资源简介

(共53张PPT)
Lesson 2 Speed up & Fuel up
Unit 4 A better me
外研版英语(新教材)五年级上册
学生能够准确认读、理解核心词汇与短语，掌握 核心句型 “Why... ” “Do you want to... ”（你想要…… 吗？） “be going to + 动词原形” 的表意与用法。（学习理解）
学生能在口头和书面表达中，正确运用核心词汇描述日常活动、感受及运动等相关事物。学生能运用核心句型，进行关于询问原因、表达意愿和未来计划的简单对话交流。（应用实践）
学生能结合自身生活，用所学内容讲述自己忙碌的早晨，以及想要尝试的新事物。学生能发挥创意，编写一段关于同学之间讨论尝试新运动的对话，并进行表演。（迁移创新）
核
心
素
养
目
标
目录
01 Lead in
03 Practice
02 Presentation
04 Summary
05 Homework
Lead in
Where is the girl's hometown
Lead in
Watch and answer.
Whose hometown is also in Shaoxing
Shaoxing.
Lu Xun.
Lead in
Brainstorm.
What do you know about Lu Xun
famous quotes
real name
main roles
well-known works
classic characters
Presentation
He needs to buy medicine for his father.
（他需要给他爸爸买药。）
sell（卖）
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ba /
词性：动词（v.）
中文：买，购买
bu
y
buy
+
The medicine helps his father get better.
（药帮助他爸爸好转。）
drug（药；药物）
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ medsn/
词性：名词（n.）
中文：药，药物
me
cine
di
medicine
+
+
He hurries to school after buying medicine.
（买完药后，他匆忙去学校。）
rush（匆忙；仓促）
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ h ri/
词性：（v.）；（n.）
中文：赶紧, 匆忙
hu
rry
hurry
+
He arrives at the classroom late.
（他到教室迟到了。）
schoolroom（教室）
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ klɑ sru m/
词性：名词（n.）
中文：教室，课堂
class
room
classroom
+
He wants to set a new record in the race.
（他想要在比赛中创造一项新纪录。）
put（放置，作动词时）
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/set/
词性：（v.）；（n.）
中文：放置；设置；一套（n.）
s
t
e
set
+
+
She sets a record in the 100 - metre race.
（她在 100 米比赛中创造了一项纪录。）
document（记录，作动词时）
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ rek d/
词性：名词（n.）；动词（v.）
中文：纪录；记录
re
d
cor
record
+
+
The race is 50 metres long.
（这场比赛有 50 米长。）
kilometre 千米
同义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ mi t (r)/
词性：名词（n.）
中文：米
me
tre
metre
+
He is afraid of being late again.
（他害怕再次迟到。）
brave（勇敢的）
反义词
例 句
拆分记忆
Look and learn.
Presentation
音标：/ fre d/
词性：形容词（adj.）
中文：害怕的，恐惧的
a
d
frai
afraid
+
+
Presentation
Listen and read.
enjoy
medicine
set
hurry
metre
afraid
record
buy
Let’s play
Presentation
Look and talk.
What is the word on the desk
What place is it
It looks like a classroom.
The word is “早” in Chinese.
Why does he do that
Presentation
Read and answer.
A word on the desk
What does the boy do before school in the mornings
Why does he sell things
To tell himself not to be late again.
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
Why does he do that
Presentation
Read and answer.
A word on the desk
What does the boy do before school in the mornings
Why does he sell things
To tell himself not to be late again.
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
He always ________________.
sell things
goes to buy medicine
run into the classroom
Why does he do that
Presentation
Read and answer.
A word on the desk
What does the boy do before school in the mornings
Why does he sell things
To tell himself not to be late again.
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
He always ________________.
sell things
goes to buy medicine
run into the classroom
His father is________ , but his family has____________. He has to ____________ to_____________.
ill
little money
sell things
get money
Presentation
Read again and answer.
1 Why does the boy sell things
2 What does the teacher say
3 How does the boy feel
4 What does the boy do then
5 Do you know who this boy is
Presentation
Read again and answer.
1 Why does the boy sell things
2 What does the teacher say
3 How does the boy feel
4 What does the boy do then
5 Do you know who this boy is
A word on the desk
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
“Don’t be late again.”
Presentation
Read again and answer.
