中小学教育资源及组卷应用平台
Unit 1单元整体教学设计
单元课题 五年级上册 教材页码 P2-9
单元主题 意义 本单元围绕饮食、学习科目、业余活动询问或表述个人喜好井简述原因。学习过程中，帮助学生感悟每个人在不同的领域都有自己的爱好和选择，应懂得尊重和欣赏并善于与他人交流和分享。本单元的核心知识是：学习比较级和最高级的询问及表达形式。“Which do you like better I like… better. Which... do you like best I like...best. I do best in.... I like... but I like ... better”。
教学内容分析 1.来源&内容： 本单元来自北京版英语五年级上册的第一个单元。本单元的话题是谈论个人喜好并阐述原因，Which do you like better 具有承上启下的作用，承接学生学过的表达喜欢的事物，以及谈论最喜欢的食物的相关表达知识，同时，为接下来第六单元将要学习的谈论最喜欢的体育运动等内容做铺垫。 2.纵向知识关联： 功能：询问并回答，介绍，描述，情感。 话题：询问或表述个人喜好井简述原因。 语言知识： 3（上）Unit 5 It’s a nice autumn day.I like autumn. I love snowy days.3(下)Unit 3 I like jiaozi best.I like jiaozi best.4(上)Unit 5 Which kind would you like Which kind would you like What would you like to eat 4(下)Unit 1 Do you like music I like pop song best.6(上)Unit 5 What are your favourite sport What’s your favourite game
3.横向知识关联： 第一单元中 L1主要学习询问并回答更喜欢哪种食物和饮料；L2 主要学习 询问及描述自己或他人最喜欢的学科；L3询问别人或表达自己对某两种事物或某两个活动喜欢的不同程度。三课都需要重点学习和不断强化的是： (1) 掌握本单元出现的食物类、学科类、业余活动类词汇并能在相应情景中运用。 (2)明确比较是发生在同类事物之间,两者之间的比较用"Which do you like better I like.. better.”三者或以上之间的比较用Which... do you like best I like ... best.”; (3) 比较级和最高级的使用方法。 4.单元探究设计：
学情分析 1.年龄特征： 五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。我们的学生虽然已有四年的英语学习经验，但还有以下一些问题需要解决。部分学生学习兴趣不是很高，个别的学生甚至对学习有厌恶感，同时，许多学生还是为学习而学习，谈不上兴趣问题，回家不会学习，无正确的学习方法，不知如何看书，学习态 度谈不上十分端正，回家以后巩固时间很少，且缺乏有效的巩固手段，练的机会明显不足。部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，有作业就写，无作业就玩。老师布置的作业不能按时完成，回家看书也只是应付家长，作业不能很好完成。 2.知识储备： 第一单元是表示喜好的话题。学生在二、三、四年级已经学过了表示 like summer.和一般疑问句Do you like spring/music... 及它的肯定答: Yes, I do.和否定答 No, I don’t. 在三年级谈论最喜欢的食物中作为重点句型出现过了I like Jiaozi best.这些上位知识同学们都很熟悉，对新知like... better.的学习起到辅助作用。 3.能力水平： 五年级的学生已具备能够准确从对话当中提炼主要信息的能力；能在语境当中用合适的日常用语询问和回答自己更喜欢哪种食物或饮料；能掌握比较级的一般用法。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇supermarket, juice, English, difficult, maths, subject, draw, art, science, sheep, bear, minute, put。 2. 能在语境中学习句型— Chicken or fish, which do you like better — I like fish better. —Which class do you like best —I like English best. I do best in English. I like reading, but I like drawing better. Chinese is Lingling's favourite subject. What's your favourite food 能在语境中理解比较级、最高级的一般用法； 3. 培养学生的喜好意识,在生活中会描述自己的喜好。
第三课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，理解对话中讨论自己最喜欢的课外活动所使用的核心语言：Which do you like better, … or … I like reading, but I like drawing better. ;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，讨论自己最喜欢的课外活动，培养学生的喜好意识,在生活中会描述自己的喜好。（迁移创新）
完成本课时目标所需要的核心语言如下：
—Which do you like better, … or …
—I like reading, but I like drawing better.
