四年级上册英语课件-ShoppingforfoodB2_深港朗文版

is/areis 用于单数名词和不可数名词are 用于复数名词Unit 8 Shopping for foodPhrase: get up look after over there arrive atturn on good for line up hand inPracticeA 找出Mary所买的东西中哪些是可数名词，哪些是不可数名词。

Mary went to the supermarket. She bought five oranges, three pears and six apples. She also bought a big melon .Then she bought some milk. After that she bought some rice. Then she bought for tomatoes and some meat. Finally she bought some soup.B 选词填空。

The children are shopping at the .They to buy something for a .Sally: Do we have money for everything we ?Ann: We have one and fifty dollars. Let ’sthe prices of the food list.Sam: OK. Let’s go and gets a shopping now.C 用is 或are 填空。

1. The oranges ten dollars each.2. How many hamburgers there? Seven.3. How muchthe soup? Nine dollars.4. The tuna fish twenty dollars.5. How much a packet of peanuts? Fifty dollars.6. There some ice cream on the table.7. How much two bottles of water , please? Twenty dollars, please.8. There a bottle of cola and two boxes of chocolates in my kitchen.D 选词填空。

Unit8 Shopping for food 一. 重点单词bread 面包；rice 米饭; egg 鸡蛋；coffee 咖啡；butter 黄油；tofu 豆腐；fried 油煎的；meat 肉；any 任何的；or 或者；list 清单；them 他（她，它）们（宾格）二. 重点词组do some shopping购物shopping for food购买食物a piece of bread 一块面包a piece of meat 一块肉a bag of rice 一袋大米fried chicken 炸鸡三. 重点句型1. Do you have any……? Yes, I/we have…. / No, I/we don’t have….你们有一些……吗？是的，我(们)有一些……。

/ 不，我(们)没有……2. Is/Are there any…or…? There is/are….四. 语法知识1. Do we have any bread? 我们还有面包吗？（some用在肯定句，any 用在疑问句和否定句）2. Are there any vegetables or eggs？还有蔬菜或鸡蛋吗？There are some eggs.有一些鸡蛋.(or 用在疑问句和否定句中，and用在肯定句中。

