PEP英语三年级下册Unit 4教案A Let's learn (1)
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!。
PEP小学英语三年级下册第四单元《Unit4 Where is the car？》A Let’s Learn 教案
三年级下册第四单元第1课时Unit4 Where is the car?A Let’s Learn【学习目标】1.知识目标：1.能听、说、认读介词in、on、under和单词chair、desk。
2能熟练运用句型：Where is the…？It's in /on/under the…3.能听懂指令语并能按照指令做出动作。
2.能力目标：能正确灵活使用询问方位的主句型Where is the...? It’s on/ in/ under...并能在情景中恰当运用。
3.情感态度：1.培养学生爱护教室及书房的整洁卫生；2.培养学生上学前收拾好自己的书包，带好学习用品。
【重点难点】听说认读本课的单词in, on, under, chair, desk.并能正确灵活运用Where is the...? It’s on/ in/ under...2、主句型Where is the...? It’s on/ in/ under...的灵活运用。
【教学步骤】Ⅰ.warm up1.Greetings .T: Good afternoon, boys and girls.Ss: Good afternoon, Amy.T: How are you today?Ss: I’m fine, thank you.T: I’m fine too. It’s a great day, right? Work harder.And you are divided into 2 groups, Group A and Group B. If you do well, you can get a star, like this. Twinkle, twinkle , little star. So come on!T: Today we are gonna learn Unit 4 Where is my car?(此处教读car，发音渗透，c-ar, 动作展示开车的样子及声音，然后出示实物。
Do you like pear
学生可以通过前面学习到的知识来学习新的内容。三年级的学生们喜新好奇，求知欲强，对
于新鲜的事物有着浓厚的兴趣和探究欲望，水果本身就是学生喜闻乐的事物，应抓住这一有
利因素，让学生熟悉并喜爱爱吃这些水果并且知道水果有益健康，不乱扔果皮。
教学目标：1.能够听、说、认读apple，banana，orange，pear，watermelon，peach六个水果的单词。
（2）Greetings.
T:Good morning.
Ss: Good morning.
T:How are you?
Ss:I’m fine.
…
（3）Play a game.(T says,Ss do.)
Stand up,fly a kite,draw a picture…
设计意图：通过唱歌营造气氛既能达到热身的目的，又能调动学生的学习积极性。通过师生间的日常问候，可以引导学生尽快的进入用英语思维的课堂环境。动动手，做一做，即可以复习旧知，也为教学奠定了轻松愉悦的基调。
内容分析：本课时是PEP义务教育课程标准试验教科书《英语》三年级下册Unit 4 Do yo
u like pears?第一课时，Let’s learn里的四个水果单词，由于水果单词里大多数学生熟悉苹
三年级下册英语教案-Unit 4 Where is my car A Let’s spell 人教PEP
Unit 4 Where is my car? A Let’s spell教案一、教学内容教材：PEP英语三年级下册课型：语音教学授课内容：P40 Let’s spell二、教学内容分析本课教学内容选自PEP教材三下Let’s spell部分内容。
本部分分为语音和书写两部分，语音部分主要学习元音字母o在单词中的短音发音[ɒ]，并且借助已知的辅音字母或者元音字母（a, e, i）开展拼读练习，从而生成本课的生词dog, box, orange, body等，以及结合本单元已学方位介词，读懂一个绘本故事：The orange box is under the tree. The donkey is on the box … 书写部分是在上个学期学生书写单个字母的基础上开展的，旨在让学生感知由字母组合形成单词的过程。
三、指导思想与设计意图根据简单的拼读规律学习和记忆单词，这是英语语言学习的基本规律，也是新课程标准小学英语语音教学的基本要求。
