人教版PEP三年级英语下册Unit_4_Part_A_课件
人教版新课标PEP《小学英语 三年级下册》说课稿Unit 4 Do you like pears A Let’s talk of说课稿(英文版)
Unit 4 Do you like pears? A Let’s talk of说课稿(英文版)Good morning, everyone! It's my great pleasure to be here sharing my teaching plan with you. Today I'm going to talk about Part A Let’s talk of Unit 4 Do You Like Pears in PEP Book 2.First, let me talk about the teaching material.The topic of this unit should be fruits. By study of this unit, Ss will be able to talk about likes and dislikes with the structures as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some …The study will help Ss use simple English in communication. Second, teaching aims.1.Aims to the language knowledgea. After learning, Ss will be able to listen, speak and recognize the plural forms of the new words, such as pears, peaches, oranges and so on.b.Ss will be able to listen, speak and recognize the structures, such as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….2.Aims to the language skills:a. Ss will be able to talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….b. Ss will learn to use English to gather and present information.3. Aims to the learning strategiesa. Ss will be familiar with the new words of fruits and the structures by cycling in the survey and other activities.b. Ss will be able to do a survey focus on their favor of fruits with the structures.4. Aims to the emotions:a. Ss have interests and motivation for their further English learning.b. Ss have positive communicative awareness.Third, key points.Ss will be able to understand and talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Make sure that Ss can use the structure correctly and fluently.Fourth, difficult points.Ss can understand and say the plural forms of the new words.Fifth, teaching method.As we all know, the main instructional aims of learning English in primary school is to cultivate pupils’basic abilities of listening and speaking and their good sense of language. So in this lesson, I’ll mainly use “task-based”teaching method. That is to say, I’ll let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I’ll arrange many kinds of activities, like singing, guessing and so on. Sixth, learning methods.Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imaging, thinking, etc. And make preperation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by cooperative study. Thereby, develop Ss’abilities of studying and working with the learning language independently.Seventh, teaching aids.I will use the multimedia player and a colourful picture of a fruit shop. And I’ll also make a lively PPT which can attract Ss’attentions very well.Eighth, teaching procedures and purposes of my designing.I’ll teach this lesson in 5 parts.Part I. Warm-upAs language can be learned gradually but not immediately, it’s important for the teacher to find out the links between the language learnt and the new language items. It can lead Ss into the new language items naturally. In this class, Ss will sing a song and take part in free talk with the teacher to recall their memories. Ss will be guided to understand the questions What colour do you like? Do you like …? What about …? and try to express their own favors of colours with the structures I like …Yes./ No.Part II. PresentationThe main purpose of this step is to present new language items. Usually we’d better put it under a real situation.In this class, I will use a big picture of a fruit shop, and show small parts of it. They are in different colours and can help Ss guess What’s in the picture? According to Ss’answer, the new words of fruits will be showed. And next, there will be a quick-response activity which focus on the new words. Then the whole picture will be showed. It will brings Ss into a situation In a fruit shop. I think the way of presentation can really arouse Ss’interests very well. And Ss will be able to understand and say the plural forms of the fruit words with the structures learnt in Unit 3 How many …can you see? I can see …. Guide Ss to pay more attention on their pronunciation. With the help of the lively picture, I will ask S what they like and if they like pears/…. While asking and answering, I will