三年级英语下册第二单元集体备课(新版pep)【DOC范文整理】
PEP小学英语三年级下册Unit2单元整体教学设计
PEP小学英语三年级下册Unit2单元整体教学设计Unit 2: My ClothesTopic: ClothesGrade: Third gradeDuration: 2 weeksAim: The aim of this unit is to help students learn more about clothes, including describing clothes, identifying clothes for different occasions and seasons, and learning how to buy clothes.Objectives:By the end of the two-week period, students will be able to:1. Identify different types of clothes and describe their colors, patterns, and materials.2. Recognize what clothes are appropriate for different occasions and seasons.3. Understand basic shopping vocabulary and expressions.4. Use the present continuous tense to describe what they are wearing.Teaching Materials:1. Picture flashcards of different clothes types, colors, and patterns.2. Real clothes, including formal and informal wear, clothes for different seasons, and accessories such as hats, scarves, and gloves.3. Role-play scenarios for shopping, with emphasis on common vocabulary and expressions.4. Worksheets and activity books focusing on the vocabulary and grammar objectives.Teaching Methodology:1. Total Physical Response (TPR): Using TPR, students will be taught new vocabulary items by linking them to actions.2. Role-play and Dramatization: Students will engage in role-play scenarios such as shopping, describing clothes, and modeling clothes to reinforce vocabulary and grammar structures.3. Storytelling: Fables and short stories will be used to reinforce vocabulary and teach morals.Teaching ProcedureWeek 1Day 1-2: Introduction to Clothes5 minutes - Warm-up: (TPR) Teacher introduces different clothestypes and models them while saying the words. Students follow the clothes movements and repeat the words.10 minutes - Introduction to clothes: Teacher uses picture flashcards to introduce different types of clothes (shirts, pants, dresses, skirts, jackets, etc.)15 minutes - Clothes Descriptions: Teacher asks students to describe clothes by color, pattern, and material. For example, teacher would hold up a red sweater and ask, "What is the color of this sweater?" "What material is it made of?" "Do you see any patterns or designs?"Day 3-4: Clothes for Different Seasons and Occasions10 minutes - Warm-up: (TPR) Teacher introduces students to different clothes for different seasons (summer, winter, autumn, spring) while modeling each type.15 minutes - Clothing for Occasions: Teacher uses pictures and real-life examples to demonstrate the appropriate clothes to wear for different occasions such as weddings, graduations, and birthday parties.Day 5-6: Shopping for Clothes10 minutes - Warm-up: Teacher introduces common shopping vocabulary and phrases.15 minutes - Role-play Shopping: Students will simulate shoppingscenarios with a partner using the common shopping expressions and vocabulary already introduced.Week 2Day 1-2: More Shopping for Clothes10 minutes - Warm-up: Students will review the previous week's shopping vocabulary and phrases.20 minutes - Role-playing different shopping scenarios: Teachers will introduce new shopping scenarios and provide students with more opportunities to practice using the shopping vocabulary and expressions.Day 3-4: Present Continuous Tense with Clothes10 minutes - Warm-up: Students will review the present continuous tense and its usage.20 minutes - Description of Clothes: By using the present continuous, students will describe what they are currently wearing to their classmates.Day 5-6: Assessment30 minutes - Assessment: Students will take an assessment that assesses their ability to recognize different clothes types, describe clothes, identify appropriate clothes for different occasions, shop for clothes with common shopping vocabulary, and correctly usethe present continuous tense when describing their outfit. ConclusionThis unit will help students understand the different types of clothes, describe them by color, pattern, and material. They will recognize what is appropriate to wear for different occasions and seasons. The student will also attain an understanding of common shopping vocabulary and expressions that they will use when shopping for clothes. They will also be able to identify the present continuous tense and describe their outfit using this tense.During the two-week period, the students will have various opportunitiesto engage in hands-on activities that reinforce their understanding of the topic. The use of real clothes and picture flashcards allows them to visually identify and describe different clothes types, colors, patterns and materials.In addition to identifying clothes, the students will also learn about the appropriateness of certain clothes for different events and seasons. They will learn that weddings require formal wear and that winter requires warm clothing. This understanding will enable them to make informed decisions when choosing what to wear for any given event or season.Another important aspect of this unit is teaching the students shopping vocabulary and expressions. Through role-playing different shopping scenarios, they will become familiar with the language used by customers and store employees in clothing stores. This will empower them to communicate more effectively when they go shopping for clothes, whether with their parents orindependently.Throughout the