小学英语外研版（三起）2024五年级上册（2024）Unit 4 A better me教案设计

这是一份小学英语外研版（三起）2024五年级上册（2024）Unit 4 A better me教案设计，共12页。教案主要包含了学情分析，教材分析，核心素养教学目标，教学重难点，教学准备，教学过程等内容，欢迎下载使用。
五年级学生已经具备两年多英语学习基础，掌握个人外貌、爱好、能力相关基础词汇，能够运用一般现在时简单描述自己与他人。本单元主题为A better me 做更好的自己，话题涉及生活习惯、性格、自我改进、优缺点表达，贴近学生日常生活。五年级学生具备一定小组合作、口语表达能力，乐于谈论自身真实情况，但在使用英语客观描述自身缺点、提出改进计划时存在表达困难；对于形容词比较级的口头运用、句型结构输出容易出现语法错误。学生个体分层明显，基础较好学生可以进行简单语段输出，部分学生只能完成单词、单句输出。学生对自我反思、习惯养成的话题有生活体验，适合结合真实生活案例开展课堂学习，在语言学习同时渗透自我成长德育。
二、教材分析
本单元Unit4《A better me》是外研版（三起）新版五年级上册单元教学内容，围绕“做更好的自己”这一主题展开，属于“人与自我”主题范畴。单元教材板块包含Listen and read，Listen and say，Read and write，Grammar，Vcabulary板块。核心词汇围绕性格、习惯、行为改进：hard‑wrking, lazy, helpful, careless, careful, plite, nisy, quiet等描述性格与习惯形容词；核心句型：I am… I want t be… I shuld / shuldn’t… Yu shuld…，学习使用shuld / shuldn’t提出自我改进建议，学习用形容词描述自身优缺点，制定简单自我提升计划。语法重点为情态动词shuld、shuldn’t的语义与句式用法。
教材文本以学生真实校园、家庭生活情境为载体，课文对话呈现孩子发现自身不足，思考如何改变、如何成为更好的自己；阅读文本讲述人物习惯优缺点，读写板块落实写简单自我改进计划。本单元将语言知识与品格教育融合，在训练听说读写语言技能同时引导学生正视优缺点，学会自我反思。单元分为3课时完成：第1课时：听说板块，核心词汇+Listen and say对话；第2课时：课文精读Listen and read，句型深化理解shuld/shuldn’t；第3课时：Read and write读写板块、语法巩固、综合语言输出。本教学设计完整覆盖三课时教材内容，贴合新版教材对核心素养的学业要求。
三、核心素养教学目标
1.语言能力
（1）.能够听、说、认读本单元核心形容词：hard‑wrking, lazy, helpful, careless, careful, plite, nisy, quiet。
（2）.能够听懂、认读、运用句型 I am… I want t be… I shuld / shuldn’t…；能口头描述自己的优缺点，用shuld / shuldn’t给出改进建议。
（3）.能够读懂单元阅读课文，理解课文人物的问题与改进方案；能够仿写简单句子，书写简短自我提升计划，做到语句基本通顺。
2.文化意识
了解中外少年都有正视不足、不断完善自我的成长理念；懂得每个人都有优点和缺点，接纳自我，愿意做出改变，树立积极向上生活态度。
3.思维品质
能够对比辨析性格类形容词的词义对立关系；结合课文人物行为，分析人物优缺点；能够辩证思考自身习惯，思考可以怎样改进，发展观察、对比、逻辑表达的思维能力。
4.学习能力
学会借助图片、例句记忆性格类形容词；能够在小组活动中运用目标句型开展对话练习；能够借助板书图表梳理句型，主动整理shuld / shuldn’t用法，养成归纳整理语言知识点的学习习惯。
知识目标：掌握性格、习惯类形容词；掌握情态动词shuld肯定、否定句结构；理解课文对话、阅读文本内容。
能力目标：听说读落实对话、课文理解；书写可以完成5‑8句话的自我改进小语段。
四、教学重难点
1.教学重点
掌握性格、习惯类核心形容词；熟练掌握句型 I shuld… / I shuldn’t…；读懂单元课文对话与阅读文本；能够口头描述优缺点，表达自我改进想法。
2.教学难点
shuld / shuldn’t后面接动词原形的语法规则；在真实语境中灵活运用句型表达自己的不足与改进计划；区分词义互为相反的形容词，在口语输出减少语法错误。
五、教学准备
多媒体课件、教材课文插图、单词卡片、形容词词义对照图表、课文原文文本、课堂任务单。
六、教学过程
第1课时 Listen and say 词汇与听说对话
（一）课堂导入
教师出示教材单元主题图，图片展示几名学生在反思自己日常行为。
师：Lk at this picture. Bys and girls, lk at these children. What are they thinking abut?
