四年级下册英语教案Lesson3They(最新版)
四年级下册英语教案-Lesson3《TheyareinClassThree》｜科普版(三起)
四年级下册英语教案－Lesson 3《They are in Class Three》｜科普版（三起）教学内容本课为科普版（三起）四年级下册英语第三课，主题为《They are in Class Three》。
教学内容主要围绕介绍班级同学，通过本课的学习，学生将掌握如何用英语介绍自己的同学，包括他们的姓名、年龄、班级以及在班级中的表现。
教学目标1. 学生能够正确理解和运用句型"They are in Class Three"，并能用该句型介绍自己的同学。
2. 学生能够听懂、会说、会读本课的关键词汇，如"name"、"age"、"class"等。
3. 学生能够通过本课的学习，提高自己的英语口语表达能力，增强与他人交流的信心。
教学难点1. 正确运用"They are in Class Three"句型进行介绍。
2. 理解并运用本课的关键词汇。
教具学具准备1. 多媒体设备，用于播放课件和视频。
2. 教学卡片，用于展示本课的关键词汇和句型。
3. 学生手册，用于学生跟随教学进度。
教学过程1. 导入：通过播放与本课主题相关的视频，激发学生的学习兴趣，引入本课的主题。
2. 新授：讲解本课的关键词汇和句型，通过实例演示，让学生理解并掌握如何运用。
3. 练习：进行小组练习，让学生在小组内用英语介绍自己的同学，提高口语表达能力。
4. 展示：邀请部分学生上台展示，鼓励他们大胆开口，增强交流信心。
板书设计1. Lesson 3 They are in Class Three2. 关键词汇：name、age、class等。
3. 句型：They are in Class Three。
作业设计1. 完成课后练习题，巩固本课所学知识。
2. 用英语写一篇短文，介绍自己的班级和同学。
课后反思通过本课的学习，学生掌握了如何用英语介绍自己的同学，提高了英语口语表达能力。
最新冀教版小学英语四年级下册Lesson 3 Where are they word公开课教学设计
blackboard in on
under
between
课后反思
schoolbag is in the desk b.小明在小花和小兰之间，教师问：Where is xiao ming?自答： Between xiaohua and xiao lan,,然后让学生学习 between 这 个词。 学生自己练习句子 c.beside:出示图片 Jenny 和 lily,教 师提问： where is Jenny？自答 beside lily.学生学习 beside d.under
科目：英语
主备人 主修人 教 学 目 标 教学重点 教学难点 教学方法 教学过程 ㈠ Warming
课题：Lesson3 Where Are They?科任教师：
学 校 审 核 课 时 第 1 课时 月 日
尚燕萍 罗崇琴
Байду номын сангаас
上课时间 schoolbag
1.掌握单词 blackboard, desk chair
也用同样的法，同样，新授 chair 和 desk 两个单词 2,师：a.Where is the blackboard?
生 1:It’s in the classroom 生 2：It’s on the wall 教师板书 in on
练习 in 和 on 在句中的用法 The book is on the desk. The
这个词， 注意重音变化
教师指着桌子和椅子，问：Where is the chair?自答：Under the desk,教师指着桌上书？问：Where is your book?学生回答 On the desk (_三)Sentences practice where are they? Where are they? The schoolbag is ______the desk. The book is_______the pencilbox. The crayons are _______the pencilbox. The pencil is _______ the pen and the ruler. The chair is_______ the desk. （四）0lay the game: find and hide.用 where 布置作业 让学生互相练习并应用所学的本课的几个方位介词进行对 话 板书设计 Lesson3 Where Are desk They chair schoolbag beside is it？where are they?
