《Unit 4 A better me》教案（3课时）-2026-2027学年外研版（三起）（新版）小学英语五年级上册

《Unit4Abetterme》教案（3课时）-2026-2027学年外研版（三起）（新版）小学英语五年级上册一、学情分析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Abetterme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《Abetterme》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Listenandread，Listenandsay，Readandwrite，Grammar，Vocabulary板块。核心词汇围绕性格、习惯、行为改进：hard‑working,lazy,helpful,careless,careful,polite,noisy,quiet等描述性格与习惯形容词；核心句型：Iam…Iwanttobe…Ishould/shouldn’t…Youshould…，学习使用should/shouldn’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should、shouldn’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+Listenandsay对话；第2课时：课文精读Listenandread，句型深化理解should/shouldn’t；第3课时：Readandwrite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‑working,lazy,helpful,careless,careful,polite,noisy,quiet。（2）.能够听懂、认读、运用句型Iam…Iwanttobe…Ishould/shouldn’t…；能口头描述自己的优缺点，用should/shouldn’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should/shouldn’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should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Ishould…/Ishouldn’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

should/shouldn’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Listenandsay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：Lookatthispicture.Boysandgirls,lookatthesechildren.Whataretheythinkingabout?

生：Theyarethinkingaboutthemselves.

师：Yes.Todayourunitis“Abetterme”.What’s“abetterme”?WhocantrytotellmeinChinese?

生：做一个更好的自己。

师：Great!Everyonehasgoodpointsandbadpoints.Somechildrenarehard‑working,somearelazy.Todaywewilllearnthesenewwordsandtalkaboutourselves.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‑working,lazy,helpful,careless,careful,noisy,quiet,polite。教师领读，学生齐读、个别读。教师在黑板绘制词义对照简表。Good（优点）Bad（有待改进）hard‑working勤奋的lazy懒惰的careful细心的careless粗心的quiet安静的noisy吵闹的helpful乐于助人的‑polite有礼貌的‑师：Lookatthischart.Readafterme:hard‑working.

生：hard‑working.

师：Ifyoufinishyourhomeworkontime,youarehard‑working.Ifyoudon’twanttodohomework,youare…?

生：lazy.

师：Perfect.Read“lazy”.Nowlook:carefulandcareless.Ifyouoftenmakemistakesinyourhomework,youarecareless.Ifyouseldommakemistakes,youarecareful.

生：careful；careless.

师：Whenwespeakinthelibrary,weshouldbequiet.Don’tbenoisy.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：Healwayshelpsclassmates.Whocantellmetheword?

生：helpful.

师：Hesays“thankyou”toothers.Whichword?

生：polite.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Listenandsay对话课文教师打开教材Listenandsay板块课文，播放课文录音。课文对话文本：

—I’mlazy.Idon’tlikedoingsports.

—Youshoulddomoresports.Youcanrunafterschool.

—I’mcareless.Ioftenmakemistakes.

—Youshouldbecareful.Youshouldn’tbecareless.师：Nowopenyourbooks,lookatListenandsay.Let’slistentothedialogueonce.Pleaselistencarefully.

播放录音。

师：Whocantellme:What’stheboy’sproblemfirst?

生：Heislazy.Hedoesn’tlikedoingsports.

师：Yes,heislazy,hedoesn’tlikedoingsports.Whatadvicedoeshisfriendgive?Readthissentencetogether:Youshoulddomoresports.

学生齐读句子。

师：Pleasepayattention.Aftershould,weuseverb原形：shoulddo,shouldrun,shouldbe.Should后面动词不变形。Nownextpart,whatishissecondproblem?

生：Heiscareless,heoftenmakesmistakes.

师：Good.Sohisfriendsays：Youshouldbecareful.Youshouldn’tbecareless.Readtogether.

学生齐读句子。

师：Look，shouldn’t=shouldnot，意思为“不应该”。同样，shouldn’t后面也要跟动词原形。板书重点句式：

Youshould+动词原形.

Youshouldn’t+动词原形.师：Nowlet’sreadthedialogueaftertheaudiosentencebysentence.

逐句跟读课文对话。

师：Nowwewilldorole‑play.OneisboyA,oneisboyB.Readthedialogueinpairs.

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Listenandsay原文，拆解对话两个问题与对应的建议，突出语法重点should/shouldn’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：Nowlet’spractice.Thinkaboutyoursmallproblemsindailylife.Forexample:I’mnoisyinclass.Whatadvicecanyougiveme?Whocantry?

