【新教材】北京版（2024）三年级下册英语Unit Three Seasons in My Eyes教案（4课）

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【新教材】北京版（2024）三年级下册英语Unit Three Seasons in My Eyes教案（4课） Lesson 9 There Are Four Seasons in a Year 一、核心素养目标 （一）语言能力 1.能听懂、认读核心单词【four】【season】【spring】【summer】【autumn】【winter】，熟练运用单词描述四季名称及特点，巩固前几节课天气、温度、活动类单词及句型。 2.能听懂、会说、会用核心句型There are four seasons in a year./It is...in.../I like...best.，能表达一年有四季，描述各季节特点及个人喜好，结合前几节课句型实现连贯表达。 （二）文化意识 1.了解一年有四季，认识各季节的典型特点、天气及常见活动，培养观察自然、热爱自然的情感，感受四季之美。 2.乐于用英语分享自己喜欢的季节及原因，感受英语在描述自然季节中的实用性，提升英语表达的主动性和自信心。 （三）思维品质 1.能结合四季图片、生活体验，准确运用单词和句型描述各季节的特点，培养观察能力、分类能力和语言组织能力。 2.能灵活结合前几节课的天气询问、活动表达句型，实现“表述四季数量—描述季节特点—询问喜好—表达原因”的连贯表达，培养思维的连贯性和逻辑性。 （四）学习能力 1.能在互动、合作中主动参与四季相关的练习和分享，养成认真倾听、大胆表达、主动模仿的学习习惯。 2.能结合生活体验，自主运用所学知识描述四季特点、表达个人喜好，培养自主运用英语解决自然季节描述问题的能力。 二、教学重难点 （一）教学重点 1.核心单词【four】【season】【spring】【summer】【autumn】【winter】的认读、朗读、运用，掌握单词含义、发音及词形特点，区分六个核心单词的用法。 2.核心句型There are four seasons in a year./It is...in.../I like...best.的理解、朗读及情景运用，能准确表述四季数量、描述季节特点及表达个人喜好。 （二）教学难点 1.准确运用【spring】【summer】【autumn】【winter】四个季节单词，结合天气、活动形容词描述对应季节特点，避免季节与特点搭配混淆。 2.熟练运用核心句型进行连贯表达，能自然结合前几节课句型，完整表述“四季数量—季节特点—个人喜好—原因”，避免句型生硬衔接。 （三）重难点突破 1.通过四季实景图片、视频片段、实物展示（如春花、秋叶），让学生直观认识各季节特点，结合单词反复练习，突破季节与特点搭配的难点。 2.通过句型示范、分层仿写、对话练习，帮助学生掌握核心句型的用法，结合四季特点设计连贯表达练习，逐步提升句型衔接能力和语言表达的流畅度。 3.结合学生生活体验，引导学生联想自己经历的四季场景，主动运用句型描述特点、表达喜好，联系生活实际，实现知识迁移，强化单词和句型记忆。 三、字词句音梳理 （一）单词梳理 1.数量及总称类单词 ①【four】：四，数词，发音/fɔː(r)/，用于表示数量，常用搭配four seasons（四季），后接可数名词复数。 ②【season】：季节，名词，发音/ˈsiːzn/，可数名词，复数形式为seasons，常用搭配four seasons（四季）、a season（一个季节）。 2.四季类单词 ①【spring】：春天，春季，名词，发音/sprɪŋ/，可数名词，复数形式为springs，常用搭配in spring（在春天）。 ②【summer】：夏天，夏季，名词，发音/ˈsʌmə(r)/，可数名词，复数形式为summers，常用搭配in summer（在夏天）。 ③【autumn】：秋天，秋季，名词，发音/ˈɔːtəm/，可数名词，复数形式为autumns，常用搭配in autumn（在秋天），英式表达，与美式fall同义（本节课以autumn为主）。 ④【winter】：冬天，冬季，名词，发音/ˈwɪntə(r)/，可数名词，复数形式为winters，常用搭配in winter（在冬天）。 3.巩固单词（前几节课） ①【warm】：温暖的，②【hot】：炎热的，③【cool】：凉爽的，④【cold】：寒冷的，⑤【sunny】：晴朗的，⑥【windy】：有风的，⑦【rainy】：下雨的，⑧【play】：玩，⑨【like】：喜欢，⑩【because】：因为。 （二）句型梳理 1.核心句型 ①There are four seasons in a year. 译为“一年有四个季节。” ②It is...in... 译为“在……（季节）天气是……的。” ③I like...best. 译为“我最喜欢……（季节）。” ①用法：There are后接可数名词复数，表示“有……”；It is后接天气/温度形容词，in后接季节名词，用于描述某季节的天气；I like后接季节名词，best用于强调“最喜欢”。 ②朗读注意：There are连读（/ðeə(r) ɑː(r)/）；in spring/summer/autumn/winter连读（/ɪn sprɪŋ/、/ɪn ˈsʌmə(r)/等）；I like...best句末重音在best上，语气自然。 2.连贯表达句型 ①表述数量：There are four seasons in a year. They are spring, summer, autumn and winter. ②描述特点：It is warm in spring. It is hot in summer. It is cool in autumn. It is cold in winter. ③询问喜好：Which season do you like best? ④表达喜好及原因：I like spring best. Because it is warm and sunny. （三）发音要点 1.注意核心单词发音差异：spring（/sprɪŋ/）、summer（/ˈsʌmə(r)/）、autumn（/ˈɔːtəm/）、winter（/ˈwɪntə(r)/），区分各单词的元音发音，避免混淆。 2.巩固连读技巧：There are four seasons → /ðeə(r) ɑː(r) fɔː(r) ˈsiːznz/；in spring → /ɪn sprɪŋ/；in summer → /ɪn ˈsʌmə(r)/；like best → /laɪk best/。 3.注意season（/ˈsiːzn/）的发音，结尾为/zn/，舌尖轻触上齿背，发音清晰；autumn的发音重音在第一个音节，避免读错；four（/fɔː(r)/）的元音发音要饱满，与for发音相同。 四、教学过程 （一）热身导入 1.师生问候：教师用英语问候，Good morning, boys and girls.引导学生回应，Good morning, teacher.，营造轻松的英语课堂氛围。 2.复习巩固：教师出示前几节课核心句型（What's the weather like? It is warm. I like warm days. Because it is nice.），引导学生跟读、问答练习，随后出示四季实景图片，让学生观察并说出图片对应的季节（中文），引出本节课核心——用英语描述四季、表达四季数量及个人喜好。 （二）新知讲授 1.核心单词教学 （1）数量及总称类单词：教师出示数字“4”和四季汇总图片，示范朗读【four】【season】，强调发音、词形和含义，带领学生跟读、分组读、个别读，结合four seasons短语，让学生理解单词的搭配和含义，巩固记忆。 （2）四季类单词：教师逐一出示spring、summer、autumn、winter的实景图片和视频片段，结合季节特点（如春天开花、夏天炎热），示范朗读单词，强调发音和季节含义，带领学生跟读、分组读、个别读，结合图片让学生直观认识各季节，区分四季单词，加深记忆。 2.核心句型教学 （1）句型示范：教师结合四季汇总图片，示范句型There are four seasons in a year.，朗读并讲解含义，强调There are和four seasons的用法，带领学生跟读，纠正发音和语调，引导学生模仿句子。随后结合各季节图片，示范句型It is warm in spring./I like spring best.，讲解句型结构和用法，带领学生跟读模仿。 （2）句型仿写：教师更换天气形容词和季节单词，引导学生仿写句型，如It is hot in summer./It is cool in autumn./I like summer best.，替换不同季节和天气，初步掌握句型结构和搭配。 （3）连贯练习：教师引导学生结合核心句型，先表述四季数量，再描述各季节特点，最后表达个人喜好及原因，如There are four seasons in a year. It is warm in spring. I like spring best. Because it is warm.，反复练习，实现连贯表达。 （三）师生互动交流 1.互动练习一：句型配对，教师出示四季单词卡片、天气形容词卡片和句型卡片，邀请学生上台配对，并用完整句型说出句子，如It is cold in winter.，巩固句型和单词的搭配运用。 2.互动练习二：情景问答，教师提问Which season do you like best?，引导学生用I like...best.回答，随后追问Why?，引导学生用Because it is...补充原因，学生之间互相提问、回答，教师巡视指导，纠正发音和句型错误，提升学生的互动交流能力和语言表达能力。 （四）探究与分享 1.小组探究：将学生分成4-5组，每组发放一套四季图片、核心单词卡片和句型卡片，小组内成员合作，一人表述四季数量、一人描述各季节特点、一人询问组员喜好、一人回答喜好及原因，轮流练习，探究“数量表述—特点描述—喜好询问—原因表达”的连贯技巧和句型搭配，教师巡视指导。 2.分享展示：每组邀请2-3名代表上台，完整呈现“表述四季数量—描述各季节特点—询问喜好—表达原因”的连贯对话，其他小组认真倾听，展示结束后，教师点评，肯定优点，纠正不足，强调单词发音、句型搭配和表达的连贯性。 3.拓展分享：引导学生分享自己最喜欢的季节及生活中的相关场景，用核心句型描述，如I like autumn best. Because it is cool. I can pick leaves.，结合生活体验，强化单词和句型运用，同时培养学生观察自然、热爱自然的情感。 （五）重点知识归纳概括 1.单词归纳：本节课重点掌握6个核心单词，其中数量及总称类2个（【four】【season】），四季类4个（【spring】【summer】【autumn】【winter】），能准确认读、朗读，掌握单词含义、发音及用法，区分四季单词的词形和含义，牢记four和season的搭配，巩固前几节课天气、活动、情感表达类单词。 2.句型归纳：核心句型为There are four seasons in a year.（表述四季数量）、It is...in...（描述季节特点）、I like...best.（表达个人喜好）；能结合前几节课句型Which season do you like best?、Because it is...，实现数量表述、特点描述、喜好询问、原因表达的连贯运用。 3.用法归纳：four为数词，后接可数名词复数；season为可数名词，复数形式为seasons，常用搭配four seasons；spring、summer、autumn、winter为季节名词，常用搭配in+季节；描述季节特点时，注意季节与天气形容词的合理搭配；表达喜好时，best用于强调程度，可结合because说明原因。 4.注意事项：注意核心单词的发音准确性和连读技巧；区分四个季节单词的含义，避免季节与特点搭配混淆；运用There are句型时，注意后接可数名词复数；结合前几节课句型时，保持表达的连贯性和逻辑性，避免句型生硬衔接。 五、板书设计 Unit Three Seasons in My Eyes Lesson 9 There Are Four Seasons in a Year （一）核心单词 1.数量及总称类 ①【four】（四）four seasons ②【season】（季节）a season/seasons 2.四季类 ①【spring】（春天）in spring ②【summer】（夏天）in summer ③【autumn】（秋天）in autumn ④【winter】（冬天）in winter 3.巩固单词 ①【warm】（温暖的）②【hot】（炎热的）③【cool】（凉爽的）④【cold】（寒冷的） ⑤【sunny】（晴朗的）⑥【like】（喜欢）⑦【because】（因为） （二）核心句型 1.表述数量 ①There are four seasons in a year. 2.描述特点 ①It is...in... 3.表达喜好 ①I like...best. 4.