Unit1 Different friends PartA Let's talk 全英（教学设计）-2026-2027学年人教PEP版英语五年级上册

该小学英语教学设计聚焦“Different friends”主题，核心知识点为描述外貌（tall, strong）和能力（fast, be good at）的词汇及句型（What’s he like? Is he good at...? Can he...?）。课堂导入通过“我的朋友”活动激活学生已学形容词和情态动词，自然引出主题，搭建从简单描述到运用目标句型的学习支架。 资料特色在于听先于说的分层设计与互动游戏结合，通过泛听、精听训练提升语言能力，猜谜游戏让学生在描述与猜测中灵活运用句型，降低表达焦虑。融入尊重差异、帮助新同学的文化意识培养，如讨论“如何帮助Oliver”升华价值观。对学生提升语言表达与合作能力，对教师提供清晰流程与可操作活动，助力高效教学。

Unit 1 Different friends Lesson 1 Part A Let’s talk Text analysis Theme and Content This lesson focuses on the theme“Different friends” .The classroom dialogue is between Miss White,Mike and Zhang Peng.It introduces Oliver,a new classmate from Australia.The text describes Oliver’s appearance,sports ability and his difficulty in speaking Chinese.The guessing game after the dialogue serves as a speaking scaffold for students to describe friends’ looks and talents. Meaning and Value The text conveys the idea of inclusive friendship.It helps students realize that everyone has unique features.Students will learn to welcome new classmates,respect individual differences and be ready to give help to others. Ways and Methods The lesson follows a listening-first and speaking-focused design.The dialogue uses interactive question chains.Main activities include listening judgment,dialogue imitation,role-play and guessing games,which help students master the language for describing people. Students’ analysis The learners are Grade 5 students.They have learned simple adjectives for appearance and basic modal verbs before.They enjoy games and oral interaction.However,they are weak in organizing complete descriptions of people.They often confuse the patterns What’s he like?and What can he do?,and make mistakes with the phrase be good at.They need scaffolded speaking tasks to improve expression. Curriculum standards According to the Compulsory Education English Curriculum Standards,students should understand simple dialogues about personal features.They can ask and answer questions about appearance and abilities.They can take part in cooperative speaking activities,build awareness of respecting differences and helping others.They will learn to get key information from listening materials and imitate communicative sentences. Teaching objectives 1.Grasp the key words and the phrase:tall,strong,fast,be good at.Grasp the key sentences:What’s he like?Is he good at...?Can he...? 2.Students can finish True/False listening tasks.They can read the dialogue fluently,act it out,and use sentence frames to describe friends in the guessing game. 3.Students know people have different strengths and weaknesses.They develop the spirit of welcoming new classmates,respecting differences and offering help. 4.Students can complete listening and speaking tasks through pair and group work.They can use sentence frames to support oral expression. Key&Difficult Points Key Points 1.Understand the dialogue,obtain key information to complete listening tasks. 2.Be able to use the target language to describe people’s appearance and abilities in simple communication. Difficult Points 1.Tell the difference between What’s he like?(looks or personality)and What can he do?(abilities). 2.Use be good at correctly and make coherent oral descriptions of a friend independently. 【Core vocabulary】tall,strong,fast,be good at 【Core sentence patterns】 —What’s he like? —He’s tall and strong. —Is he good at...? —Yes,he is./No,he isn’t. —Can he...? —Yes,he can./No,he can’t. Teaching procedures Warm-up&Lead-in→Presentation→Listening practice→Dialogue reading&role-play→Speaking game→Summary→Homework Teaching process Step1:Warm-up&Lead-in 1.Greet students.Carry out a short oral activity:“My friend”.The teacher sets an example:I have a friend.She is thin.She can draw well.Students share simple sentences. 2.Show the unit title and raise the question:What makes friends different?Guide students to talk about looks,hobbies and abilities,then lead into the new lesson. Step2:Presentation 1.Show the picture of Oliver.Teach the words tall,strong,fast with gestures and pictures.Teach the phrase be good at football. 2.Present the core sentence patterns.Compare What’s he like?and What can he do?.Do choral drills to practice pronunciation and meaning. Step3:Listening comprehension 1.Introduce the task:Listen and judge True or False.Remind students to find key information. 2.Play the audio twice.The first time for general understanding;the second time for details. 3.Check answers together.Analyze the dialogue and sort out the information of Oliver:appearance,sports talent and language difficulty. Design intention:Adopt the layered listening strategy from general idea to specific details,training students’ skills in capturing key information in listening materials. Step4:Dialogue Reading&Role-play 1.Play the audio again.Students listen and repeat sentence by sentence,focusing on intonation. 2.Do choral reading,group reading and individual reading. 3.Students work in groups of three to act out the dialogue.The teacher walks around to guide pronunciation and expression.Invite some groups to show in class. Step5:Speaking Production—Guessing Game 1.Show the model dialogue on the textbook and explain the game rules.One student describes a friend;the other asks questions and guesses the person. 2.Students do pair work.The teacher offers help and corrects typical mistakes of be good at. 3.Invite volunteer pairs to demonstrate the game to the whole class. Design intention:Turn the learned language into real communicative use.The guessing game lowers the anxiety of oral expression and helps students use the sentence patterns flexibly. Step6:Summary&Value sublimation Review key words and sentences.Guide students to discuss:Oliver cannot speak Chinese.What can we do for him?Help students understand that friends are different.We should respect differences and help each other. Step7:Homework Must do 1.Read the dialogue fluently three times and record the reading. 2.Copy key sentences and write one new sentence for each pattern. Choose to do Draw your friend,write 3–4 sentences to describe him or her,and prepare to introduce the friend in the next class. Blackboard design Unit 1 Different friends Lesson 1 Part A Let’s talk Words:tall,strong,fast,be good at Sentences: —What’s he like? —He’s tall and strong. —Is he good at football? —Yes,he is. —Can he run fast? —Yes,he can. Value: Respect differences.Help new friends. Teaching reflection Most students can master the key language and take an active part in listening and game activities.They can use simple frames to describe people.However,some students still confuse the two question types and make errors with be good at.In the next lesson,more contrastive practice of the sentence patterns should be arranged.The guessing game stimulates speaking willingness,but shy students get limited chances to speak.More small-group tasks will be designed to encourage quiet learners.Meanwhile,the theme of mutual help can be further strengthened in follow-up oral tasks to better realize the cultural value of this lesson. 学科网（北京）股份有限公司 $