Unit 1 Growing up （教学设计）-2025-2026学年外研版（三起）英语五年级下册

Unit 1 Growing up 教学设计 一、核心素养目标 立足五年级英语学习需求，落实四大核心素养。语言运用上，掌握tall, short, young, old, strong等核心词汇，熟练运用I was.../I am... 、I couldn't.../I can... 句型描述成长变化。思维能力上，通过过去与现在的对比分析，培养逻辑对比与情景适配能力。文化意识上，理解成长的多元意义，学会正视自身变化，树立积极的成长观念。学习能力上，提升自主模仿、小组合作表达能力，养成主动梳理知识、对比记忆的习惯，言简意赅覆盖核心要求。 二、教学重难点及突破策略 （一）教学重点 1. 词汇掌握：认识并运用tall, short, young, old, strong, thin, big, small等形容词，明确其含义、发音及反义词搭配；掌握核心短语tall and strong, short and thin。2. 句型运用：熟练掌握一般过去时与一般现在时对比句型，I was...（过去外貌/状态）、I am...（现在外貌/状态）；I couldn't...（过去不能做）、I can...（现在能做），能准确描述自身成长变化。3. 情景运用：能在真实情景中结合自身经历，用核心词汇句型连贯表达外貌、能力的成长变化，完成简单的对话与分享。 （二）教学难点 1. 语法运用：准确区分be动词过去式was/were（I后用was）与现在式am/is（I后用am），避免时态混淆；掌握情态动词couldn't（can的过去式否定式）的用法，区分couldn't与can的时态差异。2. 对比表达：能在同一语境中连贯运用过去与现在对比句型，避免句型混用、时态错位。3. 语义拓展：能结合具体事例描述能力变化，如I couldn't swim before. Now I can swim well. ，丰富表达内容。 （三）突破策略 1. 情景对比突破：展示学生幼时与现在的照片、教师自身成长照片，直观呈现外貌变化，引导学生用句型描述，强化时态与句型的关联记忆。2. 实操体验突破：设计能力体验活动，如模拟过去不会做（跳绳、写字）与现在会做的动作，让学生在实操中理解couldn't与can的用法，深化时态感知。3. 合作对比突破：开展小组成长分享会，让学生在互动中互相纠正时态错误、句型混用问题，通过互评互改提升对比表达的准确性与连贯性。 三、教学过程 （一）导入环节：情景激趣，衔接旧知 1. 情景导入 创设成长照片展情景：教师展示自己幼时与现在的照片，提问：Boys and girls, look at these photos. Who is this? 引导学生猜测，再揭晓答案：It's me. How did I change? 引导学生用中文回答，如变高了、变壮了。教师总结：We all change as we grow up. Today we will learn how to talk about our growing up in English. 引出本节课主题，激发学生分享自身成长的兴趣。 2. 旧知铺垫 ① 复习基础内容：复习形容词tall, short, big, small（三年级已学），通过实物对比（大球与小球、高个子与矮个子同学）巩固词义；复习be动词am/is/are的用法（I am... 、He/She is...），为过去式was的学习铺垫；复习情态动词can的用法（I can...），为couldn't的学习衔接。② 过渡衔接：教师板书课题Growing up /ˈɡrəʊɪŋ ʌp/，指导认读，强调grow的现在分词形式growing；引出新词汇strong /strɜːŋ/、thin /θɪn/，结合动作（肌肉发力表强壮、侧身表瘦弱）讲解词义，引导学生跟读，激活旧知储备，自然过渡到新知学习。 （二）探究环节：词汇学习，句型运用 1. 核心词汇与短语学习 ① 词汇认读与搭配：结合实物、动作、照片逐一教学核心词汇，突破重难点。tall（高的）/short（矮的）：对比班级高、矮同学，指导发音/tɔːl/、/ʃɔːt/，强调反义词搭配；young（年轻的）/old（年老的）：展示幼儿与老人照片，发音/jʌŋ/、/əʊld/，补充I was young before. Now I am old. 例句；strong（强壮的）/thin（瘦弱的）：教师做肌肉动作、学生侧身动作，发音/strɜːŋ/、/θɪn/，组成短语tall and strong（又高又壮）、short and thin（又矮又瘦）；big（大的）/small（小的）：对比大、小书包，巩固反义词搭配。教师示范认读，指导学生跟读，纠正发音错误，让学生通过直观对比强化词义记忆。② 词汇巩固：开展反义词配对游戏，教师说词汇（tall），学生快速说出反义词（short）；或展示词汇卡片，学生抢答反义词，在互动中巩固词汇搭配与记忆。 2. 核心句型学习与拓展 ① 外貌变化句型：教师结合自身照片，示范句型I was.../I am... 。如I was short before. Now I am tall. I was thin before. Now I am strong. 讲解be动词was（I后用was，过去式）与am（I后用am，现在式）的用法，强调时态差异。指导学生结合自身幼时状态，用I was... 造句，再描述现在状态，用I am... 造句，强化对比记忆。② 能力变化句型：教师示范情态动词对比句型，I couldn't.../I can... 。如I couldn't swim before. Now I can swim. I couldn't ride a bike before. Now I can ride a bike well. 