人教版四年级英语下册第三单元教案

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四年级下册英语教案-Unit 3 Lessson13-人教精通

四年级下册英语教案-Unit 3 Lesson 13-人教精通教学目标•学生能够正确地使用第一课时中的语言表达疑问和回答。

•学生能够知道他们的家庭成员都是谁，并能够用英语讲述他们的职业和爱好。

•学生将能够通过与同伴进行简短的对话来交流有关他们家庭成员的信息。

知识点回顾在之前的课程中，我们学习了一些关于家庭成员和他们的职业和爱好的基础知识。

我们学习了以下词汇：•father（父亲）•mother（母亲）•brother（兄弟）•sister（姐妹）•cousin（堂兄弟/堂姐妹）•uncle（叔叔）•aunt（阿姨）•teacher（老师）•doctor（医生）•musician（音乐家）•artist（艺术家）我们还学习了一些问询他们职业和爱好的语句：•What does your father do?•He’s a doctor.•What does your sister like to do?•She likes to draw.现在我们将运用这些知识来谈论我们的家庭成员。

教学流程课前准备在课前，教师应该准备以下材料：•一份有关家庭成员的信息表格，内容包括家庭成员的姓名、年龄、职业和爱好。

•现场展示设备（如大屏幕或投影仪）。

•学生的作业本和笔。

一、引入教师可以将一份现实生活中的家庭信息表格放在屏幕上，然后询问学生是否知道这些人的职业和爱好。

二、重温家庭成员的词汇教师应该重温家庭成员的基本词汇。

可以展示图像或写下这些词汇，然后要求学生跟读。

教师可以利用画面让学生描述这些家庭成员，以引导学生进行真实的语言学习。

三、介绍家庭成员的职业和爱好教师应该在屏幕上展示第二个信息表格，该表格包括家庭成员的职业和爱好，然后与学生一起阅读。

一般情况下，教师应该为要求孩子们读出的句子提供中文释义，以帮助学生更好地了解文章。

四、练习谈论家庭成员教师可以组织学生们结对活动，让他们互相谈论他们各自家庭成员的职业和爱好。

新版人教版小学四年级下册英语第三单元教案

新版小学四年级下册英语第三单元教案The document was prepared on January 2, 2021Unit3 Weather一、单元教学内容分析1、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’s talk部分的内容,并能在适当的情境中运用.如：能正确的用It’s warm in Beijing. What’s the weather like in Beijing How about in New York等句子描述和谈论天气情况及Can I put on….You can wear….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Part A and Part B 中的单词；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：1、教师准备教学过程中所需要的图片、声音、课件,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：1、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.第一课时教学目标：1、能听懂、会说“Can I ...”并能在适当情景中应用.2、在对话中巩固描述天气的词cold,hot.教学重点：句型：Can I… Yes,you can./No, you can’t.词汇：cold,hot,outside,careful.教学难点：“Can I …”问答中的人称转换.教学过程：一、复习引题教师引导学生根据人物服装来猜一猜天气情况,复习单词： hot、cold.二、教学新课1、教师根据当时情况说：It’s hot/warm. Can I wear my shirtsweater, skirt, dress…出示一张大太阳的图片,在出示衬衫或毛衣的图片,引导学生回答：Yes,you can.或 No, you can’t. 并进行板书.2、学生分小组练习：A：Can I wear my…B：Yes,you can./No, you can’t3、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.4、创设情境练习.可以反复做出门的动作练习outside,利用小刀等危险物品练习careful.三、巩固练习1、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 …Can I …B：Yes, you can. / No, you can’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Let’s talk.第二课时教学目标：1、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's cold/hot/cool/warm in...”, 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.教学重点：句型：It’s warm/hot/cold/cool in…;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.二、教学新课1、教师说：It’s warm today.指指外面 So we wear shirts or T-shirts. Today we are going to learn about the weather. Now let’s watch a weather report.教师说一段英文解说的天气预报.待学生听完后,教师说：This is a weather report.同时呈现单词卡片,领读weather report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Unit 4 Let’s learn A部分的课件.学生观看.3、教师提问：Is it a weather report学生回答：Yes, it’s a weather report.教师再问：Is it warm in Lhasa 点击句子It’s cool in Lhasa.引导学生答出：No. It’s cool in Lhasa.让更多的学生重复回答.4、告诉学生拉萨位于我国西藏自治区,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’s warm in Beijing.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：Where is cool Where is warm启发学生回答：It’s cool in Lhasa. It’s warm in Beijing.6、鼓励学生用warm和cool描述我国其他城市的天气状况：It’s warm / coolin .…, 如果有不符合实际的叙述,教师可以用 It isn’t warm/cool in……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：Which city can you find 学生答出：Harbin、Hong Kong 教师说：It’s cold in Harbin. It’s hot in Hong Kong.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’s cool in Lhasa. It’s warm in Beijing. What’s the weather like in Harbin 引导学生说出：It’s cold in Harbin. 提问：What’s the weather like in Hong Kong引导学生说出：It’s hot in Hong Kong.10、教师出示中国地图,边指边说：Here is Beijing. What is the weather likein Beijing学生回答：It’s warm in Beijing.教师问：What’s the weather like in Harbin/Hong Kong/Lhasa学生分别回答：It’s cold in Harbin.It’s hot in Hong Kong.It’s cool in Lhasa.11、引导学生用What the weather like in……提问我国其他城市的天气状况.三、巩固练习1、两人一组,仿照课文表演一个城市天气预报.Good morning. This is a weather report.一起说,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's chant.四、布置作业读课文第25页并背诵 Let's chant.第三课时教学目标：1、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1、师生做日常口语练习:A: Can I go outside nowB: ...A: Can I have some soupB: ...2、请学生表演A部分Let’s talk的对话.二、教学新课1、播放Read, listen and chant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, listen and number 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, listen and write部分的练习.四、布置作业抄本课单词3+1模式第四课时教学目标：1、能听、说、认读本课时的主要句型：What's the weather like in New York How about Beijing2、能够分角色朗读对话.教学重点：句型：What's the weather like in New York How about Beijing教学难点：It's ...degrees.的表达.教学过程：一、复习引题1、学生唱歌曲“Thunder”；说唱第25页的Let’s chant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’s the weather like in …学生根据实际内容回答It is…二、教学新课1、教师提问：What’s the weather like in New York2、教师领读：New York,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：How about…引导学生根据实际来回答.反复利用3-5个城市操练How about,让学生在问答中理解How about…的功能.4、学生初步理解对话的意思.5、教师提问：What's the weather like in New York How about Beijing6、教师领读；解释意思.三、巩固练习1、学生跟读对话,注意课文中首次出现语言的语音语调.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's play部分.操练句型：A：What’s the weather like in …B：It’s … How about…A：It’s …四、布置作业给同学、朋友打电话用What’s the weather like 询问当地天气情况.第五课时教学目标：1、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：世界地图一张.教学重点：词汇：windy,sunny,rainy,snowy,cloudy.句型：It’s … in…教学难点：所学句子在情境中的应用；几个重要城市的名称和地理位置.教学过程：一、复习引题1、学生跟录音唱歌曲“Thunder”.2、教师提问：What’s the weather like in BeijingHarbin/ Hong Kong/ Lhasa学生回答：It’s warmcold / hot / cool二、教学新课1、播放第25页的Let’s chant部分的录音,学生听完一遍后,教师将图中五个画面同时展现在黑板上,教师播放录音,请学生选出相应的画面.学生指出图后,教师适时出示单词卡：rainy、windy、sunny、snowy、cloudy,学生认读.2、教师出示世界地图：This is Beijing,the capital of China. This is Moscow, the capital of is London, the capital of Britain. Here is Sydney, a city in is Singapore, the city is a small country.教师指图领读城市的名称：Moscow、London、Sydney 、Singapore.3、请学生打开书,教师说城市名称的单词,学生在地图上指出城市的位置.4、一个学生说城市名称的单词,其他学生在地图上指出城市的位置.5、同桌两个同学一组,一人说单词,一人在图中指位置.6、教师播放Let’s learn的课件,学生观看.7、教师提问,学生看插图回答.教师问：Is it cloudy in SydneyIs it windy in Beijing Is it rainy in Moscow Is it snowy in Singapore6、学生两人一组问答：A：Is it… in …B：Yes./No. It’s … in…７、学生用It’s … in…报导地图上五个城市的天气情况.三、巩固练习1、完成Let's play部分的练习,操练句型：It’s … in….2、看看谁的反应快：将全班分为若干小组,每次比赛各组出一名代表.教师说城市In …,学生说出相应的天气形容词It’s ….哪个学生先说出来可为本组赢得一分,若干轮比赛后,评出先进组,教师应进行适当奖励.四、布置作业第六课时教学目标：1、能让学生运用Is it... Yes, it is./No, it isn't. 写句子.2、能听懂录音.3、会唱Let’s sing 的歌曲.4、能听懂 Story time 的内容.教学重点：掌握两个重点句子：“Is it...Yes, it is./No, it isn't.”的正确书写.教学难点：在四线格中的正确书写Is it... Yes, it is./No, it isn't.教学过程：一、复习引题1、日常口语交流.2、Review：A、B两部分的词语及对话.二、教学新课1、让学生练习运用Is it... Yes, it is./No, it isn't.练习说句子.2、在学生能说的基础上在让学生书写这样的句子.三、巩固练习1、读短文并回答问题.2、看一看并连线.3、唱Let’s sing 的歌曲.4、听录音理解Story time 的内容.四、布置作业听录音并跟读Story time.。