连贯句型 ①询问：Which season do you like best? ②回答：I like...best. Because it is... （三）例句 1.There are four seasons in a year. They are spring, summer, autumn and winter. 2.It is warm in spring. It is hot in summer. 3.—Which season do you like best? —I like spring best. Because it is warm. 六、练习 情景材料：It’s Wednesday morning. The students are having an English class about seasons. Their teacher says, “There are four seasons in a year. They are spring, summer, autumn and winter. It is warm and sunny in spring. We can see many flowers. It is hot and rainy in summer. We can swim. It is cool and windy in autumn. We can pick leaves. It is cold and snowy in winter. We can make snowmen.” The students listen carefully and remember the features of each season. Then they start to talk with their deskmates about their favorite seasons. They are very happy to share their ideas about seasons. 1.The teacher tells the students about seasons in the English class. She says there are how many seasons in a year?（） A.three B.four C.five D.six 2.It is warm and sunny in spring. We can see many flowers. Which sentence is right?（） A.It is cold in spring. B.It is warm and sunny in spring. C.We can swim in spring. D.We can make snowmen in spring. 3.In summer, the weather is hot and rainy. What can we do?（） A.pick leaves B.make snowmen C.swim D.see flowers 4.It is cool and windy in autumn. Which season is it?（） A.spring B.summer C.autumn D.winter 5.—There are four【seasons】in a year. What does “season” mean?（） A.月份 B.季节 C.星期 D.天气 6.—I like【spring】best. What does “spring” mean?（） A.春天 B.夏天 C.秋天 D.冬天 7.The teacher says it is cold and snowy in winter. We can make snowmen. Which sentence is wrong?（） A.It is warm in winter. B.It is cold and snowy in winter. C.We can make snowmen in winter. D.Winter is a cold season. 8.The students talk about their favorite seasons with their deskmates. Which sentence can they say?（） A.There are three seasons in a year. B.I like summer best. Because it is cool. C.I like autumn best. Because it is cool and windy. D.It is hot in winter. 9.It’s Thursday afternoon. The students are doing a survey about their favorite seasons. They ask each other Which season do you like best? and write down the answers. Lily says, “I like spring best. Because it is warm and sunny. I can go for a walk with my family.” Tom says, “I like summer best. Because it is hot. I can swim in the pool.” Lucy says, “I like autumn best. Because it is cool. I can pick apples with my mom.” Jack says, “I like winter best. Because it is cold and snowy. I can make snowmen with my friends.” （1）What do the students do in the afternoon? What do they ask each other? （2）What is each student's favorite season? Why do they like it? 10.After school, Amy and Mike are talking about seasons. Amy says, “There are four seasons in a year. I like spring best. It is warm and sunny. We can see beautiful flowers.” Mike says, “I don't like spring. I like winter best. It is cold and snowy. I can make snowmen and play with snow. What about your brother?” Amy says, “My brother likes summer best. Because it is hot. He can eat ice cream and swim.” Mike says, “Summer is too hot for me. I don't like it.” （1）What does Amy say about seasons? What is her favorite season? （2）What is Mike's favorite season? Why? What does Amy's brother like? Why? 七、练习答案及解析 1.B 解析：题干中老师明确说一年有四个季节，对应选项应为四。A选项三个，C选项五个，D选项六个，均不符；B选项表述正确，符合题意。 2.B 解析：题干中春天是温暖晴朗的，我们可以看到很多花，对应句子应准确描述春天的天气。A选项说春天寒冷，C选项说春天可以游泳，D选项说春天可以堆雪人，均不符；B选项表述正确，符合题意。 3.C 解析：题干中夏天炎热多雨，结合情景材料中We can swim，可知我们可以游泳。A选项摘树叶，B选项堆雪人，D选项看花，均不符；C选项表述正确，符合题意。 4.C 解析：题干中天气凉爽多风，结合情景材料中It is cool and windy in autumn，可知对应的季节是秋天。A选项春天，B选项夏天，D选项冬天，均不符；C选项表述正确，符合题意。 5.B 解析：题干中season结合语境，搭配four seasons in a year，结合本节课核心单词，可知含义是季节。A选项月份，C选项星期，D选项天气，均不符；B选项正确。 6.A 解析：题干中spring结合语境，搭配I like...best，结合本节课四季类单词，可知含义是春天。B选项夏天，C选项秋天，D选项冬天，均不符；A选项正确。 7.A 解析：题干中老师说冬天寒冷多雪，我们可以堆雪人。B选项表述正确，C选项表述正确，D选项表述正确；A选项说冬天温暖，与题干不符，是错误句子，符合题意。 8.C 解析：题干中学生们和同桌讨论最喜欢的季节，可说出符合季节特点的句子。A选项说一年有三个季节，不符；B选项说最喜欢夏天因为凉爽，不符；D选项说冬天炎热，不符；C选项说最喜欢秋天因为凉爽多风，表述正确，符合题意。 9.（1）The students are doing a survey about their favorite seasons in the afternoon. They ask each other Which season do you like best? 解析：根据材料中It’s Thursday afternoon. The students are doing a survey about their favorite seasons. They ask each other Which season do you like best?可知，学生们下午做的事及询问的内容。 （2）Lily's favorite season is spring. Because it is warm and sunny and she can go for a walk with her family. Tom's favorite season is summer. Because it is hot and he can swim in the pool. Lucy's favorite season is autumn. Because it is cool and she can pick apples with her mom. Jack's favorite season is winter. Because it is cold and snowy and he can make snowmen with his friends. 解析：根据材料中四位同学的表述，可得出各自最喜欢的季节及原因。 10.（1）Amy says there are four seasons in a year. Her favorite season is spring. 解析：根据材料中Amy says, “There are four seasons in a year. I like spring best.”可知，Amy对季节的表述及她最喜欢的季节。 （2）Mike's favorite season is winter. Because it is cold and snowy and he can make snowmen and play with snow. Amy's brother likes summer best. Because it is hot and he can eat ice cream and swim. 解析：根据材料中Mike says, “I like winter best. Because it is cold and snowy. I can make snowmen and play with snow.”及Amy says, “My brother likes summer best. Because it is hot. He can eat ice cream and swim.”可知，Mike和Amy哥哥的喜好及原因。 八、反思与感悟 本节课围绕一年有四季的核心主题，聚焦四季类单词和核心句型，通过图片展示、情景示范、互动练习等环节，帮助学生掌握新知，实现与前几节课句型的连贯运用。课堂上学生参与热情高，能主动模仿和分享，但部分学生对四季单词的发音不够熟练，季节与天气特点的搭配易混淆，连贯表达时句型衔接生硬。后续教学中，应加强四季单词发音和搭配的专项练习，增加情景模拟和对话练习，引导学生规范、流畅地运用句型，同时渗透自然教育，提升学生英语综合运用能力。 Lesson 10 What Do We Wear in the Four Seasons 一、核心素养目标 （一）语言能力 1.能听懂、认读核心单词【wear】【coat】【sweater】【shirt】【skirt】【shorts】【shoe】，熟练运用单词描述四季着装，巩固前几节课四季、天气、温度类单词及句型。 2.能听懂、会说、会用核心句型What do we wear in...?/We wear...in.../I wear...in...，能询问和回答四季的着装搭配，结合前几节课句型实现连贯表达。 （二）文化意识 1.