)Is there any meat or rice? 还有肉和大米吗？There is some rice but no meat.还有写大米，但是没有肉了。

这里也可以用Yes, there is.\No, there isn’t.回答。

结论：①有or的选择疑问句一般不能用yes\no回答。

用There is\are...或者There is\are...but no …②用There is\are，决定于第一个名词。

单数、不可数用is，复数用are.3. 名词分为可数名词和不可数名词：可数名词单数面前加a或an，复数词尾加“s”。

The 1st PeriodMain points of teaching: a. Asking Wh-quesiontsb. Using the indefinite pronouns ‘some’ and ‘any’c. Using the conjunctions ‘and’ and ‘but’d. Using countable and uncountable nounsDifficult points of teaching: Using the conjunctions ‘and’ and ‘but’Teaching aids: Cassette player, word cards and picture cardsTeaching steps:I. Revisione real objects to revise the countable and uncountable nouns.b.Ask the pupils Do you have any English books? Get the pupils to answer it.II. Teach PB Aa.Bring in plastic food items or flashcards made from the pictures of the food items.b.(Books closed.) Ask the pupils Where does your family buy food?c.Teach the names of the food items. Display them and then stand away from them. Ask a pupilto help. Say I want some… Tell the pupil to bring the teacher the food item. Repeat with other food items and different pupils.d.Replace all the food items and ask another pupil to help again. This time ask for two items at atime. Say I want some … and … Tell the pupils we do not need to repeat the word some after and. Write the sentence on the board. Repeat with other food items and different pupils.e.Repeat the food items once more. Ask a pupils What do you want? Write the question on theboard above the sentence I want some … and … Get the pupils to answer with food items.Give them the food items and ask Do you want any…? Write the question on the board. Point to other food items and ask again.f.Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat afterthe cassette.III. Ex.a.(Books open.) Remind the pupils that the adult is Pat’s mother and tell them Pat is helping hermother. Ask who helps their own mother with the shopping. Revise the words pear, apple and banana by asking what’s in Pat’s trolley.b.Read the conversation between Pat and her mother. Ask the pupils to repeat the conversationafter the teacher.c.Tell the pupils to work in pairs and to rope-play Pat and her mother, asking and answeringabout the other food items they can see.IV. Summing-up and for homeworka.Revise the lesson.b.Copy the new words of this unit.Words on the board: (Omitted.)The 2nd PeriodI. Revisiona.Pupils revise PB A.b.Get pupils to act out the dialogue of PB A.II. Teach PB B1, B2 and B3a.Bring in a picture of a fridge or draw a simple picture of one on the board. Prepare somesimple shopping lists for the pupils to use for practice in step 5.b.(Books closed.) Point to the fridge and ask the pupils Is it hot or cold inside a fridge? Revisethe word cupboard. Draw some of the food items in the fridge, e.g. milk, orange juice, tofu, meat, chicken. Draw some things that can be stored in a cupboard e.g. rice, coffee and tea.Ask the pupils to tell the names of the foods. Label the drawings as they revise them. Then rub off the labels.c.Tell the pupils that the teacher is going shopping. Ask the pupils to come out and point at theappropriate foods as the teacher asks Do we have any …? As the pupils say Yes, reformulate their answer as Yes, we have some… Write the question and answer on the board.d.Then ask for something the teacher has not drawn in the fridge of cupboard. When a pupilsanswers No, reformulate this as No, we don’t have any … Write this alternative answer on the board and point out the use of some in the answer with yes and any in the answer with no. e.Get the pupils to come out. Give them the prepared shopping lists. Tell them to ask about fooditems on the shopping lists.f.Draw or stick pictures of food items on individual cards.g.