【知识学习】新版PEP四年级英语下册第三单元教案分析
pep四年级下册unit3全英详细教案
Unit 3单元教材分析Teaching Contents:Unit 3 Is This Your SkirtTeaching Aims:1. Learn to describe the size of the clothes, the colourof the clothes.to know the key words in listening, speaking, reading and writing.to know and understand the sentences of Let’s learn & Let’s talk.to understand the sentences of Let’s do & Let’s chant.to understand the story time and Good to know.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Teaching Aids:Pictures, Cards, Tape.Teaching difficult:Four skill wordsUse the sentenceThe 5th week and 1st planUnit 3 Is this your skirtThe 1st period Teaching contents:Part A: Let’s learnLet’s doTeaching Aims:1.Further understand the colors in English.2.Learn to say the keywords about the clothes.3.Learn to understand the sentences of Let’s do with some actions.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:New words and sentencesTeaching Aids:Computer, cassette, cassette recorder, flash cards, some objects.Teaching Procedures:Step 1: Warm-up:1.Greetings: How are you How was your weekend2.Let’s sing “My clothes”Step 2: Revision1. The teacher asks the class: What’s your favorite colour What colour do you like best2. A game: Guess what colour of the crayons in my handStep 3: Presentation1.The teacher will say: What is Teacher Maggie wearing today I’m wearinga shirt today. What are you wearing today You are wearing schooluniforms today.I’m wearing …2.The teacher will show the cards to the class one by one: jacket, sweater,skirt, dress, shirt, T-shirt.3.Try to use th e new words to make some sentences such as: I like the …I like the … with the …4.A game: let them further understand the new words, what word is missingOr what’s in my hand5.Listen to the tape, and get the general idea of the sentences. Especiallythe verbs: put on, hang up, take off, put away, fold & wash. Help them to master these phrases. They can make their own sentences with the verb phrases.Step 4: Practice1. Group work: Watch the VCD first, and then practice the sentences with their groups and with some actions.2.Free talk: what color is your T-shirtWhat color is your jacketStep 5: Homework:To copy the new words one line for eachTo read let’s do aloud.Board-writing:Unit 3 Is this your skirtskirt Put on … .shirt Tak e off … .T-shirt Hang up … .jacket Fold up … .Sweater Wash … .dress Put away…Reflection:The 5th week and 1st planUnit 3 Is this your skirtThe 2nd period Teaching contents:Part A: Let’s talkLet’s play.Teaching Aims:1.Learn to know the new words and expressions.2.Learn to know the main idea of the dialogue.3.Be able to listen and read the dialogue well.4.Be able to use the main sentences skillfully.cation students to be child hospitality.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Try to master the main sentences like:Is this you skirt – Yes, it is./ No, it isn’t.2.Learn to understand some oral items in this dialogue like: Where is myskirt Is this my skirt Whose is itTeaching Aids:Computer, picture, cards, cassette,Teaching Procedures:Step 1: Warm up.1. Free talk2. Listen and do. (A Let’s do)Step 2: PrevisionPreview the key words and expression:brown jacket, white sweater, green skirt, red shirt, yellow T-shirt.Step 3: Presentation.1.Show Ss a picture. Let them look and think carefully and try to say somesentences about the picture.2.Show some instructions and teaching these sentences:Where is my skirtIs this my skirtWhose is it3.Watch and listen.Let Ss watch VCD, listen carefully, try to understand the main idea of the dialogue. Explain any difficulties to help them.4.Read the dialogue and answer the question below:Where is Alice’s skirtWhat colour is Alice’s skirtWhere is Dad’s T-shirtWhose T-shirt is itStep 4: Practice1.Make sentences using the following sentence drill.“Whose is this…”Listen and repeat, pay attention to the pronunciation.2.Group work. Read the dialogue aloud in groups.3.Act out. Ask some groups to act out it. Or the teacher can act out John.Step 5: HomeworkListen to the tape and read the dialogue.Make a new dialogue.Board-writing:Unit 3 Is this your skirtWhere is my skirtIs this your skirtWhose is thisReflection:The 5th week and 1st planUnit 3 Is this your skirtThe 3rd periodTeaching contents:Part B: Le t’s learnLet’s chantTeaching Aims:1. Learn to master the main words about clothes.2. Learn to ask and answer about the clothes colour in plural form.3. Try to understand the meaning of the chant.4. Learn to read the chant.Ability Aims:To train the students’ creativity.Emotional Aims:To educate the students to love their school and to be a helpful student.Important points and difficult points:1. Try to read the chant, get to know the words like socks, shoes, pants, shorts, with, are, together.2. Ask and answer about the colors of clothes in plural form.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.1. Let’s sing “My clothes”.2. Date & weather: What’s the dateWhat’s the weather like outsideStep 2: Presentatione flash cards to teach the main words: jeans, shorts, socks, shoes andpants.e pictures or real objects to ask: what colour are the … They are….3.Have the student read the chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.4.After the kids read the chant, the teacher will asksome questions:What colour is your shirt/jacket/dress/skirtWhat colour are your shoes/pants/…4. Let the class figure out “are” and “is”.“are” is used in a plural form.