开心学英语三年级下册第四单元第一课时说课稿
PEP小学英语三年级下Unit4第一课时全英说课稿
PEP小学英语三年级下Unit4第一课时全英说课稿第一篇：PEP小学英语三年级下Unit4第一课时全英说课稿Good afternoon, everyone!It's a great honor for me to be here to present my lesson, I'm going to talk about the first lesson of part A in unit 4, Do you like pears? As we all known, the first lesson includes two parts:Let’s talk and Let’s practice.In Let’s talk, it mainly deals with the dialogue about Do you like sth(about fruits)? Yes, I do./No, I don’t.What about sth? I like them very much.And in Let’s practise, it provides a real situation for the students to practise the pattern: Do you like sth? And the answer:Yeah, very much.Here you are.Thanks.The first, analysis of the students: Our students are Grade 3, they are naturally lively, curious, like to express themselves, but some students are easily distracted in class.Therefore, how to attract their attention, let them to actively participate in class is the key to this lesson.Since the topic we learned closer to our life, the students are familiar with the background, mainly to learn words and sentences, through practise and games to master.Second, teaching aims: It’s easy to know that, to enable the students to master the new words: pear, peach, orange and apple, maybe like as well.Then, to enable the students to understand and speak: Do you like sth? Yes, I do./ No, I don’t.What about sth? I like them very much.Make sure that students can use these sentences in real life.So the key-points of this lesson is:(1)To help students ask and answer the questions.(2)To enable them to study in groups and co-operate skillfully.(3)To develop their interests in English.The following is difficult points, to help the children truly master the sentences and make sure they can use them in real situations.Now, I will mainly talk about this part, the third,teaching procedures and purposes of my designing.It will be finished in three steps.------Step one, Warm-up and preview a.Free talk between T and Ss about food and fruits.b.Do some things, for example: Show me the hamburger.Drink some tea.c.Review the numbers by asking: “How many crayons do you have?” or sing a song “one two three four five”.Purpose: It is important to form a better English learning surrounding by singing and doing some total physical response, and at the same time it provides situations to review learnedknowledge for the next step.------Step two, Presentation First, let the children think freely, what fruit do you like best? Draw it on the paper as soon as you can.Then, invite two children to show their works, use the pattern——I like…to express.Then, list the fruits on the PPT, teach them to read all the words one by one, pay attention on the pronunciation, make sure everyone can read them fluently.During this period, I use many small games to help them, it will be funny and exciting.Next, I express the fruit I like, in order to guide the students to state their likes.After it , I should ask, if you want to buy some fruit for your friend for his birthday, but you don’t know which fruit he likes, so how would you do?I’ll teach them the following, From I like sth, to you like sth, and to Do you like sth? Answer---Yes, I do./ No, I don’t.Let them work in pairs to practice.And then, I can use the key structure Do you like sth?/What about sth? I like them very much.Explain the sentences in detail, call the children to use them to ask and answer.Well, remember to encourage the students who have done a good job.In the following, I will say Are you tired? Let’s watch a cartoon,OK? Let us have a look what kinds of fruits Amy likes? Play the cartoon.After finishing it, let them answer thequestions in English.a.Amy(不)喜欢什么水果？b.她们最后买了哪些水果？Encourage the students who gave the correct answer first.Show the dialogue, let them read it in different forms.Then give a few minutes to prepare the conversation, then act out.Don’t forget to help the children correct their pronunciation if necessary.