最新新版pep四年级下册unit3--partA-let's-talk教案
四年级英语下册 Unit 3(22) Part A talk教案 人教PEP
（人教PEP）四年级英语下册教案Unit 3 Is this your skirt?学过程Preparation准备活动1. Let’s sing.2 .Let’s do.让学生边唱边跳，调动了全班学生参与，营造出浓厚的英语课堂氛围，另为学习新句型作好铺垫。
节奏感很强的chant容易吸引学生进入英语学习状态，从而促进全体学生学习，为下一步的教学打下好的铺垫。
P ro d u c t i o n 输出运用课外活动设计②：画一画。
请学生拿出事先准备好的画纸和画笔，让学生自己设计自己喜爱的衣服，以小组为单位先说一说自己的设想，然后用英语介绍，比一比谁设计的最好。
学生作品:学生根据黑板上的生词表画出个性化的衣物，教师鼓励学生将作品贴到黑板上。
教师指图问一名学生：Is thisyour…？Whose is this？学生依次作答。
除此还可以指着某件作品询问：Is this/that his/her…？依此练习名词所有格形式。
竞赛与游戏向来为学生所喜爱，这两个游戏结合竞赛，不仅可以让学生操练句型，还能让学生在单调的学习中得到放松，让他们意犹未尽，更加渴望下一节课的到来。
板书设计Unit3Is this your skirt? Part (A) Let’s talk句子: Is this your skirt? Yes, it is.Is that your T-shirt? No, it’s not.Whose is it? It’s my shorts.。
PEP小学英语四年级下册 《Unit 3 A Let's talk》 教学设计
PEP 四年级下册Unit 3 A Let's talk 教学设计I. 教学目标1.能够在图片和教师的帮助下理解对话大意。
2.能够用正确的语音语调朗读对话，并能进行角色表演。
3.能够在情景中运用句型Can I …?征求许可，并用Yes, you can. / No, you can’t.作答；能够在情景中恰当运用句型It’s very cold/hot. 描述天气及温度状况。
4.能够在语境中理解新词或短语outside, cold, be careful, hot 的意思，并能正确发音。
5.能够在Let’s play的活动中，认真看图，运用所学句型Can I …? Yes, you can. / No, you can’t.等进行情景对话表演。
II.教学重点能够在情景中运用句型Can I …?征求许可，并用Yes, you can. / No, you can’t.作答；能够在情景中恰当运用句型It’s very cold/hot. 描述天气及温度状况。
III.教学难点能够在语境中理解新词或短语outside, cold, be careful, hot 的意思，并能正确发音。
IV.教具本课课件、录音、词卡、头饰V.教学过程1. Preparation⑴. Greetings.⑵. Look and say: What time is it?⑶. Let’s chant.根据chant 内容引出cold/outside/ It’s cold outside.词卡展示，分别领读、板书并操练。
2. Presentation⑴. Watch and choose承接上一环节，Mike stays at home. What does he ask?A. Can I go outside now?B. Can I go to school now?学生带问题看视频第一段，并选择。
核对答案，板书句子，领读，男生女生读、小组读，剪刀石头布机械操练。
新版pep四年级下册unit3partAletstalk教案
新版pep四年级下册unit3partAletstalk教案四年级下册Unit 3 WeatherpartA let's talk一、教学目标Language knowledge:1、学生能听懂、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，warm，cool，hot。
Language skill:学会简单的单词替换，并在实际情景中运用。
Sentiment ：培养学生的竞争与合作精神。
二、教学重难点1、教学重点：学生能听懂和会说Let’s talk 的对话。
并掌握句型：Can I ….? 和Yes, you can ./No ,you can’t. ”2、教学难点：对话过程中，人称代词的转换与careful的发音。
三、教学过程Warming-up1、复习上节课所学内容，单词：warm、cold、cool、hot和句型It’s hot in Hong Kong.等T：begin our c lass; let’s review the words last lesson we had learnt.上课之前我们先来复习上节课我们所学的单词。
（巩固旧知识，也为本节课的教学做准备。
）学生读单词跟句子，在此期间。
教师在黑板上画上四线格，为本节课的板书做准备。
2、纠正学生可能在读的过程中出现的错误Presentation and practice1、引入。
T：We have a friend , called Mike ,so today let’s visit his home and l isten what ‘s Mike talking with his mother. OK？(我们有一个朋友叫迈克，今天我们将一起去他家做客，并听听他跟他妈妈在些什么。
好吗？)S：OK!T: Let’s open the book page 25.And look at the first picture.找找迈克跟他妈妈说了什么话。
PEP四年级下册Unit 3全英详细教案
