Unit5 My clothes B read and write （說(shuō)課稿）-2023-2024學(xué)年人教PEP版英語(yǔ)四年級(jí)下冊(cè)

Unit5MyclothesBreadandwrite（說(shuō)課稿）-2023-2024學(xué)年人教PEP版英語(yǔ)四年級(jí)下冊(cè)課題：科目：班級(jí)：課時(shí)：計(jì)劃3課時(shí)教師：?jiǎn)挝唬阂?、設(shè)計(jì)思路本節(jié)課以人教PEP版英語(yǔ)四年級(jí)下冊(cè)Unit5MyclothesBreadandwrite為教學(xué)內(nèi)容，旨在通過(guò)有趣的故事情境，幫助學(xué)生鞏固和拓展關(guān)于衣物詞匯和一般現(xiàn)在時(shí)態(tài)的運(yùn)用。設(shè)計(jì)思路如下：

1.導(dǎo)入：通過(guò)展示衣物圖片，引導(dǎo)學(xué)生復(fù)習(xí)已學(xué)過(guò)的衣物詞匯，激發(fā)學(xué)生的學(xué)習(xí)興趣。

2.故事閱讀：組織學(xué)生分組閱讀故事，關(guān)注故事中的衣物詞匯和一般現(xiàn)在時(shí)態(tài)的運(yùn)用。

3.故事解析：通過(guò)提問(wèn)、討論等方式，幫助學(xué)生理解故事內(nèi)容，把握故事主旨。

4.活動(dòng)設(shè)計(jì)：設(shè)計(jì)一系列課堂活動(dòng)，如角色扮演、小組討論等，讓學(xué)生在實(shí)際語(yǔ)境中運(yùn)用所學(xué)知識(shí)。

5.讀寫(xiě)結(jié)合：引導(dǎo)學(xué)生根據(jù)故事內(nèi)容，完成相關(guān)讀寫(xiě)任務(wù)，提高學(xué)生的讀寫(xiě)能力。

6.總結(jié)與拓展：對(duì)本節(jié)課所學(xué)內(nèi)容進(jìn)行總結(jié)，拓展相關(guān)話題，為下一節(jié)課的學(xué)習(xí)打下基礎(chǔ)。二、核心素養(yǎng)目標(biāo)分析本節(jié)課的核心素養(yǎng)目標(biāo)主要包括語(yǔ)言能力、思維品質(zhì)和學(xué)習(xí)能力。

1.語(yǔ)言能力：通過(guò)學(xué)習(xí)本節(jié)課的故事，學(xué)生能夠熟練運(yùn)用衣物類詞匯描述自己的穿著，并在真實(shí)語(yǔ)境中運(yùn)用一般現(xiàn)在時(shí)態(tài)進(jìn)行交流。

2.思維品質(zhì)：培養(yǎng)學(xué)生觀察、分析和概括的能力，通過(guò)故事中的情境，激發(fā)學(xué)生的想象力，提高思維的靈活性和創(chuàng)造性。

3.學(xué)習(xí)能力：培養(yǎng)學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)和探究學(xué)習(xí)的能力，通過(guò)課堂活動(dòng)和任務(wù)驅(qū)動(dòng)，使學(xué)生能夠在實(shí)踐中學(xué)會(huì)學(xué)習(xí)，形成有效的學(xué)習(xí)策略。三、學(xué)情分析本節(jié)課的對(duì)象為四年級(jí)學(xué)生，他們?cè)谥R(shí)、能力和素質(zhì)方面具有一定的特點(diǎn)：

1.知識(shí)層面：學(xué)生已經(jīng)掌握了基礎(chǔ)的英語(yǔ)單詞和簡(jiǎn)單句型，對(duì)衣物類詞匯有一定的了解，但可能在一般現(xiàn)在時(shí)態(tài)的運(yùn)用上還存在不足。

