人教版四年级英语下册教案第三单元.doc
(部编)人教版(PEP)四年级英语下册第3单元全册教案
Is it ….?/Yes,it is./No,it isn’t.
6.每个小组从 Let’s play 中各选择一张图片上台表演情景对
话。教师及时点评。
作业 1.背诵 Let’s talk。
板
Unit 3 Weather
设计
书
2.编写三组不同地方天气
批注 在听歌和 唱 歌 的同 时 让 学 生熟 悉 要学的词汇。
How is the weather？It ’s a rainy day.
二、 Presentation & Practice
教师用简
1.教师在黑板上画简笔画（太阳、雨点、云、风、雪 花），提问： What’s the weather like in...？引导学生回 答： It ’s…引出新单词。
3.讲解“ This is... ”，并拓展其他打电话用语。 4.教师请三组学生朗读对话部分，及时纠正学生的发音错 误，如： degrees。
听对话回答 问题有利于集 中学生的注意 力。对于英语 学习，听力训 练是很有必要 的。
部编本学习资料，欢迎下载！
最新人教部编小学试题
5.教师出示一些大家熟悉的地点图片，并在上面标注天气 与温度数字，让学生尝试着用以下句型练习：
设计 互读三遍。
书 arm car card ball tall
设
2.找找其他单词中相同发 计 wall
音规律的词汇。
课堂小结
学生能够听懂天气预报中关于气候特点语句的报导， 并会用所学知 识简单表达天气情况。我在设计这堂课时，努力以课标为指导，以活 动为方式，变课堂为生活，尽可能地采用听、说、游戏的方式，通过 “天气报道”把所学的新知识融合串联起来。 坚持“词不离句， 句不 离章”的教学原则， 使学生以生活为课堂， 逐步提高自己的综合语言 运用能力，形成自主学习的能力。
人教版四年级英语下册第三单元教案
单元目标及本课时在本单元的教学定位
单元教学目标：
1.能力目标：增强主动思维和实践意识，提高自主学习能力，提高语言运用能力。
2.知识目标:学生能听、说、认读 sunny, cloudy, windy, rainy, snowy，并能通过探究，掌握这几个词汇读音规律。
学生能够了解不同天气的形成过程，并初步学会根据自然界的各种现象判断天气即将发生的变化。
3.情感、策略、文化等有关目标: 告诉学生全球变暖带来的危害，教育学生要保护环境。
教学设计
Warm-up
T：What can I draw?
What do you see?
有的学生说：You can draw a mountain. It's so
big.
T:（边说边表演）Look, a mountain.
T: Can you be a mountain? I'm a bird. I'm beautiful. I can
fly.
What can you be? We can be the Yandang
Mountain. It's
beautiful.
(学生对教师瞬间画
成的画很诧异。
)
TPR 活动
既可活跃
课堂气
氛，又可
为下一环
节的语言
作铺垫。
Stop
可增加
TPR趣味
性。
趣味
盎然的游
戏调动学
生兴趣，
自然导入
新知识。
又为本课
结尾的表
演埋下伏
笔。
人教版PEP英语四年级下册《unit3WeatherPartBLet'slearn》教案
人教版PEP英语四年级下册《unit3WeatherPartBLet’slearn》教案教学内容本节课的教学内容是人教版PEP英语四年级下册的《unit3WeatherPartBLet’slearn》。
在这个单元中，我们将会学习以下内容：•天气形容词，如sunny、windy、cloudy等；•天气的表达，如“It’s sunny today”、“It’s windy today”等；•综合运用这些知识，描述一个地方的天气情况。
教学目标•能够掌握天气形容词的用法，如sunny、windy、cloudy等；•能够正确地表达天气情况，如“It’s sunny today”、“It’s windy today”等；•能够描述一个地方的天气情况，并准确使用所学知识。
教学重点和难点教学重点：•学会使用天气形容词；•能够正确地表达天气情况。
教学难点：•在综合运用知识时，如何正确地描述一个地方的天气情况，并使用所学知识。
教学过程1.Warming up通过讨论天气状况的方式来激发学生的学习兴趣。
介绍一些简单的天气形容词，如sunny、windy、cloudy等。
可以通过老师给出单词或图片的方式来呈现。
2.Presentation学习天气形容词的正确用法。
教师可以通过制作课件、放映视频等方式来说明和展示天气形容词。
3.Practice练习运用天气形容词。
如，老师提问“Today is a sunny day. What’s the weather like today?”，让学生做出回答等。
4.Production综合运用所学知识，描述自己所在的城市的天气情况。
可以通过问答、小组讨论等方式来完成任务。
5.Extension教师可以通过节目、人物对话等方式，来演示如何正确地表达天气情况。
通过听力训练等方式，加强学生的语感和语音技能。
教学评价作为教师，我们需要对学生的学习情况进行评价。
可以通过以下方面来考察学生：•天气形容词的掌握情况；•能够正确地表达天气情况；•能够描述一个地方的天气情况，并准确使用所学知识。
人教版四年级英语下册第三单元教案
人教版四年级英语下册第三单元教案教学目标1. 研究并掌握本单元的重点词汇和短语。
2. 能够用正确的语音和语调朗读课文。
3. 能够理解并回答与课文相关的问题。
4. 能够运用所学内容进行听说训练和交流。
教学准备1. 教材：人教版四年级英语下册。
2. 多媒体设备：投影仪、电脑、音频设备。
教学过程导入（5分钟）1. 教师播放与本单元主题相关的视频，引发学生兴趣。
2. 教师出示单词卡片，学生根据图片提示说出单词，并进行口头拼写、发音练。
新课呈现（10分钟）1. 教师放映课文视频，学生跟读，并注意正确的语音和语调。
2. 教师重点教授本单元的重点词汇和短语，帮助学生理解并掌握。
听力训练（15分钟）1. 教师播放听力材料，学生跟读并理解材料内容。
2. 教师提问学生关于听力材料的问题，学生回答并展开讨论。
语言运用（15分钟）1. 教师给学生分发练册，学生完成相关练。
2. 教师和学生一起批改答案，讲解出现错误的地方，帮助学生掌握正确的语言运用方法。
交流活动（15分钟）1. 将学生分成小组，进行角色扮演，模拟对话情景，运用所学内容进行交流。
2. 鼓励学生积极参与，提高他们的口语表达能力。
总结与反馈（5分钟）1. 教师进行课堂总结，概括本单元的重点内容。
2. 教师布置相关的练作业，鼓励学生在家继续巩固所学内容。
教学延伸1. 学生可以通过配合课文内容，编写自己的小短文。
2. 学生可以制作词卡，进行记忆和拼写练。
教学评估1. 教师观察学生在课堂上的表现和参与情况，对学生进行评估。
2. 教师听取学生对课堂内容的理解和回答问题的能力，进行个别评估。
> 注意：此教案仅供参考，具体实施时需根据学生实际情况和教学环境进行调整。
新人教版四年级英语下册第三单元教案
课题 Unit 3 Weather A Let’s talk （第 1 教时）教学目标知识目标1.能在实际情景中灵活运用句型Can I go outside now?Yes, you can. / No, you can’t. It’s cold outside.2.能根据图画,讲述故事情节。
能力目标培养学生的口头表达能力、观察能力和创新能力。
情感目标教育学生要养成讲礼貌的好习惯。
教学重点能灵活运用句型Can I go outside now? Yes, you can. / No, you can’t.教学难点能灵活运用句型Can I go outside now? Yes, you can. / No, you can’t.主要教法情景教学法、示范法等。
教学媒体课件、头饰、图片教学过程教学过程：Step 1 : Warm-up1.学生模仿歌曲《两只老虎》的旋律做如下练习：What time is it ? What time is it ? It’s nine o’clock. It’s nine o’clock.2.教师播放歌曲Let’s have a picnic today,学生一边打拍子一边唱歌。
Let's have some cake today. Let's have some cake today.Let's have some cake today, on such a lovely day.Let's have some milk today. Let's have some milk today.Let's have some milk today, on such a lovely day.Step2: PresentationLet's talk1．教师播放多媒体课件，先展示Let's talk部分第一个场景，教师指着左下角时间问：What time is it?学生齐答：It's 11:00 a.m.教师引导学生看图片中的窗外说：Look at the outside！学生说：下雪了。
四年级英语下册第三单元教案3篇
四年级英语下册第三单元教案3篇四年级英语下册第三单元教案篇1一. 教学目标：1.复习1-100的数字。
2.掌握规范用语How many .3.能在生活和学习中积极使用How many .二.教学重难点：1.教学用点：规范用语How many .2.教学难点：How many .句型和准确读写100以内的数词。
三.教具、学具：1.实物：铅笔盒、铅笔、彩笔、书、橡皮等。
2.每个同学椅子下放一张实物图片，后面写有数字。
四.教学过程：(一)开始上课和复习：1.问候：T：Hello! Boys and girls!(注意使用复数名词).2.复习复数名词和数字。
(结合第4课学过的方位词和Where is 的句型)①桌子上放着一个铅笔盒，里面有一支铅笔。
T:I can’t find my pencil-case. Where is it全班：On the desk.T: Thank you .Where is my pencil全班：It’s in the pencil-case.T: Oh, I have one pencil.(板书)(找一名同学)Where is your pencil :On the desk.T: Give me, please. Now I have two pencils(板书)You say it, please.下面依次用其他同学的其它用品进行练习并板书 books, erasers,markers…… 在练习过程中，设一些小圈套，把数字和复数名词错误的进行组合，如one markers,there book等等，同学们要通过重复正确答案表示同意或纠正错误。