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 and writing.3.Learn to know and understand the sentences of Let’s learn & Let’s talk.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 wordsUse 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. TeachingProcedures: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 uniformstoday.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 liketh e … 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,TeachingProcedures: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 picturesTeachingProcedures:Step 1: Warm-up.1. Let’s sing “My clothes”.2. Date & weather: What’s the date?What’s th e 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’ creativ ity.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 picturesTeachingProcedures: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 picturesTeachingProcedures: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 today’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。
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小学英语四年级下册Unit3 PartA Let's talk 教学设计
PEP小学英语四年级下册Unit3 PartA Let's talk 教学设计Unit 3 Part A Let's talk 是PEP小学英语四年级下册的教材，主要学习目标是掌握日常生活中的有关宠物的词汇和简单的交际语言。
本篇教学设计将从教学目标、教学重难点、教学步骤、教学方法、教学手段等方面进行详细阐述，以期为教师在教学中提供参考和借鉴。
一、教学目标1. 能够准确听、说、认读本单元的宠物、颜色、动作等词汇。
2. 能够通过模仿和创新表达宠物身上的特点和喜好。
3. 能够运用句型“Do you like…?”和“I have a…”进行对话交际。
4. 能够理解简单对话并运用所学知识进行问答、模仿。
二、教学重难点1. 宠物、颜色、动作等词汇的教学与练习。
2. 对话交际中熟练运用所学知识进行交流。
三、教学步骤Step 1. Warm-up1. 手板游戏。
学生们分组进行游戏，每组3-4人。
教师喊出某种宠物，学生们根据该宠物的特点和特色，在手板上画出该宠物的形象。
时间不超过1分钟。
最后组内选出最好的作品呈现给全班。
2. 听录音，找出正确的宠物。
教师用录音机播放9种宠物声音，学生们根据所听到的声音，找出对应的宠物并喊出它的名字。
3. 词汇复习。
老师通过图片或幻灯片等方式，复习上一单元所学的关于颜色、数字、食物等词汇。
Step 2. Presentation1.自我介绍。
教师引导学生，通过模板进行自我介绍。
Hello, everyone. My name is ____________. I am _____ years old.I live in ___________. I have a pet. It is a ___________. It is very cute. I like it very much.2. 介绍自己的宠物。
教师为学生提供一些例子，让学生分别介绍自己所养的宠物。
例如：A: Do you have a pet?B: Yes, I have a pet.A: What is your pet?B: It is a dog.A: What color is your dog?B: It is brown.3. 教师介绍自己的宠物，同时展示图片介绍特点和喜好。
小学英语_Unit3PartALetstalk教学设计学情分析教材分析课后反思
⼩学英语_Unit3PartALetstalk教学设计学情分析教材分析课后反思Unit3At the zoo A Let’s talk教学设计⼀．教学内容和教学⽬标1.教学内容：Unit3 At the zoo Part A Let’s talk.2.教学⽬标：（1）能听、说、认读单词tall, short ,fat, giraffe，能听懂会说句型“Look at that… . It’s … .” （2）并能在具体情境中运⽤句型来描述动物的体貌特征。
（3）能在图⽚和⽼师的帮助下理解对话⼤意；（4）能够朗读对话，并能进⾏⾓⾊扮演；（5）能⾃⼰简笔画出常见⼩动物，并运⽤学到的语⾔结构描述⾃⼰的作品；（6）培养学⽣热爱动物、保护动物的意识，提醒学⽣在动物园要遵守⼀定的⾏为规范，不乱逗玩动物或乱投喂动物等；向孩⼦们渗透保护环境的思想意识。
⼆．教学重点和难点1. 教学重点：学会运⽤句型“Look at that…? It’s … .”。
2. 教学难点：如何让学⽣根据实际情况运⽤tall , short , fat 等形容词描述不同动物的体貌特征，如何正确把握并说好对话中的连读和略读，及giraffe的发⾳。
3. 教学准备ppt教学课件,词卡，⼈物和⼩动物们的头饰，栅栏，矮树丛等。
三．教学流程Step1 preparation活动⼀：Let’s sing.活动⼆：free talk.（通过热⾝活动，复习了旧知bear bird tiger等动物类单词，并引⼊新课。
）Step 2 Presentation活动三：Watch and choose. 新知呈现出来后，板书，领读。
活动四：呈现第⼀幅图的空⽩图⽚。
1.（what does mum say to attract the children’s attention）,同时出现句⼦和声⾳。
开始学习（板书句⼦中每个单词的拼写及发⾳领读连读和略读⽣个别读，师进⾏评价及纠正）2.讲解tallTwo giraffes, relationship between them, baby giraffe is tall, mother giraffe is so tall.its height really suprises us. So what does zhang peng say? “wow! It’s so tall！”同时出现句⼦和声⾳。