“is” is used in a singular form.Step 3: Practice1.Have the students spell and read the key words by groups.2.Have the students read the chant by groups.Step 4: homework1.To copy down the new words one line each.2.Copy down the sentences two-line each.Board-writing:Unit 3 Is This Your SkirtWhere are my shoes\ shorts\ pants\ socks\jeansThey are ……Reflection:The 5th week and 1st planUnit 3 Is this your skirtThe 4th periodTeaching contents:Part B: Let’s talkLet’s playTeaching Aims:1.Learn to master the five key words in listening, speaking, reading andwriting.2.Learn to know how to describe the clothes.3.Learn to know how to write the main sentences.4.Learn to understand the dialogue.5.When they see the objects, they can recognize and read them and do theaction about them.Ability Aims:To train the students’ creativity.Emotional Aims:To educate the students to love their school and to be a helpful student.Important points and difficult points:1.The sentences written should be concerned. Pay attention to their firstletter of a sentence and the full stop.2.Try to master or memorize the key words in the class. Otherwise they willfeel too much pressure on them.3. Try to act out the dialogue. Master the way to ask the colors.Teaching Aids:a tape recorder cards picturesTeaching Steps:Step 1: Warm-upGreetings: How are you feeling todayWhat’s the dateWhat’s the weather like todayStep 2: Revision:1.Let them say the names of the clothes.pants, shorts, jeans, shoes, socks, T-shirt, shirt, skirt, jacket and dress 2.Try to describe their own clothes: This is my T-shirt. My T-shirt isblue.Step 3: Presentation1. Show Ss a picture. Let them look and think carefully and try to say some sentences about the picture. Ask them some questions.2. Show some instructions and teaching these sentences:What are they ---They are your baby pants.Those are my shoes ---Yes.What for3.Watch and listen.Watch the VCD; let them get the general idea of the dialogue. Ask them what words they have heard and what colour they are.4.The teacher will show a chart on the board and then ask:(1) What time is it(2) What clothes does Zip have for her birthday party(3) What colour is the dress(4) Which one is pretty5.Let them ask some questions about the chart. They can imagine or ask.6.A game. Use the letters to make words of clothes.a e i ou s h rd j t pk n l c7.Act out the dialogue.Let the children take out their exercises book and try to make some sentences: What colour is it It’s white.8.Written exercise for phonetics:cake apple hat facebag have we deskegg pen he shehave snake three mecat apple make grapeStep 4: Homework1. Copy down the main new words one line each.2. To read the dialogue aloud.Board-writing:Unit 3 Is this your skirtSkirt What colour is itShirt It’s white.Jacket This red T-shirt is pretty.T-shirt I have a new dress for my birthday dress party. Reflection:The 6th week and 1st planUnit 3 Is this your skirtThe 5th periodPart A: Read and writePart C: Task time/ Pronunciation/Let’s check.Teaching Aims:1.Learn to master the four-skilled words about the colors and clothes.2.Learn to master the way to write the key words and the sentences.3.Try to understand the meaning of the dialogue.4.Copy the sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and the sentences.2.Try to make an own dialogue with the sentences they have learnt.Teaching Aids:a tape recorder cards picturesStep 1: Warm-up.1. Greetings: How are you feeling today2. Date & weather: What’s the dateWhat’s the weather like outsideStep 2: Revision1. Recite a chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.2. The teacher asks: What are you wearing todayI’m wearing …Step 3: PresentationPart A:1.The teacher shows a chart on the board. Let them talk about the chart suchas: How many colors can you seeHow many animals can you seeIs this T-shirt the rabbits’What colour is the rabbit’s T-shirtWhat colour is the dog’s T-shirtWhat about the cat’s2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see which group cando the best.4.To use the sentence structures t o make more different sentences.” Is thisyour …”5.Copy the key words and sentences on the book.Step 4: PracticeTask time1.Talk about your clothes with your partner.2.Do the exercise in “Let’s check”.3.Pronunciation./ai/ bike, rice, kite, ice-cream/i/ milk, fish, pig,windowStep 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 3 Is This Your Skirtred Is this your …blue No, it isn’t.yellow No, it’s not.GreenWhiteReflection:The 6th week and 1st planUnit 3 Is this your skirtThe 6th periodTeaching contents:Part B: Read and whitePart C: Good to know / Let’s singTeaching Aims:1.Learn to master the four-skilled words about the colors and clothes.2.Learn to master the way to write the key words and the sentences.Try to understand the meaning of the dialogue.3.Copy the key words and sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and the sentences.2.Try to make an own dialogue with the sentences they have learnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.Listen to the song of “My clothes” and sing along with the music.This is my cap here. This is my shirt here.This is my skirt here that I like to wear.These are my socks here. These are my shoes here.These are my jeans here that I like to wear.Step 2: RevisionRecite a chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.Step 3: Presentation1.The teacher shows a chart on the board. Let them talk about the chart suchas: What can you see in the pictureWhat time is it nowWhat happened in the storyWhat color is the skirtWhat color is the jacket2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see which group cando the best.4.To use the sentence structures t o make more different