Unit 1 Different friends （教学设计）-2026-2027学年人教PEP版英语五年级上册-2026-2027学年人教PEP版英语五年级上册

该小学英语教学设计围绕“Different friends”主题，聚焦人物外貌、性格形容词及能力询问句型，通过猜谜、歌谣、图片复习等导入方式衔接新旧知识，搭建从单词学习到对话练习再到项目创作的学习支架。 资料以核心素养为导向，语言能力通过分层任务（如制作朋友相册）和多样活动（角色扮演、调查）提升综合运用，文化意识渗透差异接纳（如Grace故事强调不同才能价值），思维品质借助思维导图分类信息。项目式学习与情境教学结合，助力学生发展合作与表达能力，为教师提供系统教学资源与活动设计参考。

人教PEP五年级上册英语单元整体教学设计 单元 信息 学科 英语 年级 五年级 课时 6 教学内容 Unit 1 Different friends 单元分析 课标要求 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/she like?”询问人物外形性格，使用“What can...do?”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。 单元教材分析 本单元以“Different friends”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，实现单元语言综合输出。单元素材贴合五年级校园交友真实生活，融合听、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，为人物描写建立完整语用体系。 单元教学目标 语言能力目标：掌握lovely、hard-working等形容词与play the piano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、独立朗读文本的学习习惯。 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，养成友善的交友习惯。 学情分析 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话题。但极易混淆“What’s he like?”与“What can he do?”的使用场景，书面介绍逻辑零散；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。 单元作业设计思路 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，锻炼口语；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，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输出。 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 1 Topic （课题） Unit 1 Different friends Part A Let’s talk Type （课型） New Lesson Text analysis （语篇研读） What: Teach "What's he/she like?" and adjectives (tall, friendly, quiet, clever, hard-working) to describe different friends. How: Use guessing game, puppet show, role play, and group interviews to present and practice the dialogue meaningfully. Why: Activity-based approach builds natural language acquisition through listening, imitating, understanding, and creating in real contexts. Learning objectives （学习目标） 1.Language Ability Goal Students will ask and answer about people's appearance and personality using "What's...like?" and "He/She is..." correctly. 2.Learning Ability Goal Students will listen for key information, imitate pronunciation, and cooperate in pair and group activities. 3.Thinking Quality Goal Students will observe, compare and describe different people, developing logical thinking through classification. 4.Cultural Awareness Goal Students will appreciate individual differences and learn to be kind, inclusive and respectful friends. Key and difficult points （教学重难点） Key point：Master the question "What's he/she like?" and use adjectives to describe people's appearance and personality in sentences. Difficult point：Distinguish "What's he like?" from "What does he like?" and avoid confusing appearance questions with preference questions. Teaching aids （教学准备） PPT, flashcards, puppets, worksheets, stickers, video clips, real photos, microphone Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a blurred photo and gives clues: "He is tall. He is strong. Who is he?" Students guess. Then teacher asks: "Can you describe your friend?" Students chant: "Tall, tall, tall. Short, short, short. Friendly, friendly, friendly! What's he like? Let me tell you!" The class is energized and ready for the topic. Presentation （呈现） 1 Puppet Show – Dialogue Demonstration Teacher uses two puppets (Zhang Peng and Oliver) to perform the dialogue. Zhang Peng asks: "What's he like?" Oliver answers: "He is tall and strong. He is very friendly." Students watch and answer: "What does Oliver say?" This presents target language naturally. 2 Echo Game – Listen and Repeat Teacher plays audio sentence by sentence. Students repeat like echoes. Then they repeat in different voices: whisper, robot, happy, sleepy. This ensures accurate pronunciation with fun. 3 Act It Out – Role Play Students work in pairs to act out the dialogue with puppets. Two pairs perform in front with expressions. The class gives star ratings by clapping. This builds confidence through performance. 4 Find the Rule – Sentence Detective Teacher shows: "He is tall." "She is friendly." "He is quiet." Students discover we use "is" after he/she. Teacher shows a wrong sentence: "He is play basketball." Students correct it. This develops inductive thinking. 5 Ask Your Partner – Interview Show Teacher models: "What's your friend like?" "He is clever." Students interview their deskmate. Three volunteers share results. This shifts students to active language users. Practice （操练） 1 Pair Work – Describe and Guess Student A describes a classmate: "He is tall and quiet. Who is he?" Student B guesses. They switch roles. Teacher gives stickers for good sentences. 