信息技術(shù)2.0微能力：小學(xué)五年級(jí)英語上（第六單元）-中小學(xué)作業(yè)設(shè)計(jì)大賽獲獎(jiǎng)優(yōu)秀作品-《義務(wù)教育英語課程標(biāo)準(zhǔn)（2022年版）》

1、 小學(xué)五年級(jí)英語上（第六單元）義務(wù)教育英語課程標(biāo)準(zhǔn)（2022年版）微能力2.0認(rèn)證-中小學(xué)作業(yè)設(shè)計(jì)大賽目 錄作業(yè)設(shè)計(jì)方案撰寫：TFCF優(yōu)秀獲獎(jiǎng)作品I. Unit Information基本信息學(xué)科年級(jí)學(xué)期教材版本單元名稱英語五年級(jí)上人教版Unit 6 In anature park單元組織方式自然單元 重組單元課時(shí)信息序 號(hào)課時(shí)名稱對應(yīng)教材內(nèi)容1A Beautiful ForestPart A Lets talk2A Nature ParkPart A Lets learn /Lets spell3Find Your FriendPart B Lets talk4Trip To A Villa

2、gePart B Lets learn5Ideal ParkPart B Read and write6A Nice DayPart C Story time. Analysis of the Unit1. Requirement of Curriculum CriteriaThis unit belongs to the topic “Human and Nature”, which requests our students to know some usual things in the nature and describe them with the simple sentence

3、pattern “There be”correctly. According to the New English Curriculum Criteria in the Stage of Compulsory Education (2011), students will be able to recognize and describe something about the nature after learning this unit and realize the beauty of our nature, even try to protect the beautiful natur

4、e with different ways from the heart.2. Analysis of Teaching MaterialThis unit mainly focuses on the topics of natural park, which is divided into part A, B and selected stories in part C with a total of 6 periods. From the perspective of students knowledge and ability level, whether learning new wo

5、rds, practicing the new sentences, or learning the pronunciation rules of “ou” letter group, this unit aims to cultivate students love for nature and enhance their awareness of environmental protection, which is the extension and expansion of the “there be” sentence pattern in Unit 5.While designing

6、 homework, we focus on knowledge as the basis and design a variety of different forms of activities, which can gradually help students master the key points and break through difficulties so that students can use the language knowledge for communication. Group activities can be used to stimulate stu

7、dents learning enthusiasm and improve their learning efficiencies. We can take advantage of the students yearning for nature life and love to be close to nature to guide them to learn and consolidate in a positive emotion.3. Analysis of the Students(1) Language foundationThe assignment sheets are de

8、signed for the students in Grade 5. Until now, they have already learnt vocabulary about outdoors, feelings, and constructions etc. They can say some simple sentences and ask some questions. As they have learned the declarative sentence pattern “There be” in Unit 5, the transition from “There be”to

9、“Is/Are there.?” is much easier to understand and accept in this unit.(2) Life experienceAfter learning this unit, students can learn from how to get along with the nature. It is the critical period for them to form their self- confidence so they need to give positive feedback to keep them going on.

10、 As for their learning style, at this stage, they are sensitive to concrete images and sounds. In this unit, there are many colorful andvivid pictures to arouse their interest.(3) Learning abilityFor my Grade 5 students, their self-awareness begins to develop. Based on their vocabulary and sentence

11、patterns, they can talk about the topic and share ideas orthoughts towards the nature. They start to realize the relationship between others and themselves. Also, they are interested in new things. They have mastered some basic reading skills like making predictions, problem and solution which could

12、 help them to analyze the unit. And they can preliminarily carry out independent and collaborative learning. They are able to work actively and creatively to complete the task. However, how to ask and answer with the sentence patterns appropriately in the daily life, thats a challenge for our studen

13、ts. They still need to work hard and getmore chances to try.(4) Emotional cultivationThe theme is tied closely to students life. They also come across the same situation happens in this unit. So this is the perfect material for them to learn to deal with the relationship and to get along with the na

14、ture and themselves. . Unit Learning & Assignment ObjectivesUnit Learning Objectives:1. All students can master key words and sentence patterns in Lets learn and Lets talk in parts A and B, read dialogues with correct pronunciation, intonation and meaning.2. Most students can understand and use the