四年级下册英语教案Lesson 3 They are in class three 第二课时_科普版(三起)
Lesson 3 They are in class three 第二课时要练说，先练胆。
说话胆小是幼儿语言发展的障碍。
不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。
总之，说话时外部表现不自然。
我抓住练胆这个关键，面向全体，偏向差生。
一是和幼儿建立和谐的语言交流关系。
每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。
二是注重培养幼儿敢于当众说话的习惯。
或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。
三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。
对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。
长期坚持，不断训练，幼儿说话胆量也在不断提高。
Goal request:（教学目的）单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。
让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。
这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。
New words : class behind grade glass glasses观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。
随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。
四年级下册英语说课稿-《Lesson 3 Where are they》｜冀教版
四年级下册英语说课稿－《Lesson 3 Where are they》一、教材内容概述《Lesson 3 Where are they》属于冀教版四年级下册英语教材，重点介绍了如何询问和回答位置，掌握简单的位置词汇并能熟练运用。
本单元总共包括三个部分，分别是词汇练习、朗读练习和语音练习。
二、教学目标1. 知识目标：•掌握基本的英语位置词汇，如on, in, under, behind, etc.•能够用英语进行简单的位置询问和回答。
2. 技能目标：•发展学生的口语表达能力，能够用英语进行简单的交际对话。
•培养学生的听力理解能力，能够听懂简单的英语问答。
3. 情感目标：•激发学生学习英语的兴趣和动机，认识英语在现代社会中的重要性。
•培养学生团队合作和分享经验的意识，增进与他人的友谊和相互尊重。
三、教学重难点教学重点：•掌握基本的英语位置词汇，如on, in, under, behind, etc.•能够用英语进行简单的位置询问和回答。
教学难点：•学生发音和语音对于英语的位置词汇的发音和语调把握。
四、教学过程1. Warm-up•师生问答，以复习上节课所学的知识为主要目的，比如询问学生自我位置介绍等。
2. Presentation•观看一段拥有位置信息的视频，教师可以模仿或是讲解视频片段，同时让学生学习和复制对话内容，熟悉使用位置词汇，学生可以自己编造有关位置的对话。
3. Practice•给学生展示一些图片，然后要求他们用英语进行组内讨论，询问图片中人或物的位置，再回答问题。
对于听说不好的学生，可以安排小组内部进行一个小小的buddy活动，让他们可以互相帮忙和练习。
4. Production•希望能够帮助学生利用四年级所学的位置词汇，设计一个小组项目，来表现学生之间的团队协作精神。
每个小组成员，可以负责完成一幅由此综合设计出来的作品，然后将拍摄好的照片置于教室里或是学校的公共空间，让人们可以看到他们的作品。
科普版小学英语四年级下册Lesson 3 THEY ARE IN CLASS THREE 教案
Lesson 3 THEY ARE IN CLASS THREE教案教学内容：科学普及出版社英语四年级下册Lesson 3 They are in class three部分内容。
教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。
需要掌握的词组：class, grade, start, stop, glasses, behind, under,2.学习使用本单元重点句型及表达（To use the typical sentences to express）。
需要掌握的句型：What class are they in?What grade are they in?Are they in grade…?Are they in class…?3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。
4.培养学生对英语学科的兴趣（To make the students interest in English learning)。
5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。
教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。
教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。
教学难点：学生处于小学阶段，对英语有了初步了解，词汇储备较少，对于三年级下学期学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。
四年级下册英语教案-Lesson3Theyareinclassthree第二课时-科普版(三起)
四年级下册英语教案Lesson 3 They are in class three 第二课时科普版（三起）教学内容本课为科普版（三起）四年级下册英语第三课的第二课时，主要教学内容为描述人物的位置，包括他们所在的班级、教室、学校等。
通过学习本课，学生能够理解和运用目标句型 "They are in class three"，并能够用英语描述人物的位置。
教学目标1. 学生能够理解并运用目标句型 "They are in class three"描述人物的位置。
2. 学生能够听懂、会说、会读本课的生词和短语。
3. 学生能够通过本课的学习，提高英语听说能力，增强语感。
4. 学生能够培养对英语学习的兴趣，提高自主学习能力。
教学难点1. 目标句型的正确运用。
2. 生词和短语的理解和记忆。
3. 描述人物位置的语言组织能力。
教具学具准备1. 多媒体设备：用于播放课件、视频等教学资源。
2. 教学卡片：用于展示生词和短语。
3. 学生练习册：用于课堂练习和课后作业。
4. 黑板和粉笔：用于板书设计。
教学过程1. 导入：通过图片或视频引入本课的主题，激发学生的学习兴趣。
2. 新课内容展示：通过课件或教学卡片展示本课的生词和短语，引导学生理解和记忆。
3. 句型练习：通过师生互动、小组合作等形式，让学生练习目标句型 "They are in class three"。
4. 听力练习：播放与本课内容相关的听力材料，让学生听懂并回答问题。
5. 口语练习：设计相关的口语练习活动，让学生运用目标句型进行口语表达。
板书设计1. 课程Lesson 3 They are in class three2. 生词和短语：class three, in, they are3. 目标句型：They are in class three4. 教学难点提示作业设计1. 完成练习册上的相关练习。
小学英语四年级下册Lesson3 They are in Class Three.说课稿