2 Group Work – Friendship Chain Students sit in groups of four. First says: "My friend is kind." Second repeats and adds: "My friend is kind and funny." Each group presents their final sentence. Consolidation （巩固） Today we learned to ask "What's he/she like?" and answer with adjectives to describe different friends. Everyone tried hard – I am proud of you! Friends can be different – quiet, shy, clever or kind. A true friend is kind and respectful. Let's use nice words to describe our friends and be good to everyone! Homework（作业） Level 1 (Basic) Read the dialogue three times and record your best reading. Level 2 (Intermediate) Write three sentences to describe your best friend using new adjectives. Level 3 (Advanced) Make a short video introducing one friend and send it to the class group. Blackboard design （板书设计） Reflection （教后反思） The lesson engaged students well through the puppet show and guessing game. The five-step presentation provided clear scaffolding and most students could use "What's he like?" correctly by the end. However, some still confused "What's he like?" with "What does he like?" – more contrastive practice is needed next period. The emotional part resonated well and students actively shared thoughts about different friends. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 2 Topic （课题） Unit 1 Different friends Part A Let’s learn Type （课型） New Lesson Text analysis （语篇研读） What: Teach adjectives (lovely, clever, young, hard-working, quiet, friendly) to describe Chen Jie and other people's character. How: Use picture observation, dialogue reading, word matching, and creative poem writing to present and practice adjectives. Why: Situational and task-based approaches help students understand adjectives in context and apply them creatively through writing. Learning objectives （学习目标） 1. Language Ability Goal Students will understand, read and use six adjectives (lovely, clever, young, hard-working, quiet, friendly) to describe people. 2. Learning Ability Goal Students will observe pictures, extract key information, and complete simple descriptive sentences through reading and writing. 3. Thinking Quality Goal Students will classify adjectives by meaning, compare different people, and create original descriptive poems. 4. Cultural Awareness Goal Students will recognize that everyone has different qualities and learn to appreciate and respect individual differences. Key and difficult points （教学重难点） Key point：Master six adjectives and use "She/He is + adjective" to describe people's character and personality correctly. Difficult point：Apply multiple adjectives fluently in creative writing (poem pattern) and distinguish similar adjectives (lovely vs. friendly, quiet vs. shy). Teaching aids （教学准备） PPT, flashcards, worksheets, real photos, word cards, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows Chen Jie's picture and asks: "What's she like? Do you remember?" Students recall from last lesson. Then teacher says: "Let's learn more about Chen Jie today! She has many qualities." Students chant with actions: "Lovely, lovely, she is lovely! Clever, clever, she is clever!" The class reviews old words and gets ready for new adjectives. Presentation （呈现） 1. Look and Say – Picture Observation Teacher shows Chen Jie's picture and asks: "What's Chen Jie like? Look at her smile." Students say: "She is lovely." Teacher asks: "What else?" Students observe her actions (helping at home, going to school) and say: "She is helpful. She is hard-working." This builds understanding through visual clues. 2. Listen and Find – Dialogue Detective Teacher plays the dialogue between Oliver and Amy. Students listen and find: "What words do they use to describe Chen Jie?" They shout: "Lovely! Hard-working!" Teacher writes them on the board. Students repeat the dialogue in pairs. This develops listening comprehension. 3. Word Match – Vocabulary Builder Teacher shows word cards (lovely, clever, young, hard-working, quiet, friendly) and picture cards. Students match words to correct pictures. Then teacher says a sentence: "She helps at home." Students choose "hard-working." This reinforces meaning through context. 4. Read and Discover – Poem Pattern Teacher reads: "Chen Jie is different. Lovely and clever. Young and quiet." Students discover the pattern: Name + is different, Adjective + and + adjective. Teacher asks: "What makes Chen Jie different?" Students discuss her special qualities. 