------Step three, Consolidation.“Do a survey.”In this part , I’ll divide students into groups, every group should finish a form like this.Then we can do some practice, like “ How many people like peaches? Three, four or five.”Here is the purpose, task-based teaching is used here to develop students’ ability of communication and also their ability of cooperation will be well st, of course, homework: Tell the children to ask their family, what fruits does your mom, dad or grandfather like? Write them down, and share the work with classmates next time.By using: My mother(fathergrandmotherbrothersister)likes第二篇：pep小学英语四年级上册Unit4第一课时说课稿Unit 4 Part A Let’s learn and let’s do说课稿Hello, everyone!T oday I’m glad to be here to share my teaching design with you.I’m going to talk about Unit 4 Part A Let’s learn and let’s do of PEP Primary English, Book 3.我将从教材分析、教法学法、教学过程、教学评价手段四个方面对这节课进行分析。
Unit 4 Where's the bird说课稿(第一课时)-三年级英语下册同步备课 译林版(三
Unit 4 Where’s the bird 说课稿（第一课时)课程简介本课是三年级英语下册中的第四单元，主要目的是通过学习询问和回答物品位置的语言交际目标，提高学生们的英语听、说、读、写的能力。
在本单元以及后续单元中，学生们需要习得的语言点还包括指示物品的位置、表示方位的单词等。
教学目标1.通过卡片游戏等形式，让学生们能够听懂并初步运用表示物品位置的语言。
2.通过课堂问答和模仿，让学生们能够准确地询问别人物品的位置，并能回答。
3.通过图片展示和黑板写作训练，让学生们能够读写单词和简单的句子。
教学重点1.让学生们能够正确理解“where”、“on”、“under”、“in”的意思。
2.让学生们能够准确地询问别人物品的位置，并能回答。
3.让学生们能够初步运用所学句型。
教学难点1.使学生们掌握单词和简单的句式。
2.让学生们初步运用所学知识。
教学手段1.卡片游戏（听力口语训练）。
2.问答环节+模仿（听力口语训练）。
3.图片展示+黑板写作（阅读写作训练）。
教学流程步骤一：复习引入（5min）1.教师首先准备好各种日常用品的图片，如书、笔、手机、玩具等，并展示给学生们看。
然后老师会问：“What’s this?（这是什么？）”等问题进行引导。
引导学生们回忆巩固之前的知识。
步骤二：学习目标（5min）2.引导学生们学习课文中的单词和句式，并帮助学生们理解句子意思，例如：“Where is the bird？（鸟在哪里？）”，“It’s on/under/in the…（它在…上/下/里）”等等。
步骤三：卡片游戏（15min）3.老师将卡片分发给学生们，每张卡片上都有不同的物品。
老师会问：“Where’s the…（…在哪里？）”等问题让学生回答并进行初步运用。
步骤四：问答模仿（10min）4.老师展示物品图片，例如一本书，并问：“Where is the book？（书在哪里？）”，学生们能够回答：“It’s on the table.（书在桌子上）”等等。
三年级英语下册Unit4第一课时说课稿
PEP小学英语三年级下册Unit 4 Do You Like PearsPart A Let's Learn说课稿一、说教学内容：本课时我教学的是PEP小学英语第二册Unit4 Do you like pears ? A Let’s learn二、说教学目标与要求：（一）、说知识目标：1.能够听、说、认读四个有关水果的单词：pear, peach, orange, watermelon.2.能够理解句型：“It tastes good.”(二)、说能力目标：1. 能够理解句型：“It tastes good.”,并做相应的动作。
2. 使学生能够模仿、听、说、认读，并能积极参与课堂活动。
(三)说情感目标：1．培养学生的合作意识。
2．培养学生的沟通和交流的能力，让学生有兴趣用英语表达。
三、说教学重点：能够听、说、认读四个三会单词：pear, peach, orange, watermelon.四、说教学难点：peach, watermelon, pear 的发音。
五、教具准备：cards, tape recorder pictures六、说教学设计分析：（一）教材及学情分析“PEP Primary English”强调语言运用，注重能力培养，突出兴趣激发，重视双向交流，重视灵活运用。
三年级学生已具备一定的英语听说基础，良好的英语学习习惯，具有了一定的接受能力，并且他们在BookⅠUnit 5中接触过“I like …句型，因此我根据本单元教材编排特点，结合学生实际情况，对本课时教学内容进行调整：（1）教学4个水果词汇：pear, peach, orange, watermelon。
（2）初步感知句型：“Do you like …? Yes. / No.”（3）理解“It tastes good.”（二）教学方法分析为落实以上目标，我设计了以下教学环节：1、歌曲开篇，引入情境。
以心理学角度讲，学生刚上课时心理处于紧张状态，通过用英语与学生打招呼，和他们一起唱Color Song等歌曲，可以活跃课堂气氛，消除紧张，集中学生的注意力，激发学习兴趣，使学生很自然地进入良好的学习状态，并且为下面的教学环节作下铺垫。
2019-2020年三年级英语下册 Unit 4(1)说课稿 人教PEP
2019-2020年三年级英语下册 Unit 4(1)说课稿人教PEP一、本课时的教学内容是：PEP Book2 Unit4A Let’s talk ,Let’s play的内容。
二、教学目标：1能听懂、会说Do you like…?及答语Yes, I do.No, I don’t.并能在实际情景中简单运用。
2能理解What about …? I like them very much.的意思，能在老师的引导下进行运用。
3在活动中培养学生与他人交流、合作的能力，树立学生学习英语的自信心。
教学重点：能听懂、会说Do you like…?及答语Yes, I do.\ No, I don’t.并能在实际情景中简单运用。
二、教学难点：在活动中培养学生与他人交流、合作的能力，让他们能将所学的知识运用到实际生活中去。
三、基于上述对教材的分析，我所设计的教学过程是这样的。
在热身阶段，我让学生唱唱上节课学过的关于水果的歌曲。
由于这首歌的旋律是大家非常熟悉的两只老虎，所以在上节课教授这首歌时就非常容易，而且学生也特别感兴趣。
因此把这首歌放在热身阶段能有效的调动学生的积极性，让他们能很快的进入我的英语课堂。
在复习阶段，我采用让学生猜猜我盒子中的水果，从而来复习上节课学过的水果单词。
通过描述水果的特征让学生来猜，既避免了枯燥的单词复习，同时也复习了以前的颜色单词，这样能很好的引起学生的兴趣。
而且在复习单词的同时，通过询问How many ^^^ can you see ?从而来巩固学生对单复数的感知，并将这些水果的卡片贴在黑板上，为后来新句型的呈现做铺垫。
在新课的呈现阶段，当复习到pear时，I like pears. Do you like pears? 通过询问，引导学生回答Yes, I do.\No, I don’t..从而很自然的呈现本课时的重点句型。
并将句型卡片贴在黑板上。
这样上面复习的单词正好能用得上。
然后拿出真实的苹果，Miss Lu likes apples very much.特别强调very much.这样学生就能理解其中的含义了。
人教版三年级下册英语《UNIT4
人教版三年级下册英语《UNIT4.WHERE IS
MY CAR(A)》说课稿
尊敬的领导和老师们，大家好！今天我将为大家介绍人教版小学英语三年级下册Unit4 Where is my car（A）第一课时
的教学内容。
首先，本单元的主题是描述物体位置，以“物品位置”为话题展开教学活动。
我们将贴近孩子的生活实际，设计内容富有实用性和趣味性，帮助孩子养成良好的生活惯。
如果我们能够充分利用生活中的素材，创造真实的语言情境，学生们将会更加投入研究。