Lesson3 They are in Class Three.说课稿Ladies and gentlemen. It’s my honor to present my lesson here.My lesson is “Primary English” Book 4, Unit3“They are in Class Three.” I will talk about part A of “Let’s talk”. And my lesson interpretation is made up of six parts: teaching material, teaching aims, teaching methods,teaching aids, teaching procedures and evaluation.First, let me talk about teaching material. This lesson is talk about class and grade. By learning of this lesson, the students can talk about “What class are they in?”.This lesson begin with the old knowledge and then lead in the new knowledge. The arrangement of idea is very clear.Important point::Study and use the sentence patterns：“Are they in Grade Four? ”“Yes,they are.”“What class are the y in?”“They are in Class Three.”Difficult point:The students can use the words and sentence patterns to describe what they can see and how many they can see.Next, let’s come to the second part: Teaching aims. According to the topic of this lesson and the knowledge level of the students, I make the following aims:1.Knowledge aims: To help the students learn to use the words to make sentences. To enable the students to understand and speak: “Are they in Grade Four? ”“Yes,they are.”“What class are they in?”“They are in Class Three.”2.Ability aims: To develop the students’ abilities of listening and speaking.3.Emotion aims: To foster the students’ consciousness of good cooperation and increase their interesting in English learning.Now, let’s come to the third part: Teaching methods:First is TPR. I will let the students do it in the beginning of the lesson.Second is a task action. When the language structures have been learnt, give the students some words to practice how to use them.Third is make a dialogue. By acting, it can make the students more active. Moreover, it can stimulate their interested in English learning and achieve the aim of using the knowledge they have learnt.Next is fourth part:Teaching aidsIn this lesson ,I mainly use Seewo,EasiCare and word cards.Then let’s come to the fifth part: Teaching procedures. I will divide my lesson into 4 steps:Step1: Warm up. Let the students do some TPR. Review some sentences, for example, “She is a teacher.”“He is ten.His brother is nine.”“Are you Mr Dog? ”If you are right,your group will get one star. The purpose of this design is to lay the groundwork for the following study.Step2: Presentation.1.Listen and Read.Firstly,students listen to the radio and pay attention to pronunciation,tone and emotion.Secondly,students need to read after it one bye one.Thirdly, The students read first, then listen to the tape and compare with each other to find out the inaccuracies in the reading.Fourthly, ask the students to read the recording at the same time and check their English pronunciation.2.New words. By watching animations and listening and reading repeatedly, students have gained a certain understanding of the language context, and then learn new words “grade,class”in the context. When learning words, lea d to phrases and sentences, step by step. I also stress the pronunciation of ‘a’ in “grade”and “class”. Then let’s play a game,show a part of the card and let the students guess the word. The game can help the students learn the words quickly.Step3: Practice1.Deskmates read new words to each other, and then read them one by one. Which group of students read all the words correctly, and the group adds a star.2.Each student in the group reads the dialogue once, and the other students listen, then point out the problem to him and help correct it. Finally, some students are selected to read aloud, and the students who take the initiative to read aloud add a star to the group.Pair work, group work and class work can foster the students’ ability of good cooperation and the ability of the new language