Unit 1 My Favourite Things（单元解读讲义）英语北京版五年级上册（新教材）

本讲义围绕“个人喜好与兴趣爱好”主题，系统梳理比较偏好（“Which one do you like better? I like...better because...”）、最高偏好（“Which subject do you like best? I like...best.”）、爱好表达（“My hobby is...”）及才艺展示句型，通过四个Lesson从两者比较到最高偏好、爱好描述再到才艺评价的递进设计，辅以ai/ay发音学习，构建完整学习支架。 该资料以情境创设（读书分享会、才艺秀）增强语言运用真实性，文化融入（《西游记》、中国功夫、书法）提升文化意识，梯度递进设计培养思维品质。课中助力教师开展互动教学，课后学生可回顾句型与文化内容，巩固语言能力，实现知识与素养的双重提升。

北京版五年级上册 Unit 1 My Favourite Things 单元解读 一、新课标理念体现 本单元围绕“个人喜好与兴趣爱好”这一话题展开，引导学生在谈论喜爱的书籍、学科和爱好的情境中用英语表达比较偏好和最喜爱的事物。属于“人与自我”主题范畴，“生活与学习”主题群，涉及“乐学善学，勤于反思，学会学习”子主题；同时属于“人与社会”主题范畴，“文学、艺术与体育”主题群，涉及“运动、文艺等社团活动，潜能发掘”子主题。五年级处于二级学段（5—6年级），本单元以书籍偏好、学科喜好和爱好展示为情境主线，引导学生在表达“Which one do you like better?”“I like ... best.”“My hobby is ...”中认识自我兴趣、尊重他人偏好，在Show and Tell中发掘自身潜能，在介绍中国功夫和书法中增强文化自信，符合二级学段“自信乐观，悦纳自我”和“社团活动，潜能发掘”的目标要求。 二、课时划分 Lesson 1: Which One Do You Like Better?（第2—4页） Lesson 2: My Favourite Subject Is Maths（第5—7页） Lesson 3: My Hobby Is Drawing（第8—10页） Lesson 4: I Like Chinese Kung Fu Best（第11—13页） Letters and Sounds: ai, ay（第14页） 三、单元内容分析 本单元由四个Lesson和Letters and Sounds组成，围绕“My Favourite Things”这一主题，从书籍偏好、学科喜好、个人爱好到才艺展示，层层递进地呈现表达偏好的核心句型。 Lesson 1（第2—4页）以Sara和Lingling谈论书籍为情境，呈现了以下对话：①What are you reading, Lingling? ②I'm reading Journey to the West. It's very famous in China. ③Really? What is it about? ④It tells about a long and difficult journey to ancient India. I like Wukong the Monkey and Bajie the Pigsy in the story. ⑤It sounds interesting. The Monkey or the Pigsy, who do you like better? ⑥I like the Monkey better. He always has good ideas. What books do you like to read, Sara? ⑦I like Snow White and Around the World in Eighty Days. ⑧Which one do you like better? ⑨I like Around the World in Eighty Days better because I like travelling. ⑩I like it, too. It's a good book for children. 通过Sara和Lingling交流读书心得，引出比较偏好的核心句型“... or ..., which one do you like better?”和“I like ... better because ...”，同时呈现中国经典文学作品Journey to the West。Listen and say和Look and act out板块提供Harry Potter、Snow White、Hua Mulan、Animal World等书籍图片供学生操练比较偏好表达；Think, write and share板块引导学生记录阅读习惯并与同伴分享。 Lesson 2（第5—7页）以Sara、Lingling和Yangyang谈论学科为情境，呈现了以下对话：①Come and look. We have so many subjects. They are Chinese, Maths, English, PE, Art, Music, Science and Calligraphy. ②Great! Which subject do you like best, Lingling? ③I like Chinese best. It's beautiful and important. ④What about you, Yangyang? ⑤I like PE best. I love sports. ⑥What's your favourite subject, Sara? ⑦My favourite subject is Maths. It's interesting and useful. ⑧Maths is difficult for me. ⑨Don't worry. We can study Maths together. Look! Maomao is drawing over there. ⑩He likes drawing very much. And he does best in art. 通过三人谈论最喜欢的学科，引出最高偏好表达“Which subject do you like best?”“I like ... best.”“My favourite subject is ...”以及“I do best in ...”。Listen and say板块以表格形式呈现Maomao、Baobao、Mike、Tina的学科偏好和擅长学科，供学生操练问答；Think, write and share板块引导学生写出自己最擅长和有困难的学科，并寻求同伴帮助。 