15、sentence patterns “Are/ Is there.? Yes, there are/is. No, there arent /isnt” correctly.3. Some students can master the pronunciation of “ou” letter group in words, and further understand the phonetic spelling.4. All students will cultivate the love for the nature and the awareness of protecting the

16、environment.Unit Assignment Objectives Based On The Learning Objectives:1. All students can understand and master the key words well: forest, river, lake, hill, mountain, tree, bridge, house, building and village.2. All students can describe or talk with others in English with the sentence patterns:

17、 Are/Is there.? Yes, there are/is. No, there arent/isnt. There is/are3. Most students will be able to memorize and summarize the pronunciation rulesbased on the pronunciation regulation of “ou” letter group.4. With the help of pictures, all students can understand the topic of this unit and relevant

18、 cultural knowledge, even enhance the awareness of environmental protection. The Overall Design Concepts1. Based on the “Double Reduction” policy and unit awarenessWhen designing layered homework, we fully consider the internal relationships between unit task and unit teaching objectives. Therefore,

19、 the assignment design of this unit will focus on the key points and the core learning content, while taking into account the infiltration of emotional education, so as to achieve the purpose of reducing the total amount of homework and highlighting the functions of unit assignment.2. Meet the perso

20、nalized learning needs of studentsBased on Blooms Taxonomy, in view of the fact that students vary considerably in interests of learning, learning methods, intellectual levels and other factors, design layered homework is essential for that it caters for large numbers of students in single class so

21、they can all do their homework dedicatedly and learn effectively.3. Closely follow the New English Curriculum Criteria (2022)The difficulty of situational assignment shall match different students learning level and learning needs. For instance, the correct use of key sentence patterns to make dialo

22、gues is a fundamental requirement, but making different dialogues with a shared theme requires more advanced thinking ability.Period 1Design Objectives(1) Language abilities: All students will understand and master the dialogue on P58 correctly.(2) Cultural awareness: Most students will have a good

23、understanding of nature park. Besides, Students will realize the importance of protecting the environment.(3) Thinking traits: Some students will be able to think creatively and critically and improve their practical exploration ability.(4) Learning abilities: Some students will learn independently

24、and achieve mastery through a comprehensive study of the subject.1. This is a beautiful nature park. Whats in it? Listen and tick.Type: Regular Assignment Time: 2-3 minutesDesign Purpose: It helps students review some target words. As its a picturein the book, students will feel more familiar and ea

25、sier.Answers: 1. 3. 5. Evaluation: Students self-evaluationIncorrect:Correct: I get _2. Imitate and read the dialogue in the text, then fill in the blanks.M: Children, lets go to the _ !Z: _ there a river in the forest, Miss White?M: _, there isnt. Z: Is there a _, Miss White? M: Yes, there _ and th

26、ere are some small _.Z: Cool! Lets go boating. Type: Regular Assignment Time: 3-5 minutesDesign Purpose: Through imitating and reading, students will improve their pronunciation, intonation and tone. Through filling in the blanks, students will understand the dialogue better. Besides, they will know

27、 more forms about the “There be” structure.Answers: forest; Is; No; lake; is; boatsEvaluation: Teachers evaluationAverage:Good:Excellent:_ I get3. Read a picture book. What can you see in the park?Try to make sentences like:Is there a duck in the park? No, there isnt.Type: Inquiry AssignmentTime: 4-

28、6 minutesDesign Purpose: The picture book is about the park, which is not very difficult for students in Grade 5. Through reading the book, students will enrich vocabulary and use the structure “Is there?” more skillfully.Answers: Open answers.Evaluation: Teachers evaluationAverage:Good:Excellent:I

29、get _Introduction4. Take some pictures or shoot a video of the park in your city. Then try to introduce to your friends with 3-5 sentences.Type: Practical Assignment Time: 5-8 minutesDesign Purpose: Students will really go outside, explore the beautiful nature and improve their practical exploration

30、 ability. During the process, students will realize the importance of protecting the environment and learn to live in harmony with nature.Answers: Open answers.Evaluation: Teachers evaluationAverage:Good:Excellent:_I getI get _ in total!Period 2Design Objectives(1) All students will understand and m