patterns and encourage the students to speak English bravely.Step4: Consolidation1.Role-play, four students in the group,they practice the dialogue through role-playing, and finally go on stage to show.The group with good performance can get a star. The purpose of this design is to improve the students' awareness of group cooperative learning and enhance their interest in English learning.2. Summarize the main points of this lesson and praise the students and groups with many stars.3.Homework: make a dialogue with partners and try to recite it.OK, let’s come to the last part: Evaluation. This class makes a good use of the teaching souses and provides more practice chance to the students. By learning this l esson, the students can talk about “What class are they in?”and improve their awareness of group cooperative learning and enhance their interest in English learning.Thanks for your listening.。
冀教版小学英语四年级下册教学设计-Lesson3WhereAreThey？（教案）
冀教版⼩学英语四年级下册教学设计-Lesson3WhereAreThey？（教案）冀教版⼩学英语四年级下册教学设计Lesson 3 Where Are They?教学⽬标：1、掌握单词blackboard,desk,chair,schoolbag,between,beside。
2、掌握句型Where Are They?以及⽅位词in on under between,beside 教学重点：1、blackboard,desk,chair,schoolbag,between,beside2、句型Where Are They?及回答。
教学难点：句型Where Are They?及回答。
教具使⽤：图⽚、录⾳机教学过程：⼀、GreetingTeacher: How are you ?Students: Fine , thank you. How are you?Teacher : Fine ,thanks.⼆、Review1、Teacher:What’s your name?Student: My name is_____.Teacher :What’s his/her name?Student: His / Her name is _______.学⽣之间互相练习。
2、What is it?What’s this? What are these?三、New concept1、What’s this?A、教师利⽤实物提问What’s this?学⽣⽤汉语回答⽣词。
教师将pen ,eraser, paper, pencil case, scissors图贴在⿊板上并将英语写在图下。
B、播放录⾳，学⽣看书跟读。
C、练习：What’s this? T his is aW hat are these? These are2、Where is it?A、教师继续学⽣的练习。
Teacher: What’s this?Students: This is a pencil.教师将铅笔放在课桌上，问：Where is the pencil? The pencil is on the desk.B、带领学⽣复习以前学过的⽅位词。
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Lesson 3 They are in class three 第三课时
1 Teaching Topic:
Lesson 3 They are in class three
Goal request:（教学目的）
New words : class behind grade glass glasses Some useful expressions :
A: What class are you in?
B: I’m in Class 1,Grade 4.
Key difficulty:（教学重难点）
Master these words:
class behind grade glass glasses
And master these useful expressions :
A: What class are you in?
B: I’m in Class 1,Grade 4.
Teaching times:（教学课时）3
Teaching method:
three doubts three searches
Teaching preparation and method:
cards, radio
Teaching process:
Step 1 Warmer （5 minutes）
First,let the Ss look at these new words :class behind grade glass glasses.Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .
Step 2设疑自探（10 minutes）
1 Let the Ss look at pictures on page 13 14&15 and ask some questions.Then get the Ss try to read the text and try to answer these questions :(1) Are they in Grade Four?
(2) What class are you in?
Give the Ss five minutes to read the text and answer these questions .-Yes,
_____.–I’m in ________ .
2 Inthis part ,let the Ss master these new words and useful expressions :class behind grade glass glasses
A: What class are you in?
B: I’m in Class 1,Grade 4.
Step 3解疑合探（10 minutes）
let the Ss look at Read for fun, in this part let the Ss try to read this part and try
to understand the passage:
Step 4质疑再探（7 minutes）
1 In this part, let the Ss practise in pairs.
A: What class are you in?
B: I’m in Class 1,Grade 4.
2 Let’s act .
Step 5运用拓展（8 minutes）
Show some exercises on the blackboard,let the students finish it.
Lesson 3 They are in Class Three.
》Read 《Grandma’s glasses
Bb writting desgin:（板书设计）Lesson 3 They are in class three A: What class are you in?
B: I’m in Class 1,Grade 4.
教后反思。