2026秋新教材人教PEP版五年级上册英语Unit 1Different friends单元整体教学设计

第第页2026秋新教材人教PEP版五年级上册英语Unit1Differentfriends单元整体教学设计单元信息学科英语年级五年级课时6教学内容Unit1Differentfriends单元分析课标要求依据《义务教育英语课程标准（2022年版）》二级目标，围绕“人与自我”交友主题开展教学。学生能运用“What’she/shelike?”询问人物外形性格，使用“Whatcan...do?”交流个人特长；能认读性格、才艺类核心词汇，读懂简单人物短文；能借助思维导图、人物相册梳理信息，完成口头、书面人物介绍；乐于主动结交新朋友，理解中外学生交友的共通文化，发展合作交流与综合语言运用能力。单元教材分析本单元以“Differentfriends”为主线，语言活动梯度清晰。A板块学习外貌、性格形容词，渗透ai/ay字母组合；B板块拓展才艺类动词短语，配套阅读文本搭建写作框架；C板块设置人物相册手工项目与拓展小故事，实现单元语言综合输出。单元素材贴合五年级校园交友真实生活，融合听、说、读、写、语音、实践六大模块，兼顾语言基础夯实与包容他人的德育渗透，为人物描写建立完整语用体系。单元教学目标语言能力目标：掌握lovely、hard-working等形容词与playthepiano等才艺短语，熟练运用两类核心问句问答人物特征，可完成简短口头、书面人物介绍。学习能力目标：借助思维导图、图片梳理人物信息，通过歌谣、猜谜自主记忆词汇，具备小组合作完成项目、独立朗读文本的学习习惯。思维品质目标：区分外貌、性格、特长三类信息，对比不同人物特质，梳理人物描述逻辑，完成写作、手工任务时做到信息条理清晰。文化意识目标：了解中外小学生交友方式，接纳他人优缺点，学会欣赏同伴闪光点，养成友善的交友习惯。学情分析五年级学生已掌握基础人物词汇与一般疑问句，喜欢谈论同班好友这类生活化话题。但极易混淆“What’shelike?”与“Whatcanhedo?”的使用场景，书面介绍逻辑零散；部分内向学生惧怕当众口语展示。学生对猜谜、手工、小组展示类活动兴趣浓厚，分层任务可适配不同语言水平，降低表达门槛，保障全员参与课堂活动。单元作业设计思路采用三层分层作业，落实教学评一体化。基础层：跟读录音、抄写核心词句，巩固基础；拓展层：口头向家人介绍一位朋友，锻炼口语；提高层：小组合作制作朋友相册，课堂展示。配套单元自评星级清单，学生自主检测听说读写掌握情况，作业融合纸笔、口语、手工多种形式，兼顾知识巩固与综合语用输出。人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）1Topic（课题）Unit1DifferentfriendsPartALet’stalkType（课型）NewLessonTextanalysis（语篇研读）What:Teach"What'she/shelike?"andadjectives(tall,friendly,quiet,clever,hard-working)todescribedifferentfriends.How:Useguessinggame,puppetshow,roleplay,andgroupinterviewstopresentandpracticethedialoguemeaningfully.Why:Activity-basedapproachbuildsnaturallanguageacquisitionthroughlistening,imitating,understanding,andcreatinginrealcontexts.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillaskandansweraboutpeople'sappearanceandpersonalityusing"What's...like?"and"He/Sheis..."correctly.2.LearningAbilityGoalStudentswilllistenforkeyinformation,imitatepronunciation,andcooperateinpairandgroupactivities.3.ThinkingQualityGoalStudentswillobserve,compareanddescribedifferentpeople,developinglogicalthinkingthroughclassification.4.CulturalAwarenessGoalStudentswillappreciateindividualdifferencesandlearntobekind,inclusiveandrespectfulfriends.Keyanddifficultpoints（教学重难点）Keypoint：Masterthequestion"What'she/shelike?"anduseadjectivestodescribepeople'sappearanceandpersonalityinsentences.Difficultpoint：Distinguish"What'shelike?"from"Whatdoeshelike?"andavoidconfusingappearancequestionswithpreferencequestions.Teachingaids（教学准备）PPT,flashcards,puppets,worksheets,stickers,videoclips,realphotos,microphoneTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsablurredphotoandgivesclues:"Heistall.Heisstrong.Whoishe?"Studentsguess.Thenteacherasks:"Canyoudescribeyourfriend?"Studentschant:"Tall,tall,tall.Short,short,short.Friendly,friendly,friendly!What'shelike?Letmetellyou!"Theclassisenergizedandreadyforthetopic.Presentation（呈现）1PuppetShow–DialogueDemonstrationTeacherusestwopuppets(ZhangPengandOliver)toperformthedialogue.ZhangPengasks:"What'shelike?"Oliveranswers:"Heistallandstrong.Heisveryfriendly."Studentswatchandanswer:"WhatdoesOliversay?"Thispresentstargetlanguagenaturally.2EchoGame–ListenandRepeatTeacherplaysaudiosentencebysentence.Studentsrepeatlikeechoes.Thentheyrepeatindifferentvoices:whisper,robot,happy,sleepy.Thisensuresaccuratepronunciationwithfun.3ActItOut–RolePlayStudentsworkinpairstoactoutthedialoguewithpuppets.Twopairsperforminfrontwithexpressions.Theclassgivesstarratingsbyclapping.Thisbuildsconfidencethroughperformance.4FindtheRule–SentenceDetectiveTeachershows:"Heistall.""Sheisfriendly.""Heisquiet."Studentsdiscoverweuse"is"afterhe/she.Teachershowsawrongsentence:"Heisplaybasketball."Studentscorrectit.Thisdevelopsinductivethinking.5AskYourPartner–InterviewShowTeachermodels:"What'syourfriendlike?""Heisclever."Studentsinterviewtheirdeskmate.Threevolunteersshareresults.Thisshiftsstudentstoactivelanguageusers.Practice（操练）1PairWork–DescribeandGuessStudentAdescribesaclassmate:"Heistallandquiet.Whoishe?"StudentBguesses.Theyswitchroles.Teachergivesstickersforgoodsentences.2GroupWork–FriendshipChainStudentssitingroupsoffour.Firstsays:"Myfriendiskind."Secondrepeatsandadds:"Myfriendiskindandfunny."Eachgrouppresentstheirfinalsentence.Consolidation（巩固）Todaywelearnedtoask"What'she/shelike?"andanswerwithadjectivestodescribedifferentfriends.Everyonetriedhard–Iamproudofyou!Friendscanbedifferent–quiet,shy,cleverorkind.Atruefriendiskindandrespectful.Let'susenicewordstodescribeourfriendsandbegoodtoeveryone!Homework（作业）Level1(Basic)Readthedialoguethreetimesandrecordyourbestreading.Level2(Intermediate)Writethreesentencestodescribeyourbestfriendusingnewadjectives.Level3(Advanced)Makeashortvideointroducingonefriendandsendittotheclassgroup.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonengagedstudentswellthroughthepuppetshowandguessinggame.Thefive-steppresentationprovidedclearscaffoldingandmoststudentscoulduse"What'shelike?"correctlybytheend.However,somestillconfused"What'shelike?"with"Whatdoeshelike?"–morecontrastivepracticeisneedednextperiod.Theemotionalpartresonatedwellandstudentsactivelysharedthoughtsaboutdifferentfriends.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）2Topic（课题）Unit1DifferentfriendsPartALet’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachadjectives(lovely,clever,young,hard-working,quiet,friendly)todescribeChenJieandotherpeople'scharacter.How:Usepictureobservation,dialoguereading,wordmatching,andcreativepoemwritingtopresentandpracticeadjectives.Why:Situationalandtask-basedapproacheshelpstudentsunderstandadjectivesincontextandapplythemcreativelythroughwriting.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillunderstand,readandusesixadjectives(lovely,clever,young,hard-working,quiet,friendly)todescribepeople.2.LearningAbilityGoalStudentswillobservepictures,extractkeyinformation,andcompletesimpledescriptivesentencesthroughreadingandwriting.3.ThinkingQualityGoalStudentswillclassifyadjectivesbymeaning,comparedifferentpeople,andcreateoriginaldescriptivepoems.4.CulturalAwarenessGoalStudentswillrecognizethateveryonehasdifferentqualitiesandlearntoappreciateandrespectindividualdifferences.Keyanddifficultpoints（教学重难点）Keypoint：Mastersixadjectivesanduse"She/Heis+adjective"todescribepeople'scharacterandpersonalitycorrectly.Difficultpoint：Applymultipleadjectivesfluentlyincreativewriting(poempattern)anddistinguishsimilaradjectives(lovelyvs.friendly,quietvs.shy).Teachingaids（教学准备）PPT,flashcards,worksheets,realphotos,wordcards,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）TeachershowsChenJie'spictureandasks:"What'sshelike?Doyouremember?"Studentsrecallfromlastlesson.Thenteachersays:"Let'slearnmoreaboutChenJietoday!Shehasmanyqualities."Studentschantwithactions:"Lovely,lovely,sheislovely!Clever,clever,sheisclever!"Theclassreviewsoldwordsandgetsreadyfornewadjectives.Presentation（呈现）LookandSay–PictureObservationTeachershowsChenJie'spictureandasks:"What'sChenJielike?Lookathersmile."Studentssay:"Sheislovely."Teacherasks:"Whatelse?"Studentsobserveheractions(helpingathome,goingtoschool)andsay:"Sheishelpful.Sheishard-working."Thisbuildsunderstandingthroughvisualclues.ListenandFind–DialogueDetectiveTeacherplaysthedialoguebetweenOliverandAmy.Studentslistenandfind:"WhatwordsdotheyusetodescribeChenJie?"Theyshout:"Lovely!Hard-working!"Teacherwritesthemontheboard.Studentsrepeatthedialogueinpairs.Thisdevelopslisteningcomprehension.WordMatch–VocabularyBuilderTeachershowswordcards(lovely,clever,young,hard-working,quiet,friendly)andpicturecards.Studentsmatchwordstocorrectpictures.Thenteachersaysasentence:"Shehelpsathome."Studentschoose"hard-working."Thisreinforcesmeaningthroughcontext.ReadandDiscover–PoemPatternTeacherreads:"ChenJieisdifferent.Lovelyandclever.Youngandquiet."Studentsdiscoverthepattern:Name+isdifferent,Adjective+and+adjective.Teacherasks:"WhatmakesChenJiedifferent?"Studentsdiscussherspecialqualities.Let'sCreate–BeaPoetTeachershowsablanktemplate:"______isdifferent.______and______.______and______."Teachermodelswithanotherperson:"Amyisdifferent.Friendlyandkind.Tallandnice."Studentsarenowreadytocreatetheirownpoemsindependently.Practice（操练）1PairWork–DescribeYourPartnerStudentAsaysthreeadjectivesaboutthemselves.StudentBlistensandrepeats:"Youarelovely,cleverandhard-working."Thentheyswitch.Teacherwalksaroundandhelpswithpronunciation.2GroupWork–WhoIsDifferent?Eachgroupchoosesonememberanddescribesthemusingthepoempattern.Theywritetogether:"______isdifferent.______and______.______and______."Groupssharetheirpoemswiththeclass.Consolidation（巩固）TodaywelearnedmanyadjectivestodescribeChenJieandourfriends–lovely,clever,young,hard-working,quietandfriendly.Isawyouallreading,matchingandcreatingpoemssowell!Remember:everyoneisdifferentandspecial.Weshouldalwaysusekindwordstodescribeothersandcelebratewhatmakeseachpersonuniqueandwonderful!Homework（作业）Level1(Basic)Readthesixnewadjectivesaloudthreetimesandcopyeachonce.Level2(Intermediate)WritefoursentencesdescribingChenJieusingdifferentadjectives.Level3(Advanced)Createyourown"______isdifferent"poemaboutafamilymember.Blackboarddesign（板书设计）Reflection（教后反思）Thislessonfocusedonadjectivesandcreativewriting.Studentsenjoyedthepoempatternandproducedsomelovelyoriginalsentences.The"LookandSay"activityworkedwellforvisuallearners.However,somestudentsconfused"lovely"with"friendly"–morecontrastiveexamplesareneeded.Nexttime,Iwilladdmorephysicalmovementactivitiestoreinforcevocabulary.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）3Topic（课题）Unit1DifferentfriendsPartALet’sspellType（课型）NewLessonTextanalysis（语篇研读）What:Teachthepronunciationruleof"ai"and"ay"lettercombinationswiththe/eɪ/soundthroughachant.How:Usechantreading,wordsorting,listeningactivitiesandcreativesentencewritingtopracticephonicsnaturally.Why:Phonicsinstructionthroughrhythmandcontexthelpsstudentsdecodewordsandbuildreadingfluencyeffectively.