2026秋人教PEP版五年级英语上册 Unit6 Nature and us（单元整体教学设计）

2026秋新教材人教PEP版五年级上册英语Unit6Natureandus

单元整体教学设计

单元学科英语年级五年级课时6

信息教学内容Unit6Natureandus

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's

he/she1ike?”询问人物外形性格，使用“Whatcan...do?”

课标要求交流个人特长；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。

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

单元教材

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

分析

合输出。单元素材贴合五年级校园交友真实生活，融合听、

单元分析说、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，为人物描写类单元建立完整语用体系。

语言能力目标：掌握lovely、hard-working等形容词与play

thepiano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

单元教学

文本的学习习惯。

目标

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、乐于助人的交友习惯。

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

这类生活化活题。但极易混淆"What'shelike?”与“Whatcanhed。？”

学情分析的使用场景，书商介绍逻辑零散；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。

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n语；

单元作业

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，

设计思路

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揄出。

人教pep五年级上册英语课时教案（英文版）

SubjectGradeTeacherPeriod

EnglishFiveMiss.Li1

（科目）（年SD（教师）（课时）

TopicUnit6NatureandusTypeNew

（课题）PartALefstalk（课型）Lesson

What:Teachnaturevocabulary（lake,river,waterfall,forest,mountains,

Textflowers,rabbits）and"Thereis/are...Mtodescribenature.

analysisHow:Uselistening,dialoguereading,guessinggamesandquestioningto

（语篇研读）presentandpracticenaturedescriptions.

Why:Real-lifenatureparkcontexthelpsstudentsdescribenaturalfeatures

using"Thereis/are"structures.

1.LanguageAbilityGoal

Studentswilldescribenatureusing"Thereis/are..."andaskquestionswith"Is

there...?"and"Arethere...?*'

Learning2.LearningAbilityGoal

objectivesStudentswilllistenforkeyinformation,askquestions,andplayguessinggames

（学习目标）aboutnatureparks.

3.ThinkingQualityGoal

Studentswilluselogicalquestioningtoidentifynatureparksanddescribe

naturalfeatures.

4.CulturalAwarenessGoal

Studentswillappreciatethebeautyofnatureandunderstandtheimportanceof

protectingnaturalplaces.

Keypoint：Master"Thereis/are..."fordescribingnatureand"Isthere...?'*"Are

Keyand

difficultthere...?"foraskingquestions.

pointsDifficultpoint：Use"Thereis"withsingularnounsand"Thereare"withplural

(教孕JU疑点,nounscorrectly.

Teaching

PPT,audioplayer,naturepicturecards,guessinggameworksheets,whiteboard,

aids

markers,stickers

(教学准备)

TeachingTeachingproceduresRevised

lessenplanning

(教学过程)

steps《二次备课)

(教学环节)

Teachershowsnaturepicturesandasks:"Whatdoyouseein

Leadinnature?Lakes?Rivers?Mountains?"Studentsshare.Teacher

(导入)says:''TodayMike'sfamilyisinanaturepark.Let'slearnabout

thebeautifulthingsinnature!"Theclassisexcited.

1ListenandJudge-TrueorFalse

Teacherplaysthedialogue.StudentslistenandwriteTorF.

Teacherchecks:"Itisacloudyday.(F)Therearemanyanimals

inthenaturepark.(T),rThisbuildslisteningcomprehension.

Presentation2WatchandAnswer-What'sinthePark?

(呈现)

Teachershowsthedialogue.Studentsanswer:"WhatdoesMike's

dadsee?(lake,rivers)Isthereawaterfall?(Yes)Arcthereany

mountains?(Yes)Whatelse?(flowers,rabbils)MThispresents

targetlanguagenaturally.

3ListenandRepeat-NatureTalk

Teacherplaysihedialoguesentencebysentence.Studentsrepeat

withnaturalintonation.Teacheremphasizes"Thereis/are.uThis

ensuresaccuratepronunciation.

4RolePlay-ActItOut

Studentsworkingroupsoffour(Mike,Dad,Mum,MrLiu).Two

groupsperforminfront.Thisbuildsconfidence.

5PlayaGuessingGame-WhichPark?

Teachershowsthreenatureparks(A,B,C).Teachersays:"Pm

thinkingofone.Youcanaskthreequestions."Studentsask:"Are

thereanymountains?Istherealake?"Teacheranswersyes/no.

Studentsguessthepark.Thispracticesquestioningskills.

1PairWork-AskandGuess

PracticeStudentAthinksofanaturepark.StudentBasks:"Istherea

(操练)lake?Aretheremountains?"StudentAanswersyes/no.StudentB

guesses.Theyswitchroles.

2GroupWork-DescribeaPark

Eachgroupdescribesanaturepark:"Thereisalake.Thereare

flowers.Therearerabbits."Groupssharetheirdescriptions.Class

guesseswhichpark.

Todaywelearnedaboutnature-lakes,rivers,waterfalls,

forests,mountains,flowersandrabbits.Mike'sfamilysawso

Consolidationmanybeautifulthings!Weused"Thereis"and"Thereare"to

(巩固)

describenature.Remember:natureisfullofwonders-from

smallflowerstobigmountains.Whenwevisitnatureparks,let's

enjoyandprotectthem.Natureisforeveryone,nowandinthe

future!

Level1(Basic)

HomeworkReadthedialoguethreetimesandpractice"Thereis/are.”

(作业)

Level2(Intermediate)

Writefoursentencesaboutanaturepark.

Level3(Advanced)

Drawanatureparkandwritefivesentencesaboutit.

Blackboard

design

(板书设计)

Unit6Natureandus

PartALefstalk

Mike'sdad:Wow!ThatlakeisreaLLylovely!

MrLiu:Yes.Therearealsomany

riversinthenaturepark.

Mike'sdad:Isthereawaterfallintheforest?

MrLiu:Yes,thereis.Youllseea

beautifulonetoday!c

Mike:Great!Arethereanyfamous

mountainsinthenaturepark?

MrLiu:Yes,thereare.We'llvisitone，］

tomorrow.Therearemany*•

flowerstoo.Andtherearerabbits!

Mike:Thafsgreat!

Thelessonintroducednaturevocabularyand"Thereis/are"structures

effectively.Theguessinggamewasveryengaging-studentslovedasking

Reflectionquestions.Moststudentscoulddistinguish"is"and"are."However,somestill

（教后反思）madeerrorswithpluralforms-morepracticeisneeded.Thenaturetheme

excitedstudentsandtheysharedpersonalnatureexperiences.

人教pep五年级上册英语课时教案（英文版）

GradeTeacherPeriod

SubjectEnglishFiveMiss.Li2

（年JR）（教师）（课时）

（科目）

TopicUnit6NatureandusTypeNew

（课题）PartALefslearn（课型）Lesson

What:Teachnaturevocabulary:forest,river,lake,mountains,waterfalls,and

Text"Thereis/are'*fordescribingnature.

analysisHow:Usepicturereading,sentencepractice,dialoguerepetition,andpark

（语篇研读）designtopresentandpracticevocabulary.

Why:Real-lifenaturecontexthelpsstudentsdescribenaturalfeaturesusing

"Thereis/are'*structuresaccurately.

1.LanguageAbilityGoal

Learning

Studentswillread,sayandwritenaturewordsanduse"Thereis/arentodescribe

objectives

anaturepark.

（学习目标）

2.LearningAbilityGoal

Studentswillobservepictures,practicesentences,anddesigntheirownnature

park.

3.ThinkingQualityGoal

Studentswillcategorizenaturalfeatures（animals,plants,naturalsights）and

designapark.

4.CulturalAwarenessGoal

Studentswillappreciatethebeautyofnatureandunderstanditsimportance.

Keypoint：PPT,naturepicturecards,parkdesignworksheets,whiteboard,

Keyand

difficultmarkers,stickers

pointsDifficultpoint：Use"Thereis"withsingularand"Thereare"withpluralnouns

（教学重难点）correctly.

Teaching

PPT,foodflashcards,menuworksheets,realfoodpictures,whiteboard,markers,

aids

stickers

（教学准备）

TeachingTeachingproceduresRevised

lessonplanning

（教学过程）

steps（二次备课）

（教学环节）

Teachershowsnaturepicturesandasks:"Whatdoyousee?Is

Leadinthereaforest?Aretheremountains?"Studentsanswer.Teacher

（导入）says:"Todaywelearnmorenaturewords.Let'sdiscoverwhat'sin

thepark!"Theclassisready.

1LookandSay-NatureWords

Teachershowseachpictureonebyone.Studentsshoutthewords:

"Forest!River!Lake!Mountains!Waterfalls!'*Teacherwrites

themontheboard.Studentsrepeatwithactions-trees,

Presentation

flowingwaler,climbing,fallingwaler.Thisbuildsvocabulary.

（呈现）

2ReadandRepeat-Sentences

Teachershowssentences:"Thereisabigforestinthepark.There

isalongriverinthepark.Thereisalakeinthemountains.There

aresomebeautifulwaterfalls.nStudentsreadandpointto

pictures.Teacheremphasizes"is"and"are."Thispresentstarget

structures.

