1、小学五年级英语上（第六单元）义务教育英语课程标准（2022年版）微能力2.0认证-中小学作业设计大赛目 录作业设计方案撰写：TFCF优秀获奖作品12I. Unit Information基本信息学科年级学期教材版本单元名称英语五年级上人教版Unit 6 In anature park单元组织方式自然单元 重组单元课时信息序 号课时名称对应教材内容1A Beautiful ForestPart A Lets talk2A Nature ParkPart A Lets learn /Lets spell3Find Your FriendPart B Lets talk4Trip To A Vill
2、agePart 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 natu
4、re 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 w
5、ords, 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 designin
6、g 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 st
7、udents 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 d
8、esigned 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 coul
12、d 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 stude
13、nts. 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 n
14、ature 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 relevan
18、t 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 pers
20、onalized 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 dial
22、ogues 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 e
25、asier.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 t
26、here 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 kno
27、w 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 _4. 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 ability. D
30、uring the process, students will realize the importance of protecting the environment and learn to live in harmony with nature.Answers: Open answers.Evaluation: Teachers evaluationIntroductionAverage:Good:Excellent:_I getI get _ in total!Period 2Design Objectives(1) All students will understand and
31、master 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 fis
33、h 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.E
35、valuation: 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 pa
36、rticipation 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 minute
37、sDesign 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
39、realize 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 ski
40、ll 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?Jo
41、hn: 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 v
42、iew 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.There is_.There are_.-Is there_?.-Yes, _-Are there_?-No, _.Type: Inquiry Assignment Time:
