小学英语北师大版(三年级起点)四年级下册unit 12 Review教案英文版（共6课时）
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| 名称 | 小学英语北师大版(三年级起点)四年级下册unit 12 Review教案英文版（共6课时） |  | |
| 格式 | zip | ||
| 文件大小 | 15.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（三年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2014-03-29 16:21:56 | ||
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Unit 12 Review
Lesson 1
Preparation
You will need:
flashcards for the vocabulary being reviewed in Units 7 through 11.
1.Structure review: it’s o (red) train; his, her, my
Hold up the flashcard for train. Ask, “What’s this ” Elicit, “It’s a train.” Ask, “Is it a big train ” The children should answer, “Yes, it is.”
Ask what other words they can use to describe it. Elicit words like old, new, small, long, red, and yellow, in a sentence, for example, “It’s an (old) train.”
Collect some classroom objects from the children (books, erasers, pencils, pens, rulers). Hold up one object and have the children make a sentence to describe it. For example, “It’s a (new) (book).” Repeat the procedure with the other items.
When returning the items to the children, ask, “Whose pen is it ” Elicit, “It’s (her) pen.” Repeat the procedure with other items., asking children by name to ensure the use of their. For example, “They’re (their) books.”
2.Set the scene
Say, “What do we say to someone if we don’t want them to do something ” Elicit the term in English, Don’t!
Present the flashcard for ticket. Model the word and write it on the board. Have the children repeat the word after you.
Ask the children what they say when they are at the train station and want to buy some tickets. Try to elicit, “I want some tickets, please.” or “How much are the tickets /How much is the fare ” All of these are correct.
3.Talk about the story
Student Book pages 62 and 63Have the children open their books at pages 62 and 63. Ask these questionsabout the pictures:
Picture 1: “What do you think Danny is asking Bobby ”
Picture 2: “What are the friends waiting for ”
“What color is the train ”
Picture 3: “What color is this train ” “Is this the train the friend are waiting for ”
Pictures 4/5: “What is Mocky looking at ”
Pictures 6/7/8: “What is happening now ”
Picture 9: “What is Mocky doing ”
Picture 10: “Is Mocky better now ”
4.Story Student Book pages 62 and 63
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.
Explain that in English people say Ouch! when they are hurt.
5.Flashcard game
This game reviews the core vocabulary introduced in Units 7 through 12. You will need the flashcards for the vocabulary being reviewed. Do not use the flashcards for numbers or action verbs.
Divide the class into two teams. Put all the flashcards face down on a table between the teams.
Have a child in Team A pick up a card and show it to Team B.(The children should take turns picking up the cards.) The child should ask, “Are these (dolls) /Is this a (train) ”or “What’s this /What are these ”
Together, Team B must answer, “They’re (doffs).” or “It’s a (train).”
Points are scored for every correct question and correct answer.
Lesson 2
Preparation
You will need:
Opposites Master
1.Review
Ensure that each child has his/her copy of the Opposites Master.
Show your own copy and point to the picture of the young turtle. Ask, “Is this a young turtle ” The children should answer, “Yes, it is.” Now ask, “Is this an old turtle ” Elicit, “No, it isn’t.”
Continue for the pictures of the birds (big/small) and boy/girl (tall/short). If necessary, repeat the procedure until all the children answer each question correctly.
2.Listen for words
Student Book page 64
Have the children open their books and look at the picture of Ken and Mocky at the top of the page. Ask, “Where are Ken and Mocky ” Elicit the answer, “They are in a store.” Then ask, “Who is the storekeeper ” The answer is Mocky.
Have the children look at the speech bubbles in the picture, and read the words to them. Explain that Ken is asking if Mocky has the things listed on the right hand side.
Play the first dialog and stop the tape. Ask, “Does Mocky have a small train ” The answer is Yes.
3.Listen for sounds
Student Book page 64
Direct the children’s attention to the bottom of the page. Show your copy of the page and point to the first picture. Say the word goat and have the children repeat it after you. Continue for the other five pictures.
Play the first word on the tape and have the children point to the matching picture. Repeat for the other words.
Play the tape again. This time have the children write the number of the word in the box next to the matching picture.
