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PEP 人教版小学英语五年级下册
Unit 2 My favourite season
Part B Let’s learn
一、课时教学材料分析：
本课时是涉及询问四季相关活动的词汇课。结合四季相关活动等因素表达自己喜爱某个季节的原因，在和家人、朋友的活动中感受四季之美，享受季节的美好。 1. 语篇的主题与内容是什么？（What ） 主题语境：人与自然——个人与四季活动喜好 内容：Mike 询问Wu Binbin 最喜爱的季节，Wu Binbin 表达自己最喜爱的季节及其原因，以及借助图片呈现每个季节对应的相应活动。 2. 语篇的深层含义是什么？（Why ） 作者通过呈现四季对应的活动，让学生在习得相应活动短语表达的同时，带领学生感受四季之美不仅在风景，还在和家人、朋友的活动中。 3. 语篇具有什么样的文体特征？（How ） 该文本是词汇课。是由一问一答的小对话和四个动词短语组成。经过文本重构，将四个动词短语在语篇中进行整体呈现。图文并茂，贴近学生生活。语篇以四季活动为线索，以四个活动为载体，呈现了该课的核心语言，如“I like spring best. There are beautiful flowers everywhere. I often go on a picnic with my family.”等语句来表达喜爱春季的理 由：春天的美景、相应的活动等，为学生做了示范，也为学生的语言产出预留了空间。
二、学情分析
谈论季节是学生们生活中非常熟悉的话题，他们在生活中已经有了四季的体验并形成了自己的喜好，他们很乐意与同伴表达和分享自己的喜好和感受。学生已经能够表达四季的天气特征和部分活动的名称，但对“季节与文化”的深层关联认知有限。在本课的学习中，一步一步带领学生从不同的角度去分析和表述喜欢的季节和原因，让孩子们了解和发现四季的缤纷多彩。
三、教学设计说明
本节课的课时主题是 Enjoy seasons with family and friends，在语篇中通过听、说、读、看、写等综合性语言实践活动，整体输入和输出，理解和表达与爱好相关的信息或观点。首先通过中国诗歌引入季节的话题，激活学生背景知识，同时提炼季节与生活相关的元素，依次从 what to do, what to see, what to eat, what to celebrate 四个板块展开教学，引导学生在表达喜好时可以通过该季节和家人朋友们的活动，可见的天气和景色，四季养生饮食，值得庆祝的特殊日子等方面表达，拓宽思维。在习得核心词汇短语后，学生通过分层任务，互动问答，合作学习，分享自己最喜欢的季节，巩固核心句型，最后角色扮演“导游”邀请古代诗人游览合肥，联系生活发掘介绍四季之美，实现语言输出，达成主题意义：We can enjoy seasons with family and friends.
四、教学目标定位
通过本课时学习，学生能够：
1
**语言能力** 1. 能听、说、读、写核心词汇：go on a picnic, go swimming, pick apples, make a snowman。 2. 能用句型”Which season do you like best ” “I like ...(season) best. In...（ season ）, I/we often...”描述季节活动，并表达喜好原因。 **文化意识** 1. 了解特殊的节假日与季节的关联，感知中医“因时而食”的养生文化。 2. 通过古诗赏析，体会季节在中华文化中的诗意表达。 **思维品质** 1. 通过了解四季成因，对比不同地区季节差异，培养逻辑分析与批判性思维。 2. 在小组合作中设计“季节性菜单”和“旅游攻略”，提升创新与协作能力。 **学习能力** 1. 通过多模态资源（诗歌、音频、视频、图片、地图）获取信息，培养自主学习能力。 2. 在角色扮演中增强英语表达自信，形成积极的学习策略。
五、教学重难点
【重点】 1. 学习理解动词短语：go on a picnic, go swimming, pick apples, make a snowman 2. 在情境中熟练运用句型：I like … best. There are / is … I often … (with) …表达自己对季节的喜爱之因。 【难点】 1. 跨学科知识（诗歌、中医、地理）与英语语言的有机融合； 2. 创新性任务（旅游指南设计）的语言输出逻辑性。
六、教学用具
PPT, worksheet (My favourite season), worksheet（travel guide in Hefei).