生：They are thinking abut themselves.
师：Yes. Tday ur unit is “A better me”. What’s “a better me”? Wh can try t tell me in Chinese?
生：做一个更好的自己。
师：Great! Everyne has gd pints and bad pints. Sme children are hard‑wrking, sme are lazy. Tday we will learn these new wrds and talk abut urselves.
设计意图：依托教材单元主题图导入单元大主题，激活学生已有知识，直接引出本课时学习任务，建立主题情境，让学生明白本单元谈论自我优缺点。
（二）新授核心词汇
教师出示单词卡片，结合教材插图人物行为，逐个教授单词 hard‑wrking, lazy, helpful, careless, careful, nisy, quiet, plite。教师领读，学生齐读、个别读。教师在黑板绘制词义对照简表。
师：Lk at this chart. Read after me: hard‑wrking.
生：hard‑wrking.
师：If yu finish yur hmewrk n time, yu are hard‑wrking. If yu dn’t want t d hmewrk, yu are…?
生：lazy.
师：Perfect. Read “lazy”. Nw lk: careful and careless. If yu ften make mistakes in yur hmewrk, yu are careless. If yu seldm make mistakes, yu are careful.
生：careful；careless.
师：When we speak in the library, we shuld be quiet. Dn’t be nisy. Understand?
生：Yes.
教师组织小练习，教师描述行为，学生快速说出对应形容词。
师：He always helps classmates. Wh can tell me the wrd?
生：helpful.
师：He says “thank yu” t thers. Which wrd?
生：plite.
设计意图：使用教材配套词汇，采用反义词对照表格，帮助学生归类记忆，借助行为情景理解词义，降低单词记忆难度，夯实本单元词汇基础，为对话学习做好铺垫。
（三）学习教材 Listen and say 对话课文
教师打开教材Listen and say板块课文，播放课文录音。
课文对话文本：
—I’m lazy. I dn’t like ding sprts.
—Yu shuld d mre sprts. Yu can run after schl.
—I’m careless. I ften make mistakes.
—Yu shuld be careful. Yu shuldn’t be careless.
师：Nw pen yur bks, lk at Listen and say. Let’s listen t the dialgue nce. Please listen carefully.
播放录音。
师：Wh can tell me: What’s the by’s prblem first?
生：He is lazy. He desn’t like ding sprts.
师：Yes, he is lazy, he desn’t like ding sprts. What advice des his friend give? Read this sentence tgether: Yu shuld d mre sprts.
学生齐读句子。
师：Please pay attentin. After shuld, we use verb原形：shuld d, shuld run, shuld be. Shuld后面动词不变形。Nw next part, what is his secnd prblem?
生：He is careless, he ften makes mistakes.
师：Gd. S his friend says：Yu shuld be careful. Yu shuldn’t be careless. Read tgether.
学生齐读句子。
师：Lk，shuldn’t = shuld nt，意思为“不应该”。同样，shuldn’t后面也要跟动词原形。板书重点句式：
Yu shuld + 动词原形.
Yu shuldn’t + 动词原形.
师：Nw let’s read the dialgue after the audi sentence by sentence.
逐句跟读课文对话。
师：Nw we will d rle‑play. One is by A, ne is by B. Read the dialgue in pairs.
