Unit 5 Dinner's ready Part A（说课稿）-2024-2025学年人教PEP版英语四年级上册

Unit5Dinner'sreadyPartA（说课稿）-2024-2025学年人教PEP版英语四年级上册学校授课教师课时授课班级授课地点教具教学内容分析本节课的主要教学内容是2024-2025学年人教PEP版英语四年级上册Unit5Dinner'sreadyPartA。本部分主要围绕食物和餐厅的场景展开，让学生学习有关食物的词汇，如“beef,chicken,fish,soup”等，以及询问食物和点餐的句型，如“Howabout…?Whatwouldyoulike?”等。

教学内容与学生已有知识的联系主要体现在：学生在之前的学习中已经掌握了基本的英语问候语和简单的日常用语，具备了一定的英语听说能力。本节课将在此基础上，进一步拓展学生的词汇量和句型运用，使其能够更好地在真实场景中运用英语进行交流。同时，本节课涉及的食物和餐厅场景与学生的生活密切相关，有助于激发学生的学习兴趣和积极性。核心素养目标1.语言能力：通过本节课的学习，学生能够掌握食物类词汇和询问食物及点餐的句型，能够在真实餐厅场景中进行基本的交流。

2.文化意识：学生能够了解中西方饮食文化的差异，增强跨文化交际能力。

3.思维品质：培养学生观察、分析和解决问题的能力，通过情景模拟和角色扮演，激发学生的创新思维。

4.学习能力：培养学生自主学习、合作学习和探究学习的能力，让学生在实践中学会学习和运用英语。教学难点与重点1.教学重点：

①掌握食物类词汇，如“beef,chicken,fish,soup”等，并能正确发音和拼写。

②学习并运用询问食物和点餐的句型，如“Howabout…?Whatwouldyoulike?”等，能够在日常对话中熟练使用。

2.教学难点：

①正确区分和使用食物类词汇，特别是发音相近的词汇，如“chicken”和“fish”。

②在真实场景中灵活运用所学句型进行交流，能够根据对话情景调整语言表达，如在不同情境下使用不同的点餐方式。教学资源准备1.教材：确保每位学生都有人教PEP版英语四年级上册教材，以便跟随课堂进度学习。

2.辅助材料：准备食物图片、餐厅场景图表以及相关教学视频，以增强学生的直观感受和兴趣。

3.教学工具：准备电子白板或投影仪，用于展示教学辅助材料。

4.教室布置：将教室分为小组讨论区，以便学生进行角色扮演和情景对话练习。教学过程一、导入新课

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

二、课文主旨内容探究

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、重点句型练习

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、小组活动

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、巩固与拓展

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

-Studentsworkinpairs,describingthedishesandusingthetargetsentences.

-Monitorthepairs,providinghelpandcorrections.

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

-Studentsplaythegameinpairsorsmallgroups.

-Congratulatethewinnersanddiscussthevocabularytheyusedduringthegame.

六、总结与作业布置

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

-Recapthekeypointsofthelessonwiththestudents.

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

-Assignthehomeworkandansweranyquestionsthestudentsmighthave.

3.Thankyouallforyourhardworktoday.RemembertopracticeyourEnglisheveryday,andIlookforwardtoseeingyourdialoguesnextclass.Goodbye!

七、课后反思

-Reflectonthelessonandconsiderwhatwentwellandwhatcouldbeimprovedfornexttime.

-Makenotesonanyareaswherestudentsstruggledandplanadditionalactivitiesorexplanationstoaddresstheseissuesinfuturelessons.教学资源拓展1.拓展资源：

-食物类词汇拓展：除了教材中出现的食物词汇，还可以向学生介绍其他常见的食物词汇，如“icecream,pizza,hamburger,salad,sandwich”等。

-餐厅场景对话拓展：除了教材中的对话，可以提供一些额外的餐厅场景对话，如点菜、询问菜品的制作方法、提出特殊要求等。

-食物文化拓展：介绍不同国家的特色食物和饮食习惯，如中餐的筷子使用、西餐的餐桌礼仪等。

-语言实践拓展：设计一些真实的语言实践活动，如模拟餐厅点餐、制作食物菜单等。

2.拓展建议：

-食物词汇学习：让学生制作自己的食物词汇卡片，正面写食物图片，背面写食物名称，通过卡片游戏复习和巩固词汇。

-角色扮演活动：组织学生进行角色扮演，模拟在餐厅点餐的场景，鼓励学生使用所学句型和词汇进行交流。

-研究作业：布置学生进行小组研究，每个小组选择一个国家，调查该国的饮食习惯和特色食物，并在班上分享。

-食物菜单设计：让学生设计自己的餐厅菜单，包括菜品名称、图片和价格，使用所学词汇和句型描述菜品。

-家庭作业：鼓励学生在家中与家人用英语进行食物相关的对话，如讨论晚餐菜单、在超市购物时用英语询问商品等。

-文化体验活动：组织学生参与制作简单的中西式食物，如披萨、沙拉、煎饼等，同时介绍这些食物的文化背景。

-语言技能提升：通过观看英语烹饪节目或电影片段，让学生在不理解的情况下猜测对话内容，提高听力理解和推断能力。

-互动讨论：在课堂上组织讨论，让学生分享他们最喜欢的食物和饮食习惯，以及在不同文化背景下的饮食体验。教学反思与总结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