新版PEP三年级下Unit 4 Teaching Plan of Grade 3教案

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小学英语pep三年级下册四单元教学计划

小学英语pep三年级下册四单元教学计划全文共3篇示例，供读者参考篇1Title: Teaching Plan for Unit 4 of Grade 3 PEP EnglishIntroduction:Unit 4 of Grade 3 PEP English focuses on the topic "My Town". In this unit, students will learn vocabulary related to places in a town, prepositions of place, and how to give and follow directions. This teaching plan aims to provide a structured guide for teachers to effectively deliver the content and engage students in meaningful learning activities.Objectives:• To introduce and practice vocabulary related to places in a town.• To teach prepositions of place and how to use them in sentences.• To teach students how to give and follow directions using landmarks and prepositions.• To engage students in interactive activities that reinforce their understanding of the topic.Materials:• Flashcards with pictures of places in a town (e.g. school, park, supermarket).• Maps of a town with landmarks and street names.• Worksheets with exercises on vocabulary, prepositions, and giving directions.• Audio recordings of dialogues for listening practice.Lesson Plan:Lesson 1: Introducing Vocabulary1. Warm-up: Show flashcards of places in a town and elicit vocabulary from students.2. Teach new vocabulary using flashcards and repeat after me.3. Practice pronunciation and spelling of new words.4. Group activity: Students work in pairs to match pictures with words.5. Homework: Draw a map of their town and label the places they know.Lesson 2: Prepositions of Place1. Review vocabulary from the previous lesson.2. Introduce prepositions of place (e.g. on, in, next to, between) using examples.3. Practice using prepositions in sentences with the new vocabulary.4. Pair work: Students describe the location of objects using prepositions.5. Homework: Complete exercises on prepositions in the worksheet.Lesson 3: Giving Directions1. Review vocabulary and prepositions from previous lessons.2. Teach phrases for giving directions (e.g. turn left, go straight, it's on your right).3. Listen to audio recordings of dialogues for giving directions.4. Role-play: Students act out giving and following directions in pairs.5. Group activity: Create a treasure hunt game using landmarks and prepositions.Lesson 4: Consolidation and Assessment1. Review all the topics covered in Unit 4.2. Assessment: Conduct a quiz on vocabulary, prepositions, and giving directions.3. Revision: Play games like "Simon Says" using the new language.4. Feedback: Provide individual feedback to students on their progress.Conclusion:This teaching plan is designed to help teachers deliver engaging and effective lessons on Unit 4 of Grade 3 PEP English. By following this structured approach, teachers can ensure that students achieve the learning objectives and develop their English language skills in a fun and interactive way.篇2Title: Teaching Plan for Grade Three, Unit Four of PEP EnglishIntroduction:Unit Four of PEP English for third graders focuses on the theme of "Camp". In this unit, students will learn vocabulary related to camping, such as tent, campfire, flashlight, compass, and map. They will also practice using present continuous tense to describe activities happening in the present moment.Objectives:By the end of this unit, students will be able to:1. Identify and use vocabulary related to camping.2. Understand and use the present continuous tense to describe actions happening in the present.3. Engage in speaking and writing activities related to the theme of camping.Materials:- Textbook: PEP English Grade Three, Unit Four- Flashcards with camping vocabulary- Worksheets and activities related to camping- Props for role-playing activities, such as a tent, flashlight, compass, and mapLesson Plan:Day 1:1. Warm-up: Review vocabulary from previous units related to nature and outdoor activities.2. Introduce new vocabulary related to camping using flashcards and realia.3. Practice pronunciation and spelling of new words.4. Introduce the present continuous tense and its usage in describing actions happening at the moment.Day 2:1. Review vocabulary and present continuous tense from the previous lesson.2. Have students practice using the present continuous tense in speaking and writing activities related to camping.3. Conduct a role-playing activity where students act out camping scenarios using the new vocabulary and tense.Day 3:1. Review vocabulary and present continuous tense once again.2. Have students work in pairs or small groups to create a camping story using the vocabulary and tense they have learned.3. Conduct a speaking activity where students share their camping stories with the class.Day 4:1. Review vocabulary, present continuous tense, and student stories from the previous lesson.2. Have students complete worksheets or activities related to camping to reinforce their understanding of the vocabulary and tense.3. Conduct a review game or quiz to assess students' learning.Assessment:Assess students' understanding of vocabulary and the present continuous tense through various activities, such as role-playing, speaking, writing, and worksheets. Give feedback on pronunciation, grammar, and use of vocabulary to help students improve.Conclusion:By the end of this unit, students should be able to confidently use vocabulary related to camping and the present continuous tense in describing actions. Engage students in fun and interactive activities to make learning English enjoyable and effective.篇3Title: Teaching Plan for Unit 4 of English PEP Third Grade LevelIntroduction:Unit 4 of the PEP English curriculum for third-grade students focuses on the theme "Routines." This unit is designed to help students learn vocabulary related to daily routines, understand the concept of time, and form sentences to describe their daily activities. In this teaching plan, I will outline the objectives, materials, activities, and evaluation methods for teaching Unit 4 to third-grade students.Objectives:1. To introduce and practice vocabulary related to daily routines.2. To help students understand the concept of time and use time expressions in sentences.3. To enable students to construct sentences to describe their daily activities.4. To encourage students to communicate in English and express their daily routines.Materials:1. Flashcards with pictures of daily routines.2. Clock hands cut-outs for time-telling activities.3. Sentence strips with sentence starters for constructing sentences.4. Worksheets with exercises on daily routines and time expressions.5. Audio recordings for listening comprehension activities.Activities:1. Warm-up (5 minutes):- Review the vocabulary from the previous units related to school subjects and school activities.- Play a game of "Simon Says" to practice the vocabulary in a fun way.2. Vocabulary introduction (10 minutes):- Introduce new vocabulary related to daily routines using flashcards.- Model the pronunciation and have students repeat after you.- Practice the vocabulary with gestures and actions to aid understanding.3. Time-telling activities (15 minutes):- Introduce the concept of time using a clock model.- Teach students how to tell time using "o'clock," "quarter past," and "half past" expressions.- Practice telling time with interactive exercises and games.4. Sentence construction (20 minutes):- Provide sentence strips with sentence starters (e.g., "I wake up at _____.")- Have students complete the sentences with their daily routines and share with a partner.- Encourage students to form new sentences using the provided structures.5. Listening comprehension (15 minutes):- Play audio recordings of different daily routines and time expressions.- Have students listen and match the activities with the correct time expressions.- Check comprehension by asking questions about the audio.6. Speaking practice (20 minutes):- Divide students into pairs or small groups.- Encourage students to discuss their daily routines with their peers using the vocabulary and time expressions learned.- Monitor and provide feedback on pronunciation and sentence structure.7. Review and assessment (10 minutes):- Review key vocabulary, time expressions, and sentence structures with a quick quiz or game.- Evaluate students' understanding through a short written exercise or oral presentation.Evaluation:- Assess students' understanding of vocabulary, time expressions, and sentence construction through observation, participation, and quizzes.- Encourage students to ask questions and seek clarification during the activities to ensure comprehension.- Provide feedback on pronunciation, grammar, and sentence structure to help students improve their English skills.Conclusion:Unit 4 of the PEP English curriculum for third-grade students offers a comprehensive approach to teaching daily routines and time expressions. By following this teaching plan and engaging students in interactive activities, teachers can help students develop their English language skills and confidently communicate their daily activities in English. It is essential to create a positive and supportive learning environment to motivate students and foster their interest in learning English.。

PEP新版三年级英语下册第四单元教案设计第四单元

实用文档单元教学计划第四教材简析：并以这个本单元的整个学习主线是围绕一个游戏开展，讲的是几个小朋友在玩我藏你猜的游戏，in the 同学之间玩这个游戏充分说出了具体点方位如：游戏引导出今天要学的内容介词：On In Under。

本课学习的知识点，较为接. 's in/on/under …s …? 及其Itdesk ,on the chair并引出了问句：Where'部分运用小朋友比较C近实际生活，这将能够调动学生的学习积极性，有利于教师教学活动的开展。

感兴趣的动物对话以提高小朋友的兴趣学情分析内容教材中出现的主人公是学生在之前的学习中已经熟知的人物。

让学生感觉到教材有连续性。

教学中将重点房子让学生在情境中这对学生感知故事情节，理解故事内容很有利。

也是学生喜欢的，体验对话，多说多听，以生生互动的形式让学生体验开口说英语的乐趣，从而达到灵活运用的目的。

教学目标：知识目标：. …It's in/on/under 、1能够听懂会说句型Where's …? 及其t..?Yes,it is./No,it isn'、2Is it in/on/under …under，desk ,chair,cap ,baii ,car ,boat,map ，3、能够听说认读单词：inon，知道元音字母o在单词中的短音发音。

4、能力目标：询问物品….? 及其It's in/on/under 1、能够在图片、实物和情景的帮助下运用句型Where's …位置并回答。

t. 'it in/on/under ….?Yes,it is./No,it isn2、能够在图片、实物和情景的帮助下运用句型Is猜物品的位置并回答。

O3、能够正确说出元音字母在单词中的短音发音，并能够根据发音规律品读学过的语音例词。

情感态度价值观：1、养成自己收拾书包、收拾玩具的好习惯。

、能够逐步做到见到符合发音规律的词能拼读，听到符合发音规律的词能拼写。

人教版PEP教材小学三年级英语下册第四单元教案

人教版PEP教材小学三年级英语下册第四单元Unit 4Do you like pears?（第二课时课件）弥阳二小廖敬贤【教学重点】句型:Do you like…? Yes, I do. No, I don’t.单词：pear, peach, orange, watermelon.字母：O，P，Q. 【教学难点】单词和句型的掌握【教具准备】1教材配套歌曲的录音带。

2 Let’s learn!部分的教学课件。

3准备pear, pears, peach,peaches,orange,oranges,watermelon,watermelons的课件。

4 准备四线三格教学O，P，Q。

【教学过程】一、热身、复习(Warm-up/Revision)复习字母A－N。

二、呈现新课(Presentation)1、同学喜欢吃什么水果？2、今天我们一起逛超市，看看都有什么水果？3、出示pear, pears, peach,peaches, orange,oranges,watermelon,watermelons的课件。

4、引入句子Do you like…? Yes, I do. No, I don’t.让学生把pears, peaches,oranges,watermelons放入句子中进行替换练习。

5、趣味操练(Practice)老师准备好的水果的图片，按照Let’s talk部分的内容，更换所学单词，练习对话。

同桌同学为一组，用自己课本上的水果图片做操练。

并把：Do you like peaches?Do you like peaches?Yes,I do.Yes,I do.Do you like oranges?Do you like oranges?No,I don't.No,I don't.的句子读两遍。

6、出示小练习让学生对本堂课学过的单词进行练习。

7、O，P，Q的教学8、用录音机播放Let's chant!的内容，让学生跟着做。

【精品】新版PEP小学三年级下册第四单元教案

（此文档为word格式，下载后您可任意编辑修改！）课时教案教学目标知识与能力：1■能够在图片、实物或情境的帮助下，运用句型Where is…？询问物品的位置，并使用It ' in/under the 作答。

2.在图片或动作等帮助下，理解Let' s go homSeily me!的意思。

3.能够理解对话大意，用正确的语音语调朗读对话。

过程与方法：创设情景，小组合作学习中巩固运用句型和单词。

情感、态度、价值观：养成自己收拾书包的好习惯。

教学重点1.在语境中理解Where is…? It ' s in/under th的语用功能，并在图片或动作等帮助下，理解Let' s go home. Silly r的意思。

教学难点运用Where is…？询问物品的位置，并使用It ' s in/under the作答。

教具课件、录音机教学过程环节设计过程设计意图1热身(Warmup)2•新课展示(Prese ntatio n 1 .热身(Warm-up(1)Enjoy a song < Where is the toy car >Look at the CD-ROM and enjoy the song together.(2)2.新课展示(Presentation )(1)教师通过找课本的情景，引出并教授单词desk，under和on。

T: By the way, where is my English book? I can ' t find it. Can you help me?Where is my book? On the desk? No. In the desk? No.Oh, look! It ' s under the desk. Silly me! ( Teach the words: desk on under )(Teach the senten ces: Silly me!)欣赏有关的歌曲，创设英语学习氛围。

完整版)人教版三年级数学下册第四单元教案

完整版)人教版三年级数学下册第四单元教案Unit 4: Teaching Plan for Two-Digit XXXContent:This unit is based on students' XXX-digit numbers。

as well as two-digit XXX-digit numbers (with each digit product less than ten) and mastering the n method of n of multi-digit numbers by one-digit numbers。

The main content of this unit includes mental XXX.Knowledge and Skills:1.Enable XXX。

XXX hundreds (with each digit product less than ten).2.Enable students to experience the process of two-digit XXX.3.Enable students to XXX.4.Enable students to apply the knowledge they have XXX and methods.XXX:1.XXX' XXX。

XXX for the development of students' XXX.2.XXX。

experience the XXX。

and deepen students' XXX.3.Enhance students' XXX。

and promote the development of students' XXX.XXX:XXX' XXX process。

enable them to develop good learning habits of carefully reading the problem。

人教PEP版英语三年级下册第四单元时教案

人教PEP版英语三年级下册第四单元时教案一、教学目标1.掌握以下单词和句型：1.ride a bike：骑自行车2.ride a scooter：骑滑板车3.ride a skateboard：滑滑板4.I can ride a bike.：我会骑自行车。