讲解couldn't是can的过去式否定式，后接动词原形，表过去不能做某事。指导学生结合自身能力，用句型造句，如I couldn't write well before. Now I can write well. ③ 句型巩固：开展句型接龙活动，教师说主题（外貌），学生接I was... Now I am... ；教师说主题（能力），学生接I couldn't... Now I can... ，依次接龙，强化句型运用与时态区分。 3. 情景探究与分享 ① 情景分析：展示4张成长变化图（幼时矮/现在高、幼时瘦弱/现在强壮、幼时不会跳绳/现在会跳绳、幼时不会写字/现在会写字），引导学生分组讨论：What changes do you see? How to describe them with the sentences we learned? 每组推选代表发言，用核心句型表达，如He was short before. Now he is tall. He couldn't skip before. Now he can skip. ② 小组分享：学生结合自身成长经历，在小组内用核心词汇句型分享，如I was small before. Now I am big. I was short and thin before. Now I am tall and strong. I couldn't swim before. Now I can swim. 教师巡视指导，及时纠正时态错误（如was与am混用）、句型错误（如couldn't后接动词三单），鼓励学生丰富表达内容。 （三）巩固环节：分层任务，深化提升 1. 基础任务：词汇与句型巩固 ① 词汇书写：重点指导核心词汇书写，如strong（注意r的发音与拼写）、thin（注意结尾n的拼写）、young（注意y的发音）；指导短语tall and strong、short and thin的书写，强调并列形容词用and连接。学生描红、临写，教师点评，纠正拼写错误与书写规范问题。② 句型仿写：给出例句，让学生仿写句子。如外貌对比例句：I was short before. Now I am tall. 仿写：I was thin before. Now I am strong. 能力对比例句：I couldn't swim before. Now I can swim. 仿写：I couldn't ride a bike before. Now I can ride a bike. 强化句型结构与时态区分。 2. 提升任务：情景对话创编 分组任务：每组围绕成长变化主题，创编一段简单对话，要求融入至少3个核心词汇、2组对比句型（外貌+能力）。如：A: How did you change? B: I was short before. Now I am tall. A: What about your abilities? B: I couldn't skip before. Now I can skip well. A: Wow, you are great! 每组展示对话，全班点评，重点关注词汇搭配、时态准确性与对话连贯性，提升语言表达能力。 3. 拓展任务：成长短文仿写 ① 范文引路：呈现成长短文范文，如My Growing Up: I have changed a lot. I was short and thin before. Now I am tall and strong. I was young before. Now I am older. I couldn't swim before. Now I can swim well. I couldn't ride a bike before. Now I can ride a bike every day. I like my growing up. 分析短文结构（总起+外貌变化+能力变化+总结）与句式特点（对比句型）。② 仿写练习：让学生结合自身经历，仿写一篇6-8句的成长短文，要求融入至少4个核心词汇、3组对比句型。学生独立完成，教师巡视指导，纠正时态错误、语句通顺度问题。③ 互评修改：小组内互相批改短文，标注错误并修改，教师选取优秀范文与典型错误范文，全班点评，强化读写能力与时态运用能力。 （四）拓展环节：总结升华，践行成长 1. 主旨总结 师生共同总结：本节课我们学习了描述成长变化的核心词汇与对比句型，能用法语描述自己外貌、能力的过去与现在。成长是每个人的必经之路，我们会变得更高、更强，也会学会更多本领。希望大家正视自己的成长变化，努力学习新本领，成为更好的自己。 2. 易错辨析 梳理易错点，① 时态错误：be动词过去式与现在式混用，如I was tall now. （错误）→I am tall now. （正确）；couldn't与can混用，如I can't swim before. （错误）→I couldn't swim before. （正确）。② 语法错误：couldn't后接动词原形，避免出现I couldn't swam. （错误）→I couldn't swim. （正确）；I后用was，不用were，如I were short before. （错误）→I was short before. （正确）。③ 表达错误：反义词搭配不当，如不说tall and thin，根据实际选择tall and strong或short and thin。引导学生对照自查，强化记忆。 （五）总结梳理环节：归纳回顾，强化认知 1. 知识回顾 师生共同梳理：本节课我们掌握了tall, short等核心词汇及反义词搭配，学会了I was.../I am... 、I couldn't.../I can... 