sentences.” Is thisyour …”5.Copy the key words and sentencesStep 4: PracticeGood to knowIntroduce the clothes on page 36 and talk about where do the words come from.Step 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 3 Is This Your SkirtWhat color is itIt’s white.Reflection:The 6th week and 1st planUnit 3 Is this your skirtThe 7th periodTeaching contents:C: story timeTeaching aims:1. Review the words and sentences below:Certainly! But what for Really Tie the sleeves.Let me draw something on it.How do I look You will be the star. You look great!2. Have the students understand the story and try to perform it out.Ability Aims:To train the students’ creativity.Emotional Aims:To increase the students’ interest to English.Teaching difficult and important points:Have the students understand the story and try to perform it out.Teaching aids:Flash cardsThe tape recorderTeaching procedures:Step 1: warm up1. L isten to the song “My Clothes” and try to follow i t.2. Free talkIs it your skirt---Yes, it is. / No, it isn’t.Step 2: Preparation.1.Listen to the story and find the new words.2.Show the new words and sentences to the students.Certainly, Really, costume showBut what forTie the sleeves.Let me draw something on it.How do I lookYou will be the star.You look great!3. Have the students read the story after the tape and try to translate it.4. Have the students read the story and answer the question below:How many people are there in Zoom’s familyWhy Zoom cut the clothesHow does Zoom look5. Have the students read the story by group.6. Role play, makes the students for 4 groups, and let them play the story out.Step 3: Practice.Group work1, Give them some minutes to prepare a dialogue. One student introduce her/his clothes. Let them act depending on their own ideas.What colour is it---It’s ….Is it your skirt---Yes, it is./ No, it isn’t.2. Then let them act the dialogue again following the story.Step 4: Consolidation1. Let’s read the n ew words.2. Can use the sentences in the right situation.Summing up:Evaluate the performance of the Ss in class.1. Let Ss summing up today’s learning.2. Which is the best groupStep 5: HomeworkRecite the storyDo the exercise.Blackboard design:Unit 3 Is This Your SkirtStory time! Reflection:The 6th week and 1st planUnit 3 Is this your skirtThe 8th periodTeaching contents:ExamTeaching aims:Check the students.PEP小学英语四年级第三单元测试一、根据汉意写出下列单词.（16分）1.夹克衫_________ 恤衫_________ 3.绿色__________4.白色_________5.短裙__________6.蓝色___________7.红色__________8.短裤_________二、完成句子（10分）1、Where are my ____________(袜子).2、What ________ (颜色)is your shirt3、My T-shirt is _____________(黄色).4、I have a new _____________(连衣裙)for my birthday party.5、Those shoes are my ____________(爸爸的).三、选出划线部分发音不同或不同类的单词。
小学英语_PEP 小学英语四年级下册 Unit 3 Weather教学设计学情分析教材分析课后反思
PEP小学英语四年级下册Unit 3 Weather Part B Let’s learn and Let’s talk一、 Warm-up1.ChantGood morning,everyone. You look happy today. I’m happy too. So first Let’s enjoy the “chant”，stand up ,please. 2.reviewLook at the picture, say it as quickly as you can.Oh,sharp eyes and magic head.Today Let’s say more thing about the “weather”二、Presentation1. Let’s see who is she? Yes, she is Chenjie.She’s from Beijing. This is her new friend Mark.He’s from New York. Today, they are talking on the phone. Let’s watch it ,and find out：“What are they talking about.””How to answer the phone.”2. OK.Who got the answers.You please. Yes, If I call you, you should say:”Hello, This is ……”Next question: What are they talking about?Yes, They are talking about “weather”How do they ask the answer？Let’s watch it for the second time and find out the answers.3.OK. How does Chenjie ask? Who knows ？Ss: What’s the weather like in……？How does Mark ask?Ss: How about Beijing? Is it……？Teaher teach,ss read.4.Now open your book ,read and underline the answers.Ss: It’s rainy.Yes,wait——paint——ai——rai——rain——rainyHow about Beijing. Is it cold?Ss:NO,/Yes5.This time read silently and rase the questions you don’tknow .Ss:degress.Yes, Good questions,smart boy.Ss:…Wonderful question. Let’s see.Teacher the “degrees”.6. Listen and imitate.7. role play:First, read with you partner.OK, Children, time’s up. which pairs want to show?8.Boys girls, Who can make an assessment for them.三、Children,Do you want to know more about the weather? Let’s see the world map.World weather.1. Let’s travel the world.①What’s the weather like in Singapore?Ss: sunny. We learn it like this.②What’s the weather like in Sydney?Ss: cloudy.③What’s the weather like in Beijing?Ss: windy④What’s the weather like in Moscow?Ss: snowy⑤What’s the weather like in London?Ss: rainy2. read and imitate四、Expand and practice1.Weather reportWork in pairs. stick the weather at anywhere you want.2.TravelMy friend is in Toronto .May Day I will go to see her. Let’scall her.Hello! This is Jeese.Who wants to fly to New York? Now You’re in New York.Ss practice.五.SummaryChildren. So much about this class.What have you got?(rember ues want to know)7.Emotional educayion.六.HomeworkGoodbye.Thank you for your listening.PEP小学英语四年级下册Unit 3 Weather Part B Let’s learn and Let’s talkPEP小学英语四年级下册Unit 3 Weather Part B Let’s learn and Let’s talk效果分析：英语作为一种语言，务必融于必须的情境之中。
pep人教版四年级下册英语第三单元教案含教学反思
pep人教版四年级下册英语第三单元教案含教学反思1.学生需要掌握“Can I。
”这个句型，并且能在适当的情境中运用。
2.学生需要理解单词“___”“hot”“outside”以及短语“be careful”，并能够听懂和说出来。
3.在教师和图片的帮助下，学生需要理解对话的意思，并且能够用正确的语音表达出来。
4.学生需要掌握句型“Can I go outside/have some soup?”，并且能够征求对方的许可，并用“Yes，you can/No，you can’t.”进行回答。
5.在研究对话的过程中，学生需要感受到父母的关爱。
在口语练中，学生可以复上一单元所学的“Whattimeisit?It，s。
o’clock.”。
同时，可以讨论今天的天气，引出“___”和“hot”这两个单词。