了解四季着装与天气、温度的关联，养成根据天气变化合理着装的良好习惯，感受生活与英语的紧密联系。 2.乐于用英语分享自己四季的着装搭配，感受英语在日常生活描述中的实用性，提升英语表达的主动性和自信心。 （三）思维品质 1.能结合四季天气特点、着装图片，准确运用单词和句型询问、描述四季着装，培养观察能力、逻辑关联能力和语言组织能力。 2.能灵活结合前几节课的季节描述、天气询问、喜好表达句型，实现“询问着装—描述着装—关联天气—表达喜好”的连贯表达，培养思维的连贯性和逻辑性。 （四）学习能力 1.能在互动、合作中主动参与四季着装相关的问答和分享，养成认真倾听、大胆表达、主动模仿的学习习惯。 2.能结合生活实际，自主运用所学知识询问、描述四季着装，培养自主运用英语解决日常生活着装描述问题的能力。 二、教学重难点 （一）教学重点 1.核心单词【wear】【coat】【sweater】【shirt】【skirt】【shorts】【shoe】的认读、朗读、运用，掌握单词含义、发音及词形特点，区分不同着装单词的用法和适用场景。 2.核心句型What do we wear in...?/We wear...in.../I wear...in...的理解、朗读及情景运用，能准确询问和回答四季的着装搭配。 （二）教学难点 1.准确运用【wear】的句型结构，结合四季单词和着装单词，合理搭配句子，避免句型搭配错误和着装与季节混淆。 2.熟练运用核心句型进行连贯问答和表达，能自然结合前几节课的天气、季节句型，完整表述“询问着装—描述着装—说明原因（天气）—表达喜好”，避免句型生硬衔接。 （三）重难点突破 1.通过四季着装实景图片、实物道具（如外套、毛衣模型）、情景表演，让学生直观认识不同着装的特点和适用季节，结合单词反复练习，突破着装与季节搭配的难点。 2.通过句型示范、分层问答、对话仿写，帮助学生掌握wear的句型结构和用法，结合四季天气特点设计连贯表达练习，逐步提升句型衔接能力和语言表达的流畅度。 3.结合学生生活实际，引导学生联想自己四季的着装搭配，主动运用句型询问和描述，联系生活实际，实现知识迁移，强化单词和句型记忆。 三、字词句音梳理 （一）单词梳理 1.动作类单词 ①【wear】：穿，戴，动词，发音/weə(r)/，常用搭配wear+衣物（穿某物），主语为人，句型结构为sb wear(s) sth in...（某人在……穿某物）。 2.着装类单词 ①【coat】：外套，大衣，名词，发音/kəʊt/，可数名词，复数形式为coats，常用搭配wear a coat（穿外套），适用于寒冷季节（冬天、深秋）。 ②【sweater】：毛衣，名词，发音/ˈswetə(r)/，可数名词，复数形式为sweaters，常用搭配wear a sweater（穿毛衣），适用于凉爽或稍冷季节（秋天、春天）。 ③【shirt】：衬衫，名词，发音/ʃɜːt/，可数名词，复数形式为shirts，常用搭配wear a shirt（穿衬衫），适用于温暖季节（春天、夏天）。 ④【skirt】：裙子，名词，发音/skɜːt/，可数名词，复数形式为skirts，常用搭配wear a skirt（穿裙子），适用于温暖季节（春天、夏天）。 ⑤【shorts】：短裤，名词，发音/ʃɔːrts/，可数名词，复数形式（本身为复数），常用搭配wear shorts（穿短裤），适用于炎热季节（夏天）。 ⑥【shoe】：鞋子，名词，发音/ʃuː/，可数名词，复数形式为shoes，常用搭配wear shoes（穿鞋子），为日常通用着装，可搭配各类季节。 3.巩固单词（前几节课） ①【spring】：春天，②【summer】：夏天，③【autumn】：秋天，④【winter】：冬天，⑤【warm】：温暖的，⑥【hot】：炎热的，⑦【cool】：凉爽的，⑧【cold】：寒冷的，⑨【like】：喜欢，⑩【because】：因为。 （二）句型梳理 1.核心句型 ①What do we wear in...? 译为“在……（季节）我们穿什么？” ②We wear...in... 译为“在……（季节）我们穿……。” ③I wear...in... 译为“在……（季节）我穿……。” ①用法：What do we wear in...? 用于询问某季节的通用着装，in后接季节名词；We wear...in... 用于回答通用着装，wear后接衣物名词复数（表泛指）；I wear...in... 用于表达个人着装，wear后接衣物名词（可单数可复数）。 ②朗读注意：wear（/weə(r)/）发音饱满，结尾不吞音；What do we wear连读（/wɒt duː wiː weə(r)/）；in+季节连读（如in spring /ɪn sprɪŋ/）；句末用降调（疑问句用升调），语气自然。 2.连贯表达句型 ①询问着装：What do we wear in spring/summer/autumn/winter? ②回答着装：We wear sweaters and shirts in spring. We wear shorts and skirts in summer. ③关联天气：We wear coats in winter. Because it is cold. ④表达喜好：I like to wear sweaters in autumn. Because it is cool and comfortable. （三）发音要点 1.注意核心单词发音差异：wear（/weə(r)/）、coat（/kəʊt/）、sweater（/ˈswetə(r)/）、shirt（/ʃɜːt/）、skirt（/skɜːt/）、shorts（/ʃɔːrts/）、shoe（/ʃuː/），区分各单词的元音发音和辅音组合，避免混淆（如shirt和skirt的发音差异）。 2.巩固连读技巧：What do we wear → /wɒt duː wiː weə(r)/；we wear coats → /wiː weə(r) kəʊts/；in winter → /ɪn ˈwɪntə(r)/；wear a sweater → /weə(r) ə ˈswetə(r)/。 3.注意shorts为复数名词，发音结尾为/ts/，舌尖轻触上齿背发音；shoe的复数形式为shoes，发音为/ʃuːz/，结尾为/z/；wear作为动词，第三人称单数形式为wears（/weəz/），本节课重点掌握原形用法。 四、教学过程 （一）热身导入 1.师生问候：教师用英语问候，Good morning, boys and girls.引导学生回应，Good morning, teacher.，营造轻松的英语课堂氛围。 2.复习巩固：教师出示前几节课核心句型（There are four seasons in a year. It is warm in spring. I like autumn best.），引导学生跟读、问答练习，随后出示四季天气图片，提问学生对应季节的天气特点，再出示对应季节的着装图片，引导学生用中文说出着装名称，引出本节课核心——用英语询问和描述四季的着装搭配。 （二）新知讲授 1.核心单词教学 （1）动作类单词：教师出示着装动作图片（如模特穿外套），示范朗读【wear】，强调发音和“穿、戴”的含义，带领学生跟读、分组读、个别读，结合wear a coat短语，让学生理解单词的用法和搭配，巩固记忆。 （2）着装类单词：教师逐一出示coat、sweater、shirt、skirt、shorts、shoe的实景图片和实物道具，结合季节特点（如冬天穿coat、夏天穿shorts），示范朗读单词，强调发音、词形和适用场景，带领学生跟读、分组读、个别读，结合图片和道具让学生直观认识不同着装，区分着装单词，加深记忆，同时讲解shorts为复数名词、shoe的复数形式为shoes。 2.核心句型教学 （1）句型示范：教师结合四季图片和着装图片，示范句型What do we wear in spring?/We wear sweaters and shirts in spring.，朗读并讲解含义，强调句型结构和wear的用法，带领学生跟读，纠正发音和语调，引导学生模仿句子。随后示范个人着装表达I wear a skirt in summer.，讲解句型差异，带领学生跟读模仿。 （2）句型仿写：教师更换季节单词和着装单词，引导学生仿写句型，如What do we wear in winter?/We wear coats in winter./I wear a sweater in autumn.，替换不同季节和着装，初步掌握句型结构和搭配。 （3）连贯练习：教师引导学生结合核心句型和天气单词，先询问某季节着装，再回答着装，最后说明原因，如What do we wear in summer?/We wear shorts in summer. Because it is hot.，反复练习，实现询问、回答、说明原因的连贯衔接。 （三）师生互动交流 1.互动练习一：句型配对与问答，教师出示四季单词卡片、着装单词卡片和句型卡片，邀请学生上台配对，然后师生进行问答练习，教师提问What do we wear in...?，学生用We wear...in...回答，巩固句型和单词的搭配运用。 2.互动练习二：情景问答与分享，教师提问学生What do you wear in...?，引导学生用I wear...in...回答，随后追问Why?，引导学生用Because it is...补充原因，学生之间互相提问、回答、分享，教师巡视指导，纠正发音和句型错误，提升学生的互动交流能力和语言表达能力。 （四）探究与分享 1.小组探究：将学生分成4-5组，每组发放一套四季图片、着装单词卡片和句型卡片，小组内成员合作，一人询问四季着装、一人回答通用着装、一人表达个人着装、一人说明着装与天气的关联，轮流练习，探究“询问着装—回答着装—个人分享—关联天气”的连贯技巧和句型搭配，教师巡视指导。 2.分享展示：每组邀请2-3名代表上台，完整呈现“询问四季着装—回答通用着装—分享个人着装—说明天气原因”的连贯对话，其他小组认真倾听，展示结束后，教师点评，肯定优点，纠正不足，强调单词发音、句型搭配和表达的连贯性。 3.拓展分享：引导学生分享自己最喜欢的四季着装及原因，用核心句型描述，如I like to wear coats in winter. Because it is warm and comfortable.，结合生活体验，强化单词和句型运用，同时培养学生根据天气合理着装的习惯。 （五）重点知识归纳概括 1.单词归纳：本节课重点掌握7个核心单词，其中动作类1个（【wear】），着装类6个（【coat】【sweater】【shirt】【skirt】【shorts】【shoe】），能准确认读、朗读，掌握单词含义、发音及用法，区分不同着装单词的适用季节，牢记wear与衣物的搭配，巩固前几节课四季、天气、情感表达类单词。 2.句型归纳：核心句型为What do we wear in...?（询问四季通用着装）、We wear...in...（回答通用着装）、I wear...in...（表达个人着装）；能结合前几节课句型It is...in...、Because it is...，实现询问着装、回答着装、关联天气、表达喜好的连贯运用。 3.用法归纳：wear为动词，后接衣物名词，表“穿某物”；coat、sweater等着装单词为可数名词，注意复数形式（shorts本身为复数，shoe复数为shoes）；询问某季节着装用What do we wear in+季节？，回答时注意着装与季节、天气的合理搭配；表达个人喜好时，可结合because说明原因（天气或舒适度）。 4.注意事项：注意核心单词的发音准确性和连读技巧；区分不同着装单词的适用季节，避免着装与季节搭配混淆；运用wear的句型时，注意句子结构正确，主谓一致；结合前几节课句型时，保持表达的连贯性和逻辑性，避免句型生硬衔接。 五、板书设计 Unit Three Seasons in My Eyes Lesson 10 What Do We Wear in the Four Seasons? （一）核心单词 1.动作类 ①【wear】（穿，戴）wear+衣物 2.着装类 ①【coat】（外套）wear a coat ②【sweater】（毛衣）wear a sweater ③【shirt】（衬衫）wear a shirt ④【skirt】（裙子）wear a skirt ⑤【shorts】（短裤）wear shorts（复数） ⑥【shoe】（鞋子）wear shoes（复数） 3.巩固单词 ①【spring】（春天）②【summer】（夏天）③【autumn】（秋天）④【winter】（冬天） ⑤【warm】（温暖的）⑥【hot】（炎热的）⑦【cool】（凉爽的）⑧【cold】（寒冷的） （二）核心句型 1.询问着装 ①What do we wear in...? 2.回答通用着装 ①We wear...in... 3.表达个人着装 ①I wear...in... 4.连贯句型 ①Because it is... ②I like to wear...in... Because it is... （三）例句 1.—What do we wear in spring? —We wear sweaters and shirts in spring. 2.—What do we wear in winter? —We wear coats and shoes in winter. 