Unit 3 Weather A Let’s talk教案-新版PEP小学英语四年级下册
Unit 3 WeatherA Let’s talk教案教学目标：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“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 can No，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。
教学重点：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. ”进行回答教学难点：“Can I...?”回答中的人称转换。
教学过程：Step 1:Warm-up1、《Let’s sing》导入，学生边唱边拍手（良好的学习情景是学生获取知识的前提和基础，由一段活泼可爱的《Let’s singt》歌曲导入，达到“课伊始，趣亦生”的境界。
）2、Let’s review通过闪现图片复习上节课学过的天气单词和重点句型。
Step 2:Presentation1、教学单词‘outside”以及“ Be careful”。
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。
教师站在教室里，并问：“W here 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”。
2、带着问题学习Let’s talk。
3、教师播放对话录音，学生听完回答问题，教师订正。
4、教师再次播放录音，学生听完回答问题。
PEP小学英语四年级下UNIT 3 PART A let's talk优质课教学设计及观察反思
PEP小学英语四年级下UNIT 3 PART A let's talk优质课教学设计及观察反思课前准备：1 准备上节课学生上交的“我最喜欢的服装”的部分图片。
2 录音机和磁带。
3" My clothes"歌曲磁带。
教学过程：Step1,Warm-up1 let's sing,课前播放歌曲My clothes2 Free talk教师结合上节课的的知识点让学生自由对话。
介绍自己喜欢的衣服搭配T：I like the white pants with red shirt.and I like blue dress ,too.教师边介绍边展示。
T:what do you like? please tell ue.ss:introduceStep2 presentation & practice.1 TO learn "Is this your shirt?Yes,it is ./No,it isn't.a 导入：教师指着多媒体上展示的衣服说：I have a shirt here .But where is my shirt?Can you guess?引导学生一边用手指一边问：Is this your shirt?然后，教师根据实际情况回答：Yes ,it is./No,it isn't.b 呈现：当学生屡猜不中时，教师可提示学生：My skirt is white .然后问学生 what colour is this shirt?接着，教师可与学生进行如下对话：T:Where is your skirt?Is this your skirt?s1:No,it isn't.T:Is this your skirt?s1:No,it isn't.T::What colour is your skirt?S1:It's white.T:Then is this your skirt?S1:Yes,it is.C let's changt.Where is your skirt?Where is yourskirt?Is this your skirt?Is this your skirt?Yes,it is.Yes ,it is.What colour is it?What colour is it?It's white.It's white.d.活动：快乐猜猜猜教师引导有服装设计参展的学生问：Where is my dress/T-shirt/shirt？并请其他同学猜。
Unit 3 Weather Part A Let’s talk(说课稿)人教PEP版英语四年级下册
Unit 3 Weather Part A Let’s talk一、教材分析1. 教学目标通过学习本课，学生能够：1.掌握单词 weather, sunny, cloudy, rainy, snowy 的读音、拼写和意义。
2.学会运用句型What’s the weather like? It’s … （问天气并回答）。
3.能够和同伴交流天气情况，提高口语交流能力。
2. 教学重点1.单词 weather, sunny, cloudy, rainy, snowy 的读音、拼写和意义。
2.句型What’s the weather like? It’s …3. 教学难点能够运用所学语言进行口语交流。
4. 教学准备教师：课件、单词卡片。
学生：学习笔记、练习册子。
二、教学过程1. 导入与热身1.首先，老师说几句话，引起学生的注意力，如：“Good morning, everyone! How are you today?”2.然后，介绍今天的主题：“Today we will learn about the weather. Do you know what the weather is?”3.通过图片和单词卡片等教具向学生展示单词 weather, sunny, cloudy, rainy, snowy 的意思和读音，反复朗读并进行学生模仿练习。
2. 新课呈现1.首先，老师出示图片，问学生：“What’s the weather like?” 学生尝试回答。
2.然后，老师展示What’s the weather like? It’s … 这个句型，并进行详细解释和例句模仿。
3.给学生一些练习，让他们说出其他天气的描述，并在小组会话中使用这项新技能。
4.通过游戏或其他互动活动，巩固和加深对这些单词和句型的理解和记忆。
3. 练习与巩固1.向学生展示天气报告的例子，要求他们使用所学语言描述当天和未来几天的天气情况。
新版PEP人教小学英语四年级下册《Unit3 Weather Part A Let’s talk》教学设计
新版PEP人教小学英语四年级下册Unit3 Weather Part A Let’s talkTeaching aims:1、学生能理解对话大意，能用正确的语音语调朗读对话。
