四年级上册Unit1教案-A9学生信息道德培养活动方案+活动简报【微能力认证优秀作业】

A9学生信息道德培养活动方案及活动简报【微能力认证优秀作业】A9学生信息道德培养活动方案及活动简报【微能力认证优秀作业】PAGEPAGE1A9学生信息道德培养活动方案及活动简报【微能力认证优秀作业】四年级上册Unit1What’sforBreakfast?1．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。2．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。3．学情分析4、单元具体设计根据课时安排我把本单元分4课时来完成教学。Thefirstperiod：P4P6WordFunThesecondperiod：P5thefirstpartThethirdperiod:P5thesecondpartThefourthperiod:P6-P11PAGEPAGE9Unit1What‘sforBreakfast?一、TeachingAims:1.Knowledgeaims:①Sscanlisten,speak,readandwritethesewords:,jam,eggs,milk,put,table③Sscanlistenandspeakthewords:salad,,④Structures:Goodmorning/afternoon.Putthe…onthetable⑤三会句子:Put…onthe…2.Abilityaims:Bytheendofthelesson,thestudentsshouldbeableto:1.Learnaboutthewordsoffoodforbreakfast/lunch/supper2.Usestructureslike“Putsthonthe…”totalkabout.3.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.4.Predictedareaofdifficulty:学生能够正确区分和使用食物名词的单复数.milk,salad,jam,orangesbreadeggs二、Teachingmethods:Task-basedteachingapproach,Audio-Lingualmethods,Elicitationteaching三、Teachingaids:Picturesoffood,wordcards,CAI四、TeachingProcedures：Step=1\*ROMANI:Warmingup1.Greeting.2.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。Step=2\*ROMANII:PresentationT：Who’sinthepicture?Ss：Family.T:Whataretheydoing?Ss:Theyarehavingbreakfast.T:Whatdotheyhave?Ss:Breadandmilkandsalad.Learnthewordsalad,salad,bread,milk.(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。)Look,Whatarethese?Ss:Theyareeggs.T:Wecanputthefryeggonthebread.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:Whatisit?Ss:egg,sun,face… Thenteacherdrawfourlegsforthecircle.AndaskSstoguessagainwhatisit?T:It’satable.tableleadSstoreadbytwoparts.Lethearnthewordtable.NextteacherdrawadeskbesidethetableIt’sdesk.AskSstosaythedifferencesbetweentableanddesk.(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.Let’sseewhattheyare?eggs,apple,bread,oranges,milk,jam,salad(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.Whichdoyoulike?Ss:Ilike…Idon’tlike…(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.Canyousaylikeme?S1:Ilikejam.Iputthejamonthetable.S2:Idon’tlikebread.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…B:OK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、TeachingreflectionUnit1What’sforBreakfast?Period2一、TeachingAims:1.Knowledgeaims:①Sscanlisten,speak,readandwrite:bread,oranges,breakfastlunchdinner②Stuctures:What’sforbreakfast，lunch,dinner?2.Abilityaims:Bytheendofthelesson,thestudentsshouldbeableto:1.AskothersWhat’sforbreakfast/lunch/dinner?2.Usestructureslike“Ilike…orIdon’tlike…3.Focusofthelesson:学生能够运用以下句型表达。What’sforbreakfast?Ilikeoranges.Idon’tlikeoranges.4.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:Situationallanguageteaching,Audio-Lingualmethods,Elicitationteaching三、Teachingaids:Picturesoffood,objects,wordcards,CAI四、TeachingProcedures：Step=1\*ROMANI:Warmingupandrevision.1.Greetings.2.Listentoasong“Foodsong”.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。Step=2\*ROMANII:Presentation1.TpointstothePPTofthepicturesandsays:Therearesomanyfoods.Whatdoyoulike?S1:Iliketoast.S2:Ilikeeggs.S3:Ilikeoranges.T:Ilikeoranges,too.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。