小学英语四年级下册《Unit3Weather(PartBReadandwritePartC)》教案

小学英语四年级下册《Unit 3 Weather（Part B Read and write Part C）》教案一. 教材分析《Unit 3 Weather（Part B Read and write Part C）》是人教版小学英语四年级下册的一篇课文。

本节课主要让学生学习天气相关的词汇和表达方式，如sunny, cloudy, rny, windy等，以及一般现在时的肯定句和否定句。

通过阅读和写作，提高学生的语言运用能力，培养他们对天气的关注和描述天气的能力。

二. 学情分析四年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们对天气话题感兴趣，生活中也经常接触天气相关的信息。

但部分学生可能在发音和词汇运用上还存在困难，需要教师重点关注和指导。

三. 教学目标1.知识目标：学生能够听懂、会说、会读天气相关的词汇，如sunny,cloudy, rny, windy等；能够运用一般现在时描述天气。

2.能力目标：学生能够通过阅读和写作，提高自己的语言运用能力；培养观察天气、描述天气的能力。

3.情感目标：学生对天气话题感兴趣，乐于参与课堂活动，提高学习英语的积极性。

四. 教学重难点1.重点：天气相关的词汇和表达方式，如sunny, cloudy, rny, windy等；一般现在时的肯定句和否定句。

2.难点：一般现在时的否定句的运用，以及词汇的准确发音。

五. 教学方法采用任务型教学法、情境教学法和交际法。

通过设置天气情境，引导学生观察、思考和交流，激发学生的学习兴趣，提高他们的语言运用能力。

六. 教学准备1.教师准备：教材、多媒体课件、录音机、磁带、天气预报视频等。

2.学生准备：课本、练习本、文具等。

七. 教学过程1.导入（5分钟）利用多媒体展示不同的天气图片，引导学生观察和描述。

如：太阳明媚的晴天、多云的天气、雨天、风大的天气等。

同时，引导学生用中文表达这些天气现象。

2.呈现（5分钟）教师出示单词卡片，引导学生学习天气相关的词汇，如sunny, cloudy, rny, windy等。

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。

人教版PEP英语四年级下册《unit3WeatherPartBLet'slearn》教案

人教版PEP英语四年级下册《unit3WeatherPartBLet’slearn》教案教学内容本节课的教学内容是人教版PEP英语四年级下册的《unit3WeatherPartBLet’slearn》。

在这个单元中，我们将会学习以下内容：•天气形容词，如sunny、windy、cloudy等；•天气的表达，如“It’s sunny today”、“It’s windy today”等；•综合运用这些知识，描述一个地方的天气情况。