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillidentify,readandspellwordswith"ai"and"ay"combinationsandpronouncethe/eɪ/soundcorrectly.2.LearningAbilityGoalStudentswilllistenforphoneticpatterns,categorizewordsbyspellingrules,andapplyphonicsknowledgetonewwords.3.ThinkingQualityGoalStudentswillcompareandanalyze"ai"and"ay"wordpatterns,discoveringthespellingrulesthroughinductivereasoning.4.CulturalAwarenessGoalStudentswillenjoyEnglishrhythmandrhymes,developingpositiveattitudestowardEnglishpronunciationlearning.Keyanddifficultpoints（教学重难点）Keypoint：Masterthe/eɪ/soundin"ai"and"ay"wordsandaccuratelyreadandspellwordslikerain,play,day,wait,tail,say.Difficultpoint：Distinguishthespellingpositionof"ai"(usuallyinthemiddle)and"ay"(usuallyattheend)andapplytheruletounfamiliarwords.Teachingaids（教学准备）PPT,audioplayer,wordcards,chantvideo,sortinghoops,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsasunnydaypictureandasks:"What'stheweather?Whatdoyouliketodoonarainyday?"Studentsshareideas.Thenteachersays:"Todaywehaveachantaboutadogonarainyday.Listencarefullytothespecialsound!"Studentsarecuriousandreadytodiscoverthephonicsrule.Presentation（呈现）ListenandChant–RhythmTimeTeacherplaysthechantaudio.Studentslistenandpatthebeat.Teachersays:"Whatsounddoyouhearagainandagain?"Studentsshout:"/eɪ/!"Teachershows"ai"and"ay"ontheboard.Studentschanttogetherwithactions:rain(fallinghands),play(clap),wait(lookaround),tail(wiggle).Thisbuildsphoneticawarenessthroughrhythm.FindandCircle–WordDetectiveTeachershowsthechanttextonthescreen.Studentscomeuponebyoneandcirclewordswith"ai"(rain,wait,tail)inblueand"ay"(play,day,say)inred.Teacherasks:"Wheredowesee'ai'?Wheredowesee'ay'?"Studentsdiscover:"ai"isinthemiddle,"ay"isattheend.Thisdevelopsinductivethinking.ReadandSay–BlendingPracticeTeachershowsnewwords:mail,paid,bay,ray,pain,say.Studentssoundoutusingthe/eɪ/rule:"m-ai-l,mail!"Teacherflashescardsfasterandfaster.Studentsshoutthewords.Thisbuildsdecodingfluencyandconfidence.ListenandNumber–SoundDiscriminationTeacherplaysaudioforthe"Readandsay.Thenlistenandnumber"exercise.Studentslistenandnumberthepictures/wordsincorrectorder.Theycheckanswersinpairs.Thisdevelopslisteningdiscriminationskills.Listen,WriteandSay–DictationChallengeTeachersaysthreesentenceswithmissingwordsfromthetextbook:"Thedoghasashort______.(tail)""Hewaitsfortheboyinthe______.(rain)""Thedogandtheboy______intherain.(play)"Studentswritethemissingwords.Thisappliesphonicsknowledgeincontext.Practice（操练）1PairWork–WordSortRaceEachpairgetsasetofwordcards(rain,play,day,wait,tail,say,mail,bay).Studentssortthemintotwogroups:"ai"and"ay".Firstpairtofinishcorrectlywinsstickers.Teacherchecksandpraises.2GroupWork–CreateaSentenceEachgroupchoosesthree"ai"or"ay"wordsandwritesonesentencetogether.Example:"Iplayintherainwithmydog."Groupssharetheirsentences.Teacherwritesthebestonesontheboard.Consolidation（巩固）Todaywelearnedthe/eɪ/soundwith"ai"and"ay"wordslikerain,play,day,waitandtail.Yousangthechant,foundthewords,andwrotesentencessowell!Remember:Englishphonicshelpsusreadnewwordsbyourselves.Keeppracticingathome–findmore"ai"and"ay"wordsinyourbooks.Youareallgreatphonicdetectives!Homework（作业）Level1(Basic)Readthechantthreetimesandcircleall"ai"and"ay"words.Level2(Intermediate)Writefivesentencesusing"ai"and"ay"wordsfromthislesson.Level3(Advanced)Findfivenew"ai"/"ay"wordsfromyourstorybooksandwritethemdown.Blackboarddesign（板书设计）Reflection（教后反思）Thechantwashighlyengagingandstudentslovedtherhythm.Thewordsortingactivityclearlyshowedthatmoststudentsunderstoodthe"ai"(middle)and"ay"(end)spellingrule.However,somestruggledwithlisteningdiscriminationbetweensimilarsounds.Nexttime,Iwilladdmoreminimalpairpracticeandindividualpronunciationchecksbeforethedictationtask.