Unit 5 Dinner's ready Part A（說(shuō)課稿）-2024-2025學(xué)年人教PEP版英語(yǔ)四年級(jí)上冊(cè)

Unit5Dinner'sreadyPartA（說(shuō)課稿）-2024-2025學(xué)年人教PEP版英語(yǔ)四年級(jí)上冊(cè)學(xué)校授課教師課時(shí)授課班級(jí)授課地點(diǎn)教具教學(xué)內(nèi)容分析本節(jié)課的主要教學(xué)內(nèi)容是2024-2025學(xué)年人教PEP版英語(yǔ)四年級(jí)上冊(cè)Unit5Dinner'sreadyPartA。本部分主要圍繞食物和餐廳的場(chǎng)景展開，讓學(xué)生學(xué)習(xí)有關(guān)食物的詞匯，如“beef,chicken,fish,soup”等，以及詢問(wèn)食物和點(diǎn)餐的句型，如“Howabout…?Whatwouldyoulike?”等。

教學(xué)內(nèi)容與學(xué)生已有知識(shí)的聯(lián)系主要體現(xiàn)在：學(xué)生在之前的學(xué)習(xí)中已經(jīng)掌握了基本的英語(yǔ)問(wèn)候語(yǔ)和簡(jiǎn)單的日常用語(yǔ)，具備了一定的英語(yǔ)聽說(shuō)能力。本節(jié)課將在此基礎(chǔ)上，進(jìn)一步拓展學(xué)生的詞匯量和句型運(yùn)用，使其能夠更好地在真實(shí)場(chǎng)景中運(yùn)用英語(yǔ)進(jìn)行交流。同時(shí)，本節(jié)課涉及的食物和餐廳場(chǎng)景與學(xué)生的生活密切相關(guān)，有助于激發(fā)學(xué)生的學(xué)習(xí)興趣和積極性。核心素養(yǎng)目標(biāo)1.語(yǔ)言能力：通過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生能夠掌握食物類詞匯和詢問(wèn)食物及點(diǎn)餐的句型，能夠在真實(shí)餐廳場(chǎng)景中進(jìn)行基本的交流。

2.文化意識(shí)：學(xué)生能夠了解中西方飲食文化的差異，增強(qiáng)跨文化交際能力。

3.思維品質(zhì)：培養(yǎng)學(xué)生觀察、分析和解決問(wèn)題的能力，通過(guò)情景模擬和角色扮演，激發(fā)學(xué)生的創(chuàng)新思維。

4.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，讓學(xué)生在實(shí)踐中學(xué)會(huì)學(xué)習(xí)和運(yùn)用英語(yǔ)。教學(xué)難點(diǎn)與重點(diǎn)1.教學(xué)重點(diǎn)：

①掌握食物類詞匯，如“beef,chicken,fish,soup”等，并能正確發(fā)音和拼寫。

②學(xué)習(xí)并運(yùn)用詢問(wèn)食物和點(diǎn)餐的句型，如“Howabout…?Whatwouldyoulike?”等，能夠在日常對(duì)話中熟練使用。

2.教學(xué)難點(diǎn)：

①正確區(qū)分和使用食物類詞匯，特別是發(fā)音相近的詞匯，如“chicken”和“fish”。

②在真實(shí)場(chǎng)景中靈活運(yùn)用所學(xué)句型進(jìn)行交流，能夠根據(jù)對(duì)話情景調(diào)整語(yǔ)言表達(dá)，如在不同情境下使用不同的點(diǎn)餐方式。教學(xué)資源準(zhǔn)備1.教材：確保每位學(xué)生都有人教PEP版英語(yǔ)四年級(jí)上冊(cè)教材，以便跟隨課堂進(jìn)度學(xué)習(xí)。

2.輔助材料：準(zhǔn)備食物圖片、餐廳場(chǎng)景圖表以及相關(guān)教學(xué)視頻，以增強(qiáng)學(xué)生的直觀感受和興趣。

3.教學(xué)工具：準(zhǔn)備電子白板或投影儀，用于展示教學(xué)輔助材料。

4.教室布置：將教室分為小組討論區(qū)，以便學(xué)生進(jìn)行角色扮演和情景對(duì)話練習(xí)。教學(xué)過(guò)程一、導(dǎo)入新課

1.Goodmorning,everyone.Todaywe'regoingtostartanewunit.CananyoneguesswhatwewilllearnaboutinUnit5?Yes,that'sright!It'saboutdinner.Beforewediveintothelesson,let'swarmupwithaquickgame.Iwillshowyousomepicturesofdifferentfoods.Whenyouseethepicture,youneedtosaythenameofthefoodasquicklyasyoucan.Ready?Herewego!