3ListenandRepeat-Dialogue

TeachershowsMikeandMrLiu'sdialogue:"Arethereany

waterfallsinthepark?Yes.Therearesomebeautifulwaterfalls.'*

Studentsrepeatinpairs.Teacherasks:"Arethereany

mountains?"Studentsanswer.Thispracticesquestioning.

4AskandAnswer-ParkTalk

Teachershowsdifferentparkpictures.Studentsask:"Istherea

lake?1'Teacheranswers.Studentspracticeinpairs.Thisbuilds

questioningskills.

5DesignaNaturePark-StepbyStep

Teachershowsthe"Designanaturepark"mindmap.Students

choose:animals,plants,naturalsights.Teachermodels:"Inmy

park,thereisalake.Therearemonkeys.Thereisawaterfall."

Studentspreparetodesign.Thispreparesforcreativework.

1PairWork-AskAboutthePark

PracticeStudentA:"Isthereariverinyourpark?"StudentB:"Yes,there

(操练)is."StudentA:"Arethereanymonkeys?"StudentB:"No,there

aren't."Theyswitch.

2GroupWork-DesignandShare

Eachgroupdesignsanatureparkandwritesthreesentences.

Groupssharev/iththeclass:"Thereis...Thereare../'

Todaywelearnednaturewords-forest,river,lake,mountains

andwaterfalls.Weused"Thereis"and"Thereare"todescribe

Consolidation

ourparks.Remember:natureisfullofbeautifulthings-big

(巩固)

forests,longrivers,calmlakes,highmountainsandamazing

waterfalls.Whenwevisitnature,weshouldprotectit.Keep

naturecleanandbeautifulforeveryone!

Level1(Basic)

HomeworkReadthenaturewordsaloudthreetimesandcopyeachone.

(作业)

Level2(Intermediate)

Writefoursentencesaboutanaturepark.

Level3(Advanced)

Designanatureparkposterwith5"Thereis/are1'sentences.

Blackboard

design

（板书设计）

Thenaturewordswereintroducedeffectivelythroughpictures.Students

enjoyeddesigningtheirownparksandused"Thereis/are"creatively.Most

Reflectioncoulddistinguish"is"and"are."However,somestillmadeerrorswith"some"

（教后反思）beforepluralnouns-morepracticeisneeded.Theparkdesignactivitywas

highlyengagingandstudentsshowedgreatcreativity.

人教pep五年级上册英语课时教案（英文版）

Subject「...Grade「Teacher.....Period

EnglishFiveMiss.Li3

（科目）（年级）（教师）（课时）

TopicUnit6NatureandusTypeNew

（课题）PartALefsspell（课型）Lesson

What:Teachthepronunciationruleof"al.""au,'1and"aw"withthe/c-7sound

Textthroughachant.

analysisHow:Usechantreading,wordsorting,listeningdiscriminationandcreative

（语篇研读）sentencewritingtopracticephonics.

Why:Phonicsinstructionthroughrhythmandcontexthelpsstudentsdecode

wordsandbuildreadingfluencyeffectively.

1.LanguageAbilityGoal

Studentswillidentify,readandspellwordswith"al,""au"and"aw"and

pronouncethebZsoundcorrectly.

2.LearningAbilityGoal

Learning

Studentswilllistenforphoneticpatterns,categorizewordsbyspelling,and

objectives

applyphonicstonewwords.

（学习目标）

3.ThinkingQualityGoal

Studentswillcompareandanalyze"al,""au"and"aw"patternsthrough

inductivereasoning.

4.CulturalAwarenessGoal

StudentswillenjoyEnglishrhythmandrhymes,buildingpositiveattitudes

towardpronunciation.

Keypoint：Masterthe/□/soundinwordslikePaul,author,autumn,walk,tall,

Keyand

difficultdraw,saw,all,small,wall.

pointsDifficultpoint：Distinguish"al,""au,"and"aw"spellingsandapplythecorrect

(教学重难点)soundtounfamiliarwords.

Teaching

PPT,audioplayer,wordcards,chantvideo,worksheets,whiteboard,markers,

aids

stickers

(教学准备)

TeachingTeachingproceduresRevised

lessonplanning

(教学过程)

steps(二次备课)

(教学环节)

Teachershowsapictureofautumntreesandasks:"Whatseason

Leadinisthis?Whatsounddoyouhearinautumnandtall?"Students

(导入)say:/o7!Teachersays:"Todaywelearnthe⑹soundwithPaul

theauthor.Let'schanttogether!"Theclassiscurious.