掌握拼读规律的前提有两个：一是掌握字母和常见字母组合与常见读音之间的对应关系；二是掌握基本的拼读技巧和能力，拼读是一种技巧，不仅要让学生知道怎么拼读，更要让学生有机会并且主动地尝试拼读。
为此课堂上教师要为学生提供更充分的拼读机会，在拼读过程中不断巩固字母或字母组合与读音之间的对应关系，在拼读过程中提升拼读的能力。
四、学情分析三年级学生平均年龄9岁，孩子们的思维比较活跃，模仿力强，记忆力好，语言接受能力和运用能力较强。
经过三年级上学期的学习，已经掌握了26个字母的名称音，本学期学的元音字母a, e, i的短音和本单元学习的方位介词on, in, under的使用，为本课的拼读教学和故事学习提供了一定的基础。
但是学生的拼读意识和习惯还没有得到很好的提升，在遇到生词时还不能自觉主动地借助音素进行拼读。
五、教学目标1. 语言知识目标：100%的学生能够拼读并且在四线三格中正确书写dog, box, orange和body这四个例词，而且能够初步辨认词形、理解字母o在单词中的发音[ɒ]。
人教PEP三年级下册英语全册教案
人教PEP三年级下册英语全册教案Unit 1 Welcome back to school！第一课时教学目标：知识与技能：能听说单词Welcome，back，boy, and，girl, we, new, friend, today, from等；会运用句子I’m /I’m from介绍自己及自己的情况。
过程与方法：创设情景，小组合作学习中巩固运用句型和单词。
情感、态度和价值观：培养学生尊重他人的良好品质。
重点、难点：理解单词boy，girl，friend。
1.boy和from的读音不易掌握。
2.认识和理解英语中人名、地名及国家名称的写法和读法。
教学过程：一、热身/复习（Warm-up/Revision）师生问候，用英语打招呼Welcome back to school！复习巩固学过的内容，创设英语学习氛围。
二、新课展示（Presentation）1.教师借助Amy和Zhang Peng的头饰向学生介绍引出单词：boy，girl，friend。
2.利用单词卡片教学生认读单词:boys and girls, today, new friends。
3.教师带头饰自我介绍：Hi，I’m Amy. I’m from the UK.借助国旗引导学生认识英国的英语名称。
4.教师带头饰自我介绍：Hi，I’m Zhang Peng. I’m from Shandong.借助国旗引导学生认识英国、美国和加拿大的英语名称。
5.教师点拨：英语中人名、地名和国家名称的首写字母大写的写法。
the UK是英文缩写形式必须都大写，读作U和K。
（6）听课文录音，跟读对话。
三、趣味操练（Practice）1.学生两人一组分角色练习对话。
2.小组展示：表演对话。
3. Look and say：看国旗，编对话运用句子：I’m /I’m from介绍自己及自己的情况。
理解What about you？的含义。
第二课时教学目标：知识与技能：能听说认读单词：UK，Canada，USA，China.主要通过情景对话学习介绍自己的国籍，并在实际情景中自然运用。
(PEP)五年级英语上册 Unit4 第1课时 A Let's learn 教案
教学准备
课件、单词卡片
教学过程
批注
Step 1 Warm-up& Revision
情景导入,激发学生学习的兴趣,同时为新课的教授做铺垫。
1.Lead in.
创设动物王国要开才艺表演大会的情景,引导学生用句型“—What can you do?—I can...”对动物的技能（run,swim,jump,climb）进行问答。
2.能力目标：学生能够在情景中用句型“—What can you do?—I can...”对于某人能做什么进行问答。
3.情感目标：教育学生做个乐于助人的好孩子。
教学重点
能用句型What can you do? I can…来表达自己日常生活中能够做的事情；能较好地掌握五个四会词组并灵活运用。
教学难点
听完录音后,师生核对答案,然后分小组并将所出示的单词或短语读出来。
2. Do a survey.
（1）学生在四人小组内用句型“What can you do?”和“Who can …?”相互调查其他成员会做的事情。
（2）请小组代表上讲台汇报小组成员会做的事情。
3. Extension
创设情景：班上有人要过生日了,打算举办一个生日聚会。你可以做些什么呢？
Ss：I can sing English songs.
教师带读短语,大小声操练短语。指名读短语,并带读。之后,教师板书短语,并带领学生拼写短语。
拓展：唱中文歌sing Chinese songs唱生日歌sing birthday songs
（2）教授短语play thepipa.
教师出示琵琶的图片并询问学生“What’s this?”