2、根据对话情景进行角色表演。
3、能在语境中初步运用Can I...？Yes, you can.\No, you can’t. 来向他人征求许可。
Important points:1、学生能理解对话大意，能用正确的语音语调朗读对话。
2、能在语境中初步运用Can I...？Yes, you can.\No, you can’t. 来向他人征求许可。
Difficult points:正确询问及运用表示天气及温度的回答。
Step1.PrepartionSing a song <How’s the weather>【设计意图】：通过Let’s sing活跃课堂气氛，为本课教学做铺垫。
T: Hello, boys and girls. Nice to meet you. Let’s sing a song together and tell me what can you see in the song?S: 下雨天，下雪天，阴天，晴天……通过对学生的询问，引出 S:weather。
There are many kinds of days, we can call weather.【设计意图】：通过歌曲让学生通过所见引出天气，为导入新课做铺垫。
Step 2. Presentation.Let’s learn Unit 3 Weather Part A Let’s talk and finish it.①Let’s see and answer: How’s the weather?Ss: 下雪，很冷……【设计意图】：通过出示情境图，问“How’s the weather? ”引出cold 的单词教学。
②T:Who are they? S: Mike and his mother. (把头像贴黑板上) T:Where are they?S:At home.(把板书贴黑板上)【设计意图】：通过出示情境图，让孩子对本课所学内容有整体的感知，体现语言的整体性。
PEP人教版小学英语四年级下册《Unit3 Weather Part A Let’s talk Let’s play》教学设计
PEP人教版小学英语四年级下册Unit3 Weather Part A Let’s talk Let’s play一、教材分析本节课是本单元的第一节课，是在学生没学过A Let’s learn的基础上进行的对话课。
Let’s talk部分提供学生要学习的核心句型“Can I ...? Yes，you can./No, you can’t.”。
课本通过Mike 和妈妈的对话让学生感知核心句型的语意及语用功能。
其中的What time is it? It’s 11:00 a.m. soup,can在前边学习时已经接触过。
Let’s play 是为巩固Let’s talk部分的内容，并培养学生学习英语的兴趣而设计的。
Chant部分通过歌曲欣赏来培养学生的语言感知能力。
二、教学目标：1.语言能力目标：(1)学生能够在情境中运用句型：Can I go outside/ have some soup ?Yes, you can./No, you can’t.询问他人的意见并能作答。
(2)学生能够在情境中运用句型：It’s cold outside.以及It’s very hot.描述天气及温度状况。
(3)学生能够理解新词：outside, cold, be careful, hot的意思，并能正确发音。
（4）完成Let’s play部分的学习。
2.语言知识目标：(1)学生能够理解对话大意并能用正确的语音、语调朗读对话。
(2)听、说、认读句型：Can I go outside/ have some soup ? Yes, you can./No, youcan’t.(3)听、说、认读单词：outside, cold, be careful, hot.3.情感、策略、文化目标：能够懂得在不同的情况下，可以做和不可以做的事情，具备初步的判断能力；教育学生要关心日常天气变化，提醒家人、朋友及时添减衣物。
三、教学重、难点：1.教学重点：(1)能听、说、认读句型：Can I go outside/ have some soup ? Yes,you can./No, you can’t.，并能在情境中灵活运用句型。
(人教pep)四年级下册英语教案 unit3 A Let’s talk
Unit 3 Is this your skirt?A Let’s talkTeaching aims:a .能听懂，会说Is this your skirt? Yes, it is. Is that your T-shirt? No, it’s not.Whose is it? It’s my T-shirt.并能在情境中进行运用。
b.能正确使用名词所有格。
c.学生能学会节约，节俭穿衣。
Teaching emphasis and difficulties:a .Emphasis：让学生熟练掌握Is this your …..? Yes, it is. / No, it’s not.b .Difficulties：名词所有格的正确使用。
Teaching materials：1．Some pictures.2．CAI（计算机辅助教学）Teaching procedures：Step 1 preparationFree talk.Good morning, kids.先和孩子free talk.如：I’m Miss Zheng. What’s your name? Nice to meet you. How are you? Where are you from? How old are you? I like white. What color do you like? Do you have a library? Do you have a canteen? Where is the canteen?Good job.[设计意图]缩短师生距离，活跃课堂气氛。
Now I have some gifts for you.拿出衣服模型，4张看卡说词，4张卡后写单词让学生说单词，指定某一位同学，他能说出来就奖给他。
What’s this? This is a….. Good/ Wonderful/Perfect/Good job. This is for you./ Here you are.【设计意图】通过两种方式复习第一课时的衣服单词。
四下Unit？3？IsthisyourskirtPartA？Let's？talk教学设计.
