Unit5Ilikethoseshoes.Lesson29（說課稿）-2024-2025學(xué)年人教精通版英語(yǔ)四年級(jí)上冊(cè)一、設(shè)計(jì)意圖

本節(jié)課的設(shè)計(jì)意圖在于通過Unit5"Ilikethoseshoes.Lesson29"的學(xué)習(xí)，讓學(xué)生能夠在實(shí)際生活中運(yùn)用所學(xué)句型和詞匯，描述自己喜歡的衣物，提高學(xué)生的英語(yǔ)口語(yǔ)表達(dá)能力和交際能力。結(jié)合四年級(jí)學(xué)生的認(rèn)知水平，本節(jié)課將重點(diǎn)教授衣物類詞匯和"Ilike/don'tlike..."句型，通過生動(dòng)有趣的情境教學(xué)，激發(fā)學(xué)生的學(xué)習(xí)興趣，培養(yǎng)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的熱情。同時(shí)，注重培養(yǎng)學(xué)生的聽說讀寫綜合能力，使學(xué)生在掌握基本知識(shí)的同時(shí)，能夠靈活運(yùn)用到實(shí)際生活中。二、核心素養(yǎng)目標(biāo)分析

本節(jié)課旨在培養(yǎng)學(xué)生的語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力四個(gè)方面的核心素養(yǎng)。語(yǔ)言能力方面，學(xué)生能夠理解和運(yùn)用衣物類詞匯及"Ilike/don'tlike..."句型進(jìn)行交流；文化意識(shí)方面，學(xué)生能夠理解不同文化背景下的衣物特點(diǎn)，增強(qiáng)跨文化交際意識(shí)；思維品質(zhì)方面，通過討論衣物喜好，培養(yǎng)學(xué)生的批判性思維和創(chuàng)造性思維；學(xué)習(xí)能力方面，學(xué)生能夠通過小組合作和互動(dòng)，自主學(xué)習(xí)新詞匯和句型，提高自我監(jiān)控和調(diào)整學(xué)習(xí)策略的能力。三、重點(diǎn)難點(diǎn)及解決辦法

重點(diǎn)：衣物類詞匯的掌握和"Ilike/don'tlike..."句型的運(yùn)用。

難點(diǎn)：正確發(fā)音衣物類詞匯，以及在真實(shí)語(yǔ)境中靈活運(yùn)用所學(xué)句型。

解決辦法：

1.通過圖片和實(shí)物展示，讓學(xué)生直觀學(xué)習(xí)衣物類詞匯，增強(qiáng)記憶。

2.利用歌曲、游戲等互動(dòng)形式，讓學(xué)生在輕松愉快的氛圍中練習(xí)句型。

3.創(chuàng)設(shè)購(gòu)物場(chǎng)景，讓學(xué)生模擬對(duì)話，實(shí)際運(yùn)用所學(xué)知識(shí)。

4.對(duì)于發(fā)音困難的學(xué)生，采用分組練習(xí)和個(gè)別輔導(dǎo)相結(jié)合的方式，確保每個(gè)學(xué)生都能正確發(fā)音。

5.鼓勵(lì)學(xué)生自主編寫對(duì)話，提高創(chuàng)造性思維和語(yǔ)言運(yùn)用能力。四、教學(xué)資源準(zhǔn)備

1.教材：確保每位學(xué)生都配備人教精通版英語(yǔ)四年級(jí)上冊(cè)教材。

2.輔助材料：準(zhǔn)備衣物類圖片、購(gòu)物場(chǎng)景視頻、單詞卡片等。

3.教學(xué)工具：準(zhǔn)備投影儀、音響設(shè)備，以及用于播放視頻和音頻的多媒體電腦。

4.教室布置：將教室劃分為小組討論區(qū)，每組配備桌椅和必要的學(xué)習(xí)材料，以及設(shè)置一個(gè)展示區(qū)用于展示學(xué)生作品。五、教學(xué)過程

Goodmorning,boysandgirls.TodaywearegoingtolearnUnit5"Ilikethoseshoes.Lesson29".Beforewestart,let'swarmupwithasong.(播放歌曲"WhatDoYouLike?")

1.**Warm-upandLeading-in**

-**SongActivity**:Singthesong"WhatDoYouLike?"toengagestudentsandreviewthevocabularyoflikesanddislikes.