二、課文主旨內(nèi)容探究

1.Now,let'sopenourbookstoPage33andlookatPartA.HereisthestoryofMikeandhisfriendsatarestaurant.Let'sreadthedialoguetogetherandpayattentiontothenewwordsandphrases.

-Readthedialoguealoudwiththestudents.

-Askstudentstorepeataftermetopracticepronunciation.

2.Afterreading,let'sdiscusswhatwe'vejustread.WhatdidMikeandhisfriendsorder?Canyoutellmesomeofthefoodstheymentioned?

-Studentsanswer:beef,chicken,fish,soup,etc.

-Discussthedifferenttypesoffoodandtheircharacteristics.

3.Now,let'sfocusonthesentencestheyusedtoorderfood.Canyoufindthepatternintheirquestions?Forexample,"Howaboutsomechicken?"and"Whatwouldyoulike?"

-Guidestudentstonoticethestructureofthesentences.

-Practiceusingthesesentenceswithdifferentfoods.

三、重點(diǎn)句型練習(xí)

1.Nowthatweunderstandthedialogue,let'spracticeusingthesesentencesindifferentsituations.Iwillgiveyousomerole-playscenarios,andyouwillactasthewaiter/waitressandthecustomer.

-Scenario1:Thecustomerasksforbeef.

-Waiter/Waitress:Howaboutsomebeef?

-Customer:Yes,please.AndcanIhavesomesoupaswell?

-Scenario2:Thecustomerwantschicken.

-Waiter/Waitress:Whatwouldyoulike?

-Customer:I'dlikesomechicken,please.

2.Let'sswitchrolesandtryagain.Thistime,youwillbethecustomerandIwillbethewaiter/waitress.Remembertousethecorrectsentences.

-Role-playwiththestudents,providingfeedbackandcorrections.

四、小組活動(dòng)

1.Now,let'sdivideintosmallgroups.Ineachgroup,youwillpracticeorderingfoodatarestaurant.Eachgroupwilltaketurns扮演thewaiter/waitressandthecustomer.Youcanusethedialoguefromthebookasaguide,butfeelfreetoaddyourownsentencesandfoods.

-Monitorthegroups,providingassistanceandguidanceasneeded.

-Encouragestudentstospeakclearlyandusethetargetlanguage.

2.Afterpracticing,eachgroupwillperformashortrole-playfortheclass.Wewillseewhocanorderfoodthebest!

-Groupsperformtheirrole-plays.

-Providepositivefeedbackandsuggestionsforimprovement.

五、鞏固與拓展

1.Nowthatwehavepracticedorderingfood,let'stryanewactivity.Iwillshowyousomepicturesofdifferentdishes,andyouwilldescribethemtoyourpartnerusingthesentenceswe'velearned.

-Studentsworkinpairs,describingthedishesandusingthetargetsentences.

-Monitorthepairs,providinghelpandcorrections.

2.Forthelastactivity,let'splayagameof"MemoryMatch."Iwillgiveyousomecardswithpicturesoffoodsandtheirnames.Youneedtofindthematchingpairs.Thefirstpersontofindallthepairswins!

-Studentsplaythegameinpairsorsmallgroups.

-Congratulatethewinnersanddiscussthevocabularytheyusedduringthegame.

六、總結(jié)與作業(yè)布置

1.Today,we'velearnedaboutdifferenttypesoffoodandhowtoorderthematarestaurant.Wealsopracticedusingthesentences"Howaboutsome...?"and"Whatwouldyoulike?"indifferentscenarios.

-Recapthekeypointsofthelessonwiththestudents.

2.Forhomework,Iwantyoutowriteashortdialoguebetweentwopeopleorderingfoodatarestaurant.Usethesentencesandvocabularywe'velearnedtoday.Makesuretoincludeatleastthreedifferentfoodsinyourdialogue.

-Assignthehomeworkandansweranyquestionsthestudentsmighthave.

3.Thankyouallforyourhardworktoday.RemembertopracticeyourEnglisheveryday,andIlookforwardtoseeingyourdialoguesnextclass.Goodbye!

七、課后反思

-Reflectonthelessonandconsiderwhatwentwellandwhatcouldbeimprovedfornexttime.

-Makenotesonanyareaswherestudentsstruggledandplanadditionalactivitiesorexplanationstoaddresstheseissuesinfuturelessons.教學(xué)資源拓展1.拓展資源：

-食物類詞匯拓展：除了教材中出現(xiàn)的食物詞匯，還可以向?qū)W生介紹其他常見(jiàn)的食物詞匯，如“icecream,pizza,hamburger,salad,sandwich”等。

-餐廳場(chǎng)景對(duì)話拓展：除了教材中的對(duì)話，可以提供一些額外的餐廳場(chǎng)景對(duì)話，如點(diǎn)菜、詢問(wèn)菜品的制作方法、提出特殊要求等。