教学目标•能够掌握天气形容词的用法，如sunny、windy、cloudy等；•能够正确地表达天气情况，如“It’s sunny today”、“It’s windy today”等；•能够描述一个地方的天气情况，并准确使用所学知识。

教学重点和难点教学重点：•学会使用天气形容词；•能够正确地表达天气情况。

教学难点：•在综合运用知识时，如何正确地描述一个地方的天气情况，并使用所学知识。

教学过程1.Warming up通过讨论天气状况的方式来激发学生的学习兴趣。

介绍一些简单的天气形容词，如sunny、windy、cloudy等。

可以通过老师给出单词或图片的方式来呈现。

2.Presentation学习天气形容词的正确用法。

教师可以通过制作课件、放映视频等方式来说明和展示天气形容词。

3.Practice练习运用天气形容词。

如，老师提问“Today is a sunny day. What’s the weather like today?”，让学生做出回答等。

4.Production综合运用所学知识，描述自己所在的城市的天气情况。

可以通过问答、小组讨论等方式来完成任务。

5.Extension教师可以通过节目、人物对话等方式，来演示如何正确地表达天气情况。

通过听力训练等方式，加强学生的语感和语音技能。

教学评价作为教师，我们需要对学生的学习情况进行评价。

可以通过以下方面来考察学生：•天气形容词的掌握情况；•能够正确地表达天气情况；•能够描述一个地方的天气情况，并准确使用所学知识。

人教PEP版四年级下册英语教案-Unit3 Weather

Unit 3 Weather教学设计课题Unit 3 Weather Part B Let’s learn教学内容人民教育出版社小学英语四年级下册第三单元教法游戏教学法、情境教学法等。

教材依据义务教育课程标准实验教科书人教版(PEP)小学《英语》设计思想一、设计理念本节课的设计依据《义务教育英语课程标准（2011年版）》倡导的教学理念：1. 面向全体学生，关注语言学习者的不同特点和个体差异。

2. 整体设计目标，充分考虑语言学习的渐进性和持续性。

3. 强调学习过程，重视语言学习的实践性和应用性。

4. 注重语篇教学。

采用语篇整体输入法，力求做到“词不离句，句不离篇，篇不离境”。

5. 优化评价方式，着重评价学生的综合语言运用能力。

6. 丰富课程资源，拓展英语学习渠道。

二、教材分析学生在本册本单元中已经学习并较好地掌握讨论有关天气的单词和句型，能够根据话题进行交流；同时学生已经在三年级下册Unit2 & Unit4以及四年级上册Unit4 & Unit6和本单元学习了一般疑问句的用法。

这些背景知识为本课目标语言的学习和使用打下了良好的基础，丰富目标语的操练和应用。

三、学情分析大部分四年级的孩子有一定的英语基础,积极活泼。

乐于表现自己，对英语学习也很感兴趣，已了解基本的学习方法，并具备了简单的听、说、读、写的能力。

因此，本课采用任务型教学法，以学生为中心，让学生带着任务，带着兴趣来在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。

教学知识/技能目标1.能够在有意义的语境中能听懂、会说、会认单词：sunny, windy, cloudy,rainy, snowy。

2.能在具体情境中正确运用What’s the weather like? It’s...3.培养学生英语综合运用能力。

情感目标1. 能在不同学习活动中感受到英语学习的乐趣，乐于学习和使用英语。

2. 培养学生的观察力和注意力。

小学的英语人教PEP四年级的下册Unit3+整单元教案

小学英语人教 PEP四年级下册第三单元教课计划一、单元教课内容剖析1、单元教课内容：本单元主要学习有关天气的单词与句型及有关的法。

要修业生能用本单元所学句型与单词进行有关天气的娴熟对话。

2 、单元教课要点：能听懂会说Let ’ s talk 部分的内容，并能在适合的情境中运用。

如：能正确的用It ’ s warm in Beijing. What ’s the weather like in Beijing? How about in New York? 等句子描绘和讨论天气状况及Can I put on.? You can wear. 等句型，依据天气状况选着适合的着装与活动项目。

能用英语娴熟地对穿着不合季节的同学提出建设性的建议。

3、单元教课难点：字母组合ar, al在单词中的发音。

二、单元教课目的：认读 Part A and Part B 中的单词；实质情形中灵巧运用Let ’s talk中的重要句型。

三、单元教课准备：1、教师准备教课过程中所需要的图片、声音、课件，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、单元教课举措：1、在教课过程中，对于学习困难的学生，可经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讲话惹起注意，让学买卖识到要认真听他人的说话。

2、对于学习还不错，可是不肯或惧怕讲话的学生，讲堂中教师主动请他们表达其建议，培育他们优秀的学习英语的习惯。

3、充足运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，赐予小学生语言感染的时机。

还可展开各样活动，鼓舞学生社交。

第一课时教课目的：1、能听懂、会说“ Can I ...?”并能在适合情形中应用。

2 、在对话中稳固描绘天气的词cold ，warm， cool ， hot 。

教具准备：教课光盘、单词卡片。

教课要点：句型： Can I wear my? Yes ，you can./No, you can’t.词汇： wear can can ’ t教课难点：“ Can I?” 问答中的人称变换。

新人教版四年级英语下册第三单元教案

课题 Unit 3 Weather A Let’s talk （第 1 教时）教学目标知识目标1.能在实际情景中灵活运用句型Can I go outside now?Yes, you can. / No, you can’t. It’s cold outside.2.能根据图画,讲述故事情节。

能力目标培养学生的口头表达能力、观察能力和创新能力。

情感目标教育学生要养成讲礼貌的好习惯。

教学重点能灵活运用句型Can I go outside now? Yes, you can. / No, you can’t.教学难点能灵活运用句型Can I go outside now? Yes, you can. / No, you can’t.主要教法情景教学法、示范法等。

教学媒体课件、头饰、图片教学过程教学过程：Step 1 : Warm-up1.学生模仿歌曲《两只老虎》的旋律做如下练习：What time is it ? What time is it ? It’s nine o’clock. It’s nine o’clock.2.教师播放歌曲Let’s have a picnic today,学生一边打拍子一边唱歌。