其次，本节课的研究目标包括研究单词on、in、under、chair和desk，能够听懂含有这些单词的指令，并按指令做出
正确的动作。
我们将通过多种教学方法，如音标教学法、小组研究法、单词关联识记法、多媒体教学法和活动教学法等，帮助学生掌握这些单词的正确发音和应用。
在教学重点方面，我们将注重听、说和认读新单词，并让学生能够听懂含有这些单词的指令，并按照指令做出正确的反应。
在教学难点方面，我们将帮助学生掌握单词的正确发音，并能够在It's。
句型中正确应用这些单词。
最后，我们将使用多媒体电脑作为教学用具，通过小组研究法、单词关联识记法和活动教学法等多种教学方法，帮助学生更加深刻地记忆单词，并在愉快的英语歌曲和动作中进行研究。
谢谢大家！。
广东版开心学英语三年级下册 Unit 4《Fruit》教案
广东版开心英语三年级英语学习基础很重要，记住单词，默写单词，不要粗心大意。
广东版小学开心英语和你一起共同进步学业有成！Unit 4 FruitObjectives and requirements:LanguageTarget: What’s this? It’s a pear. Oh.Are these peaches?No,they aren’t.They’re oranges. Yum! Are thesegrapes? Yes, they are. Don’t touch!Sounds and words: /m/,/n/,/b/VocabularyKey words: bananas, pears, oranges, cherries, strawberries, peaches, grapes, watermelons. Sounds and words:monkey, watermelon, banana, nine, strawberry, balloon.Story: At the supermarketThe first period一、Teaching target:1.Learn the new words:bananas, pears, oranges, cherries, strawberries, peaches, grapes, watermelons.2.Master the sounds of “s” and “es”.二、Teaching key and difficult points:1. The new words to learn.2. “s” and “es”sounds: /s/, /z/, /iz/.三、Teaching procedure:Step 11. Greetings.2. Ask and answer: what’s this/that? It’s a banana. Whatcolor is it? It’s yellow.Is this/that a yellow banana? Yes, it is./ No, it isn’t.3. Sing the song: what’s that?Step 21. Hold up some real bananas and say: I like fruit. Look!Bananas.I like bananas.Bananas,bananas. Students read the words after the teacher again and again.2. Use the same way to teach the other fruits: pears,oranges, cherries,etc.3. Play the tape and have Ss repeat each word.4. Let students point to the pictures and read the words. Step 31. Explain the(“s” or “es”) in different words havethree sounds /s/, /z/, /iz/.2. Read the new words two times together.Step 41. Finish Activity 1. Read, match and say.2. Check the answers and read them aloud.Step 5Play a game: Touch the words.四、Practice:1. 用a 或an 填空___ pear ____ banana ____ orange _____cherry ___ apple____ grape _____ peach _____ watermelon _____ strawberry五、Homework:1.Copy the new words for eight times.2. Read the new words for three times.六、Write on the blackboard:Unit 4 Fruit单数 a banana a pear an orange a cherry复数 banana s pear s orange s cherr ies单数 a strawberry a peach a grape a watermelon 复数 strawberr ies peach es grape s watermelon sThe second period一、Teaching target:1.Can read and use the new words to practice.2.掌握名词的单数与复数的形式变化。
三年级英语下册第四单元第一课时教案
三年级英语下册第四单元第一课时教案三年级英语下册第四单元第一课时教案教学目标•知识目标：学生能够掌握新词汇和短语，并在句子中正确运用。
•能力目标：通过听说读写等多种方式，培养学生的英语交际能力和综合运用能力。
•情感目标：培养学生的英语学习兴趣，增强学生的自信心和合作意识。
教学重点•学习新词汇和短语的发音及正确运用。
•学会用正确的语音语调朗读对话。
教学准备•教材《三年级英语下册》第四单元第一课时课本P30页。
•多媒体设备。
•学生教材和练习册。
导入新课1.分享学生对家庭成员的了解，通过展示家庭成员的图片或自我介绍的方式。
2.引入新课主题：Family（家人）。
新课讲解1.通过多媒体展示P30页的图片，向学生介绍新课内容。
2.分析对话，引导学生理解对话中的语句，并解释生词和短语的含义和用法。
3.老师朗读对话，指导学生模仿跟读。
情境操练1.将学生分成小组，进行角色扮演，模拟对话中的场景。
2.每个小组选出一位代表，表演对话，其他学生进行评议并给予肯定和建议。
听力训练1.听录音，要求学生听写对话中的生词和短语。
2.播放录音，学生跟读对话。
1.将学生分成小组，让他们扮演对话中的不同角色，用自己的语言扩展对话。
2.每个小组选择一名代表，向全班展示他们的对话扩展，并分享其他有趣的家庭常识。
练习册完成1.学生独立完成课本练习册的相关练习，巩固对话中的词汇和短语运用。
课堂总结1.回顾本节课的学习内容。
2.小结重点句子和短语，并向学生讲解正确的语音语调。
课后作业1.完成课本第四单元第一课时的作业。
2.听读家人介绍录音，并做记录。
教学反思通过本节课的设计和实施，学生能够了解和运用家庭成员的英语表达，培养了他们的听说读写能力。
但在教学过程中，需注意把握学生的学习兴趣，提供更多互动的机会，增加合作学习的时间，以提高课堂效果。
PEP三年级英语下册Unit4说课稿
PEP三年级英语下册Unit4 Where is my car? Part A Let’s talk说课稿二0一三年四月PEP三年级英语下册Unit4 Where is my car? Part A Let’ s talk说课稿尊敬的各位评委、老师们大家好：今天我说课的课题是《where is my car? Part A Let’s talk 》下面从教材、教法学法、教学流程、板书设计、学习评价五个方面来展开我的说课。
一、说教材：教学内容：人教版PEP三年级英语下册Unit4 Where is my car? Part A Let’s talk 和 Let’s play。
教材分析：本节课是本单元的第一课时内容，是一节根据情景会话来提问和回答物品所在位置的会话课。
具体的说Let’s talk这部分内容以连环画的形式呈现，通过情景会话，让学生学会和提问物品所在位置，并能在实际情景中自然运用；Let’s play这一环节是练习所学的Let’s talk部分的内容，提供给学生一个实际运用语言的机会。
在教学中，我根据三年级学生爱玩、好表现的特点，设计一些游戏活动。
根据以上的分析，我将本课的教学目标定为以下三个方面：1、知识目标：（1）能够听、说、认读单词：desk、chair、in、on、under。
（2）熟练使用句型Where is……?It’s in/on/under。
2、能力目标：培养学生灵活运用所学知识进行交流的能力、发散思维能力和知识的迁移能力。
3、情感目标：（1）激发学生学习英语的兴趣，树立学习英语的自信心。