新版人教版PEP小学英语三年级下册全册教案
第三课时教学内容:（A）Let's spellLet’s chant教学目标:1、Let’s spell达到对单词拼写的练习。
2、Circle圈出听到的单词。
3、write,练习书写四个简单单词。
教学重点：1、通过listen,repeat and chant达到对单词拼写的练习。
2、Circle圈出听到的单词。
3、write,练习书写四个简单单词。
教学难点：元音字母u在单词中的发音。
教学过程：1、播放Let’s spell的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Let’s circle的录音,让学生圈出正确的单词。
4、听音后反复读四个单词，在此基础上进行描红，达到书写格式正确的目的。
5、自学49页的let’schant；在会读的基础上，理解意思，结合上下文说说yummy的意思。
当堂训练1、教师将orange, OK, peach, pear, queen, quiet的单词卡贴在黑板上，举起其中一张卡片，让学生看词，请一名学生读单词，让学生在教师提供的空白纸上画图。
教师出示一个单词，学生画一张图。
2、看谁拿得快。
出示磁卡，让学生拿图片，拿的快的积分。
计算最后结果，给与优胜小组奖励。
板书：Unit5Do you like pears?（A）Let's spellLet’s chantfunrunduckunder教学反思：Unit5 Do you like pears?第四课时教学内容：（B）Let's talkLet’splay教学目标：1.理解并掌握"Can I have…?""Thanks""Here you are"等语言知识；2.理解"Can I have…?""Sorry.的含义；并在生活中得体地运用。
教学重点：理解"Can I have…?""Sorry.的含义；并在生活中得体地运用。
优质课 where is my car教案
PEP小学英语三年级下册Unit 4 Where is my car？Part A Let’s learn & Let’s do教学设计教学背景本课选自《义务教育教科书（PEP）（三年级起点）》新版。
本套教材注重学生语言能力的培养，对学生来说，最重要的任务就是要学会学习，开发自主学习能力。
本教材在整体构思、内容安排、活动设计和教学方面都采用了与学生紧密联系的生活实际。
本课为第四单元Where is my car? 第二课时Let’s learn。
主要学习的是怎样用简单的方位介词来表示一些物品的基本方位，进行了单词on，in，under及句型Where is the …? It’s …的学习，使学生通过学习能掌握如何表达一些简单的事物的基本位置。
学情分析三年级学生活泼好动，模仿能力强，表现欲旺盛。
经过第一个学期的接触学习，已经掌握一些基础的单词和句子，课堂上有能力模仿老师或录音的发音，对新语言表现好奇和兴趣；但低年级学生的注意力集中时间较短，课堂中有些盲目跟从，自我感知及自主学习的能力不够。
教学目标一、知识目标1.能够听、说、认读单词：desk, chair, on, in, under.2.能够熟练运用句型Where is…? It’s on/in/under….3.能够听懂Let’s do的指令，并根据指令做出正确动作。
二、能力目标1.能够在图片、实物或情景的帮助下运用句型Where is…? It’s on/in/under…询问物品位置并准确回答。
三、情感目标1.养成自己整理和收拾书包、书桌或者房间的好习惯。
教学重难点教学重点：听说、认读in, on, under三个方位介词和单词desk, chair.对句型: where is ……? It’s in /on/under the ……的理解。
教学难点：学生对个别单词如：desk中的（k）、under中（un）的发音容易出错。
通过本课的学习，帮助学生熟练掌握这几个单词的发音。
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三年级英语下册第四单元教案
课堂教学设计方案第四单元第1课时主备人：投放日期2023年4月18日教学板书Unit 4 Where is my car?(A) Let's talkWhere is my（the）...?It's on(in)the...作业设计一、选择正确的图片，将其选项填入题前括号内。
( ) 1. in the book A. (麻烦找一张铅笔 B.夹在书里的图片)( ) 2. in the desk A. B. 画一张书在课桌里的图( ) 3. under the desk A. 书在课桌下图 B. 书在课桌里图( ) 4. under the pencil box A.书在文具盒下面 B. 书在课桌下面二、选择正确的单词补全句子。
( ) 1. Where ______ my book?A. isB. theC. are( ) 2. Let’s _______ home.A. goingB. to goC. go( ) 3.Silly ______!A.IB. meC. my教学反思课堂教学设计方案第四单元第2课时主备人: 投放日期2022/4/18Unit 4 Where is my car? (A) Let's learn on in under chair desk作业设计一、 将下列字母按正确顺序排列组成单词，并写在相应图片的下方。
1. e s k d 2. a c h i r 3. u d e r n 4. r l e r u二、根据图片选择正确的单词。
( ) 1.The pencil is ______ the book.A. inB. on( ) 2. The ruler is _______ the pencil box. A. on B. under( ) 3. The ______ is on the desk.A. bookB. pencil box( ) 4. The pencil box is ________ the bag. A. on B. in( ) 5. The book is under the ________.A. chairB. desk教学反思课 堂 教 学 设 计 方 案第四单元 第3课时 主备人 投放日期 2023年4月18日一次备课二次备课 第三课时 教学内容 (A) Let's spell这里需要五个图，每个小题后边放一个。
Unit4 My home A Let's learn(教案)-2024学年人教PEP版英语四上
This is my _____. It’s ______.I can ______....We are happy at home.Step4 Homework 1.Homework Chen Jie’s homeBlackboard Design:Unit 4 My homeA let’s learn教学反思：本节课通过Amy的家庭情境，成功激发了学生的学习兴趣，并有效引导学生掌握了与房间相关的词汇和句型。
然而，在教学过程中，我也发现了一些值得改进的地方。
虽然大部分学生能够积极参与课堂活动，但仍有部分学生在听力理解环节表现不佳。
未来，我计划增加更多针对性的听力训练，并考虑使用多样化的听力材料，以提升学生的听力水平。
同时，我也意识到在促进学生自主表达方面还有待加强。
接下来，我将设计更多开放式问题和角色扮演活动，鼓励学生主动用英语表达自己的想法。
此外，还应更好地利用小组合作学习的方式，以提高学生的合作意识和交际能力。
总之，这节课虽有成效，但也暴露出一些教学中的不足。