3.I wear shorts in summer. Because it is hot. 六、练习 情景材料：It’s Friday morning. The students are having an English class about what we wear in the four seasons. Their teacher says, “Different seasons have different weather. So we wear different clothes in different seasons. In spring, it is warm. We wear sweaters, shirts and shoes. In summer, it is hot. We wear shorts, skirts and light shirts. In autumn, it is cool. We wear sweaters and coats. In winter, it is cold. We wear thick coats, warm sweaters and shoes.” The students listen carefully and take notes. Then they start to talk with their deskmates about what they wear in each season. They also share their favorite clothes for each season. 1.The teacher tells the students about clothes we wear in different seasons. She says we wear different clothes because of?（） A.different seasons B.different weather C.different hobbies D.different places 2.In spring, it is warm. What do we wear?（） A.coats and shorts B.sweaters, shirts and shoes C.shorts and skirts D.thick coats and shoes 3.It is hot in summer. We can wear the following clothes except?（） A.shorts B.skirts C.light shirts D.thick coats 4.In autumn, the weather is cool. What do we wear according to the teacher?（） A.sweaters and coats B.shorts and skirts C.shirts and shoes D.thick coats and warm sweaters 5.—We【wear】sweaters in spring. What does “wear” mean?（） A.买 B.卖 C.穿，戴 D.洗 6.—It is cold in winter. We wear【coats】. What does “coats” mean?（） A.毛衣 B.外套，大衣 C.短裤 D.衬衫 7.The teacher says we wear thick coats in winter because it is cold. Which sentence is wrong?（） A.It is cold in winter. B.We wear thick coats in winter. C.We wear shorts in winter. D.Winter needs warm clothes. 8.The students talk about what they wear in each season with their deskmates. Which sentence can they say?（） A.I wear shorts in winter. Because it is cold. B.I wear a sweater in autumn. Because it is cool. C.We wear coats in summer. Because it is hot. D.We wear skirts in winter. Because it is cold. 9.It’s Saturday afternoon. Amy and her friends are talking about what they wear in the four seasons. Amy says, “I wear a shirt and a skirt in spring. Because it is warm. In summer, I wear shorts and a light shirt. In autumn, I wear a red sweater. Because it is cool and I like red. In winter, I wear a thick coat and warm shoes. Because it is very cold.” Tom says, “I wear a sweater and shoes in spring. In summer, I wear shorts and a T-shirt. In autumn, I wear a coat. In winter, I wear a thick coat and a hat.” Lucy says, “I like skirts best. I wear skirts in spring and summer. In autumn and winter, I wear sweaters and coats.” （1）What does Amy wear in each season? Why does she wear those clothes? （2）What does Tom wear in each season? What does Lucy like best? When does she wear it? 10.After school, Mike is talking with his mom about what he wears in the four seasons. Mike says, “Mom, we learned about clothes in English class today. What do we wear in spring?” His mom says, “We wear sweaters and shirts in spring. Because it is warm.” Mike says, “I know! In summer, we wear shorts and skirts. Because it is hot. In autumn, we wear sweaters and coats. In winter, we wear thick coats and warm shoes.” His mom says, “You are right! And you should wear appropriate clothes according to the weather.” Mike says, “I will. I like to wear shorts in summer. Because I can play outside freely.” （1）What did Mike learn in English class? What does he ask his mom? （2）What does Mike say about what we wear in each season? What does he like to wear in summer? Why? 七、练习答案及解析 1.B 解析：题干中老师说不同的季节有不同的天气，所以我们在不同的季节穿不同的衣服，可知穿不同衣服的原因是不同的天气。A选项不同的季节，C选项不同的爱好，D选项不同的地方，均不符；B选项表述正确，符合题意。 2.B 解析：题干中春天很温暖，结合情景材料中In spring, it is warm. We wear sweaters, shirts and shoes.，可知我们穿毛衣、衬衫和鞋子。A选项外套和短裤，C选项短裤和裙子，D选项厚外套和鞋子，均不符；B选项表述正确，符合题意。 3.D 解析：题干中夏天很炎热，结合情景材料中In summer, it is hot. We wear shorts, skirts and light shirts.，可知炎热天气不会穿厚外套。A选项短裤，B选项裙子，C选项薄衬衫，均是夏天可穿的衣服；D选项厚外套，符合题意。 4.A 解析：题干中秋天很凉爽，结合情景材料中In autumn, it is cool. We wear sweaters and coats.，可知我们穿毛衣和外套。B选项短裤和裙子，C选项衬衫和鞋子，D选项厚外套和暖毛衣，均不符；A选项表述正确，符合题意。 5.C 解析：题干中wear结合语境，搭配sweaters（毛衣），结合本节课核心单词，可知含义是穿、戴。A选项买，B选项卖，D选项洗，均不符；C选项正确。 6.B 解析：题干中coats结合语境，描述冬天寒冷时穿的衣服，结合本节课着装类单词，可知含义是外套、大衣。A选项毛衣，C选项短裤，D选项衬衫，均不符；B选项正确。 7.C 解析：题干中老师说冬天寒冷，我们穿厚外套。A选项表述正确（冬天寒冷），B选项表述正确，D选项表述正确（冬天需要暖和的衣服）；C选项说冬天穿短裤，与题干不符，是错误句子，符合题意。 8.B 解析：题干中学生们和同桌讨论四季着装，可说出符合季节和天气特点的句子。A选项说冬天穿短裤因为寒冷，不符；C选项说夏天穿外套因为炎热，不符；D选项说冬天穿裙子因为寒冷，不符；B选项说秋天穿毛衣因为凉爽，表述正确，符合题意。 9.（1）In spring, Amy wears a shirt and a skirt. Because it is warm. In summer, she wears shorts and a light shirt. In autumn, she wears a red sweater. Because it is cool and she likes red. In winter, she wears a thick coat and warm shoes. Because it is very cold. 解析：根据材料中Amy的表述，可得出她四季的着装及原因。 （2）In spring, Tom wears a sweater and shoes. In summer, he wears shorts and a T-shirt. In autumn, he wears a coat. In winter, he wears a thick coat and a hat. Lucy likes skirts best. She wears skirts in spring and summer. 解析：根据材料中Tom和Lucy的表述，可得出Tom四季的着装及Lucy的喜好和着装时间。 10.（1）Mike learned about clothes we wear in the four seasons in English class. He asks his mom what they wear in spring. 解析：根据材料中Mike says, “Mom, we learned about clothes in English class today. What do we wear in spring?”可知，Mike学到的内容及询问妈妈的问题。 （2）Mike says in spring, we wear sweaters and shirts; in summer, we wear shorts and skirts; in autumn, we wear sweaters and coats; in winter, we wear thick coats and warm shoes. He likes to wear shorts in summer. Because he can play outside freely. 解析：根据材料中Mike的表述，可得出他对四季着装的描述及夏天喜欢穿的衣服和原因。 八、反思与感悟 本节课围绕四季着装核心主题，聚焦着装类单词和询问、描述着装的核心句型，通过图片展示、实物道具、情景互动等环节，帮助学生掌握新知，实现与前几节课句型的连贯运用。课堂上学生参与热情高，能主动模仿、问答和分享，但部分学生对wear的句型搭配不够熟练，着装单词与季节的对应易混淆，连贯表达时逻辑不够流畅。