5.Can you ride a bike/scooter/skateboard?：你会骑自行车/滑板车/滑板吗？2. 学会用正确的姿势骑自行车、滑板车和滑板。

3. 能听懂并跟读教师的指令，进行相关动作，并能正确表达句子：“I can ride a bike/scooter/skateboard.”和“Can you ride a bike/scooter/skateboard?”4. 能够和小伙伴一起分享自己骑车、骑滑板车或滑板的趣事，并能用英语简单介绍。

二、教学重点1.掌握日常交通工具的英语表达：ride abike/scooter/skateboard。

2.掌握骑自行车、骑滑板车和滑板的正确姿势。

3.学会用适当的语言表达自己能做的事。

三、教学难点1.学生掌握不同交通工具的英语表达。

2.学生学会用英语正确表达自己能做的事。

四、教学准备1.PPT平台和教案配套的多媒体课件。

2.给学生带英语教具的老师。

3.带有刹车和前车灯的自行车。

4.现成的板车和滑板。

五、教学步骤Step 1：导入1. Greeting教师向学生打招呼，营造英语学习的好氛围。

2. Free talk教师田问学生是否会骑自行车、滑板车和滑板，并在白板上写下学生的回答。

Step 2：学习1. 单词学习教师向学生展示单词卡片，并说出ride a bike, ride a scooter和ride a skateboard，并请学生跟读、模仿。

教师也可以引导学生说出交通工具的特点。

2. 姿势训练教师向学生展示如何正确地骑自行车、滑板车和滑板，学生一边观看一边模仿，并由老师进行指导纠正。

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Teaching Plan of Grade ThreeUnit Four●Topic: Fruits●Language systems:1.Lexis: peach, pear, orange, watermelon, apple, banana, strawberry,grapes2.Grammar:询问别人或表达自己对水果的喜好用语：Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Can I have…? Certainly! Have some more?等。

3.function:能听懂，会说: Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Can I have…? Certainly! Have some more?并能在实际情景中运用。

4.phonology:本单元单词的语音，特别注意queen, quiet 的发音较难，尤其是qu 组合的发音。

句子It tastes good.的理解，It tastes的连读，以及tastes 的发音。

名词单复数：a/an和-s/-es的运用。

●Language skills:1.Listening:能听懂别人询问对水果的喜好用语；能听懂A、B部分let’s learn 、Let’s say和let’s talk 中的单词和句子；能听懂A、B部分let’s do和Let’s play中的指示语。

2.speaking:会说8个水果单词及句子：Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Can I have…? Certainly! Have some more?并能在实际情景中进行运用。

会说字母Oo, Pp, Qq, Rr, Ss, Tt及以这些字母打头的12个单词。

3.reading:能认读8个水果单词，字母Oo, Pp, Qq, Rr, Ss, Tt和课文的对话。

Objectives:1、技能目标：①、能听懂、会说Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Let’s have some…Can I have…? Certainly! Have some more?并能在实际情景中进行运用。

②、能听、说、认读水果单词pear, peach, grapes, orange, watermelon, apple, banana, strawberry；并对名词单复数形式有所了解。

③、能听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt；并能听懂、会说以Oo, Pp, Qq, Rr, Ss, Tt打头的单词：orange, OK, peach, pear, queen, quiet, rain, rainbow, snake, squirrel, tiger, taxi。

④、能听懂所接触的指示语，并按指令做出相应的动作。

2、情感目标：学生能体会英语学习中的乐趣，积极参与语言交际活动，能在活动中与别人愉快合作。

同时联系生活实际，渗透科学饮食的教育，让学生多吃水果，有益健康, 以及教育学生爱护环境，不要乱扔果皮纸屑。

3、学习策略：①、创设多个真实情景与任务，培养学生对新旧知识进行整合，主动建构，积极使用所学英语进行表达和交流的习惯；培养学生自主学习的能力。

②、培养学生在家中能听录音、看VCD等学习英语的习惯。

4、文化意识：①、了解“doggy bag”的含义，教育学生养成勤俭节约的好习惯。

②、了解各种水果的说法，及表达自己对某些水果的喜好和为别人提供食物或请别人吃东西的日常用语：Do you like…? Can I have…? Have some…等。

Evidence (写出具体的评价活动)1、本单元教学内容围绕“fruits”这一话题展开，通过几组不同的生活情景，呈现生活中经常接触到的水果单词，重点训练“Do you like…? Can I have…? Have some…”等生活中有关水果方面的一些实用对话。