今后，我将继续调整教学策略，力求每位学生都能在英语学习中取得更大进步。
课堂练习Sweet home, sweet familyPEP Book 3 Unit 4 A Let’s learn* Read, choose and write.Hello. I’m . This is my home.Look! My father is in the . He can ____. My mother is in the . She can ____. My sister is in the . She can ____.I am in the . I can ____.I really love my family. Words bankliving roombathroombedroomkitchenstudyA.Read newspaperB.Read a bookC.Have a napD.Have a snackSweet home, sweet familyPEP Book 3 Unit 4 A Let’s learn * Read, choose and write.Hello. I’m . This is my home.Look! My father is in the . He can ____. My mother is in the . She can ____. My sister is in the . She can ____.I am in the . I can ____.I really love my family. Words bankliving roombathroombedroomkitchenstudyA.Read newspaperB.Read a bookC.Have a napD.Have a snack。
(PEP)四年级英语上册教案 Unit 4 Part A Let’s learn
Part A Let’s learn & Let’s do教学目标能够听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom”。
能够熟练运用句型“Where’s Amy?”“—Is she in the study? —Yes, she is.”进行询问并作出回答。
能够听懂指令并根据指令语做出正确的动作。
教学重点能够使用描述居室名称的重点词汇。
能够在情景中运用重点句型询问人物或物品的位置并作出回答。
教学难点能够听懂Let’s do 中的指令并根据指令做出正确的动作；能够正确匹配居室和活动。
教学准备PPT课件、课文录音、视频、卡片等。
教学过程Step 1: Warm-up & Revision1. Greetings.2. Let’s chant.3. A guessing game.(课件出示：钢笔在书包、铅笔盒、桌子或盒子等任一物品里的图片)T: I lost my pen. Where’s my pen? Let’s look for it together. Is it in the…? Gues s!S1: Is it in the box?T: Yes, it is. / No, it isn’t.…Step 2: Presentation1. Teach the new vocabulary and sentences.（1）Teach the word “study”.T: Where are my books? Look, they are in a room. (课件出示：书房中有很多书的图片) I have many books in it. Oh, it’s a st udy! (课件出示：study的相关内容) (Write down the word “study” on the blackboard and teach it.)T: Follow me: study, st/st/-u/ʌ/-dy/di/, study.Ss: … (Read it together, then read it one by one.)T: What can you do in the study?Ss: Read a book.T: (课件出示：read a book的相关内容) Do you like reading books?Ss: Yes.T:Let’s go to the study and read a book. Follow me: Go to the study. Read a book.Write down the phrase “read a book” on the blackboard and teach the sentences “Go to the study. Read a book.”(2) Teach the phrase “living room”.Show a picture of a living room. (课件出示：客厅的图片)T: Is this room a classroom?Ss: No.T: What’s this?Ss: A living room.T: Yes. This is a living room. (课件出示：living room的相关内容) Follow me: living room, li/lɪ/-ving/vɪŋ/, living, o/u:/-room/r uːm/, living room.Write down the phrase “living room” on the blackboard and teach it.Ss:… (Read it in groups.)T: What can you see in the living room?Ss:I can see a table, a sofa, a…and a TV.T: Do you like watching TV? （课件出示：watch TV的相关内容）Ss: Yes.T: L et’s go to the living room and watch TV.Ss: OK.T: Go to the living room and watch TV. Follow me: Go to the living room. Watch TV.Write down the phrase “watch TV” on the blackboard and teach the sentences “Go to the living room. Watch TV.”(3) Teach t he word “kitchen”.T: Oh, I read a book and then I watch TV. Now I feel a little hungry. I want to have a snack. (课件出示：have a snack的相关内容) Follow me: have a snack, have a snack. Do you want to have a snack?Ss: Yes.Write down the phrase “have a snack” on t he blackboard and teach it.T: Oh, I can’t find any snacks. Where can we get snacks?Ss: Kitchen.T: Yes. (课件出示：kitchen的相关内容) Follow me: kitchen, ki/kɪ/-tch/tʃ/-en/ɪn/, kitchen.Write down the word “kitchen” on the blackboard and teach it.Ss: … (Read it one by one.)T: Let’s go to the kitchen and have a snack. Follow me: Go to the kitchen. Have a snack.Teach the sentences “Go to the kitchen. Have a snack.”