1 Why does the boy sell things
2 What does the teacher say
3 How does the boy feel
4 What does the boy do then
5 Do you know who this boy is
A word on the desk
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
He feels sad.
Presentation
Read again and answer.
1 Why does the boy sell things
2 What does the teacher say
3 How does the boy feel
4 What does the boy do then
5 Do you know who this boy is
A word on the desk
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
He sits at his desk and cuts a word into it. He’s not going to be late again.
Presentation
Read again and answer.
1 Why does the boy sell things
2 What does the teacher say
3 How does the boy feel
4 What does the boy do then
5 Do you know who this boy is
A word on the desk
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
Lu Xun.
Presentation
Listen and read.
Loudly 大声
Emotionally 有感情
Good pronunciation and intonation. 语音语调
评价机制
A word on the desk
My mornings are always busy. My father is ill, but my family has little money. So before school, I have to sell things. With the money, I go to buy medicine for my father. It's a long way, and sometimes there are a lot of people.
This morning, there are too many people. I'm worried. I hurry to school, but I'm still late. I run into the classroom and my teacher is there.
He is unhappy with me. "Don't be late again," he says. I feel sad. I sit at my desk and cut a word into it. I'm not going to be late again.
SHOW TIME
Pronunciation
Sing loudly
Sing with emotions
Assessment (标准)
stars
Presentation
Think and write.
What is the story about
A boy is always busy in the morning.
Who 　
What 　
Where 　
How 　
Why
His father is ill, but his family has little money. …
rock climbing
singing on stage
playing tennis
skiing
skateboarding
What are they doing
Presentation
Look and guess.
rock climbing
singing on stage
playing tennis
skiing
skateboarding
Do you want to try these things
Presentation
Look and guess.
Try it out!
“Do you want to try
Something new ”
“Yes, but I’m afraid.
I don’t know what to do!”
“Well, you may fail.
But that’s okay.
We can all be great.
Just start it today!”
We may fail. But that’s okay.
We can all be great. Just start it today!
What does the chant tell us about trying something new
Presentation
Listen and answer.
Try it out!
“Do you want to try
Something new ”
“Yes, but I’m afraid.
I don’t know what to do!”
“Well, you may fail.
But that’s okay.
We can all be great.
Just start it today!”
Presentation
Listen and chant.
Try it out!
“Do you want to try
Something new ”
“Yes, but I’m afraid.
I don’t know what to do!”
“Well, you may fail.
But that’s okay.
We can all be great.
Just start it today!”
afraid
may
Presentation
Read and write.
Try it out!
“Do you want to try
Something new ”
“Yes, but I’m afraid.
I don’t know what to do!”
“Well, you may fail.
But that’s okay.
We can all be great.
Just start it today!”
Which words have same sounds
fail
okay
today
Can you say any other words with “ai” or “ay” sounds
rain
snail
play
say
Presentation
Think and say.
afraid
may
fail
okay
today
rain
snail
play
say
Presentation
Watch and learn.
afraid
may
fail
okay
today
Can you say any other words with “ai” or “ay” sounds
rain
snail
play
say
Presentation
Spell and learn.
afraid
may
fail
okay
today
嘴巴自然张开，开口度中等, 舌尖轻轻抵在下齿背，不碰到上齿。舌面微微抬起，但不贴住上颚。嘴角可以稍向两侧拉开。口型慢慢收拢变小。声带保持振动，声音从 /e/ 平滑滑向 / /，形成连贯的长音。
Can you swim
Do you like swimming
Do you want to try it
Presentation
Look and talk.
What sports does Julia do
She runs the 100 metres.
Presentation
Listen and answer.
Presentation
Listen, read and circle.
1 Dad is going to go swimming / running.
2 Billy is afraid of water / nights.
3 Julia starts running at 100 / 105.
4 Julia sets the world record for her age group in the 50-metre / 100-metre run.
What are you going to try
Presentation
Work in pairs.
Work in pairs. Think and share.
I'm going to learn to swim. What about you
I'm going to try skiing.
