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四年级上册Unit1WhatsforBreakfast.本单元设计意图对三年级学过的食物加以延伸，学习有关用餐和表达喜欢吃或不喜欢吃的食物，以及学习请求对方做某件事情的口语表达，从而了解西方国家的饮食习惯，让学生进一步了解西方的用餐礼节和饮食文化.本单元学习目标语言知识目标学生能熟悉用英语表达请求对方做某件事情，能表示喜欢吃或不喜欢吃的一些东西，能从听、说、读，写四个方面掌握一些食物的运用语言技能目标教师创设情境，学生在和实际生活相联系的情境中学语言，学生能运用所学的语言进行交际的能力情感态度目标激发他们学习的主动性，培养学生学习英语的兴趣培养学生参与合作的意识，通过学习和交流，提高学生的实际生活能力，鼓励学生在生活中能运用这些内容，更好的体现语言的交际性学习策略目标培养学生的判断力，观察力，激发学生积极思考问题，通过情境活动，激发学习英语的兴趣，引导全体学生在任务中积极运用所学英语进行表达.学情分析
4、单元具体设计根据课时安排我把本单元分工课时来完成教学Thefirstperiod P4P6WordFunThesecondperiod P5thefirstpartAndsomeunhealthyfoodweshouldnteatthemveryoften.Theyarenotgoodforyou.（知识的延伸与拓展，让学生对所学食物单词有一个初步的分类与归纳明白要多吃健康食物，少吃垃圾食品同时也对句型…is/aregoodforyou有更深刻的体会和运用）T Youaresogreat.Improudofyou.Tshowssomerealappleseggs...T Orangesaregoodforyou.Tryone.SI sgood.Learntoreadthesesentences.S2Applesaregoodforyou.Tryone.S3Umnr・・it’sgood.T Thishamburgerissoyummy.咳咳（做噎着状）XXpassmethewaterplease.（Chooseonestudenttodotheaction.）SI Hereyouare.T Thankyou.Thenlearnthesentence Passmethe…please.LetSsmakesentences.S2Passmethepenplease.S3Passmethebooksplease.（设计意图在真实的情景中，借助实物进行操练，使学生易于理解和记忆，让学生能够快速掌握并进行交流）StepIII PracticePPTshowsadialogueandTgivesanexamplewithtwostudentsfirst.Thenthestudentspracticeingroups.A Orangesaregoodforyou.Tryone.B Umm…，itsgood.（划线部分可以替换）A XXpassmetheorangesplease.B OKhereyouare.（设计意图在已学句型基础上加以变化，使学生能够运用英语灵活听说，将所学语言结构整合成完整情景对话，使学生能力在不知不觉中逐渐得到培养和提高）StepIV Consolidation.Makeabreakfastmenuandwritethemdownonyourbooks.Thentalkwithyourgroups.（Pll）.Listenandreadthetext.（P4）ioExercise Choosethecorrectanswer.
1.Passtheeraserplease.A.meB.myC.II1ikeoranges.A.areIlike.A.milksB.applesBananasgoodforyou.A.is
5.Watergoodforme.A.amB.isC.are（设计意图从听说入手，复习已学句型，利用练习帮助学生巩固及运用所学语言知识）StepV Homework.
五、Blackboarddesign
六、TeachingreflectioniiUnit1WhatsforbreakfastPeriod4
一、TeachingAims Knowledgeaims
①四会单词eggstoastjamorangestablemilk
②三会单词breakfastlunchsupperdinnereveningnight.
③二会单词trysaladpass4四会句子Goodmorning/afternoon.Ilike…Idontlike…
⑤三会句子WhatsforbreakfastPutonthe…
⑥二会句子Passmethe…，please.•••is/aregoodforyou.Abilityaims BytheendofthelessonthestudentsshouldbeabletoLearnabouttheexpressionoflikeordislike.Usestructureslike“WhatsforbreakfastWhatsforlunch”“…is/aregoodforyou.“…is/arenotgoodforyou.totalkabout.Focusofthelesson Understandingthedialogueasawhole；Roleplayingthedialoguewiththerightpronunciationintonationandsentencestress.Predictedareaofdifficulty Studentscancorrectlydistinguishandusethesingularandpluralformofrealobjectsandapplythem.Ilikemilk.Idontlikeoranges.Milkisgoodforyou.Orangesaregoodforyou.