对比句型，能准确描述外貌与能力的成长变化；完成了对话创编与短文仿写，整合了词汇与句型知识，提升了听说读写综合能力，树立了积极的成长观念。 2. 方法提炼 提炼学习方法：① 记词汇：采用反义词配对、情景对比记忆法，将词汇与具体形象关联，强化记忆；② 练句型：通过造句、接龙、对话创编，区分时态差异，熟练运用对比句型；③ 用语言：结合自身经历，将语言学习与生活实际结合，提升表达的真实性与连贯性。鼓励学生课后用所学句型向家人分享自己的成长变化，强化知识运用。 四、板书设计 Unit 1 Growing up （一）核心词汇（反义词配对） 1. 外貌类： ① tall /tɔːl/（高的）— short /ʃɔːt/（矮的） ② young /jʌŋ/（年轻的）— old /əʊld/（年老的） ③ strong /strɜːŋ/（强壮的）— thin /θɪn/（瘦弱的） ④ big /bɪɡ/（大的）— small /smɔːl/（小的） 2. 核心短语： ① tall and strong（又高又壮） ② short and thin（又矮又瘦） （二）核心句型（对比句型） 1. 外貌/状态变化（be动词对比）： ① 过去：I was + 形容词. 例句：I was short before. ② 现在：I am + 形容词. 例句：Now I am tall. 2. 能力变化（情态动词对比）： ① 过去不能：I couldn't + 动词原形. 例句：I couldn't swim before. ② 现在能：I can + 动词原形. 例句：Now I can swim. （三）语法要点 1. be动词：I后过去式用was，现在式用am 2. couldn't：can的过去式否定式，后接动词原形 3. 时态标志：before（过去）、now（现在） （四）易错提醒 1. 时态：不说I was tall now. 要说I am tall now. 2. 语法：不说I couldn't swam. 要说I couldn't swim. 3. 搭配：不说tall and thin，根据实际选择对应短语 五、课堂练习 情景内容：五年级（4）班正在开展成长分享会，同学们踊跃分享自己的变化，过程中出现一些表达错误。小明说I were short before. Now I am tall. ；小红描述能力时说I can't swim before. Now I can swim. ；小刚说I was tall and thin before. 与自身实际外貌不符；小芳写短文时出现I couldn't writes before. 。大家互相提醒纠正，完善自己的成长分享内容。 1. 小明想纠正be动词错误，下列表达正确的一项是（ ） A. I were short before. Now I am tall. B. I was short before. Now I am tall. C. I was short before. Now I was tall. D. I am short before. Now I am tall. 2. 小红想纠正时态错误，描述过去不能游泳，下列句子正确的一项是（ ） A. I can't swim before. Now I can swim. B. I couldn't swim before. Now I can swim. C. I couldn't swam before. Now I can swim. D. I can swim before. Now I can't swim. 3. 小刚想结合自身实际，正确描述过去外貌又矮又瘦，下列说法正确的一项是（ ） A. I was tall and thin before. B. I was short and strong before. C. I was short and thin before. D. I am short and thin before. 4. 小芳想纠正couldn't后的动词错误，下列句子正确的一项是（ ） A. I couldn't writes before. B. I couldn't write before. C. I couldn't writing before. D. I can't writes before. 5. 下列关于词汇句型，结合情景和知识点，错误的一项是（ ） A. I was young before. 时态与句型正确 B. couldn't后接动词原形，用法正确 C. tall and strong（又高又壮）搭配正确 D. I were tall before. be动词用法正确 6. 下列句子中，时态、搭配及语义均正确的一项是（ ） A. I was thin before. Now I am strong. I couldn't ride a bike before. Now I can ride it. B. I was tall before. Now I am short. C. I couldn't swim before. Now I couldn't swim. D. I am young before. Now I am old. 7. 结合情景，描述自己过去不会骑自行车，现在会骑，下列句子合理且准确的一项是（ ） A. I couldn't ride a bike before. Now I can ride a bike. B. I can't ride a bike before. Now I can ride a bike. C. I couldn't ride a bike before. Now I couldn't ride a bike. D. I can ride a bike before. Now I can't ride a bike. 8. 