二、教学重难点
1. 在实际交流情境中，对“Which do you like better, … or … I like …, but I like … better.”的理解与恰当运用。
2. 在实际情境中，针对“课余活动的偏好”与他人进行简单交流。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，理解对话中询问并回答更喜欢哪种课文活动所使用的核心语言“… or …, which do you like better I like … better.” 1.Lead in 校报小记者调查了学生们最喜欢的科目，大家对学生们喜欢的科目有所了解。在学校里，除了学习还会有丰富多彩的课余活动，那么同学们都喜欢哪些课外活动呢？我们一起来做一调查。以学校校报做调查为情景引入本节课关于询问并回答更喜欢哪种课外活动。通过做调查，自然过度到本节课的主要内容，学习询问并回答更喜欢哪种课外活动。 2. Look and think 下课时间，Guoguo, Sara和Mike在聊天，他们在聊什么？我们听听他们怎么说。播放课文视频，组织学生带着问题看视频: What are they talking about 3. Let’s watch 播放课视频，组织学生观看视频，跟读课文，并尝试理解课文大意；着重留意涉及前面提到的问题的语句，尝试组织语言，总结概括出答案。 通过视频，你对Guoguo, Sara和Mike更喜欢的课外活动有所了解了吗？接下来我们仔细听听他们自己是怎么说的？ 4. Listen and complete 你知道Guoguo, Sara和Mike更喜欢的课外活动是什么了吗？我们一起听一听，填一填。 根据对话内容，把所给句子中缺失的部分补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力能力。 5. Let’s learn Is it a fairy tale No. It’s science fiction. 6. Listen and answer What is Sara doing She is reading a book. What is Sara reading She is reading Around the World in Eighty Days. What is Mike doing He is drawing a picture. What is Mike drawing He is drawing a sheep and a bear. 出示问题，播放音频，组织学生根据录音内容，回答问题。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力、归纳总结、口语表达能力。 7. Listen and repeat Guoguo, Sara和Mike在讨论他们更喜欢的课外活动是什么，我们一起听一听，读一读吧。 加强学生对课文内容的理解，感受课文中单词的发音，以及句子的语音语调。 8. Let’s role-play Guoguo, Sara和Mike在讨论他们更喜欢的课外活动是什么，我们一起来表演一下吧。 组织学生角色扮演课文内容。找三名学生，分别扮演Guoguo, Sara和Mike，三人就课文内容进行对话练习。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 教师观察学生朗读时的语音语调，及时加以纠正并鼓励。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现地是否到位。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，掌握本节课询问并回答更喜欢哪种课外活动的句型。学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1. Ask and answer 出示图片，组织学生根据所给图片，对话练习询问他人更喜欢哪种课外互动。巩固练习本节课重点句型：… or …, which do you like better I like … better. —Which do you like better, reading or drawing —I like reading, but I like drawing better. —Which do you like better, keeping birds or growing flowers —I like keeping birds, but I like growing flowers better. —Which do you like better, throwing beanbags or jumping rope —I like throwing beanbags , but I like jumping rope better. —Which do you like better, flying kites or riding bikes —I like flying kites, but I like riding bikes better. —Which do you like better, playing basketball or playing football —I like playing basketball, but I like playing football better. 2. Listen and choose 出示图片，播放音频，组织学生根据听力内容，从图片中选出与音频相符的一项。考查学生对本节课重点知识的理解和掌握程度的同时，锻炼学生的听力能力。 教师观察学生能否对核心语言进行有效应用。 教师观察学生在语境中运用核心语言进行问答和交流的情况，根据学生表现予以指导和反馈，学生会对核心语言进行有效应用和实时创新。
设计意图：通过自主发表看法和意见，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。从学习理解过渡到应用实践，能够根据日常生活实际对假期活动进行交流分享，自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，询问并回答更喜欢哪种课外活动。 1. Brainstorm 调查学生们更喜欢的户外活动，那么你更喜欢哪种课外活动呢？你知道不同的课外活动的表达吗？想一想，说一说吧。 2. Pair work 出示图片，和对话内容，组织学生根据图片进行对话练习。巩固练习本节课重点句型： —Which does Mike like better, reading or drawing —He likes drawing better. —Which does Baobao like better, playing football or flying kites —He likes flying kites better. —Which does Lingling like better, keeping birds or growing flowers —She likes keeping birds better. —Which does Yangyang like better, throwing beanbags or jumping rope —He likes jumping rope better. 现在我们已经调查了同学们喜欢的食物和饮料、学科以及课外活动，我们会把调查结果汇报在下周的校报上，同学们敬请期待。 3. Homework Must do: 1. Listen and read the dialogue. 2. Talk about your favourite activities. Choose to do: 1.Do a survey about what’s your classmates’ favourite activities, then make a report about it. 教师观察学生的参与程度，鼓励学生拓展思维，敢于表达。 教师创设情境，观察学生对此情境的兴趣和参与度。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力，培养学生的喜好意识,在生活中会描述自己的喜好。(共41张PPT)
Unit 1 Which do you like better
北京版五年级上册
Lesson 3
Now we’ve surveyed students’ favourite food, drinks and subjects. Then how about activities Let’s do the survey.