1ListenandChant-RhythmTime

Teacherplaysthechant.Studentslistenandpatthebeat.Teacherasks:

"Whatwordshavethe/o7sound?"Studentsshout:"Paul,author,autumn,

walk,tall,draw,all,small!*'Teachershows"al,0"au,""aw"ontheboard.

PresentationStudentschantwithactions:draw(drawingmotion),walk(walking),tall

(呈现)(reachhigh).Thisbuildsphoneticawareness.

2FindandCircle-WordDetective

Teachershowsthechanttext.Studentscirclev/oidswith"al"(tall,all,

small)inblue,"au"(Paul,author,autumn)inred,and"aw"(draw,walk)in

green.Teacherasks:"Whatdoyounotice?"Thisdevelopsvisual

recognition.

3ReadandSay-BlendingPractice

Teachershowsnewwords:tall,call,because.August,saw,law,hawk,paw.

Studentssoundoutusing/o7.Teacherflashescardsfaster.Thisbuilds

decodingfluency.

4ListenandCircle-SoundDiscrimination

Teacherplaystheaudio.Studentslistenandcirclethecorrectwordineach

pair(all/oil,saw/draw,draw/drive.lall/toll,walk/wall,angry/August).They

checkinpairs.Thisdevelopslisteningdiscrimination.

5Listen,WriteandSay-DictationChallenge

Teachersaysthreesentences:"Paulisan______,andhelikestotakea

______intheforest.(author/walk)""Heloves_______the_______treesin

theforest,(drawing/tall)""Paul______picturesoftreesin______.

(draws/autumn)"Studentswritemissingwords.Thisappliesphonicsin

context.

1PairWork-WordSortRace

PracticeEachpairsortswordcards(tall,all,small,Paul,autumn,author,

(操练)draw,walk,saw,fall)into"al,n"au,"and"aw"groups.Firstpair

tofinishcorrectlywinsstickers.

2GroupWork-CreateaSentence

Eachgroupchoosesthree/o7soundwordsandwritesone

sentence.Groupssharetheirsentences.

Todaywclearnedthe/□/soundwith"al,""au,nand"aw"-tall,

all,small,Paul,author,autumn,draw,walk,saw.Wechanted

ConsolidationaboutPaultheauthorwhodrawsautumntrees.Remember:

(巩固)

phonicshelpsyoureadnewwords.WhenyouseeMal,H"au,"or

"aw,"trythe3sound.Keeppracticingandyouwillbeexcellent

readers!

Level1(Basic)

HomeworkReadthechantthreetimesandcircleall"alJ"au,""aw"words.

(作业)

Level2(Intermediate)

Writefivesentencesusingwordswiththe/□/sound.

Level3(Advanced)

Findfivenew/o7soundwordsfromyourstorybooks.

Blackboard

design

(板书设计)

Thechantwasengagingandstudentsenjoyedtheautumntheme.Word

sortingclearlyshowedmoststudentsunderstoodthespellingpatterns.However,

Retlectionsomestruggledwithlisteningdiscriminationbetweensimilarsounds-more

（教后反思）minimalpairpracticeneeded.The"aw"group（draw,walk,saw）wasthemost

memorableforstudents.

人教pep五年级上册英语课时教案（英文版）

Subject「...GradeTeacher....Period

EnglishFiveMiss.LTi4

（科目）（年汲）（教师）（课时）

TopicUnit6NatureandusTypeNew

（课题）PartBLefstalk&Lefslearn（课型）Lesson

What:Teachbadweathervocabulary（strongwind,heavyrain,fog,floods,

Textheavysnow）and"Therewillbe...”forweatherforecasts.

analysisHow:Uselistening,dialoguereading,weatherreporting,andwritingtopresent

（语篇研读）andpracticeweatherlanguage.

Why:Real-lifeweathercontexthelpsstudentsdescribebadweatherand

understandhowtostaysafe.

1.LanguageAbilityGoal

Studentswilldescribebadweatherusing"Thereis/are"and"Therewillbe...”

andtalkaboutsafetyactions.

2.LearningAbilityGoal

LearningStudentswilllistenforkeyinformation,writeweatherreports,anddiscuss

objectivesweather-relatedactivities.

（学习目标）3.ThinkingQualityGoal

Studentswillanalyzeweatherconditionsandmakeappropriatesafetydecisions.

4.CulturalAwarenessGoal

Studentswillunderstandthatweathercanbedangerousandlearnhowlostay

safe.

：（

KeyandKeypointMasterbadweathervocabularystrongwind,heavyrain,fog,

difficultfloods,heavysnow）and"Therewillbe...”forfutureweather.

pointsDifficultpoint：Use"will"forfutureweatherandgivesafetyadviceusing"I

（教学更难点）will..."and"Ineedto..."