5. Let's Create – Be a Poet Teacher shows a blank template: "______ is different. ______ and ______. ______ and ______." Teacher models with another person: "Amy is different. Friendly and kind. Tall and nice." Students are now ready to create their own poems independently. Practice （操练） 1 Pair Work – Describe Your Partner Student A says three adjectives about themselves. Student B listens and repeats: "You are lovely, clever and hard-working." Then they switch. Teacher walks around and helps with pronunciation. 2 Group Work – Who Is Different? Each group chooses one member and describes them using the poem pattern. They write together: "______ is different. ______ and ______. ______ and ______." Groups share their poems with the class. Consolidation （巩固） Today we learned many adjectives to describe Chen Jie and our friends – lovely, clever, young, hard-working, quiet and friendly. I saw you all reading, matching and creating poems so well! Remember: everyone is different and special. We should always use kind words to describe others and celebrate what makes each person unique and wonderful! Homework（作业） Level 1 (Basic) Read the six new adjectives aloud three times and copy each once. Level 2 (Intermediate) Write four sentences describing Chen Jie using different adjectives. Level 3 (Advanced) Create your own "______ is different" poem about a family member. Blackboard design （板书设计） Reflection （教后反思） This lesson focused on adjectives and creative writing. Students enjoyed the poem pattern and produced some lovely original sentences. The "Look and Say" activity worked well for visual learners. However, some students confused "lovely" with "friendly" – more contrastive examples are needed. Next time, I will add more physical movement activities to reinforce vocabulary. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 3 Topic （课题） Unit 1 Different friends Part A Let’s spell Type （课型） New Lesson Text analysis （语篇研读） What: Teach the pronunciation rule of "ai" and "ay" letter combinations with the /eɪ/ sound through a chant. How: Use chant reading, word sorting, listening activities and creative sentence writing to practice phonics naturally. Why: Phonics instruction through rhythm and context helps students decode words and build reading fluency effectively. Learning objectives （学习目标） 1. Language Ability Goal Students will identify, read and spell words with "ai" and "ay" combinations and pronounce the /eɪ/ sound correctly. 2. Learning Ability Goal Students will listen for phonetic patterns, categorize words by spelling rules, and apply phonics knowledge to new words. 3. Thinking Quality Goal Students will compare and analyze "ai" and "ay" word patterns, discovering the spelling rules through inductive reasoning. 4. Cultural Awareness Goal Students will enjoy English rhythm and rhymes, developing positive attitudes toward English pronunciation learning. Key and difficult points （教学重难点） Key point：Master the /eɪ/ sound in "ai" and "ay" words and accurately read and spell words like rain, play, day, wait, tail, say. Difficult point：Distinguish the spelling position of "ai" (usually in the middle) and "ay" (usually at the end) and apply the rule to unfamiliar words. Teaching aids （教学准备） PPT, audio player, word cards, chant video, sorting hoops, worksheets, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a sunny day picture and asks: "What's the weather? What do you like to do on a rainy day?" Students share ideas. Then teacher says: "Today we have a chant about a dog on a rainy day. Listen carefully to the special sound!" Students are curious and ready to discover the phonics rule. Presentation （呈现） 1. Listen and Chant – Rhythm Time Teacher plays the chant audio. Students listen and pat the beat. Teacher says: "What sound do you hear again and again?" Students shout: "/eɪ/!" Teacher shows "ai" and "ay" on the board. Students chant together with actions: rain (falling hands), play (clap), wait (look around), tail (wiggle). This builds phonetic awareness through rhythm. 2. Find and Circle – Word Detective Teacher shows the chant text on the screen. Students come up one by one and circle words with "ai" (rain, wait, tail) in blue and "ay" (play, day, say) in red. Teacher asks: "Where do we see 'ai'? Where do we see 'ay'?" Students discover: "ai" is in the middle, "ay" is at the end. This develops inductive thinking. 