(4) Teach the word “bathroom”.T: Haha, I’m full. (Touch the belly and yawn, looking sleepy.) I’m sleepy. Can I have a nap? (Help students understand with the action.) Ss:No, you’re dirty.T: Yes. Let me take a shower. (课件出示：take a shower的相关内容) Write down the phrase “take a shower” on the blackboard and teach it.T: Where can I take a shower?Ss: Bathroom. (课件出示：bathroom的相关内容)T: Yes. Follow me: bathroom, ba/bɑː/-th/θ/-bath, bathroom.Write down the word “bathroom” on the blackboard and teach it.Ss: … (Read it aloud or in a low voice.)T: Let me go to the bathroom. Take a shower. Follow me: Go to the bathroom. Take a shower. / Wash your face and hands. / Brush your teeth.Teach the sentences “Go to the bathroom. Take a shower.”(5) Teach the word “bedroom”.T:Now, I’m clean and I’m tired. I want to have a nap. (课件出示：have a nap的相关内容)Write down t he phrase “have a nap” on the blackboard and teach it.T: Where can I have a nap?Ss: Bedroom. (课件出示：bedroom的相关内容)T: Follow me: bedroom, e/e/-bed/bed/, bedroom.Write down the word “bedroom” on the blackboard and teach it.Ss:… (Read it in groups.)T: Good. Follow me: Go to the bedroom. Have a nap.Do the corresponding actions and let students learn the new vocabularies above. Present the vocabulary “bedroom, living room, bathroom” on the PPT.T: Please read the words and the phrase together and tell me what you find.Ss: …T: Great! They are all rooms and they all have the same word “room”.2. Let’s learn.（1）Show the pictures of “Let’s learn”. (课件出示：教材P39 Let’s learn 板块的房间图片)T:Look, it’s a nice home. That is Amy’s cat. Where is the cat? Is she in the bedroom/ living room/ bathroom/ study/ kitchen?Ss: …T: Where is Amy? Let’s listen to the recording of “Let’s learn” and answer the question.(2) Listen and answer.Play the recording of “Let’s learn” and ask the questions. (出示课件) T: Where is Amy? Is she in the bedroom/ living room/ bathroom/ study/ kitchen?Ss: …T: Amy is in the study. Where’s Amy’s dad? And where’s Amy’s mum?Ss:Is he/ she in the…?（课件出示：点击学生问的房间,点进去看到爸爸在客厅,妈妈在厨房）（3）Ask students to listen to the recording again and read after it.(4) Act out the dialogue.Step 3: Practice1. Play games.(1) What’s missing?Present the vocabularies “living room, bedroom, study, bathroom, kitchen” on the PPT. Ask students to say the missing word s or phrases quickly.（出示课件）(2) Guess words.Show the back of the word cards. Ask students to guess what the words or the phrases are. Students can say “Is it a…?”2. Let’s do.(1) Play the video of “Let’s do”. (课件出示：教材P39 Let’s do板块的视频) Ask students to read after the video.(2) Let’s match.T:Now, let’s mat ch. I say the name of the room. You say what you can do in it and do the action. Then practice in pairs.3. Guess where Mike is.Present the picture of Mike’s home. (课件出示：Mike的家,猜他在哪个房间,猜对了,点开房间看到Mike)T: Look, this is Mike’s home. We can see a living room, a bedroom, a study, a bathroom and a kitchen in his home. But where is Mike? Let’s guess! You can say “Is he in the…?”S1: Is he in the living room?T: No, he isn’t.Step 4: Consolidation & Extension1. Talk about your home.Present