What are they talking about
Look and think
Let’s watch
Listen and complete
I’m reading Around the
World in Eighty Days.
What are you ___________
reading
Listen and complete
No. It’s ____________.
I like science fiction better.
science fiction
Is it a __________
fairy tale
Let’s learn
Is it a fairy tale
Little Red Riding Hood is a fairy tale.
Let’s learn
No. It’s science fiction.
The Three-Body Problem is a science fiction.
Listen and complete
What’s _____the picture
in
I like reading, too, _____I like _________better.
but
drawing
Listen and complete
Can I ______it
have
A ______and a ______.
sheep
bear
Yes, but ____________, please. I will ____my name _____it.
wait a minute
put
on
Listen and answer
What is Sara doing
She is reading a book.
Let’s learn
What is Sara reading
She is reading Around the World in Eighty Days.
Let’s learn
What is Mike doing
He is drawing a picture.
Let’s learn
What is Mike drawing
He is drawing a sheep and a bear.
Listen and repeat
What are you reading
Listen and repeat
I’m reading Around the World in Eighty Days.
Listen and repeat
Is it a fairy tale
Listen and repeat
No. It’s science fiction.
I like science fiction better.
Listen and repeat
I like reading, too, but I like drawing better.
Listen and repeat
What’s in the picture
Listen and repeat
A sheep and a bear.
Listen and repeat
Can I have it
Listen and repeat
Yes, but wait a minute, please. I will put my name on it.
Let’s role-play
Guoguo: What are you reading
Sara: I’m reading Around the World in Eighty Days.
Guoguo: Is it a fairy tale
Sara: No. It’s science fiction. I like science fiction better.
Let’s role-play
Mike: I like reading, too, but I like drawing better.
Sara: What’s in the picture
Mike: A sheep and a bear.
Guoguo: Can I have it
Mike: Yes, but wait a minute, please. I will put my name on it.
Ask and answer
—Which do you like better, reading or drawing
—I like reading, but I like drawing better.
Ask and answer
—Which do you like better, keeping birds or growing flowers
—I like keeping birds, but I like growing flowers better.
Ask and answer
—Which do you like better, throwing beanbags or jumping rope
—I like throwing beanbags , but I like jumping rope better.
Ask and answer
—Which do you like better, flying kites or riding bikes
—I like flying kites, but I like riding bikes better.
Ask and answer
—Which do you like better, playing basketball or playing football
—I like playing basketball, but I like playing football better.
Listen and choose
√
√
√
Listen and check
1.—Which do you like better, singing or dancing
—I like singing better.
2. —Which do you like better, swimming or skating
—I like swimming better.
3. —Which do you like better, skipping rope or beanbags-throwing
—I like beanbags-throwing better.
Brainstorm
activities after school
running
reading
riding bikes
playing football
playing basketball
flying kites
jumping rope
drawing
swimming
skiing
skating
singing
dancing
keeping birds
Pair work
—Which does Mike like better, reading or drawing
—He likes drawing better.
Pair work
—Which does Baobao like better, playing football or flying kites
—He likes flying kites better.
Pair work
—Which does Lingling like better, keeping birds or growing flowers
—She likes keeping birds better.
Pair work
—Which does Yangyang like better, throwing beanbags or jumping rope
—He likes jumping rope better.
We’ve got all the data we need. We’ll report the result on the school newspaper next week. It’s coming soon.
Homework
Must do:
1. Listen and read the dialogue.
2. Talk about your favourite activities.
Choose to do:
1.Do a survey about what’s your classmates’ favourite activities, then make a report about it.
谢谢
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