（2）培养学生良好的生活习惯，养成整理好自己物品的习惯。
根据以上的教学目标，我确立了以下的教学重点、难点。
重点：能熟练运用句型“Where is……?It’s in/on/under……。
”难点：让学生正确使用介词in、on、under。
在教学前，我准备了有关的单词的卡片、相关的录音和John和ZhangPeng的头饰。
开心学英语三年级下册Unit4Review1课件说课材料
4.A:Can you fly
? (fly cook)
B:No, I can’t.
③
Read and match
④
( J )1. ( G )2.
( C )3. ( A )4. ( E )5.
• A.This is a desk. • B.It’s a carrot. • C.It’s a pencil.
读
Listen, choose and write.
1.A:What’s this? (chair table) B:It’s a table .
2.A:What’s this? (book eraser)
B:It’s a book .
3.A:Can you draw ? (read draw)
B:Yes, I can.
B. Goodbye C. table
( )6. A. Gogo B. go
C. desk
( )7. A. ant
B. and
C. pencil
( )8. A. bear B. B
C. swim
( )9. A. cat
B. carrot
C. cook
( )10. A. banana B. bag
C.book
an apple. a banana. a bear. a carrot. a table. a chair.
8. It’s 9. It’s 10. It’s 11. It’s 12. It’s 13. It’s 14. It’s 15. It’s
a desk. an elephant. an egg. an umbrella. a pen. a pencil. a cat. a fox.
人教版三年级下册Unit4 Where is my car 第一课时全英文说课稿
A Speaking lesson draftI. Analysis of the teaching material:1) Textbook contents: PEP Primary school English Grade three top volumes Unit 4 Where is my car?The contents in the first period is mainly refer to three words: in, on, under and tw o sentence about inquiring: Where is…? It is in/on/under…2) Textbook status : According to the problem of Chinese students about learning English, the book design a lot of material to improve the students‟ ability of listening ,speaking, reading and writi ng. So I think the book is very helpful to students. This period extend and consolidate students‟ words and sentences about inquiring. Teach students how to inquiring/ask.II. Analysis of the students:The students are grade 3. They have been master common words and sentences. It makes my class easily. It is known to us that the kids are very active and like playing games very much, so during my class, I‟ll design some interesting games to activate them to participate and learn more knowledge. They will also be interested in the class.III. Teaching methods:My teaching method is the Presentation, Practice and Production Model of teaching. Using the PPP can make the class active and excited. IV. Teaching aims:1. Language knowledge aims:1) By the end of class, students can describe something with …in, on, under‟2) Students can use the sentence: “where is…?” to inquire something where.2. Language skill aims:By the end of the class, students can improve themselves listening, speaking, writing and reading.3. Cultural awareness:Gain inquiring knowledge of the international culture by the class. 4. Affection and attitude:1) Learn to communicate with others in proper way.2) Learn to inquire with others in proper way.3) Care about and understand each other.5. Learning strategies:By inquiring something where, express preference and making plans. V. Teaching language Key points:The three new words: in, on, under. And the sentence: Where is…? It is in/on/under…VI. Teaching language difficult points:1) How to inquiring something where with the sentence: Where is…? It is in/on/under…2) How to use and understand the three words: in, on, under.VII. Teaching aids:In this class, I‟ll use pictures, word cards, ruler, pencil case, pencil, a toy car, chair, desk and a computer.VIII. Teaching procedures:1.Warming up:Step1: Play a game:When I say …ruler/pencil case/pencil‟, students say “show me your ruler/pencil case/pencil”.E.g.: T: Ruler/Pencil case/Pencil (in teacher‟s hand)Ss: Show me your ruler/pencil case/pencil.Step2: Sing a song:I will ask them trying to follow it to sing together. After singing, I willask students some questions.E.g.: T: Where is your eyes/ears/mouth?Ss: Here, it is. (Students appoint their eyes/ears/mouth)2.Presentation:Step 1: Show students my ruler/pencil case/ pencil/bag.The first, ask students closing their eyes. I put my pencil and eraser in the pencil case.The second, I put my bag under the desk and my pencil case on the chair.The third, let students guess.Step 2: Learn new words (in/on/under)1) Ask students some questions and lead in new word …in‟.T: Open your eyes, where is my bag?Ss: There, there.T: Look, it‟s under the desk. Can you say?Ss: Yes.T: Under the desk.Ss: Under the desk.T: Under the ruler. (Teacher put pencil under the ruler)Ss: Under the ruler. (Students put pencil under the ruler) (I paste the paper card with …under‟ on the blackboard)2) Ask students some questions and lead in new words …on, under‟.The teaching of …on‟ and the teaching of …under‟ are the some to the teaching of …in‟.3. Practice:Step 1: Show students three pictures on the blackboard.The first picture (with a ball under the box)The second picture (with a ball on the box)The third picture (with a ball in the box)T: What‟s this? (Teacher appoint to the first picture)Ss: It‟s a Box, a ball. (The second picture and the third picture are thesame to the teaching of the first picture)Step 2: Describe (Show some pictures in PPT)I appoint the first picture and give students an example.T: Look, describe the pictures with Phrases. -No.1. -it is a cat under the desk. Understand.Ss: Yes,T: Ok, let‟s do it.... (The following dialogues are the same to No.1)Step 3: Play a gameI will invite three students. When I say …in/on/under‟, students do an action with fist in the palm/fist on the palm/fist under the palm)T: In.Ss: (fist in the palm)T: on.Ss: (fist on the palm)T: under.Ss: (fist under the palm)4. Presentation:Step 1: Watch videoShow students a video. After watching, I will say, “Where is Mike‟s car? It‟s under the desk.”T: Oh, I am wrong. Let me guess again. It‟s in the desk. I am wrong.Who can help me? You Please.S: Under the chair.T: Oh, I don‟t think so. Let‟s watch again, and than, check answer. ….Ok, where is Mike‟s car? Look at the PPT, Are you right?Ss: Yes.T: Please follow me, under the chair.Ss: under the chair.T: You are so clever.Step 2: Learn new sentenceAsk students some questions and than lead in new sentence: -Where is…? -it is in/on/under…T: Listen, if you want to describe something or you want to inquire something where, you should ask, “Where is…? For example: -I come from bag.-where is my bag? Understand.Ss: Yes.T: I come from my ruler.Ss: Where is my ruler?T: I come from pencil.Ss: Where is my pencil?T: Ok, great.5. Practice:Step 1: Watch cartonShow students a carton. After watching, ask students some questions.T: What can you see our Mike in the carton? You can say the one sentence to us, according to your memory. What can you say our Mike?S: Under the chair, in the table.T: Any else, you please.Ss: Thank you!T: Watch it again and write down the dialogue.Ss: (write dialogue)T: Are you finished?Ss: Yes.T: Who can show me you dialogue?S: Let me try.T: Look, is he/she right?Ss: Yes.T: Thank you! You are so great.Step 2: Show timeThe first time: A student act Mike with Mom (teacher).The second time: A student act Mom with Mike (teacher).The third time: A student act Mike with Mom (a student).Mike: Where is my car?Mom: On your desk.Mike: No.Mom: In the toy box.Mike: No.Mom: Look! It‟s under the chair.Mike: Oh, yeah! Thanks, Mom.Mom: You are welcome!6. Production:Step 1: Let students show me their book, ruler, pencil, pencil case and eraser. Invite a student describe.T: Put your pencil in your pencil case.S: (do an action)T: Put your pencil on the desk.Ss: (do an action)T: Put your eraser under your ruler.Ss: (write dialogue)T: Is she/he right?Ss: Yes.T: Put your eraser in your book.S: (do an action)T: Look, is he/she right?Ss: Yes.T: Thank you! You are so greatStep 2: Let’s drawLet students take out their exercise book and pencil. Draw a picture. And invite three students to show us and paste their picture under the paper card in order on the blackboard.The first group draws a picture with a ball on the desk.The second group draws a picture with a ball in the desk.The third group draws a picture with a ball under the desk.7. Assignments:1) Finish your exercise book.2) Listen, read and speak with your partner.IX. Blackboard design:Unit 4 Where is my car? (The first period)In, on, underWhere is my ruler/pencil/pencil case/bag?It‟s in/on/under the pencil case/desk/ruler.。