Let's have some cake today. Let's have some cake today.Let's have some cake today, on such a lovely day.Let's have some milk today. Let's have some milk today.Let's have some milk today, on such a lovely day.Step2: PresentationLet's talk1．教师播放多媒体课件，先展示Let's talk部分第一个场景，教师指着左下角时间问：What time is it?学生齐答：It's 11:00 a.m.教师引导学生看图片中的窗外说：Look at the outside！学生说：下雪了。

Unit 3 weather(教案)人教PEP版英语四年级下册

Unit 3 Weather - 教案教学目标•能听懂、熟练说出天气的表达方式，并能简单地描述当天的天气情况。

•能用英语正确地问候并回答别人关于天气的问题。

•能区分并正确使用“It’s…”和“It’s going to be…”两个句型。

教学内容1.新词汇•sunny•cloudy•rainy•snowy•windy2.句型•What’s the weather like today?The weather is (sunny/cloudy/rainy/snowy/windy).•It’s (sunny/cloudy/rainy/snowy/windy) today.•What’s the weather going to be like tomorrow?It’s going to be (sunny/cloudy/rainy/snowy/windy) tomorrow.教学步骤Step 1 - 导入1.引导学生观察外面的天气，并提问：What’s the weather like today? 或What’s the weather going to be like tomorrow?2.根据学生回答的情况，引导学生学习新的天气单词。

Step 2 - 学习表达方式1.通过简单的对话，引导学生学会下面的几个句型：–What’s the weather like today?–It’s (sunny/cloudy/rainy/snowy/windy) today.–What’s the weather going to be like tomorrow?–It’s going to be (sunny/cloudy/rainy/snowy/windy) tomorrow.2.帮助学生理解以上句型的用法，使他们能够在日常生活中正确地表达天气情况。

Step 3 - 练习1.分组练习–让学生利用学过的句型进行问与答练习。

人教版四年级英语下册第三单元教案

人教版四年级英语下册第三单元教案教学目标1. 研究并掌握本单元的重点词汇和短语。

2. 能够用正确的语音和语调朗读课文。

3. 能够理解并回答与课文相关的问题。

4. 能够运用所学内容进行听说训练和交流。

教学准备1. 教材：人教版四年级英语下册。

2. 多媒体设备：投影仪、电脑、音频设备。

教学过程导入（5分钟）1. 教师播放与本单元主题相关的视频，引发学生兴趣。

2. 教师出示单词卡片，学生根据图片提示说出单词，并进行口头拼写、发音练。

新课呈现（10分钟）1. 教师放映课文视频，学生跟读，并注意正确的语音和语调。

2. 教师重点教授本单元的重点词汇和短语，帮助学生理解并掌握。

听力训练（15分钟）1. 教师播放听力材料，学生跟读并理解材料内容。

2. 教师提问学生关于听力材料的问题，学生回答并展开讨论。

语言运用（15分钟）1. 教师给学生分发练册，学生完成相关练。

2. 教师和学生一起批改答案，讲解出现错误的地方，帮助学生掌握正确的语言运用方法。

交流活动（15分钟）1. 将学生分成小组，进行角色扮演，模拟对话情景，运用所学内容进行交流。

2. 鼓励学生积极参与，提高他们的口语表达能力。

总结与反馈（5分钟）1. 教师进行课堂总结，概括本单元的重点内容。

2. 教师布置相关的练作业，鼓励学生在家继续巩固所学内容。

教学延伸1. 学生可以通过配合课文内容，编写自己的小短文。

2. 学生可以制作词卡，进行记忆和拼写练。

教学评估1. 教师观察学生在课堂上的表现和参与情况，对学生进行评估。

2. 教师听取学生对课堂内容的理解和回答问题的能力，进行个别评估。

> 注意：此教案仅供参考，具体实施时需根据学生实际情况和教学环境进行调整。

小学英语四年级下第三单元教案5篇

小学英语四年级下第三单元教案5篇小学英语四年级下第三单元教案篇1教学目标：1.能听懂、会说、会读交际用语：Welcome to … What arethese/thoseThey’re …Are these/those … Yes, they are./No, they aren’t2.能听懂、会说、会读词汇：they’re=they are, pig, cow, chicken, duck3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those4.能熟练朗读对话或表演对话。

教学难点：1.句型：What are these/those Are these/those …的语调和用法。

2.词汇：farm, they, those, chicken, apple, pear的读音;a和an用法的区别;名词复数形式。

教学准备：动物头饰，水果、动物卡片，PPT、学生学案教学过程：Step1 Before classListen and Sing a song:Old Mac Donald had a farmStep 2. Warming up1. Free talk.T:Hello,boys and girls.I’m your new English teacher,Miss Wang.I’m very glad to be here.I want to be your friend.OK,firstly,I want to know your names.T:What’s your name Who’s your friendNice to meet you.Welcome to my class.(PPT)S:Thank you.2. Learn to say:Welcome to …(请学生先听懂“欢迎来到我的课堂”并进行回答，然后学会自己说“欢迎来到我的班级”，向上课老师、听课教师说)3. Lead-in and learnT: Boys and girls,we sang a song before class.We were very happy. We saw a lot of animals there.Right(PPT出现农场画面)They were on the farm.Learn ‘on the farm’。

