Unit4 Countries《Unit review》（2课时）（教学设计）-2026-2027学年冀教版（三起）英语五年级上册

Unit4 Countries《Unit review》教案（2课时）-2026-2027学年冀教版（三起）（新教材）小学英语五年级上册 一、学情分析 本课授课对象为五年级学生，经过本单元前面课时的学习，学生已经能够认读、说出 China、Canada、the US、the UK、Australia 等国家类词汇，初步掌握询问国家首都、语言、国旗的基础句型，能够借助图片简单描述一个国家的基础信息。五年级学生具备一定的英语听说能力，喜欢地图、图片、情景问答类课堂活动，但在知识整合方面存在短板：一是容易混淆不同国家对应的首都、语言，单词拼写容易出错；二是在连贯口头表达时，句子语序混乱，难以组织完整语段介绍国家；三是对本单元语音部分 ou、ow 字母组合发音掌握不够扎实，阅读长句时停顿不合理。同时学生对世界各国风土人情充满好奇心，适合依托单元主题，通过表格梳理、语篇阅读等复习活动，串联零散知识点，实现知识结构化，提升综合语言运用能力。 二、教材分析 本课是2026秋新教材冀教版（三起）五年级上册 Unit4《Countries》的单元复习课 Unit review。本单元主题为“国家”，属于“人与社会”主题范畴，单元围绕国家名称、地理位置、首都、语言、国旗、著名景观展开学习。Unit review 作为单元收尾板块，整合本单元全部核心词汇、句型、语音、阅读语篇，设置听、读、写、语音辨析、信息匹配等复习任务，引导学生归纳梳理单元知识体系。教材板块包含听力任务、词汇句型回顾、信息表格填写、语篇阅读《A trip around the world》、语音练习、读写练习。教材依托地图、国家景观插图，将语言知识和世界地理文化融合，兼顾语言知识巩固与文化意识培养，引导学生在了解世界多国概况的同时，加深对祖国的文化认同。本课分为 2 课时完成，第 1 课时侧重词汇、句型、听力任务复习，完成教材基础信息梳理；第 2 课时聚焦单元语篇阅读、语音规则、书面表达，完成教材阅读与书写板块学习。 三、核心素养教学目标（依据2022版新课标） 1.【语言能力】：能够熟练认读、听写本单元四会单词 country，capital，language，flag，star，famous 等；熟练运用句型 What's the capital city of…? What language do people speak in…? The flag of…is… It has… 完成问答；听懂 Unit review 听力材料，抓取国家、首都关键信息；读懂教材《A trip around the world》短文，提取文本信息；掌握字母组合 ou、ow 的发音规律，正确朗读对应单词；能够仿写简短语段介绍一个国家。 2.【文化意识】：了解中国、加拿大、美国、英国、澳大利亚的基础国情与标志性景观，拓宽国际视野；感受不同国家文化特色，尊重文化多样性；加深对中国首都、国旗、山河景观的理解，增强家国认同感与文化自信。 3.【思维品质】：借助国家信息表格，对比归纳不同国家的信息，训练分类、对比、归纳思维；在语篇阅读中，通过师问生答梳理故事脉络，抓取关键信息；辨析易混淆国家信息，发现语言表达规律，提升逻辑表达能力。 4.【学习能力】：学会使用表格、思维导图整理单元词汇和句型；能够开展结对问答、小组互助学习；掌握听前预测、阅读找关键词的学习策略，主动完成单元复习任务。 四、教学重难点 教学重点 1. 复习巩固本单元核心词汇，熟练运用询问国家首都、语言、国旗的句型进行口头问答。 2. 完成 Unit review 教材听力任务，读懂《A trip around the world》语篇，掌握 ou、ow 字母组合发音规则。 3. 能够借助信息支架，口头或者书面简单介绍一个国家。 教学难点 1. 区分容易混淆的国家信息，熟练、连贯地组织语言，完整介绍一个国家。 2. 在语篇阅读中理解文本隐含意义，灵活运用本单元句型进行书面表达。 五、教学过程 第1课时：词汇句型梳理 + Unit review听力、信息匹配板块复习 （1） 课堂导入 教师出示世界地图，投影在大屏幕上，手指地图上不同国家区域，开启课堂。 师：Look at this big map. It’s a map of the world. In Unit4, we learned many countries. Who can tell me some countries we have learned? 生1：China. 生2：Canada. 生3：the US. 生4：the UK. 生5：Australia. 教师板书这些国家单词，带领全班齐读单词，纠正发音。 师：Great! Today we will learn Unit review of Unit4. In this lesson, we will review all the words and sentences of this unit. We will finish the listening task and match information on our textbook. 设计意图：依托世界地图情境导入，快速唤醒学生本单元已学知识，自然引出单元复习主题，明确本节课学习内容。 （2） 单元词汇复习 教师出示本单元单词词卡，分为两类：一类是国家名词，一类是描述国家的名词：country，map，world，capital，language，flag，star，famous，place，people。 师：Now let’s review the words. Let’s read together. Country, C-O-U-N-T-R-Y, country. Capital, C-A-P-I-T-A-L, capital. 全班齐读单词，教师针对易错单词进行讲解。 师：Pay attention to the word “capital”. It means 首都。“capital city” 是固定短语，首都城市。And “flag” means 国旗，star 星星。 教师组织生问生答活动。 师：Now, work in pairs. One student says Chinese, the other says English. 学生结对进行单词互查，教师巡视，重点帮扶单词认读困难的学生。 师：Who wants to have a try? I say Chinese, you say English. 国家。 生：country. 师：首都。 生：capital. 师：国旗。 生：flag. 师：语言。 生：language. 师：星星。 生：star. 教师在黑板绘制简易表格框架，表头：Country / Capital / Language / Flag。 师：Now we will fill in this table. Let’s write down the information of these countries together. Who can tell me the capital of China? 生：Beijing. 师：Yes. What language do people speak in China? 生：They speak Chinese. 师：What about the flag of China? 生：It’s red. It has five yellow stars. 