4.Read, trace and match
Student Book page 65
Show your copy of the page. Point to the picture of the hamburger and ask, “What’s this ” The children should answer, “It’s a hamburger.” Then have the children find the matching phrase.
Repeat the procedure for all the items on the table.
Read each phrase once more. This time have the children draw a 1ine connecting each phrase to its correct picture.
5.Set homework
Student Book page 65Explain that you want the children to color the pictures.
Lesson3
Preparation
You will need:
children's cards for Unit 7 through 12.
1.Talk together
Student Book page 66
Have the children turn to page 66. Draw their attention to the top of the page. Show your copy of the page. Point to the first picture and ask,“Who bought the tickets in the story ”Elicit,“Danny.”Then ask,“Who sold the tickets ”Elicit,“Bobby.”
Model the sentences in the first dialog and have the children repeat the sentences after you.
Divide the class into two groups and have the children repeat the dial a roleplay. (One group is Danny and the other group is Bobby.)
Put the children in pairs and have them practice the dialog. Encourage them to substitute different numbers of tickets.
For the second dialog, point to the picture and ask, “What animials did Mocky see from the train ” Then repeat the procedure used for the first dialog. (Three groups are needed this time.) Encourage the children to substitute different animals and animal noises. For example, substitute small cats for big cows, and meow, meow for mooooo, mooooo
For the third dialog, point to the picture and ask, “What happened to Mocky ” Then repeat the procedure used for the second dialog. (Divide the class into three groups.) Have the children substitute differert body parts. The child who plays Mocky should point to the part of the body that is hurt. For example, have the child point to an ear when he or she says, “My ear hurts.”
2.Review words
Have a child come to the front of the class. Point to his or her ear and ask, “What’s this ” The class should answer,“It’s (her) ear.”
Repeat the procedure for the other parts of the body listed in the margin of this page.
3.Write words
Student Book page 66
Direct the children’s attention to the bottom of page 66. Show your copy of the page and point to the eye. Say, “What’s this ” Try to elicit, “It’s her eye.” Write the word on the board. Have the children copy the word on the correct line in their books.
Repeat the procedure for the remaining words.
4.Listen and circle
Sudent Book page 67
Have the children open their books at page 67. Show your copy of the page and point to the first row of pictures. Tell them that only one word has a different/c/sound in the first three words.
Play the tape for the first three words. Have the children repeat. Say,“Which word has the different/c/sound ” Have them touch the word on their books.
Play the tape again this time have the children circle out the word that has the dierent /c/ sound.
5.Snap!
Use this game to review the vocabulary introduced in this book.
It is best played in pairs.
Have the children take out their cards for Units 7～12.
See Unit 8, page 50, for the rules and procedure.
Lesson 4
1.Structure review:a/some
Divide the class into two teams. Put all the food and drink flashcards for Unit 9 face down on a table between the teams.
Have a child in Team A pick up a card and show it to Team B. The child should ask, “What’s this ”Together, Team B must answer, “A (hamburger).” or “Some (rice).” Then the child in Team A asks, “Is this (hamburger) hot ” The children in Team B should answer, “Yes, it is.” or“No, it isn’t.”
Have the teams take turns at asking and answering the questions until most children have asked a question. Points are scored for each correct question and answer.
2.Structure review: Is he/she (eating) (some soup)
Keep the class in the two teams. Explain that this time, Team A will choose an eating and drinking activity, for example, eating hot soup. One child in the team mimes eating hot soup, and the other members in the team answer questions from Team B.
The members of Team B must try to guess the activity. They could ask, “Is (she) drinking milk ”Team A should answer, “No, (she) isn’t.”
When Team B has guessed the activity, they must find out if the food is hot or cold. They should ask,“Is the soup hot ”Team A should answer, “Yes, it is.”
Have the teams change roles after an activity has been correctly guessed.
Remind the children of other food words they have learned.
Points are scored for each correct question and answer, and for correctly guessing the activity.
4.Let’s sing
Student Book page 68
Have the chddren open their books at page 68. Draw their attention to the picture. Ask them to talk about the picture. You can ask quiestions like “What are the children doing ”, “Are they happy ”, etc.
Repeat the words, aloud to the children. Have them repeat after you.
Play the tape straight through. Have the children clap their hands with the tape.