教师可以通过问“Where am I?”这个问题，教授学生单词“outside”。
同时，通过出示危险项目的图片，提醒学生在玩的时候要小心，引出“Be careful”这个短语的使用情景。
在教学“Can I。
”这个句型时，教师可以引导学生回答“Yes，you can/No，you can’t.”。
同时，教师可以介绍对话的情景，并播放对话录音，让学生跟着录音对话并回答问题。
最后，学生可以通过合作练和上台表演来巩固所学内容。
In Step 4.students are assigned to practice the language point of asking for n and ___。
They are asked to write a dialogue using the sentence pattern “Can I。
Yes。
you can。
No。
you can’t.” The ___ “Can I。
”In Step 1.students are asked to perform a dialogue from the “Let's talk” n with their partner。
PEP小学英语四年级下册第三单元教材解读(教案设计)
四年级下册第三单元教材解析Unit 3 Weather A Let’s talk 教材解读教学目标：1、能够在图片和教师的帮助下理解对话大意，并回答读后问题。
2、能够按照正确的读音、语调及意群朗读对话，并能进行角色表演。
3、能够听、说、读、写，并在情景中运用以下句型：Can I ... ?征求对方许可，并用Yes，you can. / No, you can’t.作答；能够在情景中恰当运用句型It’very hot / cold .描述天气及温度状况。
4、能够在语境中理解生词和词组：outside，cold，be careful，hot的意思，并能正确发音。
5、能够在Let’s play活动中，运用所学句型Can I go outside / have somemilk ? Yes ,you can ./No ,you can’t .等进行情景对话表演。
教学重点：句型：Can I ... ? Yes，you can. / No, you can’t.词汇：outside，cold，be careful，hot教学难点：Can I ... ? 问答中的人称转换。
教学方法指导：一、导入：1、Show the main scene and ask some questions (利用教材板块插图，介绍对话背景，教师提问引导学生预测对话文本内容）：T：Look at the picture. What’s this ? It’s a map .Where are you from ?Who is she ? Can you guess ? She is a weather report . What is she talking about ? 引出weather一词，并板书强调读音。
2、Look at the map . Where is it ?引导学生回答：It’s Harbin /Beijing /Lhasa / Hong Kong .强调Lhasa 和Hong Kong的正确读音。
四年级英语下册人教PEP版_Unit3_单元教学分析
PEP小学英语四年级下册单元教学分析Unit3【教学主题】Weather【教材分析】本单元的内容分为主情景图、A、B和C四个部分。
主情景图主要融合不同天气的情景，集中概括出本单元的重点语言知识。
A部分主要包含Let’s talk; Let’s play; Let’s learn; Let’s chant; Let’s spell五个部分，主要学习表示天气状况的形容词，掌握字母组合ar和al的发音规律。
B部分主要包含Let’s talk; Let’s play; Let’s learn; Let’s play; Read and write; Let’s check; Let’s sing七个部分，继续学习表示天气状况的形容词，以及谈论有关天气的话题等。
C部分包含Story time一个活动。
通过故事教学来复习和巩固所学知识，增强学生运用语言的能力。
【学情分析】天气与人们的日常生活紧密相关，在教学中，教师要注意利用已学的知识来引出新知识，利用地图并收集有关天气的图片、单词卡片等来传授知识，多创设一些真实的情景，让学生在情景中体会到语言学习的实用性。
教师应当适当拓展学生的知识面，告诉学生生活小常识，教育学生注意天气变化，关爱自己和他人。
【目标预设】1. 以多媒体课件为辅助手段，听、说、认读本单元三会单词，并能在具体情景中熟练运用本单元核心句型。
2. 能正确朗读本课时对话文本，语调达意，自然地道。
3. 能够掌握字母组合ar和al的发音规则，并能听、说、读、写单词arm, car, card, ball, tall, wall。
4. 会唱英文歌曲Thunder。
5. 能在图片的帮助下，阅读C部分的小故事，初步掌握阅读技巧。
【课时分配】共6个课时第一课时Part A Let’s talk Let’s play第二课时Part A Let’s learn Let’s chant第三课时Part A Let’s spell第四课时Part B Let’s talk Let’s play第五课时Part B Let’s learn Let’s play第六课时Part B Read and write Let’s check Let’s sing Part C Story time。
【PEP】四年级下英语Unit 3优质课教案
【PEP】四年级下英语Unit 3优质课教案一. 教材分析本课是PEP教材四年级下册Unit 3的课堂教学。
本课主要围绕“购物”这一主题展开，通过学习本课，学生能够掌握有关购物场所、购物物品以及购物方式的词汇和句型，并能够运用所学知识进行简单的购物交流。
教材内容丰富，插图生动，有利于激发学生的学习兴趣和积极性。
二. 学情分析四年级的学生已经具备了一定的英语基础，对于图片和实物较为敏感，通过图片和实物的展示，能够更好地吸引他们的注意力，激发他们的学习兴趣。
同时，四年级的学生具有较强的好奇心和表现欲，通过小组合作和角色扮演等活动，能够更好地发挥他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握有关购物场所、购物物品以及购物方式的词汇和句型。
2.能力目标：学生能够运用所学知识进行简单的购物交流。
3.情感目标：培养学生热爱生活，乐于交流的良好情感态度。
四. 教学重难点1.重点：掌握有关购物场所、购物物品以及购物方式的词汇和句型。
2.难点：正确运用所学知识进行简单的购物交流。
五. 教学方法1.情景教学法：通过设定购物场景，让学生在实际情境中学习英语，提高学生的学习兴趣和积极性。
2.任务型教学法：通过小组合作和角色扮演等活动，让学生在完成任务的过程中，巩固所学知识，提高学生的实际运用能力。
3.游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣，提高学生的学习积极性。
六. 教学准备1.教材：PEP教材四年级下册。
2.课件：有关购物场所、购物物品以及购物方式的图片和插图。
3.实物：购物场所的标志、购物物品等。
4.道具：购物车、钱包等。
七. 教学过程1.导入（5分钟）通过展示一幅购物场的图片，引导学生谈论自己所知道的购物场所，如超市、商场等，同时引导学生思考购物时需要说什么。
2.呈现（10分钟）展示有关购物场所、购物物品以及购物方式的图片和插图，引导学生说出相应的词汇，如supermarket、shop、buy等。
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。
PEP四年级下册第三单元教案和教学反思
PEP四年级下册第三单元教案和教学反思第一篇：PEP四年级下册第三单元教案和教学反思Unit 3 Weather 第一课时一、教学内容Part A Let’s talk &Let’s play二、教学目标1.能在情景中运用“Can I...?进行问答。
2.正确理解与朗读对话内容，学会如何表达自己请求，学会表述天气。
3.能听懂、会说并恰当使用新单词cold, hot等.三、教学重难点1.学习句型“Can I…?”以及肯定和否定回答：Yes, you can./No, you can’t.2.初步感知情态动词can引导的一般疑问句。
3.了解be careful的含义。
四、教学准备多媒体课件、磁带、录音机、单词卡片。
五、教学过程Step1 热身(Warming-up)1.复习已学过句型：What time is it? It’s ____ o’clock.教师询问时间，启发学生用已学过句型回答，并表达出It’s time for Engli sh class.让学生进入上课状态。
2.在开新课前，教师假装口渴，提出“Can I have some water?”根据旧知识，学生会回答“Yes, you can.” 回答完毕后，教师喝一小口热水，口中说“Hot, hot”。
Step 2 新课呈现(Presentation)1.学习Let’s talk（1）教师出示本部分课件，先指着窗外：It’s snowing.It’s so cold(做寒冷动作)，然后介绍人物：This is Mike, and this is his mother.What are they talking? Let’s go and listen.(2)教师播放录音，学生静听。
再次播放录音，学生跟读。
(3）教师指着Mike图像（以Mike身份）提出问题“Can I go outside?”和“Can I have soup?”，让学生带着问题观看Let’s talk的课件。
教学设计方案《PEP 小学英语》四年级下册第三单元
设计方案Unit 3 Is this your skirt?单元计划设计方案一、教材分析：教材：《PEP 小学英语》四年级下册分析：小学英语四年级下册课本以激发学生学习英语的兴趣为目的，培养学生学习英语的积极态度，使他们初步建立学习英语的自信心；培养学生具有一定的语感和良好的语音、语调、书写基础以及良好的学习习惯；使他们初步具备用英语进行简单日常交流的能力，同时培养学生的观察、记忆、思维、想象和创新能力。
适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
教材强调语言的运用，注重能力的培养，突出兴趣激发，重视双向交流。
体现了交际教学思想，注意学生语言应用能力的培养，根据学生特点，采用“全部动作反应法”让学生在歌谣中学习；在内容安排、活动设计和学习评价上都贯穿“学会学习”的主题，力求用简单生动、通俗易懂的方式渗透学习策略，鼓励学生能动思考，激发学习兴趣。
同时教材教学内容选取了与学生日常生活密切相关的知识，密切联系小学生的生活和学习实际，活泼有趣，让学生易学乐学，使学生能够在丰富多彩、生动有趣的课堂活动中感知语言，习得语言。
二、教学对象分析：教学对象：四年级下的学生分析：四年级在小学阶段是过渡年级，是孩子跨入中高年级的起始年级，同时，也是孩子学习习惯、学习态度从可塑性强转向逐渐定型的重要过渡阶段。
四年级的孩子正处于向青少年过渡的儿童期的后期阶段，孩子的学习能力和情感能力快速的发展，是培养学生的学习能力和情感能力的重要时期。
同时四年级是培养孩子学习能力的关键期，孩子的学习动机从直接动机向间接动机开始转化，即便没有直接的奖励，为了得到老师、家长、同学和其他人的肯定性评价，他们也会努力达到较好的效果，是培养学习习惯，激发学习兴趣的关键期。
三、教学目标分析:分析：根据《英语课程标准》对本单元的要求，能够听说读写单词与句子，并在日常生活中进行运用，能提问并回答有关衣物所属的一些问题。
Pep小学四年级英语下册Unit3_教案
Unit3 Weather
Mike has breakfast with his mum. Mike wants to have some soup.
听音，仿读。
Unit3 Weather
引导学生通过板书或者PPT，对核心词汇cool, cold, hot, warm, weather和核心句型It’s … in …进行小结。
Task 1: Copy main words three times correctly. 在四线格中规范书写核心词汇三遍。
Task 2: Present the chant to your parents.
Unit3 Weather
呈现重点词汇，巩固复习字母发音规则。
1.Read the words of this part on the internet. 登录“优教同步学习网”，跟读本课时词汇。
2. Summarize other 6 words with the letters “ar”
Unit3 Weather
Unit3 Weather
Do you know the weather signs?