2.能力層面：學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力逐漸提高，能夠參與簡(jiǎn)單的英語(yǔ)對(duì)話，但在表達(dá)時(shí)可能會(huì)出現(xiàn)語(yǔ)法錯(cuò)誤，需要進(jìn)一步引導(dǎo)和糾正。

3.素質(zhì)層面：學(xué)生具備一定的合作意識(shí)和團(tuán)隊(duì)精神，但個(gè)別學(xué)生在課堂參與度上還有待提高。

在行為習(xí)慣方面，四年級(jí)學(xué)生逐漸形成了良好的學(xué)習(xí)習(xí)慣，但部分學(xué)生可能還存在注意力不集中、作業(yè)完成不及時(shí)等問(wèn)題。這些行為習(xí)慣對(duì)課程學(xué)習(xí)有以下影響：

-學(xué)生對(duì)衣物類詞匯和一般現(xiàn)在時(shí)態(tài)的學(xué)習(xí)興趣較濃厚，有利于課程內(nèi)容的引入和推進(jìn)。

-學(xué)生在合作學(xué)習(xí)中能夠積極參與，有助于提高課堂氛圍，但需要注意引導(dǎo)部分學(xué)生提高參與度。

-學(xué)生在自主學(xué)習(xí)過(guò)程中可能遇到困難，需要教師及時(shí)關(guān)注并給予指導(dǎo)，以幫助學(xué)生克服困難。

-部分學(xué)生可能因?yàn)樾袨榱?xí)慣問(wèn)題，導(dǎo)致學(xué)習(xí)效果不佳，需要教師關(guān)注并加強(qiáng)管理，提高學(xué)生的學(xué)習(xí)效果。四、教學(xué)資源-軟硬件資源：多媒體教室、投影儀、電腦、音響設(shè)備

-課程平臺(tái)：學(xué)校教學(xué)管理系統(tǒng)

-信息化資源：PPT課件、教學(xué)視頻、音頻資料

-教學(xué)手段：實(shí)物衣物展示、角色扮演道具、互動(dòng)式白板教學(xué)五、教學(xué)過(guò)程Goodmorning,everyone!Today,wearegoingtolearnaboutUnit5,"Myclothes",SectionB,"ReadandWrite".Let'sbeginourclass.

1.**Warm-upandLead-in**

-**Introducethetopic**:"Today,wearegoingtotalkaboutclothes.Canyoutellmewhatyouarewearingtoday?"

-**Studentresponse**:Studentswillanswerbynamingtheclothestheyarewearing.

-**Reviewvocabulary**:Showpicturesofdifferentclothesandaskstudentstonamethem.Reviewthevocabularyfromthepreviouslesson.

2.**ReadingtheStory**

-**Showthestorybook**:"Now,let'slookatthestorybook.Thetitleis'Myclothes'."

-**Firstreading**:"Pleaseopenyourbookstopage42andfollowmeasIreadthestoryaloud."Readthestoryslowlyandclearly,pointingtothewords.

-**Secondreading**:"Now,let'sreadthestorytogether."Encouragestudentstoreadaloudwithyou.

3.**ComprehensionCheck**

-**Askquestions**:"Whatisthestoryabout?Whoarethecharacters?Whataretheydoing?"

-**Studentresponse**:Studentswillanswerthequestionsbasedontheirunderstandingofthestory.

-**Discussion**:"Canyoutellmewhatclothesthecharactersarewearing?Let'sdiscussinpairs."

4.**GrammarFocus:PresentSimpleTense**

-**Explaintheconcept**:"Inthestory,weusedthepresentsimpletensetodescribewhatthecharactersarewearing.Forexample,'Sheiswearingaskirt.'"

-**Practicesentences**:"Let'smakesentencesaboutwhatwearewearingusingthepresentsimpletense."

-**Studentactivity**:Studentswillwritesentencesabouttheirownclothesonasmallpieceofpaperandsharewiththeclass.