use expression, gesture to help present the target language Do you like …? What about …? and acts as a demonstrator. At that time, three facial expression cards will be presented. I will use to present Yes, I do. Use to present No, I don’t. Use to present Yeah, very much. When Ss have understood the structures, I will get the class to repeat it all together.After that, Amy and her mother will be introduced. Ss will try to find Amy’s likes and dislikes by listening to the tape of Let’s talk. According to Ss’feedback, I will show the class a copy of the questionnaire grid and fill in the blanks as a demonstration.FruitName pears peaches oranges watermelons applesAmyAnd next Ss will watch the video to understand the whole dialogue and learn to read the dialogue correctly. Then Ss will try to act out the dialogue in pairs.Part Ⅲ. PracticeThe main purpose of this step is to help Ss learn the language items by heart and make the language relevant, practical, and communicative.Task 1: Make a new dialogueHowever, as any children’s teacher will know, it is important for Ss to learn a lot more thanEnglish in their English classes. Not only for the intellectual but also the emotional development. So I will guide Ss to make a new dialogue between Amy and her mother. For example, Amy asks her mother: Mom, do you like …? What about …? Let’s have some …Task 2: Make a new chantWe have all experienced that music an rhythm make it much easier to imitate and remember language than words which are ‘just spoken’. So I will present a chant and guide Ss to make a new chant by themselves.For example:Do you likepeaches? Do you likepeaches?Yes, I do. Yes, I do. / Yeah, very much. Yeah, very much.Do you likeoranges? Do you like oranges?No, I don’t. No, I don’t.Task 2: Make a surveyAs we know, younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. It is important to bear in mind that children need to see the reason for doing the activity, for example, to find information in order to make a survey. Give out copies of the questionnaire grid and guide Ss to ask their neighbours for information.FruitName pears peaches oranges watermelons applesLet’s havesome …Part Ⅳ. ConsolidationAs to this step, the main purpose is to consolidate what Ss have learned during the class and deal with the exercises of the workbook.Part Ⅴ. HomeworkIn order to extend Ss’ability of using English, I think it’s necessary to give Ss some good and proper homework. And according to Ss’level, it should be largely orally based. So I will ask Ss to do a family survey and try to use English as more as possible.Above is the lecture notes of my lesson. Thank you very much!。
新人教版PEP版小学英语三年级下册Unit 4 Where is my car课件.ppt(1)(精品).ppt
例句:—Is the pen in your bag?钢笔在你的包里吗? —No, it isn’t.不,它不在。
注意Yes后面要跟肯定形式,No后面要跟否 定形式。
典例 —Is your cap in your bag? —____B____ A. Yes, it isn’t. B. Yes, it is. C. No, it is.
整体记忆法:如:“all”再加上不同的字母,可组成tall (高的),ball(球),wall(墙)等。
快快长大:各种球的英语表达
football
basketball baseball volleyball
/kɑː(r)/n.(名词)小汽车 例句:Where is my car?
我的小汽车在哪里? 复数:cars 形近词:card 卡片
box /bɒks/n.(名词)盒;箱【二会】 例句:My map is in the box.
我的地图在箱子里。 考向 复数:boxes 合成词:pencil box铅笔盒
形近词:fox(狐狸)
以Is开头的一般疑问句 问句句型:“Is it in/on/under+ 其他?”,用来 确定物品所在的位置。it指前面提到过的某物, 也可以替换成所问的具体物品。 肯定回答:Yes, it is.是的,它在。 否定回答:No, it isn’t.不,它不在。
点拨:“Yes”后面要跟肯定形式,排除A项;“No” 后面要跟否定形式,排除C项;故选B。
知识点 2 Have a good time! 玩开心点儿!
考向 用法:本句是口语中常见的祝福用语。是当对方 去参加宴会或晚会、去外地游玩、参加某项活动 时,向对方说的祝福语。 例句:—I will go to Beijing.我将要去北京。 —Have a good time! 玩开心点儿!
新人教版(PEP)三年级英语下册Unit 4 Where is my car Part A let's spell优质公开课课件
dog box orange body
Oo /ɔ /
Can you read ?
c o d p d c h p d t k
_______ 队小兵请出列!
hop hope
1队小兵
2队小兵
_______ 队小兵请出列!
on one
1队小兵
2队小兵
_______ 队小兵请出列!
no not
1队小兵
Look at the dog. book box It's on the blue ___ .
orange
Look at the dog. It's on the ____ box.
orange
/ˈɔrindʒ/
The ____ is orange ______.
...
The The See See See
This is a gift for you.
Oh, a red ___?
Open it and have a look.
Wow, it's a duck boat.
1.Listen to the tape and read the words four times . (听录音,把今天所学的单词读4遍。) 2.Spell and copy the words four times. (单词每个抄写4遍。) 3.Chant the chant with your partner . (和小伙伴一起吟唱歌谣。)
四人一组朗读故事
Dog's home
Mom, can I have some ______juice?