此部分和上述Listen and imitate
活动共同检测目标1的达成情况。
Pair work
同桌两人自由选取Let’s play部分两张卡片，运用
巩固本课时核心词汇：rainy, snowy, windy, sunny, cloudy。
核心句型：What’s the weather like in…? It
Unit3 Weather。
新版PEP小学四年级下册英语第三单元教案
新版PEP小学四年级下册英语第三单元教案1.单元教学内容分析本单元主要教授有关天气的单词、句型和相关法。
学生需要掌握这些内容并能够熟练运用它们进行天气方面的对话。
2.单元教学重点学生需要能够听懂和运用Let's talk部分的内容，包括句子It's warm in Beijing。
What's the weather like in Beijing。
How about in New York?以及Can I put on。
You can wear。
等。
同时，学生需要根据天气情况选择合适的着装和活动项目，并能够用英语给衣着不合时令的同学提出建设性的意见。
3.单元教学难点学生需要掌握字母组合ar和al在单词中的发音。
二、单元教学目标学生需要认读Part A和Part B中的单词，并能够在实际情景中灵活运用Let's talk中的重要句型。
三、单元教学准备教师需要准备教学所需的图片、声音、课件和单词卡，并准备一些教师的照片或图片。
同时，教师需要准备录音机和录音带。
四、单元教学措施在教学过程中，教师可以通过让学生复述老师的话或同学的回答来帮助研究困难的学生。
同时，教师也可以主动请那些不愿或害怕发言的学生表达意见，培养他们研究英语的惯。
教师还可以运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等来给学生提供语言感染的机会。
第一课时教学目标：学生需要能够听懂、会说“Can I。
”并能在适当情景中应用。
同时，学生需要巩固描述天气的词cold和hot。
教学重点：学生需要掌握句型“Can I。
”以及对应的回答Yes。
you can./No。
you can't。
并熟悉词汇cold、hot、outside和careful。
教学难点：学生需要掌握“Can I。
”问答中的人称转换。
教学过程：一、复引题教师可以通过让学生根据人物的服装来猜测天气情况，以复单词hot和XXX。
二、教学新课学生回答：Yes。
人教PEP版英语四年级下册Unit 3《Weather》(let’s learn PartB)说课稿
人教PEP版英语四年级下册Unit 3《Weather》（let’s learn PartB）说课稿一. 教材分析《人教PEP版英语四年级下册Unit 3 Weather》是本册教材的第三单元，主题是天气。
本节课的主要内容是学习天气相关的词汇和表达方式，如sunny, cloudy, rny, windy等。
通过学习，学生能够用英语简单描述天气情况，并能够进行简单的天气对话。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并运用一些简单的英语句子进行交流。
但是对于天气这一主题，可能存在一些困难，因为天气是一个变化无常的概念，需要学生对天气现象有一定的了解和认识。
因此，在教学过程中，我将会结合学生的实际生活经验，帮助他们更好地理解和掌握天气相关的词汇和表达方式。
三. 说教学目标1.知识目标：学生能够掌握天气相关的词汇和表达方式，如sunny,cloudy, rny, windy等，并能够用英语简单描述天气情况。
2.能力目标：学生能够听懂并运用所学的词汇和表达方式进行简单的天气对话。
3.情感目标：通过学习天气相关的知识，学生能够对自然现象产生兴趣和好奇心，培养他们积极学习英语的兴趣。
四. 说教学重难点1.重点：学生能够掌握天气相关的词汇和表达方式，并能够用英语简单描述天气情况。
2.难点：学生能够听懂并运用所学的词汇和表达方式进行简单的天气对话。
五. 说教学方法与手段1.情景教学法：通过创设真实的生活情境，让学生在实际交流中学习和运用天气相关的词汇和表达方式。
2.交际法：通过小组合作和角色扮演等活动，让学生进行实际的天气对话，提高他们的交际能力。
3.任务型教学法：通过完成具体的任务，如描述天气情况，让学生将所学的词汇和表达方式应用于实际情境中。
六. 说教学过程1.导入：通过提问学生喜欢的天气，引导学生思考和讨论天气相关的词汇和表达方式。
2.呈现：通过图片和实物展示，向学生介绍天气相关的词汇和表达方式，如sunny, cloudy, rny, windy等。
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。
PEP小学英语四年级下册unit3单元整体分析
PEP小学英语四年级下册unit3.Weather雷州市杨家镇第二小学刘碧浪单元整体分析一、学情分析：四年级的学生，已经有了一定的知识基础，所学的知识逐渐加深，扩展本单元的教学内容与学生生活息息相关，因此，对学生来说不难理解。
只要在教学中，我通过创设情景，游戏等形式帮助学生理解，就会达到教学目标。
二、教材分析：重点：能听懂会说A、B Let´s talk 的内容并能在适当的情境中运用。
难点：字母组合ar、al在单词中的发音。
教具：单词卡片，画有四线三格的单词卡，录音、多媒体课件教法：直观教学法、演示法、情景交际法、任务型教学法、游戏法。
学法：练习法、小组合作探究法、朗读法。
三、单元设计整体思路与依据：㈠、warm-up(根据不同的教学内容选择不同的热身活动）㈡、preview（复习归知，学习新知）㈢、Lead in（根据教学不同内容，导入方式不同，简练、激趣为主）。
㈣、presentation(根据学生的认知水平及认知规律进行创设情景，循序渐进，让学生在情景中感知语言与理解语言）㈤、Practice (培养学生合作与竞争意识、激发学生学习的兴趣）。
㈥Consolidation and exercise(开发学生思维，培养学生创新与综合运用语言的能力）㈦、Homework（加强巩固）四、单元教学安排：Lesson1:A、Let's talk. Let's play.Lesson2:A、Let's learn. Let's chant.Lesson3:A、Let's spell. Let's sing.Lesson4:B、Let's talk. Let's play.Lesson5:B、Let's learn. Let's play .Lesson6:B、Read and write Let's check C、story time五、单元目标㈠知识目标：①能听说读写A、B部分Let´s learn . Let´s talk的单词、短语、会用形容词和数词。
PEP四年级下册Unit 3全英详细教案演示教学
Unit 3单元教材分析Teaching Contents:Unit 3 Is This Your Skirt?Teaching Aims:1. Learn to describe the size of the clothes, the colourof the clothes.2.Learn to know the key words in listening, speaking, reading andwriting.3.Learn to know and understand th e sentences of Let’s learn & Let’stalk.4.Learn to understand the sentences of Let’s do & Let’s chant.5.Learn to understand the story time and Good to know.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Teaching Aids:Pictures, Cards, Tape.Teaching difficult: Four skill words Use the sentenceThe 5th week and 1st planUnit 3 Is this your skirt?The 1st periodTeaching contents:Part A: Let’s learnLet’s doTeaching Aims:1.Further understand the colors in English.2.Learn to say the keywords about the clothes.3.Learn to understand the sentences of Let’s do with some actions.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:New words and sentencesTeaching Aids:Computer, cassette, cassette recorder, flash cards, some objects.Teaching Procedures:Step 1: Warm-up:1.Greetings: How are you? How was your weekend?2.Let’s sing “My clothes”Step 2: Revision1. The teacher asks the class: What’s your favorite colour? What colour do you like best?2. A game: Guess what colour of the crayons in my hand?Step 3: Presentation1.The teacher will say: What is Teacher Maggie wearing today? I’mwearing a shirt today. What are you wearing today? You are wearing school uniforms today.I’m wearing …2.The teacher will show the cards to the class one by one: jacket,sweater, skirt, dress, shirt, T-shirt.3.Try to use the new words to make some sentences such as: I likethe … I like the … with the …4.A game: let them further understand the new words, what word ismissing? Or what’s in my hand?5.Listen to the tape, and get the general idea of the sentences.Especially the verbs: put on, hang up, take off, put away, fold & wash. Help them to master these phrases. They can make their own sentences with the verb phrases.Step 4: Practice1. Group work: Watch the VCD first, and then practice the sentences with their groups and with some actions.2.Free talk: what color is your T-shirt?What color is your jacket?Step 5: Homework:To copy the new words one line for eachTo read let’s do aloud.Board-writing:Unit 3 Is this your skirt?skirt Put on … .shirt Take off … .T-shirt Hang up … .jacket Fold up … .Sweater Wash … .dress Put away…Reflection:The 5th week and 1st planUnit 3 Is this your skirt?The 2nd period Teaching contents:Part A: Let’s talkLet’s play.Teaching Aims:1.Learn to know the new words and expressions.2.Learn to know the main idea of the dialogue.3.Be able to listen and read the dialogue well.4.Be able to use the main sentences skillfully.cation students to be child hospitality.