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

该教案聚焦外研版五年级上册Unit 4“做更好的自己”主题，核心知识点为性格习惯类形容词（如hard-working, careless等）及should/shouldn't句型。通过单元主题图导入激活旧知，用反义词表格、信息梳理表格等支架，衔接词汇学习、句型操练到语篇读写，构建完整知识脉络。 特色在于融合语言能力与思维品质培养，通过对比形容词词义对立关系、分析Tom等人物优缺点发展逻辑思维，结合真实生活案例渗透文化意识，写作框架支架提升学习能力。助力学生提升语言运用与自我反思能力，为教师提供系统分层教学方案，高效落实核心素养。

《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 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A better me 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《A better me》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Listen and read，Listen and say，Read and write，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：I am… I want to be… I should / shouldn’t… You should…，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+Listen and say对话；第2课时：课文精读Listen and read，句型深化理解should/shouldn’t；第3课时：Read and write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 I am… I want to be… I should / 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 I should… / I shouldn’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 Listen and say 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：Look at this picture. Boys and girls, look at these children. What are they thinking about? 生：They are thinking about themselves. 师：Yes. Today our unit is “A better me”. What’s “a better me”? Who can try to tell me in Chinese? 生：做一个更好的自己。 师：Great! Everyone has good points and bad points. Some children are hard‑working, some are lazy. Today we will learn these new words and talk about ourselves. 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：Look at this chart. Read after me: hard‑working. 生：hard‑working. 师：If you finish your homework on time, you are hard‑working. If you don’t want to do homework, you are…? 生：lazy. 师：Perfect. Read “lazy”. Now look: careful and careless. If you often make mistakes in your homework, you are careless. If you seldom make mistakes, you are careful. 生：careful；careless. 师：When we speak in the library, we should be quiet. Don’t be noisy. 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：He always helps classmates. Who can tell me the word? 生：helpful. 师：He says “thank you” to others. Which word? 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 Listen and say 对话课文 教师打开教材Listen and say板块课文，播放课文录音。 课文对话文本： —I’m lazy. I don’t like doing sports. —You should do more sports. You can run after school. —I’m careless. I often make mistakes. —You should be careful. You shouldn’t be careless. 师：Now open your books, look at Listen and say. Let’s listen to the dialogue once. Please listen carefully. 播放录音。 师：Who can tell me: What’s the boy’s problem first? 生：He is lazy. He doesn’t like doing sports. 师：Yes, he is lazy, he doesn’t like doing sports. What advice does his friend give? Read this sentence together: You should do more sports. 学生齐读句子。 师：Please pay attention. After should, we use verb原形：should do, should run, should be. Should后面动词不变形。Now next part, what is his second problem? 生：He is careless, he often makes mistakes. 师：Good. So his friend says：You should be careful. You shouldn’t be careless. Read together. 学生齐读句子。 师：Look，shouldn’t = should not，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： You should + 动词原形. You shouldn’t + 动词原形. 师：Now let’s read the dialogue after the audio sentence by sentence. 逐句跟读课文对话。 师：Now we will do role‑play. One is boy A, one is boy B. Read the dialogue in pairs. 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Listen and say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：Now let’s practice. Think about your small problems in daily life. For example: I’m noisy in class. What advice can you give me? Who can try? 生：You should be quiet. You shouldn’t be noisy. 师：Excellent! Another example: I’m lazy, I don’t read books. 生：You should read more books. You shouldn’t be lazy. 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 You should… / You shouldn’t…给出建议。教师挑选2‑3组同学展示。 师：Which group wants to show your dialogue to us? 小组展示完毕。 师：Good job. We can use these sentences to talk about our problems and give advice. 