人教版小学英语四年级下册Unit3教案带有活力的英语教学

在小学英语教学中，如何让学生更快乐地学习英语，增强他们的学习兴趣和学习动力，这是每一位英语教师都需要思考的问题。

本文将在人教版小学英语四年级下册Unit 3教案的基础上，探讨如何进行带有活力的英语教学，使学生在学习英语的过程中更加愉悦和自信。

一、教学目标1、语言目标：学生能够听说读写与某些学科相关的名称，并发展早期的写作技能。

2、情感目标：培养学生高度的自信心和学习兴趣，学生充满活力地学习英语，积极主动地参与教学活动，追求语言的精准和流利。

3、认知目标：通过英语学习，学生能够形成初步的对科学知识的了解。

通过阅读、观察等方式，提升学生对科学知识的认知。

二、教学设计1、任务型教学为了激发学生的学习热情和动力，在本课中采用任务型教学法，通过设计一系列有意义的任务来引导学生在课堂积极参与和探索。

2、交际式教学在本课中，通过多种交际形式的模拟练习，促进学生口语和听力技能的培养。

例如：游戏、角色扮演、小组讨论等。

3、趣味化教学在课堂设计过程中，教师应该在教材内容之外注重多种趣味活动和游戏，增强学生的学习兴趣和动力。

例如，音乐、动画、绘画等。

三、教学实施1、前期准备在教学前，为了保证课堂效果，需要对教材内容进行通读，并制定出教学计划和教学目标，以及合适的教学方法和教学手段。

2、课堂教学本课堂按照任务型教学方法进行设计。

步骤如下：第一步：导入新课，以艾迪为主角，引入相关的学科知识，如政治、地理、生物等。

可以通过用图表或PPT等形式将这些学科知识呈现而引起学生浓厚的兴趣。

第二步：通过图片和音频等多种形式，进行生词和句子的教学。

这时可以采用朗读、问答等形式，让学生在尽量轻松的氛围中掌握新的知识点。

第三步：设计关联性任务，让学生运用所学的语言知识完成各种练习活动。

例如：以自己所学的专业为背景，自己设计一份旅游宣传单，让同学听完之后能够更好地了解这个地方。

第四步：设计比较性任务，让学生运用语言进行比较和分析。

例如：同学与同学之间分组比较，谁能用更多的英语单词和句子描述自己所到的景点。

四年级英语下册《Unit3Weather》教案优质（通用15篇）

四年级英语下册《Unit 3 Weather》教案优质（通用15篇）四年级英语下册《Unit 3 Weather》教案优质篇1课型：新授课课时：1 课时教材：人教版四年级下册Unit 3 Weather Section A Let’s talk 教学目标：1.知识目标:借助图片和情景，理解对话大意。

能在情景中熟练运用句型 Can I go outside/have some soup? 征求对话的许可，并用Yes, you can./ No, you can’t.回答。

同时，能运用句型It’s very hot/cold.描述天气的冷热状况。

2.能力目标:能够用所学句型询问他人意见、天气状况并能进行回答。

3.情感态度与价值观目标:关心日常天气变化，能对气候特点和天气状况进行描述和询问。

能体会到英语学习的乐趣，并能与教师、同学积极交流。

教学重点:熟练掌握并准确运用句型 Can I go outside/have some soup?征求他人的意见，并能用Yes, you can./ No, you can’t.回答。

教学难点：能够用正确标准的语音、语调朗读对话、运用句型。

教学工具:教材，音频，多媒体课件。

教学过程：Step1：Lead-inFree talk:教师提问学生 Which is your favorite season?学生自由回答，并简单阐述原因。

教师引导学生谈论每个季节的特点，快速复习描述天气状况的单词如 hot, cold,warm,等。

Step2：Presentation and practice复习Can I...? 句型：教师在多媒体课件上呈现一些食物，引导同学列出一个食物清单招待朋友。

此时老师提问一名学生，Can I have some soup?学生回答:Yes，you can.或 No，you can’t. 教师板书句型 Can I...? Yes，you can./No，you can’t.同时，引导学生两人一组相互询问。

人教版小学英语四年级下册Unit3教案引导学生掌握英语学习方法的教学

本节课教学的主题是引导学生掌握英语学习方法。

在四年级下册Unit 3教学中，我们不仅要教授孩子们基础的单词和语法知识，还要让他们了解如何高效地学习英语，如何利用各种资源和工具提升自己的英语水平。

在本节课中，我将重点介绍以下几个方面的内容：一、学会制定学习计划学习英语需要制定学习计划。

在本节课中，我将介绍如何制定学习计划。

我们应该确定学习目标，明确自己想要达到的英语水平。

我们需要合理安排学习时间，保证每天都有一定时间用于英语学习。

我们需要选择适合自己的学习方式和学习资源，如阅读英语原版故事书，听英语广播或者使用英语学习软件等。

二、积极参与课堂活动在学校的英语课中，孩子们应该积极参与课堂活动。

我会引导孩子们主动提问，认真听讲，积极互动，并且鼓励他们将自己的英语学习经验和疑惑分享给班里其他同学，从而使学习成为一种互相学习、互相帮助的过程。

三、多听、多读、多说、多写我会强调多听、多读、多说、多写的重要性。

需要注意的是，孩子们在进行听说读写时，要注重语音语调的练习，注意每一个单词的发音。

孩子们应该多听英语歌曲、英语电影，并且阅读一些适合自己水平的英语读物，多说英语，用英语交流。

通过英语写作，可以巩固英语词汇、语法知识和表达能力，提高英语写作水平。

四、利用网络资源和学习应用软件孩子们可以使用网络资源和学习应用软件，如学习网站BBC Learning English和Duolingo等，让孩子们在轻松愉快的环境中学习英语知识，并且通过个性化的学习方式提高自己的英语水平。

