人教版pep版三年级英语下册Unit 4 A Let's learn(1)教学反思
Unit 4 Where is my car?
A Let’s learn教学反思
今天我执教的内容是PEP新版教材Unit 4 Where is my car?第一课时。
在设计课时，我把词的教学不仅和语音紧密联系，而且融入到了句子的教学中，遵循有趣、有效、有用的原则，通过游戏、歌谣、动画、及丰富的肢体语言来激发孩子们的学习兴趣、调动身体的多种感官参与学习，以提高课堂效率。
课上我认为自己做得满意的几点是：
1、新词的发音基本上采用自然拼读法。
让孩子们在读中掌握发音方法。
2、词不离句，句不离篇。
在掌握发音的基础上，根据具体的语境，我输入了大量的语言，Put ……in/on/under……your…Where is ……？在大量输出语言的基础上才有了学生的少量输出。
3、游戏、TPR、歌曲等大大激发了孩子们的学习兴趣，使他们从一开始注意力就很集中，能全身心的投入到课堂学习中，在玩中学，在做中学，在快乐中学。
4、语言的训练遵循由易及难、由浅入深、由机械性操练向意义性操练过度的语言学习规律。
本课中也有让我感觉遗憾的地方：
1、课堂的组织能力。
比如TPR活动时，我只照顾到前面的学生，后面做的错的孩子我也没能及时纠正，这样使得知识的学习还不够扎实、深入。
2、备课时每个单词正音后，都是从个体读到组读或队读，再到全体读。
上课时只顾着省点时间，没有单个孩子的读，读音的指导没有跟上。
人教版PEP小学英语三年级下册 Unit4 单元教材分析及教案
PEP2 Unit4 单元教材分析一、教学内容：本单元以“寻找物品”这一话题，展开“Where？”的问答活动，引出表示方位关系的介词“in,on,under”和表示家庭中常见物品的单词。
“东西在哪里”这一话题与学生的日常生活密切相关，符合学生的心理年龄特征。
教学时，教师要创设符合生活实际的情境，利用生活中的实物,辅以歌谣、趣味性较强的小游戏等活动，充分体现学生的主体地位，体现英语教学的趣味性和实效性。
同时教师要注意让学生通过完成任务型活动感知新的语言点，培养学生的语言运用能力。
在前三个单元学习的基础上，教师可以借助已学的语音知识和拼读能力，从“音”人手，帮助学生能够根据元音字母Oo的短音发音规律正确拼读相应的词。
C部分的小故事有机地整合了本单元的主要词汇和句型，有趣幽默的故事情节引人入胜在阅读理解的基础上，可以鼓励有能力的孩子进行表演或给故事配音。
二、教学目标1.能够听懂、会说Where is…等询问方位的句子，并能在实际情景中进行运用。
2.进一步熟悉掌握一般疑问句的用法。
3.能够听说、认读一些方位介词及基本生活用品的单词。
4.能听懂所接触的指示语，并能按照指令做出相应的动作。
5.学会课本中的一首歌曲。
《Where is the toy car?》6.逐步养成自己收拾书包、玩具的好习惯。
三、教学重难点：方位介词的掌握与区别。
四、课时安排每日精选三题1. 判断划线部分发音是否相同A.catB.cake2.--The panda is from__________.A. the USAB.ChinaC.the UK3. 连词成句①he ②Is ③father ④your ⑤(?)______________________________________________________PEP Book2 Uni4 Where is my car?Part A Let’s talk一、教学内容PEP Book2 Unit4 A Let’s talk and Let’s play二、教学目标1.能听懂、会说并理解句子Where's ...? It's in / on / under....2.在创设的情景中，能用 Where's ...? 询问某物在哪里，并做简单回答。
人教版新课标PEP《小学英语 三年级下册》说课稿Unit 4 Do you like pears A Let’s talk of说课稿(英文版)
Unit 4 Do you like pears? A Let’s talk of说课稿(英文版)Good morning, everyone! It's my great pleasure to be here sharing my teaching plan with you. Today I'm going to talk about Part A Let’s talk of Unit 4 Do You Like Pears in PEP Book 2.First, let me talk about the teaching material.The topic of this unit should be fruits. By study of this unit, Ss will be able to talk about likes and dislikes with the structures as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some …The study will help Ss use simple English in communication. Second, teaching aims.1.Aims to the language knowledgea. After learning, Ss will be able to listen, speak and recognize the plural forms of the new words, such as pears, peaches, oranges and so on.b.Ss will be able to listen, speak and recognize the structures, such as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….2.Aims to the language skills:a. Ss will be able to talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….b. Ss will learn to use English to gather and present information.3. Aims to the learning strategiesa. Ss will be familiar with the new words of fruits and the structures by cycling in the survey and other activities.b. Ss will be able to do a survey focus on their favor of fruits with the structures.4. Aims to the emotions:a. Ss have interests and motivation for their further English learning.b. Ss have positive communicative awareness.Third, key points.Ss will be able to understand and talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Make sure that Ss can use the structure correctly and fluently.Fourth, difficult points.Ss can understand and say the plural forms of the new words.Fifth, teaching method.As we all know, the main instructional aims of learning English in primary school is to cultivate pupils’basic abilities of listening and speaking and their good sense of language. So in this lesson, I’ll mainly use “task-based”teaching method. That is to say, I’ll let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I’ll arrange many kinds of activities, like singing, guessing and so on. Sixth, learning methods.Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imaging, thinking, etc. And make preperation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by cooperative study. Thereby, develop Ss’abilities of studying and working with the learning language independently.Seventh, teaching aids.I will use the multimedia player and a colourful picture of a fruit shop. And I’ll also make a lively PPT which can attract Ss’attentions very well.Eighth, teaching procedures and purposes of my designing.I’ll teach this lesson in 5 parts.Part I. Warm-upAs language can be learned gradually but not immediately, it’s important for the teacher to find out the links between the language learnt and the new language items. It can lead Ss into the new language items naturally. In this class, Ss will sing a song and take part in free talk with the teacher to recall their memories. Ss will be guided to understand the questions What colour do you like? Do you like …? What about …? and try to express their own favors of colours with the structures I like …Yes./ No.Part II. PresentationThe main purpose of this step is to present new language items. Usually we’d better put it under a real situation.In this class, I will use a big picture of a fruit shop, and show small parts of it. They are in different colours and can help Ss guess What’s in the picture? According to Ss’answer, the new words of fruits will be showed. And next, there will be a quick-response activity which focus on the new words. Then the whole picture will be showed. It will brings Ss into a situation In a fruit shop. I think the way of presentation can really arouse Ss’interests very well. And Ss will be able to understand and say the plural forms of the fruit words with the structures learnt in Unit 3 How many …can you see? I can see …. Guide Ss to pay more attention on their pronunciation. With the help of the lively picture, I will ask S what they like and if they like pears/…. While asking and answering, I will use expression, gesture to help present the target language Do you like …? What about …? and acts as a demonstrator. At that time, three facial expression cards will be presented. I will use to present Yes, I do. Use to present No, I don’t. Use to present Yeah, very much. When Ss have understood the structures, I will get the class to repeat it all together.After that, Amy and her mother will be introduced. Ss will try to find Amy’s likes and dislikes by listening to the tape of Let’s talk. According to Ss’feedback, I will show the class a copy of the questionnaire grid and fill in the blanks as a demonstration.FruitName pears peaches oranges watermelons applesAmyAnd next Ss will watch the video to understand the whole dialogue and learn to read the dialogue correctly. Then Ss will try to act out the dialogue in pairs.Part Ⅲ. PracticeThe main purpose of this step is to help Ss learn the language items by heart and make the language relevant, practical, and communicative.Task 1: Make a new dialogueHowever, as any children’s teacher will know, it is important for Ss to learn a lot more thanEnglish in their English classes. Not only for the intellectual but also the emotional development. So I will guide Ss to make a new dialogue between Amy and her mother. For example, Amy asks her mother: Mom, do you like …? What about …? Let’s have some …Task 2: Make a new chantWe have all experienced that music an rhythm make it much easier to