2.T:Ilikebreadandmilk.ThismorningIhavebreadandmilkforbreakfast.Howaboutyou?What’sforbreakfast?Readitthreetimes.S1:Toastandeggs.S2…S3…Readthesentencesthreetimes.Payattentiontothewordfor.Leadthestudenttoreadtwobytwo,linebyline.Afterthatchangetheword.What’sforlunch/dinner?Ex:TomorrowisLily’sbirthday,wewillhaveaparty.What’sfordinner/lunch?Ss:salad,cake,orangesjuice…..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。Step=3\*ROMANIII:PracticePPT.ShowadialogueandTgivesanexamplefirst.Thenthestudentspracticeinpairs.A:Goodmorning/afternoon/evening.B:Goodmorning/afternoon/evening.A:What’sforbreakfast/lunch/dinner?B:Toast,eggs,andoranges.A:Good.Iliketoast.ButIdon’tlikeoranges.Doyoulikeoranges?B:Yes,Ido.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、BlackboarddesignUnit1What’sforbreakfast?Period3一、TeachingAims:1.Knowledgeaims:①二会单词:try,pass②二会句子:Tryone.Passmethe…,please.…is/aregoodforyou.2.Abilityaims:Bytheendofthelesson,thestudentsshouldbeableto:1.Learnabouttheexpressionofusefuloruseless.2.Usestructureslike“…is/aregoodforyou.”,“…is/arenotgoodforyou.”totalkabout.3.Focusofthelesson:学生能够运用以下句型表达祈使句。Tryone.Passmethe…,please.4.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:Situationallanguageteaching,Audio-Lingualmethods,Elicitationteaching三、Teachingaids:Picturesoffood,objects,wordcards,CAI四、TeachingProcedures：Step=1\*ROMANI:Warmingupandrevision.1.Greetings.2.Listentoasong“Healthyfoodsong”.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。Step=2\*ROMANII:PresentationPPTshowsapicturewithaclockandsays:Look!Whattimeisit?Ss:It’sseveno’clock.T:Yeah.It’stimeforbreakfast.What’sforbreakfast?Bread?Milk?Ssanswerthequestionfreely.T:Good!Today,let’smakeabreakfastmenu!Ilikeapples,eggsandmilk.I’llhaveapples,eggsandmilkformybreakfast.Howaboutyou?Whatdoyoulike?PPTshowssomepicturesoffoodanddrinks.S1:Ilikejuice.S2:Ilikeeggs.S3:Ilikeoranges.(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:Ilikeoranges,too.Orangesaregoodforyou.Learntoreadthissentence.ThenletSsmakesentenceslikethis.S1:Ilikeeggs.Eggsaregoodforyou.S2:Ilikeapples.Applesaregoodforyou.ShowsomeotherpicturesandletSsmakesentences.Milk,water,jam,salad…T:Ilikemilk.Milkisgoodforyou.Canyoumakesentences?S1:Ilikewater.Waterisgoodforyou.S2:Ilikesalad.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。)Now,let’swatchthevideoandsingthe“Healthyfoodsong”again.Payattentiontothehealthyfooditsaysandtrytothinkaboutwhataregoodforyou.Afterthesong,letthestudentstalkaboutwhatfoodordrinksaregoodforyou.Maybetheywillsay:apples,bananas,milk,chicken...Thenwhatfoodordrinksarenotgoodforyou.Letstudentstalkaboutit.T:Youshouldtrytoeatmorehealthyfood.Theyaregoodforyou.Andsomeunhealthyfood,weshouldn’teatthemveryoften.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.I’mproudofyou.Tshowssomerealapples,eggs...T:Orangesaregoodforyou.Tryone.S1:Umm…it’sgood.Learntoreadthesesentences.S2:Applesaregoodforyou.Tryone.S3:Umm…it’sgood.T:Thishamburgerissoyummy.咳咳(做噎着状）。XX,passmethewater,please.(Chooseonestudenttodotheaction.)S1:Hereyouare.T:Thankyou.Thenlearnthesentence:Passmethe…,please.LetSsmakesentences.S2:Passmethepen,please.S3:Passmethebooks,please.(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。)Step=3\*ROMANIII:PracticePPTshowsadialogueandTgivesanexamplewithtwostudentsfirst.Thenthestudentspracticeingroups.A:Orangesaregoodforyou.Tryone.B:Umm…,it’sgood.（划线部分可以替换。）A:XX,passmetheoranges,please.B:OK,hereyouare.(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.（P11）.Listenandreadthetext.