学生结对分角色朗读教材对话，教师巡视课堂。
设计意图：完整讲解教材Listen and say原文，拆解对话两个问题与对应的建议，突出语法重点shuld / shuldn’t加动词原形，落实本课时核心句型；通过听、跟读、角色扮演，落实听说技能训练，贴合课本教学内容。
（四）句型操练，结合真实生活案例
师：Nw let’s practice. Think abut yur small prblems in daily life. Fr example: I’m nisy in class. What advice can yu give me? Wh can try?
生：Yu shuld be quiet. Yu shuldn’t be nisy.
师：Excellent! Anther example: I’m lazy, I dn’t read bks.
生：Yu shuld read mre bks. Yu shuldn’t be lazy.
教师出示教材情境案例，学生套用本课句型进行口头输出。组织小组两人互动：A讲述自己一个小缺点，B用 Yu shuld… / Yu shuldn’t…给出建议。教师挑选2‑3组同学展示。
师：Which grup wants t shw yur dialgue t us?
小组展示完毕。
师：Gd jb. We can use these sentences t talk abut ur prblems and give advice.
设计意图：迁移课本句型到学生真实生活，巩固shuld、shuldn’t句型，训练口头输出，内化本节课所学词汇和句型。
（五）课时小结
师：In this class, we learn many new wrds t talk abut ur habits：hard‑wrking, lazy, careful, careless, nisy, quiet, helpful, plite. And we learn tw key sentences: Yu shuld… Yu shuldn’t… Remember shuld and shuldn’t are fllwed by verb原形。
第2课时 Listen and read 课文精读课
（一）复习旧知导入
师：Bys and girls, in last class, we learned many wrds abut urselves. Let’s review. Shw me yur hands, read the wrds tgether.
学生齐读上节课性格词汇。教师出示上节课核心句型板书。
师：Wh can make a sentence with “shuld”?
生：I shuld be quiet in class.
师：Wh can make a sentence with “shuldn’t”?
生：I shuldn’t be lazy.
师：Very gd. Tday we will learn the lng text Listen and read in ur bk. In this text, Tm talks abut himself. He talks abut his gd pints and bad pints, and what he wants t be. Let’s read the text tgether.
设计意图：复习第1课时词汇句型，自然过渡到本课时长篇阅读课文学习，建立课时之间知识衔接。
（二）初读课文，整体感知
教师出示教材Listen and read课文插图，播放课文录音，学生看书听录音。
教材课文文本（Listen and read）
My name is Tm. I am helpful at hme. I ften help my mum clean the rm. But I am careless. I ften make mistakes in my hmewrk. I want t be a better by. What shuld I d?
I shuld be mre careful when I d my hmewrk. I shuld check my hmewrk after finishing it. I shuldn’t be careless all the time. I believe I can be better.
师：Listen t the text and think tw questins. First: What is Tm’s gd pint? Secnd: What is Tm’s bad pint?
播放完整录音。
师：OK, stp. Wh can answer questin ne: What is Tm’s gd pint?
生：Tm is helpful at hme. He ften helps his mum clean the rm.
师：Yes, well dne. That is his gd pint. Then what is his shrtcming?
生：He is careless. He ften makes mistakes in his hmewrk.
师：Perfect! Tm wants t be a better by. S he thinks abut what he shuld d and what he shuldn’t d.
设计意图：完整利用教材课文音频与文本，设置问题，帮助学生把握文章整体大意，分清人物优点与不足，完成文本初读感知。
（三）分段精读课文，逐段解析教材文本
教师带领学生逐段研读课本，对重点词句进行讲解。
师：Lk at Paragraph ne. “I am helpful at hme. I ften help my mum clean the rm.” Read this part tgether.
学生齐读。
师：“help sb. d sth.”，help后面可以接动词原形，help my mum clean the rm，帮助妈妈打扫房间。Nw next sentences：“But I am careless. I ften make mistakes in my hmewrk.” What des “make mistakes” mean?
生：犯错误。
师：Right，make mistakes 就是犯错误。“I want t be a better by.” “want t be”意思是想要成为……。Wh can read this sentence?
生：I want t be a better by.
