Unit Five Enjoy Eating（单元解读讲义）英语北京版四年级上册（新教材）

北京版四年级上册

Unit Five Enjoy Eating 单元解读

一、新课标理念体现

本单元话题为享受美食，围绕食物选择、中西餐饮食、餐桌礼仪与制作沙拉展开，属于“人与自我”主题范畴“生活与学习”主题群，涉及“饮食与健康”子主题；同时贯穿“人与社会”主题范畴“社会服务与人际沟通”主题群，涉及“社会礼仪与行为规范”子主题。单元以家庭食物选择为起点（第1课时I’d Like Some Chicken），从选择三明治馅料和饮品出发，经中西餐菜单与点餐（第2课时What Would You Like to Have?）学习中西饮食文化差异和点餐表达，到餐桌礼仪（第3课时Please Don’t Play with the Chopsticks）学习中西餐具使用和用餐行为规范，到食谱阅读与动手制作（第4课时How to Make Fruit Salad），到语音规则与韵文巩固（第5课时Letters and Sounds），呈现从食物选择到中西饮食到餐桌礼仪到动手制作到语言巩固的完整学习路径，体现了新课标“在体验中学习、在实践中运用、在迁移中创新”的理念，强调语言学习与健康饮食素养和饮食文化意识的深度融合。

二、课时划分

第1课时：I’d Like Some Chicken（教材第50–52页）

第2课时：What Would You Like to Have?（教材第53–55页）

第3课时：Please Don’t Play with the Chopsticks（教材第56–58页）

第4课时：How to Make Fruit Salad（教材第59–61页）

第5课时：Letters and Sounds: ir, ur（教材第62页）

三、单元内容分析

本单元以“享受美食”为主题，由5个课时构成，课时之间呈现从食物选择到中西饮食到餐桌礼仪到动手制作到语音巩固的递进逻辑。

第1课时I’d Like Some Chicken为视听说课，以家庭制作三明治和选择饮品为情境呈现食物选择的核心表达。开篇对话设置两个场景——第一个场景Dad和Mike制作三明治：What would you like in the sandwich? / I’d like some chicken. I love meat! It makes me strong. / And some tomatoes, please. / Great! Vegetables are healthy food. They are good for you.——Mike选择鸡肉（I love meat! It makes me strong.——肉类让人强壮）和西红柿（Vegetables are healthy food. They are good for you.——蔬菜是健康食品，对你有益），It makes me strong和

They are good for you从健康角度解释食物选择的原因；第二个场景Mum和Mike选择饮品：What would you like to drink? / I’d like some orange juice, Mum. / Sorry, we don’t have any orange juice. How about grape juice? / Great! I love grape juice, too.——I’d like some orange juice表达偏好，Sorry, we don’t have any orange juice说明缺货，How about grape juice?提供替代选择——两个场景分别围绕What would you like in the sandwich?和What would you like to drink?两个核心问句；p.51的Listen and find活动引导学生识别Mike的食物——tomato, cabbage(卷心菜), chicken, egg / orange juice, grape juice，Listen, match and talk活动以What would they like to have?引导学生匹配人物与食物（vegetables, tea, milk, ice cream, eggs, chicken），Guoguo would like ... It’s ... for her训练描述食物与健康的关系；p.52的Think and share活动分两步——第一步What would you like to put in your sandwich?引导学生从vegetables/eggs/fish/chicken中选择三明治馅料并用I’d like to put ... in it. ... is/are good for me.表达选择及健康理由，第二步Make a sandwich at home and put a photo of it here.引导学生动手制作三明治并用Here is my sandwich. There are some ... in it. They are good for me.描述自己的三明治——从选择到制作到描述的完整产出。