(P4)Exercise:Choosethecorrectanswer.1.Pass________theeraser,please.A.meB.myC.I2.I_______likeoranges.A.areB.amC.don’t3.Ilike______.A.milksB.applesC.aorange4.Bananas______goodforyou.A.isB.areC.am5.Water______goodforme.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、TeachingreflectionUnit1What’sforbreakfast?Period4一、TeachingAims:1.Knowledgeaims:①四会单词:eggs,toast,jam,oranges,table,milk②三会单词:breakfast,lunch,supper,dinner,evening,night.③二会单词:try,salad,pass④四会句子:Goodmorning/afternoon.Ilike…Idon’tlike…⑤三会句子:What’sforbreakfast?Put…onthe…⑥二会句子:Passmethe…,please.…is/aregoodforyou.2.Abilityaims:Bytheendofthelesson,thestudentsshouldbeableto:1.Learnabouttheexpressionoflikeordislike.2.Usestructureslike“What’sforbreakfast?”,“What’sforlunch?”“…is/aregoodforyou.”,“…is/arenotgoodforyou.”totalkabout.3.Focusofthelesson:1.Understandingthedialogueasawhole;2.Roleplayingthedialoguewiththerightpronunciation,intonationandsentencestress.4.Predictedareaofdifficulty:Studentscancorrectlydistinguishandusethesingularandpluralformofrealobjectsandapplythem.Ilikemilk.Idon’tlikeoranges.Milkisgoodforyou.Orangesaregoodforyou.二、Teachingmethods:Task-basedteachingapproach,TPR,Situationalteaching,Audio-Lingualmethods，Elicitationteaching三、Teachingaids:objects,CAI四、TeachingProcedures：Step=1\*ROMANI:Warmingupandrevision.1.Greetings.2.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。Step=2\*ROMANII:PresentationReviewfourphrases:goodmorning,goodafternoon,goodevening,goodnight.(Tdrawsamountainwiththesunrisesandsetsatdifferenttime.)T:Inthemorning,wecansay“Goodmorning.”Lookatthesun’spositionandsay.Ifyouknow,pleasestandupandsayit.T:Goodmorning,everyone.Ss:Goodmorning.T:Whattimeisit?(PPTshowsapicturewithaclock.)Ss:It’sseveno’clock.T:It’stimeforbreakfast.What’sforbreakfast?T:Canyoutalkaboutyourbreakfast.What’sforyourbreakfast?Showsomepictures.Sstalkaboutinpairs.S1:What’sforbreakfast/lunch/supper?S2:__________________.（设计意图：利用时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.Ihavebread,bananasandbutterformybreakfast.AndIhavepears,potatoesandporkformylunch.Lookatthewords,whatcanyoufind?So,what’ssoundofletter“b”?What’ssoundofletter“p”?Openyourbooks,turntopage10.PartA,Listenandreadaloud.T:Canyotellme,Whichlettermakessoundof“/b/”?Whichlettermakessoundof“/p/”?Asksomestudentstoansweritquickly.LookatPartB,listenandwritethemissingletter.(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。）4.T:Canyouwritedownyourlunchmenu?Chooseonestudenttoask.T:What’sforyourlunch?S1:Eggs,milk,breadandjam.T:Doyoulikemilk?S1:Yes,Ido.Ilikemilk.T:Oh,Idon’tlikemilk.T:Doyoulikeeggs?S1:Yes,Ido.Ilikeeggs.T:Ilikeeggs,too.(ThenPPTshowsthedialogue,Ssworkingroups,askandanswer.)Playthetape(P8).PartB,Sslistenanddothelisteningexercise.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。）5.T:Doyoulikeeggs?S1:No,Idon’t.T:Eggsaregoodforyou.Tryone.(Usetherealegg.)T:Doyoulikemilk?S2:Yes,Ido.T:Great.Milkisgoodforyou.Tryit.ThenshowsomepicturesandletSsmakesentences.Openyourbooks,turntopage7.Listenandreadthedialogues.6.T:Lookthere,what’sthat?Ss:Milk.T:Passmethemilk,please.S1:OK,hereyouare.T:Thankyou.Look,Idotheaction,whocansayasentence?LetSssaythesentence:Putthemilkonthetable.Thenshowsomethingstopractice:Putthepenonthedesk.Puttheballunderthechair.Putthebookinthebag.Puttheshoesbehindthedoor…Thenplayagame“onesay,onedo”,thenchecksomepairs.(设计意