Practice
Presentation
解析：
“Why” 是特殊疑问词，意思是 “为什么”，用来对事情发生的原因进行提问，句子结构为 “Why + 一般疑问句（be 动词 / 助动词 / 情态动词 + 主语 + 其他）”。
例子：
Why is he late for school （他为什么上学迟到了？）
Why do you like this book （你为什么喜欢这本书？）
“Why... ” 用于询问原因的句型
Presentation
解析：
“Do” 是助动词，用于一般现在时的一般疑问句中，“you” 是 “你”，“want to” 是 “想要”，后面接动词原形，表示 “想要做某事”，整体用于询问对方是否有做某事的意愿。
例子：
Do you want to go swimming （你想去游泳吗？）
Do you want to eat an apple （你想吃一个苹果吗？）
“Do you want to... ” 用于询问意愿的句型
Quickly response
Practice
一、单词英汉互译
a. 忙碌的 ____________________
b. ill ____________________
c. 药 ____________________
d. unhappy ____________________
e. 害怕的 ____________________
busy
生病的
medicine
不高兴的
afraid
Quickly response
Practice
二、句子英汉互译
a. Why is the boy late for school
_______________________________________________________
b. 你想要尝试新事物吗？
_______________________________________________________
c. Dad is going to go swimming.
_______________________________________________________
d. 他因为爸爸生病而忙碌。
_______________________________________________________
这个男孩为什么上学迟到了？
Do you want to try something new
爸爸打算去游泳。
He is busy because his father is ill.
Quickly response
Practice
三、句子填空。
a. My father is __________ (ill).
b. I want to buy some __________ (medicine) for him.
c. __________ (why) are you late
d. She is __________ (afraid) to try skiing.
e. He is going to __________ (break) the record.
ill
medicine
Why
afraid
break
Summary
Let’s Summary!
Key words:
Key sentences:
Why... （为什么……？）
Do you want to... （你想要…… 吗？）
be going to + 动词原形”（打算做某事）
buy 买，购买 medicine 药，药物
hurry 赶紧，匆忙(地走)
classroom 教室，课堂
afraid 害怕的，恐惧的
set 创造(纪录) record纪录
metre米 late 迟到的
be late for school 上学迟到
before 在…以前 sell 卖，出售
Homework
Homework
基础：抄写本节课所学关键词，每个短语抄写 3 遍 。
提高：用核心句型 “Why... ”“Do you want to... ”“be going to + 动词原形” 各造 2 个句子。
拓展：用英语写一篇小短文，描述自己一天的忙碌生活，以及想要尝试的一项新运动，并说明原因。
Thank you!/ 让教学更有效 高效备课 | 英语学科
Unit 4 A better me
第2课时Speed up & Fuel up教学设计
单元 Unit 4 课时 第2课时
教学内容分析 本教学内容紧密围绕单元主题 “A better me（成为更好的自己）” 展开，通过多元化的学习形式与递进式的内容设计，全方位引导学生探索 “自我提升” 相关的语言与思维。首先，以日记阅读为核心载体，呈现 Lingling 尝试加入学校女篮队的完整经历：从最初期待测试、遭遇落选的失落，到同伴 Amy 帮助下决心努力，再到二次尝试最终成功，让学生在富有情节性的文本中，感知时间线索下人物的目标、行动、情感变化与成长逻辑，同时熟悉日记体的文本结构与表达特点。
教学目标 通过本课时的学习，学生能够： 1. 学生能够准确认读、理解 核心词汇与短语，掌握 核心句型 “be going to + 动词原形” 、“What helps... ” “Why is it important to... ” 的表意与用法。（学习理解） 2. 学生能在口头和书面表达中，正确运用核心词汇描述目标、调查、团队等相关事物。学生能运用核心句型，进行关于未来计划、询问帮助因素及重要性的简单对话交流。（应用实践） 3. 学生能结合自身实际，用所学内容制定自己的未来计划，如学习、生活等方面的目标，并说明原因。学生能发挥创意，编写一段关于同学之间讨论如何成为 “更好的自己” 的对话，并进行表演。（迁移创新） 完成课时目标所需的核心语言如下： 【核心词汇】 goal, drink, healthily, exercise, survey, top, test, October, complete, sentence, November, match 【核心句型】 be going to + 动词原形 What helps... Why is it important to...