Sure, here you are.
Thank you. Oh,yummy. I like it.
人教版PEP小学三年级英语下册全册完整ppt课件
Hello. My name’s Xi Yangyang. I am a boy.
Hello. My name’s ____. I am a ____.
We have a new friend today. 今天
Hi, My name’s __Z_h_e__n_g__K.ai
I’m from S__h_a_n_g_h__a.i I’m from China.
I am a boy.
This is a boy.
I am a girl.
This is a girl.
I am a boy.
This is a boy.
I am a girl.
This is a girl.
I am a girl.
This is a girl.
I am a boy.
This is a boy.
A
2套 A
2套 A
Unit 6 How many?
2套
B
2套 B
2套 B
2套
C
2套 C
2套 C
2套
每课均提供了两套精美课件!
Unit1 Welcome back to school
Part A Let's talk
kangaroo eagle panda lion beaver
I’m……I’m from…
student
This is … . He/She is a … . He/She’s from … .
This is … . He/She is a … . He/She’s from … . He/She’s … years old. …
介绍同桌。
HelWloh,Aemreya._r_e_y_o_u__fr_o_m_______?
三年级英语下册课件-Unit 4 Where is my car.Part B Let's spell-人教PEP版(19页ppt)
(1)bag, dad, panda, _______,________ (2)pen, ten, seven, _______,________ (3)milk, pig, gift, _______,________ (4)orange, dog, body, _______,________
•
4 、创设普通话语言环境,一日活动 中利用 多种鼓 励手段 ,激发 幼儿用 普通话 表达意 愿及培 养良好 的倾听 习惯。
•
5 、幼儿园组织丰富多彩的活动,让 幼儿得 到快乐 体验。 如,各 班主题 活动展 示、亲 子活动 、庆十 一、迎 中秋等 系列活 动。
•
6.观察图画内容,使学生初步了解学 校生活 、自己 的国家 、民族 、,感 受教师 的亲切 ,同学 的友爱 ,语文 学习的 快乐。 校园生 活的丰 富多彩 。
•
7.依据画面提示,对学生进行热爱祖 国、热 爱学习 、遵守 纪律、 团结友 爱等方 面的入 学常规 教育和 良好学 习习惯 的养成 教育。
d-o-g, dog /ɔ/
b-o-x, box /ɔ/
o-r-a-n-g-e, orange /ɔ/
b-o-d-y, body /ɔ/
闭音节:以一个或几个辅音字母(r 除外)结 尾而中间只有一个元音字母的音节,称为闭 音节。在重读的闭音节中元音字母读作短元 音,因此字母Oo的闭音节单词中的发音为/ɔ/。
bag bed pig dog box orange body
fog
hop
hot
lot
mop
not
cot
cob
cock
人教PEP版英语三年级下册《Unit 4 Part A 第一课时》教学课件
Let's go home!
OK!
Uh-oh! Where is my pencil box?
Oh,ቤተ መጻሕፍቲ ባይዱyes!
And your pencil! It's under your book!
Look! It's in your desk.
Silly me! Thanks!
Act it out with your partner.
句型结构:Where + be动词(is/are) + 名词/代词? 回答:主语 + be动词(is/are) + 介词短语 + 其他.
e.g. — Where is my ruler? — It's on the desk. — Where are they? — They are in the room.
在……里面 Where is the toy bear? It’s on the bookself.
在……上面
Presentation
Let’s talk
Who are they? Where are they?
They are John and Zhang Peng.
They are in the classroom.
一、选出不同类的一项。
( B )1. A.in
B.too
( C )2. A.eraser B.pencil
( A )3. A.desk B.dad
( A )4. A.is
B.where
C.under C.pupil C.mum C.what
二、为下列问句选择正确的答语。
( B ) 1. Where is the book?
人教PEP三年级英语下册Unit 4 Where's my car (课件1)
table 桌子 bed 床
behind 在……后面 near 在……附近
单元小结
1、Where is my pencil box?