教师依次引导学生说出 Canada、the US、the UK、Australia 对应的首都、语言、国旗信息，师生共同完成表格填写。 Country Capital city Language Flag China Beijing Chinese Red, five yellow stars Canada Ottawa English and French Red and white the US Washington, D.C. English Red, white and blue the UK London English Red, white and blue Australia Canberra English Blue, white and red 师：Look at this table. It helps us remember the information clearly. Let’s read the whole table together. 全班齐读表格内容。 设计意图：分层复习词汇，借助表格对各国信息进行归类整理，把零散知识点结构化，帮助学生对比记忆，降低混淆知识点的难度，落实本单元词汇基础。 （3） 核心句型复习 教师依托黑板上的表格，引出本单元重点句型。 师：We have known the information of these countries. Now let’s review our key sentences. Look at the first question: What's the capital city of China? Who can answer? 生：Beijing is the capital city of China. 师：Perfect! Next question: What language do people speak in Canada? 生：They speak English and French. 师：Good. What’s the flag of China? 生：The flag of China is red. It has five yellow stars. 教师板书三组核心句型： 1. —What's the capital city of…? —…is the capital city of… 2. —What language do people speak in…? —They speak… 3. —What colour is the flag of…? —The flag of…is… It has… 师：Now I will ask questions, you answer me. What's the capital city of the US? 生：Washington, D.C. is the capital city of the US. 师：What language do people speak in the UK? 生：They speak English. 师：What colour is the flag of Canada? 生：It’s red and white. 教师组织小组问答练习，学生以四人小组为单位，参照黑板表格，轮流提问回答。教师巡视课堂，倾听学生对话，纠正句型表达中语序错误。 师：Now, stop here. I find some students mix up Ottawa and Canberra. Ottawa is the capital of Canada. Canberra is the capital of Australia. Please pay attention to this difference. 教师再次带领全班朗读三组句型，强化记忆。 设计意图：以表格信息为问答载体，由教师示范问答过渡到学生自主对话练习，在真实语境中运用句型，针对学生高频易错点进行点拨，夯实句型运用能力。 （4） Unit review教材听力板块学习 师：Open your books, turn to Unit review. Look at Part 1, Listen and match. We will listen to the audio, match the countries with their capitals. Before listening, look at the pictures and words, try to predict what we will hear. 学生浏览教材听力题目，观察图片与备选词汇。 师：Now listen carefully for the first time. Just listen, don’t write. 播放教材听力音频，学生认真听。 师：Now listen again. This time you can draw lines to match. 第二次播放音频，学生完成连线任务。音频播放结束后，教师核对答案。 师：Now let’s check the answers. Who can tell me your answer? What country matches Ottawa? 生：Canada. 师：Yes. Washington, D.C. matches the US. London matches the UK. Beijing matches China. Canberra matches Australia. 教师再次播放音频，逐句暂停，带领学生跟读听力原文，讲解听力文本中的句子。 师：Let’s read the sentences from the listening material. “Ottawa is the capital city of Canada.” Read after me. 全班跟读句子。 师：In this listening material, the speaker talks about capitals. When we listen, we should catch the key words, country names and capital names. This is a good listening skill. 设计意图：严格依托教材 Unit review 听力板块，遵循听前预测、听中完成任务、听后核对跟读的听力教学流程，教授抓取关键词的听力策略，落实教材听力任务。 （5） Unit review信息匹配板块学习 师：Now look at Part2, Read and match. Read the sentences, match the sentences with the pictures. Read the sentences quietly by yourselves first. 学生默读教材句子，自主完成图文匹配。学生完成后，教师组织核对。 师：Who can read Sentence 1 and tell me which picture it matches? 生：The flag of China is red. It has five yellow stars. It matches picture 1. 师：Great. Sentence 2: People speak English and French in Canada. Which picture? 生：Picture 2. 教师依次请学生朗读句子，核对全部匹配题。