a picture of a new home. (课件出示：新家的图片)T: Look, boys and girls! This is my new home. You can see a living room, two bedrooms, a study, a bathroom and a kitchen in it. I can watch TV in the living room. I can read a book in the study. I can have a nap in thebedroom. I can take a shower in the bathroom. I can have a snack in the kitchen.Take out the picture of your home. Talk about your home with your partners. Then introduce your home to us. (课件出示：句型This is my new home. You can see… I can…in…)Divide students into three groups. Lead students to work in groups. At last, ask some students to show in class.2. Let’s sing.Sing the song My home. (课件出示：教材P44 Let’s sing板块的歌曲)T: East or west, home is the best. We love our home. We love our family.板书作业1. Practice the words and the dialogue.2. Design your ideal home, then introduce it to your parents.教学反思1.由韵句和游戏导入新课,引导学生复习上一课的内容,迅速抓住学生的注意力。
PEP版三年级下册英语《unit4 Where is my car-》教案教学反思
PEP版三年级下册英语《unit4 Where is mycar?》教案教学反思PEP版三年级下册英语《unit4 Where is my car?》教案教学反思Unit 4 Where is my car?Part A教学内容 Let’s talkLet’s playLet’s learnLet’s doLet’s spell（B Let’s sing）教学目标【知识目标】1.能够掌握A部分Let’s learn中的三会单词和Let’s talk 中的重点句子；2.能够掌握Let’s spell中元音字母o在闭音节中的发音规律并正确发音。
【能力目标】能用所学的词汇与句型“—Where is...？—It’s in/on/under...”来询问并回答物体的位置。
【情感目标】养成收拾自己的物品的好习惯。
教学重点 1.掌握元音字母o在闭音节中的发音；2.掌握词汇on，in，under，chair，desk的听、说、认读；3.句型“—Where is ...？—It’s in/on/under ...”的运用。
教学难点 1.元音字母o在闭音节中的发音规律;2.会根据具体情境问答物品的位置；3.能听懂Let’s do部分的指令并做出相应的动作。
教学准备课本、录音机、磁带、相关单词卡片、相关文具、课件等。
课时安排 3课时。
第一课时教学过程批注一、Warm-up Revision1.游戏：Guess what it is.出示三个动物图片分别给三名学生看，学生看图描述动物，其他学生猜动物。
2.播放B Let’s sing部分的歌曲“Where is the toy car？”，学生学唱。
复习第三单元的知识。
二、Presentation Practice1.Let’s learn（1）通过实物教授单词。
教师指着学生的课桌教授desk，指着学生的椅子教授chair，板书单词并带读三遍。
（2）教师先将一本书放在桌子上，说：“Look！The book is on the desk.”反复说几遍on the desk，板书单词on并带读。
PEP三年级下册英语Unit 4 A Let's learn(2)教案
Unit 4 Where is my car?概述：小学人教版三年级下册Unit4Where is my car?本单元共需六个课时，本课是第一课时，本课主要教学内容是学习单词desk, in, under, Where is ... It’s in\ under ...并在具体的语境中使用句型,在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。
设计理念:在跨越式为指导下，以语言运交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。
倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。
面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。
教学目标:1.知识目标.能听、说、认读单词desk, in, under,句型：Where is ... It’s in\ under ...2.能力目标能在具体的语境中使用句型, Where is ... It’s in\ under ...并且用已经学过的学习用具来练习Let’s play的内容。
3.情感目标结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。
学情分析:由于学生是三年级学生参加跨越式教学已经有一学期了，他们已经适应了跨越式课堂模式，听说能力都比较强。
乐于感知，模仿习得英语。
所以本节课采用多种方式来教学，让学生从不同的教学活动中获取知识。
教学重难点:教学重点：能听、说、认读单词desk, in, under,句型：Where is ... It’s in\ under ...教学难点：where 的读音，能理解方位介词in, under 的含义。
教学策略:由于三年级学生已学习英语一学期了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会对话内容，提高学生的语言交际能力。
PEP人教版小学英语三年级下册Unit 4 Where is my car ？A Let’s learn教学设计
Unit4 Where is my car? A Let’s learn教学设计【内容来源】人教版PEP三下Unit 4【主题】Where is my car?【课时】第2课时A . Let’s learn.一、目标依据依据新课标，要求小学三年级学生能借助图片、手势听懂简单的话语；能听懂课堂活动中简单的提问；能听懂一些简单常用指令并做出适当的反应；能在口头表达中做到发音清楚、语调准确；能按要求用简单的英语做游戏，能体会到英语学习的乐趣；在学习中集中注意力；敢于开口，表达中不怕出错误；积极参与各种课堂学习活动，积极与他人合作，共同完成学习任务。
二、教材分析Let’s learn 为词汇课，本课主要教学内容是通过Zip找文具的情景，学习单词desk, chair，方位介词in,on，under,以及如何询问并回答某物在哪里：Where is the... ？It’s in/on/under the ...并在具体的语境中使用句型,在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。