2、It’ s in your desk.
重点
3、Is it in your toy box?
句型
4、Yes, it is. / No, it isn’t.
Let’ s go home.
OK !
Uh-oh ! Where is my pencil box ?
Look ! It’ s in your desk?
Oh, yes !
And your pencil ! It’ s under your book !
Silly me ! Thanks!
go home 回家 go to school 去学校
A. Where is my cap B. What colour is my cap?
( )7. ---Is your pencil in your desk?
---
.
A. Yes, it is
B. No, it is
三、描述下列物品所在的位置,用上所学的方位词。 (9分) on under in
回顾所学
1、询W问h“er什e么is东…西…在?哪里“”用这可英个以语书这编包样一在表段哪达: 里”的对话。
2、回答“东西在哪个位置”可以这样表达:
It’ s ……? ——Where is the bag? ——It’ s on the desk.
把你的脚放在椅子下面。 把你的手放在椅子上面。 把你的胳膊放在书桌里面。 把你的手放在书桌下面。
三、读句子,圈出正确的图片。 1. The bag is under the desk.
人教版PEP小学英语三年级下册Unit4单元教材分析及教案
⼈教版PEP⼩学英语三年级下册Unit4单元教材分析及教案PEP2 Unit4 单元教材分析⼀、教学内容:本单元以“寻找物品”这⼀话题,展开“Where?”的问答活动,引出表⽰⽅位关系的介词“in,on,under”和表⽰家庭中常见物品的单词。
“东西在哪⾥”这⼀话题与学⽣的⽇常⽣活密切相关,符合学⽣的⼼理年龄特征。
教学时,教师要创设符合⽣活实际的情境,利⽤⽣活中的实物,辅以歌谣、趣味性较强的⼩游戏等活动,充分体现学⽣的主体地位,体现英语教学的趣味性和实效性。
同时教师要注意让学⽣通过完成任务型活动感知新的语⾔点,培养学⽣的语⾔运⽤能⼒。
在前三个单元学习的基础上,教师可以借助已学的语⾳知识和拼读能⼒,从“⾳”⼈⼿,帮助学⽣能够根据元⾳字母Oo的短⾳发⾳规律正确拼读相应的词。
C部分的⼩故事有机地整合了本单元的主要词汇和句型,有趣幽默的故事情节引⼈⼊胜在阅读理解的基础上,可以⿎励有能⼒的孩⼦进⾏表演或给故事配⾳。
⼆、教学⽬标1.能够听懂、会说Where is…等询问⽅位的句⼦,并能在实际情景中进⾏运⽤。
2.进⼀步熟悉掌握⼀般疑问句的⽤法。
3.能够听说、认读⼀些⽅位介词及基本⽣活⽤品的单词。
4.能听懂所接触的指⽰语,并能按照指令做出相应的动作。
5.学会课本中的⼀⾸歌曲。
《Where is the toy car?》6.逐步养成⾃⼰收拾书包、玩具的好习惯。
三、教学重难点:⽅位介词的掌握与区别。
四、课时安排每⽇精选三题1. 判断划线部分发⾳是否相同A.catB.cake2.--The panda is from__________.A. the USAB.ChinaC.the UK3. 连词成句①he ②Is ③father ④your ⑤(?)______________________________________________________ PEP Book2 Uni4 Where is my car?Part A Let’s talk⼀、教学内容PEP Book2 Unit4 A Let’s talk and Let’s play⼆、教学⽬标1.能听懂、会说并理解句⼦Where's ...? It's in / on / under....2.在创设的情景中,能⽤ Where's ...? 询问某物在哪⾥,并做简单回答。
人教版(PEP)三年级英语下册Unit 4《Where is my car》课件
Look at the dog. It’s _c_u_t_e__. It has __a_l_o_n_g_b_o__d_y___.
The dog has a long body.
Try to read out(读出) these words. Can you find the same thing(共同点)?
Bomb game!(炸弹游戏)
Let's learn
Where is …? It’s in/on/under the …
Let's do
( B ) 1.Where is the pencil box?
( A ) 2.Where is the bag?