师：Nw lk at paragraph tw. Tm thinks abut his plans. Read: I shuld be mre careful when I d my hmewrk.
师：Pay attentin，shuld后面be动词用原形be，不能用am / is / are。 “when I d my hmewrk”，当我做作业的时候。Next sentence：I shuld check my hmewrk after finishing it. “check hmewrk” 检查作业。What’s the meaning f “after finishing it”?
生：完成作业之后。
师：Gd. Then the last sentence：I shuldn’t be careless all the time. “all the time” 意思是一直、总是。Read the whle paragraph tgether.
学生齐读第二段课文。
教师在黑板整理Tm的信息梳理表格。
师：Lk at this chart. Let’s fill it tgether. What is Tm’s gd pint?
生：He is helpful at hme.
师：What shuld Tm d?
生：He shuld be mre careful, he shuld check hmewrk.
师：What shuldn’t he d?
生：He shuldn’t be careless all the time.
设计意图：逐句解析教材阅读课文，讲解短语、句式语法，使用表格梳理课文人物信息，理清文章逻辑；重点巩固shuld后接动词原形语法，突破教学难点，帮助学生读懂课文细节。
（四）跟读课文、朗读训练
师：Nw let’s listen t the audi again, fllw the tape, read sentence by sentence.
学生逐句跟读课文。
师：Nw read the whle text tgether ludly.
全班齐读完整课文。
师：Nw read in grups, each grup reads ne paragraph.
分组朗读课文，纠正学生单词发音、句子停顿。
设计意图：多层次朗读课文，熟悉文本，强化语言输入，巩固本课重点句型在语篇当中的运用。
（五）课文理解问答，文本内化
教师依托课文内容提出问题，开展师问生答。
师：Why des Tm want t change?
生：Because he is careless and ften makes mistakes. He wants t be a better by.
师：What can Tm d t be better?
生：He shuld be careful and check his hmewrk.
师：Can we make mistakes?
生：Yes, but we can change.
师：Yes, everyne can try t be better.
教师引导学生脱离课本表格，口头复述Tm的故事，基础弱学生可以看着板书提示复述。
设计意图：基于课文文本进行理解问答，加深学生对课文的理解，训练学生提取信息、口头复述语篇的能力。
（六）课时小结
师：In this lessn, we read Tm’s stry in Listen and read. We knw Tm’s gd pint and bad pint. We review “shuld / shuldn’t” in the lng text. We learn phrases make mistakes, want t be, check hmewrk, all the time. Everyne has shrtcmings, and we can make changes.
第3课时 Read and write 读写综合课
（一）复习回顾导入
师：Class begins. Let’s review unit4 key wrds and sentences. Let’s recall Tm’s stry frm last lessn. Wh can tell us smething abut Tm?
生：Tm is helpful at hme, but he is careless. He shuld check his hmewrk.
师：Well‑remembered. We knw Tm writes his ideas abut being better. Tday we will learn Read and write part in ur bk. We will read shrt passages and learn t write ur wn shrt passage abut “A better me”.
设计意图：回顾第二课时阅读文本，自然过渡到读写板块，实现从输入走向语言输出。
（二）教材Read板块文本学习
教师出示教材Read and write阅读小短文，播放音频。教材文本为两篇简短学生自我描述短文。
Passage 1:
I’m Li Ming. I’m hard‑wrking. I finish my hmewrk early every day. But smetimes I’m nisy in the classrm. I want t be better. I shuld keep quiet in class. I shuldn’t talk t much.
Passage 2:
I’m Amy. I’m plite and helpful. But I’m lazy. I dn’t like ding sprts. I shuld d sprts every day. I shuldn’t watch TV fr t lng.
师：Please pen yur bks t Read and write. Listen t tw shrt passages. After listening, think: What are Li Ming’s gd pints and prblems? What abut Amy?
播放录音。
师：OK, let’s lk at passage ne abut Li Ming. Wh can read it fr us?
一名学生朗读。
师：Li Ming is hard‑wrking, he finishes hmewrk early. But smetimes he is nisy in class. S what shuld he d?
生：He shuld keep quiet in class. He shuldn’t talk t much.