5.**WritingActivity**

-**Introduction**:"Now,let'sdoawritingactivity.Iwillgiveyouaworksheetwithpicturesofdifferentclothes.Youneedtowritesentencesusingthepresentsimpletense."

-**Worksheetdistribution**:Handouttheworksheetstoeachstudent.

-**Writingguidance**:"Remembertouse'iswearing'forsingularand'arewearing'forplural.Takeyourtimeanddoyourbest."

-**Monitorandassist**:Walkaroundtheclassroomtohelpstudentswiththeirwriting.Encouragethemtoaskquestionsiftheyneedhelp.

6.**PairWork:RolePlay**

-**Explanation**:"Now,let'sdosomepairwork.Youwillworkwithyourpartnertorole-playthestory.Oneofyouwillbethenarrator,andtheotherwillactoutthepartsofthecharacters."

-**Studentactivity**:Studentswillpairupandbeginpracticingtherole-play.

-**Performance**:"Wouldsomepairsliketocometothefrontandshowustheirrole-play?"

7.**ReadingAloudPractice**

-**Groupactivity**:"Let'sformsmallgroups.Eachgroupwillreadapartofthestoryaloud.Makesureeveryoneinyourgroupgetsachancetoread."

-**Studentactivity**:Studentswillformgroupsandreadtheirassignedpartsaloud.

-**Feedback**:"Greatjob,everyone!Iheardsomewonderfulreadings.Keeppracticingathome."

8.**ReviewandConsolidation**

-**Reviewthestory**:"Let'sreviewthestoryonemoretime.Canyoutellmethesequenceofevents?"

-**Studentresponse**:Studentswillrecountthestorybasedontheirmemory.

-**Consolidationactivity**:"Now,let'splayagame.Iwillsayasentencefromthestory,andyouneedtorepeatit.Ready?"

9.**HomeworkAssignment**

-**Explanation**:"Forhomework,Iwantyoutowriteashortstoryaboutyourownclothes.Usethepresentsimpletensetodescribewhatyouarewearing."

-**Studentresponse**:"Anyquestionsbeforeyoustartyourhomework?"

10.**ClassSummary**

-**Recap**:"Today,welearnedaboutthepresentsimpletenseandhowtodescribewhatwearewearing.Wereadastoryandpracticedourwritingandspeakingskills."

-**Encouragement**:"I'mveryproudofyourhardworktoday.Keeppracticingandyouwillgetevenbetter!"

Thankyou,everyone.Haveagreatday!六、拓展與延伸1.**拓展閱讀材料**

-**ClothingAroundtheWorld**:提供一篇關(guān)于世界各地服裝文化的文章，讓學(xué)生了解不同國(guó)家的傳統(tǒng)服裝和節(jié)日服飾，如印度的莎麗、蘇格蘭的風(fēng)笛手服裝、中國(guó)的漢服等。

-**FashioninHistory**:提供一篇關(guān)于服裝歷史變遷的文章，讓學(xué)生了解從古至今服裝的演變，以及不同時(shí)期流行趨勢(shì)的變化。

-**ClothingandIdentity**:提供一篇探討服裝與個(gè)人身份認(rèn)同的文章，讓學(xué)生思考服裝如何反映一個(gè)人的性格、職業(yè)和社會(huì)地位。

2.**課后自主學(xué)習(xí)和探究**

-**ClothingVocabularyBooklet**:鼓勵(lì)學(xué)生制作一本關(guān)于衣物詞匯的小冊(cè)子，包括衣物名稱、圖片和例句，增強(qiáng)學(xué)生的詞匯記憶和應(yīng)用能力。

-**ClothingSurvey**:讓學(xué)生設(shè)計(jì)一份關(guān)于同學(xué)們服裝偏好的調(diào)查問(wèn)卷，通過(guò)調(diào)查了解大家的穿著習(xí)慣和喜好，培養(yǎng)數(shù)據(jù)分析能力。