3. Read and Say – Blending Practice Teacher shows new words: mail, paid, bay, ray, pain, say. Students sound out using the /eɪ/ rule: "m-ai-l, mail!" Teacher flashes cards faster and faster. Students shout the words. This builds decoding fluency and confidence. 4. Listen and Number – Sound Discrimination Teacher plays audio for the "Read and say. Then listen and number" exercise. Students listen and number the pictures/words in correct order. They check answers in pairs. This develops listening discrimination skills. 5. Listen, Write and Say – Dictation Challenge Teacher says three sentences with missing words from the textbook: "The dog has a short ______. (tail)" "He waits for the boy in the ______. (rain)" "The dog and the boy ______ in the rain. (play)" Students write the missing words. This applies phonics knowledge in context. Practice （操练） 1 Pair Work – Word Sort Race Each pair gets a set of word cards (rain, play, day, wait, tail, say, mail, bay). Students sort them into two groups: "ai" and "ay". First pair to finish correctly wins stickers. Teacher checks and praises. 2 Group Work – Create a Sentence Each group chooses three "ai" or "ay" words and writes one sentence together. Example: "I play in the rain with my dog." Groups share their sentences. Teacher writes the best ones on the board. Consolidation （巩固） Today we learned the /eɪ/ sound with "ai" and "ay" words like rain, play, day, wait and tail. You sang the chant, found the words, and wrote sentences so well! Remember: English phonics helps us read new words by ourselves. Keep practicing at home – find more "ai" and "ay" words in your books. You are all great phonic detectives! Homework（作业） Level 1 (Basic) Read the chant three times and circle all "ai" and "ay" words. Level 2 (Intermediate) Write five sentences using "ai" and "ay" words from this lesson. Level 3 (Advanced) Find five new "ai"/"ay" words from your storybooks and write them down. Blackboard design （板书设计） Reflection （教后反思） The chant was highly engaging and students loved the rhythm. The word sorting activity clearly showed that most students understood the "ai" (middle) and "ay" (end) spelling rule. However, some struggled with listening discrimination between similar sounds. Next time, I will add more minimal pair practice and individual pronunciation checks before the dictation task. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 4 Topic （课题） Unit 1 Different friends Part B Let’s talk &Let’s learn Type （课型） New Lesson Text analysis （语篇研读） What: Teach "What can you do?" and "Can you...?" with action phrases (make robots, dance, jump rope, play the piano, play Chinese chess). How: Use festival context, dialogue listening, robot description, and class survey to present and practice ability expressions. Why:Task-based learning through a real-life festival scenario helps students ask about abilities and talk about what they can do. Learning objectives （学习目标） 1. Language Ability Goal Students will ask and answer about abilities using "What can you do?" "Can you...?" and "I can... / Yes, I can. / No, I can't." 2. Learning Ability Goal Students will listen for specific information, complete a survey, and describe robots or friends using "can" and "can't." 3. Thinking Quality Goal Students will compare abilities, categorize actions, and make logical decisions about festival participation. 4. Cultural Awareness Goal Students will appreciate different talents and abilities, learning that everyone has unique strengths to contribute. Key and difficult points （教学重难点） Key point：Master ability questions and answers using "can" and action phrases like make robots, dance, jump rope, play the piano, play Chinese chess. Difficult point：Distinguish "Can you...?" questions from "What can you do?" and use "can" with diverse action verbs without confusion. Teaching aids （教学准备） PPT, audio player, flashcards, survey worksheets, robot picture, stickers, whiteboard, markers, microphone Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a festival poster and asks: "What festival is coming? What can we do at a school festival?" Students share ideas: sing, dance, make things. Teacher says: "Today we will talk about what we can do for our festival. Let's meet Binbin, Sarah and Oliver and see their talents!" The class is excited. Presentation （呈现） 1 Listen and Choose – Festival Dialogue Teacher plays the dialogue between Miss White and Mrs Green. Students listen and choose: "What do they like? What can Mrs Green do?" They check answers (B, A). Teacher asks: "Do you like music? What can you do?" This builds listening comprehension and leads to the main dialogue. 