31、aster the target words and sentences：forest, river, lake, mountain, hill. Is there? Yes, there is.(2) All students will have a good understanding of nature park and realize the importance of protecting the environment.(3) Most students can better perceive and master the pronunciation rules of ou in

32、words.(4) Some students phonetic knowledge can be consolidated through theexercises.I am OU . I cant find my house. Can you help me? If you can get 12 stars, you will help me get home!1. Choose the right sentence for the picture.(1) ( )(3) ( )A. There are some boats on the lake.B. Are there any fish

33、 in the river? Yes, there are.C. There is a forest in the nature park.D. Is there a lake in the park? Yes, there is.Type: Regular Assignment(2) ( )(4) ( )Time: 2-3 minutesDesign Purpose: Students will review the key structures and some target words with pictures, which is more vivid and interesting.

34、Answers: (1)A; (2)C; (3) D; (4)BEvaluation: Students self-evaluationIncorrect: Correct:I get_2. I can read!Type: Regular AssignmentTime: 2-3 minutesDesign purpose: It is to strengthen students spelling ability, stimulate students language output, and stimulate students ability to explore language.Ev

35、aluation: Students self-evaluationAverage:Good:Excellent:_ I get3. Find more relative words.Type: Inquiry Assignment Time: 3-5 minutesDesign purpose: Through this kind of exercises, students are constantly thinking, extracting information, and searching for pronunciation rules. Students thinking par

36、ticipation in this process is of positive significance.Evaluation: Teachers evaluationIncorrect:Correct:I get_4. Draw your dream nature park, and try to describe it to your parents. Dont forget to use the sentences: Is there?-Yes, there is. / No, there isnt.Type: Inquiry Assignment Time: 5-8 minutes

37、Design Purpose: It helps students think more creatively, which will also make them enthusiastic.Answers: Open answers.Evaluation: Teachers evaluationAverage:Good:Excellent:Design ObjectivesI getI get _ in total!Period 3_(1) By the end of this lesson, all students will master the sentence structures

38、“Is/ Are there any.? Yes, there is/ are./ No, there isnt/ arent” and nouns like village, house, tree, building, bridge in real situations.(2) Most students will be able to improve their language skills through the assignments.(3) Most students can find more beauties of the nature and the life, and r

39、ealize that its very important to protect the nature.1. Listen and number.( ) ( ) ( )( ) ( )Type: Regular Assignment Time: 2-3 minutesAnswers: 13425Design Purpose: Through the beautiful pictures, students will be more interested in finishing the task carefully. At the same time, their listening skil

40、l will bepracticed and improved.Evaluation: Students Self-Evaluation.Incorrect: 2. Complete the conversation accordingCorrect:I getto the picture._John: Theres a nature park near my house.Mike: Great. Are _ any mountains in the nature park?John: Yes, there _.Mike: Is there a _ in the nature park?Joh

41、n: Yes, there _. The water is clean.Mike: Is there a _ in the nature park?John: Of course. There are many trees in it.Mike: Cool!Type: Comprehensive AssignmentAnswers: there；are；river；is；forestTime: 2-3 minutesDesign Purpose: It helps students master target sentence structure by having a close-up vi

42、ew of the picture and filling in the blanks. Through the vivid picture, itseasier for students to master target sentence structure.Evaluation: Students Self-Evaluation.Incorrect: Correct:Iget _3. Look and write. Here is a picture of People Park. Now write your sentences according to the picture.Ther

43、e is_.There are_.-Is there_?.-Yes, _-Are there_?-No, _.Type: Inquiry Assignment Time: 5-6 minutesAnswers: Open answers.Design Purpose: To find more beauties of the nature and arouse the awareness of protecting the nature.Evaluation: Teachers EvaluationAverage:Good:Excellent:_ I get4. Draw a picture

44、of your ideal park and fill in the table by interviewing your classmates.Type: Inquiry Assignment Time: 5-8 minutesAnswers: Open answers.Design Purpose: Through drawing, students can use their imagination freely, which will make them enthusiastic. Through interviewing students can practice the targe

45、t sentences structure frequently.Evaluation: Students self-evaluationAverage:Good:I get _Excellent:_ I getin total！Period 4Design Objectives(1) By the end of this lesson, all students will master the key words: village, house, tree, bridge, building, as well as the sentence patterns “Are there any.?