三年级英语下册第四单元第一课时教案(一)
三年级英语下册第四单元第一课时教案(一)三年级英语下册第四单元第一课时教案教学目标1.学习并掌握有关购物的词汇和表达方式。
2.学会用英语询问价格和购买物品。
教学准备1.教学课件或黑板、白板。
2.学生课本和练习册。
3.卡片或图片等教具用于示范和练习。
教学过程导入与复习（5分钟）1.通过简单的问候和与学生聊一些日常生活中的购物经历，复习前几个单元所学的购物词汇和表达方式。
新课讲解（15分钟）1.引导学生观看或回忆与购物相关的图片，介绍并复习一些相关的名词，如”shop”、“market”、“vegetables”等。
2.通过示范，引导学生学习”buy”、“sell”、“price”等动词和名词，以及常用的对话句式，如”How much isit?“和”It’s ___ yuan/pounds/dollars, please.”合作训练（20分钟）1.给学生分发卡片或图片，让他们分组，两两进行练习。
其中一人扮演商店售货员，问价格；另一人扮演顾客，询问和购买物品。
2.老师巡视指导，纠正学生的发音和句子结构，并记录他们的表现。
拓展练习（15分钟）1.在课堂上使用情境玩游戏，让学生进行模拟购物活动。
他们可以选择扮演不同的角色，如售货员、顾客、商店经理等。
2.在游戏过程中，老师提供帮助和指导，鼓励学生使用所学的词汇和句型进行对话。
总结与反馈（5分钟）1.请学生回答一些简单的问题，总结本节课所学的重点内容和关键句型。
2.鼓励学生用英语描述自己购物时遇到的一些情景或问题，并互相交流分享。
课后作业1.完成课本第四单元第一课的练习题。
2.尝试在家用英语描述购物场景，如面对不同的商品询问价格等。
注意事项： 1. 确认学生是否掌握了本课所学内容，及时纠正和帮助他们。
2. 激发学生的学习兴趣，通过游戏和练习促进口语表达能力的提升。
3. 确保课堂秩序井然，学生活跃参与。
三年级英语下册第四单元说课稿
Lesson4. Whose coat is this?说课稿——张振苹一、说教材本课是陕旅版三年级下册第4单元第一课时的内容。
本节课主要是让学生能够听、说、读、写新单词，并能运用在实际生活中;灵活运用句型：Whose … is /are this/these?二、说学生本课的教学对象是三年级的全体学生，本班学生学习英语的积极性很高；能大胆的表达自己的想法;但由于学生年龄小，自我控制能力差，往往课堂秩序不易控制。
三、说教学目标1．能够听、说、读、写以下单词：coat cap skirt dress sweater trousers shoes socks2 . 能够听懂、会说、会用以下问答句：Whose coat is this?It's Colin’s coat.要求表达正确，语音语调自然。
3 . 能在教师创设的情境中，灵活自如运用所学的句型和词汇，并能进行相应的替换练习，达到学以致用的目的。
四、设计思想：从学生学习兴趣、生活经验和认知水平出发，通过直观的认知方式，发展学生语言综合运用，能使学生在愉快的心理体验中轻松掌握所学知识。
五、说教法语言的学习需要给学生创设一定的语言环境，因此，我通过情景创设的方法1、让学生说出自己最顺口的句子；2、用学生最感兴趣的方式巩固新词；3、用课本中的故事激发他们的学习兴趣，活跃课堂气氛，让学生们学得轻松愉悦。
六、说教学过程1、过程和方法（1）师生自如对话，复习Unit3的重点短语句子，引入新课。
（2）领读、提问等方式教学。
（3）用游戏的方法巩固所学知识。
2、练习活动。
（1）师生英汉互译，用喜欢的单词说句子。
（2）用所学单词说出当天自身的穿着。
（3）在线检测。
3、故事教学。
4、安排课后作业。
人教版三年级下册Unit4 Where is my car 第一课时全英文说课稿
人教版三年级下册Unit4 Where is my car 第一课时全英文说课稿I。
Analysis of the Teaching Material:XXX is Unit 4."Where is my car?" from the PEP Primary School English Grade Three textbook。
The focus of the first d is on three ns。
"in," "on," and "under," and two XXX inquiries: "Where is。
" and "It is in/on/under。
"Overall。
XXX' listening。
speaking。
reading。
and writing abilities。
which is particularly helpful for Chinese students who may struggle with learning English。
This d of the textbook XXX inquiries.II。
Analysis of the Students:The students in this class are in grade three and have already learned common words and XXX knowledge will make it easier for them to engage with the material in this lesson.Given that children in this age group are typically very active and enjoy playing games。
广东版开心学英语三年级下册 Unit 4《Fruit》(第1课时)教案
广东版开心英语三年级英语学习基础很重要，记住单词，默写单词，不要粗心大意。
广东版小学开心英语和你一起共同进步学业有成！fruitPeriod II 教学内容分析（Analysis of the teaching contents）本课是选自广东人民出版社开心学英语三年级下册Unit 4 Fruit 本课将学习水果单词及简单的句型。
水果，常出现在我们的日常生活中，通过学习这些单词和句型，学生将提高使用英语进行交流的的能力。
II．学生分析（Analysis of the students）本次教学的对象为小学三年级的学生，他们已有一个学期学习英语的经验，对学习英语知识有一定的认知能力；他们活泼好动，思维活跃，乐于与人交流合作，喜欢玩游戏，对学习英语有浓厚的兴趣；但自制力不足，注意力容易分散，缺乏一套自我学习英语的方法，需随时留意并控制课堂气氛，提高教学质量。
III．教学目标(Objectives)1．语言知识目标(Language knowledge)1）能够听说认读单词: pear; watermelon; grape; cherry 及其复数2）掌握并运用句型: Are these ...? Yes, they are. No, they aren’t .2．语言技能目标(Language skills)学生能听说认读单词，能够运用句型.3.学习策略目标 (Learning strategy)通过图片，游戏，多媒体，pair work等，让学生更好的融入课堂。
4.情感态度目标(sentiment)1）能够学会用英语去辨认水果，并且运用到实际交流当中。
2）培养学生的自主学习能力和合作精神，要求学生用所学词汇、句型开展小组活动。
ＩＶ．教具(Teaching Aims): 录音，幻灯, 图片Ｖ．教学过程T代表老师 Ss代表全体学生 S代表学生1．热身准备（Warming –up）1)热身并与学生相互问好T:Good morning,boys and girls.2）播放歌曲apple treeT:Let’s enjoy a song.2.呈现与操练（Presentation and practice）1) 导入T：today,gogo and Jenny go to the supermarket and buy some fruit（水果）. What will they buy? Yes,today we are going to learn unit4 Fruit.2)呈现展示各种水果的图片T：What’s this? You can say in Chines.T:Yes,It a cherry/pear...跟读单词两遍。
三年级英语下册 Module 4 Unit 1(1)说课稿课件 外研版(一起)
My hobby: I like________
Age:
My dream: May be I will be a________in the future.