A. It’s on the desk. B. It’s in the bag.
( C ) 3.Where is the ruler? C. It’s under the chair.
1.The book is _o_n_ the _c_h_a_ir_. 2.The ruler is _i_n_ the _p_e_n_c_i_l _b_o_x_.
on
unde r
in desk
(熟读38页课文5遍,并试着与同桌演一演。)
2. Try to say the story to your parents. When you come across the difficulties, you can use Chinese.
(试着将这个故事说给父母听,不会说的部分可用中文。)
人教版(PEP)小学三年级英语下册
人教版(PEP)小学三年级英语下册
Unit 4 Where is my car?
Part A Let’s learn & Let's do
新人教版PEP小学英语三年级下册第四单元partA-let's-learn说课+授课
设计目标:
学生充分学会辨别三个词的方位变化 以及熟悉句型,使学生可以在日常生 活的交际中正确使用。
2)根据小学生的心理特点,在课堂
后期我会播放一首与本课所学知识 高度相关的on、in、under英文儿歌, 从而达到寓教于乐。
说板书设计
Where is my car?
• Where is the...? • It’s on / in / under the...
歌曲视频结束后,教师与学生简 单对话同时轻松结束本堂课的内 容。
Unit 4 Where is my car ? A. Let’s learn
放学了,Mike想和同学们一起去zip家里玩。
Where is the ruler?
It’ under the chair.
Where is the bag?
3、教学手段
根据学生的年龄特点和本课内容,我主要采用实 物、图片、单词卡片以及教师丰富的体态语言等 教学手段进行教学,它们能活化教材,辅助教师 对教学内容进行有序讲解,在讲解的过程中,能 充分利用有效的教学时间,改善信息的传递方式, 增强信息的传递能力,使外语学习变得生动活泼, 加深学生对教学内容的理解。
三、说教学目标
1、知识目标 2、能力目标 3、情感态度目标 4、文化意识目标
1、知识目标:
1)能够听、说、认读新单词:desk、 chair、 in、on、 under 。 2)能够听懂会说Where is ……?It’s in /on /under……并能在实际生活中 运用。
2、能力目标:
1)培养学生灵活运用所学知识进行 交流的能力。 2)发展学生听、说、读技能。 3)培养学生综合语言运用能。
3、情感态度目标:
人教PEP版英语三年级下册第4单元PartB《Let’s learn+Let’s do》说课课件
第六课时 能读懂故事,通过这个语篇,增加学生的语言的输入量,培养学生逐步适
二、教材分析
本单元是PEP人教版小学英 语三年级起点三年级下册的第si 单元,单元话题为描述物品的 位置,隶属于“人与自我”语 境下,“生活与学习”主题中 的生活自我管理。本单元围绕 “描述物品的位置”这个话题 展开,通过学习玩具类的单词 及表达,让学生有意识的去用 英语与身边朋友进行交流,能 够询问、猜测物品的位置,并 能形成自我管理的意识。
四、说目标(提炼单元主题,明确单元教学目标)
发展 学习理解
提升 应用 实践
提高 迁移 创新
第一课时 能够听懂、会说句型Where is…?It's in/on/under…. Is it in/on/under….? Yes, it is./No, it isn't.养成自己收拾书包的 的好习惯 第二课时 能够听、说、认读单词:desk,chair, in, on, under, 养成自己收拾 玩具的好习惯 第三课时 知道元音字母o在单词中的短音发音/D/够根据其发音规律拼读学过的语 音例词,能够逐步做到见到符合发音规律的词能拼读,听到符合发音规律的 词能拼写 第四课时 能够在图片、实物或情景的帮助下运用句型 Whereis…?It'sin/on/ under… 询问物品位置并回答,养成归纳整理玩具的好习惯 第五课时 知识目标 能够听、说、认读单词:cap, ball, car, boat。
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
Let’s do
Let’s go home!我们回家吧!
“Let’s+动词原形+其他.”意为“让我们……”。 这是一个祈祷句,用于向别人提出自己的建议或征求 别人的意见。其中Let’s是Let us的缩写形式。其答语常用 OK!(好的!)/Great!(太棒了!)等。
例如: Let’s go to school! 我们去上学吧!