imitate and remember language than words which are ‘just spoken’. So I will present a chant and guide Ss to make a new chant by themselves.For example:Do you likepeaches? Do you likepeaches?Yes, I do. Yes, I do. / Yeah, very much. Yeah, very much.Do you likeoranges? Do you like oranges?No, I don’t. No, I don’t.Task 2: Make a surveyAs we know, younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. It is important to bear in mind that children need to see the reason for doing the activity, for example, to find information in order to make a survey. Give out copies of the questionnaire grid and guide Ss to ask their neighbours for information.FruitName pears peaches oranges watermelons applesLet’s havesome …Part Ⅳ. ConsolidationAs to this step, the main purpose is to consolidate what Ss have learned during the class and deal with the exercises of the workbook.Part Ⅴ. HomeworkIn order to extend Ss’ability of using English, I think it’s necessary to give Ss some good and proper homework. And according to Ss’level, it should be largely orally based. So I will ask Ss to do a family survey and try to use English as more as possible.Above is the lecture notes of my lesson. Thank you very much!。
PEP三年级下册英语Unit 4教案(一)单元教案与反思
Unit4 Wycar? 投我以桃，报之以李。
《诗经·大雅·抑》原创不容易，【关注】店铺，不迷路！PartA教学内容Let’stalkLet’splayLet’slearnLet’sdoLet’sspell （BLet’ssing）教学目标【知识目标】1.能够掌握A部分Let'slearn中的三会单词和Let'stalk中的重点句子；2.能够掌握Let'sspell中元音字母o在闭音节中的发音规律并正确发音。
【能力目标】能用所学的词汇与句型“—Whereis...？—It’sin/on/under...”来询问并回答物体的位置。
【情感目标】养成收拾自己的物品的好习惯。
教学重点1.掌握元音字母o在闭音节中的发音；2.掌握词汇on，in，under，chair，desk的听、说、认读；3.句型“—Whereis...？—It’sin/on/under...”的运用。
教学难点1.元音字母o在闭音节中的发音规律;2.会根据具体情境问答物品的位置；3.能听懂Let’sdo部分的指令并做出相应的动作。
教学准备课本、录音机、磁带、相关单词卡片、相关文具、课件等。
课时安排3课时。
第一课时教学过程批注一、Warm-up&Revision第二课时第三课时二、Presentation&Practice1.在课件上展示盒子图片,说:“Thisisabox.”板书box并带读。
2.在课件上展示小狗在盒子里面的图片。
T:What’sthis？（用手指着小狗）Ss:It’sadog.T:Whereisthedog?Ss:It’sinthebox.板书dog并带读。
3.在课件上呈现一个橙子的图片，说：“Thisisanorange.It’sorange.”板书orange并带读。
4.教师拍拍自己的身体说：“Look！Thisismybody.”板书body并带读。
5.播放Listen,repeatandcber.部分的八个单词，提醒学生注意字母o 的发音。
PEP小学英语三年级下册第四单元《Unit4 Where is the car？》A Let’s Learn 教案
三年级下册第四单元第1课时Unit4 Where is the car?A Let’s Learn【学习目标】1.知识目标：1.能听、说、认读介词in、on、under和单词chair、desk。
2能熟练运用句型：Where is the…？It's in /on/under the…3.能听懂指令语并能按照指令做出动作。
2.能力目标：能正确灵活使用询问方位的主句型Where is the...? It’s on/ in/ under...并能在情景中恰当运用。
3.情感态度：1.培养学生爱护教室及书房的整洁卫生；2.培养学生上学前收拾好自己的书包，带好学习用品。
【重点难点】听说认读本课的单词in, on, under, chair, desk.并能正确灵活运用Where is the...? It’s on/ in/ under...2、主句型Where is the...? It’s on/ in/ under...的灵活运用。
【教学步骤】Ⅰ.warm up1.Greetings .T: Good afternoon, boys and girls.Ss: Good afternoon, Amy.T: How are you today?Ss: I’m fine, thank you.T: I’m fine too. It’s a great day, right? Work harder.And you are divided into 2 groups, Group A and Group B. If you do well, you can get a star, like this. Twinkle, twinkle , little star. So come on!T: Today we are gonna learn Unit 4 Where is my car?(此处教读car，发音渗透，c-ar, 动作展示开车的样子及声音，然后出示实物。
2024PEP人教版小学英语三年级下册全册教案
1、 The teacher show out sth. 2、 The students say the words after the teacher 3、 Look and say
Watch out! boy or girl!
作业布置： 1、 Read the sentences；
2、 Read the words
3、 Listen to the tape. 教学后记： 对新单词学的较快，并能较快理解新句子。
教学内容：Unit one Unit 1 WELCOME BACK TO SCHOOL （3） 教学目标和要求：
3
板书设计：
Unit 1
welcome back to school
作业布置：
Apple ant /boy bag /coke coffee
1、 Listen to the recorder 2、 Try to sing the song 教学后记： 对对话的理解较好。 教学内容：Unit one welcome back to school（4） 教学目标和要求：
教学内容：Unit one Hello!（2）
教学目标和要求：
1、Learn Part A(Let’s talk Let’s learn). 2、Learn the new words
教学重点：Let’s talk Let’s learn 教学难点：The new words and sentences.