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）4Topic（课题）Unit1DifferentfriendsPartBLet’stalk&Let’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teach"Whatcanyoudo?"and"Canyou...?"withactionphrases(makerobots,dance,jumprope,playthepiano,playChinesechess).How:Usefestivalcontext,dialoguelistening,robotdescription,andclasssurveytopresentandpracticeabilityexpressions.Why:Task-basedlearningthroughareal-lifefestivalscenariohelpsstudentsaskaboutabilitiesandtalkaboutwhattheycando.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillaskandansweraboutabilitiesusing"Whatcanyoudo?""Canyou...?"and"Ican.../Yes,Ican./No,Ican't."2.LearningAbilityGoalStudentswilllistenforspecificinformation,completeasurvey,anddescriberobotsorfriendsusing"can"and"can't."3.ThinkingQualityGoalStudentswillcompareabilities,categorizeactions,andmakelogicaldecisionsaboutfestivalparticipation.4.CulturalAwarenessGoalStudentswillappreciatedifferenttalentsandabilities,learningthateveryonehasuniquestrengthstocontribute.Keyanddifficultpoints（教学重难点）Keypoint：Masterabilityquestionsandanswersusing"can"andactionphraseslikemakerobots,dance,jumprope,playthepiano,playChinesechess.Difficultpoint：Distinguish"Canyou...?"questionsfrom"Whatcanyoudo?"anduse"can"withdiverseactionverbswithoutconfusion.Teachingaids（教学准备）PPT,audioplayer,flashcards,surveyworksheets,robotpicture,stickers,whiteboard,markers,microphoneTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsafestivalposterandasks:"Whatfestivaliscoming?Whatcanwedoataschoolfestival?"Studentsshareideas:sing,dance,makethings.Teachersays:"Todaywewilltalkaboutwhatwecandoforourfestival.Let'smeetBinbin,SarahandOliverandseetheirtalents!"Theclassisexcited.Presentation（呈现）1ListenandChoose–FestivalDialogueTeacherplaysthedialoguebetweenMissWhiteandMrsGreen.Studentslistenandchoose:"Whatdotheylike?WhatcanMrsGreendo?"Theycheckanswers(B,A).Teacherasks:"Doyoulikemusic?Whatcanyoudo?"Thisbuildslisteningcomprehensionandleadstothemaindialogue.2WatchandAnswer–WhatCanTheyDo?TeachershowsthedialoguebetweenBinbin,SarahandOliver.Studentswatchandanswer:"WhatcanBinbindo?(makearobot)WhatcanSarahdo?(dance)CanSarahmakerobots?(No,shecan't)"Teacherwriteskeysentencesontheboard:"Icanmakearobot.Icandance.Canyou...?Yes,Ican./No,Ican't."Thispresentstargetlanguageclearly.3RolePlay–FestivalTalkStudentspracticethedialogueingroupsofthree(Binbin,Sarah,Oliver).Theyusedifferentvoicesandaddactions.Twogroupsperforminfront.Theclassgivesthumbs-upforgoodpronunciation.Thisbuildsoralconfidencethroughperformance.4MeetRobin–Let'sLearnTeachershowsRobin'spictureandasks:"WhoisRobin?Whatcanhedo?"Studentslookatthepicturesandguess.Teacherpresentsnewactionphrases:jumprope,playthepiano,playChinesechess,makerobots.Studentsrepeatanddotheactions.Thisintroducesvocabularyphysically.5ListenandRepeat–Robin'sAbilitiesTeacherplaystheLet'sLearndialogue.Studentslistenandrepeatsentencebysentence.Teacherasks:"WhatcanRobindo?"Studentsanswer:"Hecanjumprope.Hecanplaythepiano.HecanplayChinesechess.Hecanmakerobots."Teacherasks:"Whatcan'tRobindo?"Thispractices"can"and"can't"contrast.Practice（操练）1SurveyTime–AskYourClassmatesStudentswalkaroundandaskclassmates:"Whatcanyoudoforthefestival?Canyousing?Canyoudance?"Theyfillinthesurveytablewith✓or✗.Teacherdemonstrateswithonestudentfirst.Thisbuildscommunicationskills.2GroupReport–ShareResultsEachgroupchoosesonestudenttoreport:"Sarahcandance.Shecan'tsingormakerobots."Groupssharewiththeclass.Teacherwritesthebestsentencesontheboard.Thispracticesoralreportingand"can/can't"incontext.Consolidation（巩固）Todaywelearnedtoask"Whatcanyoudo?"and"Canyou...?"andanswerwith"Ican..."or"Yes,Ican./No,Ican't."WealsometRobinandlearnedmanyactionphrases.Everyonehasdifferenttalents–somecandance,somecanmakerobots,somecanplaymusic.Ourfestivalwillbewonderfulbecausewearealldifferentandwecandodifferentthingstogether!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"Ican..."sentences.Level2(Intermediate)Writefoursentencesaboutwhatyoucanandcan'tdoforthefestival.Level3(Advanced)ChallengeLevelInterviewafamilymemberandwriteashortreportabouttheirabilities.Blackboarddesign（板书设计）Reflection（教后反思）Thislessoncombineddialogueandvocabularywell.Studentslovedthesurveyactivityandmovedaroundactively.Theroleplayalsoengagedthemgreatly.However,somestudentswereshytoaskquestionsinthesurvey–moremodelingandwarm-upareneededbeforesuchtasks.Nexttime,Iwilladda"Canyou...?"chaingametobuildconfidence.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）5Topic（课题）Unit1DifferentfriendsPartBReadandwriteType（课型）NewLessonTextanalysis（语篇研读）What:Teachreadingcomprehensionaboutaschooltalentshowwithfourperformersandtheirspecialabilities.How:Useprediction,scanning,mind-mapping,andcreativewritingtounderstandthetextandintroducenewperformers.Why:Reading-to-writingapproachdevelopscomprehensionstrategiesandencouragescreativeexpressionthroughmodelingandscaffolding.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillreadandunderstandatalentshowposter,extractkeyinformation,andwriteaboutaperformerusing"can"structures.2.LearningAbilityGoalStudentswilluseprediction,scanningandmind-mappingstrategiestoorganizeinformationfromthereadingtext.3.ThinkingQualityGoalStudentswillanalyzeperformers'abilities,categorizeinformation,andcreateanewperformerthroughlogicalimagination.4.CulturalAwarenessGoalStudentswillappreciatediversetalentsandunderstandthateveryonehasuniquegiftstosharewithothers.Keyanddifficultpoints（教学重难点）Keypoint：Readthetalentshowposter,completethemindmapwithkeyinformation,andintroduceperformersusingtargetlanguage.Difficultpoint：Summarizeandorganizeinformationfromthetextintothemindmapstructureandwriteacoherentdescriptionofanewperformer.Teachingaids（教学准备）PPT,poster,mindmapworksheet,wordcards,videosoftalentshow,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsatalentshowvideoclipandasks:"Whatcanyousee?Cantheysing?Cantheydance?"Studentsshareideas.Teachersays:"Ourschoolhasatalentshowtoo!Let'sreadaposterandmeettheperformers.Whocanyousee?"Studentsareexcitedandcurious.Presentation（呈现）1LookandPredict–PosterReadingTeachershowsthetalentshowposterandasks:"Whatisthis?Whatdoyousee?"Studentsnoticethetitle"Joinusfortheschooltalentshow!"Teacherasks:"Whoaretheperformers?Whatcantheydo?"Studentspredictbasedonpictures.Thisbuildsreadinginterestandpredictionskills.2ReadandFind–MeetthePerformersStudentsreadthetextquicklyandfindthefourperformers.Theyshout:"MrZhang!TheJumpingStars!Binbin!Robin!"Teacherwritesnamesontheboard.Studentsmatcheachperformertotheirability:MrZhang(makepicturescometolife),JohnandAmy(jumprope),Binbin(playpianoandpipa),Robin(playChinesechess).Thisdevelopsscanningskills.3ReadandComplete–MindMapTeachershowsthemindmaptemplateontheworksheet.Studentsreadagaincarefullyandcomplete:TheMagicTeacher,TheJumpingStars,RobintheRobot,SuperBinbin.Teacherasks:"Whatcaneachperformerdo?"Studentsfillinthebubbles.Thisorganizesinformationvisually.4IntroduceandShare–SayItAloudTeachermodelsintroducingoneperformer:"TheMagicTeacherisMrZhang.Hecanmakepicturescometolife.It'samazing!"Studentspracticeintroducingdifferentperformersinpairs.Twovolunteersshareinfront.Thisbuildsoralsummarizingskills.5ThinkandImagine–AddaPerformerTeacherasks:"Whoelsecanjointhetalentshow?Thinkofanewperformer!"Studentslookattheblanktemplate.Teachergivesexamples:"Sarahcandance.Olivercanmakerobots."Studentsbrainstormcreativeideasfortheirownperformer.Thispreparesforindependentwriting.Practice（操练）1PairWork–IntroduceTogetherStudentAintroducesoneperformer.StudentBlistensandsays:"Wow!He/Shecan..."Thentheyswitch.Teacherwalksaroundandhelpswithpronunciation.Thisbuildsoralfluencyandconfidence.2IndependentWriting–MyPerformerStudentschooseanewperformerandwriteabouthim/herusingthetemplate:name,appearance,ability,andoneinterestingfact.Theydrawasimplepicturetoo.Thisapplieslanguagecreatively.Consolidation（巩固）Todaywereadaboutawonderfulschooltalentshowwithamazingperformers–MrZhang,thejumpingstars,BinbinandRobin.Welearnedtointroducethemusing"can."Everyonehasaspecialtalent–somecandraw,somecanjump,somecanplaymusic.Ourclassisfullofdifferenttalents.Remember:talentshowsarenotaboutwinning–theyareaboutsharingwhatmakesyouspecial.Beproudofwhatyoucando!Homework（作业）Level1(Basic)Readthetalentshowposteraloudthreetimesandcompletethemindmap.Level2(Intermediate)Writefivesentencesintroducingtwoperformersfromthetalentshow.Level3(Advanced)Designyourowntalentshowposterwithfournewperformersandtheirabilities.Blackboarddesign（板书设计）Reflection（教后反思）Themindmapactivityhelpedstudentsorganizeinformationeffectively.Moststudentssuccessfullycompletedthe"AddaPerformer"writingtaskwithcreativeideas.However,somestruggledwithwritingfullsentencesindependently–moresentenceframesandmodelingareneededbeforewritingtasks.Nexttime,Iwillprovidemoreguidedpracticebeforeindependentwriting.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）6Topic（课题）Unit1DifferentfriendsPartCProject&ReadingtimeType（课型）NewLessonTextanalysis（语篇研读）What:Teachproject-basedfriendalbumcreationandareadingstoryaboutGrace,integratingdescribingpeopleandabilities.How:Uselisteningtasks,tablefilling,albummaking,storyreadingandclasssharingtoconsolidatethewholeunit.Why:Project-basedandstory-basedlearningconsolidatesunitknowledgemeaningfullythroughcreation,presentation,andreal-lifeapplication.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswilldescribefriends'appearance,personalityandabilitiesusing"What's...like?"and"Whatcan...do?"structures.2.LearningAbilityGoalStudentswilllistenfordetails,completetables,writealbumpages,andpresen