例如: Where is my book?我的课本在哪儿?
Silly me!我真傻!
“Silly me!”是口语常用语,意为“我真傻!”。一般用 于当自己处于尴尬的境地时,可以用它来自我解嘲;也可以 在对自己的行为感到懊恼时,用它来表达自己的心情。
Let’s play
Let’s play
Where is my rule? 我的尺子在哪儿?
Homework
自己画一画自己的桌椅,并将自己的文具安置 好,用英语描述自己文具的位置。
第三课时 A Let’s spell
Review
Where is the book? 书在哪儿?
It’s on the desk. 它在桌子上。
Where is the pencil? 铅笔在哪儿?
It’s in the schoolbag. 它在书包里面。
“It’s in /on /under…”此句型用来描述某物体在 某处,可单独使用,也可用来回答where提问的句子。 其中it“它”指上文中提到过的事物。
it’s是it is的缩写形式。
Let’s do
Put your foot under your chair. 把你的脚放在椅子下面。
Put your hand on your chair. 把你的手放在椅子上面。
Where is the ruler?
It’s on the desk.
↑
on
在…上面
Where is the ruler?
↑
It’s under the chair.
under
在…下面
Let’s talk
Let’s go home! 我们一起回家吧!
Uh-oh! Where is my pencil box? 哦!我的文具盒呢?
Put the pencil under your book …
New words
on in under chair desk
在……上 在……里 在……下 椅子 书桌
例:My book is on the desk. 我的书在桌子上。
例:My pen is in the desk. 我的钢笔在桌子上。
under
on
2020/7/27
in under
What’s this?
It’s a ball.
Where is the ball?
b↑ox
It’s _i_n_ the box.
Where is the ball? It’s _o_n_ the box.
Where is the ball? It’s _u_n_d__er_ the box.
It’s in the desk. 它在桌子里面!
It’s under the desk. 它在桌子底下。
Where is my ruler? 我的尺子在哪儿?
Exercise
英汉对照连线。 go home Thanks in your desk under your book Silly me!
in
under
It’s under the chair! 它在椅子下面!
chair
desk
in on
Where is the pencil
box? 铅笔盒在哪儿?
under
chair
It’s in the schoolbag! 它在书包里面!
desk
Important sentence
It’s in the schoolbag!它在书包里面!
Where is my pencil box?我的铅笔盒在哪儿?
“Where is …?”用来询问某人 / 某物在哪里。 where意为“哪里;哪儿”,是特殊疑问词,和is连 用时,可以缩写为where’s. where引导的特殊疑问句 常用“It’s in / on / under /…+其他.”来回答。
例:It is under your desk. 它在你的桌子下面。
例:My ruler is on the chair. 我的尺子在椅子上。
例:My book is under the desk. 我的书在桌子下面。
Let’s learn
on
Where is the ruler? 尺子在哪儿?
我真傻! 在你的书下面 在你的书桌里 回家 谢谢。
Homework
听Let’s talk版块录音,将对话读给父母听。
第二课时 A Let’s learn & Let’s do
I say you do
Put the ruler in your hand.
Put the bag under your desk.
Put your arm in your desk. 把你的胳膊放在桌子里面。
Put your hand under your desk. 把你的手放在桌子下面。
Exercise
看图,用“in” “on” “under”填空。 1.The cat is __in__ the box.
2. The book is _o_n__ the desk. 3. The ball isu_n_d_e_rthe chair.
OK! 好!
Look! It’s in your desk. 看!它在你的桌子里面。
Oh, yes! 哦,是的!
And your pencil! It’s under your book!而且你的铅笔!它在你的
书下面!
Silly me! Thanks! 我真蠢!谢谢你!
Important sentences
Unit 4 Part A
Where is my car?
2020/7/27
第一课时 A Let’s talk & Let’s play
Warm-up
ball box 盒子
Where is the ball ? 球在哪里?
in
在……里面
It’s in the box . 在盒子里面。
在……下面