Hello, my name is… I’m… Maybe I will be a…in the future, because… What about you? What will you be in the future?
师生对话，反馈效果 两两对话，巩固拓展
环节四：拓 展 听 读
自主听读网络资源：
A: How are you? B:I’m fine, thank you. A: How old are you? B: I’m 8. A: What do you like? B: I like reading books. A: What will you be in the future? B: Maybe I will be a writer. What will you be in the future
Module 4 Unit 1 Maybe I will be a writer.
说 课 流 程
教材分析 教法、学法
教学程序
教学反思
教 材 分 析
•模块主题：Occupations
教 材 分 析
•教材定位：
Module 4 Unit1- 第一课时
新授词汇：writer, film-star, footballer, policeman, future. 主要句式： What will you be in the future? Maybe I’ll be a…
教 学 目 标
•学习策略
1、能利用网络资源进行自主听读、拓展听读。
三年级下册Unit4 说课稿
Unit4 Do you like pears? A Let’s learn说课稿各位老师、评委大家好！首先很感谢学校能给这样一个锻炼自我能力的机会。
借此平台，我结合小学英语阶段在小学三年级英语教学中应用与大家一起分享我的说课。
一、说教材今天我说课的内容是小学英语三年级下册Unit 4 Do you like pears?A Let’s learn，本课是功能性的交际训练课，呈现孩子们心爱的各种水果的英语单词及询问是不是喜欢某种水果的英语句型。
我借助多样化的教学手段，将听、说、玩、摸、闻、猜溶为一体，激发学生学习英语的兴趣和愿望。
使学生通过合作学习等形式体验成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单问答的能力。
主要是让学生掌握听、说、认读本课时中的水果单词：peach, pear, orange, watermelon.，能理解并运用句子Do you like ……？Yes， I do./No,I don’t.结合英语课程总目标和具体要求我将本课目标设计如下：（一）语言知识目标（1）能听懂会说水果类单词：peach, pear, orange, watermelon.（2）能使学生能听懂、会说本课的句型：It tastes good.要求模仿正确、语调自然。
能理解并运用句子Do you like ……？ Yes，I do./No, I don’t.2、情感文化目标（1）通过本课学习使学生有兴趣听、说英语、背歌谣、参与游戏，勇于开口、乐于模仿。
（2）教育学生礼貌待人，体验好东西大家分享的乐趣。
3、学习策略目标：（1）培养学生注意力、观察力，促进学生积极思维。
（2）在任务活动中，引导学生积极运用所学英语进行表达与交流。
4、说重点重点：学说水果类单词。
5、说难点：各类水果复数形式的发音，听懂会说本课的句型Do you like……？ Yes，I do./ No, I don’t.，并能在实际情景中运用。
广东版开心学英语三年级下册 Unit 4《Fruit》教案
广东版开心英语三年级英语学习基础很重要，记住单词，默写单词，不要粗心大意。
广东版小学开心英语和你一起共同进步学业有成！Unit 4 FruitObjectives and requirements:LanguageTarget: What’s this? It’s a pear. Oh.Are these peaches?No,they aren’t.They’re oranges. Yum! Are thesegrapes? Yes, they are. Don’t touch!Sounds and words: /m/,/n/,/b/VocabularyKey words: bananas, pears, oranges, cherries, strawberries, peaches, grapes, watermelons. Sounds and words:monkey, watermelon, banana, nine, strawberry, balloon.Story: At the supermarketThe first period一、Teaching target:1.Learn the new words:bananas, pears, oranges, cherries, strawberries, peaches, grapes, watermelons.2.Master the sounds of “s” and “es”.二、Teaching key and difficult points:1. The new words to learn.2. “s” and “es”sounds: /s/, /z/, /iz/.三、Teaching procedure:Step 11. Greetings.2. Ask and answer: what’s this/that? It’s a banana. Whatcolor is it? It’s yellow.Is this/that a yellow banana? Yes, it is./ No, it isn’t.3. Sing the song: what’s that?Step 21. Hold up some real bananas and say: I like fruit. Look!Bananas.I like bananas.Bananas,bananas. Students read the words after the teacher again and again.2. Use the same way to teach the other fruits: pears,oranges, cherries,etc.3. Play the tape and have Ss repeat each word.4. Let students point to the pictures and read the words. Step 31. Explain the(“s” or “es”) in different words havethree sounds /s/, /z/, /iz/.2. Read the new words two times together.Step 41. Finish Activity 1. Read, match and say.2. Check the answers and read them aloud.Step 5Play a game: Touch the words.