(这样既可以集中同学的注意力，又可以练习听力，还有利于和时纠正同学错误)②练习之后，教师说：I want more and more markers, do you want to count with me做游戏Clap 注意同学的发音，尤其是十几和几十的读法。
人教版PEP小学英语四年级下册Unit 3教学设计
人教版PEP小学英语四年级下册Unit 3教学设计第一课时【题目】Unit 3 Is This Your Skirt? 第一课时【教学目标】1.能够听、说、认读本课时的主要词组：white sweater, green skirt, brown jaUnit 3 Is this your skirt?教学设计第一课时【题目】Unit 3 Is This Your Skirt? 第一课时【教学目标】1.能够听、说、认读本课时的主要词组：white sweater, green skirt, brown jacket, b lue dress, yellow T-shirt和red shirt。
2.能够听懂指示语，并按要求做出相应的动作，如：“Put on your T-shirt．Take off your jacket．Hang up your skirt．”等。
【教学重点】与衣物有关的六个词组white sweater, green skirt, brown jacket, blue dress, yello w T-shirt和red shirt。
【教学难点】表示颜色的形容词与表示衣物的名词连用。
【教学准备】1.教师准备一幅服装图或请学生从家里带来不同的衣服课上活动使用。
2.教师准备六张单词卡，学生准备一张白纸和彩笔。
3.与本单元相关的教学挂图、课件。
4.教师给学生准备作为奖励的小礼物。
【教学过程】Step 1:Warm-up1.教师热情地和学生打招呼问好，并就颜色为主题，做简单的Free Talk.2.教师播放PPT资源，和学生共同说唱有关颜色的歌曲《Color Song》, 听后学生说出听到的颜色名称。
3.教师请学生自己找一样物品向大家介绍它的颜色。
Step 2: Presentation1.教师通过PPT资源呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。
人教版小学英语四年级下册Unit3教案带有活力的英语教学
在小学英语教学中，如何让学生更快乐地学习英语，增强他们的学习兴趣和学习动力，这是每一位英语教师都需要思考的问题。
本文将在人教版小学英语四年级下册Unit 3教案的基础上，探讨如何进行带有活力的英语教学，使学生在学习英语的过程中更加愉悦和自信。
一、教学目标1、语言目标：学生能够听说读写与某些学科相关的名称，并发展早期的写作技能。
2、情感目标：培养学生高度的自信心和学习兴趣，学生充满活力地学习英语，积极主动地参与教学活动，追求语言的精准和流利。
3、认知目标：通过英语学习，学生能够形成初步的对科学知识的了解。
通过阅读、观察等方式，提升学生对科学知识的认知。
二、教学设计1、任务型教学为了激发学生的学习热情和动力，在本课中采用任务型教学法，通过设计一系列有意义的任务来引导学生在课堂积极参与和探索。
2、交际式教学在本课中，通过多种交际形式的模拟练习，促进学生口语和听力技能的培养。
例如：游戏、角色扮演、小组讨论等。
3、趣味化教学在课堂设计过程中，教师应该在教材内容之外注重多种趣味活动和游戏，增强学生的学习兴趣和动力。
例如，音乐、动画、绘画等。
三、教学实施1、前期准备在教学前，为了保证课堂效果，需要对教材内容进行通读，并制定出教学计划和教学目标，以及合适的教学方法和教学手段。
2、课堂教学本课堂按照任务型教学方法进行设计。
步骤如下：第一步：导入新课，以艾迪为主角，引入相关的学科知识，如政治、地理、生物等。
可以通过用图表或PPT等形式将这些学科知识呈现而引起学生浓厚的兴趣。
第二步：通过图片和音频等多种形式，进行生词和句子的教学。
这时可以采用朗读、问答等形式，让学生在尽量轻松的氛围中掌握新的知识点。
第三步：设计关联性任务，让学生运用所学的语言知识完成各种练习活动。
例如：以自己所学的专业为背景，自己设计一份旅游宣传单，让同学听完之后能够更好地了解这个地方。
第四步：设计比较性任务，让学生运用语言进行比较和分析。
例如：同学与同学之间分组比较，谁能用更多的英语单词和句子描述自己所到的景点。
Unit3Weather大单元整体教学设计-小学英语四年级下册(人教PEP版)
单元整体教学设计四下Unit 3 Weather一、单元整体分析本单元是人教版英语四年级下册的第三单元，单元话题是“Weather”本单元重点学习天气的表达法。
共三个版块:A 部分，B部分和C 部分。
A、B部分呈现新知识点，C部分是以讲故事形式巩固或延展知识面。
共分六课时来学习。
本单元A，B部分的Let’s learn 主要学习描述天气的形容词：cold，cool，warm，hot，sunny，windy，cloudy ，snowy，rainy。
本单元A Let’s talk 部分以“Weather”为话题，由Mike询问时间，引出句子：Can I go outside now? 接着妈妈以“It’s cold outside.”拒绝了Mike 的请求。
午餐时Mike 提出要喝汤“Can I have some soup?”妈妈同意并提醒“Be careful! It’s very hot”B 部分则展示了陈洁和Mark 的一段越洋通话，通话的主要内容则是围绕着两地的天气。
先由陈洁询问纽约的天气展开：“What’s the weather like in New York?”然后通过进一步的问答呈现描述天气的句子：“It’s 26 degrees .It’s warm!本单元Let’s spell 部分，要求学生听、说、读、写单词：arm ，car，card，ball ，tall，wall。
Let’s do ，Let’s play ，Let’s sing 部分则是通过各种形式让学生在玩中学，在学中玩，从而在轻松，愉悦的环境中学习语言，运用语言。
学生们的日常生活丰富多彩，同时也是很有规律的，建议教师在教授新知识的同时，紧密结合学生的生活实际，引导他们用英语表达自己的日常生活。
二、单元教学目标(一)知识目标1.能够听懂、会说A、B中Let’s learn ；Let’s talk中呈现的对话，并能在实际情景中加以运用。
人教PEP版英语四年级下册Unit 3《Weather》(let’s talk PartA)教案
人教PEP版英语四年级下册Unit 3《Weather》（let’s talk PartA）教案一. 教材分析《PEP人教版英语四年级下册》Unit 3 《Weather》主要让学生学会谈论天气。
通过本节课的学习，学生能够掌握关于天气的词汇，如sunny, cloudy, rny, windy 等，并能用中文询问天气情况。
本节课的教学内容在现实生活情境中运用，使学生感受到英语与生活的紧密联系。
二. 学情分析四年级的学生已经具备了一定的英语基础知识，对学习新知识充满好奇。
但部分学生在发音和听力方面还有待提高，因此，在教学过程中，需要关注这部分学生的学习情况，帮助他们更好地掌握新知识。
三. 教学目标1.知识目标：学生能够掌握关于天气的词汇，如sunny, cloudy, rny,windy等，并能够用英语询问和描述天气情况。
2.能力目标：学生能够在实际情境中正确运用所学词汇和句型，进行简单的交流。
3.情感目标：培养学生对天气的关心，学会关爱他人。
四. 教学重难点1.重点：掌握关于天气的词汇和句型。
2.难点：正确运用所学词汇和句型在实际情境中进行交流。
五. 教学方法采用情境教学法、游戏教学法和分组合作法，激发学生的学习兴趣，提高学生的参与度，使学生在实际情境中学会运用英语描述天气。
六. 教学准备1.教学课件：制作与天气相关的课件，包括图片、动画和音频等。
2.教学道具：准备与天气相关的实物道具，如太阳、云朵、雨滴等。
3.分组标签：将学生分成不同的小组，并贴上相应的标签。
七. 教学过程1.导入（5分钟）利用歌曲《Wheels on the Bus》引导学生进入课堂，激发学生的学习兴趣。
在歌曲结束后，教师提问：“Can you tell me the weather today?”，引导学生思考并回答。
2.呈现（10分钟）教师展示晴天、多云、雨天和有风天气的图片，引导学生用中文描述。
然后，教师出示英语单词卡片，教读sunny, cloudy, rny, windy等词汇，并板书在黑板上。
四年级英语下册《Unit3Weather》教案优质（通用15篇）
四年级英语下册《Unit 3 Weather》教案优质（通用15篇）四年级英语下册《Unit 3 Weather》教案优质篇1课型：新授课课时：1 课时教材：人教版四年级下册Unit 3 Weather Section A Let’s talk 教学目标：1.知识目标:借助图片和情景，理解对话大意。
能在情景中熟练运用句型 Can I go outside/have some soup? 征求对话的许可，并用Yes, you can./ No, you can’t.回答。
同时，能运用句型It’s very hot/cold.描述天气的冷热状况。
2.能力目标:能够用所学句型询问他人意见、天气状况并能进行回答。
3.情感态度与价值观目标:关心日常天气变化，能对气候特点和天气状况进行描述和询问。
能体会到英语学习的乐趣，并能与教师、同学积极交流。
教学重点:熟练掌握并准确运用句型 Can I go outside/have some soup?征求他人的意见，并能用Yes, you can./ No, you can’t.回答。
教学难点：能够用正确标准的语音、语调朗读对话、运用句型。
教学工具:教材，音频，多媒体课件。
教学过程：Step1：Lead-inFree talk:教师提问学生 Which is your favorite season?学生自由回答，并简单阐述原因。
教师引导学生谈论每个季节的特点，快速复习描述天气状况的单词如 hot, cold,warm,等。
Step2：Presentation and practice复习Can I...? 句型：教师在多媒体课件上呈现一些食物，引导同学列出一个食物清单招待朋友。
此时老师提问一名学生，Can I have some soup?学生回答:Yes，you can.或 No，you can’t. 教师板书句型 Can I...? Yes，you can./No，you can’t.同时，引导学生两人一组相互询问。
人教版四年级英语下册教案第三单元.doc
讲课时间： 2016 年 4 月 6 日姓名：霍文林Unit 3 WeatherPart B Let’ s talk一、教学目标与要求1．能够听、说、认读本课时主要句型：What's the weather like in Beijing? How about New York?2．能够分角色朗读对话。
3．了解世界几个主要城市的天气特点。