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：In this class, we learn many new words to talk about our habits：hard‑working, lazy, careful, careless, noisy, quiet, helpful, polite. And we learn two key sentences: You should… You shouldn’t… Remember should and shouldn’t are followed by verb原形。 第2课时 Listen and read 课文精读课 （一）复习旧知导入 师：Boys and girls, in last class, we learned many words about ourselves. Let’s review. Show me your hands, read the words together. 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：Who can make a sentence with “should”? 生：I should be quiet in class. 师：Who can make a sentence with “shouldn’t”? 生：I shouldn’t be lazy. 师：Very good. Today we will learn the long text Listen and read in our book. In this text, Tom talks about himself. He talks about his good points and bad points, and what he wants to be. Let’s read the text together. 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Listen and read课文插图，播放课文录音，学生看书听录音。 教材课文文本（Listen and read） My name is Tom. I am helpful at home. I often help my mum clean the room. But I am careless. I often make mistakes in my homework. I want to be a better boy. What should I do? I should be more careful when I do my homework. I should check my homework after finishing it. I shouldn’t be careless all the time. I believe I can be better. 师：Listen to the text and think two questions. First: What is Tom’s good point? Second: What is Tom’s bad point? 播放完整录音。 师：OK, stop. Who can answer question one: What is Tom’s good point? 生：Tom is helpful at home. He often helps his mum clean the room. 师：Yes, well done. That is his good point. Then what is his shortcoming? 生：He is careless. He often makes mistakes in his homework. 师：Perfect! Tom wants to be a better boy. So he thinks about what he should do and what he shouldn’t do. 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：Look at Paragraph one. “I am helpful at home. I often help my mum clean the room.” Read this part together. 学生齐读。 师：“help sb. do sth.”，help后面可以接动词原形，help my mum clean the room，帮助妈妈打扫房间。Now next sentences：“But I am careless. I often make mistakes in my homework.” What does “make mistakes” mean? 生：犯错误。 师：Right，make mistakes 就是犯错误。“I want to be a better boy.” “want to be”意思是想要成为……。Who can read this sentence? 生：I want to be a better boy. 师：Now look at paragraph two. Tom thinks about his plans. Read: I should be more careful when I do my homework. 师：Pay attention，should后面be动词用原形be，不能用am / is / are。 “when I do my homework”，当我做作业的时候。Next sentence：I should check my homework after finishing it. “check homework” 检查作业。What’s the meaning of “after finishing it”? 生：完成作业之后。 师：Good. Then the last sentence：I shouldn’t be careless all the time. “all the time” 意思是一直、总是。Read the whole paragraph together. 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’s good point Tom’s bad point Tom should do Tom shouldn’t do helpful at home careless，often makes mistakes be careful；check homework be careless all the time 师：Look at this chart. Let’s fill it together. What is Tom’s good point? 生：He is helpful at home. 师：What should Tom do? 生：He should be more careful, he should check homework. 师：What shouldn’t he do? 生：He shouldn’t be careless all the time. 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：Now let’s listen to the audio again, follow the tape, read sentence by sentence. 学生逐句跟读课文。 师：Now read the whole text together loudly. 全班齐读完整课文。 师：Now read in groups, each group reads one paragraph. 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：Why does Tom want to change? 生：Because he is careless and often makes mistakes. He wants to be a better boy. 师：What can Tom do to be better? 生：He should be careful and check his homework. 师：Can we make mistakes? 生：Yes, but we can change. 师：Yes, everyone can try to be better. 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：In this lesson, we read Tom’s story in Listen and read. We know Tom’s good point and bad point. We review “should / shouldn’t” in the long text. We learn phrases make mistakes, want to be, check homework, all the time. Everyone has shortcomings, and we can make changes. 