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Try to master the main sentences like:Is this you skirt? – Yes, it is./ No, it isn’t.2.Learn to understand some oral items in this dialogue like: Whereis my skirt? Is this my skirt? Whose is it?Teaching Aids:Computer, picture, cards, cassette,Teaching Procedures:Step 1: Warm up.1. Free talk2. Listen and do. (A Let’s do)Step 2: PrevisionPreview the key words and expression:brown jacket, white sweater, green skirt, red shirt, yellow T-shirt.Step 3: Presentation.1.Show Ss a picture. Let them look and think carefully and try tosay some sentences about the picture.2.Show some instructions and teaching these sentences:Where is my skirt?Is this my skirt?Whose is it?3.Watch and listen.Let Ss watch VCD, listen carefully, try to understand the main idea of the dialogue. Explain any difficulties to help them.4.Read the dialogue and answer the question below:Where is Alice’s skirt?What colour is Alice’s skirt?Where is Dad’s T-shirt?Whose T-shirt is it?Step 4: Practice1.Make sentences using the following sentence drill.“Whose is this…”Listen and repeat, pay attention to the pronunciation.2.Group work. Read the dialogue aloud in groups.3.Act out. Ask some groups to act out it. Or the teacher can act outJohn.Step 5: HomeworkListen to the tape and read the dialogue.Make a new dialogue.Board-writing:Unit 3 Is this your skirt?Where is my skirt?Is this your skirt?Whose is this? Reflection:The 5th week and 1st planUnit 3 Is this your skirt?The 3rd periodTeaching contents:Part B: Le t’s learnLet’s chantTeaching Aims:1. Learn to master the main words about clothes.2. Learn to ask and answer about the clothes colour in plural form.3. Try to understand the meaning of the chant.4. Learn to read the chant.Ability Aims:To train the students’ creativity.Emotional Aims:To educate the students to love their school and to be a helpful student.Important points and difficult points:1. Try to read the chant, get to know the words like socks, shoes,pants, shorts, with, are, together.2. Ask and answer about the colors of clothes in plural form.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.1. Let’s sing “My clothes”.2. Date & weather: What’s the date?What’s the weather like outside?Step 2: Presentatione flash cards to teach the main words: jeans, shorts, socks,shoes and pants.e pictures or real objects to ask: what colour are the …? Theyare….3.Have the student read the chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.4.After the kids read the chant, the teacher will asksome questions:What colour is your shirt/jacket/dress/skirt?What colour are your shoes/pants/…?4. Let the class figure out “are” and “is”.“are” is used in a plural form.“is” is used in a singular form.Step 3: Practice1.Have the students spell and read the key words by groups.2.Have the students read the chant by groups.Step 4: homework1.To copy down the new words one line each.2.Copy down the sentences two-line each.Board-writing:Unit 3 Is This Your Skirt?Where are my shoes\ shorts\ pants\ socks\jeans?They are ……Reflection:The 5th week and 1st planUnit 3 Is this your skirt?The 4th periodTeaching contents:Part B: Let’s talkLet’s playTeaching Aims:1.Learn to master the five key words in listening, speaking, readingand writing.2.Learn to know how to describe the clothes.3.Learn to know how to write the main sentences.4.Learn to understand the dialogue.5.When they see the objects, they can recognize and read them anddo the action about them.Ability Aims:To train the students’ creativity.Emotional Aims:To educate the students to love their school and to be a helpful student.Important points and difficult points:1.The sentences written should be concerned. Pay attention to theirfirst letter of a sentence and the full stop.2.Try to master or memorize the key words in the class. Otherwisethey will feel too much pressure on them.3. Try to act out the dialogue. Master the way to ask the colors.Teaching Aids:a tape recorder cards picturesTeaching Steps:Step 1: Warm-upGreetings: How are you feeling today?What’s the date?What’s the weather like today?Step 2: Revision:1.Let them say the names of the clothes.pants, shorts, jeans, shoes, socks, T-shirt, shirt, skirt, jacket and dress2.Try to describe their own clothes: This is my T-shirt. MyT-shirt is blue.Step 3: Presentation1. Show Ss a picture. Let them look and think carefully and try to say some sentences about the picture. Ask them some questions.2. Show some instructions and teaching these sentences:What are they? ---They are your baby pants.Those are my shoes? ---Yes.What for?3.Watch and listen.Watch the VCD; let them get the general idea of the dialogue. Ask them what words they have heard and what colour they are.4.The teacher will show a chart on the board and then ask:(1) What time is it?(2) What clothes does Zip have for her birthday party?(3) What colour is the dress?(4) Which one is pretty?5.Let them ask some questions about the chart. They can imagine orask.6.A game. Use the letters to make words of clothes.a e i ou s h rd j t pk n l c7.Act out the dialogue.Let the children take out their exercises book and try to make some sentences: What colour is it? It’s white.8.Written exercise for phonetics:cake apple hat facebag have we deskegg pen he shehave snake three mecat apple make grapeStep 4: Homework1. Copy down the main new words one line each.2. To read the dialogue aloud.Board-writing:Unit 3 Is this your skirt?Skirt What colour is it?Shirt It’s white.Jacket This red T-shirt is pretty.T-shirt I have a new dress for my birthday dress party. Reflection:The 6th week and 1st planUnit 3 Is this your skirt?The 5th periodTeaching contents:Part A: Read and writePart C: Task time/ Pronunciation/Let’s check.Teaching Aims:1.Learn to master the four-skilled words about the colors andclothes.2.Learn