4．听懂并独立完成Let's check。
二、教学重、难点分析1．本课时重点： What's the weather like in Beijing? How about New York?2．本课时难点为：“ have to的含”义“ What are you doing? What's the matter?的表达。
”三、课前准备1．教师准备一个写有天气词汇的转盘。
2．教师准备相关的词卡。
3．教师准备录音机、录音带或VCD。
4．学生准备一张中国地图。
四、教学过程 :1．热身（ Warm-up）（1）学生唱歌曲“Thunder。
”（2）教师问学生： What is the weather like ?然后转动手中的天气转盘，让指针指向“rainy，”引导学生回答。
然后教师再转动转盘，复习、巩固其他四个词： sunny, snowy, windy, cloudy。
2．预习（ Preview）（1）教师与一名学生打电话。
T: Hi, Meimei．What's the weather like today?教师转转盘，指针指向rainy。
S: It's rainy here．用同样的方法操练“snowy, windy, sunny, cloudy等词。
”3．新课呈现（P resentation） Let's talk（1）教师问： What's the weather like in Beijing today?听了天气预报的学生可能会做出回答。
四年级英语下册第三单元教案
四年级英语下册第三单元教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作报告、文案策划、工作计划、讲话致辞、合同模板、教案大全、作文大全、心得体会、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of practical materials for everyone, such as work summaries, work reports, copywriting plans, work plans, speeches, contract templates, lesson plans, essays, experiences, and other materials. If you want to learn about different data formats and writing methods, please pay attention!四年级英语下册第三单元教案教学目标：1.能够听懂、会说、会读、会写关于家庭成员的英语单词和句子；2.能够用英语简单地介绍自己的家庭成员；3.能够在日常生活中运用所学的句子和单词，进行简单的交流。
人教版小学英语四年级下册Unit3教案多元化的英语课堂
Introduction:The fourth grade of primary school is a crucial periodfor children to learn English. In the teaching of English, it is necessary to create a diversified English classroom to attract children's interest in learning English. The Unit 3of the People's Education Press Primary English (Fourth Grade) textbook focuses on “My Pencil Case” topic, which is a practical and essential part of children’s daily life. Inthis unit, children can learn how to describe and talk about different items in their pencil case in English.The following is a teaching plan for Unit 3 of the People’s Education Press Primary English (Fourth Grade) textbook, which includes a variety of teaching approachesthat can help create a diversified English classroom.I. Teaching Objectives:1.To enable students to recognize and learn the namesof different stationery in English, such as pen, pencil,eraser, ruler, etc.2.To help students describe the items in their pencilcase using English phrases and sentences.3.To encourage students to communicate with eachother about their pencil cases using English.4.To improve students’ reading and listening abilities.II. Teaching Contents:1.Vocabulary: pen, pencil, eraser, ruler, sharpener, notebook.2.Sentence Patterns: What’s in your penc il case? There is/are…III. Teaching Strategies:1.Game-based learning: Playing games is an effective way to create a diversified English classroom. For example, the teacher can prepare flashcards of different stationery and play games with the students, s uch as “Memory Game” or “Matching Game”. By playing games, students can learn new words and phrases in a fun and relaxed atmosphere.2.Group discussion: Group discussion is a good way to encourage students to communicate with each other using English. The teacher can divide the class into smallgroups, and each group can discuss the items in their pencil cases. The teacher can walk around the classroom and provide help and guidance to students when needed.3.Role play: Role play is an engaging way to get students to use the English language in a realistic context. For example, the teacher can ask two students to act out a conversation about their pencil cases, and the rest of the class can observe and provide feedback.4.Reading and listening practice: The textbook provides reading and listening materials for students to practice their reading and listening abilities. The teacher can play the audio recording and have students listen and try to repeat after the speaker. The teacher can also ask comprehension ques tions to check students’ understanding of the reading materials.5.Hands-on activities: Hands-on activities can help students to learn and use new vocabulary in a practical way. For example, the teacher can demonstrate how to make a paper pencil case, and students can follow the steps and make their own pencil cases using different materials.IV. Assessment:1.Formative assessment: The teacher can observe andevaluate students’ performance during group discussion,role play, and hands-on activities. The teacher canprovide feedback and guidance to help students improve.2.Summative assessment: The teacher can use a writtentest or oral presentation to assess students’ learningoutcomes. The assessment should cover the vocabulary,sentence patterns, and communicative abilities.Conclusion:In conclusion, creating a diversified English classroomis essential for effective English teaching in primary school. The Unit 3 of the People’s Education Press Primary English (Fourth Grade) textbook provides an excellent opportunity for teachers to create a variety of activities and games toengage and motivate students to learn English. By adopting different teaching strategies, such as game-based learning, group discussion, role play, reading, listening, and hands-on activities, teachers can help students to improve theirEnglish vocabulary, sentence patterns, and communicative skills.。