第3课时 Read and write 读写综合课 （一）复习回顾导入 师：Class begins. Let’s review unit4 key words and sentences. Let’s recall Tom’s story from last lesson. Who can tell us something about Tom? 生：Tom is helpful at home, but he is careless. He should check his homework. 师：Well‑remembered. We know Tom writes his ideas about being better. Today we will learn Read and write part in our book. We will read short passages and learn to write our own short passage about “A better me”. 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Read and write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。 Passage 1: I’m Li Ming. I’m hard‑working. I finish my homework early every day. But sometimes I’m noisy in the classroom. I want to be better. I should keep quiet in class. I shouldn’t talk too much. Passage 2: I’m Amy. I’m polite and helpful. But I’m lazy. I don’t like doing sports. I should do sports every day. I shouldn’t watch TV for too long. 师：Please open your books to Read and write. Listen to two short passages. After listening, think: What are Li Ming’s good points and problems? What about Amy? 播放录音。 师：OK, let’s look at passage one about Li Ming. Who can read it for us? 一名学生朗读。 师：Li Ming is hard‑working, he finishes homework early. But sometimes he is noisy in class. So what should he do? 生：He should keep quiet in class. He shouldn’t talk too much. 师：Great. “keep quiet” 保持安静，“talk too much”说太多话。Now look at passage two about Amy. Who will read? 学生朗读第二篇短文。 师：Amy is polite and helpful. What is her problem? 生：She is lazy, she doesn’t like doing sports. 师：So what advice for Amy? 生：She should do sports every day. She shouldn’t watch TV for too long. 教师板书两篇短文关键信息。 Name Good points Problems Should do Shouldn’t do Li Ming hard‑working noisy in class keep quiet in class talk too much Amy polite, helpful lazy do sports every day watch TV for too long 师：Observe these sentences. All “should” and “shouldn’t” are followed by verb原形：keep, do, watch。Don’t write “should keeps” or “should does”. That is wrong. 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：Now look at Write part in our textbook. The task is: Write about yourself — A better me. You need write your good points, your problems, and what you should / shouldn’t do. 教师出示教材给出的写作框架提示： I’m _______. I am ________.（优点） But sometimes I am ________.（缺点） I want to be a better me. I should ________. I shouldn’t ________. 师：This is our writing frame from the book. We can follow this to write our short passage. Let’s read this writing frame together. 全班齐读写作框架。 师：First write your name. Then write your good point with our new words: hard‑working, helpful, polite. Then write your small shortcoming, such as careless, lazy, noisy. Then write your plans with should and shouldn’t. Remember after should use verb原形. 教师现场示范一小段范文书写在黑板，依托教材框架： I’m Peter. I am helpful. I often help my classmates. But sometimes I am careless. I often make small mistakes. I want to be a better me. I should check my homework carefully. I shouldn’t be careless. 师：Look at this model. It follows our book’s writing tips. Now you can begin your writing on your task sheet. You can use the words and sentences we learned in Unit4. 学生进行书面写作，教师巡视，对基础薄弱学生进行个别指导，提醒学生注意should后用动词原形，单词拼写。 设计意图：紧扣教材Write板块要求，利用课本原生写作支架，教师示范范文，降低五年级学生英语书面表达难度，落实读写综合输出，突出单元核心知识点。 （四）课堂文本反馈，品读学生习作 挑选几份学生书写完成的习作，投影展示。 师：Let’s look at this student’s writing. Read it together. Please check: does he use verb原形 after should? 全班一起阅读，核对语法要点。 师：Good. He writes his good point and his problems, and his improvement plans. 设计意图：反馈学生写作成果，再次巩固本课语法重点，完成本单元语言综合输出。 （五）单元整体课时小结 师：We finish Unit4 A better me in these three classes. Let’s make a summary. We learn many words to talk about our character and habits：hard‑working, lazy, careful, careless, noisy, quiet, helpful, polite. We master the key modal verb should / shouldn’t, remember should + 动词原形. We read Tom’s story、Li Ming and Amy’s passages from our textbook. We learn to talk and write about our own good points and shortcomings, and think about how we can become a better me. Everyone has strengths and weaknesses, we can try our best to improve ourselves. 2 学科网（北京）股份有限公司 $