三、学情分析在三年级上册中，学生已经学习过文具类单词，如：在三年级上册Unit1中，学生学习了pen，pencil，pencil box，book，eraser，ruler，bag；在三年级下册Unit1中，学生学习了where；在三年级上册Unit4中，学习了句型What’s this/that? It’s a/an...并了解了It’s的含义。
本节课将在此基础上学习方位介词和如何询问并回答某物在哪里。
四、教学目标知识目标：1. 能够听说认读单词desk，chair，on，in，under。
2. 能够在情景中运用句型：Where is the...? It’s in/on/under the… 询问并回答某物在哪里。
能力目标：1.能够熟练运用方位介词来表示物品的位置，并发音准确。
人教版PEP Unit 4 I have a pen pal B Let’s learn(教案)
Unit 4 I have a pen palPart B Let’s learn一、教学目标1. 能够听、说、读、写描述日常活动的词组：cooks Chinese food, studies Chinese, does wordpuzzles, goeshiking, 并掌握第三人称单数形式。
2. 能够熟练运用句型“Does he/she …? Yes, he/she does. No, he/she doesn’t. ”谈论或描述他人的日常活动。
3.在学习中渗透中国饮食、中国文化，感受中国文化之美。
4. 了解对方的兴趣爱好，相互帮助，共同进步，形成选择结交朋友的意识。
二、教学重难点重点：1. 能够听、说、读、写描述日常活动的词组：cooks Chinese food, studies Chinese, does wordpuzzles, goeshiking, 并掌握第三人称单数形式。
2. 能够熟练运用句型“Does he/she …? Yes, he/she does. No, he/she doesn’t. ”谈论或描述他人的日常活动。
难点：能够熟练运用句型“Does he/she …? Yes, he/she does. No, he/she doesn’t. ”谈论或描述他人的日常活动。
三、教学准备课件，音频，视频，调查表。
五、板书设计Unit 4 I have a pen palPart B Let’s learnWords:cooks Chinese food, studies Chinese, does wordpuzzles, goes hikingSentences:Does he/she …? Yes, he/she does.No, he/she doesn’t.。
PEP小学英语三年级下册第四单元Grade 3 Unit 4 Where is my car 教案
Grade 3 Unit 4 Where is my car?一、教学内容：第一课时：Main Scene A. Let’s learn A. Let’s do二、教学目标1、认知目标(1）能听说、认读单词：on ,in, under, chair, desk 。
(2）能听懂会说句子：Where is the ? It’s in/ on/under .2、能力目标:能够听懂会说：用put 一词用于建议把物体放在某地方。
3、情感目标(1）养成自己收拾书包的好习惯。
(2）养成自己收拾玩具的好习惯。
三、教学重难点1.重点：新单词的听、说、认读；掌握句型：Where is the ? It’s in/ on/under .2.难点：能应用put一词用于建议把物体放在某地方四、教学准备1.教学方法：情境教学法、游戏教学法、直接教学法。
2.教具：本课时的单词卡；学习用具；录音机和本课时的磁带。
五、教学过程Step ⅠLeading–in1. Sing a song: Teddy bear2. Free talk：T: How are you, boys and girls?S: Fine, thank you. And you, Miss Liu?T: Nice to meet you!S: Nice to meet you, too.T: Hello, Where are you from?S1: I’m from Daling. Where are you from?T: I’m from China. Let’s go to school.S1: OK!T: Thank you. Please talk to your friend. (教师让学生自由谈论所学过的句型。
)3. Let’s chant:Look at the cat. It is fat.Look at the pig. It is big.Look at the dog. It’s on the log.Look at the duck. It’s in the truck.Look at the bear. It’s on the pear.Step ⅡPre--task1.教师通过chant,拿出dog的图片问：Wow! The animals are so cute. Look at the dog. Where is the dog? 让学生回答引出on, 带读、板书。
Unit4WhatcanyoudoPartALet'slearn(表格式教案)人教PEP版英语五年级
作业
设计
P31
图片
Homework
1. Listen and read
听读教材P39Let’s learn。
2.Practice withfriends
运用今天所学的句型与朋友谈论自己的文娱活动。
结尾
图片
Today we talk about ourtalents. Everybody has his own talent. We can admire and learn from others’talent.
教师抽问同学：T: Can you dance? S: Yes, I can dance.
3,教授sing English songs
教师出示Zhang Peng唱英语歌曲的图片，并教授sing Englsih songs.
T: Who’s this?
S: He is Zhang Peng.
T: Let’s ask.
Miss White: What?
John: I can.
老师展示一些功夫明星的图片，让学生做口头练习：
Jackie Chen/ Jet Li/Bruce Lee/ Wu Jing/ Po（阿宝）can do kung fu.
5,教授draw cartoons.
教师出示draw cartoons的图片以及Miss White和Mike对话的情境图。
S: They will have an English party
教师展示一些English party的图片
T：Yes. Look, here are some pictures about an English party. The children can tell stories/ do the role play/ do a magic show/ sing/do English dubbing.
- 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)。
Unit 5 Do you like pears?
Part A Let’s learn
一. 教学目标：
1.知识目标：
词汇：能够听说认读水果类单词：apple, pear, orange, banana.