Teaching

PPT,audioplayer,weatherpicturecards,weatherreportworksheets,

aids

whiteboard,markers,stickers

(教学准备)

TeachingTeachingproceduresRevised

lessonplanning

(教学过程)

steps(二次备课)

(教学环节)

Teachershowsweatherpicturesandasks:"What'stheweather

Leadinliketoday?What'sbadweather?"Studentsshare:"Rain!Wind!

(导入)Snow!”Teachersays:"TodayMike'stripiscancelledbecauseof

badweather.Let'slearnaboutbadweather!'Theclassisready.

1ListenandCircle-Today'sWeather

Teacherplaysthedialogue.Studentslistenandcircle:"Today's

weatherisgood/bad.(bad)Therewillberain/snowthisafternoon.

(rain)1'Teacherchecksanswers.Thisbuildslistening

Presentationcomprehension.

(呈现)

2WatchandAnswer-BadWeatherProblems

Teachershowsthedialogue.Studentsanswer:"Whycan'ttheygo

onthetrip?(strongwind)Whatwillhappenintheafternoon?

(heavyrain)WhatwillDaddo?(buyumbrellasandraincoats)

Whatwilltheweatherbetomorrow?(fine)"Thispresentstarget

language.

3ListenandRepeat-WeatherTalk

Teacherplays:hedialoguesentencebysentence.Studentsrepeat

withnaturalintonation.Teacheremphasizes"Therewillbe...”

Thisensuresaccuratepronunciation.

4RolePlay-ActItOut

Studentsworkingroupsoffour(Mike,Dad,Mum,MrLiu).Two

groupsperforminfront.Thisbuildsconfidence.

5Let'sLearn-BadWeather

Teachershowsfourpictures:fogontheseainspring,heavy

rain/floodsinsummer,windy/autumnfires,heavysnowinwinter.

Studentsreadandrepeat.Teacherasks:"Isthereanybadweather

hereinsummer?(Yes,heavyrain,sometimesfloods)"This

presentsvocabularyincontext.

1Listen,WriteandSay-WeatherReport

PracticeStudentslistenandfillinthetableforSaturdayandSunday

(操练)weather.Theywrite:"Saturday-strongwind-stayinside.

Sunday-fine-gotothepark."Groupsshare.

2GroupWork-WorldWeatherReport

TeachershowsLondonandMoscowweather.Studentswrite:"In

London,therewillbeheavyraintoday.Tomorrow,itwillbe

cloudy."Groupssharereports.

Todaywelearnedaboutbadweather-strongwinds,heavy

rain,fog,floodsandheavysnow.Mike'stripwascancelled,but

Consolidationtheystayedsafe.Weathercanbedangerous,butwecanbesmart!

(巩固)

Whenthereisbadweather,stayinside,closewindows,andlisten

toadvice.Remember:safetycomesfirst.Enjoygoodweatherand

becarefulinbadweather.Natureisbeautifulbutpowerful!

Level1(Basic)

HomeworkReadthedialoguethreetimesandpracticeweatherwords.

(作业)

Level2(Intermediate)

Writefoursentencesaboutbadweatherinyourcity.

Level3(Advanced)

Makeaweatherreportvideoforyourcitythisweek.

Blackboard

design

(板书设计)

Thelessonconnectedweathertosafetyeffectively.Studentswereengaged

withthetripcancellationstory.Mostcoulduse"Therewillbe"correctly.The

weatherreportactivitywaspracticalandstudentsenjoyedbeingweather

reporters.However,somestruggledwith"will"vs."is"-morepracticeis

needed.Safetymessageswerewellreceived.

Reflection

（教后反思）

人教pep五年级上册英语课时教案（英文版）

SubjectGradeTeacherPeriod

EnglishFiveMiss.Li5

（科目）圾）《教师〉（课时）

TopicUnit6NatureandusTypeNew

（课题）PartBReadandwrite（课型）Lesson

What:Teachreadingcomprehensionaboutmountainhikingsafetytips-

Textweather,water,shoes,clothes,andtripplanning.

analysisHow:Usereading,tipcompletion,andcreativewritingtopracticesafetyadvice

（语篇研读）foroutdooractivities.

Why:Reading-to-writingapproachdevelopscomprehensionandencourages

safetyawarenessinnature.

1.LanguageAbilityGoal

LearningStudentswillreadhikingsafetytipsandwriteadviceforgoingtotheseainhot

objectivesweather.

（学习目标）2.LearningAbilityGoal

Studentswillextractinformation,completetips,andapplysafetyadvicein

writing.

3.ThinkingQualityGoal

Studentswillanalyzesafetyrulesandgive