46、 Yes, there is one.”(2) Most students will be able to improve their abilities of listening 、speaking、 reading、watching and writing.(3) Most students will be able to find the beauty of the nature, and they will raise the awareness of protecting the environment.1. Look and say.Type: Regular Assignment

47、 Time: 2-3 minutesAnswers: bridge; village; building; tree; houseDesign Purpose: Through the beautiful pictures, students will be more interested in watching and speaking. At the same time, their thinking traits will be practiced and improved.Evaluation: Students self-evaluation.Incorrect:2. Lets dr

48、aw.housebridgeType: Regular AssignmentCorrect:_I getvillagebuildingTime: 4-5 minutesDesign Purpose: Interest is the best teacher. So it is necessary for us to arouse students enthusiasm and interest in learning English. Colorful pictures are easy to attract their attention. They also can draw anythi

49、ng what they like about the nature and enhance learning confidence.Evaluation: Students self-evaluationAverage:Good:Excellent:_ I get3. Collect leaves and make some leaf- paintings.Look for some leaves in a park and make some paintings. Then describe the paintings with the sentence pattern “there be

50、” in English, even write something down.Examples:Tips: Choose different colors and shapes of leaves.Type: Practical Assignment Time: 8- 10 minutesDesign Purpose: It is to help students complete the target task and improve their aesthetic ability.Answers: Free and open answers.Evaluation: Students se

51、lf-evaluation and teachers evaluation.Evaluation formatStudentsTeacherThe most creative workWell done!Creative workKeeping trying!Simple workFighting!I get_I get _in total！Period 5Design Objectives(1) All students will be able to understand and read the passage on P63 and use the sentence structures

52、 “There is/are” to describe a nature park correctly.(2) Most students will be able to continue writing the story and their comprehensive English using ability can be improved through this assignment.(3) Most students will be aware of the significance of protecting the environment and learn to live i

53、n harmony with the nature.1. Read the chant.Forest, forest, whats in the forest?Trees, trees, there are many trees.River, river, whats over the river?Bridge, bridge, there is a small bridge.Lake, lake, whats on the lake?Ducks, ducks, there are lots of ducks.Village, village, whats in the village?Hou

54、ses, houses, there are some houses.Type: Regular Assignment Time: 2-3 minutesDesign Purpose: This chant is intended for students to review the words about the nature and the sentence patterns “There is/are” With rhythm and repetition, it will make it easier for students to master the learned words a

55、nd the sentence patterns.Evaluation: Teachers evaluationAverage:Good:Excellent:_ I get2. Complete the dialogue according to the pictures.-There is a _ near my house.over there?near the park.-Thats nice! Are there any tall _-No, there arent. There is a small _and a _.-Whats in it?-There are many _in

56、the river?-Are there any _-Yes, there are.-Cool! Lets go to the nature park this weekend!-Great!Type: Comprehensive Assignment Time: 3-5 minutesAnswers: forest; buildings; village; houses; river; fishDesign Purpose: This assignment is to help students review the learnt wordsabout the nature.Evaluati

57、on: Students self-evaluationIncorrect:Correct:3. Fill in the blanks.(1) There _ any buildings near my house.(2) _ there any milk in your bottle?(3) There _ a bridge and two lakes in the park.(4) There _ some eggs and bread in the fridge.(5) -Are there any pandas on the mountain? -No, there_.I get _T

58、ype: Inquiry Assignment Time: 3-5 minutesAnswers: arent; Is; is; are; arentDesign Purpose: It aims at helping students to consolidate the knowledge theyhave learnt in the class.Evaluation: Students self-evaluationIncorrect: Correct:_I get4. Here is a passage about my village. Please draw it out.My v

59、illageMy village is small but beautiful. There are many houses in it. Near the village there is a forest. You may see many birds hopping(跳躍) in the trees. In front of the village there is a small river. The water there is very clean. You can see lots of fish swimming in it. Near the river there is a

60、 high mountain. There are many flowers andtrees on the mountain. I like my village. Welcome to my village!Type: Inquiry Assignment Time: 5-8 minutesDesign Purpose: Compulsory Education English Curriculum Standards (2011 Edition) points out, Language learning requires a lot of input. This passage may