Unit1 Weather in Different Seasons Lesson3 Seasons are colorful（2课时）（教学设计）-2026-2027学年闽教版英语五年级上册

Unit1 Lesson3《Seasons are colorful》教案（2课时）-2026-2027学年闽教版（新版）小学英语五年级上册 一、学情分析 五年级学生经过三年多的英语学习，已经掌握了spring、summer、autumn、winter四个季节名称和sunny、hot、cool、cold等基本天气词汇，能够运用“What season is it? / It's…”等简单句型进行交流，具备初步的听、说、读能力和一定的合作学习习惯。学生对“四季”这一贴近生活的话题兴趣浓厚，乐于表达。但部分学生对“a lot of、little、getting longer、good for outings”等稍复杂的描述性表达理解存在困难，也缺少把天气、穿着、活动三者整体关联起来描述一个季节的语言经验。因此教学中需要借助课文图文、四季对照表格和真实生活情境搭建语言支架，引导学生由词到句、由句到篇地综合运用所学语言。 二、教材分析 本课是Unit 1《Weather in Different Seasons》的第三课，属于单元“人与自然——天气与季节”主题下的阅读与综合运用课。课文以“Seasons are colorful”为主线，通过Read and Understand板块呈现春、夏、秋、冬四季的天气特征、穿着打扮与活动安排，重点学习rain、snow、colorful三个新词，复习四季及天气词汇，巩固“It's＋天气形容词”“We can＋活动”“We wear＋穿着”等核心句型。 本课既是前两课词汇与句型的综合提升，又为第四课《The weather in London changes a lot》以及本单元明信片写作、Favorite Season写作板块奠定基础，在单元中起承上启下的作用。教学中应立足课文语篇，让学生在整体理解中习得语言、感悟“四季多彩”的主题意义。 三、核心素养教学目标 依据2022年版《义务教育英语课程标准》提出的核心素养四维目标，结合本课内容确定以下教学目标： 1.语言能力：能够听懂、认读并在语境中正确运用rain、snow、colorful以及四季天气、穿着、活动相关词汇；能够理解并运用“It's… / We can… / We wear…”句型描述四季，读懂并流畅朗读课文。 2.文化意识：初步感知四季与自然、生活的密切联系，体会“Seasons are colorful”的自然之美，增强亲近自然、热爱生活的情感。 3.思维品质：能借助表格梳理并比较四季在天气、穿着、活动上的异同，学会观察、归类与归纳，形成有条理地描述一个季节的能力。 4.学习能力：学会运用图文、表格、联系生活等学习策略获取和整理信息，乐于参与合作学习，增强学习英语的兴趣和自信。 四、教学重难点 教学重点：掌握rain、snow、colorful等词汇，理解并运用“It's＋天气”“We can＋活动”“We wear＋穿着”句型描述四季的天气、穿着与活动。 教学难点：正确理解和运用“a lot of、little、days are getting longer、good for outings”等稍复杂的表达；能够综合运用所学语言完整描述自己最喜欢的季节。 五、教学过程 本课分两个课时完成。第一课时重在理解与积累，借助课文整体感知和Spring、Summer的精讲，掌握核心词汇与句型；第二课时重在迁移与运用，在精讲Autumn、Winter的基础上引导学生复述课文、描述自己最喜欢的季节，实现语言的综合输出。 第一课时　理解课文：Spring与Summer （1） 歌曲热身，激活旧知 【设计意图】以四季英文歌曲热身，复习四季与天气词汇，营造轻松氛围，自然引出课题。 师：Good morning, boys and girls. How are you today? 生：I'm fine, thank you. And you? 师：Very well. Now let's enjoy a song about seasons. Please listen and tell me what seasons you can hear. （播放英文歌曲《The Four Seasons》，学生边听边跟唱） 师：What seasons can you hear in the song? 生：Spring, summer, autumn and winter. 师：Great! How many seasons are there in a year? 生：There are four seasons in a year. 师：What's the weather like in spring? In summer? 生：It's warm in spring. It's hot in summer.（教师板贴四季图与天气词） 师：Today we'll learn about the seasons and their beautiful colors. Look, the title is—Seasons are colorful!（板书课题，学生跟读） 师：Can you guess what “colorful” means? Look at the four pictures. What colour is spring? 生：Green! 师：What about summer? 生：Bright, red! 师：Autumn? 生：Yellow and orange. 师：Winter? 生：White, snowy. 师：So four seasons, different colors. That's why we say—Seasons are colorful! Wonderful guessing! （2） 整体感知，初读课文 【设计意图】通过听音总问题引导学生整体感知语篇，培养抓取主旨信息的能力。 师：Now let's listen to the text and think: What is the weather like in each season? (Listen and think) （播放课文录音，学生静听） 师：Is it warm or hot in spring? 生：It's warm. 师：Is it hot in summer? 生：Yes, it's a hot season. 师：Very good! Now open your books, read the text by yourselves and underline the new words you don't know. (学生自读，圈画生词) 师：Which words are new to you? 生：rain, snow, colorful. 师：Let's learn them together.（教师带领认读rain / snow / colorful，并结合rainy、snowy及四季彩图理解词义） （3） 精讲课文：Spring 【设计意图】以“问题链＋图文对照”引导学生逐句理解Spring，突破“a lot of、little、getting longer”等难点表达。 师：Let's look at the picture of spring. What colour is the grass? 生：The grass is green. 师：Yes! The grass is green. What can we see in the park? 生：We can see many beautiful flowers. 师：Does it rain a lot in spring? 生：Yes, we have a lot of rain. 师：Good. We have a lot of rain and little sunshine.（板书a lot of rain, little sunshine，借助滴雨图和太阳图对比理解a lot of与little） 师：Look at the two pictures. What happens to the days? The days are getting…? 生：The days are getting longer. The nights are getting shorter. 师：Excellent! Days longer, nights shorter.（手指黑板左右两幅昼夜变化图，带读） 师：What do we wear in spring? 生：We wear our shirts and jackets. 