y glass 我的玻璃杯
in the cupboard 在碗櫥里
on the table 在桌子上
in the fridge 在冰箱里
have soe juice 喝一些果汁
a carton of orange juice 一盒橙汁
use chopsticks 用筷子
a pair of chopsticks 一雙筷子
watch e 看著我
y plate 我的盤(pán)子
y fork 我的叉子
have dinner 吃飯（通常指晚餐）
close your eyes 閉上你的眼睛
in the school bag 在書(shū)包里
on the desk 在課桌上
in the pencil case 在筆袋里
one in the afternoon 下午一點(diǎn)鐘
watch the cartoon 看卡通片
play with your balloon 玩你的氣球
eat your rice with this spoon 用這把勺子吃你的米飯二、句型What’s for breakfast? 早餐吃什么？Where’s the ilk? It’s in the fridge. 牛奶在哪？在冰箱里。There’s no ilk in the fridge. 冰箱里沒(méi)有牛奶。Have soe juice then. 那么，喝些果汁吧。But I’d like to try. (I’d like=I would like) 但是我想試試。Here’s a pair of chopsticks for you. 這里有一雙筷子給你。Is this right? 這樣對(duì)嗎？Let e try again. 讓我再試一次。Coe and have dinner. 過(guò)吃飯。You can use chopsticks. 你會(huì)用筷子。These are y chopsticks. 這些是我的筷子。I can have y dinner no 現(xiàn)在我能吃我的晚飯了。Don’t watch the cartoon. 不要看卡通片。Don’t play with your balloon.不要玩你的氣球。Can you use chopsticks? No, I can’t. 你會(huì)用筷子嗎？不，我不會(huì)。Where are the eggs? They’re on the table. 雞蛋在哪里？它們?cè)谧雷由稀?p>Where’s y glass? It’s in the cupboard. 我的玻璃杯在哪里？它在碗櫥里。r. White, what’s for lunch? Where’s y plate? Which is y fork? 懷特先生，午餐吃什么？我的盤(pán)子在哪里？哪一個(gè)是我的叉子？三、本單元重點(diǎn)句型Where’s the / y …? It’s …Where are the / y …? They’re …There’s no … in / on …四、 語(yǔ)法１．掌握Where’s the / y …?和 Where are the / y …? 單數(shù)和復(fù)數(shù)的句型，并能相應(yīng)作出回答It’s …和They’re …２．鞏固there be句型，進(jìn)而學(xué)習(xí)There’s no … in / on …的句型，掌握本句型與可數(shù)名詞單數(shù)和不可數(shù)名詞相關(guān)聯(lián)。五、語(yǔ)音whwhat where which white 注意與who, whose區(qū)別ResourcesReference bookPostscript
Review all these language points, help the to reeber the. Then have a check.xkb1本文來(lái)自：逍遙右腦記憶 http://douzifanli.com/xiaoxue/38410.html
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