采取多样化的教学手段，以活动为途径，渗透任务型教学，从听、说、认读、写全方面检测学生掌握情况。

2、通过小组竞争和赏识性评价为主，采用great wonderful welldone 等评语并给予小帖纸奖励以此来培养学生自信，提高学习热情。

●Procedures:First lesson: Part A Let’s learn ＆Part B Let’s learnSecond lesson: Part A Let's talk Let's practiseThird lesson: Part B Let's talk Let's practiseFourth lesson: Part A Let’s say Let’s chant ＆Part B Let’s say Let’s do●First LessonSpecific vocabulary:peach, pear, orange, watermelon, apple, banana, strawberry, grapes Specific target sentences:Hmm… It tasts good.Specific functional exponents:1、学生能听、说、认读一些常见水果单词peach, pear, orange, watermelon, apple, banana, strawberry, grapes。

2、能让学生理解并初步运用a/an和-s/-es。

Source of material:1、水果的实物，以及这些水果的图片和单词卡。

2、教师准备每人一张采访表格。

3、学生准备数张白纸和几支水彩笔，用作画图。

Assumptions:本单元的话题是：水果。

我认为，先要让学生熟悉各种水果的说法，然后以词带句，展开交际。

因此，我把A、B部分Let’s learn的内容提到前面教学，作为第一课时。

教单词不能孤立地教单词，要做到词不离句，因此在教学本课时单词时有机的结合句型“Do you like…?”为课文的教学打下基础。

Step 1 Warm –up& preview1、Greeting:How are you?What’s your name?What do you like?What colour is it?2、T: Look! It’s sunny. Let’s have a picnic, OK?(Ss: OK.)Sing a song: Let’s have a picnic todang.T: What should we bring if we go out for a picnic?Let the students talk it about. Every possible answer is OK.设计意图：自然引入话题：水果。

本单元以一次完整的野餐为大情景，本课为此大情景的第一个片段：为野餐做准备。

（R）Step 2 Presentation1、运用CAI整体呈现八个水果单词。

T: Wow, so many fruits. Do you know who are they? Please listen carefully, and them tell me who are they?设计意图：通过课件让学生感知8个词汇的音。

（R）2、利用颜色卡教学新单词apple,pear ,peach , orange, watermelon,等。

⑴T: Look, what coloufil! I like green. What colour do you like? 引领学生练说I like….的句型。

⑵在充分练习的基础上，教师说：Oh, you like red. What is red? Look.教师将红色颜色卡的另一半翻过来，（颜色卡另一半是刻空的水果轮廓：如下图）刚好呈现一只苹果，教学单词an apple。

设计意图：通过卡片的颜色，形状引起学生的学习兴趣。

⑶让学生去猜其他颜色卡背后的东西，教学其它水果新单词，教师在猜的过程中可给他们一些提示，如：We can eat it. It is round/long….（教师同时辅以手势）设计意图：这样既降低了难度，缩小了范围，又增大了语言的输入量。

3、教师让学生听录音，跟读Let’s learn部分的词汇，并要求学生指着相应的水果，力求做到“眼到、手到、口到、心到”。

设计意图：教学新单词必不可少的一个环节是跟读录音，因为这是学准单词发音最基本的方法。

(R)4、游戏Guessing game。

通过摸，尝，说单词，并引出句型It tastes good.T：Let’s play a game. You touch it, then guess what it is.⑴请学生上来，蒙住眼睛，摸一种水果，猜单词，当学生猜不出的时候，可让学生尝一尝再猜，引领他说It tastes good.最后教师把水果多让几位学生尝尝，练说It tastes good.设计意图：让孩子摸一摸，尝一尝，自己分析，自己判断是哪种水果。

这个体验游戏充分调动了学生的已有知识、经验、思考、灵感和兴致来参与活动。

(R)5、教学句型Do you like pears? Yes, I do. No, I don’t.⑴在上面一个环节中，教师将猜peaches的教学过程分成两个部分，先让他摸一个桃子，并说单词a peach，再让他摸好几个桃子猜，引出peaches。

⑵教师从盘中拿出水果，要求每种是两个或两个以上，并说“What are they? They are peaches.”⑶教师指着桌上的水果与学生对话“Do you like pears? Yes, I do. No, I don’t.”并呈现此句型。

设计意图：创设情景，联系实际，交际运用。

(R)Step 3 Practice1、A survey: Do you like…?然后，根据调查结果，为野餐制订一个水果购物单。