to master the way to write the key words and the sentences.3.Try to understand the meaning of the dialogue.4.Copy the sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and thesentences.2.Try to make an own dialogue with the sentences they have learnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.1. Greetings: How are you feeling today?2. Date & weather: What’s the date?What’s the weather like outside?Step 2: Revision1. Recite a chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.2. The teacher asks: What are you wearing today?I’m wearing …Step 3: PresentationPart A:1.The teacher shows a chart on the board. Let them talk about thechart such as: How many colors can you see?How many animals can you see?Is this T-shirt the rabbits’?What colour is the rabbit’s T-shirt?What colour is the dog’s T-shirt?What about the cat’s?2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see which groupcan do the best.4.To use the sentence structures t o make more different sentences.”Is this your …?”5.Copy the key words and sentences on the book.Step 4: PracticeTask time1.Talk about your clothes with your partner.2.Do the exercise in “Let’s check”.3.Pronunciation./ai/ bike, rice, kite, ice-cream/i/ milk, fish, pig,windowStep 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 3 Is This Your Skirt?red Is this your …?blue No, it isn’t.yellow No, it’s not.GreenWhiteReflection:The 6th week and 1st planUnit 3 Is this your skirt?The 6th periodTeaching contents:Part B: Read and whitePart C: Good to know / Let’s singTeaching Aims:1.Learn to master the four-skilled words about the colors andclothes.2.Learn to master the way to write the key words and the sentences. Try to understand the meaning of the dialogue.3.Copy the key words and sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and thesentences.2.Try to make an own dialogue with the sentences they have learnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.Listen to the song of “My clothes” and sing along with the music. This is my cap here. This is my shirt here.This is my skirt here that I like to wear.These are my socks here. These are my shoes here.These are my jeans here that I like to wear.Step 2: RevisionRecite a chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.Step 3: Presentation1.The teacher shows a chart on the board. Let them talk about thechart such as: What can you see in the picture?What time is it now?What happened in the story?What color is the skirt?What color is the jacket?2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see which groupcan do the best.4.To use the sentence structures t o make more different sentences.”Is this your …?”5.Copy the key words and sentencesStep 4: PracticeGood to knowIntroduce the clothes on page 36 and talk about where do the words come from.Step 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 3 Is This Your Skirt?What color is it?It’s white. Reflection:The 6th week and 1st planUnit 3 Is this your skirt?The 7th periodTeaching contents:C: story timeTeaching aims:1. Review the words and sentences below:Certainly! But what for? Really? Tie the sleeves.Let me draw something on it.How do I look? You will be the star. You look great!2. Have the students understand the story and try to perform it out.Ability Aims:To train the students’ creativity.Emotional Aims:To increase the students’ interest to English.Teaching difficult and important points:Have the students understand the story and try to perform it out.Teaching aids:Flash cardsThe tape recorderTeaching procedures:Step 1: warm up1. L isten to the song “My Clothes” and try to follow it.2. Free talkIs it your skirt?---Yes, it is. / No, it isn’t.Step 2: Preparation.1.Listen to the story and find the new words.2.Show the new words and sentences to the students.Certainly, Really, costume showBut what for?Tie the sleeves.Let me draw something on it.How do I look?You will be the star.You look great!3. Have the students read the story after the tape and try to translate it.4. Have the students read the story and answer the question below:How many people are there in Zoom’s family?Why Zoom cut the clothes?How does Zoom look?5. Have the students read the story by group.6. Role play, makes the students for 4 groups, and let them play the story out.Step 3: Practice.Group work1, Give them some minutes to prepare a dialogue. One student introduce her/his clothes. Let them act depending on their own ideas.What colour is it?---It’s ….Is it your skirt?---Yes, it is./ No, it isn’t.2. Then let them act the dialogue again following the story.Step 4: Consolidation1. Let’s read the new words.2. Can use the sentences in the right situation.Summing up:Evaluate the performance of the Ss in class.1. Let Ss summing up to day’s learning.2. Which is the best group?Step 5: HomeworkRecite the storyDo the exercise.Blackboard design:Unit 3 Is This Your Skirt?Story time! Reflection:The 6th week and 1st planUnit 3 Is this your skirt?The 8th periodTeaching contents:ExamTeaching aims:Check the students.PEP小学英语四年级第三单元测试一、根据汉意写出下列单词.（16分）1.夹克衫_________2.T恤衫_________3.绿色__________4.白色_________5.短裙__________6.蓝色___________7.红色__________8.短裤_________二、完成句子（10分）1、Where are my ____________(袜子).2、What ________ (颜色)is your shirt?3、My T-shirt is _____________(黄色).4、I have a new _____________(连衣裙)for my birthday party.5、Those shoes are my ____________(爸爸的).三、选出划线部分发音不同或不同类的单词。
pep人教版四年级下册英语第三单元教案含教学反思
1.能听懂、会说“ Can I...?”并能在适当的情景中运用。
2..在对话中理解单词“ cold”“hot”“outside”以及短语“ be careful”，并能听、说。
3.能在图片和教师的帮助下理解对话大意，能用正确的语音、4.能在情景中运用句型：“ Can I go outside/have some soup?，，征求对方许可，并用“ Yes，you canVNo， you can’t.，，进行回答。
5.在学习对话的过程中体会父母的关爱之情。
能在情景中运用句型：“ Can I go outside/have some soup?，，征求对方许可，并用“ Yes，you can.No， you can’t. ”进行回答“Can I...?”回答中的人称转换。