小学英语四年级下第三单元教案5篇
小学英语四年级下第三单元教案5篇小学英语四年级下第三单元教案篇1教学目标：(1)知识目标1.学习*主要新单词：cry break monster2.学会运用核心句型 Did you…?Yes, I did. / No, I didn’t.(2)能力目标1.了解使用一般过去时的一般疑问句。
2.能用一般疑问句来询问过去发生过的事情。
(3)情感目标了解西方儿童的课余文化生活，学会关心别人，学会坚强的面对生活中遇到的困难。
教学重点：能正确运用核心句型 Did you…?Yes, I did. / No, I didn’t.就过去发生的事情提问和回答。
教学难点：动词的过去式： Did+动词原型? scary/ monster的发音课前准备：单词卡，录音机，CAI， Ms Smart和 Sam Amy 和Tom 的卡片。
教学过程：一、GreetingT: Good morning. Boys and girls.Ss: Good morning. Miss Yan.T: How are you, today? S: I am fine!二、Warming upT: First, let’s say a chant together, ok?Ss: Ok. T: Ok，stand up. ……T: Today, I will divide you into 4 groups.If you do very well, I will give you a point.And which group can finish the picture, you are the winner, understand?三、Lead inT: Ok, now, Look at the screen, please.Last week, I went to the supermarket, I read books and I listened to the music then cleaned my room.(6个)做图片T: And what did you do last week?OK, you please. S1: …。
人教版四年级英语下册第三单元教学设计
人教版四年级英语下册第三单元教学设计全文共6篇示例，供读者参考篇1Unit 3 Teaching PlanHey there, friends! It's me, your pal Lucy. I'm super excited to share with you all the awesome stuff we're learning in Unit 3 of our English textbook. Get ready for an adventure filled with new words, cool dialogues, and fun activities!First up, we've been learning a bunch of new vocabulary words related to sports and hobbies. Can you believe there are so many different ways to say "play" in English? We've got "do," "go," "play," and even "have" for certain activities. It's like a whole new language within the language!One of my favorite new words is "badminton." It's a sport where you hit a shuttlecock back and forth over a net with a racket. Doesn't "shuttlecock" sound like the funniest word ever? I can't wait to try playing it during PE class.Speaking of PE, we've also learned words for other sports and activities like basketball, cycling, hiking, and even videogames! I never knew there were so many cool things to do in my free time. My new goal is to try out as many of these hobbies as possible.But it's not just about memorizing words – we've been practicing how to use them in conversations too. Like, if someone asks me "What do you like to do in your free time?", I can reply with "I like to play badminton and go hiking." Isn't that awesome?And the dialogues in our textbook are so much fun to practice with partners. There's one where two friends are deciding what to do on the weekend, and another about a kid trying to convince his mom to let him buy a new video game. I love acting them out and putting on funny voices!That's not all, though. We've also been learning about how to make suggestions using phrases like "Let's..." and "Why don't we..." It's super handy for when you want to plan activities with your friends or family. "Why don't we go cycling in the park this Saturday?" Genius, right?And can you keep a secret? I heard from my friend Sarah that we're going to start learning how to write emails and letters in English soon. How cool is that? I can't wait to email my cousins in Canada and show off my English skills.But enough about the bookwork – let's talk about the fun stuff! Our teacher has prepared all sorts of awesome activities and games to help us practice what we've learned. Like this one game where we have to mime different sports and hobbies, and our classmates have to guess what it is. You should see me pretending to play badminton – I'm a natural!Oh, and there's another game where we have to make a chain of suggestions using "Let's..." It's hilarious how long we can make the chains go before someone messes up or runs out of ideas.And don't even get me started on the crafts! We're going to be making these cool posters about our favorite hobbies and sports. I'm definitely going to include badminton on mine, along with maybe hiking, cycling, and... video games? Hey, it's a hobby too!I can't wait to bring my poster home and show it off to my parents. Maybe it'll even inspire them to take up a new hobby with me. "Why don't we go cycling together next weekend?" I can already hear myself suggesting.Anyway, that's a sneak peek into the amazing world of Unit 3 in our English textbook. With all the new words, conversations,and activities, I'm sure we're going to have a blast learning everything.So what are you waiting for? Let's dive into Unit 3 and become English masters together! Who knows, maybe by the end of it, I'll be emailing and chatting with English-speakers from all over the world. How cool would that be?Alright, that's enough rambling from me. I'll see you all in class, ready to "play badminton" with the English language! Just kidding... or am I?