(Books closed.) Show the pupils the food cards and put them on the desk/board. Write a list offood items on the board. Write them in pairs. Tell the pupils we need this food to cook something. Choose two of the items of food on the board and ask the pupils Are there any…or …? Write the sentence on the board and underline or. Explain that when we ask about two things in the way, it is a short way of asking about each item separately. For example, Are there any vegetables? Are there any eggs? can be shortened to Are there any vegetables eggs?h.Get individual pupils to ask about two items using or. Show the pupils the food items theteacher has. Model three possible answers. If the teacher has both items of food, reply Yes, there is/are some…and … If the teacher has only one of the items, reply There’s some …but there’s no… If the teacher doesn’t have either item, reply We don’t have any…or…/There’s no… or…i.Give out the food cards to the pupils and ask questions about the other pairs of food itemslisted.j.After finishing B2, ask the pupils what food items Ann and Tim need in order to cook a meal.Then tell the pupils to write them down on the shopping list.III. Ex.a. Get the pupils to act out the dialogues.c.Do WB. Ex. (P. 46)IV. Summing-up and for homeworka.Revise the lesson.b.Prepare for the dialogue of PB B1and B2.Words on the board:Unit 8 Shopping for foodUnit 8 Shopping for foodThe 3rd PeriodI. Revisiona.Pupils revise PB B1, B2 and B3.b.Get pupils to make dialogues according to PB B1 and B2.II. Teach PB C and Da.Point to the characters in the pictures and read the words on the page aloud.b.Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after thecassette.c.Ask the pupils to tell what food Cindy did not buy. How could Cindy make sure sheremembers the right things next time?d.Ask the pupils to read the story again. Remind them to check in the story.e.Check the answers with the pupils.III. Ex.a.Get the pupils to act out the story.b.Do WB. Ex. (p. 47)IV. Summing-up and for homeworka.Revise the lesson.b.Prepare for the new lesson.Words on the board:Unit 8 Shopping for foodUnit 8 Shopping for foodThe 4th PeriodI. Revisiona.Revise PB C.b.Get some pupils to act out the story.II. Teach PB E and Fa.Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Makesure that the pupils are producing the correct sound.b.Say the words slowly and clearly. Check that the pupils are making the slide between the osound which requires an open mouth to the closed sound at the end of the vowel when the pupils say w.c.Point to the pictures and check that the pupils can say the words without the teacher’s model.d.Play the Pupil’s Book Cassette again. Ask the pupils to listen to the poem. Get the pupils torepeat the poem.e.Play the cassette again and tell them to circle the same letters with the same sound.f.Tell the pupils to work in pairs. Show them the sample conversation. Together they chooseone of the recipes to make. Then they read the lists of food and choose foods they want to add to the recipe.g.Tell the pupils that pupil A should ask questions and write the shopping list. Pupil B shouldlook at the pictures of the fridge and the cupboard and the food they are going to make.III. Ex.a.Do WB. Ex. (P. 48)b.Do WB. Ex. (P. 49)IV. Summing-up and for homeworka.Revise the lesson.b.Prepare for the lesson.Words on the board:Unit 8 Shopping for foodUnit 8 Shopping for foodThe 5th PeriodI. Revisiona.Get pupils to make dialogues according to PB F.b.Give comments to the pupils who acted out the dialogues.II. Teach PB G and Ha.Play the Pupil’s Book Cassette for the pupils to listen to the chant.b.Play the cassette again and encourage the pupils to join in with the words.c.Tell the pupils to listen and write the food that they hear in the blanks. Each group chants theirverse.d.Ask the pupils to look in the boy’s thought bubble and count how many plates of food the boyhas eaten. Ask Is the boy very hungry? How much does he think he can eat? Help the pupils work out the meaning of the expression I’m so hungry. I could eat a horse. This is an expression we use when we are very hungry. People in some western countries do eat horse meat.III. Ex.a.Pupils revise the whole lesson.b.Do WB. Ex. (P. 50)IV. Summing-up and for homeworka.Revise the whole lesson.b.Prepare for the new lesson.Words on the board:Unit 8 Shopping for food。