教学重难点 【重点】 “be going to” 结构的理解与运用（描述未来计划）。 “自我提升目标” 相关词汇与话题讨论。 日记文本的阅读理解与关键信息提取。 【难点】 准确运用 “be going to” 进行口语 / 书面表达（不同人称的形式变化，如 There is going to be... / She is going to...）。 丰富表达 “如何成为更好的自己”，拓展语言输出的多样性。
学情分析 已掌握一般现在时，对 “未来计划” 有初步感知，但 “be going to” 结构需系统学习。具备基本阅读、对话能力，但复杂文本（如日记）的深层理解需引导。对 “自我成长、目标设定” 话题感兴趣，乐于分享个人想法。喜欢互动性强、贴近生活的学习活动（如小组调查、同伴对话）。“be going to” 的主谓一致易出错（如混淆 is/are going to）。话题讨论时语言表达较单一，依赖简单句。
教学工具 多媒体课件：展示教材图片、文本，辅助词汇、语法讲解。 纸质学习材料：教材文本、“班级调查” 填写表、语法练习单。 辅助道具（可选）：篮球小道具（呼应 Lingling 的故事）、“目标卡片”（学生书写个人目标）。
教学方法 任务型教学法：设计 “完成班级调查”“续写日记”“同伴分享计划” 等任务，驱动语言运用。 情境教学法：创设 “讨论个人目标”“模拟对话交流” 的情境，让语言学习贴近实际。 阅读教学法：通过 “略读（skimming）”“寻读（scanning）” 引导学生理解日记文本，提取关键信息。 合作学习法：组织 “Work in pairs”“小组讨论”，培养合作与口语表达能力。 直观演示法：利用教材图表、插图，辅助词汇与文本理解。
教学过程
教学目标 学习活动 效果评价
1. 学生能够准确认读、理解核心词汇与短语，掌握 核心句型 “Why... ” “Do you want to... ”（你想要…… 吗？） “be going to + 动词原形” 的表意与用法。（学习理解） 1.Watch and answer. 播放有关绍兴、鲁迅的视频。 提问并引导学生回答： Where is the girl's hometown？ Whose hometown is also in Shaoxing？ 引出 “Lu Xun” 这一人物，进入下一环节。 2.Brainstorm. 引导学生围绕 “Lu Xun” 进行头脑风暴，提问： What do you know about Lu Xun？ What are his famous works？ What is his real name？ Who are the main roles or classical characters in his works？ 评价学生对视频信息的捕捉能力，重点看 “Where is the girl's hometown？”“Whose hometown is also in Shaoxing？” 两题的回答准确率，及能否由绍兴自然关联到鲁迅；同时观察学生观看视频时的专注度，无明显走神则活动导入效果达标。 评价学生对鲁迅相关知识的储备量与准确性，如能否说出鲁迅的真名、代表作、经典人物等；统计主动分享的学生人数，若超 50% 学生能参与发言且内容无误，则思维激活效果良好。
【设计意图】通过与绍兴、鲁迅相关的视频，激发学生学习兴趣，自然引出核心人物鲁迅，为后续学习搭建背景认知；同时通过针对性提问，检测学生对视频关键信息的捕捉能力，建立 “绍兴 — 鲁迅家乡” 的关联。激活学生对鲁迅的已有知识储备，调动前备知识，为新内容学习（如鲁迅相关故事、词汇）搭建认知桥梁；鼓励学生主动参与课堂，营造活跃的思维互动氛围。
2. 学生能在口头和书面表达中，正确运用核心词汇描述日常活动、感受及运动等相关事物。学生能运用核心句型，进行关于询问原因、表达意愿和未来计划的简单对话交流。（应用实践） 1.Look and learn. 展示与鲁迅、绍兴、故事场景相关的新单词，结合图片讲解词义和用法。 2.Listen and read. 播放单词录音，学生跟读，纠正发音，强调重音和语调。 3.Let's play. 开展 “小鱼泡泡游戏”：屏幕上依次弹出含新单词的小鱼泡泡，学生看到后需快速说出单词，反应错误或缓慢的学生淘汰，最终留存者获胜。 4.Look and talk. 展示与鲁迅故事相关的图片（如书桌、场景图），提问： What place is it？ What is the word on the desk？ 5.Read and answer. 分发鲁迅相关短篇英语文本，引导学生阅读并回答： Why does he do that？ What does the boy do before school in the morning？ Why does he steal things？ 让学生再次阅读文本，回答深层问题： What does the teacher say？ How does the boy feel？ What does the boy do then？ Do you know who this boy is？ 6.Listen and read. 播放上述文本的录音，学生跟随录音逐句朗读，熟悉文本节奏和语音。 7.Look and guess. 展示人们尝试新事物（如做手工、学乐器）的图片，提问： What are they doing？ Do you want to try these things？ 8.Listen and answer. 播放一段关于 “尝试新事物” 的 chant 录音，提问： What do they chant tell us about trying something new？ 9.Listen and chant. 再次播放 chant 录音，学生跟随录音一起 chant，感受韵律。 10.Read and write. 呈现 chant 文本，让学生找出其中发音相同的单词（聚焦 “ay” “ai” 相关发音）。 11.Think and see. 引导学生思考：Can you see any other words with “ai” or “ay” sounds？鼓励学生举例分享。 12.Listen and learn. 播放讲解 “ay” 和 “ai” 发音规则的视频，结合典型单词（如 “day” “rain” “play” “wait”）演示发音，学生模仿练习。 评价学生对新单词的初步掌握，通过随机指认图片提问 “What does this word mean？”，观察学生能否准确回应。 评价学生单词发音的准确性，重点检查重音、语调是否贴合录音；通过抽查个体跟读，判断发音错误率，错误率低于 20% 则达标。 评价学生对单词的即时识别能力，统计学生说出单词的平均反应时间（≤2 秒为优）及准确率，整体准确率≥85% 则词汇巩固效果良好。 评价学生结合图片与词汇的应用能力，看 “What place is it？”“ What is the word on the desk？” 的回答是否准确关联图片内容，回应及时且无误者占比≥75% 为达标。 基础问题（如 “What does the boy do before school？”）评价文本浅层理解，准确率需≥85%；深层问题（如 “ How does the boy feel？”）评价文本深层解读，准确率需≥70%，且能结合文本细节说明理由。 评价学生对文本语音、节奏的把握，观察是否能跟上录音速度，语句停顿、情感是否贴合文本，80% 学生能连贯跟读则达标。 评价学生对图片信息的解读能力，看 “What are they doing？” 的回答是否贴合 “尝试新事物” 主题，且能否主动表达尝试意愿，回应相关性≥90% 为优。 评价学生听力主旨概括能力，看能否准确提炼 “尝试新事物” 的核心信息，回答精准度≥80% 则听力理解效果达标。 评价学生对 chant 韵律的感知与参与度，观察是否能主动跟唱、节奏是否合拍，90% 以上学生能跟随参与则活动效果良好。 评价学生对 “ay” “ai” 发音的初步感知，统计找出符合发音规则单词的准确率，准确率≥85% 则发音感知目标达成。 评价学生对发音规则的迁移能力，看能否自主列举 3 个及以上含 “ay” “ai” 的单词，且发音准确，60% 学生能完成则迁移效果达标。 评价学生发音规则的掌握程度，通过模仿发音抽查，看 “ay” “ai” 发音是否标准，能否清晰区分两类组合发音，75% 学生发音达标则效果良好。
【设计意图】直观呈现新单词，建立词形与词义的关联，筑牢词汇基础。听读单词，让学生模仿标准发音，培养规范的语音表达习惯。以趣味游戏强化新单词的快速识别与反应，巩固词汇并提升学习积极性。结合图片引导词汇问答，实现词汇从 “识别” 到 “初步运用” 的转化，锻炼即时语言输出能力。借文本阅读与分层问题，训练阅读理解能力，引导学生提取信息、逻辑推理。听读文本，感受语音节奏与情感，熟悉内容，为后续活动积累素材。用 “尝试新事物” 主题图片，引发话题兴趣、创设情境，激活学生相关经验与表达。通过 chant 听力训练主旨概括能力，感知主题内容，为后续学习铺垫语境。跟读 chant 感受语言节奏，强化主题输入，支撑 “ay” “ai” 发音感知。引导学生在 chant 中自主发现 “ay” “ai” 发音规律，培养归纳能力。鼓励联想同类发音单词，深化对发音规则的理解与运用。凭发音视频系统讲解规则、结合单词演示，帮助学生准确掌握发音，筑牢语音基础。