Lesson 3（第8—10页）以Maomao自述爱好为情境，呈现了以下独白语篇：①Hi, I'm Maomao. My hobby is drawing. I like drawing everything: plants, animals, my family and friends. It helps me to see the beautiful world. ②At the weekend, I like to find a quiet place in the park and draw there. I like drawing trees, flowers, rivers and hills. In this way I get to know the beautiful nature. I really enjoy drawing. ③My dad's hobby is cooking. He cooks delicious food for us every day. ④I like drawing animals with big eyes. I also like drawing children with smiling faces. Drawing makes me feel happy. ⑤My mum's hobby is travelling. She always takes me to some interesting places. ⑥My friend Baobao likes watching films. We often go to the cinema together. 通过Maomao介绍自己、爸爸、妈妈和朋友的爱好，引出表达爱好的核心句型“My hobby is ...”“...'s hobby is ...”和“I like ... best.”。Read and say和Match and say板块以图片配对活动让学生梳理不同人物及其爱好的对应关系；Think and share板块以社团选择为情境，引导学生用“I like the ... Club because ...”表达选社理由。 Lesson 4（第11—13页）以课堂Show and Tell为情境，呈现了四段自我介绍：①Hello! I'm Dongdong. I like cooking. I can cook chicken with potatoes. I can also cook noodles. ②Hello! I'm Tiantian. My hobby is dancing. I always have a good time when I dance. I like folk dance best. It's beautiful. Now I will dance for you. ③Hi! I'm Yangyang. My favourite subject is PE. I like Chinese kung fu best. It makes me strong. Let me show you now. ④Hi! I'm Baobao. I like calligraphy. I practice it every day. Let me show you how to write the Chinese character Fu. 通过四位同学在Show and Tell中展示才艺，引出最高偏好表达“I like ... best”和才艺展示用语“I can ...”“Let me show you ...”“It makes me ...”。Activity 1和Activity 2板块通过读句填名和图片配对活动巩固人物与爱好的对应关系；Think板块引导学生分三步准备自己的Show and Tell，并在展示后用“I like ...'s show better/best because ...”评价同伴表现，将better和best的比较偏好表达迁移到评价语境。 Letters and Sounds（第14页）通过歌谣“I am May, and I want to say, / I always have a wonderful day. / I play the piano every day. / It makes me happy all the way. / I also like running on Saturday. / I see some trains on my way. / Sometimes here comes the rain. / I wait for a minute and run away.”学习字母组合ai和ay的发音，归纳ai在mail、say、always、day、play、way、Saturday、away、train、rain、wait中的发音规律。 四、单元教学目标 知识目标：学生能够听懂、会说核心词汇which, journey, difficult, ancient, India, Pigsy, subject, maths, music, calligraphy, PE, important, quiet, place, hill, take, some, delicious, us, practice, every, write, character；能够听懂、会说核心句型“... or ..., which one do you like better?”用于询问比较偏好，“I like ... better because ...”用于表达比较偏好及理由，“Which subject do you like best?”用于询问最高偏好，“I like ... best.”“My favourite ... is ...”用于表达最高偏好，“My hobby is ...”“...'s hobby is ...”用于表达爱好，“I do best in ...”用于表达擅长领域；能够理解评价用语“It makes me ...”和展示用语“Let me show you ...”的语用功能。 技能目标：学生能够在谈论书籍的情境中用“Which one do you like better?”“I like ... better because ...”询问和表达比较偏好；能够在谈论学科的情境中用“Which subject do you like best?”“I like ... best.”“My favourite subject is ...”询问和表达最高偏好；能够在介绍爱好的情境中用“My hobby is ...”“...'s hobby is ...”描述自己和他人的爱好；能够在Show and Tell情境中用“I like ... best”“I can ...”“It makes me ...”展示个人才艺并用“I like ...'s show better/best because ...”评价同伴表现；能够听读歌谣，感知ai和ay的发音规律。 情感态度目标：学生在表达个人喜好的过程中悦纳自我、尊重他人不同的偏好，在Show and Tell中自信展示个人才艺并欣赏同伴的特长，在介绍中国功夫和书法等传统文化中增强文化自信，体会“各有所好”的包容精神和“勤于练习”的执着品质。 五、单元重难点 重点： ◦ 核心词汇which, journey, difficult, ancient, subject, maths, calligraphy, PE, important, quiet, practice, character等的听懂与认读 ◦ 比较偏好句型“Which one do you like better?”和“I like ... better because ...”的听懂与会说 ◦ 最高偏好句型“Which subject do you like best?”“I like ... best.”“My favourite ... is ...”的听懂与会说 ◦ 爱好表达句型“My hobby is ...”“...'s hobby is ...”的听懂与会说 ◦ Show and Tell中用“I can ...”