1、 Look at the picture: WELCOME BACK TO SCHOOL 2、 Say out the English in the pictures Step2: Learn the names. 1、 Look at the people. 2、 Learn the names:Amy 3、 Look and say. Step3: Learn to say : WELCOME BACK TO SCHOOL I am from America/Canada/China.
新版人教版PEP小学英语三年级下册全册教案
第三课时教学内容:（A）Let's spellLet’s chant教学目标:1、Let’s spell达到对单词拼写的练习。
2、Circle圈出听到的单词。
3、write,练习书写四个简单单词。
教学重点：1、通过listen,repeat and chant达到对单词拼写的练习。
2、Circle圈出听到的单词。
3、write,练习书写四个简单单词。
教学难点：元音字母u在单词中的发音。
教学过程：1、播放Let’s spell的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Let’s circle的录音,让学生圈出正确的单词。
4、听音后反复读四个单词，在此基础上进行描红，达到书写格式正确的目的。
5、自学49页的let’schant；在会读的基础上，理解意思，结合上下文说说yummy的意思。
当堂训练1、教师将orange, OK, peach, pear, queen, quiet的单词卡贴在黑板上，举起其中一张卡片，让学生看词，请一名学生读单词，让学生在教师提供的空白纸上画图。
教师出示一个单词，学生画一张图。
2、看谁拿得快。
出示磁卡，让学生拿图片，拿的快的积分。
计算最后结果，给与优胜小组奖励。
板书：Unit5Do you like pears?（A）Let's spellLet’s chantfunrunduckunder教学反思：Unit5 Do you like pears?第四课时教学内容：（B）Let's talkLet’splay教学目标：1.理解并掌握"Can I have…?""Thanks""Here you are"等语言知识；2.理解"Can I have…?""Sorry.的含义；并在生活中得体地运用。
教学重点：理解"Can I have…?""Sorry.的含义；并在生活中得体地运用。
新人教版PEP小学英语三年级下册第四单元partA-let's-learn说课+授课复习课程
教学步骤和设计
我的整个教学过程主要分为 热身（Warm-up）、 呈现（Presentation）、 操练（Practice）、 巩固（Consolidation） 四个部分来进行。
(一)热身（Warm-up）
1、Greeting.
2、 Talking.( 出示课件，one picture about Mike)课前导入采用Free talk的形式更有利于学 生从母语环境迅速进入英语学习状态。通过创设 情境的方式讨论图片问题，自然过渡到新课。
（二）呈现（Presentation）
1、The words
1）学习单词desk、chair：通过询问在zip的房间 看到了什么自然引出单词desk和chair。 2）通过zip的三个问题呈现今天的句型，从而引 出方位介词on、in、under。
3、教学手段
根据学生的年龄特点和本课内容，我主要采用实 物、图片、单词卡片以及教师丰富的体态语言等 教学手段进行教学，它们能活化教材，辅助教师 对教学内容进行有序讲解，在讲解的过程中，能 充分利用有效的教学时间，改善信息的传递方式， 增强信息的传递能力，使外语学习变得生动活泼， 加深学生对教学内容的理解。
三年级下册
Unit 4 Where is My Car?