3. 学生能结合自身生活，用所学内容讲述自己忙碌的早晨，以及想要尝试的新事物。学生能发挥创意，编写一段关于同学之间讨论尝试新运动的对话，并进行表演。（迁移创新） 1.Look and Talk. 展示游泳、跑步、画画等活动的图片，引导学生用英语回答问题，进行口语练习： Can you swim？ Do you like swimming？ Do you want to try it？ What sports does Julia do？ 2.Listen, read and circle. 播放一段包含 “ay” “ai” 发音单词及核心词汇的听力材料（文本为前文 chant 或相关内容），学生边听边阅读文本，圈出听到的正确单词。 3.Work in pairs. 学生两人一组，结合 “尝试新事物” 的主题，用英语交流：What are you going to do？What are you going to try？教师巡视，及时纠正语法和发音错误，鼓励学生大胆表达。 4.Think and write. 让学生回顾前文关于鲁迅的短篇文本，根据 “what, when, where, who, why, how” 的提示，用英语写出：What is the story about？完成后可小组内互相分享，教师选取典型案例进行点评。 评价学生口语表达的流畅度与准确性，看 “Can you swim？” 等问题的回答是否连贯，用词是否恰当，80% 学生能清晰回应则口语练习效果达标。 评价学生 “听 - 读 - 辨” 的协同能力，统计圈出正确单词的准确率，准确率≥85% 且能匹配听力文本则达标。 评价小组交流的有效性，观察是否实现双向互动，能否用英语清晰表达 “要尝试的事”，70% 以上小组能完成连贯交流则合作与表达目标达成。 评价学生对故事要素的梳理与写作能力，看是否涵盖 “what/when/where/who/why/how”，表达是否连贯、内容是否准确，要素完整性≥80% 则达标。
【设计意图】结合运动、尝试新事物的图片，引导学生用目标语言（如 “Can you... Do you like... ” 等句型）进行口语问答，锻炼即时口语表达的流畅度与准确性。整合 “听 — 读 — 辨” 技能，让学生在听力与阅读的协同中，巩固对目标词汇（含 “ay”“ai” 发音及运动词汇）的识别，提升信息捕捉与判断能力。为学生创设真实的口语互动情境，通过双人合作交流，鼓励学生运用 “What are you going to try ” 等句型表达个人计划，提升合作能力与口语流畅度。引导学生整合故事要素（who/what/where/how/why等），将阅读输入转化为写作输出，训练语篇概括与书面表达能力，深化对故事内容的理解。
课堂练习 一、单词英汉互译
a. 忙碌的 ____________________
b. ill ____________________
c. 药 ____________________
d. unhappy ____________________
e. 害怕的 ____________________ 二、句子英汉互译
a. Why is the boy late for school _______________________________________________________
b. 你想要尝试新事物吗？ _______________________________________________________
c. Dad is going to go swimming. _______________________________________________________
d. 他因为爸爸生病而忙碌。 _______________________________________________________ 三、句子填空。
a. My father is __________ (ill).
b. I want to buy some __________ (medicine) for him.
c. __________ (why) are you late
d. She is __________ (afraid) to try skiing.
e. He is going to __________ (break) the record.
课后作业 基础：抄写本节课所学关键词，每个短语抄写 3 遍 。 提高：用核心句型 “Why... ”“Do you want to... ”“be going to + 动词原形” 各造 2 个句子。
拓展：用英语写一篇小短文，描述自己一天的忙碌生活，以及想要尝试的一项新运动，并说明原因。
板书设计
教学反思 本节课以 “鲁迅文化认知 + 英语语言技能训练（词汇、语音、听说读写）” 为核心，融合文化与语言学习，通过视频导入、游戏互动、文本阅读、语音探究、小组交流等多元活动，引导学生在主题情境中建构语言知识、感悟文化内涵、提升综合运用能力。整体流程较顺畅，但在活动针对性、学生参与深度等方面仍有优化空间。以 “绍兴 — 鲁迅家乡” 的视频导入，既激发兴趣，又自然搭建 “文化背景 — 英语学习” 的桥梁，让学生在文化认知基础上进入语言学习，增强内容关联性与趣味性。文本阅读的深层问题、“Think and write” 任务对学困生缺乏支架（如句式提示、问题拆解），导致其参与度与完成质量较低。明确小组角色分工（组织者、记录者、发言人），示范有效互动方式（如追问、补充），并通过 “小组互动评价表” 激励全员参与。
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