针对句子中出现的 has，进行讲解。 师：Notice here. The flag has five yellow stars. Subject “the flag” is singular, so we use “has”, not “have”. When the subject is plural, we use “have”. 师：Now read all sentences together. 全班齐读句子。 设计意图：学习教材图文匹配板块，在阅读短句的过程中巩固词汇与句型，辨析 have 和 has 的用法，深化学生对本单元基础句式的理解。 （6） 第1课时小结 师：In this class, we reviewed the words and key sentences of Unit4. We finished listening task and read-match part of Unit review. We used a table to sort out the information of different countries. Next class we will read the story A trip around the world, learn the sound part and finish writing tasks in Unit review. 第2课时：语篇阅读、语音板块、书面表达板块复习 （1） 课堂导入 教师出示上一节课黑板留存的国家信息表格，开启新课。 师：Good morning, class. In last lesson, we reviewed words and sentences, finished listening and matching tasks. Let’s review quickly. What’s the capital city of Australia? 生：Canberra. 师：What language do people speak in Canada? 生：They speak English and French. 师：Perfect. Today we will continue Unit review. We will read the story A trip around the world, learn the pronunciation of ou and ow, and finish the writing exercises on our textbook. 设计意图：快速复习上节课核心知识，衔接本节课 Unit review 剩余板块内容，明确本节课学习任务。 （2） Unit review 语篇阅读《A trip around the world》学习 师：Open your textbook, find the story A trip around the world. Look at the pictures first. What can you see in the pictures? 生：I can see a cloud. I can see rivers, mountains. 师：Yes. This is a cloud. It travels around the world. Now listen to me read the whole story, please listen carefully. 教师完整朗读课文《A trip around the world》。 师：Now read the story silently by yourself. After reading, think about these questions: Where does the cloud go? What famous places does it see? 学生默读短文，自主阅读思考。默读完成后，教师开启提问，逐层拆解课文内容。 师：Question one: Where does the cloud fly first? 生：It flies over China. 师：What famous river can it see in China? 生：The Changjiang River. 师：Yes. Then where does it go? 生：It flies over the US. It sees Yellowstone National Park. 师：Good. Next country? 生：Canada. It sees Niagara Falls. 师：Then Australia. It sees Bondi Beach. 师：Wonderful. Now look at this sentence in the text: It flies over mountains, rivers, deserts, forests and grasslands. What does “flies over” mean? 生：飞过。 师：That’s right. The cloud flies over these places and brings rain. Rain helps plants and animals. The world becomes beautiful. 教师再次分段朗读短文，每读完一段，请学生跟读。 师：Now read paragraph one after me. “A cloud travels around the world. It flies over China. It sees the Changjiang River.” 全班分段跟读课文，教师纠正长句停顿。 师：When we read long sentences, we can pause between phrases. Don’t read every word one by one. 师：Now I will ask you some detailed questions. What can you see in China in the story? 生：Mountains, rivers. 师：What can the cloud see in the US? 生：Yellowstone National Park. 师：What about Canada? 生：Niagara Falls. 师：Australia? 生：Bondi Beach. 师：Now read the whole story together. 全班齐读整篇《A trip around the world》。 师：Now let’s talk about the story. The cloud travels to many countries. Every country has beautiful natural views. We can see beautiful scenery in China and other countries. 设计意图：遵循读前看图预测、教师范读、学生默读、分层问答梳理文本、分段跟读的阅读教学流程，依托教材原文，通过层层设问，拆解语篇信息，帮助学生读懂故事，同时渗透自然景观相关词汇，落实 Unit review 阅读板块学习。 （3） Unit review语音板块学习（ou、ow字母组合） 师：Turn to the sound part of Unit review. Today we will review the sounds of “ou” and “ow”. 