师：Why do we wear shirts and jackets? 生：Because it's warm, not too hot, not too cold. 师：Very good! Spring is warm, so we wear shirts and jackets. Can you find the word “warm” in the text? 生：Yes! “It's warm and we wear our shirts and jackets.” 师：Let's read the sentences about spring together. (全班齐读Spring段落) （4） 精讲课文：Summer 【设计意图】通过“看图—提问—归纳”引导学生自主梳理Summer的天气、穿着与活动，学习提取与整合信息。 师：Now what season comes after spring? 生：Summer. 师：What colour is summer? Look at the picture. It's so bright! Is summer a hot season? 生：Yes, it's a hot season. 师：In summer, what do we wear? 生：We wear T-shirts, shorts, sunglasses and hats. 师：Why do we wear sunglasses and hats? 生：Because it's sunny and hot. 师：Smart! In summer we have a long holiday. What can we do? 生：We can go swimming. 生：We can eat ice cream. 师：Great! We can go swimming and eat ice cream.（板书We can…并带读） 师：Now let's compare. In spring we wear shirts and jackets. In summer we wear T-shirts and shorts. Why? 生：Because summer is hotter than spring. 师：Good thinking! Summer is hot, so we wear less clothes. And we wear sunglasses and hats to keep the sun away. Now look at the picture of summer. What do you see? 生：The sun is shining. Children are swimming. 师：Yes! It's sunny and hot. Let's work in pairs. Look at the summer picture and say something about it. (同桌用“It's… / We wear… / We can…”说说夏天) （5） 梳理归纳，操练句型 【设计意图】借助四季天气—穿着—活动对照表，帮助学生把零散语言结构化，并在句型操练中迁移运用。 教师出示表格，引导学生根据课文内容完成Spring与Summer两行，师生共同核对。 表1　四季天气、穿着与活动对照表（第一课时完成部分） 季节 天气 穿着 活动 Spring warm, a lot of rain, little sunshine shirts and jackets see beautiful flowers Summer bright, hot T-shirts, shorts, sunglasses and hats go swimming, eat ice cream Autumn Winter 师：Now look at the table. Can you say something about spring like this: It's warm in spring. We wear shirts and jackets. We can see beautiful flowers. (教师示范) Now it's your turn. 生：It's hot in summer. We wear T-shirts and shorts. We can go swimming. 师：Wonderful! Let's read the text from the beginning to “eat ice cream” together. (学生跟读并分角色朗读Spring、Summer段落) （6） 课堂小结 师：What have we learned today? 生：We learned rain, snow, colorful and the words about weather, clothes and activities. 师：Can you describe spring and summer? 生：Yes! It's warm in spring. It's hot in summer. We wear… We can… 【设计意图】通过问答梳理本课所学，帮助学生形成清晰的认知结构，为第二课时学习Autumn与Winter做好铺垫。 第二课时　理解课文并综合运用：Autumn与Winter （1） 复习导入 【设计意图】以问答形式复习第一课时内容，巩固Spring与Summer，自然过渡到Autumn与Winter。 师：Hello, boys and girls. Last lesson we learned spring and summer. Can you tell me about spring? 生：It's warm in spring. We wear shirts and jackets. We can see beautiful flowers. 师：And summer? 生：It's hot. We wear T-shirts and shorts. We can go swimming and eat ice cream. 师：Perfect! Today let's go on learning. What seasons are left? 生：Autumn and winter. （2） 精讲课文：Autumn 【设计意图】延续第一课时的“问题链＋表格”策略，引导学生自主理解Autumn，突破“cool and windy、good for outings”等表达。 师：Look at the picture of autumn. What colour are the leaves? 生：They are yellow and orange. 师：Yes, autumn is colorful! What's the weather like in autumn? 生：Autumn is cool and windy. 师：Good. Autumn is cool and windy. It's good for outings.（板书并借助“郊游”情境图理解good for outings）What do we wear in autumn? 生：We wear our jackets. 师：What can we do in autumn? 生：We can fly kites. 生：We can ride bikes. 师：Where can we fly kites and ride bikes? 生：In the park. 师：Yes! We can fly kites and ride bikes in the park. Is it fun? 生：Yes, it's fun. 师：Let's read the autumn part together. (全班齐读Autumn段落) 师：Now let's think. In autumn the leaves turn yellow and orange, the sky is blue and the wind is cool. What do you like to do in autumn? 生：I like to fly kites. 生：I like to ride bikes. 师：Me too! We can fly kites and ride bikes in the park. It's fun. Remember, autumn is good for outings. Now can you say something about autumn with “It's… We wear… We can…”? 