二、Teachingmethods Task-basedteachingapproachTPRSituationalteachingAudio-LingualmethodsElicitationteaching12
三、Teachingaids objectsCAI
四、TeachingProcedures StepIWarmingupandrevision.Greetings.PlayaFoodcuttinggame.设计意图利用类似于切水果的游戏，快速有效的复习学过的重点食物类饮品类单词，营造轻松的学习氛围StepII PresentationReviewfourphrasesgoodmorninggoodafternoongoodeveninggoodnight.Tdrawsamountainwiththesunrisesandsetsatdifferenttime.T Inthemorningwecansay“Goodmorning.”Lookatthesunspositionandsay.Ifyouknowpleasestandupandsayit.T Goodmorningeveryone.Ss Goodmorning.T WhattimeisitPPTshowsapicturewithaclock.Ss Itssevenoclock.T Itstimeforbreakfast.WhatJsforbreakfastT Canyoutalkaboutyourbreakfast.WhatsforyourbreakfastShowsomepictures.Sstalkaboutinpairs.SI Whatsforbreakfast/lunch/supperS2设彳意图利用时1间轴串联起三年级学过的关于时间问答的句型，自然过渡到什么时间该吃什么，并有效练习本课重点句型T Good.Ihavebreadbananasandbutterformybreakfast.AndIhavepearspotatoesandporkformylunch.LookatthewordswhatcanyoufindSowhatJssoundofletterb”Whatssoundofletter“p”Openyourbooksturntopage
10.PartAListenandreadaloud.T CanyotellmeWhichlettermakessoundof/b/Whichlettermakessoundof/p/”Asksomestudentstoansweritquickly.LookatPartBlistenandwritethemissingletter.Playtheradiotwice.设计意图由食物类单词自然过渡到语音，让学生自主发现本课语音重点，总结发音规律，结合课本听说练习，听音辨字母13T CanyouwritedownyourlunchmenuChooseonestudenttoask.T WhatJsforyourlunchSIEggsmilkbreadandjam.T DoyoulikemilkSIYesIdo.Ilikemilk.T OhIdontlikemilk.T DoyoulikeeggsSIYesIdo.Ilikeeggs.T Ilikeeggstoo.ThenPPTshowsthedialogueSsworkingroupsaskandanswer.PlaythetapeP
8.PartBSslistenanddothelisteningexercise.PartC.Readandwritethenumbers.设计意图利用完整对话，将学生代入情景，熟练掌握like和dislike句型，与课本练习结合起来，达到听说读写的效果T DoyoulikeeggsSINoIdont.T Eggsaregoodforyou.Tryone.Usetherealegg.T DoyoulikemilkS2YesIdo.T Great.Milkisgoodforyou.Tryit.ThenshowsomepicturesandletSsmakesentences.Openyourbooksturntopage
7.Listenandreadthedialogues.T LooktherewhatsthatSsMilk.T Passmethemilkplease.SI OKhereyouare.T Thankyou.LookIdotheactionwhocansayasentenceLetSssaythesentence Putthemilkonthetable.Thenshowsomethingstopractice Putthepenonthedesk.Puttheballunderthechair.Putthebookinthebag.Puttheshoesbehindthedoor---Thenplayagame“onesayonedo，thenchecksomepairs.设计意图利用真实的情景，做动作演示，启发学生复习已学的语言知识，并加以巩固LookatPage
10.JointheBeat.Listenandreadaloud.StepIII Practice14PPT.ShowadialogueandTgivesanexamplefirst.Thenthestudentspracticeinpairs.A Goodmornicg/afternoon/evenicg.B Goodmorning/afternoon/evening.A Whatsforbreakfast/1ucch/dinnerB Jameggsandoranges.A Good.Tlikejam.ButIdontlikeoranges.DoyoulikeorangesB YesIdo.Ilikeoranges.Orangesaregoodforyou.Tryone.A Umm…itsgood.（设计意图将所学语言结构整合成完整情景对话，在已学句型基础上加以变化，使学生能力在不知不觉中逐渐得到培养和提高）StepIV Consolidation.Exercise Choosethecorrectanswer.——WhatsforbreakfastA.Milksjamandsalad.B.orangesbreadandeggs.C.Eggsmilkandbread.Eggsaregoodus.A.toB.ofC.forPassthewaterplease.A.myB.meC.IMilkgoodforyou.A.areB.amC.isTutudoesntlike.A.eggsB.milksC.orangeStepV Homework.