PEP小学英语四年级（下）Unit 3 Is this your skirt? Part A Let's talk.教学设计一、整体设计思路、指导依据说明本单元主要是围绕各种不同颜色、不同价格的衣服及能够用英语就衣服所属的问题而展开的一系列话题，而这些话题都是学生非常熟悉而且和我们生活息息相关的，所以教师教起来比较顺手，学生也乐于学习，并易于在生活中进行运用。
同时，在教学过程中，我结合教材和学生的特点，依据新英语课程标准的精神，从激发学生的学习兴趣、培养学生的英语语言交际能力出发，科学安排学习内容，合理设计教学任务，开展形式多样的教学活动，在教学过程式中创设实践活动，给学生自主、探究的机会。
鼓励学生质疑问难，开掘学生的创造潜能，激活学生的思维和想象力。
尊重学生的个性，重视学生的自我反思，相互评价，促进学生的发展。
重视学生在语言实践中感悟语言，积累语言，运用语言。
二、教学背景分析教学内容分析：本课时是PEP教材四年级下册第三单元的第二课时，课型是对话教学。
第三单元的教学内容都是围绕clothes（衣服）这个主题展开的。
本课时是本单元的第二课时，学生对衣服的英文名称已有了解，而且学生已学会用句型Is this your…?Yes, it is. / No, it isn’t.在此基础上，本课时将句型延伸到Whose is it? It’s …’s.让学生继续进行问答练习，并通过创设各种生活情景，根据情景之间的联系与情节的变化，使句子形成完整的语篇，培养学生的综合语言运用能力，以求达到真正运用英语语言的目的，这也是本课所要达到的教学目的。
学生情况分析：在学习本课时内容前，学生对主要句型Where is my…? What colour…? Is this/that your …? Yes, it is. /No, it’s not.有所掌握，学生在学习的过程中并能听懂一些简单的课堂教学用语，能根据创设的情景，进行简单的英语语言交流。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
四年级下册Unit 3 Weather
partA let's talk
一、教学目标
Language knowledge:1、学生能听懂、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，warm，cool，hot。
Language skill:学会简单的单词替换，并在实际情景中运用。
Sentiment ：培养学生的竞争与合作精神。
二、教学重难点
1、教学重点：学生能听懂和会说Let’s talk 的对话。
并掌握句型：Can I ….? 和Yes, you can ./No ,you can’t. ”
2、教学难点：对话过程中，人称代词的转换与careful的发音。
三、教学过程
Warming-up
1、复习上节课所学内容，单词：warm、cold、cool、hot和句型It’s hot in Hong Kong.等T：begin our class; let’s review the words last lesson we had learnt.上课之前我们先来复习上节课我们所学的单词。
（巩固旧知识，也为本节课的教学做准备。
）
学生读单词跟句子，在此期间。
教师在黑板上画上四线格，为本节课的板书做准备。
2、纠正学生可能在读的过程中出现的错误
Presentation and practice
1、引入。
T：We have a friend , called Mike ,so today let’s visit his home and listen what ‘s Mike talking with his mother. OK？(我们有一个朋友叫迈克，今天我们将一起去他家做客，并听听他跟他妈妈在些什么。
好吗？)
S：OK!
T: Let’s open the book page 25.And look at the first picture.找找迈克跟他妈妈说了什么话。
（同时在黑板上板书，Unit 3 Weather let’s talk ）
S:Mum what time is it？
T; what about his mother saying ?那他妈妈怎么回答？
S：It’s ….(学生可能不会读11的英语单词)
T: It’s eleven. Read after me :Eleven Eleven. 你们知道12怎么读吗？
S：twelve
T：look at the picture carefully .What’s the weather like in these picture?（这幅图的天气怎么样？）
S:It’s cold./冷的
T: How do you know ?(你们怎么知道的？)
S:因为有雪
T:所以迈克跟他妈妈说了什么？
S:Can I go outside nom?