下列句子中，成长变化表达正确且贴合情景的一项是（ ） A. I was small before. Now I am big. I can eat well. B. I was tall before. Now I am tall. C. I couldn't swim before. Now I can't swim. D. I am short before. Now I was tall. 9. 结合情景，用本节课所学词汇和句型，完成一段同学间纠正错误、完善成长分享的对话（至少5句），要求包含纠正be动词、couldn't用法、词汇搭配、时态错误，以及补充成长变化内容。 10. 结合情景和知识点，说说我们在描述成长变化时，如何避免时态、语法及词汇搭配错误？请结合具体例子说明。 六、答案解析 （一）单选题答案及解析 1. B 解析：I后be动词过去式用was，现在式用am，时态标志before对应was，now对应am，正确表达为I was short before. Now I am tall. ；A项were误用，C项now后用was错误，D项before后用am错误，均不符合。 2. B 解析：描述过去不能做某事用couldn't+动词原形，before对应couldn't，now对应can，正确表达为I couldn't swim before. Now I can swim. ；A项can't误用，C项swam误用，D项语义相反，均不符合。 3. C 解析：又矮又瘦的正确短语为short and thin，before对应过去式was，正确表达为I was short and thin before. ；A项词汇搭配与语义不符，B项搭配错误，D项before后用am错误，均不符合。 4. B 解析：couldn't后接动词原形，write为原形，正确表达为I couldn't write before. ；A项writes误用，C项writing误用，D项can't后writes误用，均不符合。 5. D 解析：I后be动词过去式用was，不用were，I were tall before. 用法错误，D项错误；A、B、C项均为词汇句型的正确表述。 6. A 解析：句子时态正确、搭配无误、语义连贯，贴合成长变化情景；B项语义相反，C项时态矛盾，D项before后用am错误，均错误。 7. A 解析：句子时态准确、句型正确，贴合过去不会骑自行车、现在会骑的情景；B项can't误用，C项时态矛盾，D项语义相反，均不符合。 8. A 解析：句子表达正确，描述外貌变化（从小变大）及能力关联，贴合成长情景；B项无变化，语义不符，C项时态矛盾，D项时态混用，均不符合。 （二）材料分析题参考答案 9. 参考对话： A: I were short before. Now I am tall. I can't swim before. B: Wait, there are mistakes. I后用was, not were. It should be I was short before. A: Oh right! And how to say 我以前不会游泳？ B: Use couldn't, not can't. It's I couldn't swim before. Couldn't is for the past. C: I was tall and thin before. But I was short actually. D: Change it to I was short and thin before. It fits your appearance. A: I also wrote I couldn't writes before. B: No, couldn't is followed by the original verb. It's I couldn't write before. You can add Now I can write well. C: Wow, your sharing is better now. I was young before. Now I am older. I couldn't ride a bike before. Now I can ride it. A: That's great! （解析：对话需包含4种错误纠正、核心词汇句型运用，语句通顺、逻辑合理，至少5句即可，答案不唯一。） 10. 避免错误的方法：① 时态方面，牢记时态标志词，before对应过去式（was/couldn't），now对应现在式（am/can），例：不说I was tall now. ，要说I am tall now. ；不说I can't swim before. ，要说I couldn't swim before. 。② 语法方面，牢记I后be动词过去式用was，不说I were... ；couldn't后接动词原形，不说I couldn't swam... ，要说I couldn't swim... 。③ 词汇搭配方面，结合自身实际选择正确短语，例：不说I was tall and thin before. （自身实际矮），要说I was short and thin before. ；避免反义词搭配混乱，根据外貌选择tall and strong或short and thin。 七、反思与感悟 本节课结合成长主题与学生生活经验落实教学目标，多数学生能掌握核心词汇与对比句型，但部分学生仍存在was/were混用、couldn't后动词形式错误问题。后续需强化时态对比专项训练、语法易错点针对性练习，增加真实情景表达机会，助力学生精准运用知识，提升成长变化描述的连贯性与准确性。 学科网（北京）股份有限公司 $