-**DesignYourOwnClothing**:鼓勵(lì)學(xué)生發(fā)揮創(chuàng)意，設(shè)計(jì)自己的服裝款式，并解釋設(shè)計(jì)理念，提高學(xué)生的創(chuàng)新思維和表達(dá)能力。

-**ClothingDiary**:讓學(xué)生記錄一周內(nèi)的穿著，每天寫(xiě)下自己穿了什么衣服，為什么選擇這套衣服，以及穿衣服時(shí)的感受，培養(yǎng)學(xué)生的觀察力和反思能力。

-**RolePlayofClothingStore**:學(xué)生可以分組進(jìn)行角色扮演，模擬在服裝店購(gòu)物的場(chǎng)景，練習(xí)使用英語(yǔ)進(jìn)行購(gòu)物對(duì)話，提高學(xué)生的口語(yǔ)交流能力。

-**ClothingandWeather**:讓學(xué)生探究不同天氣條件下適宜穿著的衣物，了解衣物與氣候的關(guān)系，培養(yǎng)科學(xué)思維和環(huán)保意識(shí)。七、教學(xué)反思與總結(jié)Reflectingontoday'sclass,Ifeelthatwe'vemadesignificantprogressinexploringthetopicofclothingandusingthepresentsimpletense.Herearesomethoughtsontheteachingprocess,strategies,management,andoveralleffectivenessofthelesson.

**TeachingReflection:**

Thewarm-upactivitywaseffectiveinengagingstudentsandsettingthetoneforthelesson.Byaskingstudentstodescribetheirownclothing,theywereabletoactivatepriorknowledgeandfeelmorecomfortablediscussingthetopic.However,Inoticedthatsomestudentswereabitshyandhesitanttospeakup.Inthefuture,Imightconsiderincorporatingmoreinteractivegamesorgroupactivitiestoencouragethesestudentstoparticipatemoreactively.

Thereadingofthestorywentsmoothly,andthestudentsseemedtoenjoyfollowingalongwiththebook.Imadeapointtoreadslowlyandclearly,whichhelpedthestudentsfollowthetext.Ialsothinkthecomprehensioncheckwasagoodwaytoensurethatthestudentsunderstoodthestory.However,IrealizethatIcouldhaveencouragedmorecriticalthinkingbyaskingopen-endedquestionsthatrequiredstudentstoinferormakeconnectionstotheirownexperiences.

Thegrammarfocusonthepresentsimpletensewaswell-received,andthestudentsseemedtograsptheconcept.Thepracticesentenceswereagoodwayforstudentstoapplywhattheyhadlearned.However,Iobservedthatsomestudentsstruggledwithformingcorrectsentences.Toaddressthis,Icouldprovidemoresentencestructuresupport,suchassentenceframesorguidedpractice.

Thewritingactivitywasahighlightofthelesson,withstudentseagerlywritingsentencesabouttheirownclothes.Inoticedthatsomestudentswerechallengedbythetask,possiblyduetotheirlevelofEnglishproficiency.Tosupportthesestudents,Icouldpairthemwithmoreproficientpeersorprovideadditionalexamplesforreference.

Therole-playactivitywasfunandallowedstudentstopracticespeakingandlisteninginadynamicway.However,Inoticedthatsomegroupsstruggledwithstayingontask.Inthefuture,Iwillbemorevigilantinmonitoringgroupactivitiestoensurethatallstudentsareengagedandparticipating.

**TeachingSummary:**

Overall,thelessonwassuccessfulinachievingitsobjectives.Thestudentsdemonstratedagoodunderstandingofthepresentsimpletenseandwereabletodescribetheirclothingusingthetargetlanguage.Theyalsoshowedimprovementinreadingcomprehensionandwritingskills.

Intermsofstudentprogress,Iobservedthatmanystudentswereabletoconfidentlyusethenewvocabularyandgrammarstructures.Theirabilitytoengageindiscussionsaboutclothingandexpresstheirpreferencesindicatedapositivedevelopme