The 1st PeriodMain points of teaching: a. Asking Wh-quesiontsb. Using the indefinite pronouns ‘some’ and ‘any’c. Using the conjunctions ‘and’ and ‘but’d. Using countable and uncountable nounsDifficult points of teaching: Using the conjunctions ‘and’ and ‘but’Teaching aids: Cassette player, word cards and picture cardsTeaching steps:I. Revisione real objects to revise the countable and uncountable nouns.b.Ask the pupils Do you have any English books? Get the pupils to answer it.II. Teach PB Aa.Bring in plastic food items or flashcards made from the pictures of the food items.b.(Books closed.) Ask the pupils Where does your family buy food?c.Teach the names of the food items. Display them and then stand away from them. Ask a pupilto help. Say I want some… Tell the pupil to bring the teacher the food item. Repeat with other food items and different pupils.d.Replace all the food items and ask another pupil to help again. This time ask for two items at atime. Say I want some … and … Tell the pupils we do not need to repeat the word some after and. Write the sentence on the board. Repeat with other food items and different pupils.e.Repeat the food items once more. Ask a pupils What do you want? Write the question on theboard above the sentence I want some … and … Get the pupils to answer with food items.Give them the food items and ask Do you want any…? Write the question on the board. Point to other food items and ask again.f.Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat afterthe cassette.III. Ex.a.(Books open.) Remind the pupils that the adult is Pat’s mother and tell them Pat is helping hermother. Ask who helps their own mother with the shopping. Revise the words pear, apple and banana by asking what’s in Pat’s trolley.b.Read the conversation between Pat and her mother. Ask the pupils to repeat the conversationafter the teacher.c.Tell the pupils to work in pairs and to rope-play Pat and her mother, asking and answeringabout the other food items they can see.IV. Summing-up and for homeworka.Revise the lesson.b.Copy the new words of this unit.Words on the board: (Omitted.)The 2nd PeriodI. Revisiona.Pupils revise PB A.b.Get pupils to act out the dialogue of PB A.II. Teach PB B1, B2 and B3a.Bring in a picture of a fridge or draw a simple picture of one on the board. Prepare somesimple shopping lists for the pupils to use for practice in step 5.b.(Books closed.) Point to the fridge and ask the pupils Is it hot or cold inside a fridge? Revisethe word cupboard. Draw some of the food items in the fridge, e.g. milk, orange juice, tofu, meat, chicken. Draw some things that can be stored in a cupboard e.g. rice, coffee and tea.Ask the pupils to tell the names of the foods. Label the drawings as they revise them. Then rub off the labels.c.Tell the pupils that the teacher is going shopping. Ask the pupils to come out and point at theappropriate foods as the teacher asks Do we have any …? As the pupils say Yes, reformulate their answer as Yes, we have some… Write the question and answer on the board.d.Then ask for something the teacher has not drawn in the fridge of cupboard. When a pupilsanswers No, reformulate this as No, we don’t have any … Write this alternative answer on the board and point out the use of some in the answer with yes and any in the answer with no. e.Get the pupils to come out. Give them the prepared shopping lists. Tell them to ask about fooditems on the shopping lists.f.Draw or stick pictures of food items on individual cards.g.(Books closed.) Show the pupils the food cards and put them on the desk/board. Write a list offood items on the board. Write them in pairs. Tell the pupils we need this food to cook something. Choose two of the items of food on the board and ask the pupils Are there any…or …? Write the sentence on the board and underline or. Explain that when we ask about two things in the way, it is a short way of asking about each item separately. For example, Are there any vegetables? Are there any eggs? can be shortened to Are there any vegetables eggs?h.Get individual pupils to ask about two items using or. Show the pupils the food items theteacher has. Model three possible answers. If the teacher has both items of food, reply Yes, there is/are some…and … If the teacher has only one of the items, reply There’s some …but there’s no… If the teacher doesn’t have either item, reply We don’t have any…or…/There’s no… or…i.Give out the food cards to the pupils and ask questions about the other pairs of food itemslisted.j.After finishing B2, ask the pupils what food items Ann and Tim need in order to cook a meal.Then tell the pupils to write them down on the shopping list.III. Ex.a. Get the pupils to act out the dialogues.c.Do WB. Ex. (P. 46)IV. Summing-up and for homeworka.Revise the lesson.b.Prepare for the dialogue of PB B1and B2.Words on the board:Unit 8 Shopping for foodUnit 8 Shopping for foodThe 3rd PeriodI. Revisiona.Pupils revise PB B1, B2 and B3.b.Get pupils to make dialogues according to PB B1 and B2.II. Teach PB C and Da.Point to the characters in the pictures and read the words on the page aloud.b.Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after thecassette.c.Ask the pupils to tell what food Cindy did not buy. How could Cindy make sure sheremembers the right things next time?d.Ask the pupils to read the story again. Remind them to check in the story.e.Check the answers with the pupils.III. Ex.a.Get the pupils to act out the story.b.Do WB. Ex. (p. 47)IV. Summing-up and for homeworka.Revise the lesson.b.Prepare for the new lesson.Words on the board:Unit 8 Shopping for foodUnit 8 Shopping for foodThe 4th PeriodI. Revisiona.Revise PB C.b.Get some pupils to act out the story.II. Teach PB E and Fa.Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Makesure that the pupils are producing the correct sound.b.Say the words slowly and clearly. Check that the pupils are making the slide between the osound which requires an open mouth to the closed sound at the end of the vowel when the pupils say w.c.Point to the pictures and check that the pupils can say the words without the teacher’s model.d.Play the Pupil’s Book Cassette again. Ask the pupils to listen to the poem. Get the pupils torepeat the poem.e.Play the cassette again and tell them to circle the same letters with the same sound.f.Tell the pupils to work in pairs. Show them the sample conversation. Together they chooseone of the recipes to make. Then they read the lists of food and choose foods they want to add to the recipe.g.Tell the pupils that pupil A should ask questions and write the shopping list. Pupil B shouldlook at the pictures of the fridge and the cupboard and the food they are going to make.III. Ex.a.Do WB. Ex. (P. 48)b.Do WB. Ex. (P. 49)IV. Summing-up and for homeworka.Revise the lesson.b.Prepare for the lesson.Words on the board:Unit 8 Shopping for foodUnit 8 Shopping for foodThe 5th PeriodI. Revisiona.Get pupils to make dialogues according to PB F.b.Give comments to the pupils who acted out the dialogues.II. Teach PB G and Ha.Play the Pupil’s Book Cassette for the pupils to listen to the chant.b.Play the cassette again and encourage the pupils to join in with the words.c.Tell the pupils to listen and write the food that they hear in the blanks. Each group chants theirverse.d.Ask the pupils to look in the boy’s thought bubble and count how many plates of food the boyhas eaten. Ask Is the boy very hungry? How much does he think he can eat? Help the pupils work out the meaning of the expression I’m so hungry. I could eat a horse. This is an expression we use when we are very hungry. People in some western countries do eat horse meat.III. Ex.a.Pupils revise the whole lesson.b.Do WB. Ex. (P. 50)IV. Summing-up and for homeworka.Revise the whole lesson.b.Prepare for the new lesson.Words on the board:Unit 8 Shopping for food。