Play the tape again. This time encourage them to join in the song.
Play the tape. Have the children stand in a circle and walk up and down in the circle with the music.
5. Set homework
Student Book page 68
Tell the children to sing the new song to their families.
Lesson 1
Preparation
You will need:
flashcards for the vocabulary being reviewed in Units 7 through 11.
1.Structure review: it’s o (red) train; his, her, my
Hold up the flashcard for train. Ask, “What’s this ” Elicit, “It’s a train.” Ask, “Is it a big train ” The children should answer, “Yes, it is.”
Ask what other words they can use to describe it. Elicit words like old, new, small, long, red, and yellow, in a sentence, for example, “It’s an (old) train.”
Collect some classroom objects from the children (books, erasers, pencils, pens, rulers). Hold up one object and have the children make a sentence to describe it. For example, “It’s a (new) (book).” Repeat the procedure with the other items.
When returning the items to the children, ask, “Whose pen is it ” Elicit, “It’s (her) pen.” Repeat the procedure with other items., asking children by name to ensure the use of their. For example, “They’re (their) books.”
2.Set the scene
Say, “What do we say to someone if we don’t want them to do something ” Elicit the term in English, Don’t!
Present the flashcard for ticket. Model the word and write it on the board. Have the children repeat the word after you.
Ask the children what they say when they are at the train station and want to buy some tickets. Try to elicit, “I want some tickets, please.” or “How much are the tickets /How much is the fare ” All of these are correct.
3.Talk about the story
Student Book pages 62 and 63Have the children open their books at pages 62 and 63. Ask these questionsabout the pictures:
Picture 1: “What do you think Danny is asking Bobby ”
Picture 2: “What are the friends waiting for ”
“What color is the train ”
Picture 3: “What color is this train ” “Is this the train the friend are waiting for ”
Pictures 4/5: “What is Mocky looking at ”
Pictures 6/7/8: “What is happening now ”
Picture 9: “What is Mocky doing ”
Picture 10: “Is Mocky better now ”
4.Story Student Book pages 62 and 63
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.
Explain that in English people say Ouch! when they are hurt.
5.Flashcard game
This game reviews the core vocabulary introduced in Units 7 through 12. You will need the flashcards for the vocabulary being reviewed. Do not use the flashcards for numbers or action verbs.
Divide the class into two teams. Put all the flashcards face down on a table between the teams.
Have a child in Team A pick up a card and show it to Team B.(The children should take turns picking up the cards.) The child should ask, “Are these (dolls) /Is this a (train) ”or “What’s this /What are these ”
Together, Team B must answer, “They’re (doffs).” or “It’s a (train).”
Points are scored for every correct question and correct answer.
Lesson 2
Preparation
You will need:
Opposites Master
1.Review
Ensure that each child has his/her copy of the Opposites Master.
Show your own copy and point to the picture of the young turtle. Ask, “Is this a young turtle ” The children should answer, “Yes, it is.” Now ask, “Is this an old turtle ” Elicit, “No, it isn’t.”
Continue for the pictures of the birds (big/small) and boy/girl (tall/short). If necessary, repeat the procedure until all the children answer each question correctly.
2.Listen for words
Student Book page 64
Have the children open their books and look at the picture of Ken and Mocky at the top of the page. Ask, “Where are Ken and Mocky ” Elicit the answer, “They are in a store.” Then ask, “Who is the storekeeper ” The answer is Mocky.
Have the children look at the speech bubbles in the picture, and read the words to them. Explain that Ken is asking if Mocky has the things listed on the right hand side.
Play the first dialog and stop the tape. Ask, “Does Mocky have a small train ” The answer is Yes.
3.Listen for sounds
Student Book page 64
Direct the children’s attention to the bottom of the page. Show your copy of the page and point to the first picture. Say the word goat and have the children repeat it after you. Continue for the other five pictures.
Play the first word on the tape and have the children point to the matching picture. Repeat for the other words.
Play the tape again. This time have the children write the number of the word in the box next to the matching picture.
4.Read, trace and match
Student Book page 65
Show your copy of the page. Point to the picture of the hamburger and ask, “What’s this ” The children should answer, “It’s a hamburger.” Then have the children find the matching phrase.
Repeat the procedure for all the items on the table.