No, you can’t. It’s cold.
T;你们知道outside是什么意思吗？
S：外面。
T：那里面应该怎么说呢？
S:inside
（这两个词，上节课已经教过）
教师带读这两句话，:Can I go outside nom?
No, you can’t. It’s cold.
同时板书。
提示学生读Can I go outside nom?这句话要用升调。
T：good .Now ,let’s listen the tape and read after it .
然后在让男女生分角色读对话，男生当迈克，女生当迈克的妈妈，看看谁读得最大声，最准确.
根据实际给学生的表现评价
好，我们已经学完了第一幅图。
现在我们看看第二幅图，迈克和他妈妈在干嘛呢？
S: 做饭。
T：yeah，Mike’ mother is cooking . And then what is his mother saying？
S:Have some lunch, Mike .
T:Can you guest its meaning?(你们能猜猜它的意思吗？)
S:吃午饭了，迈克。
T：You are right . 那你们知道吃早餐了和才晚餐应该怎么说吗？
S：Have some breakfast.
Have some dinner.
T:Excellent! So Mike answer，OK，can I have some soup?(学生跟读) soup 是汤的意思。
（同时板书）Read after me, soup .
T:那迈克的妈妈怎么回答？
S:Yes ,you can .（同时板书）
T:look at the picture carefully. Be carefully. Do you know its meaning?
S:看好/小心。
T:对，它就是小心的意思。
所以，当你们在过马路的时候可以说这一句话来提醒身边的人。
Careful是由两个单词构成的，care加ful Read after me , care care(学生跟读)careful ,careful .（学生跟读）
T:那为什么迈克的妈妈这样说呢？
S：因为汤很热。
T:It’ very hot.你们知道hot是什么意思吗？
S：炎热
T：那形容汤的时候可以说是炎热吗？
S：不能。
T：那应该怎么说？
S：热的/烫的。
T:当我们在形容天气的时候hot就可以翻译成炎热。
但我们在形容汤的时候应该说是烫的。
T,好，现在我们整个对话都学完了，现在跟我读一遍。
（学生跟读）
T：现在我们跟着录音机来读一遍，然后学着模仿语音语调。
现在齐读一遍
T:好，在迈克家做客久了，我们就应该告辞了，不能打扰他太长时间哦。
Ok ,我们先在分角色朗读，男生充当迈克，女生充当迈克的妈妈。
这一次，女生跟男生一
样棒，都读得又准又大声，为了奖励大家，现在我们来玩一个好玩的活动。
好不好啊？S：（激动）好！
Consolidation
T：现在我手头上有四张纸条，我们班有四组，我将发给每组的第三位同学那里，纸条并留在这位同学手上，并不能让其他同学看到。
然后这位同学把这句话告诉前面一位同学，第二位同学在告诉给第一位同学，第一位同学马上到黑板上写上这句话，看看哪一组同学写的又准确又快。
最后剩下的两个同学来选择搭配对话。
明白了吗？（我们班一、四组各有4人，二、三组各有3人）
S：明白（第一次玩这个活动，如果学生不懂，做举个例子）
教师发放纸条
T:begin
经过几分钟后，学生在黑板上写出了句子。
T:好，现在我们来看一下速度最快的同学写的句子会不会跟纸条上的一模一样？（提问第三位同学）
S：一样/不一样
T：（黑板打钩）现在我们来看写得第二快的第三组同学写的。
（提问第三位同学）句子一样吗？
S：一样/不一样
类似讲解多两次。
并让剩下的同学选择搭配。
最后，搭配为：Can I sing? Yes, you can .
与Can you fly? No, I can’t.
教师接着讲解这几个句子，告诉学生要注意人称的变换。
T:如果问句是用I ，答句一般用you. 如果问句是用you ，答句一般用I。
懂了吗？
S：懂了。
T:好，那现在看看let’s play 这一部分，给你们2分钟，前后桌同学搭档，模仿课本内容进行简单的对话。
然后请两对同学上台讲。
学生对话
T：在下课之前，我们先把课本的对话读一遍
学生读
T：在读一下黑板上的句子。
学生读
Homework
1、课本对话读熟，并背诵
2、黑板上的句子每句抄写三遍。
板书设计：
Can I go outside now? Can I have some soup ?
No, you can’t. Yes, you can。