2 Watch and Answer – What Can They Do? Teacher shows the dialogue between Binbin, Sarah and Oliver. Students watch and answer: "What can Binbin do? (make a robot) What can Sarah do? (dance) Can Sarah make robots? (No, she can't)" Teacher writes key sentences on the board: "I can make a robot. I can dance. Can you...? Yes, I can. / No, I can't." This presents target language clearly. 3 Role Play – Festival Talk Students practice the dialogue in groups of three (Binbin, Sarah, Oliver). They use different voices and add actions. Two groups perform in front. The class gives thumbs-up for good pronunciation. This builds oral confidence through performance. 4 Meet Robin – Let's Learn Teacher shows Robin's picture and asks: "Who is Robin? What can he do?" Students look at the pictures and guess. Teacher presents new action phrases: jump rope, play the piano, play Chinese chess, make robots. Students repeat and do the actions. This introduces vocabulary physically. 5 Listen and Repeat – Robin's Abilities Teacher plays the Let's Learn dialogue. Students listen and repeat sentence by sentence. Teacher asks: "What can Robin do?" Students answer: "He can jump rope. He can play the piano. He can play Chinese chess. He can make robots." Teacher asks: "What can't Robin do?" This practices "can" and "can't" contrast. Practice （操练） 1 Survey Time – Ask Your Classmates Students walk around and ask classmates: "What can you do for the festival? Can you sing? Can you dance?" They fill in the survey table with ✓ or ✗. Teacher demonstrates with one student first. This builds communication skills. 2 Group Report – Share Results Each group chooses one student to report: "Sarah can dance. She can't sing or make robots." Groups share with the class. Teacher writes the best sentences on the board. This practices oral reporting and "can/can't" in context. Consolidation （巩固） Today we learned to ask "What can you do?" and "Can you...?" and answer with "I can..." or "Yes, I can./No, I can't." We also met Robin and learned many action phrases. Everyone has different talents – some can dance, some can make robots, some can play music. Our festival will be wonderful because we are all different and we can do different things together! Homework（作业） Level 1 (Basic) Read the dialogue three times and practice "I can..." sentences. Level 2 (Intermediate) Write four sentences about what you can and can't do for the festival. Level 3 (Advanced) Challenge Level Interview a family member and write a short report about their abilities. Blackboard design （板书设计） Reflection （教后反思） This lesson combined dialogue and vocabulary well. Students loved the survey activity and moved around actively. The role play also engaged them greatly. However, some students were shy to ask questions in the survey – more modeling and warm-up are needed before such tasks. Next time, I will add a "Can you...?" chain game to build confidence. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 5 Topic （课题） Unit 1 Different friends Part B Read and write Type （课型） New Lesson Text analysis （语篇研读） What: Teach reading comprehension about a school talent show with four performers and their special abilities. How:Use prediction, scanning, mind-mapping, and creative writing to understand the text and introduce new performers. Why:Reading-to-writing approach develops comprehension strategies and encourages creative expression through modeling and scaffolding. Learning objectives （学习目标） 1. Language Ability Goal Students will read and understand a talent show poster, extract key information, and write about a performer using "can" structures. 2. Learning Ability Goal Students will use prediction, scanning and mind-mapping strategies to organize information from the reading text. 3. Thinking Quality Goal Students will analyze performers' abilities, categorize information, and create a new performer through logical imagination. 