后续教学中，应加强句型搭配和季节着装对应练习，增加生活情景模拟，引导学生规范、流畅地运用句型，同时强化生活实践，提升学生英语综合运用能力。 Lesson 11 I Like the Four Seasons in Beijing 一、核心素养目标 （一）语言能力 1.能听懂、认读核心单词【Beijing】【beautiful】【dry】【wet】，熟练运用单词描述北京四季的特点，巩固前几节课四季、天气、着装类单词及句型。 2.能听懂、会说、会用核心句型I like the four seasons in Beijing./It is...and...in...in Beijing./I like...in Beijing because...，能表达对北京四季的喜爱，描述北京各季节的天气及特点，结合前几节课句型实现连贯表达。 （二）文化意识 1.了解北京四季的典型天气和特点，感受北京四季的美丽，培养热爱首都、热爱家乡的情感，增强对首都的认知和自豪感。 2.乐于用英语分享北京的四季特点及自己的喜爱之情，感受英语在描述地域四季中的实用性，提升英语表达的主动性和自信心。 （三）思维品质 1.能结合北京四季图片、生活常识，准确运用单词和句型描述北京各季节的特点，培养观察能力、逻辑关联能力和语言组织能力。 2.能灵活结合前几节课的季节描述、天气询问、着装表达句型，实现“描述北京四季—表达喜爱—说明原因”的连贯表达，培养思维的连贯性和逻辑性。 （四）学习能力 1.能在互动、合作中主动参与北京四季相关的练习和分享，养成认真倾听、大胆表达、主动模仿的学习习惯。 2.能结合生活体验，自主运用所学知识描述北京四季特点、表达喜爱之情，培养自主运用英语解决地域四季描述问题的能力。 二、教学重难点 （一）教学重点 1.核心单词【Beijing】【beautiful】【dry】【wet】的认读、朗读、运用，掌握单词含义、发音及词形特点，区分dry和wet的含义差异，结合北京四季特点运用单词。 2.核心句型I like the four seasons in Beijing./It is...and...in...in Beijing./I like...in Beijing because...的理解、朗读及情景运用，能准确描述北京四季特点并表达喜爱之情。 （二）教学难点 1.准确运用【dry】【wet】描述北京四季的干湿特点，结合天气形容词，合理搭配句子，避免单词运用错误和季节与特点混淆。 2.熟练运用核心句型进行连贯表达，能自然结合前几节课的天气、着装句型，完整表述“描述北京四季特点—表达喜爱—说明原因（天气、着装或活动）”，避免句型生硬衔接。 （三）重难点突破 1.通过北京四季实景图片、视频片段，让学生直观认识北京各季节的天气和干湿特点，结合单词反复练习，突破dry和wet的运用及季节与特点搭配的难点。 2.通过句型示范、分层仿写、对话练习，帮助学生掌握核心句型的用法，结合北京四季特点设计连贯表达练习，逐步提升句型衔接能力和语言表达的流畅度。 3.结合学生生活体验，引导学生联想自己看到的北京四季场景，主动运用句型描述特点、表达喜爱，联系生活实际，实现知识迁移，强化单词和句型记忆。 三、字词句音梳理 （一）单词梳理 1.地域类单词 ①【Beijing】：北京，名词，发音/ˌbeɪˈdʒɪŋ/，专有名词首字母大写，无复数形式，常用搭配in Beijing（在北京），the four seasons in Beijing（北京的四季）。 2.形容词类单词 ①【beautiful】：美丽的，形容词，发音/ˈbjuːtɪfl/，用于描述人或事物的美好，常用搭配beautiful seasons（美丽的季节），可修饰名词作定语或用于系表结构。 ②【dry】：干燥的，形容词，发音/draɪ/，用于描述天气或环境的干湿程度，常用搭配dry weather（干燥的天气），对应反义词wet。 ③【wet】：潮湿的，形容词，发音/wet/，用于描述天气或环境的干湿程度，常用搭配wet weather（潮湿的天气），对应反义词dry。 3.巩固单词（前几节课） ①【spring】：春天，②【summer】：夏天，③【autumn】：秋天，④【winter】：冬天，⑤【warm】：温暖的，⑥【hot】：炎热的，⑦【cool】：凉爽的，⑧【cold】：寒冷的，⑨【wear】：穿，⑩【like】：喜欢，⑪【because】：因为。 （二）句型梳理 1.核心句型 ①I like the four seasons in Beijing. 译为“我喜欢北京的四个季节。” ②It is...and...in...in Beijing. 译为“在北京的……（季节），天气是……且……的。” ③I like...in Beijing because... 译为“我喜欢北京的……（季节），因为……。” ①用法：I like the four seasons in Beijing. 用于表达对北京四季的整体喜爱；It is...and...in...in Beijing. 中，and连接两个并列的天气/特点形容词，in后接季节名词，用于描述北京某季节的双重特点；I like...in Beijing because... 中，because后接原因（天气、着装或活动），用于说明喜爱某季节的理由。 ②朗读注意：Beijing（/ˌbeɪˈdʒɪŋ/）重音在第二个音节；beautiful（/ˈbjuːtɪfl/）重音在第一个音节；It is...and...in...in Beijing. 连读自然，句末用降调；because（/bɪˈkɒz/）重音在第二个音节，语气连贯。 2.连贯表达句型 ①整体喜爱：I like the four seasons in Beijing. They are beautiful. ②描述特点：It is warm and dry in spring in Beijing. It is hot and wet in summer in Beijing. ③表达喜爱及原因：I like autumn in Beijing because it is cool and dry. I can wear a sweater. （三）发音要点 1.注意核心单词发音差异：Beijing（/ˌbeɪˈdʒɪŋ/）、beautiful（/ˈbjuːtɪfl/）、dry（/draɪ/）、wet（/wet/），区分各单词的元音发音，避免混淆（如dry和wet的元音差异）。 2.巩固连读技巧：I like the four seasons → /aɪ laɪk ðə fɔː(r) ˈsiːznz/；in Beijing → /ɪn ˌbeɪˈdʒɪŋ/；It is warm and dry → /ɪt ɪz wɔːm ənd draɪ/；because it is → /bɪˈkɒz ɪt ɪz/。 3.注意Beijing为专有名词，首字母必须大写，发音时不可吞音；beautiful的发音较长，注意每个音节清晰，结尾/l/轻读；dry和wet均为单音节词，元音发音要饱满，区分两者的发音差异。 四、教学过程 （一）热身导入 1.师生问候：教师用英语问候，Good morning, boys and girls.引导学生回应，Good morning, teacher.，营造轻松的英语课堂氛围。 2.复习巩固：教师出示前几节课核心句型（There are four seasons in a year. What do we wear in spring? I like summer best.），引导学生跟读、问答练习，随后出示北京四季实景图片，引导学生用中文说出季节特点，引出本节课核心——用英语描述北京的四季、表达喜爱之情。 （二）新知讲授 1.核心单词教学 （1）地域类单词：教师出示北京天安门图片，示范朗读【Beijing】，强调发音、首字母大写和含义，带领学生跟读、分组读、个别读，结合in Beijing短语，让学生理解单词的用法和搭配，巩固记忆。 （2）形容词类单词：教师逐一出示北京四季图片（春天温暖干燥、夏天炎热潮湿、秋天凉爽干燥、冬天寒冷干燥），结合图片特点，示范朗读【beautiful】【dry】【wet】，强调发音和含义差异，讲解dry表示“干燥的”、wet表示“潮湿的”、beautiful表示“美丽的”，带领学生跟读，结合图片让学生直观理解单词含义，区分dry和wet，加深记忆。 2.核心句型教学 （1）句型示范：教师结合北京四季图片，示范句型I like the four seasons in Beijing.，朗读并讲解含义，强调in Beijing的用法，带领学生跟读，纠正发音和语调，引导学生模仿句子。随后示范描述句型It is warm and dry in spring in Beijing.和喜爱句型I like spring in Beijing because it is warm.，讲解句型结构和用法，带领学生跟读模仿。 （2）句型仿写：教师更换季节单词和形容词，引导学生仿写句型，如It is hot and wet in summer in Beijing./I like winter in Beijing because it is cold.，替换不同季节和特点，初步掌握句型结构和搭配。 （3）连贯练习：教师引导学生结合核心句型，先表达对北京四季的整体喜爱，再描述各季节特点，最后表达对某季节的喜爱及原因，如I like the four seasons in Beijing. It is cool and dry in autumn in Beijing. I like autumn because it is cool.，反复练习，实现连贯表达。 （三）师生互动交流 1.互动练习一：句型配对与描述，教师出示北京四季单词卡片、形容词卡片和句型卡片，邀请学生上台配对，然后用核心句型描述北京某季节的特点，如It is cold and dry in winter in Beijing.，巩固句型和单词的搭配运用。 2.互动练习二：情景问答与分享，教师提问学生Do you like the four seasons in Beijing?/Which season in Beijing do you like best? Why?，引导学生用核心句型回答，学生之间互相提问、回答、分享，教师巡视指导，纠正发音和句型错误，提升学生的互动交流能力和语言表达能力。 （四）探究与分享 1.小组探究：将学生分成4-5组，每组发放一套北京四季图片、核心单词卡片和句型卡片，小组内成员合作，一人表达对北京四季的整体喜爱、一人描述各季节特点、一人询问组员喜爱的季节、一人回答喜爱及原因，轮流练习，探究“整体喜爱—特点描述—喜好询问—原因表达”的连贯技巧和句型搭配，教师巡视指导。 2.分享展示：每组邀请2-3名代表上台，完整呈现“表达整体喜爱—描述北京四季特点—询问喜好—表达原因”的连贯对话，其他小组认真倾听，展示结束后，教师点评，肯定优点，纠正不足，强调单词发音、句型搭配和表达的连贯性。 3.拓展分享：引导学生分享自己看到的北京四季场景，用核心句型描述特点和喜爱之情，如I like spring in Beijing because it is warm and beautiful. I can see many flowers.，结合生活体验，强化单词和句型运用，同时培养学生热爱首都的情感。 （五）重点知识归纳概括 1.单词归纳：本节课重点掌握4个核心单词，其中地域类1个（【Beijing】），形容词类3个（【beautiful】【dry】【wet】），能准确认读、朗读，掌握单词含义、发音及用法，区分dry和wet的含义差异，牢记Beijing的首字母大写和搭配，巩固前几节课四季、天气、着装、情感表达类单词。 2.句型归纳：核心句型为I like the four seasons in Beijing.（整体喜爱）、It is...and...in...in Beijing.（描述北京四季特点）、I like...in Beijing because...（表达喜爱及原因）；能结合前几节课句型What do we wear in...?、It is...in...，实现整体喜爱、特点描述、喜好询问、原因表达的连贯运用。 3.用法归纳：Beijing为专有名词，首字母必须大写，常用搭配in Beijing；beautiful为形容词，可修饰季节等名词；dry和wet为反义词，用于描述天气的干湿程度，常用搭配dry/wet weather；描述北京四季特点时，用and连接两个并列形容词，表达喜爱时，because后接具体原因（天气、着装或活动）。 4.注意事项：注意核心单词的发音准确性和连读技巧；区分dry和wet的含义，避免单词运用错误；运用句型时，注意句子结构正确，and连接的形容词搭配合理；结合前几节课句型时，保持表达的连贯性和逻辑性，避免句型生硬衔接。 五、板书设计 Unit Three Seasons in My Eyes Lesson 11 I Like the Four Seasons in Beijing （一）核心单词 1.地域类 ①【Beijing】（北京）in Beijing 2.形容词类 ①【beautiful】（美丽的）beautiful seasons ②【dry】（干燥的）dry weather（反义词：wet） ③【wet】（潮湿的）wet weather（反义词：dry） 3.