Part A Let’s learn
说 课稿
145269030邱素贞
说教材分析 说教法、学法
说教学目标 说教学重点难点
说教学步骤与设计 结束
一、说教材
本课内容出自新PEP教材三年级下册第四单元《Where is my car ?》，第二课时包括Let’s learn。主要教学五 个单词in、 on、 under、chair 、 desk,并能根据指令 做出相应的动作。教学实践中我们发现：基于学生学习心 理和各阶段身心发展特点，很多相关的知识点采取了分散 教学的方法，让学生循序渐进地掌握。本单元是学生学习 PEP教材过程中，第二次遇到关于方位的话题，是上册运 用英语谈论方位的巩固和延续，为以后学习其他方位词作 铺垫，起着承上启下的作用。本课时是单词和句型的教学。
人教版PEP三年级英语下册第四单元教案
课堂教学设计方案第四单元第1课时主备人：投放日期2023年4月18日教学板书Unit 4 Where is my car?(A) Let's talkWhere is my（the）...?It's on(in)the...作业设计一、选择正确的图片，将其选项填入题前括号内。
( ) 1. in the book A. (麻烦找一张铅笔 B.夹在书里的图片)( ) 2. in the desk A. B. 画一张书在课桌里的图( ) 3. under the desk A. 书在课桌下图 B. 书在课桌里图( ) 4. under the pencil box A.书在文具盒下面 B. 书在课桌下面二、选择正确的单词补全句子。
( ) 1. Where ______ my book?A. isB. theC. are( ) 2. Let’s _______ home.A. goingB. to goC. go( ) 3.Silly ______!A.IB. meC. my教学反思课堂教学设计方案第四单元第2课时主备人: 投放日期2022/4/18Unit 4 Where is my car? (A) Let's learn on in under chair desk作业设计一、 将下列字母按正确顺序排列组成单词，并写在相应图片的下方。
1. e s k d 2. a c h i r 3. u d e r n 4. r l e r u二、根据图片选择正确的单词。
( ) 1.The pencil is ______ the book.A. inB. on( ) 2. The ruler is _______ the pencil box. A. on B. under( ) 3. The ______ is on the desk.A. bookB. pencil box( ) 4. The pencil box is ________ the bag. A. on B. in( ) 5. The book is under the ________.A. chairB. desk教学反思课 堂 教 学 设 计 方 案第四单元 第3课时 主备人 投放日期 2023年4月18日一次备课二次备课 第三课时 教学内容 (A) Let's spell这里需要五个图，每个小题后边放一个。
人教版(PEP)三年级英语下册Unit 4《Where is my car》课件
Look at the dog. It’s _c_u_t_e__. It has __a_l_o_n_g_b_o__d_y___.
The dog has a long body.
Try to read out(读出) these words. Can you find the same thing(共同点)?
Bomb game!(炸弹游戏)
Let's learn
Where is …? It’s in/on/under the …
Let's do
( B ) 1.Where is the pencil box?
( A ) 2.Where is the bag?
A. It’s on the desk. B. It’s in the bag.
( C ) 3.Where is the ruler? C. It’s under the chair.
1.The book is _o_n_ the _c_h_a_ir_. 2.The ruler is _i_n_ the _p_e_n_c_i_l _b_o_x_.
on
unde r
in desk
(熟读38页课文5遍，并试着与同桌演一演。)
2. Try to say the story to your parents. When you come across the difficulties, you can use Chinese.
(试着将这个故事说给父母听，不会说的部分可用中文。)
人教版（PEP）小学三年级英语下册
人教版（PEP）小学三年级英语下册
Unit 4 Where is my car?
Part A Let’s learn & Let's do
人教版PEP小学英语三年级下册教案(三年级起点全册)排版好精编版
Unit 1 Welcome back to school第一课时一、教学内容Let’s talk part A二、教学内容A:能听会说“I’m from …”；B:能理解课文内容：Boys and girls ,we have two newfriends today巩固；C:能主动参与句型的对话练习，对英语感兴趣。
三、【教学重点】句型：We have a new friend today. I’m from the USA词汇：welcome, America, Canada, China四、【教学难点】Welcome的发音。
五、教具：录音机、卡片、国旗六、教学方法：Comunicating.Reading.Co-operation.Discussion.七、课时类型：新授课课时1课时教学过程：1. 热身/复习（Warm-up/Revision）（1）播放英语歌“Hello”的录音，让学生跟着录音演唱。
（2）师生之间互相打招呼，与学生进行日常对话。
2．新课展示（Presentation）接着刚才的环节教师继续和学生对话，如班上有新同学，引入We have a new friend.如没有新同学就安排个学生戴上Amy的头饰，引出该句。
T:带领全班一起说Amy!Welcome!注意不要将Welcome的发音发错了。
（2）教师戴上头饰，手中兴起中国的国旗，扮演Bai Ling:Hi, I’m Bai Ling. I’m from China.(手中挥动中国国旗)。
利用国旗卡片，教读China, America, Canada三国的名字。
（3）教师通过放录音，贴挂图的方式来让学生感知对话。
并能利用头饰及老师提供的各国特殊物品作拟人式的自我介绍。
（4）再进行介绍他人的操练。
3．趣味操练（Practice）用“开火车”的形式请学生作自我介绍，教师引导全班向他/她问好。
表演对话内容。
（3）鼓励学生用其他的著名人物或动物改编并表演对话。