七、教学过程
教学环节 教师活动 学生活动
Lead in Read and think 1. Show classical Chinese poems. Ask students to read together and answer “Which season is it in the poem ” 2. Circle seasonal words in the poems and guide students to complete the mind map. 1.Students read the poems and answer the four seasons: spring, summer, autumn, winter. 2.Students think and classify the key words to “what to do””what to see””what to eat””what to celebrate”
设计意图： -以古诗为媒介激活背景知识，渗透中华传统文化，增强文化自信，引出季节话题。 -通过思维导图梳理季节关联内容，培养逻辑归纳能力，为后续语言输出搭建支架。
Presentation & Practice What to do 1. Show the poem Rural Life, then ask students “In the poem, what do people do in spring ” and guide students to find key words “zhiyuan” by asking “How do you know ” 2. “What do you do in spring ” Teach “go on a picnic” with picture, audio and phonetic rules. 3. Present other phrases in the similar way. 4. Show the poem then ask students “What do they/you do in summer ” Teach “go swimming” and emphasize safety. 5. Teach “pick apples” and think what other seasonal fruits we can pick in autumn.(oranges, pomegranates, persimmons) 6. Teach “make a snowman” and free talk other activities we do in winter. 7. Watch and imitate : Let’s learn 8. Do a demo, then let students ask and answer in pairs. 9. Emotional education: Act with seasons, enjoy the life. 1. Read the poem and answer what people do in spring. “They often fly kites in spring.” and find the key word “zhiyuan”. 2. Students learn new phrase: go on a picnic. and answer questions according to their true life. “I often go on a picnic with my family in Dashushan Park.” 3. Students learn other phrases:go swimming, pick apples, make a snowman. through pictures, audios, phonetic rules and free talk. 4. Watch the video and imitate Let’s learn. 5. Practice in pairs. Ask and answer: “Which season do you like best I like ___ best. I often ____.” Share activities they do in seasons.
设计意图： -由古诗中人们四季的活动到现代学生生活场景, 古今自然过渡，在学生的认知范围内，强化语言理解与应用能力。 -教授 go swimming 拓展安全知识，融入防溺水教育。 -教授 pick apples 拓展时令水果，感悟秋天丰收。 -跟读音频，模仿语音语调。两人一组，根据语言支架进行问答练习，巩固本节课目标词汇和句型。
What to see 1. Show a video about the scenery in seasons, and ask “What do you see in each season ” Review the sentence patterns: It’s +colour. The weather is +adj. There be+noun. 2. Ask “Which season do you like best ” Guide students answer from three points “colour, weather, scenery” 3. Let students ask and answer in pairs. 4. Emotional education: Get close to seasons, love its beauty. 1. Students watch the video and answer what they see in each season. Review the sentences: “There are beautiful flowers in spring. It’s sunny and hot in spring...” 2. Practice in pairs. “Which season do you like best ” “I like ___ best. It’s ____. There be ____” Share the weather and scenery in seasons.
设计意图： -通过观赏四季美景的视频，自由讨论，复习关于天气和There be 句型的表达，引导学生从视觉角度表达喜爱的的季节和原因。继续为最后的输出环节做铺垫。
What to eat 1. Show 24 solar terms and food customs. 2. Show pictures of dishes with good meanings. 3. Check together: We usually eat spring rolls when spring begins. ... 4. Emotional education: Adapt to seasons, eat for health. 1. Learn 24 solar terms and food customs. 2. Know the good meanings ofthe dishes given. 3. Look and say: We usually eat ... in ....
设计意图： -结合 24 节气饮食风俗，学生谈论应季菜品及其美好寓意，实现中医养生与英语表达的有机整合。
What to celebrate 1.Quote Wangwei’s poem and lead to “People celebrate special days in each season.” 2. Read and guess. “What are special days for me and which season do I like ” Give clues and let students guess which season I like. eg. I like lucky money. I like winter because of Chinese New Year. 3.Emotional education: Engage with seasons, cherish the moments. 1. Read and guess which season the teacher likes best. 2. Free talk: I like ... because of ...
设计意图： 以季节关联生活中的特殊日子，通过猜谜互动的形式，培养逻辑思维与文化认同。
Production Let’s share 1. Show an example “My favourite season” 2. Guide students to share their favourite seasons in groups, and choose the proper versions. 1. Students read the example 2. Students help each other and share favourite seasons in groups.
设计意图： 将思维导图中四个原因维度汇总，并设计不同层次的文本框架，鼓励学生谈论自己最爱的季节及原因。
Let’s design 1. Set a situation by AI: An ancient poet wants to see the seasons in a thousand years. 春看繁花秋望月，夏听荷雨冬戏雪。 若问庐州千年后，此般美景可曾别？ A girl students invites him to visit Hefei. 2. Let students be tour guide and work in groups to design a travel guide in Hefei. 3. Show a demo first. 1. Students watch the video and know the task. 2. Work in groups and choose their favourite seasons and scenic spots in Hefei. 3. Show and report their travel guide.
设计意图： 通过 AI 技术创设“古今对话”情境任务，学生扮演导游，向古代诗人推荐合肥四季旅游攻略, 激发学生创造性思维，强化团队合作与交际能力，进一步感受在不同季节和家人、朋友的活动中四季的美好。
八、课堂小结
Highlight the topic: Seasons are wonderful. Enjoy seasons with family and friends.
Let’s explore 1. Show a video: How do seasons form 2. Show a China map about the four seasons, and ask “Does every place have four seasons ” 1. Students watch a video and know how the seasons form. 2. Students read a map, and check “Does everyplace have four seasons “
设计意图： 播放季节成因的视频，展示我国不同地区四季特点地图，进行简单地理知识渗透和跨学科融合。
九、作业设计
十、板书设计

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