PEP《英语》五（下）Unit 2 My favourite season单元主题复习课活动设计

文|吴夏敏 钟海斌

活动过程

Step 1.Warming-up

1.Sing a song“Seasons song”.（图1）

图1 Seasons song歌词

2.Free talk.

（1）What’s this song about?

（2）How many seasons are there in a year?

（3）Which season do you like best?

（4）Why do you like it?

（5）Can you guess what my favourite season is?

设计意图：通过“Seasons song”引出本课时话题，让学生在愉悦的歌声中快速进入学习状态，并通过Free talk与学生交流，引导学生回顾单元重点句型，为课时学习提供语言支架。

Step 2.Leading-in

1.Look at the picture book,answer the question.（图2）

图2 Picture book

T:What’s my favourite season?Why?

S:Spring.Because you can go boating on the West Lake.

2.Think and answer.（图3）

图3 Think and answer

T:Where is the West Lake?

S:It’s in Huizhou.

设计意图：以picture book的形式，介绍教师喜欢春天在惠州西湖划船，引出家乡惠州，引导学生关注我们的家乡，为课时学习作铺垫。

Step 3.Pre-reading

1.Watch a video to know about some scenic spots in Huizhou.

T:Huizhou is in our hometown,it’s really beautiful.There are many nice scenic spots in Huizhou.Let’s have a look!

2.Know about the travel poster,then lead in the text.

T:What do you think of Huizhou?

S:Really nice!So many beautiful scenic spots!

T:Do you want to travel to Huizhou?（图4）

图4 Travel to Huizhou

Ss:Yes！

T:Well,today let’s travel to Huizhou together！Before traveling,I think we need a travel poster.

Show some travel posters,let the students know about the travel posters.（图5）

图5 Travel posters

T:These are travel posters.When we want to travel to some places,we can read them and know which beautiful places we can go.They are useful for traveling.

T:Today,I will show you a travel poster of Huizhou.

设计意图：通过视频让学生感受家乡惠州之美，激发学生学习兴趣与热情；设计travel to Huizhou的情境引出travel poster语篇进行学习，让学生在情境中阅读语篇，让语言学习更加真实。

Step 4.While-reading

1.Scan the travel poster,find out the four scenic spots and related seasons.（图6）

图6 The scenic spots and related seasons

T:Look at the travel poster of Huizhou,how many scenic spots can you see?

Ss:Four.

T:What are they?

Ss:Flower Valley,Xunliao Bay,Luofu Mountain and Dipai Hot Spring.

T:Great!We can go there in different seasons.In spring,where can we go?

Ss:We can go to the Flower Valley in spring.

T：How about summer,autumn and winter?

S1:We can go to the Xunliao Bay in summer.

S2:We can go to the Luofu Mountain in autumn.

S3:We can go to the Dipai Hot Spring in winter.

2.Read the travel poster carefully,and finish the exercises.

Exercise 1:Read and tick or cross.（图7）

Exercise 2:Choose and fill in the blank.（图8）

Exercise 3:Read and answer.（图9）

Exercise 4:Finish the mind map——winter.（图10）

图7 图8 图9

图10

3.Check,communicate and correct in the group.

4.Check the answer and finish the mind map together.

设计意图：引导学生从略读—扫读—精读逐步理解语篇大意，设计不同类型的、层层递进的阅读任务，让学生在阅读中掌握不同题型的做题技巧，逐步形成阅读策略。同时，充分利用小组合作学习，相互交流、讨论，促进知识的内化，形成学习策略。

Step 5.Post-reading

1.Use the mind map to retell the text,and form a framework for writing.（图11）

图11 思维导图及写作框架

设计意图：利用思维导图梳理文本内容，引导学生建构知识间的关联，更好地帮助他们了解文本的逻辑结构，形成写作框架，引导学生更好地掌握写作方法与技巧，降低写作的难度。

2.According to the text to share personal thoughts：

Which scenic spots do you like best?Why?

设计意图：设计问题让学生根据语篇内容充分表达自我，发散思维，充分尊重学生的想法。

3.Know more about Huizhou’s famous scenic spots and related activities at different scenic spots.（图12）

图12 惠州其他景点及活动

T:Besides these scenic spots,there are other beautiful places in Huizhou.

T:For example,the Double-Moon Bay,it’s in the south of Huizhou.It’s a nice bay.

If you go there,what can you do?

S1:I can go swimming and eat some delicious seafood.

T:Which season will you go there?

S1:I will go there in summer.

Use the same teaching methods to teach West Lake,Nankun Mountain and Sun Nature Hot Spring,the students share based on their own experiences.

设计意图：为学生提供惠州其他旅游景点的信息，引导学生根据自身经验分享并交流，使学生在应用实践活动中内化所学语言，加深理解并初步应用语言，为迁移创新活动作铺垫。

Step 6.Extension

1.Try to make a new travel poster of Huizhou in group.

根据以下步骤制作travel poster:（图13）

图13 制作travel poster步骤 图14 写作标准

（1）小组讨论分配写作任务，根据自身能力选择写作框架，每人负责介绍一个季节；

（2）小组讨论不同的季节适合去哪个景点，并把景点粘贴在四季卡上；

（3）按季节进行书写；

（4）小组内按写作标准进行修改;（图14）

（5）共同制作travel poster;

（6）展示小组制作travel poster of Huizhou的成果。（图15）

图15 学生作品

设计意图：通过设计“Try to make a travel poster”的活动任务，让学生根据自身能力选择写作框架书写作文，充分尊重学生个体学习的差异。同时利用小组合作学习，相互分享、相互修改，发现问题，以优辅困，共同进步。小组合作完成travel poster的制作充分展示了团结合作的力量，让每位学生体验到了学习的乐趣。

2.Know how to publicize the travel poster.（图16）

图16 旅游海报宣传方式

T:Our travel posters are so nice and meaningful,we can share them and let more people know about them.Which way can we share our travel poster?

S1:Wechat or QQ.

S2:Micro Blog.

...

设计意图：通过分享微信朋友圈、微博等途径，鼓励学生向世界展示惠州的美，引发学生对家乡的自豪感。

3.Learn more about Huizhou’s unique traditional activities and cuisines.（图17）

图17 惠州传统活动及美食

T:Besides the beautiful scenic spots,there are many traditional activities and cuisines in Huizhou.Just like Dragon Dance,Kirin Dance,Dancing Fire Dog...

T:These are our precious cultures,we should love our hometown,and be proud of our hometown!Then try our best to let more people know our hometown！

设计意图：通过播放惠州传统文化、美食等，引发学生对惠州更多的关注，激起学生对家乡的热爱,升华本课时的主题意义。

Step 7.Summary and Evaluation

1.Summarize reading and writing skills.

（1）快速扫读，粗略读懂整篇文章的主题及结构。

（2）细读文章，画出或圈出关键词完成各类题型。

（3）利用思维导图梳理文章内容。

（4）根据思维导图列出写作框架，仿写小作文。

2.学习评价：

设计意图：总结阅读写作小技巧，培养学生的阅读写作能力，形成阅读策略；以评促学，增强学生英语学习的自信心。

Step 8.Homework

必做：搜集惠州传统文化、传统活动、传统美食等信息，记录下来小组进行分享。

选做：制作一张新的travel poster,并进行分享。

设计意图：分层作业充分尊重学生学习的个体差异。同时，开放性的作业更加能唤起学生学习英语的兴趣与热情，让学生掌握资料搜集的途径与方法，为终身学习打基础。

附：板书设计

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