巩固单词 ①【spring】（春天）②【summer】（夏天）③【autumn】（秋天）④【winter】（冬天） ⑤【warm】（温暖的）⑥【hot】（炎热的）⑦【cool】（凉爽的）⑧【cold】（寒冷的） （二）核心句型 1.整体喜爱 ①I like the four seasons in Beijing. 2.描述特点 ①It is...and...in...in Beijing. 3.表达喜爱及原因 ①I like...in Beijing because... 4.连贯句型 ①They are beautiful. ②What do we wear in...in Beijing? （三）例句 1.I like the four seasons in Beijing. They are beautiful. 2.It is warm and dry in spring in Beijing. 3.I like autumn in Beijing because it is cool and dry. 六、练习 情景材料：It’s Monday morning. The students are having an English class about the four seasons in Beijing. Their teacher shows them many beautiful pictures of Beijing’s four seasons and says, “Beijing is our capital. It has four beautiful seasons. In spring, it is warm and dry in Beijing. We can see many green trees and beautiful flowers. In summer, it is hot and wet in Beijing. Sometimes it rains. In autumn, it is cool and dry in Beijing. The sky is blue. In winter, it is cold and dry in Beijing. Sometimes it snows. I like the four seasons in Beijing very much.” The students listen carefully and talk about their feelings about Beijing’s four seasons with their deskmates. 1.The teacher says Beijing is our capital and it has how many beautiful seasons?（） A.three B.four C.five D.six 2.In spring, what is the weather like in Beijing according to the teacher?（） A.cold and dry B.warm and dry C.hot and wet D.cool and dry 3.It is hot and wet in summer in Beijing. What can we know from this?（） A.Sometimes it rains in summer in Beijing. B.Sometimes it snows in summer in Beijing. C.We can see many flowers in summer in Beijing. D.The sky is blue in summer in Beijing. 4.In autumn, the weather in Beijing is cool and dry. Which sentence is right?（） A.It is hot in autumn in Beijing. B.It is wet in autumn in Beijing. C.The sky is blue in autumn in Beijing. D.It snows in autumn in Beijing. 5.—Beijing is our capital. It is【beautiful】. What does “beautiful” mean?（） A.丑陋的 B.美丽的 C.干燥的 D.潮湿的 6.—It is【dry】in spring in Beijing. What does “dry” mean?（） A.干燥的 B.潮湿的 C.温暖的 D.炎热的 7.The teacher says it is cold and dry in winter in Beijing. Sometimes it snows. Which sentence is wrong?（） A.It is warm in winter in Beijing. B.It is dry in winter in Beijing. C.Sometimes it snows in winter in Beijing. D.Winter in Beijing is cold. 8.The students talk about their feelings about Beijing’s four seasons. Which sentence can they say?（） A.I don’t like Beijing’s four seasons. They are not beautiful. B.I like spring in Beijing because it is cold. C.I like autumn in Beijing because it is cool and dry. D.It is wet in winter in Beijing. 9.It’s Tuesday afternoon. The students are doing a project about Beijing’s four seasons. They collect pictures and write down the features of each season. Lily writes, “I like the four seasons in Beijing. They are very beautiful. In spring, it is warm and dry. I can wear a shirt and go to the park. In summer, it is hot and wet. I can eat ice cream. In autumn, it is cool and dry. I can pick leaves. In winter, it is cold and dry. I can make snowmen.” Tom writes, “My favorite season in Beijing is autumn. Because it is cool and the sky is blue. I can fly kites with my friends.” （1）What does Lily write about Beijing’s four seasons? What can she do in each season? （2）What is Tom’s favorite season in Beijing? Why? What can he do in that season? 10.After school, Amy and Mike are talking about Beijing’s four seasons. Amy says, “I like the four seasons in Beijing. It is warm and dry in spring. We can see many flowers. It is hot and wet in summer. Sometimes we can go swimming. ” Mike says, “I like autumn best in Beijing. Because it is cool and dry. The leaves are yellow and beautiful. I don’t like winter because it is too cold. ” Amy says, “I like winter too. Because it sometimes snows. I can make snowmen with my brother.” （1）What does Amy say about spring and summer in Beijing? （2）What is Mike’s favorite season in Beijing? Why doesn’t he like winter? What does Amy like? Why? 七、练习答案及解析 1.B 解析：题干中老师说北京是我们的首都，它有四个美丽的季节，对应选项应为四。A选项三个，C选项五个，D选项六个，均不符；B选项表述正确，符合题意。 2.B 解析：题干中老师明确说在北京的春天，天气是温暖且干燥的，对应选项应准确描述春天的天气。A选项寒冷干燥，C选项炎热潮湿，D选项凉爽干燥，均不符；B选项表述正确，符合题意。 3.A 解析：题干中北京的夏天炎热潮湿，结合情景材料中In summer, it is hot and wet in Beijing. Sometimes it rains.，可知夏天有时会下雨。B选项说夏天有时下雪，C选项说夏天能看到很多花，D选项说夏天天空是蓝色的，均不符；A选项表述正确，符合题意。 4.C 解析：题干中北京的秋天凉爽干燥，结合情景材料中In autumn, it is cool and dry in Beijing. The sky is blue.，可知秋天天空是蓝色的。A选项说秋天炎热，B选项说秋天潮湿，D选项说秋天下雪，均不符；C选项表述正确，符合题意。 5.B 解析：题干中beautiful结合语境，描述北京的季节，结合本节课核心单词，可知含义是美丽的。A选项丑陋的，C选项干燥的，D选项潮湿的，均不符；B选项正确。 6.A 解析：题干中dry结合语境，描述北京春天的天气，结合本节课形容词类单词，可知含义是干燥的。B选项潮湿的，C选项温暖的，D选项炎热的，均不符；A选项正确。 7.A 解析：题干中老师说北京的冬天寒冷干燥，有时会下雪。B选项表述正确（冬天干燥），C选项表述正确，D选项表述正确（北京的冬天寒冷）；A选项说北京的冬天温暖，与题干不符，是错误句子，符合题意。 8.C 解析：题干中学生们讨论对北京四季的感受，可说出符合北京四季特点和情感的句子。A选项说不喜欢北京的四季，不符；B选项说喜欢北京的春天因为寒冷，不符；D选项说北京的冬天潮湿，不符；C选项说喜欢北京的秋天因为凉爽干燥，表述正确，符合题意。 9.（1）Lily writes that she likes the four seasons in Beijing and they are very beautiful. In spring, she can wear a shirt and go to the park. In summer, she can eat ice cream. In autumn, she can pick leaves. In winter, she can make snowmen. 解析：根据材料中Lily的书写内容，可得出她对北京四季的描述及各季节能做的事。 （2）Tom’s favorite season in Beijing is autumn. Because it is cool and the sky is blue. He can fly kites with his friends in that season. 解析：根据材料中Tom的书写内容，可得出他最喜欢的季节、原因及该季节能做的事。 10.（1）Amy says it is warm and dry in spring in Beijing and they can see many flowers. It is hot and wet in summer in Beijing and sometimes they can go swimming. 解析：根据材料中Amy的表述，可得出她对北京春天和夏天的描述。 （2）Mike’s favorite season in Beijing is autumn. He doesn’t like winter because it is too cold. Amy likes winter. Because it sometimes snows and she can make snowmen with her brother. 解析：根据材料中Mike和Amy的表述，可得出Mike最喜欢的季节、不喜欢冬天的原因及Amy的喜好和原因。 八、反思与感悟 本节课围绕北京四季的核心主题，聚焦地域及形容词类核心单词和表达喜爱的句型，通过图片展示、情景示范、互动练习等环节，帮助学生掌握新知，实现与前几节课句型的连贯运用。