五、Blackboarddesign15
六、Teachingreflection学生信息道德培养活动简报我班开展了学生信息道德培养，道德讲堂围绕“社会公德建设、职业道德建设、家庭美德建设、个人美德建设“四个主题，共设“唱歌曲、听故事、诵经典、发善心、送吉祥”五个环节首先全体学生同唱了《公民道德歌》，听一个道德小故事，接下来全体学生又一起诵读了道德三字经，讲述身边的好人好事，并谈感受，最后每位学生将感悟写到卡片上并与其他同学分享积善之家必有余庆，积恶之家必有余殃，本次道德讲堂的开展让全校孩子们进行了一次道德的洗礼，孩子们纷纷表示要以雷锋、何阴等人物为楷模，规范自己的言行，珍惜在校的美好时光，努力学习，奋发向上，从我做起，从现在做起，从身边小事做起，倡文明之风、践文明之行环保小卫士垃圾分类我先行为了培养学生的环保意识，培养学生的公民意识、社会责任感2023年2月9日，我校初一初二的学生，在市图书馆前举办环保小卫士、垃圾分类我先行一一公益宣传活动通过此次活动，帮助学生认识关注社会应该从身边的日常小事做起，逐步增加小公民意识，从学生的兴趣、需要出发，通过广泛阅读、调查研究、实地考察、问卷调查等过程，综合运用各学科的知识与技能来了解垃圾该如何分类通过他们实践的过程，传播公民知识，培育公16民意识，张扬公民权利，呼唤公民责任Thethirdperiod P5thesecondpartThefourthperiod P6-PllUnit1WhatsforBreakfast
一、TeachingAims Knowledgeaims
①Sscanlistenspeakreadandwritethesewords jameggsmilkputtable
③Sscanlistenandspeakthewords salad
④Structures Goodmorning/afternoon.Putthe…onthetable
⑤三会句子Put…onthe…Abilityaims BytheendofthelessonthestudentsshouldbeabletoLearnaboutthewordsoffoodforbreakfast/lunch/supperUsestructureslike“Putsthonthe…totalkabout.Focusofthelesson学生能够运用以下句型对食物或其他物品进行问答交流Putthe・・onthetable.Predictedareaofdifficulty学生能够正确区分和使用食物名词的单复数.milksaladjamorangesbreadeggs
二、Teachingmethods Task-basedteachingapproachAudio-LingualmethodsElicitationteaching
三、Teachingaids PicturesoffoodwordcardsCAI
四、TeachingProcedures StepIWarmingupGreeting.Showapictureaboutbreakfast.Theyarehavingbreakfast设计意图让学生看图片并讨论，把学生快速带入英语课堂，并且在吸引学生的同时让学生了解熟悉有关食物的英文单词StepII PresentationTWhosinthepictureSs Family.T WhataretheydoingSsTheyarehavingbreakfast.T WhatdotheyhaveSsBreadandmilkandsalad.Learnthewordsaladsaladbreadmilk.（设计意图通过语音拆分的规律教学生读单词，学生在学习过程中自然习得了自然拼读的规律及方法，也为学生背单词，写单词打下了扎实的基础）LookWhataretheseSs Theyareeggs.T Wecanputthefryeggpnthebread.Andthisisjam.Alsowecanputthejamonthebread.LeadSstolearnput…onthe…read（设计意图通过图片学生可以清晰的理解put及put…on…的意思及区别TdrawacircleandaskSstoguess WhatisitSseggsunface…Thenteacherdrawfourlegsforthecircle.AndaskSstoguessagainwhatisitT Itsatable.tableleadSstoreadbytwoparts.Lethearnthewordtable.NextteacherdrawadeskbesidethetableItsdesk.Ask3Sstosaythedifferencesbetweentableanddesk.