-**Discussion**:Askstudentstotalkabouttheirfavoriteclotheswiththeirpartners.Thiswillhelpthemactivatetheirpriorknowledgeandgetthemreadyforthelesson.

2.**Presentation**

-**TextbookReading**:Readthedialogueinthetextbooktogether.Payattentiontothepronunciationandintonation.

-**ComprehensionCheck**:Askquestionstoensurestudentsunderstandthedialogue.Forexample,"WhatdoesMikelike?WhatdoesSarahlike?"

-**VocabularyFocus**:Introducenewvocabularysuchas"shoes","sweater","hat","skirt",and"pants".Useflashcardstoshowthepicturesandteachthecorrectpronunciation.

3.**Practice**

-**Role-play**:Studentswillworkinpairstorole-playthedialogueinthetextbook.Encouragethemtousethenewvocabulary.

-**GroupActivity**:Ingroups,studentswillcreatetheirowndialoguesaboutclothestheylikeanddislike.Monitortheirconversationsandofferhelpwhenneeded.

4.**Production**

-**ClassSurvey**:Conductaclasssurveytofindoutwhatclothesarepopularamongthestudents.Studentswillasktheirclassmates,"Doyoulike...?"andrecordtheanswers.

-**Presentation**:Eachgroupwillpresenttheirsurveyresultstotheclass.Encouragethemtousecompletesentencesandthenewvocabulary.

5.**Consolidation**

-**Game"FindYourPair"**:Preparecardswithpicturesofclothesandsentenceslike"Ilikethoseshoes."Studentswillwalkaroundtheclassroom,findthematchingpair,andsaythesentenceoutloud.

-**WritingActivity**:Studentswillwriteashortparagraphabouttheirfavoriteclothes.Theycanusethesentencepattern"Ilike/don'tlike..."

6.**FeedbackandAssessment**

-**IndividualAssessment**:Callonafewstudentstoreadtheirparagraphsaloud.Providepositivefeedbackandsuggestimprovementsifnecessary.

-**GroupAssessment**:Evaluatethegroupactivitiesbasedonparticipation,cooperation,andtheuseoftargetlanguage.

7.**Summary**

-**Review**:Summarizethekeypointsofthelesson.Reviewthenewvocabularyandthesentencepattern"Ilike/don'tlike..."

-**HomeworkAssignment**:Forhomework,studentswilldrawapictureoftheirfavoriteoutfitandwriteasentenceaboutitusingthetargetlanguage.

8.**Extension**

-**CulturalAwareness**:Discussdifferentclothingstylesandtraditionsindifferentcultures.Showpicturesoftraditionalclothesfromvariouscountriesandtalkaboutthem.

Throughoutthelesson,Iwillmonitoreachstudent'sprogress,ensuringtheyareactivelyparticipatingandunderstandingthematerial.Iwillalsoprovideindividualattentiontostudentswhoneedextrahelp,especiallywithpronunciationandsentencestructure.Bytheendofthelesson,studentsshouldbeabletoconfidentlyexpresstheirlikesanddislikesaboutclothesusingthetargetlanguage.六、學(xué)生學(xué)習(xí)效果

學(xué)生學(xué)習(xí)效果顯著，具體體現(xiàn)在以下幾個(gè)方面：

1.**詞匯掌握**：學(xué)生能夠熟練掌握本節(jié)課所學(xué)的衣物類詞匯，如"shoes","sweater","hat","skirt","pants"，并在實(shí)際對(duì)話中正確運(yùn)用這些詞匯。

2.**句型應(yīng)用**：學(xué)生能夠靈活使用"Ilike/don'tlike..."句型來(lái)表達(dá)個(gè)人喜好，不僅在課堂上，也在日常生活情境中能夠自然地運(yùn)用這一句型。

3.**聽力理解**：通過本節(jié)課的學(xué)習(xí)，學(xué)生的聽力理解能力得到提升，能夠聽懂并回應(yīng)關(guān)于衣物喜好的簡(jiǎn)單對(duì)話。

4.**口語(yǔ)表達(dá)**：學(xué)生在角色扮演和小組討論活動(dòng)中，能夠自信地用英語(yǔ)表達(dá)自己的喜好，口語(yǔ)表達(dá)能力得到了鍛煉。

5.**交際能力**：在小組活動(dòng)中，學(xué)生學(xué)會(huì)了如何與同伴合作，通過詢問和回答問題，提高了交際能力。

6.**自主學(xué)習(xí)**：學(xué)生在課堂活動(dòng)中學(xué)會(huì)了如何自主學(xué)習(xí)新詞匯和句型，提高了自我監(jiān)控和調(diào)整學(xué)習(xí)策略的能力。