教师板书两组单词： 1. cloud, house, about 1. cow, now, how 师：Listen to me. Cloud /klaʊd/, house /haʊs/, about /əˈbaʊt/. All these words have “ou”, and it sounds /aʊ/. Read after me. 全班跟读 ou 组单词。 师：Now look at these words: cow /kaʊ/, now /naʊ/, how /haʊ/. The letters “ow” here also sound /aʊ/. Read after me. 全班跟读 ow 组单词。 师：Now, find “ou” or “ow” in our story A trip around the world. Who can find the word “cloud”? 生：I can find cloud. 师：Yes, cloud has “ou”. Good. Now let’s play a game. I say the sound /aʊ/, you find the words. 教师组织学生朗读语音板块全部单词，对比 ou 和 ow 发 /aʊ/ 的规律。 师：Rule summary. “ou” and “ow” can both pronounce /aʊ/. When we meet new words with these letters, we can try to read with this sound. 教师出示新单词，引导学生尝试拼读：flower, mouse. 生尝试拼读单词。 设计意图：学习教材语音板块，提炼 ou、ow 字母组合发音规则，结合刚刚阅读的课文，在语篇中找到对应单词，做到音篇结合，帮助学生掌握拼读策略。 （4） Unit review读写板块学习 师：Now look at the write part in Unit review. We need to write a short passage to introduce a country. Look at the example on the textbook. 教师展示教材范例：This is China. Beijing is the capital city of China. People speak Chinese. The flag of China is red. It has five yellow stars. There are many famous places in China. 师：Read this example together. 全班齐读范例。 师：This short passage tells us country name, capital, language, flag and famous places. We can use this structure to write about other countries. Let’s take Canada as an example. Who can tell me the sentences step by step? 生1：This is Canada. 生2：Ottawa is the capital city of Canada. 生3：People speak English and French. 生4：The flag of Canada is red and white. 师：Perfect! Now look at the blanks in your textbook. Fill in the blanks, write about one country. You can choose China, Canada, the US, the UK or Australia. 学生独立完成教材书面填空练习，教师巡视课堂，指导学生书写，提醒单词大小写、标点规范。 师：Attention! Country names are proper nouns. We must write the first letter in capital, like China, Canada. The first word of a sentence also needs capital letter. Don’t forget the full stop at the end of each sentence. 学生完成书写后，教师挑选几份学生作品，进行朗读展示。 师：Now, let’s check. Who wants to read your passage? 生朗读自己书写的短文。 师：Well done. All the information is correct, sentences are clear. 设计意图：依托教材写作板块，借助范文搭建写作支架，拆解写作结构，提醒书写规范，引导学生运用本单元句型完成书面表达，落实单元复习的输出任务。 （5） 单元知识整体梳理 师：Now we have finished all parts of Unit review. Let’s look back. In this unit, we learned country words, the information of different countries, key sentences to ask capital, language and flag. We read the story A trip around the world. We learned the sound /aʊ/ for ou and ow. We can talk and write about a country. 教师带领学生快速回顾单元全部板块，在黑板上绘制简易思维导图，中心词 Countries，分支：Words, Sentences, Story, Sounds, Writing。 师：This mind map can help us review knowledge. We can use this way to review English units later. 设计意图：借助思维导图，对整个单元知识体系进行整合复盘，教会学生单元复习的学习方法，提升学习能力。 六、小结 本课分为两个课时完成冀教版（三起）五年级上册 Unit4《Countries》Unit review 复习教学。第 1 课时完成单元词汇、核心句型复习，完成教材听力、图文匹配板块，借助表格归纳各国信息，训练学生听说能力，解决各国信息混淆这一基础难点。第 2 课时完成教材语篇《A trip around the world》阅读、ou/ow 语音板块、书面表达板块，通过分层提问理解故事文本，提炼语音拼读规则，依托范文支架完成简短书面介绍。整节课依托教材 Unit review 全部板块，以单元主题“国家”贯穿始终，以英语学习活动观组织课堂，在听说读写综合复习活动中，巩固语言知识，训练语言技能，同时引导学生了解世界各国风貌，厚植家国情怀，落实英语学科四大核心素养。复习课不只是知识点的重复朗读，而是帮助学生把碎片化知识进行归纳整合，形成结构化知识体系，掌握自主复习策略，实现知识内化与综合语言运用能力提升。 2 学科网（北京）股份有限公司 $