（设计意图让学生在猜测的过程中激发学生的英语思维，同时也复习到了学生的旧知，学生在猜测的同时教师又不停的在变化，因此学生的思维能力方面得到训练）Nowherearemanykindsoffood.Letsseewhattheyareeggsapplebreadorangesmilkjamsalad（设计意图复习巩固以上单词的同时让学生学会灵活运用T Therearemanykindsoffood.WhichdoyoulikeSs Ilike…Idontlike…（设计意图在此环节要让学生对比可数和不可数名词在句型中的运用）T Ilikesalad.Iputthesaladonthetable.CanyousaylikemeSI Ilikejam.Iputthejamonthetable.S2Idontlikebread.Iputthebreadunderthetable.Sspracticelikethisway.StepIV Consolidation.Practiceputsthon/under/in/behind/nexttothe…（设计意图让学生用自己身边的物品来操练本课时重点句型同时复习巩固其他方位介词）ListentothetapeandrepeatSsmakethedialogueoractout.A Goodmorning./Goodafternoon./Goodevening.B Goodmorning./Goodafternoon./Goodevening.A Pleaseputthe…on/under/in/behind/nextto---B0K设计意图在已学句型基础上加以变化，使学生能够灵活运用英语进行听说，运用课件创设情境，为学生提供大量的语言材料，让学生有语言支撑，能够大胆地自信地主动运用英语进行交流教学活动由易到难，将所学语言结构整合成完整情景对话，使学生能力在不知不觉中逐渐得到培养和提高StepV Homework.
五、Blackboarddesign
六、TeachingreflectionUnit1WhatsforBreakfastPeriod2
一、TeachingAims
1.Knowledgeaims
①Sscan1istenspeakreadandwrite breadorangesbreakfastlunchdinner
②Stuctures Whatsforbreakfastlunchdinner
2.Abilityaims BytheendofthelessonthestudentsshouldbeabletoAskothersWhatsforbreakfast/lunch/dinnerUsestructureslike“Ilike•••orIdontlike…Focusofthelesson学生能够运用以下句型表达WhatsforbreakfastIlikeoranges.Idontlikeoranges.Predictedareaofdifficulty学生能够正确区分和使用可数名词和不可数名词在句子中的运用.
二、Teachingmethods SituationallanguageteachingAudio-LingualmethodsElicitationteaching
三、Teachingaids PicturesoffoodobjectswordcardsCAI
四、TeachingProcedures StepIWarmingupandrevision.Greetings.ListentoasonguFoodsong”.设计意图利用歌曲复习学过的食物名称，为后面的学习做铺垫StepII PresentationTpointstothePPTofthepicturesandsaysTherearesomanyfoods.WhatdoyoulikeSI Iliketoast.S2Ilikeeggs.S3Ilikeoranges.T Ilikeorangestoo.Readthissentence.ThenletSsmakesentenceslikethis.设计意图复习一些食物类的单词，为为下面的内容做铺垫T Ilikebreadandmilk.ThismorningIhavebreadandmilkforbreakfast.HowaboutyouWhatsforbreakfastReaditthreetimes.SI Toastandeggs.S2…S3…Readthesentencesthreetimes.Payattentiontothewordfor.Leadthestudenttoreadtwobytwolinebyline.Afterthatchangetheword.Whatsforlunch/dinnerEx TomorrowisLilysbirthdaywewillhaveaparty.Whatsfordinner/lunchSs saladcakeorangesjuice---..设计意图让学生自己创设情境，在情境中练习本课句型并理解StepIII PracticePPT.ShowadialogueandTgivesanexamplefirst.Thenthestudentspracticeinpairs.A Goodmorning/afternoon/evening.B Goodmorning/afternoon/evening.A What，sforbreakfast/lunch/dinnerB Toasteggsandoranges.A Good.Iliketoast.ButIdontlikeoranges.DoyoulikeorangesB YesIdo.Ilikeoranges.设计意图将所学语言结构整合成完整情景对话，在已学句型基础上加以变化，使学生能力在不知不觉中逐渐得到培养和提高StepIV Consolidation.ListenandreadthetextLeadtheSstomakeupanewdialogueandactout.设计意图学生通过学习本课能容能够根据自己的学习做到迁移创新并且真实的表演出来真的做到让学生把学到的语句在生活中运用出来StepV Homework.