同时，这些学习应用软件可以记录学生们的学习成果，刺激他们的学习兴趣。

通过本节课的教学，我相信孩子们可以更好地掌握英语学习方法，提高英语水平，并且在英语学习中获得更多的乐趣和成就感。

人教版四年级英语下册第三单元教学设计

人教版四年级英语下册第三单元教学设计全文共6篇示例，供读者参考篇1Unit 3 Teaching PlanHey there, friends! It's me, your pal Lucy. I'm super excited to share with you all the awesome stuff we're learning in Unit 3 of our English textbook. Get ready for an adventure filled with new words, cool dialogues, and fun activities!First up, we've been learning a bunch of new vocabulary words related to sports and hobbies. Can you believe there are so many different ways to say "play" in English? We've got "do," "go," "play," and even "have" for certain activities. It's like a whole new language within the language!One of my favorite new words is "badminton." It's a sport where you hit a shuttlecock back and forth over a net with a racket. Doesn't "shuttlecock" sound like the funniest word ever? I can't wait to try playing it during PE class.Speaking of PE, we've also learned words for other sports and activities like basketball, cycling, hiking, and even videogames! I never knew there were so many cool things to do in my free time. My new goal is to try out as many of these hobbies as possible.But it's not just about memorizing words – we've been practicing how to use them in conversations too. Like, if someone asks me "What do you like to do in your free time?", I can reply with "I like to play badminton and go hiking." Isn't that awesome?And the dialogues in our textbook are so much fun to practice with partners. There's one where two friends are deciding what to do on the weekend, and another about a kid trying to convince his mom to let him buy a new video game. I love acting them out and putting on funny voices!That's not all, though. We've also been learning about how to make suggestions using phrases like "Let's..." and "Why don't we..." It's super handy for when you want to plan activities with your friends or family. "Why don't we go cycling in the park this Saturday?" Genius, right?And can you keep a secret? I heard from my friend Sarah that we're going to start learning how to write emails and letters in English soon. How cool is that? I can't wait to email my cousins in Canada and show off my English skills.But enough about the bookwork – let's talk about the fun stuff! Our teacher has prepared all sorts of awesome activities and games to help us practice what we've learned. Like this one game where we have to mime different sports and hobbies, and our classmates have to guess what it is. You should see me pretending to play badminton – I'm a natural!Oh, and there's another game where we have to make a chain of suggestions using "Let's..." It's hilarious how long we can make the chains go before someone messes up or runs out of ideas.And don't even get me started on the crafts! We're going to be making these cool posters about our favorite hobbies and sports. I'm definitely going to include badminton on mine, along with maybe hiking, cycling, and... video games? Hey, it's a hobby too!I can't wait to bring my poster home and show it off to my parents. Maybe it'll even inspire them to take up a new hobby with me. "Why don't we go cycling together next weekend?" I can already hear myself suggesting.Anyway, that's a sneak peek into the amazing world of Unit 3 in our English textbook. With all the new words, conversations,and activities, I'm sure we're going to have a blast learning everything.So what are you waiting for? Let's dive into Unit 3 and become English masters together! Who knows, maybe by the end of it, I'll be emailing and chatting with English-speakers from all over the world. How cool would that be?Alright, that's enough rambling from me. I'll see you all in class, ready to "play badminton" with the English language! Just kidding... or am I?篇2Unit 3 - A Helping HandHi there! I'm so excited to tell you all about Unit 3 in our English textbook. This unit is called "A Helping Hand" and it's all about learning how to offer help to others and ask for help when we need it. Pretty cool, right?The unit starts off with a fun little story called "The Leprechaun's Shoes". It's about this mischievous leprechaun who keeps losing his shoes everywhere. The townspeople get really annoyed with him because he's always asking them to help findhis shoes. But in the end, they realize that helping others is the kind thing to do, even if it can be a bit of a pain sometimes!After the story, we learn a bunch of useful phrases and vocabulary words for offering help, like "Can I help you?" and "Would you like some help?" We practice using them in different situations through roleplays and activities. My favorite is the "Helping Hands" game where we have to pantomime different tasks and ask each other for help acting them out. So silly but so fun!Then we move on to learning how to politely ask for help ourselves. Some key expressions are "Could you help me, please?" and "I need some help with..." This is really important because sometimes we all get stuck and need a little boost. There's no shame in asking for help when you truly need it.What I think is really cool about this unit is how it shows different ways people can help each other out. One of the reading passages talks about community volunteers who help the elderly with household tasks and yard work. Another one highlights how kids can get involved through student tutor programs. It's amazing how a simple act of kindness can make such a big difference in someone's life.We even learn about some famous people in history who were amazing at helping others. One example is Florence Nightingale, the pioneer of modern nursing. She helped countless sick and injured soldiers during the Crimean War just by showing compassion and care. Another cool person is Mahatma Gandhi who championed non-violent resistance and civil rights through his philosophy of passive help and civil disobedience. What incredible human beings!Towards the end of the unit, we put everything we've learned into practice through a series of fun projects and activities. One of them is creating these cute "Helping Hand" cards with nice messages that we can give to family, friends, or community members to offer our assistance. We also role-play different scenarios where we have to ask for and provide help using all the language we've studied.My absolute favorite part though is the "Helping Hands Fund" that our class sets up. Basically, we all pitch in a little bit of money and use it to help out people or causes in need. Last term we donated supplies to an animal shelter, and this term I think we might end up volunteering at a community garden. It feels so good to put our English skills towards something positive!Overall, Unit 3 has definitely been one of the highlights of our textbook this year. It taught me so much about the importance of helping others and how even small acts of kindness and generosity can make the world a little bit better. Not to mention, I've gained tons of valuable English communication skills for offering assistance and seeking it out when I'm struggling.I really hope you'll have just as much fun going through this unit as I did. Don't be afraid to ask your teacher or classmates for help if you ever get stuck or confused. We're all in this together and a little "helping hand" can go a long way! That's all from me for now. Catch you next time for another unit recap!篇3Unit 3: My HolidaysHey there, fellow fourth-graders! Are you ready to dive into our new English unit? This time, we're going to explore the exciting world of holidays and vacations. Buckle up because it's going to be a fun ride!First things first, let's talk about the warm-up activity our teacher prepared for us. We started by sharing our favorite holiday memories with our classmates. It was so much funlistening to everyone's stories! Some of us went on amazing trips with our families, while others spent quality time at home, playing games or watching movies. I even heard about a few epic pillow fights and backyard camping adventures!After that, we learned some cool new vocabulary words related to holidays. Words like "vacation," "sightseeing," "souvenir," and "postcard" were added to our English vocabulary arsenal. We practiced using them in sentences and even played a fun game where we had to act out the words for our teammates to guess. Can you imagine how hilarious it was when Tommy tried to act out "sunburn"? Priceless!Next up, we dove into the reading section of our textbook. The story was all about a family's summer vacation to the beach. We learned about their adventures building sandcastles, swimming in the ocean, and trying out different water sports. I loved how descriptive the story was – it felt like I was right there with them, feeling the warm sand between my toes and smelling the salty sea air.One of the coolest parts of this unit was when we learned about different holiday traditions from around the world. Did you know that in Spain, people eat twelve grapes at midnight on New Year's Eve to bring good luck for the upcoming year? Orthat in China, people celebrate the Lunar New Year by setting off fireworks and giving out red envelopes with money inside? It was so fascinating to learn about all the unique ways people celebrate holidays in different cultures.For our final project, we worked in small groups to create our very own holiday brochures. We had to design a dream vacation package, complete with a detailed itinerary, descriptions of activities, and, of course, lots of colorful pictures. Presenting our brochures to the class was a blast! I think we all secretly wished we could book those dream vacations for real.Overall, this unit was a total hit! We learned so much new vocabulary, practiced our reading and writing skills, and even got a glimpse into different holiday traditions from around the globe. Who knew learning English could be so much fun?Now, if you'll excuse me, I need to start planning my next fantasy vacation. Maybe somewhere with white sandy beaches and crystal-clear waters? Or perhaps a historical city with ancient ruins to explore? The possibilities are endless! Happy holidays, everyone!