生：It's cool and windy in autumn. We wear our jackets. We can fly kites and ride bikes in the park. （3） 精讲课文：Winter 【设计意图】通过“读图—提问—归纳”引导学生理解Winter，巩固“It's cold / We wear… / We can…”句型。 师：Now the last season. What is it? 生：Winter. 师：What colour is winter? Look, the ground is all white. Why? 生：Because it snows. It's snowy. 师：Yes! In winter it's cold. Sometimes it snows. What do we wear in winter? 生：We wear sweaters and coats. 师：What can we do in the snow? 生：We can make snowmen. 生：We like playing in the snow. 师：Great! We can make snowmen. We like playing in the snow.（板书并带读）Let's read the winter part together. 师：Now, boys and girls, which season do you think is the coldest? 生：Winter! 师：Yes, it's very cold in winter. So what do we wear to keep warm? 生：We wear sweaters and coats. 师：Good! Sweaters and coats keep us warm. What can we do in winter? 生：We can make snowmen. We can play in the snow. 师：Great! Now let's look at the word “snow”. When it snows, the ground becomes white. We can make snowmen and play in the snow. (板书snow并带读) Can you say something about winter? 生：It's cold in winter. We wear sweaters and coats. We can make snowmen and play in the snow. 教师引导学生完成表1中Autumn与Winter两行，师生共同核对，形成完整的四季对照表。 表2　四季天气、穿着与活动对照表（完整版） 季节 天气 穿着 活动 Spring warm, a lot of rain, little sunshine shirts and jackets see beautiful flowers Summer bright, hot T-shirts, shorts, sunglasses and hats go swimming, eat ice cream Autumn cool and windy jackets fly kites, ride bikes in the park Winter cold, snowy sweaters and coats make snowmen, play in the snow 师：Look at the table. Can you describe autumn and winter? Let's try. (学生根据表格用“It's… / We wear… / We can…”描述) （4） 情感升华：Seasons are colorful 【设计意图】以“四季的色彩”为主线回扣课题，引导学生感悟四季之美，落实文化意识目标。 师：Now let's think. Spring—the grass is green, the flowers are colorful. Summer—it's bright and hot. Autumn—the leaves are yellow and orange. Winter—the ground is white with snow. What do you think of the seasons? 生：They are beautiful. 师：Yes! Seasons are colorful!（出示四季彩色拼图，带读课题句）Seasons are colorful. Can you read it? 生：Seasons are colorful. 师：Each season has its own beauty. We should love nature and love our life. Do you agree? 生：Yes! 师：Now let's read the whole text together and enjoy the beauty of the four seasons. (全班配乐齐读全文) （5） 综合运用：复述课文与描述最喜欢的季节 【设计意图】通过看表格复述课文、描述“我最喜欢的季节”，帮助学生把零散句型整合成语段，实现语言综合输出。 师：Now let's retell the text with the help of the table. I'll say it first: There are four seasons in a year. In spring, it's warm. We wear shirts and jackets. We can see beautiful flowers… (教师示范后学生依次复述) 师：Great! Now think about your favorite season. Let's make a short passage like this: My favorite season is ______. It is ______. I can wear ______. I can ______. (板书写作框架) 教师出示案例并示范：My favorite season is summer. It is hot and sunny. I can wear T-shirts and shorts. I can go swimming. 师：Now work in groups. Each of you, say something about your favorite season. (小组内交流) 生：My favorite season is winter. It is cold. I can wear sweaters and coats. I can make snowmen. 师：Excellent! Your winter is wonderful. Now let's write it down on your card. (学生仿写，教师巡视指导，指名展示) （6） 课堂小结 师：Today we learned autumn and winter. And we know that seasons are colorful. Can you describe the four seasons now? 生：Yes! In spring it's warm… In summer it's hot… In autumn it's cool… In winter it's cold… 师：Wonderful! You can describe the seasons in English now. Seasons are colorful, and so is your English!（学生齐读课题句结束全课） 六、教学小结 本课以“Seasons are colorful”为情感主线，通过两个课时完成了对四季天气、穿着、活动的理解与运用。第一课时借助整体感知和Spring、Summer的精讲，帮助学生掌握rain、snow、colorful等词汇及核心句型，形成对课文前半部分的深度理解；第二课时在精讲Autumn、Winter的基础上，通过四季对照表复述和“My favorite season”仿写，实现从理解到运用的迁移。教学中坚持“词不离句、句不离篇”，以师问生答、图文对照和表格梳理搭建语言支架，学生参与积极，语言能力、文化意识、思维品质和学习能力均得到发展，达成了本课的教学目标。 学科网（北京）股份有限公司 $