课堂上学生参与热情高，能主动模仿、问答和分享，能结合生活体验表达对北京四季的喜爱，但部分学生对dry和wet的运用不够熟练，连贯表达时句型衔接生硬，对北京四季特点的描述不够准确。后续教学中，应加强单词辨析和句型连贯练习，增加北京四季情景模拟，引导学生规范、流畅地运用句型，同时深化首都文化渗透，提升学生英语综合运用能力。 Lesson 12 I Love All Seasons 一、核心素养目标 （一）语言能力 1.能听懂、认读核心单词【love】【all】【fun】【play】，熟练运用单词表达对所有季节的热爱及季节相关乐趣，巩固前几节课四季、天气、着装、地域类单词及句型。 2.能听懂、会说、会用核心句型I love all seasons./I love...because it is.../I can play...in...，能表达对所有季节的热爱，说明喜爱各季节的原因及季节相关活动，结合前几节课句型实现连贯表达。 （二）文化意识 1.感受四季的独特魅力，体会每个季节的乐趣，培养热爱自然、热爱生活的情感，学会发现不同季节的美好。 2.乐于用英语分享自己喜爱的季节、原因及相关活动，感受英语在表达情感和日常生活中的实用性，提升英语表达的主动性和自信心。 （三）思维品质 1.能结合四季特点、生活体验，准确运用单词和句型表达对所有季节的热爱及相关乐趣，培养观察能力、逻辑关联能力和语言组织能力。 2.能灵活结合前几节课的季节描述、天气询问、着装表达句型，实现“表达对所有季节的热爱—描述各季节特点—说明原因—分享活动”的连贯表达，培养思维的连贯性和逻辑性。 （四）学习能力 1.能在互动、合作中主动参与季节相关的问答、分享和练习，养成认真倾听、大胆表达、主动模仿的学习习惯。 2.能结合生活实际，自主运用所学知识表达对所有季节的热爱、描述季节活动，培养自主运用英语解决季节相关情感表达和活动描述问题的能力。 二、教学重难点 （一）教学重点 1.核心单词【love】【all】【fun】【play】的认读、朗读、运用，掌握单词含义、发音及词形特点，区分love与like的用法差异，结合季节活动运用单词。 2.核心句型I love all seasons./I love...because it is.../I can play...in...的理解、朗读及情景运用，能准确表达对所有季节的热爱，说明喜爱原因及季节活动。 （二）教学难点 1.准确运用【love】【all】表达对所有季节的热爱，结合because引导的原因状语从句和can引导的活动表达，合理搭配句子，避免单词运用错误和句型衔接生硬。 2.熟练运用核心句型进行连贯表达，能自然结合前几节课的天气、着装、地域句型，完整表述“表达整体热爱—描述各季节特点—说明喜爱原因—分享季节活动”，提升语言表达的流畅度。 （三）重难点突破 1.通过四季活动实景图片、情景表演，让学生直观感受每个季节的乐趣，结合单词反复练习，突破love与like的差异及句型搭配的难点。 2.通过句型示范、分层仿写、对话练习，帮助学生掌握核心句型的用法，结合四季特点和活动设计连贯表达练习，逐步提升句型衔接能力和语言表达的流畅度。 3.结合学生生活体验，引导学生联想自己在每个季节的活动和感受，主动运用句型表达热爱和分享乐趣，联系生活实际，实现知识迁移，强化单词和句型记忆。 三、字词句音梳理 （一）单词梳理 1.情感类单词 ①【love】：爱，热爱，动词，发音/lʌv/，语气比like更强，常用搭配love+名词/动名词，love all+名词（热爱所有……），如love all seasons（热爱所有季节）。 2.限定词类单词 ①【all】：所有的，全部的，形容词/代词，发音/ɔːl/，常用搭配all+复数名词，如all seasons（所有季节），all people（所有人），可修饰名词作定语或单独使用。 3.形容词类单词 ①【fun】：有趣的，好玩的，形容词，发音/fʌn/，常用搭配be fun（很有趣），have fun（玩得开心），可用于描述季节、活动等。 4.动作类单词 ①【play】：玩，玩耍，动词，发音/pleɪ/，常用搭配play+活动/玩具，play in+季节（在某季节玩耍），如play football（踢足球），play in spring（在春天玩耍）。 5.巩固单词（前几节课） ①【spring】：春天，②【summer】：夏天，③【autumn】：秋天，④【winter】：冬天，⑤【warm】：温暖的，⑥【hot】：炎热的，⑦【cool】：凉爽的，⑧【cold】：寒冷的，⑨【wear】：穿，⑩【Beijing】：北京，⑪【because】：因为。 （二）句型梳理 1.核心句型 ①I love all seasons. 译为“我热爱所有季节。” ②I love...because it is... 译为“我热爱……（季节），因为它是……的。” ③I can play...in... 译为“在……（季节），我可以玩……。” ①用法：I love all seasons. 用于表达对所有季节的整体热爱；I love...because it is... 中，because后接季节特点（形容词），用于说明喜爱某季节的原因；I can play...in... 中，play后接活动名称，in后接季节名词，用于描述某季节可进行的活动。 ②朗读注意：love（/lʌv/）、all（/ɔːl/）、fun（/fʌn/）、play（/pleɪ/）均为单音节词，元音发音要饱满；I love all seasons. 连读自然，句末用降调；because（/bɪˈkɒz/）重音在第二个音节，语气连贯。 2.连贯表达句型 ①整体热爱：I love all seasons. They are all fun. ②喜爱原因+活动：I love spring because it is warm. I can play football in spring. ③综合表达：I love all seasons. I love summer because it is hot. I can swim in summer. I love winter because it is cold. I can make snowmen. （三）发音要点 1.注意核心单词发音差异：love（/lʌv/）、all（/ɔːl/）、fun（/fʌn/）、play（/pleɪ/），区分各单词的元音发音，避免混淆（如love和fun的元音差异）。 2.巩固连读技巧：I love all seasons → /aɪ lʌv ɔːl ˈsiːznz/；I can play → /aɪ kæn pleɪ/；in spring → /ɪn sprɪŋ/；because it is → /bɪˈkɒz ɪt ɪz/。 3.注意love的发音，结尾/v/轻读，不可读成/lʌf/；all的发音要饱满，结尾/l/不可吞音；play的发音结尾/eɪ/要拉长，发音清晰；fun为短元音，发音短促有力。 四、教学过程 （一）热身导入 1.师生问候：教师用英语问候，Good morning, boys and girls.引导学生回应，Good morning, teacher.，营造轻松的英语课堂氛围。 2.复习巩固：教师出示前几节课核心句型（I like the four seasons in Beijing. It is warm and dry in spring. What do we wear in winter?），引导学生跟读、问答练习，随后出示四季活动图片，引导学生用中文说出活动名称和自己喜爱的季节，引出本节课核心——用英语表达对所有季节的热爱、说明原因及分享活动。 （二）新知讲授 1.核心单词教学 （1）情感及限定词类单词：教师出示四季全景图片，示范朗读【love】【all】，强调发音、含义和搭配，讲解love表示“热爱”，语气比like强，all表示“所有的”，结合I love all seasons短语，让学生理解单词的用法，带领学生跟读、分组读、个别读，巩固记忆。 （2）形容词及动作类单词：教师出示四季活动图片（春天踢足球、夏天游泳、秋天捡树叶、冬天堆雪人），结合图片特点，示范朗读【fun】【play】，强调发音和含义，讲解fun表示“有趣的”，play表示“玩、玩耍”，结合play football、play in summer等短语，让学生直观理解单词含义，带领学生跟读，区分不同季节的活动，加深记忆。 2.核心句型教学 （1）句型示范：教师结合四季图片和活动，示范句型I love all seasons.，朗读并讲解含义，强调all的用法，带领学生跟读，纠正发音和语调，引导学生模仿句子。随后示范句型I love spring because it is warm.和I can play football in spring.，讲解句型结构和用法，带领学生跟读模仿，讲解because引导原因、can引导活动的用法。 （2）句型仿写：教师更换季节单词、形容词和活动单词，引导学生仿写句型，如I love summer because it is hot./I can swim in summer./I love autumn because it is cool.，替换不同内容，初步掌握句型结构和搭配。 （3）连贯练习：教师引导学生结合核心句型，先表达对所有季节的整体热爱，再分别描述各季节的特点、喜爱原因和相关活动，如I love all seasons. I love spring because it is warm. I can play football in spring. I love summer because it is hot. I can swim.，反复练习，实现连贯表达。 （三）师生互动交流 1.互动练习一：句型配对与表达，教师出示四季单词卡片、形容词卡片、活动卡片和句型卡片，邀请学生上台配对，然后用核心句型表达喜爱的季节、原因和活动，如I love winter because it is cold. I can make snowmen in winter.，巩固句型和单词的搭配运用。 2.互动练习二：情景问答与分享，教师提问学生Do you love all seasons?/Which season do you love best? Why?/What can you play in that season?，引导学生用核心句型回答，学生之间互相提问、回答、分享，教师巡视指导，纠正发音和句型错误，提升学生的互动交流能力和语言表达能力。 （四）探究与分享 1.小组探究：将学生分成4-5组，每组发放一套四季图片、核心单词卡片和句型卡片，小组内成员合作，一人表达对所有季节的整体热爱、一人描述各季节特点、一人说明喜爱原因、一人分享季节活动，轮流练习，探究“整体热爱—特点描述—原因说明—活动分享”的连贯技巧和句型搭配，教师巡视指导。 2.分享展示：每组邀请2-3名代表上台，完整呈现“表达整体热爱—描述四季特点—说明喜爱原因—分享季节活动”的连贯对话，其他小组认真倾听，展示结束后，教师点评，肯定优点，纠正不足，强调单词发音、句型搭配和表达的连贯性。 3.拓展分享：引导学生分享自己在每个季节的真实活动和感受，用核心句型表达热爱，如I love all seasons. I love spring because I can see many flowers. I love winter because I can play with snow.，结合生活体验，强化单词和句型运用，同时培养学生热爱自然、热爱生活的情感。 （五）重点知识归纳概括 1.单词归纳：本节课重点掌握4个核心单词，其中情感类1个（【love】），限定词类1个（【all】），形容词类1个（【fun】），动作类1个（【play】），能准确认读、朗读，掌握单词含义、发音及用法，区分love与like的语气差异，牢记all与复数名词的搭配，巩固前几节课四季、天气、着装、地域类单词。 2.句型归纳：核心句型为I love all seasons.（整体热爱）、I love...because it is...（喜爱原因）、I can play...in...（季节活动）；能结合前几节课句型It is...and...in...、What do we wear in...，实现整体热爱、特点描述、原因说明、活动分享的连贯运用。 3.用法归纳：love语气比like强，常用搭配love all seasons、love+季节；all修饰复数名词，表“所有的”；fun用于描述季节或活动“有趣”，常用be fun；play后接活动名称，in后接季节，表“在某季节进行某活动”；because后接原因（形容词描述的特点），can后接动词原形（活动）。 4.注意事项：注意核心单词的发音准确性和连读技巧；区分love与like的语气差异，避免单词运用不当；运用句型时，注意句子结构正确，because引导的原因和can引导的活动与季节匹配；结合前几节课句型时，保持表达的连贯性和逻辑性，避免句型生硬衔接。 五、板书设计 Unit Three Seasons in My Eyes Lesson 12 I Love All Seasons （一）核心单词 1.情感类 ①【love】（爱，热爱）love all seasons，love+季节 2.限定词类 ①【all】（所有的）all seasons，all people 3.形容词类 ①【fun】（有趣的）be fun，have fun 4.