四、Practice:1. 用a 或an 填空___ pear ____ banana ____ orange _____cherry ___ apple____ grape _____ peach _____ watermelon _____ strawberry五、Homework:1.Copy the new words for eight times.2. Read the new words for three times.六、Write on the blackboard:Unit 4 Fruit单数 a banana a pear an orange a cherry复数 banana s pear s orange s cherr ies单数 a strawberry a peach a grape a watermelon 复数 strawberr ies peach es grape s watermelon sThe second period一、Teaching target:1.Can read and use the new words to practice.2.掌握名词的单数与复数的形式变化。
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开心学英语三年级下册第四单元第一课说课稿
一、说教材
本课是开心学英语三年级下册第四单元第一课。
本单元的话题是水果,功能是运用句型来简单的辨认水果,并在此基础上培养学生自主学习.本课内容是本单元的基础,与日常生活
息息相关,学习中易于理解.学生通过巩固操练，并巧妙运用于情景会话中，将取得良好效果。
二、说学生（说学法）
小学生好模仿，爱表现，记忆力强，处在学习语言的最佳时期。
同时，他们活泼好动，常凭兴趣做事，因此必须运用各种教学手段激发学生的兴趣，调动积极性，这也是小学英语教学的目的之一。
同时，由于本课内容与日常生活息息相关，教学时，结合教学内容，灵活运用电脑软件，学生将会产生浓厚的兴趣。
三、说教法
课堂教学是实施素质教育的主渠道，优化教育教学过程是改革课堂教学的有效途径。
根据小学生的心理生理特点，认知规律以及发展需求，根据教材的编写思想及新课程标准的理念，教师要发挥积极的指导作用，以学生为主体，以人为本，采用直观情景教学，交际法，，全身动作反应法，游戏法等激趣，减负增效，展开教学。
四、备教具
学生思维直观形象，为了激发学生的兴趣，创设情境，让学生从趋于真实的环境中习得语言，并且根据教学内容和教学目标要求，准备如下教具：
PPT、多媒体软件、水果单词的卡片.
五、说教案
（一）教学目标与要求
1．知识目标
能听说认读本课词组pear; watermelon; grape; cherry及其复数
2．能力目标
听懂会说句型:Are these...?Yes, they are. No, they aren’t 并能在具体语境中运用.
3.情感目标
1）能够学会用英语去辨认水果，并且运用到实际交流当中。
2）培养学生的自主学习能力和合作精神，要求学生用所学词汇、句型开展小组活动。
（二）教学重难点
1．本课时需重点掌握单词，能够听说认读pear; watermelon; grape; cherry
2．正确运用句型:Are these...?Yes, they are. No, they aren’t .
（三）教学过程
ⅠWarm-up
1 greeting.
2enioy a song
（设计意图：优美动听的歌谣营造学习的氛围，让学生自学进入英语的世界，为下面的学习作好铺垫）
ⅡPresentation
1) 导入
T：today,gogo and Jenny go to the supermarket and buy some fruit（水果）. What will they buy? Yes,today we are going to learn unit4 Fruit.
2)呈现
展示各种水果的图片
T：What’s this? You can say in Chines.
T:Yes,It a cherry/pear...
跟读单词两遍，齐读单词两遍。
T:Look, there are many cherries/pears...
Read after me. cherries,cherries(用不同的音调）
Are there any different between the words?（展示单词对比）
Yes,一样的东西，有很多的时候，这个单词就要加S.
Now,let read the words together.
Ss: apple apple pear pear ..apples apples
（设计意图：多媒体展示动画，调动学生的积极性，使学生在愉快的氛围中学习单词，理解意思，反复朗读，结合图片，能让学生记住单词。
）
ⅢPractice
T： Let me check you memory. （指着图片）
Are these apples? Yes, they are. No, they aren’t. They are..
Ss:Yes, they are. No, they aren’t . (分组，个人进行提问）
T：Practice with your partner, you can chose any picture you want, use this the sentences.
玩游戏
1.（在单词的图片上写上序号，老师说单词，同学说数字，反之调换）
T:look there are some number in the picture, I say number you say words, I say words you say number. Are you clear?
2.（老师描述水果的样子，让同学猜）
T：It’s red and round. What’s this ?
（设计意图：以上的游戏，都是为了让学生在轻松愉快的氛围中巩固单词，寓教于乐，以学生为主体，让学生自主的学习。
在图与词的结合，并在图的基础上让学生发挥想象力，培养学生的逻辑思维能力和语言综合运用能力）
ⅣConsolidation
让同学齐读单词和句子。
老师和同学一起总结今天学过的知识点
T:what do we learn? We learned some fruit apple,pear,grape,watermelon and the sentences Are these...?。