单词卡片、人物头饰。
Step 1:Warm-up①课堂口语练习，复习上一单元所学的“What time is it? It，s...o’clock. ”。
②讨论今天的天气，播放多媒体课件，引出“cold”与“hot”。
Step 2:Presentation①教学单词‘outside”以及“ Be careful”。
教师站在教室里，并问：“ Where am I?” Ss：You are in the classroom.教师将走出教室，并说：“I am going outside the classroom”，做相应动作，引出“outside”。
教师出示几个危险项目的图片，如:跳水、蹦极等，提醒学生在玩的时候要小心，由此引出“Be care¬ful”帮助学生明白句子的使用情景。
②教师问学生：“Can I go on to play the video?”引导学生回答:Yes .you can.③教授重点句型：“Can I…？，，“Yes，you canVNo， you can’t. ”，学生操练。
④介绍对话情景。
⑤教师播放对话录音，全班同学跟着录音对话。
新版PEP四年级英语下册第三单元教案分析
新版PEP四年级英语下册第三单元教案分析第三单元教学计划一、单元教学内容分析单元教学内容：本单元主要学习有关天气的单词及句型及相关的法。
要求学生能用本单元所学句型及单词进行有关天气的熟练对话。
单元教学重点：能听懂会说Let’stal部分的内容，并能在适当的情境中运用。
如：能正确的用It’sarinBeijing.hat’stheeatherlieinBeijing?HoaboutinNeyor?等句子描述和谈论天气情况及canIputon….?youcanear….等句型，根据天气情况选着合适的着装及活动项目。
能用英语熟练地对衣着不合时令的同学提出建设性的意见。
单元教学难点：字母组合ar,al在单词中的发音。
二、单元教学目标：认读PartAandPartB中的单词；实际情景中灵活运用Let’stal中的重要句型。
三、单元教学准备：教师准备教学过程中所需要的图片、声音、，以及本单元的单词卡。
准备一些教师的照片或图片。
教师准备录音机及录音带。
四、单元教学措施：在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。
还可开展各种活动，鼓励学生交际。
五、单元教学反思：课时教学目标：能听懂、会说“canI...?”并能在适当情景中应用。
在对话中巩固描述天气的词cold，ar，cool，hot。
教具准备：教学光盘、单词卡片。
教学重点：句型：canIeary…?yes，youcan./No,youcan’t.词汇：earcancan’t教学难点：“canI…?”问答中的人称转换。
教学过程：一、复习引题教师播放图像资料，引导学生根据人物服装来猜一猜天气情况，复习单词：ar、hot、cool、cold。
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新版PEP四年级英语下册第三单元教案分析课件www.5y 第三单元教学计划一、单元教学内容分析、单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。
要求学生能用本单元所学句型与单词进行有关天气的熟练对话。
2、单元教学重点：能听懂会说Let’stalk部分的内容，并能在适当的情境中运用。
如：能正确的用It’swarminBeijing.what’stheweatherlikeinBeijing?HowaboutinNewyork?等句子描述和谈论天气情况及canIputon….?youcanwear….等句型，根据天气情况选着合适的着装与活动项目。
能用英语熟练地对衣着不合时令的同学提出建设性的意见。
3、单元教学难点：字母组合ar,al在单词中的发音。
二、单元教学目标：认读PartAandPartB中的单词；实际情景中灵活运用Let’stalk中的重要句型。
三、单元教学准备：、教师准备教学过程中所需要的图片、声音、，以及本单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教学措施：、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。
还可开展各种活动，鼓励学生交际。
五、单元教学反思：第一课时（实施日期：年月日）教学目标：、能听懂、会说“canI...?”并能在适当情景中应用。
2、在对话中巩固描述天气的词cold，warm，cool，hot。
教具准备：教学光盘、单词卡片。
教学重点：句型：canIwearmy…?yes，youcan./No,youcan’t.词汇：wearcancan’t教学难点：“canI…?”问答中的人称转换。
教学过程：一、复习引题、教师播放图像资料，引导学生根据人物服装来猜一猜天气情况，复习单词：warm、hot、cool、cold。
二、教学新课、教师根据当时情况说：It’shot/warm.canIwearmyshirt?并引导学生回答：yes，youcan.或No,youcan’t.并进行板书。
2、学生分小组练习：A：canIwearmy…?B：yes，youcan./No,youcan’t.3、播放Let’stalk部分教学录像，学生观看。
4、学生看配套动画,模仿跟读。
教师对学生的语音、语调进行必要的指导。
5、学生分角色朗读，表演对话。
教师可以先与一个学生进行示范性表演，以降低本项活动的难度。
三、巩固练习、创新练习：根据所给情境两人一组编对话。
今天你要和同学去公园，和妈妈商量：A：It’s…canI…?B：yes，youcan./No,youcan’t.2、学生分组汇报表演，教师进行适当评价。
四、布置作业、熟读并背诵第24页的Let’stalk。
五、板书设计六、教学反思第二课时（实施日期：年月日）教学目标：、能听懂会说本课的会话。
2、能听说认读本课主要单词：warm，cool，hot，cold，weather。
3、学会运用“It'scold/hot/cool/warmin...”,要求表达准确，语调自然。
4、初步了解我国几个城市的气候特点。
教具准备：教学光盘、单词卡片。
教学重点：句型：It’swarm/hot/cold/coolin…;词汇：cold、cool、hot、warm、weather教学难点：单词weather的发音。
教学过程：一、复习引题、学生一起说儿歌（Let’schantP25）。
二、教学新课、教师说：It’swarmtoday.（指指外面）SowewearshirtsorT-shirts.Todaywearegoingtolearnabou ttheweather.Nowlet’swatchaweatherreport.教师播放一段英文解说的天气预报实录。
待学生看完后，教师说：Thisisaweatherreport.同时呈现单词卡片，领读weatherreport（把卡片贴到黑板上）。
教师要注意提醒学生读weather时，th咬舌尖。
2、教师播放Unit4Let’slearnA部分的。
学生观看。
3、教师提问：Isitaweatherreport?学生回答：yes,it’saweatherreport.教师再问：IsitwarminLhasa？点击句子It’scoolinLhasa.引导学生答出：No.It’scoolinLhasa.让更多的学生重复回答。
4、告诉学生拉萨位于我国x藏自治区，那里的天气很凉快，cool是形容天气凉快；而warm一词是形容天气暖和，北京的春天就是很温暖的。
教师说：It’swarminBeijing.并引导学生跟读。
5、教师将单词卡warm、cool贴黑板，请部分学生朗读单词。
然后提问：whereiscool？whereiswarm？启发学生回答：It’scoolinLhasa.It’swarminBeijing.6、鼓励学生用warm和cool描述我国其他城市的天气状况：It’swarm/coolin.…,如果有不符合实际的叙述，教师可以用Itisn’twarm/coolin……进行简单纠正，从而为学生进一步的学习留下悬念。
7、请学生观察书中插图：whichcitycanyoufind？学生答出：Harbin、Hongkong教师说：It’scoldinHarbin.It’shotinHongkong.8、用体态语言解释hot和cold的意思。
领读单词（把卡片贴到黑板上）。
9、教师说：It’scoolinLhasa.It’swarminBeijing.what’stheweatherlikeinHarbin?引导学生说出：It’scoldinHarbin.提问：what’stheweatherlikeinHongkong?引导学生说出：It’shotinHongkong.10、教师出示中国地图，边指边说：HereisBeijing.whatistheweatherlikeinBeijing?学生回答：It’swarminBeijing.教师问：what’stheweatherlikeinHarbin/Hongkong/Lhasa?学生分别回答：It’scoldinHarbin.It’shotinHongkong.It’scoolinLhasa.11、引导学生用whattheweatherlikein……?提问关于我国其他城市的天气状况。
三、巩固练习、两人一组，仿照课文表演一个城市天气预报。
Goodmorning.Thisisaweatherreport.，然后每人预报两个城市的天气。
练习好以后，教师找几个组来在班里表演，教师要及时做出评价。
2、完成Let'schant。
四、布置作业、读课文第25页并背诵Let'schant。
五、板书设计六、教学反思第三课时（实施日期：年月日）教学目标：、让学生掌握含有字母组合ar,al的单词发音和认读书写。
2、能听、说、读、写arm,car,card,ball,tall,wall 五个词语。
教具准备：教学光盘、单词卡片。
教学重点：能听、说、读、写arm,car,card,ball,tall,wall五个词语。
教学难点：正确书写arm,car,card,ball,tall,wall五个词语。
教学过程：一、复习引题、师生做日常口语练习:A:canIgooutsidenow?B:...A:canIhavesomesoup?B:...2、请学生表演A部分Let’stalk的对话。
二、教学新课、播放Read,listenandchant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Read,listenandnumber的录音,让学生给单词排序。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习、完成Look,listenandwrite部分的练习。
四、布置作业、抄本课单词4+1模式五、板书设计六、教学反思第四课时（实施日期：年月日）教学目标：、能听、说、认读本课时的主要句型：what'stheweatherlikeinNewyork?HowaboutBeijing?2、能够分角色朗读对话。
教具准备：教学光盘、单词卡片。
教学重点：句型：what'stheweatherlikeinNewyork?HowaboutBeijing?教学难点：It's...degrees.的表达。
教学过程：一、复习引题、学生唱歌曲“Thunder”；说唱第25页的Let’schant 部分歌谣。
2、启发学生将歌谣中的warm、hot、cool、cold根据后一句话的内容替换为：sunny、windy、snowy、cloudy。
改编儿歌。
3、教师播放世界城市天气预报的录像，然后提问：what’stheweatherlikein…?学生根据实际内容回答Itis…二、教学新课、教师提问：what’stheweatherlikeinNewyork?，学生根据实际来回答。
2、教师领读：Newyork，注意学生的发音不要受汉语纽约的干扰，适时纠正。
3、教师继续将录像界面定在某一城市，问：Howabout…?引导学生根据实际来回答。
反复利用3-5个城市操练Howabout，让学生在问答中理解Howabout…?的功能。
4、请学生观看，初步理解对话的意思。
5、教师提问：what'stheweatherlikeinNewyork?HowaboutBeijing?6、教师领读；解释意思。
三、巩固练习、学生跟录音读对话，注意课文中首次出现语言的语音语调，注意准确模仿。
2、学生两人一组分角色读对话，教师及时进行评价。
3、完成Let'splay部分。
操练句型：A：what’stheweatherlikein…?B：It’s…Howabout…?A：It’s…四、布置作业、给同学、朋友打电话用what’stheweatherlike？询问当地天气情况。
五、板书设计六、教学反思第五课时（实施日期：年月日）教学目标：、能够听、说、认读本课的重点单词：windy，sunny，rainy，snowy、cloudy。
2、能够看懂/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。
3、学会将所学句子运用到实际生活中。
教具准备：教学光盘、单词卡片、世界地图一张。