7.**文化意識(shí)**：通過討論不同文化的衣物風(fēng)格，學(xué)生增強(qiáng)了對(duì)不同文化背景的理解和尊重。

8.**創(chuàng)造性思維**：在寫作活動(dòng)中，學(xué)生能夠創(chuàng)造性地運(yùn)用所學(xué)知識(shí)，編寫關(guān)于自己喜好衣物的段落。

9.**批判性思維**：在討論環(huán)節(jié)，學(xué)生能夠批判性地思考并表達(dá)自己對(duì)衣物選擇的不同看法。

10.**情感態(tài)度**：學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣得到了提升，對(duì)學(xué)習(xí)新語(yǔ)言知識(shí)的態(tài)度更加積極。七、教學(xué)反思與總結(jié)

Reflectingontoday'slesson,Iseebothsuccessesandareasthatcouldbeimproved.Theengagementlevelwashigh,andstudentsseemedtoenjoytheinteractiveactivities.Theuseofthesong"WhatDoYouLike?"wasanexcellentwarmer,asitsetapositivetoneforthelessonandhelpedstudentsrecallpreviouslylearnedvocabulary.

Duringthepresentationphase,Inoticedthatthemajorityofthestudentswereabletofollowthedialogueinthetextbookandparticipatedactively.However,Ialsoobservedthatafewstudentswerestrugglingwiththepronunciationofsomenewvocabularywords.Toaddressthis,Imadeamentalnotetospendmoretimeonphoneticsinfuturelessons,perhapsincorporatingmoredrillingexercises.

Therole-playactivitywentsmoothly,withstudentsdemonstratingagoodunderstandingofthedialogue.Theywereabletousethetargetsentencepattern"Ilike/don'tlike..."withconfidence.However,Irealizedthatsomestudentswerenotcomfortablewithspeakinginfrontoftheclass.Toencouragethem,Iplantocreateamoresupportiveenvironmentwhereeveryonefeelssafetomakemistakesandlearnfromthem.

Inthegroupactivity,studentswerecreativeindesigningtheirowndialogues.Theywereabletoapplythenewvocabularyandsentencepatterninameaningfulcontext.Thisactivityalsoallowedmetoassesstheirspeakingskillsandprovideimmediatefeedback.OneaspectIneedtoworkonisensuringthatallgroupmembersareactivelyparticipatingandnotjustrelyingonafewvocalstudents.

Theclasssurveywasaneffectivewaytoconsolidatethelesson.Studentswereexcitedtosharetheirfindingswiththeclass,anditprovidedanopportunityforthemtopracticetheirlisteningandspeakingskills.Ididnoticethatsomestudentswerenotlisteningattentivelyduringthepresentations.Toimprovethis,Iwillincorporatemoreinteractiveelementswherestudentshavetorespondtowhattheyhear.

Thegame"FindYourPair"wasahitandservedasafunwaytoreinforcethevocabularyandsentencepattern.Studentswererunningaroundtheclassroom,activelysearchingfortheirpairsandpracticingthetargetlanguage.Thisactivityalsoallowedmetoseewhichstudentswerestillhavingtroublewiththevocabulary,andIwasabletoprovideadditionalsupport.

Thewritingactivityattheendofthelessonwasagoodassessmenttool.Itshowedmethatmoststudentscouldwriteasimpleparagraphusingthetargetlanguage.However,somestudentsstruggledwiththestructureoftheirsentences.Forfuturewritingtasks,Iwillprovidemoreguidanceonsentencestructureandperhapsincludemorewritingexercisesintheworkbook.

Intermsoftheoverallteachingeffectiveness,Ibelievethelessonwassuccessful.Studentsdemonstratedagoodunderstandingofthekeyconceptsandwereabletoapplythemindifferentcontexts.Theirengagementandenthusiasmwereevidentthroughoutthelesson.However,thereweresomeareaswhereIfellshort.

OneissuethatIneedtoaddressisthepaceofthelesson.IfeltthatImovedtooquicklythroughsomeparts,whichmayhavecausedsomestudentstofeelleftbehind.Torectifythis,Iwillmakeaconsciousefforttoslowdownandcheckforunderstandingmorefrequently.

Anotherare