五、BlackboarddesignUnit1WhatsforbreakfastPeriod3
一、TeachingAims Knowledgeaims
①二会单词trypass
②二会句子Tryone.Passmetheplease.…is/aregoodforyou.Abilityaims BytheendofthelessonthestudentsshouldbeabletoLearnabouttheexpressionofusefuloruseless.Usestructureslike”…is/aregoodforyou.“…is/arenotgoodforyou.”totalkabout.Focusofthelesson学生能够运用以下句型表达祈使句Tryone.Passmetheplease.Predictedareaofdifficulty学生能够正确区分和使用be动词的否定句.••is/aregoodforyou.•••is/arenotgoodforyou.
二、Teachingmethods SituationallanguageteachingAudio-LingualmethodsElicitationteaching
三、Teachingaids PicturesoffoodobjectswordcardsCAI
四、TeachingProcedures StepIWarmingupandrevision.Greetings.ListentoasonguHealthyfoodsong”.设计意图利用歌曲复习学过的食物名称，活跃课堂气氛同时也让学生初步对健康食物有些许印象，为后面的学习做铺垫StepII Presentation
1.PPTshowsapicturewithaclockandsays Look!WhattimeisitSs Itssevenoclock.T Yeah.Itstimeforbreakfast.WhatsforbreakfastBreadMilkSsanswerthequestionfreely.T Good!Todayletsmakeabreakfastmenu!Ilikeappleseggsandmilk.I11haveappleseggsandmilkformybreakfast.HowaboutyouWhatdoyoulikePPTshowssomepicturesoffoodanddrinks.SI Ilikejuice.S2Ilikeeggs.S3Ilikeoranges.（创设一个任务情景，更利于四年级学生接受，激发大家的参与度）T Ilikeorangestoo.Orangesaregoodforyou.Learntoreadthissentence.ThenletSsmakesentenceslikethis.SI Ilikeeggs.Eggsaregoodforyou.S2Ilikeapples.Applesaregoodforyou.ShowsomeotherpicturesandletSsmakesentences.Milkwaterjamsalad***T Ilikemilk.Milkisgoodforyou.CanyoumakesentencesSI Ilikewater.Waterisgoodforyou.S2Ilikesalad.Saladisgoodforyou.ThenletSssaythedifferenceofthesetwosentences Ilikeoranges.Orangesaregoodforyou.Ilikemilk.Milkisgoodforyou.（让学生自己发现规律并总结，培养学生的自主观察能力和学习能力）
2.Nowletswatchthevideoandsingthe“Healthyfoodsong”again.Payattentiontothehealthyfooditsaysandtrytothinkaboutwhataregoodforyou.Afterthesongletthestudentstalkaboutwhatfoodordrinksaregoodforyou.Maybetheywillsay applesbananasmilkchicken...Thenwhatfoodordrinksarenotgoodforyou.Letstudentstalkaboutit.T Youshouldtrytoeatmorehealthyfood.Theyaregoodforyou.。
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