4. Cultural Awareness Goal Students will appreciate diverse talents and understand that everyone has unique gifts to share with others. Key and difficult points （教学重难点） Key point：Read the talent show poster, complete the mind map with key information, and introduce performers using target language. Difficult point：Summarize and organize information from the text into the mind map structure and write a coherent description of a new performer. Teaching aids （教学准备） PPT, poster, mind map worksheet, word cards, videos of talent show, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a talent show video clip and asks: "What can you see? Can they sing? Can they dance?" Students share ideas. Teacher says: "Our school has a talent show too! Let's read a poster and meet the performers. Who can you see?" Students are excited and curious. Presentation （呈现） 1 Look and Predict – Poster Reading Teacher shows the talent show poster and asks: "What is this? What do you see?" Students notice the title "Join us for the school talent show!" Teacher asks: "Who are the performers? What can they do?" Students predict based on pictures. This builds reading interest and prediction skills. 2 Read and Find – Meet the Performers Students read the text quickly and find the four performers. They shout: "Mr Zhang! The Jumping Stars! Binbin! Robin!" Teacher writes names on the board. Students match each performer to their ability: Mr Zhang (make pictures come to life), John and Amy (jump rope), Binbin (play piano and pipa), Robin (play Chinese chess). This develops scanning skills. 3 Read and Complete – Mind Map Teacher shows the mind map template on the worksheet. Students read again carefully and complete: The Magic Teacher, The Jumping Stars, Robin the Robot, Super Binbin. Teacher asks: "What can each performer do?" Students fill in the bubbles. This organizes information visually. 4 Introduce and Share – Say It Aloud Teacher models introducing one performer: "The Magic Teacher is Mr Zhang. He can make pictures come to life. It's amazing!" Students practice introducing different performers in pairs. Two volunteers share in front. This builds oral summarizing skills. 5 Think and Imagine – Add a Performer Teacher asks: "Who else can join the talent show? Think of a new performer!" Students look at the blank template. Teacher gives examples: "Sarah can dance. Oliver can make robots." Students brainstorm creative ideas for their own performer. This prepares for independent writing. Practice （操练） 1 Pair Work – Introduce Together Student A introduces one performer. Student B listens and says: "Wow! He/She can..." Then they switch. Teacher walks around and helps with pronunciation. This builds oral fluency and confidence. 2 Independent Writing – My Performer Students choose a new performer and write about him/her using the template: name, appearance, ability, and one interesting fact. They draw a simple picture too. This applies language creatively. Consolidation （巩固） Today we read about a wonderful school talent show with amazing performers – Mr Zhang, the jumping stars, Binbin and Robin. We learned to introduce them using "can." Everyone has a special talent – some can draw, some can jump, some can play music. Our class is full of different talents. Remember: talent shows are not about winning – they are about sharing what makes you special. Be proud of what you can do! Homework（作业） Level 1 (Basic) Read the talent show poster aloud three times and complete the mind map. Level 2 (Intermediate) Write five sentences introducing two performers from the talent show. Level 3 (Advanced) Design your own talent show poster with four new performers and their abilities. Blackboard design （板书设计） Reflection （教后反思） The mind map activity helped students organize information effectively. Most students successfully completed the "Add a Performer" writing task with creative ideas. However, some struggled with writing full sentences independently – more sentence frames and modeling are needed before writing tasks. Next time, I will provide more guided practice before independent writing. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 6 Topic （课题） Unit 1 Different friends Part C Project & Reading time Type （课型） New Lesson Text analysis （语篇研读） What:Teach project-based friend album creation and a reading story about Grace, integrating describing people and abilities. How:Use listening tasks, table filling, album making, story reading and class sharing to consolidate the whole unit. Why:Project-based and story-based learning consolidates unit knowledge meaningfully through creation, presentation, and real-life application. Learning objectives （学习目标） 1. Language Ability Goal Students will describe friends' appearance, personality and abilities using "What's...like?" and "What can...do?" structures. 2. Learning Ability Goal Students will listen for details, complete tables, write album pages, and present their work to the class confidently. 