第2课时What Would You Like to Have?为视听说课，以中西餐菜单和点餐为情境呈现餐厅点餐的核心表达。开篇页面呈现中式菜单和西式菜单——中式菜单分三类：Meat（Beijing roast duck北京烤鸭、meatballs肉丸、chicken soup鸡汤），Vegetables（cabbages卷心菜、potatoes土豆、tomato and egg soup番茄蛋汤），Main Food（rice米饭、noodles面条、baozi包子、jiaozi饺子）；西式菜单分五类：Soups（mushroom soup蘑菇汤、tomato soup番茄汤），Main dishes（steak牛排、chicken with potatoes and vegetables），pizza比萨、sandwich三明治，Desserts（ice cream冰淇淋、cake蛋糕），Drinks（tea茶、juice果汁）；对话呈现Mike和Baobao在餐厅点餐——Mike: Let’s have lunch here. / What would you like to have? / I’d like to have some rice with potatoes and meatballs. I love Chinese food. What would you like to eat, Baobao? / Baobao: Well, I’d like to try something different today. I want to have some steak and tomato soup. / And for dessert? / Ice cream! That’s my favourite.——Mike选了中式餐（rice with potatoes and meatballs / I love Chinese food），Baobao选了西式餐（steak and tomato soup / I’d like to try something different），两个朋友同一家餐厅选择不同饮食——中式与西式的选择自由；p.54的Listen and find活动引导学生填写Mike would like to have ... / Baobao would like to try ...，Listen, tick and act活动以餐厅点餐情境（Good evening! What would you like to have

today? + 菜单）训练点餐交际；p.55的Think, talk and write活动以英国学校午餐菜单为素材——Monday: hot dog+vegetables / Tuesday: pizza+soup / Wednesday: chicken sandwich+salad / Thursday: steak+tomatoes / Friday: fish+potatoes——What would you like to have for lunch today? / I’d like to have Tuesday’s lunch. I love pizza.引导学生比较中英学校午餐差异，What’s on your school menu? What food would you like to put on your menu?引导学生设计自己的学校菜单——从阅读菜单到比较菜单到设计菜单的完整产出。

第3课时Please Don’t Play with the Chopsticks为视听说课，以餐桌礼仪为情境呈现中西餐具使用和用餐行为规范。开篇对话设置两个场景——第一个场景筷子礼仪：Kevin, be quiet. Please don’t play with the chopsticks. / Sorry, but how do I use the chopsticks? / We don’t play with them. We hold them in one hand and pick up food like this. / OK, let me try.——Please don’t play with the chopsticks是禁止玩筷子的礼仪规范，We hold them in one hand and pick up food like this是筷子的正确使用方法——单手持筷夹取食物；第二个场景刀叉礼仪：How do you cut the steak with knife and fork? / Well, we often hold the knife in the right hand and the fork in the left hand. / Thank you, Mike.——hold the knife in the right hand and the fork in the left hand是西餐刀叉的标准使用方法——右手刀左手叉——两个场景分别教学中式筷子和西式刀叉的正确使用方法；p.57的Listen and find活动引导学生选择筷子的正确用法（play with them / hold them in one hand and pick up food）和识别刀叉的左右手分工（fork-left, knife-right）；p.58的Listen, number and say活动以三种用餐行为——don’t play with the chopsticks / speak in a polite way / keep the table clean——引导学生评价The boy in picture 1 is not acting politely. He is playing with the chopsticks. I want to say: Please don’t play with the chopsticks.，Think and say活动以Be nice when you eat为总结——Please don’t play with the chopsticks. / Please ... / Don’t ... / It’s good to ...——引导学生列出用餐行为规范。

第4课时How to Make Fruit Salad为阅读实践课，以制作水果沙拉为情境呈现食谱阅读和操作步骤表达。开篇以Let’s get the food列出食材——one apple, one banana, one pear, some grapes, ..., some ice cream，Let’s make the fruit salad以四步操作呈现食谱——First, wash the fruit. → Next, cut the apple, banana, pear and the grapes. → Then, put all the fruit on a plate. → Last, put ice cream on the fruit. Make the salad look nice. → Now, let’s enjoy the fruit salad!——First/Next/Then/Last是操作步骤的顺序连接词，wash→cut→put→put四步操作从洗到切到摆盘到装饰——食谱结构清晰，Now, let’s enjoy the fruit salad!是完成后的享用邀请；p.60的Activity 1以First, ... / Next, ... / Then, ... / Last, ...引导学生复述制作步骤，训练顺序连接词的运