篇4Unit 3 - My HobbiesHi there! I'm a 4th grader and I love learning English. Unit 3 in our textbook is all about hobbies and it's been really fun. Let me tell you about what we've been doing in class.First up, we learned a bunch of new vocabulary words related to hobbies. Some were easy ones I already knew like "reading", "swimming", and "playing games". But I also learned some new words like "collecting", "gardening", and "photography". The pictures and examples in the book really helped me understand their meanings.Then we started practicing asking each other "What's your hobby?" and responding with "My hobby is..." I like answering that my hobbies are reading comics and playing basketball. My best friend Laura's favorite hobby is dancing. Isn't that cool?Next, we learned how to talk about the activities we like to do using "I like..." sentences. For example, "I like reading comics after school" or "I like playing basketball on the weekend". We did a fun activity where we walked around asking each other what we like to do for our hobbies.One of the hardest parts was learning to use "like" with different subjects correctly. We had to remember to say "He likes skating" but "They like gardening". Our teacher helped us practice a lot with substitution drills until we got it right.Then we moved on to learning about the verb "go" for talking about places we go for our hobbies. I learned to say "I go skating at the park on Saturdays" and "My dad goes fishing every summer". We played a fun guessing game where we gave clues using "go" and had to guess each other's hobbies.After that, we read a really neat story called "Roy's Hobbies". It was about a boy named Roy who had too many hobbies like stamp collecting, model building, and insect watching. He didn't have enough time or money for all of them! The story taught us that it's better to pick just a couple hobbies you really love.For the reading exercises, we had to answer comprehension questions, put sentences in order, and complete summaries of the story. Comprehending all the details was kind of tricky at first, but doing the exercises helped a lot.My favorite part was the project we did at the end of the unit. We had to make a poster or PowerPoint presentation all about our own hobbies. I made a really cool poster with photos of me reading comics and playing basketball. I also wrote about why I love those hobbies.Presenting our projects to the class was awesome! We got to learn about everyone's different hobbies like hiking, cooking, and even juggling. I never knew Sam was such a great juggler.We asked each other questions after the presentations to learn even more.The unit wrapped up with a hobbies interview activity. We had to interview a partner, asking them all the questions we practiced like "What's your hobby?", "What do you like to do?", and "Where do you go?" Then we introduced our partner to the class using all the information we learned.I had so much fun with this unit on hobbies! I feel like I can talk and write about my hobbies really well now in English. I learned useful vocabulary and grammar for describing hobbies. The activities and projects made practicing easy and enjoyable.I'm already excited for the next unit. Having hobbies you love makes life much more fun and interesting. Now if you'll excuse me, I've got to go read the latest Dog Man comic!篇5Unit 3 Teaching PlanHi there! I'm a 4th grader and I'm super excited to share with you my class's plan for learning Unit 3 in our English textbook. This unit is all about telling time, daily routines, and weekend activities. It's going to be a blast!First up, we'll start by learning how to tell time. Our teacher is going to bring in a huge clock for the classroom and we'll practice saying things like "It's six thirty" or "It's quarter past three." We'll play lots of fun games like Time Bingo where we have to listen carefully and mark off the times we hear called out.I bet I'll be the bingo champion!Next, we'll learn all the vocabulary for daily routines. Things like "get up", "have breakfast", "go to school", "do homework" and so on. We'll make big pictionary cards and play charades to learn the words and phrases. It's going to be hilarious watching my friend Timmy act out "take a shower"! We'll also read dialogues and stories about kids' daily schedules.Then we'll move on to talking about weekend activities. We all have totally different things we like to do, so it will be cool to learn how to say what we each enjoy. I'm going to learn how to say "I like to play soccer on Saturdays." My best friend Emily is going to learn "I like to read comics on Sundays." We'll make posters all about our weekend fun.Our teacher also has some awesome games planned to practice the new words and patterns. We're going to play "Clockwise Clockwise" where we sit in a circle and go around saying times on a pretend clock. If you mess up, you're out! Thenwe'll do "Routine Relay" where the teams have to line up and whisper daily routine sentences person to person to see who can get it right first. Sounds hard but we'll get good at listening that way.For the weekend activities part, we're going to make "A Weekend in the Life" comics where we draw out our weekend days showing everything we do with speech bubbles. I'm definitely going to include a bubble that says "I like to eat pizza on Saturday nights!"We'll also put on a fun class performance where we act out different kids' daily routines and weekend activities. We have to memorize the lines but it will be awesome. I can't wait to see who gets to play the kid who sleeps in until noon on Saturdays!At the end of the unit, we're going on a field trip to a clock museum. How cool is that? We'll get to see all kinds of clocks from long ago and learn about telling time through history. They even have a sundial which tells time just from where the sun is. Crazy!I'm most excited about the unit project where we'll make our own schedule clocks. We'll make the clock faces out of paper plates and get to decorate them any way we want with drawingsof our daily routines and favorite weekend activities. I'm thinking mine will have a big soccer ball on it for Saturday afternoons!We'll also get to videoconference with a class somewhere else and share our schedules with them. It will be fun to see what kids in other places like to do. Maybe they even have unusual weekend activities we've never heard of!Overall, I think Unit 3 is going to be a blast. We'll become telling time masters, daily routine experts, and knowledgeable about all the coolest weekend fun. And we'll get to do it in a ton of engaging, interactive ways. Playing games, making projects, performing skits—what could be better?Learning English doesn't get much more enjoyable than this! Thanks for reading about our awesome Unit 3 plans. I can't wait to get started. See you next time!篇6Unit 3: A Wonderful WeekHi friends! Are you ready for another fun English unit? This time, we're going to learn all about days of the week, months of the year, and talking about our daily schedules. It's going to be a wonderful week of learning!Let's start with the days of the week. Can you say them with me? Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Awesome job! Now, let's put them in order. The first day is Monday, then Tuesday, then Wednesday... Keep going until you get to Sunday at the end of the week.Next up, the months! There are 12 months in a year. January, February, March, April, May, June, July, August, September, October, November, December. Phew, that's a lot to remember! But don't worry, we'll practice them over and over until they stick in our brains.Okay, so now we know the days and months, but how can we use them? One way is to talk about our schedules. Like, "On Monday, I have math class in the morning and soccer practice after school." Or, "My birthday is in June." Pretty cool, right?To practice, let's split into small groups and create weekly schedules for ourselves. Think about all the things you do each day - when you wake up, eat meals, go to classes, play sports or games, do homework, and go to bed. You can draw little pictures or icons too to make it fun!Once your schedule is ready, present it to the class. Say something like, "On Monday, I wake up at 7am, have breakfast at 7:30am, then go to school at 8:30am..." And so on for the wholeweek. Don't forget to mention holidays, birthdays, or any special events you have planned!While you present, your classmates should listen carefully. Afterwards, they can ask you questions about your schedule. Maybe something like, "What do you do after soccer practice on Tuesdays?" This will help all of us get better at using this new vocabulary.Are you excited to get started? I know I am! Let's make this an amazing, productive, and fun-filled unit all about days, weeks, months and schedules. If you have any questions, just raise your hand. Your teacher and I are here to help!。