句型：能够听懂并会说句型：Do you like .....? Yes, I do. /No, I don’t.
2.能力目标：
能够在图片、实物或情景的帮助下运用句型Do you like...?Yes, I do. /No, I don’t。
询问他人对某物的喜好并回应他人的询问。
3.情感态度、文化意识、学习策略目标：
1）知道吃水果对健康有益。
2）初步了解名词复数的用法。
3）能够在自主学习，合作探究中找到学习英语的快乐。
二．教学重点：
1.能够听说认读水果单词的单数。
2.能够初步了解名词复数的用法。
3.能够理解对话大意，用正确的语音语调朗读对话，并且能够在图片和教师的帮助下，在语境中运用Do you like...? Yes, I do. /No, I don’t. 来询问他人对水果的好恶。
三．教学难点:
能够理解对话大意，用正确的语音语调朗读对话，并且能够在图片和教师的帮助下，在语境中运用Do you like...?Yes, I do. /No, I don’t.来询问他人对水果的好恶。
四．教学准备
1.水果头饰4个。
2. apples, pears, bananas，oranges, grapes的图片。
3. apples, pears, bananas，oranges, grapes单词卡片。
五．教学过程
一：热身
1.口语交际活动。
Suggested classroom language:
Hello, everyone! I'm Miss Shen .
Good morning!
Nice to meet you!
How are you?
2.引导学生通过观察幻灯片第二页，了解这堂课的主题为Fruits。
Suggested classroom language:
Boys and girls, we will have a fruit party. Are you ready? OK! Let’s begin our fruit party!
设计意图：和学生初次沟通，通过日常会话来了解学生。
引导学生通过看课件，来了解本堂课的话题。
创设情境“水果派对”，使学生的注意力迅速集中到教学活动中来。
二：呈现与操练
1.认识新朋友
Today, We are going to meet four new friends.Who are they? Do you want to know?4个头戴水果头饰的学生入场。
自我介绍：
Hello, I am an apple!
Hello, I am an orange!
Hi, I am a pear!
Hi, I am a banana!
Nice to meet you!
2.学习新单词
出示水果图片及单词，教读发音。
以男女生读，小组读，升降调读，拼写的形式操练单词，直到学生掌握单词为止。
3.出示单数的水果图片，提问：
What’s this? It’s (a/ an)……
4.出示复数的水果图片，问：
How many bananas can you see?
Five.
Many bananas.
出示复数的单词卡片，强调“s”，并教读发音，学习4个单词的复数。
学习单词复数，操练句型：I like apples. I like ……
5.出示幻灯片6，问学生：
Do you like bananas? If you like ,you can say : Yes, I do. If you don’t like ,you can say: No, I don’t.
以师生操练，生生操练，小组操练的形式操练句型。
6.找朋友的游戏：
事先将学生分成了4个水果小组，让戴头饰的小嘉宾运用句型寻找自己的水果朋友。
Do you like ……? Yes ,I do . oh ,we are （水果） friends。
7.认识水果小组：
Hi ,apple friends. Hello !......认识4个新组合。
让学生猜老师喜欢吃什么水果。
8.出示对话模式，见幻灯片8.
Do you like ……, Miss Shen?
Yes ,I do.
Here you are .
Thanks .
9.介绍自己喜欢吃的水果，加上葡萄。
吃喜欢的水果，教读Let’s chant的句子。
理解单词“yummy”和“tummy”的意思。
通过做动作，帮助学生理解“A fruit bowl in my tummy!”的意思。
10.师生一起打节奏说唱Let’s chant部分的内容，边说唱，边做动作，帮助理解句子的意思。
11．播放Let’s chant视频
师生一起边做动作，边操练。
设计意图：以多种方式学习新单词，使学生的求知欲和好奇心得以激发。
滚动式的单词学习，避免了单调与枯燥，既活跃了课堂气氛，又使学生很快进入英语思维的状态。
为学生的学习活动创设情境，铺路搭桥，使学生初步感受新知，并以此激发学生的学习兴趣和求知欲。
让学生在真实情景中再次感受目标句型的意义，加深对目标句型的印象。
知识是引导而不是灌输。
教师适时为学生做示范表演，为学生提供情境创设的范例。
三：结束新课
1.出示水果营养小贴士，告诉学生要多吃，适量的吃水果。
2.出示谚语：“An apple a day keeps the doctor away！”师示范，生跟读。
3.播放歌曲视频，师生一起跟唱。
4.总结：Our party is over. You are very good. We love fruits . I love you .
That's all for today. See you.
Stand up, please. Turn back ,say: Goodbye!
设计意图：知识的回顾与总结。