篇2Unit 3 - A Helping HandHi there! I'm so excited to tell you all about Unit 3 in our English textbook. This unit is called "A Helping Hand" and it's all about learning how to offer help to others and ask for help when we need it. Pretty cool, right?The unit starts off with a fun little story called "The Leprechaun's Shoes". It's about this mischievous leprechaun who keeps losing his shoes everywhere. The townspeople get really annoyed with him because he's always asking them to help findhis shoes. But in the end, they realize that helping others is the kind thing to do, even if it can be a bit of a pain sometimes!After the story, we learn a bunch of useful phrases and vocabulary words for offering help, like "Can I help you?" and "Would you like some help?" We practice using them in different situations through roleplays and activities. My favorite is the "Helping Hands" game where we have to pantomime different tasks and ask each other for help acting them out. So silly but so fun!Then we move on to learning how to politely ask for help ourselves. Some key expressions are "Could you help me, please?" and "I need some help with..." This is really important because sometimes we all get stuck and need a little boost. There's no shame in asking for help when you truly need it.What I think is really cool about this unit is how it shows different ways people can help each other out. One of the reading passages talks about community volunteers who help the elderly with household tasks and yard work. Another one highlights how kids can get involved through student tutor programs. It's amazing how a simple act of kindness can make such a big difference in someone's life.We even learn about some famous people in history who were amazing at helping others. One example is Florence Nightingale, the pioneer of modern nursing. She helped countless sick and injured soldiers during the Crimean War just by showing compassion and care. Another cool person is Mahatma Gandhi who championed non-violent resistance and civil rights through his philosophy of passive help and civil disobedience. What incredible human beings!Towards the end of the unit, we put everything we've learned into practice through a series of fun projects and activities. One of them is creating these cute "Helping Hand" cards with nice messages that we can give to family, friends, or community members to offer our assistance. We also role-play different scenarios where we have to ask for and provide help using all the language we've studied.My absolute favorite part though is the "Helping Hands Fund" that our class sets up. Basically, we all pitch in a little bit of money and use it to help out people or causes in need. Last term we donated supplies to an animal shelter, and this term I think we might end up volunteering at a community garden. It feels so good to put our English skills towards something positive!Overall, Unit 3 has definitely been one of the highlights of our textbook this year. It taught me so much about the importance of helping others and how even small acts of kindness and generosity can make the world a little bit better. Not to mention, I've gained tons of valuable English communication skills for offering assistance and seeking it out when I'm struggling.I really hope you'll have just as much fun going through this unit as I did. Don't be afraid to ask your teacher or classmates for help if you ever get stuck or confused. We're all in this together and a little "helping hand" can go a long way! That's all from me for now. Catch you next time for another unit recap!篇3Unit 3: My HolidaysHey there, fellow fourth-graders! Are you ready to dive into our new English unit? This time, we're going to explore the exciting world of holidays and vacations. Buckle up because it's going to be a fun ride!First things first, let's talk about the warm-up activity our teacher prepared for us. We started by sharing our favorite holiday memories with our classmates. It was so much funlistening to everyone's stories! Some of us went on amazing trips with our families, while others spent quality time at home, playing games or watching movies. I even heard about a few epic pillow fights and backyard camping adventures!After that, we learned some cool new vocabulary words related to holidays. Words like "vacation," "sightseeing," "souvenir," and "postcard" were added to our English vocabulary arsenal. We practiced using them in sentences and even played a fun game where we had to act out the words for our teammates to guess. Can you imagine how hilarious it was when Tommy tried to act out "sunburn"? Priceless!Next up, we dove into the reading section of our textbook. The story was all about a family's summer vacation to the beach. We learned about their adventures building sandcastles, swimming in the ocean, and trying out different water sports. I loved how descriptive the story was – it felt like I was right there with them, feeling the warm sand between my toes and smelling the salty sea air.One of the coolest parts of this unit was when we learned about different holiday traditions from around the world. Did you know that in Spain, people eat twelve grapes at midnight on New Year's Eve to bring good luck for the upcoming year? Orthat in China, people celebrate the Lunar New Year by setting off fireworks and giving out red envelopes with money inside? It was so fascinating to learn about all the unique ways people celebrate holidays in different cultures.For our final project, we worked in small groups to create our very own holiday brochures. We had to design a dream vacation package, complete with a detailed itinerary, descriptions of activities, and, of course, lots of colorful pictures. Presenting our brochures to the class was a blast! I think we all secretly wished we could book those dream vacations for real.Overall, this unit was a total hit! We learned so much new vocabulary, practiced our reading and writing skills, and even got a glimpse into different holiday traditions from around the globe. Who knew learning English could be so much fun?Now, if you'll excuse me, I need to start planning my next fantasy vacation. Maybe somewhere with white sandy beaches and crystal-clear waters? Or perhaps a historical city with ancient ruins to explore? The possibilities are endless! Happy holidays, everyone!篇4Unit 3 - My HobbiesHi there! I'm a 4th grader and I love learning English. Unit 3 in our textbook is all about hobbies and it's been really fun. Let me tell you about what we've been doing in class.First up, we learned a bunch of new vocabulary words related to hobbies. Some were easy ones I already knew like "reading", "swimming", and "playing games". But I also learned some new words like "collecting", "gardening", and "photography". The pictures and examples in the book really helped me understand their meanings.Then we started practicing asking each other "What's your hobby?" and responding with "My hobby is..." I like answering that my hobbies are reading comics and playing basketball. My best friend Laura's favorite hobby is dancing. Isn't that cool?Next, we learned how to talk about the activities we like to do using "I like..." sentences. For example, "I like reading comics after school" or "I like playing basketball on the weekend". We did a fun activity where we walked around asking each other what we like to do for our hobbies.One of the hardest parts was learning to use "like" with different subjects correctly. We had to remember to say "He likes skating" but "They like gardening". Our teacher helped us practice a lot with substitution drills until we got it right.Then we moved on to learning about the verb "go" for talking about places we go for our hobbies. I learned to say "I go skating at the park on Saturdays" and "My dad goes fishing every summer". We played a fun guessing game where we gave clues using "go" and had to guess each other's hobbies.After that, we read a really neat story called "Roy's Hobbies". It was about a boy named Roy who had too many hobbies like stamp collecting, model building, and insect watching. He didn't have enough time or money for all of them! The story taught us that it's better to pick just a couple hobbies you really love.For the reading exercises, we had to answer comprehension questions, put sentences in order, and complete summaries of the story. Comprehending all the details was kind of tricky at first, but doing the exercises helped a lot.My favorite part was the project we did at the end of the unit. We had to make a poster or PowerPoint presentation all about our own hobbies. I made a really cool poster with photos of me reading comics and playing basketball. I also wrote about why I love those hobbies.Presenting our projects to the class was awesome! We got to learn about everyone's different hobbies like hiking, cooking, and even juggling. I never knew Sam was such a great juggler.We asked each other questions after the presentations to learn even more.The unit wrapped up with a hobbies interview activity. We had to interview a partner, asking them all the questions we practiced like "What's your hobby?", "What do you like to do?", and "Where do you go?" Then we introduced our partner to the class using all the information we learned.I had so much fun with this unit on hobbies! I feel like I can talk and write about my hobbies really well now in English. I learned useful vocabulary and grammar for describing hobbies. The activities and projects made practicing easy and enjoyable.I'm already excited for the next unit. Having hobbies you love makes life much more fun and interesting. Now if you'll excuse me, I've got to go read the latest Dog Man comic!