资源简介

PEP 人教版 五年级下册 Unit 2 My favourite Season
Part B read and write 全英教案
Ⅰ. Textbook analysis
What: The text is a short passage about Robin's all the favourite seasons.
According to the passage, we know Robin like four seasons and reasons.
Why: The writer aims to tell students seasons are beautiful each season has own beautiful sceneries. And tell students to describe beautiful seasons.
How: Students can describe their favourite seasons by some patterns "I like ____ I can ____ There are ____ The weather is ____"
Ⅱ. Students Analysis
1. Students are in grade five. They have learned related topic "favourite food / teachers…" before.
2. They are active and interested in learning English, they have formed good learning habits.
3. They are eleven years old. They have thinking ability to judge and learn. They can solve problems.
Ⅲ. Teaching Objectives
1. language competence
Students are able to understand the meaning of passage, master the words and sentences like pink flowers, fan, there are/is… I like …… I can … I can't ……
2. learning ability:
Students are able to use the target language to express favourite seasons.
They can improve their communicative, cooperative, reading listening ability by studying activities.
3. thinking quality:
Students improve their thinking ability by evaluating, discussing, resolving, analysing, criticising and so on.
4. cultural awareness:
Students have a better understanding of four seasons enjoy beautiful sceneries.
Ⅳ. Teaching key and difficult points
1. key points:
How to make students master the key words and sentences.
2. difficult points:
How to make students use the target language to express
Ⅴ. Teaching aids:
PPT. puter. markers.
Ⅵ. Teaching methods.
TBLT. CLT. TPR. SLT.
Ⅶ. Teaching Procedures
Step Ⅰ warm up & lead in.
1. Sing a song: Season.
2. Free talk:
a: which season do you like best why
Step Ⅱ. Presentation.
1. look and say: Robin's pictures what are they about
2. Listen and answer: which season does Robin like best
3. listen and circle: why does Robin like Summer / spring / autumn / winter (How does Robin describe).
4. what can Robin do in Spring Summer Autumn Winter
5. Listen and imitate.
6. retell.
7. write: which season do you like best why write sentences.
Step Ⅲ. Practice.
introduce your favourite season.
Step 4. Production.
Make a season mind map.
Step 5. Summary.
Step 6. Homework.
1. draw the four seasons of your hometown.
2. shoot a vlog.
Ⅷ. Blackboard Design.
Title: Unit 2 My Favourite Season (Part B Read and Write)
- Key Vocabulary: spring, summer, autumn, winter
- Key Sentence Patterns:
- I like ____ best.
- There are ____.
- The weather is ____.
- I can ____ in ____.
- Illustration: A drawing of Robin (from the textbook) at the center, with four sections around it for each season. Each section includes a simple visual symbol (e.g., flowers for spring, a sunny icon for summer, falling leaves for autumn, snowflakes for winter) to reinforce vocabulary.
Teaching Reflection
In today’s English lesson focused on “My Favourite Season” (Part B Read and Write), I sought to help students comprehend the passage and express their thoughts about seasons. The class had notable strengths but also revealed areas for growth.
Strengths:
1. Warm-up & Lead-in: The season-themed song and free talk successfully activated students’ prior knowledge and sparked their interest in the topic.
2. Presentation Stage: Using layered listening and reading tasks (e.g., “listen and answer,” “listen and circle”) allowed students to gradually grasp key vocabulary and sentences. The blackboard design, with clear linguistic targets and a vivid illustration of Robin, effectively supported students’ memory of core content.
3. Student Engagement: Most students actively participated in group discussions and practice activities, showing enthusiasm when describing their favourite seasons.
Areas for Improvement:
1. Language Proficiency: Some students still struggled to use complex sentences fluently when talking about seasons, suggesting a need for more scaffolded practice (e.g., sentence frames with word banks).
2. Time Management: The Production stage (creating a “season mind map”) felt rushed for slower learners. Better time allocation across stages is necessary.
3. Inclusivity: A few quieter students had limited opportunities to speak publicly. More strategies (e.g., mixed-ability pair work, targeted questioning) are needed to engage all learners.
Future Adjustments:
- Design more structured activities (e.g., sentence-building drills with visual prompts) to support students in constructing accurate, longer sentences.
- Refine time management by practicing smoother transitions between stages and preparing backup tasks for faster learners.
- Implement strategies like “think-pair-share” to ensure quieter students participate more actively in class discussions.
Overall, this lesson highlighted the importance of balancing structure and flexibility to meet diverse student needs and enhance language competence.

展开更多......

收起↑