生：Youshouldbequiet.Youshouldn’tbenoisy.

师：Excellent!Anotherexample:I’mlazy,Idon’treadbooks.

生：Youshouldreadmorebooks.Youshouldn’tbelazy.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Youshould…/Youshouldn’t…给出建议。教师挑选2‑3组同学展示。师：Whichgroupwantstoshowyourdialoguetous?

小组展示完毕。

师：Goodjob.Wecanusethesesentencestotalkaboutourproblemsandgiveadvice.设计意图：迁移课本句型到学生真实生活，巩固should、shouldn’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：Inthisclass,welearnmanynewwordstotalkaboutourhabits：hard‑working,lazy,careful,careless,noisy,quiet,helpful,polite.Andwelearntwokeysentences:Youshould…Youshouldn’t…Remembershouldandshouldn’tarefollowedbyverb原形。第2课时Listenandread课文精读课（一）复习旧知导入师：Boysandgirls,inlastclass,welearnedmanywordsaboutourselves.Let’sreview.Showmeyourhands,readthewordstogether.

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：Whocanmakeasentencewith“should”?

生：Ishouldbequietinclass.

师：Whocanmakeasentencewith“shouldn’t”?

生：Ishouldn’tbelazy.

师：Verygood.TodaywewilllearnthelongtextListenandreadinourbook.Inthistext,Tomtalksabouthimself.Hetalksabouthisgoodpointsandbadpoints,andwhathewantstobe.Let’sreadthetexttogether.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Listenandread课文插图，播放课文录音，学生看书听录音。教材课文文本（Listenandread）

MynameisTom.Iamhelpfulathome.Ioftenhelpmymumcleantheroom.ButIamcareless.Ioftenmakemistakesinmyhomework.Iwanttobeabetterboy.WhatshouldIdo?

IshouldbemorecarefulwhenIdomyhomework.Ishouldcheckmyhomeworkafterfinishingit.Ishouldn’tbecarelessallthetime.IbelieveIcanbebetter.师：Listentothetextandthinktwoquestions.First:WhatisTom’sgoodpoint?Second:WhatisTom’sbadpoint?

播放完整录音。

师：OK,stop.Whocananswerquestionone:WhatisTom’sgoodpoint?

生：Tomishelpfulathome.Heoftenhelpshismumcleantheroom.

师：Yes,welldone.Thatishisgoodpoint.Thenwhatishisshortcoming?

生：Heiscareless.Heoftenmakesmistakesinhishomework.

师：Perfect!Tomwantstobeabetterboy.Sohethinksaboutwhatheshoulddoandwhatheshouldn’tdo.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：LookatParagraphone.“Iamhelpfulathome.Ioftenhelpmymumcleantheroom.”Readthisparttogether.

学生齐读。

师：“helpsb.dosth.”，help后面可以接动词原形，helpmymumcleantheroom，帮助妈妈打扫房间。Nownextsentences：“ButIamcareless.Ioftenmakemistakesinmyhomework.”Whatdoes“makemistakes”mean?

生：犯错误。

师：Right，makemistakes就是犯错误。“Iwanttobeabetterboy.”“wanttobe”意思是想要成为……。Whocanreadthissentence?

生：Iwanttobeabetterboy.师：Nowlookatparagraphtwo.Tomthinksabouthisplans.Read:IshouldbemorecarefulwhenIdomyhomework.

师：Payattention，should后面be动词用原形be，不能用am/is/are。“whenIdomyhomework”，当我做作业的时候。Nextsentence：Ishouldcheckmyhomeworkafterfinishingit.“checkhomework”检查作业。What’sthemeaningof“afterfinishingit”?

生：完成作业之后。

师：Good.Thenthelastsentence：Ishouldn’tbecarelessallthetime.“allthetime”意思是一直、总是。Readthewholeparagraphtogether.

学生齐读第二段课文。教师在黑板整理Tom的信息梳理表格。Tom’sgoodpointTom’sbadpointTomshoulddoTomshouldn’tdohelpfulathomecareless，oftenmakesmistakesbecareful；checkhomeworkbecarelessallthetime师：Lookatthischart.Let’sfillittogether.WhatisTom’sgoodpoint?

生：Heishelpfulathome.

师：WhatshouldTomdo?

生：Heshouldbemorecareful,heshouldcheckhomework.

师：Whatshouldn’thedo?

生：Heshouldn’tbecarelessallthetime.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should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：Nowlet’slistentotheaudioagain,followthetape,readsentencebysentence.

学生逐句跟读课文。

师：Nowreadthewholetexttogetherloudly.

全班齐读完整课文。

师：Nowreadingroups,eachgroupreadsoneparagraph.

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：WhydoesTomwanttochange?

生：Becauseheiscarelessandoftenmakesmistakes.Hewantstobeabetterboy.

师：WhatcanTomdotobebetter?

生：Heshouldbecarefulandcheckhishomework.

师：Canwemakemistakes?

生：Yes,butwecanchange.

师：Yes,everyonecantrytobebetter.教师引导学生脱离课本表格，口头复述Tom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：Inthislesson,wereadTom’sstoryinListenandread.WeknowTom’sgoodpointandbadpoint.Wereview“should/shouldn’t”inthelongtext.Welearnphrasesmakemistakes,wanttobe,checkhomework,allthetime.Everyonehasshortcomings,andwecanmakechanges.第3课时Readandwrite读写综合课（一）复习回顾导入师：Classbegins.Let’sreviewunit4keywordsandsentences.Let’srecallTom’sstoryfromlastlesson.WhocantellussomethingaboutTom?

生：Tomishelpfulathome,butheiscareless.Heshouldcheckhishomework.

师：Well‑remembered.WeknowTomwriteshisideasaboutbeingbetter.TodaywewilllearnReadandwritepartinourbook.Wewillreadshortpassagesandlearntowriteourownshortpassageabout“Abetterme”.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Readandwrite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。Passage1:

I’mLiMing.I’mhard‑working.Ifinishmyhomeworkearlyeveryday.ButsometimesI’mnoisyintheclassroom.Iwanttobebetter.Ishouldkeepquietinclass.Ishouldn’ttalktoomuch.

Passage2:

I’mAmy.I’mpoliteandhelpful.ButI’mlazy.Idon’tlikedoingsports.Ishoulddosportseveryday.Ishouldn’twatchTVfortoolong.师：PleaseopenyourbookstoReadandwrite.Listentotwoshortpassages.Afterlistening,think:WhatareLiMing’sgoodpointsandproblems?WhataboutAmy?

播放录音。

师：OK,let’slookatpassageoneaboutLiMing.Whocanreaditforus?

一名学生朗读。

师：LiMingishard‑working,hefinisheshomeworkearly.Butsometimesheisnoisyinclass.Sowhatshouldhedo?

生：Heshouldkeepquietinclass.Heshouldn’ttalktoomuch.

师：Great.“keepquiet”保持安静，“talktoomuch”说太多话。NowlookatpassagetwoaboutAmy.Whowillread?

学生朗读第二篇短文。

师：Amyispoliteandhelpful.Whatisherproblem?

生：Sheislazy,shedoesn’tlikedoingsports.

师：SowhatadviceforAmy?

生：Sheshoulddosportseveryday.Sheshouldn’twatchTVfortoolong.教师板书两篇短文关键信息。NameGoodpointsProblemsShoulddoShouldn’tdoLiMinghard‑workingnoisyinclasskeepquietinclasstalktoomuchAmypolite,helpfullazydosportseverydaywatchTVfortoolong师：Observethesesentences.All“should”and“shouldn’t”arefollowedbyverb原形：keep,do,watch。Don’twrite“shouldkeeps”or“shoulddoes”.Thatiswrong.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should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：NowlookatWritepartinourtextbook.Thetaskis:Writeaboutyourself—Abetterme.Youneedwriteyourgoodpoints,yourproblems,andwhatyoushould/shouldn’tdo.

教师出示教材给出的写作框架提示：

I’m_______.

Iam________.（优点）

ButsometimesIam________.（缺点）

Iwanttobeabetterme.

Ishould________.

Ishouldn’t________.师：Thisisourwritingframefromthebook.Wecanfollowthistowriteourshortpassage.Let’sreadthiswritingframetogether.

全班齐读写作框架。

师：Firstwriteyourname.Thenwriteyourgoodpointwithournewwords:hard‑working,helpful,polite.Thenwriteyoursmallshortcoming,suchascareless,lazy,noisy.Thenwriteyourplanswithshouldandshouldn’t.Rememberafte