Read each phrase once more. This time have the children draw a 1ine connecting each phrase to its correct picture.
5.Set homework
Student Book page 65Explain that you want the children to color the pictures.
Lesson3
Preparation
You will need:
children's cards for Unit 7 through 12.
1.Talk together
Student Book page 66
Have the children turn to page 66. Draw their attention to the top of the page. Show your copy of the page. Point to the first picture and ask,“Who bought the tickets in the story ”Elicit,“Danny.”Then ask,“Who sold the tickets ”Elicit,“Bobby.”
Model the sentences in the first dialog and have the children repeat the sentences after you.
Divide the class into two groups and have the children repeat the dial a roleplay. (One group is Danny and the other group is Bobby.)
Put the children in pairs and have them practice the dialog. Encourage them to substitute different numbers of tickets.
For the second dialog, point to the picture and ask, “What animials did Mocky see from the train ” Then repeat the procedure used for the first dialog. (Three groups are needed this time.) Encourage the children to substitute different animals and animal noises. For example, substitute small cats for big cows, and meow, meow for mooooo, mooooo
For the third dialog, point to the picture and ask, “What happened to Mocky ” Then repeat the procedure used for the second dialog. (Divide the class into three groups.) Have the children substitute differert body parts. The child who plays Mocky should point to the part of the body that is hurt. For example, have the child point to an ear when he or she says, “My ear hurts.”
2.Review words
Have a child come to the front of the class. Point to his or her ear and ask, “What’s this ” The class should answer,“It’s (her) ear.”
Repeat the procedure for the other parts of the body listed in the margin of this page.
3.Write words
Student Book page 66
Direct the children’s attention to the bottom of page 66. Show your copy of the page and point to the eye. Say, “What’s this ” Try to elicit, “It’s her eye.” Write the word on the board. Have the children copy the word on the correct line in their books.
Repeat the procedure for the remaining words.
4.Listen and circle
Sudent Book page 67
Have the children open their books at page 67. Show your copy of the page and point to the first row of pictures. Tell them that only one word has a different/c/sound in the first three words.
Play the tape for the first three words. Have the children repeat. Say,“Which word has the different/c/sound ” Have them touch the word on their books.
Play the tape again this time have the children circle out the word that has the dierent /c/ sound.
5.Snap!
Use this game to review the vocabulary introduced in this book.
It is best played in pairs.
Have the children take out their cards for Units 7～12.
See Unit 8, page 50, for the rules and procedure.
Lesson 4
1.Structure review:a/some
Divide the class into two teams. Put all the food and drink flashcards for Unit 9 face down on a table between the teams.
Have a child in Team A pick up a card and show it to Team B. The child should ask, “What’s this ”Together, Team B must answer, “A (hamburger).” or “Some (rice).” Then the child in Team A asks, “Is this (hamburger) hot ” The children in Team B should answer, “Yes, it is.” or“No, it isn’t.”
Have the teams take turns at asking and answering the questions until most children have asked a question. Points are scored for each correct question and answer.
2.Structure review: Is he/she (eating) (some soup)
Keep the class in the two teams. Explain that this time, Team A will choose an eating and drinking activity, for example, eating hot soup. One child in the team mimes eating hot soup, and the other members in the team answer questions from Team B.
The members of Team B must try to guess the activity. They could ask, “Is (she) drinking milk ”Team A should answer, “No, (she) isn’t.”
When Team B has guessed the activity, they must find out if the food is hot or cold. They should ask,“Is the soup hot ”Team A should answer, “Yes, it is.”
Have the teams change roles after an activity has been correctly guessed.
Remind the children of other food words they have learned.
Points are scored for each correct question and answer, and for correctly guessing the activity.
4.Let’s sing
Student Book page 68
Have the chddren open their books at page 68. Draw their attention to the picture. Ask them to talk about the picture. You can ask quiestions like “What are the children doing ”, “Are they happy ”, etc.
Repeat the words, aloud to the children. Have them repeat after you.
Play the tape straight through. Have the children clap their hands with the tape.
Play the tape again. This time encourage them to join in the song.
Play the tape. Have the children stand in a circle and walk up and down in the circle with the music.
5. Set homework
Student Book page 68
Tell the children to sing the new song to their families.