3. Thinking Quality Goal Students will organize, categorize and present information about multiple friends in a structured album format. 4. Cultural Awareness Goal Students will value friendship diversity and appreciate that everyone contributes differently to group activities. Key and difficult points （教学重难点） Key point：Consolidate describing people and abilities through listening, writing and speaking in the friend album project. Difficult point：Integrate "What's he/she like?" and "What can he/she do?" fluently in both written and oral presentations. Teaching aids （教学准备） PPT, audio player, worksheets, photos, album templates, markers, scissors, glue, stickers, whiteboard Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows photos of different friends and asks: "Who is your friend? What is he/she like? What can he/she do?" Students share quickly. Teacher says: "Today we are going to make a special album of our friends. Let's listen, write, read and share. Are you ready?" The class is excited for the project. Presentation （呈现） 1 Listen and Tick – Meet the Friends Teacher plays the audio about Miss White's students. Students listen and tick or cross the correct answers on their worksheets. Teacher checks: "What's Liu Jia like? (clever, helpful) What can she do? (play Chinese chess, jump rope)" This develops listening comprehension. 2 Listen Again and Write – Complete the Sentences Teacher plays the audio again. Students write to complete the four sentences about Liu Jia, Oliver, Zhang Peng and Li Xia. They share answers with partners. Teacher writes correct answers on the board. This reinforces listening and writing skills. 3 Make Your Album – Step by Step Teacher shows the album template. Step 1: Fill in the table with three friends' names, what they're like, and what they can do. Teacher models with Liu Jia first. Students complete their own tables. Step 2: Choose photos and write about each friend. Teacher shows an example: "This is my friend Liu Jia. She is clever and helpful. She can play Chinese chess. She can also jump rope well." This guides the writing process. 4 Read and Think – Meet Grace Teacher shows Grace's story pictures and asks: "Who is Grace? What do you think of her?" Students read pages 1-3 quickly. Teacher asks: "Can Grace play football? What can she do?" Students predict. This builds reading interest and prediction skills. 5 Read and Discover – Grace's Talents Students read pages 4-6 and discover: "Grace can draw really well! She makes the poster for the football match. The team wins!" Teacher asks: "Is Grace strong? No, but what is she good at?" Students understand that everyone has different talents. This teaches the reading comprehension and the moral lesson. Practice （操练） 1 Group Work – Album Sharing Students sit in groups of four. Each student shows their friend album and introduces one friend using: "This is my friend... He/She is... He/She can..." Group members ask questions: "Is he/she good at...?" This builds oral presentation skills. 2 Class Presentation – Best Album Each group chooses one student to share their album with the whole class. Teacher gives stickers for good sentences and clear speaking. The class votes for the most interesting album. This builds confidence and public speaking skills. Consolidation （巩固） Teacher: Today we completed our friend albums and read about Grace. We learned to describe friends with "What's he/she like?" and "What can he/she do?" Grace cannot play football, but she can draw beautifully – and she helps the team win! Friends are different and everyone has special talents. This whole unit has been about celebrating our different friends. Remember: the best friends are those who help each other and celebrate what makes each person special! Homework（作业） Level 1 (Basic) Read the Grace story aloud three times and complete Self-check 1-5. Level 2 (Intermediate) Write five sentences about a new friend in your album. Level 3 (Advanced) Make a digital album on your phone and share it with the class group. Blackboard design （板书设计） Reflection （教后反思） This final period successfully integrated all unit language through the album project. Students loved creating and sharing their albums. The Grace story was easy to understand and delivered a powerful message about different talents. The self-check helped students reflect on their learning. However, some students needed more support with writing complete sentences – more sentence frames will be provided next time for lower-level students. 学科网（北京）股份有限公司 $