-食物文化拓展：介紹不同國(guó)家的特色食物和飲食習(xí)慣，如中餐的筷子使用、西餐的餐桌禮儀等。

-語(yǔ)言實(shí)踐拓展：設(shè)計(jì)一些真實(shí)的語(yǔ)言實(shí)踐活動(dòng)，如模擬餐廳點(diǎn)餐、制作食物菜單等。

2.拓展建議：

-食物詞匯學(xué)習(xí)：讓學(xué)生制作自己的食物詞匯卡片，正面寫食物圖片，背面寫食物名稱，通過(guò)卡片游戲復(fù)習(xí)和鞏固詞匯。

-角色扮演活動(dòng)：組織學(xué)生進(jìn)行角色扮演，模擬在餐廳點(diǎn)餐的場(chǎng)景，鼓勵(lì)學(xué)生使用所學(xué)句型和詞匯進(jìn)行交流。

-研究作業(yè)：布置學(xué)生進(jìn)行小組研究，每個(gè)小組選擇一個(gè)國(guó)家，調(diào)查該國(guó)的飲食習(xí)慣和特色食物，并在班上分享。

-食物菜單設(shè)計(jì)：讓學(xué)生設(shè)計(jì)自己的餐廳菜單，包括菜品名稱、圖片和價(jià)格，使用所學(xué)詞匯和句型描述菜品。

-家庭作業(yè)：鼓勵(lì)學(xué)生在家中與家人用英語(yǔ)進(jìn)行食物相關(guān)的對(duì)話，如討論晚餐菜單、在超市購(gòu)物時(shí)用英語(yǔ)詢問(wèn)商品等。

-文化體驗(yàn)活動(dòng)：組織學(xué)生參與制作簡(jiǎn)單的中西式食物，如披薩、沙拉、煎餅等，同時(shí)介紹這些食物的文化背景。

-語(yǔ)言技能提升：通過(guò)觀看英語(yǔ)烹飪節(jié)目或電影片段，讓學(xué)生在不理解的情況下猜測(cè)對(duì)話內(nèi)容，提高聽力理解和推斷能力。

-互動(dòng)討論：在課堂上組織討論，讓學(xué)生分享他們最喜歡的食物和飲食習(xí)慣，以及在不同文化背景下的飲食體驗(yàn)。教學(xué)反思與總結(jié)Reflectingontoday'slesson,Ifeelthattherewerebothsuccessfulelementsandareasthatcouldbeimproved.Theunitfocusedonorderingfoodatarestaurant,andIbelievethatthestudentswereengagedandenthusiasticaboutthetopic.

Oneofthestrengthsofthelessonwastheuseofrole-playing.Thestudentsreallyseemedtoenjoyactingoutthepartsofwaiter/waitressandcustomer,anditprovidedagreatopportunityforthemtopracticeusingthetargetlanguageinareal-lifescenario.Ialsothinkthatthevarietyofactivities,suchasthememorymatchgameandthegroupdiscussions,helpedtokeepthestudentsengagedandmadethelessonmoredynamic.

However,therewerealsosomechallengesthatIfacedduringthelesson.Forexample,Inoticedthatsomestudentswerestrugglingwiththepronunciationofcertainfoodvocabularywords.Toaddressthis,Iplantospendmoretimeonpronunciationpracticeinfuturelessons,perhapsusingsomeadditionalresourcessuchaspronunciationexercisesoraudiorecordings.

Anotherissuethatarosewasthatafewstudentsseemedtobehesitanttoparticipateinthegroupactivities.Ithinkthatthismayhavebeenduetoalackofconfidenceorshyness.Tohelpthesestudentsfeelmorecomfortable,Iplantoprovidemoresupportandencouragement,andpossiblypairthemwithmoreconfidentstudentsinfutureactivities.

Intermsoftheoveralleffectivenessofthelesson,Ibelievethatthestudentsmadesomegoodprogressintermsofbothknowledgeandskills.Theywereabletolearnnewvocabularyandsentencestructures,andtheyseemedtoenjoyusingthelanguageinapracticalway.However,Idothinkthatthereisroomforimprovementintermsoftheirabilitytousethelanguagefluentlyandconfidently.

Toaddressthis,Iplantofocusmoreondevelopingthestudents'speakingandlisteningskillsinfuturelessons.Thismayinvolveincorporatingmorelisteningexercises,suchasaudiodialoguesorstories,andprovidingmoreopportunitiesforstudentstospeakandpracticethelanguage.Ialsoplantousemorevisualaids,suchaspicturesorrealia,tohelpthestudentsbetterunderstandandrememberthevocabularyandsentencestructures.

Intermsofthestudents'attitudestowardslearningEnglish,Iampleasedtoseethattheyaregenerallyenthusiasticandmotivated.Theyseemtoenjoythelessonsandareeagertolearn.However,Idothinkthatsomestudentsmaybenefit