动作类 ①【play】（玩，玩耍）play+活动，play in+季节 5.巩固单词 ①【spring】（春天）②【summer】（夏天）③【autumn】（秋天）④【winter】（冬天） ⑤【warm】（温暖的）⑥【hot】（炎热的）⑦【cool】（凉爽的）⑧【cold】（寒冷的） （二）核心句型 1.整体热爱 ①I love all seasons. 2.喜爱原因 ①I love...because it is... 3.季节活动 ①I can play...in... 4.连贯句型 ①They are all fun. ②I love...because it is... I can play...in it. （三）例句 1.I love all seasons. They are all fun. 2.I love spring because it is warm. I can play football in spring. 3.I love winter because it is cold. I can make snowmen in winter. 六、练习 情景材料：It’s Wednesday morning. The students are having an English class about loving all seasons. Their teacher says, “There are four beautiful seasons in a year. Each season has its own fun. I love all seasons. I love spring because it is warm and beautiful. I can play in the park and see many flowers. I love summer because it is hot. I can swim in the pool and eat ice cream. I love autumn because it is cool. I can pick leaves and fly kites. I love winter because it is cold. I can make snowmen and play with snow. Do you love all seasons?” The students are very excited and talk about their favorite seasons, reasons and activities with their deskmates. 1.The teacher says there are how many seasons in a year?（） A.three B.four C.five D.six 2.Why does the teacher love spring?（） A.Because it is hot. B.Because it is cool. C.Because it is warm and beautiful. D.Because it is cold. 3.What can the teacher do in summer according to the passage?（） A.Swim and eat ice cream. B.Fly kites and pick leaves. C.Make snowmen and play with snow. D.Play in the park and see flowers. 4.Which season can the teacher pick leaves?（） A.Spring. B.Summer. C.Autumn. D.Winter. 5.—I【love】all seasons. What does “love” mean?（） A.喜欢 B.爱，热爱 C.讨厌 D.害怕 6.—【All】seasons are fun. What does “all” mean?（） A.一些 B.所有的，全部的 C.一个 D.没有 7.The teacher says she can make snowmen in winter. Which sentence is wrong?（） A.It is cold in winter. B.The teacher loves winter. C.We can make snowmen in summer. D.Winter is fun. 8.The students talk about their favorite seasons and activities. Which sentence can they say?（） A.I love all seasons. I can swim in winter. B.I love autumn because it is hot. I can fly kites. C.I love spring because it is warm. I can play football. D.I don’t love any seasons. They are not fun. 9.It’s Thursday afternoon. The students are writing a short passage about their favorite seasons. Lucy writes, “I love all seasons. They are all fun. I love spring because it is warm. I can go for a walk with my mom and see beautiful flowers. I love summer because it is hot. I can go swimming with my friends. I love autumn because it is cool. I can pick red leaves and eat fruits. I love winter because it is cold. I can make snowmen with my brother. I feel happy in every season.” （1）What does Lucy write about? What does she love?（） （2）Why does Lucy love each season? What can she do in each season? 10.After school, Mike and Amy are talking about loving all seasons. Mike says, “I love all seasons. I love spring because it is warm. I can play football on the playground. I love summer because it is hot. I can eat ice cream every day. ” Amy says, “I love all seasons too. I love autumn because it is cool. The leaves are yellow and beautiful. I can fly kites with my dad. I love winter because it is cold. I can wear a thick coat and play in the snow. ” Mike says, “Every season has fun. We should love all seasons.” （1）What does Mike say about his favorite seasons? What can he do in spring and summer? （2）What does Amy love? Why does she love autumn and winter? What can she do in those seasons? 七、练习答案及解析 1.B 解析：题干中老师说一年有四个美丽的季节，对应选项应为四。A选项三个，C选项五个，D选项六个，均不符；B选项表述正确，符合题意。 2.C 解析：题干中老师明确说自己热爱春天，因为春天温暖且美丽，对应选项应准确描述热爱春天的原因。A选项因为炎热，B选项因为凉爽，D选项因为寒冷，均不符；C选项表述正确，符合题意。 3.A 解析：题干中询问老师在夏天能做什么，结合情景材料中I love summer because it is hot. I can swim in the pool and eat ice cream.，可知老师夏天能游泳和吃冰淇淋。B选项放风筝和捡树叶，C选项堆雪人和玩雪，D选项在公园玩和看花，均不符；A选项表述正确，符合题意。 4.C 解析：题干中询问老师在哪个季节能捡树叶，结合情景材料中I love autumn because it is cool. I can pick leaves and fly kites.，可知捡树叶是在秋天。A选项春天，B选项夏天，D选项冬天，均不符；C选项表述正确，符合题意。 5.B 解析：题干中love结合语境，描述对所有季节的情感，结合本节课核心单词，可知含义是爱、热爱，语气比喜欢更强。A选项喜欢，C选项讨厌，D选项害怕，均不符；B选项正确。 6.B 解析：题干中all结合语境，修饰seasons（季节），结合本节课限定词类单词，可知含义是所有的、全部的。A选项一些，C选项一个，D选项没有，均不符；B选项正确。 7.C 解析：题干中老师说自己能在冬天堆雪人，结合常识和情景材料，冬天寒冷才能堆雪人，夏天炎热无法堆雪人。A选项表述正确（冬天寒冷），B选项表述正确（老师热爱冬天），D选项表述正确（冬天很有趣）；C选项说夏天能堆雪人，与题干不符，是错误句子，符合题意。 8.C 解析：题干中学生们讨论自己喜爱的季节和活动，可说出符合季节特点、原因和活动的句子。A选项说热爱所有季节，冬天能游泳，不符；B选项说热爱秋天因为炎热，不符；D选项说不热爱任何季节，不符；C选项说热爱春天因为温暖，能踢足球，表述正确，符合题意。 9.（1）Lucy writes about her love for all seasons. She loves all seasons because they are all fun and she feels happy in every season. 解析：根据材料中Lucy的书写内容，可得出她所写的内容及热爱的事物。 （2）Lucy loves spring because it is warm; she can go for a walk with her mom and see beautiful flowers in spring. She loves summer because it is hot; she can go swimming with her friends in summer. She loves autumn because it is cool; she can pick red leaves and eat fruits in autumn. She loves winter because it is cold; she can make snowmen with her brother in winter. 解析：根据材料中Lucy的表述，可得出她热爱每个季节的原因及各季节能做的事。 10.（1）Mike says he loves all seasons. He can play football on the playground in spring and eat ice cream every day in summer. 解析：根据材料中Mike的表述，可得出他对喜爱季节的描述及春秋季能做的事。 （2）Amy loves all seasons. She loves autumn because it is cool and the leaves are yellow and beautiful; she can fly kites with her dad in autumn. She loves winter because it is cold; she can wear a thick coat and play in the snow in winter. 解析：根据材料中Amy的表述，可得出她热爱的事物、热爱秋冬的原因及各季节能做的事。 八、反思与感悟 本节课围绕热爱所有季节的核心主题，聚焦情感、限定词、动作类核心单词和表达热爱的句型，通过图片展示、情景互动、练习分享等环节，帮助学生掌握新知，实现与前几节课句型的连贯运用。课堂上学生参与热情高，能主动模仿、问答和分享，能结合生活体验表达对所有季节的热爱，但部分学生对love与like的差异掌握不够，连贯表达时句型衔接生硬，活动与季节的匹配不够准确。后续教学中，应加强单词辨析和句型连贯练习，增加季节活动情景模拟，引导学生规范、流畅地运用句型，同时深化热爱自然、热爱生活的情感渗透，提升学生英语综合运用能力。