“It makes me ...”展示才艺 难点： ◦ better与best的语义区分与语境选择（两者比较用better，三者及以上或最高偏好用best） ◦ “I like ... better because ...”中because引导原因从句的完整表达 ◦ “I do best in ...”与“I like ... best”的语义区分（擅长vs偏好） ◦ calligraphy的发音（/kəˈlɪɡrəfi/，多音节词，重音在第二音节） 六、学情分析 五年级学生在低年级阶段已学习过用“I like ...”表达简单喜好，用“I can ...”表达能力，用“I like ... very much.”表达程度偏好，具备了表达基本喜好的语言基础。本单元从“I like ...”的简单喜好表达拓展到“I like ... better”的比较偏好和“I like ... best”的最高偏好，交际功能从“表达喜好”升级到“比较偏好并说明理由”和“表达最喜爱并展示才艺”，语言难度和思维层次均有明显提升。学生对学科名称（Chinese, Maths, English, PE, Art, Music, Science）有生活经验，但Calligraphy是新增学科词汇；better与best的区分、because引导原因从语的完整输出、do best in与like best的语义区分需要教师重点示范和操练。此外，Lesson 1中Journey to the West的文化内容对学生理解对话背景至关重要，教师需适当补充背景知识。 七、教学策略 情境创设策略：Lesson 1创设“读书分享会”情境，学生在真实的书籍推荐场景中用“Which one do you like better?”询问同伴的阅读偏好；Lesson 4创设“课堂才艺秀”情境，学生在Show and Tell的氛围中用“I like ... best”“I can ...”自信展示，增强语言输出的真实性和交际性。 梯度递进策略：本单元四个Lesson在偏好表达上呈梯度递进：Lesson 1学习better（两者比较）→ Lesson 2学习best（最高偏好）→ Lesson 3综合运用hobby表达 → Lesson 4迁移到Show and Tell评价语境（I like ...'s show better/best），教师应充分利用这一梯度设计，帮助学生在递进中内化比较偏好和最高偏好的表达体系。 信息差活动策略：Lesson 2的Listen and say板块以表格呈现不同人物的学科偏好和擅长学科，教师可利用表格中的信息差设计问答活动，一方持有部分信息、另一方持有其余信息，学生通过“Which subject does ... like best?”“What does ... do best in?”等问答补全信息，在信息差中驱动真实交际。 文化融入策略：Lesson 1中Journey to the West是本单元的重要文化元素，教师可在课文导入环节简要介绍孙悟空和猪八戒的性格特点，帮助学生理解Lingling为什么“like the Monkey better”；Lesson 4中Chinese kung fu和calligraphy是中华优秀传统文化的代表，教师可在Show and Tell环节鼓励学生用英语介绍更多中国传统文化才艺，如太极拳、剪纸等，在英语学习中增强文化自信。 八、教学准备 教师准备：Unit 1各Lesson课文动画或音频、书籍图片（Journey to the West, Snow White, Around the World in Eighty Days, Harry Potter, Hua Mulan, Animal World等）、学科名称卡片、社团活动图片、Show and Tell活动道具、Letters and Sounds歌谣音频。 学生准备：提前准备一本自己最喜欢的书（Lesson 1用）、了解自己的爱好和擅长学科（Lesson 2—3用）、准备Show and Tell展示内容（Lesson 4用）。 九、跨学科整合建议 语文学科整合：Lesson 1中Lingling正在阅读Journey to the West（《西游记》），对话中提到“It tells about a long and difficult journey to ancient India. I like Wukong the Monkey and Bajie the Pigsy in the story.”可联系语文课中的“名著阅读：西游记”。在英语课堂中延伸讨论：Why does Lingling like the Monkey better? What good ideas does Wukong have? 使学生从“用英语说出书名”上升到“用英语讨论名著人物的性格特点”，在语言学习中渗透经典文学素养。Lesson 4中Baobao说“I like calligraphy. I practice it every day. Let me show you how to write the Chinese character Fu.”可联系语文课中的“书法练习”，在英语课堂中用英语介绍写“福”字的过程和寓意，使学生从“说出calligraphy”上升到“用英语介绍书法文化和福字寓意”，在语言学习中渗透中华书法文化。 体育学科整合：Lesson 4中Yangyang说“I like Chinese kung fu best. It makes me strong. Let me show you now.”可联系体育课中的“武术基本功”。在英语课堂中延伸讨论：What makes you strong? How does kung fu help you? 使学生从“说出I like Chinese kung fu best”上升到“用英语介绍功夫的健身价值和基本动作”，在语言学习中渗透武术强身健体的运动理念。同时，Lesson 3中Maomao说“At the weekend, I like to find a quiet place in the park and draw there.”可联系体育课中的“户外运动与身心健康”，引导学生思考：户外活动如何帮助我们保持身心健康？使学生从“描述爱好”上升到“理解爱好与身心健康的关系”。 十、文化拓展延伸 “千里之行，始于足下”出自老子《道德经》第六十四章，意为千里远的路程是从脚下第一步开始的，再远大的目标也要从眼前的小事做起。这句话体现了中华传统文化中“脚踏实地、循序渐进”的实践智慧——任何爱好和特长都不是一朝一夕养成的，而是日积月累的结果。本单元中Baobao说“I practice it every day.”（我每天练习书法），Yangyang说“It makes me strong.”（功夫让我强壮），Tiantian说“I always have a good time when I dance.”（跳舞总是让我快乐），说的都是“千里之行，始于足下”的道理——英语说“I practice it every day”，中文说“千里之行，始于足下”，表达的都是坚持每天练习、从点滴做起的进取精神。教师可在Lesson 4的Show and Tell小结时点明：学会用英语说“I practice it every day”，就是在用世界语言传递中国人“脚踏实地、持之以恒”的修行精神，在英语课堂中渗透中华循序渐进的文化理念。 第页，共页 学科网（北京）股份有限公司 $