篇5Unit 3 Teaching PlanHi there! I'm a 4th grader and I'm super excited to share with you my class's plan for learning Unit 3 in our English textbook. This unit is all about telling time, daily routines, and weekend activities. It's going to be a blast!First up, we'll start by learning how to tell time. Our teacher is going to bring in a huge clock for the classroom and we'll practice saying things like "It's six thirty" or "It's quarter past three." We'll play lots of fun games like Time Bingo where we have to listen carefully and mark off the times we hear called out.I bet I'll be the bingo champion!Next, we'll learn all the vocabulary for daily routines. Things like "get up", "have breakfast", "go to school", "do homework" and so on. We'll make big pictionary cards and play charades to learn the words and phrases. It's going to be hilarious watching my friend Timmy act out "take a shower"! We'll also read dialogues and stories about kids' daily schedules.Then we'll move on to talking about weekend activities. We all have totally different things we like to do, so it will be cool to learn how to say what we each enjoy. I'm going to learn how to say "I like to play soccer on Saturdays." My best friend Emily is going to learn "I like to read comics on Sundays." We'll make posters all about our weekend fun.Our teacher also has some awesome games planned to practice the new words and patterns. We're going to play "Clockwise Clockwise" where we sit in a circle and go around saying times on a pretend clock. If you mess up, you're out! Thenwe'll do "Routine Relay" where the teams have to line up and whisper daily routine sentences person to person to see who can get it right first. Sounds hard but we'll get good at listening that way.For the weekend activities part, we're going to make "A Weekend in the Life" comics where we draw out our weekend days showing everything we do with speech bubbles. I'm definitely going to include a bubble that says "I like to eat pizza on Saturday nights!"We'll also put on a fun class performance where we act out different kids' daily routines and weekend activities. We have to memorize the lines but it will be awesome. I can't wait to see who gets to play the kid who sleeps in until noon on Saturdays!At the end of the unit, we're going on a field trip to a clock museum. How cool is that? We'll get to see all kinds of clocks from long ago and learn about telling time through history. They even have a sundial which tells time just from where the sun is. Crazy!I'm most excited about the unit project where we'll make our own schedule clocks. We'll make the clock faces out of paper plates and get to decorate them any way we want with drawingsof our daily routines and favorite weekend activities. I'm thinking mine will have a big soccer ball on it for Saturday afternoons!We'll also get to videoconference with a class somewhere else and share our schedules with them. It will be fun to see what kids in other places like to do. Maybe they even have unusual weekend activities we've never heard of!Overall, I think Unit 3 is going to be a blast. We'll become telling time masters, daily routine experts, and knowledgeable about all the coolest weekend fun. And we'll get to do it in a ton of engaging, interactive ways. Playing games, making projects, performing skits—what could be better?Learning English doesn't get much more enjoyable than this! Thanks for reading about our awesome Unit 3 plans. I can't wait to get started. See you next time!篇6Unit 3: A Wonderful WeekHi friends! Are you ready for another fun English unit? This time, we're going to learn all about days of the week, months of the year, and talking about our daily schedules. It's going to be a wonderful week of learning!Let's start with the days of the week. Can you say them with me? Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Awesome job! Now, let's put them in order. The first day is Monday, then Tuesday, then Wednesday... Keep going until you get to Sunday at the end of the week.Next up, the months! There are 12 months in a year. January, February, March, April, May, June, July, August, September, October, November, December. Phew, that's a lot to remember! But don't worry, we'll practice them over and over until they stick in our brains.Okay, so now we know the days and months, but how can we use them? One way is to talk about our schedules. Like, "On Monday, I have math class in the morning and soccer practice after school." Or, "My birthday is in June." Pretty cool, right?To practice, let's split into small groups and create weekly schedules for ourselves. Think about all the things you do each day - when you wake up, eat meals, go to classes, play sports or games, do homework, and go to bed. You can draw little pictures or icons too to make it fun!Once your schedule is ready, present it to the class. Say something like, "On Monday, I wake up at 7am, have breakfast at 7:30am, then go to school at 8:30am..." And so on for the wholeweek. Don't forget to mention holidays, birthdays, or any special events you have planned!While you present, your classmates should listen carefully. Afterwards, they can ask you questions about your schedule. Maybe something like, "What do you do after soccer practice on Tuesdays?" This will help all of us get better at using this new vocabulary.Are you excited to get started? I know I am! Let's make this an amazing, productive, and fun-filled unit all about days, weeks, months and schedules. If you have any questions, just raise your hand. Your teacher and I are here to help!。
人教版PEP英语四年级下册《Unit 3 Weather section B》教案
人教版PEP英语四年级下册《Unit 3 Weather section B》教案一. 教材分析《PEP英语四年级下册》Unit 3主要围绕天气主题展开，通过描述不同天气状况，让学生学习与天气相关的词汇和句型。
本节课为该单元的B部分，包括一个听力活动、一个对话和一个读写任务。
内容涉及到询问和描述天气状况的对话，以及相关的天气词汇。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并简单运用日常用语进行交流。
但是，对于一些复杂的天气词汇和句型，可能还需要进一步的引导和练习。
此外，学生对于实际情境中的天气描述可能还存在一定的困难，需要通过大量的练习来提高。
三. 教学目标1.能够听懂、说出生气、晴天、多云、下雨等天气词汇。
2.能够用英语描述天气状况，如：“What’s the weather like? It’s sunny.”3.能够运用所学词汇和句型进行简单的天气描述。
四. 教学重难点1.天气词汇的学习和运用。
2.描述天气状况的句型练习。
五. 教学方法采用情境教学法、交际法、任务型教学法等。
通过设定真实的天气情境，让学生在实际交流中学习并运用天气词汇和句型。
同时，通过完成各种任务，提高学生的实际运用能力。
六. 教学准备1.教学PPT，包括天气词汇和句型的图片、听力材料等。
2.学生用书、练习册等教学材料。
3.各种天气图片、卡片等教具。
七. 教学过程1.导入（5分钟）通过播放一首关于天气的歌曲，引导学生进入天气主题。
然后，教师向学生提问：“What’s your favorite weather? Why?”，让学生发表自己对于天气的看法。
2.呈现（10分钟）教师通过展示各种天气的图片和卡片，引导学生学习天气词汇，如：sunny、rny、cloudy等。
同时，教师用简单的句子描述天气状况，如：“It’s sunny today.”，并让学生模仿和重复。
3.操练（10分钟）学生分成小组，根据教师提供的天气词汇和句型，进行角色扮演，模拟天气情境。
人教版(PEP)四年级下册Unit3--Weather-Part-B2-Let's-talk(教案)
3.能够在情景中恰当运用句型What's the weather like in New York/---?对天气情况进行询问:
4.能够在语境中理解新词degrees的意思并能正确发音。
4.教学重点、难点
教学重点：
能够在情景中恰当运用句型What's the weather like in …？It's …Is it cold/---? Yes, it is./No, itisnl对天气情况进行询问。
教学难点：
能够在情景中运用本课核心句型询问天气情况并能进行回答。
5.教学过程设计
6.教学评价设计
评价方法：
本节课运用『自我评价、小组评价、教师评价、口头鼓励性语言评价、小组竞赛型等多种评价方式进行由始至终的课堂评价活动。
充分调动学生的学习积极性，保持学生的学习热情，更好的完成教学任务。
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讲课时间： 2016 年 4 月 6 日姓名：霍文林Unit 3 Weather
Part B Let’ s talk
一、教学目标与要求
1．能够听、说、认读本课时主要句型：What's the weather like in Beijing? How about New York?
2．能够分角色朗读对话。
3．了解世界几个主要城市的天气特点。
4．听懂并独立完成Let's check。
二、教学重、难点分析
1．本课时重点： What's the weather like in Beijing? How about New York?2．本课时难点为：
“ have to的含”义“ What are you doing? What's the matter?的表
达。
”三、课前准备
1．教师准备一个写有天气词汇的转盘。
2．教师准备相关的词卡。
3．教师准备录音机、录音带或VCD。
4．学生准备一张中国地图。
四、教学过程 :
1．热身（ Warm-up）
（1）学生唱歌曲“Thunder。
”
（2）教师问学生： What is the weather like ?然后转动手中的天气转盘，让指针指向“rainy，”引导学生回答。
然后教师再转动转盘，复习、巩固其他四个词： sunny, snowy, windy, cloudy。
2．预习（ Preview）
（1）教师与一名学生打电话。
T: Hi, Meimei．What's the weather like today?教师转转盘，指针指向rainy。
S: It's rainy here．
用同样的方法操练“snowy, windy, sunny, cloudy等词。
”3．新课呈现
（P resentation） Let's talk
（1）教师问： What's the weather like in Beijing today?听了天气预报的学生
可能会做出回答。
教师再问：“What's the weather in New York? / How about New York? 根”据学生的回答情况，教师导入新课。
（2）教师指导学生学说“What's the weather like in Beijing?然后学生”分小
组根据自己做的全国天气预报记录进行问答活动。
小组内问答结束后，教师可以
让每一组选出一名代表向全班“播放天气预报”。
然后，教师进行评价。
（ 3）学生听录音，看挂图跟读对话。
教师对“What are you doing? Not much．What's the matter? I have to close the window．”等首次出现的语言进行讲解。
鉴于本课时新语言较多，建议教师主要针对本课时重点“What's the weather like in... ? 进行操”练，其余的新语言点解释清楚含义即可。
为了让学生尽快做到
能够听、说非重点新语言，教师可以设计一些活动，如：可以让学生就“What are you doing? Not much．”进行接力问答练习；就“ What's the matter?和“ I”have to.... 进行”模仿说句子的比赛。
（ 4）学生自由组合两人一组打电话询问天气情
况。
Let's check 教师连续播放三次录音。
第一遍让学生先听录音，第二遍勾出
与录音内容相符的
一项，第三遍检查。
录音内容如下：
（1）In Beijing it's sunny and warm． I go out and fly a kite．
（2）In Harbin it is cold．it's snowy． I read a story．
（3）It is hot in Shenzhen． I go swimming．
（4）In Macao it is rainy． I watch TV in my room．
4．巩固和延伸（ Consolidation and extension）
（1）做本单元 B Let's talk的活动手册配套练习。
（2）将本课课文读给同伴、朋友或家长听。
（3）给同学、朋友打电话，询问天气情况和该穿的衣服2016 年度第二学期公开课教案
讲课教师： xx 文林
讲课时间： 2016.4.6
讲课地点：前窑小学。