人教版小学英语(新起点)四年级下册Unit 3 Travel Plans Lesson 3 教案

Unit 3 Travel PlansLesson 3教案2Teaching aims:1. Master language of daily greetings.Key vocabulary and phrases:travel.2. Be skilled in oral expression of countries.Language points：1.词汇：travel.2.句型:She/He wants to...Analysis of key items and difficulties of teaching:Function: introduction about someone.1.Listening: Students can understand others’ greetings by listening.2.Speaking: Students can introduce themselves/their friends to others.Character building:Motivate students’ interest in learnin g English. Make friends with all students.Teaching steps（教学步骤）1.vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Step 4: Have the students match the phrases and pictures in Activity6 and check their answer with their partner.2. Dialogue study:Step 1: Practice the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.3.play a game.Invite Ss to practise the dialogues:1)S1: What do you want to go in the summer vocation?S2: I want to Beijing to visit the Great Wall.2) S3: What does your father want to do in the winter vocation?S4: He wants to Harbin to go skating.3) T: What does your mother want to do in the summer vocation?S: She wants to Hainan to eat the fresh fruits....4. Presentation.1.Show a picture with Eric, let Ss guess what Eric wants to say to us.The answer is “Beijing” or “Qingdao” Then help them to say: “Beijing” or “Qingdao”2.practise “Where is he/she from?”...Homework:根据这节课所学句型编写一段对话。

人教版四年级英语下册Unit3Weather教案

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 gooutside 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1. 知识目标⑴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。

人教版(PEP)小学英语四年级(下册)教案unit3

---------------------------------------------------------------最新资料推荐------------------------------------------------------ 人教版(PEP)小学英语四年级（下册）教案unit3 四年级英语总第教时集体备课小组成员：余新月 Unit3 Is this your skirt? 第一课时一、教学目标知识与能力 1、学习各种衣物名称，能够会说、认读。

2、学习衣物名词与表示颜色的形容词连用。

3、能够简单描述自己喜爱的衣物的性质，如：颜色。

过程与方法词汇教学、会话教学情感态度与价值观学会简单描述自己喜欢的衣物二、教学重难点教学重点与衣物有关的六个词组。

教学难点表示颜色的形容词与表示衣物的名词连用。

三、教学过程（一） Warm-up：上课教师结合学情对本课教案的修订意见（第二次、三次备课：） 1、教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称 2、教师出示颜色卡片，学生认读单词. 3、学生自己找一物品向大家介绍它的颜色。

（二） Presentation：Lets learn 1、教师呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。

1 / 3教师顺便引出新课：Whats this? Its a T-shirt. A yellow T-shirt. 2、教师呈现各种衣物的图片，学生看图感知衣物名称。

引导孩子们说一说记住的衣物名称。

教师指图问：What color is it? Whats this? 学生回答两个问题，教师引导学生说出：yellow T-shirt 并出示其它的图片，学生试着说出其它几个词组。

3、看书中图并放录音，学生边看图边听录音感知并理解句子，用动作帮助学生理解单词 with的用法所表示的意思。

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。

人教版(PEP)四年级下册Unit3--Weather-Part-B2-Let's-talk(教案)

3.能够在情景中恰当运用句型What's the weather like in New York/---?对天气情况进行询问:
4.能够在语境中理解新词degrees的意思并能正确发音。

4.教学重点、难点
教学重点：
能够在情景中恰当运用句型What's the weather like in …？It's …Is it cold/---? Yes, it is./No, itisnl对天气情况进行询问。

教学难点：
能够在情景中运用本课核心句型询问天气情况并能进行回答。

5.教学过程设计
6.教学评价设计
评价方法：
本节课运用『自我评价、小组评价、教师评价、口头鼓励性语言评价、小组竞赛型等多种评价方式进行由始至终的课堂评价活动。

充分调动学生的学习积极性，保持学生的学习热情，更好的完成教学任务。