师：Great. “keep quiet” 保持安静，“talk t much”说太多话。Nw lk at passage tw abut Amy. Wh will read?
学生朗读第二篇短文。
师：Amy is plite and helpful. What is her prblem?
生：She is lazy, she desn’t like ding sprts.
师：S what advice fr Amy?
生：She shuld d sprts every day. She shuldn’t watch TV fr t lng.
教师板书两篇短文关键信息。
师：Observe these sentences. All “shuld” and “shuldn’t” are fllwed by verb原形：keep, d, watch。Dn’t write “shuld keeps” r “shuld des”. That is wrng.
设计意图：讲解教材Read两篇范例短文，借助表格梳理文本信息，再次强化shuld后接动词原形语法规则，为学生仿写写作搭建范例支架。
（三）研读教材Write板块写作要求
教师指向教材Write板块。
师：Nw lk at Write part in ur textbk. The task is: Write abut yurself — A better me. Yu need write yur gd pints, yur prblems, and what yu shuld / shuldn’t d.
教师出示教材给出的写作框架提示：
I’m _______.
I am ________.（优点）
But smetimes I am ________.（缺点）
I want t be a better me.
I shuld ________.
I shuldn’t ________.
师：This is ur writing frame frm the bk. We can fllw this t write ur shrt passage. Let’s read this writing frame tgether.
全班齐读写作框架。
师：First write yur name. Then write yur gd pint with ur new wrds: hard‑wrking, helpful, plite. Then write yur small shrtcming, such as careless, lazy, nisy. Then write yur plans with shuld and shuldn’t. Remember after shuld use verb原形.
教师现场示范一小段范文书写在黑板，依托教材框架：
I’m Peter.
I am helpful. I ften help my classmates.
But smetimes I am careless. I ften make small mistakes.
I want t be a better me.
I shuld check my hmewrk carefully.
I shuldn’t be careless.
师：Lk at this mdel. It fllws ur bk’s writing tips. Nw yu can begin yur writing n yur task sheet. Yu can use the wrds and sentences we learned in Unit4.
学生进行书面写作，教师巡视，对基础薄弱学生进行个别指导，提醒学生注意shuld后用动词原形，单词拼写。
设计意图：紧扣教材Write板块要求，利用课本原生写作支架，教师示范范文，降低五年级学生英语书面表达难度，落实读写综合输出，突出单元核心知识点。
（四）课堂文本反馈，品读学生习作
挑选几份学生书写完成的习作，投影展示。
师：Let’s lk at this student’s writing. Read it tgether. Please check: des he use verb原形 after shuld?
全班一起阅读，核对语法要点。
师：Gd. He writes his gd pint and his prblems, and his imprvement plans.
设计意图：反馈学生写作成果，再次巩固本课语法重点，完成本单元语言综合输出。
（五）单元整体课时小结
师：We finish Unit4 A better me in these three classes. Let’s make a summary. We learn many wrds t talk abut ur character and habits：hard‑wrking, lazy, careful, careless, nisy, quiet, helpful, plite. We master the key mdal verb shuld / shuldn’t, remember shuld + 动词原形. We read Tm’s stry、Li Ming and Amy’s passages frm ur textbk. We learn t talk and write abut ur wn gd pints and shrtcmings, and think abut hw we can becme a better me. Everyne has strengths and weaknesses, we can try ur best t imprve urselves.Gd（优点）
Bad（有待改进）
hard‑wrking 勤奋的
lazy 懒惰的
careful 细心的
careless 粗心的
quiet 安静的
nisy 吵闹的
helpful 乐于助人的
‑
plite 有礼貌的
‑
Tm’s gd pint
Tm’s bad pint
Tm shuld d
Tm shuldn’t d
helpful at hme
careless，ften makes mistakes
be careful；check hmewrk
be careless all the time
Name
Gd pints
Prblems
Shuld d
Shuldn’t d
Li Ming
hard‑wrking
nisy in class
keep quiet in class
talk t much
Amy
plite, helpful
lazy
d sprts every day
watch TV fr t lng