unit, the students will also improve their grammar skills by learning how to use the present continuous tense to describe what they are currently wearing. This grammar structure is essential in communicating in everyday situations, and it will help them to describe themselves accurately and confidently.At the end of the two-week period, the students will take an assessment that assesses their ability to recognize and describe different clothes types, use common shopping vocabulary and expressions, and correctly use the present continuous tense to describe their outfit. The assessment will provide a measure of the students' understanding of the topic, as well as identify areas that may require further attention.In conclusion, this unit on clothes provides an engaging and comprehensive learning experience for students. Through hands-on activities such as role-playing, storytelling and the use of real clothes, students will acquire knowledge and skills that will be useful in their everyday lives. The unit will also serve as a foundation for future learning in related areas such as fashion, culture and language learning.Furthermore, this unit promotes cultural awareness and appreciation. Clothing is an essential aspect of culture, and the unit provides opportunities for students to learn about the different types of clothing worn in various countries and cultures around the world. By learning about the diversity of clothing styles and traditions, students will develop an understanding and appreciation of cultural differences.The unit also encourages creativity and self-expression. By allowing the students to explore different styles and express their personalities through their clothes, they will develop their sense of individuality and creativity. The use of picture flashcards and real clothes allows them to experiment with different colors, patterns, and materials, promoting self-discovery and personal expression.Moreover, this unit promotes social and emotional learning. The role-playing activities encourage the development of social skills, such as turn-taking, communication, and empathy. Through storytelling, students can engage in emotional expression and build their capacity for empathy and understanding.Finally, this unit reinforces cross-curricular learning. By learning about different types of clothing, colors, patterns, and materials, students can apply their knowledge to related subjects such as art, science, and geography. For example, they can explore the chemistry behind dyeing techniques or the cultural significance of certain clothing styles.In conclusion, this unit on clothes provides an engaging and comprehensive learning experience that promotes cultural awareness, creativity, social-emotional learning, and cross-curricular learning. It prepares students for everyday situations, such as shopping for clothes, and serves as a foundation for future learning in related subjects.这个单元教学计划关于服装的主题是一个全面而有趣的学习体验，它涉及到文化意识、个性表达、情感社交学习以及跨学科学习等方面。
三年级英语下册 Unit 2 My family 单元备课教案 人教PEP版
Unit Two My family备课教案节次集体备课教案节次 11节次 12集体备课教案节次 13集体备课教案节次 14-15小学三年级英语下册第二单元一、按顺序默写字母Aa—Tt。
二、选择。
A. He’s Mr. Brown. B .She’s Miss White. C .She’ Mrs. Green.三、看图，完成下列对话。
（）1.—Who is that woman? A. mother —She is my . B. father( )2.—Who is that man? A. grandmother —He is my . B.grandfather( )3.—Who is that boy? A.sister —He is my . B.brother( )4.—Who is this ? A.woman —She is my sister. B.girl ( )5.—Who is that man? A.father —He is my , B.mother( )6.—Who is that woman? A. grandmother —She is my , B.grandfather( )7.—What a big ！ A.goose —Wow！ B.fish ( )8.—Have some ,please！ A.ice-cream —Thank you. B.ice ( )9.—What do you like? A.hot dogs —I like . B.humburgers( )10.—Let’s . A.read books —Great！ B watch TV四、选择恰当的单词填空，把正确答案的序号填在括号里。
（）1.— is that man? B:He is my grandfather.A. WhatB. Who( ) 2. Let’s TV.A. watchB. see( ) 3. My mother is from China. B:She uses .A. forkB. chopsticks( ) 4.—Who’s that ? B:She’s my grandmother.A.manB.woman( ) 5 — What a big fish! — !A. Wow!B. Oh,no!( )6. A: Who’s that _______? B: She’s my mother.A. manB. womanC. girlD. boy( )7. A: Who’s that man? B: _________ is my father.A. HeB. SheC. heD. she( ) 8. A: Who’s that woman? B: ________ my mother.A. She’sB. she’sC. he’sD. He’s( )9. This _________ my friend, Ann. She ______ from America.A. is… amB. is …isC. Is … amD. Is …is( )10. A: Who’ this ______?B: He’s my brother.A. boyB. girl( ) 11. A: Who’ this girl? B: ________ my sister.A. He’sB. She’s( )12. A: Let’s watch TV. B: ___________!A. GreatB. Welcome五、我们一起来做这些活动吧，然后用右边的英语表达出来，把序号填在题后横线上。
PEP小学英语三年级下册第二单元教案设计
PEP小学英语三年级下册第二单元教案设计第一篇：PEP小学英语三年级下册第二单元教案设计PEP小学英语三年级下册第二单元教案设计本资料为woRD文档，请点击下载地址下载全文下载地址PEP小学英语三年级下册第二单元教案设计一教学目标 1.知识目标：①学生能听懂，会说本课对话。
②学生能在设置的情景中灵活运用句型：“Ithas……”；“Lookat……”；“It’sso……”。
2.技能目标：①培养学生在一定的语境中运用所学语言进行交际的能力。
②培养学生的观察力和想象力，激发学生的思维，培养学生运用语言的创造能力。
3.情感目标：培养学生爱护动物和欣赏大自然的情感。
二教学重点和难点①重点：句型“Lookat……”；“Ithas……and……”；“It’sso……”。
②难点：单词children和funny的正确读音。
表示身体部位单词，单复数的运用。
三教学媒体设计英语教学是学习第二语言的学科教学。
如何在缺乏真实语言环境的基础上，激发学生的学习兴趣，提高学生的综合运用语言能力，是所有英语教师一直思考探索的问题。
空中课堂的运用给小学英语课堂带来了生机和活力，它激发了学生的学习兴趣，能创设出有利于激发和支持学生想象的情境。
在小学英语课堂教学中，适时、合理的运用空中课堂进行辅助教学，可以优化教学过程。
空中课堂设置了较多的与课堂教学内容关系密切的视频、动画、图片，给学生以乐趣，更给学生以启迪。
为学生创设了自主学习的情境，提高了教学效率。
在本节课的教学活动中，合理运用空中课堂遵循导入、导看、导学、导评的教学模式。
先采用学生喜爱的歌曲导入新课，再观看光盘呈现对话内容，给学生布置任务，让学生先听，跟读并朗读。
看示范进行小组合作表演，然后创编对话，循序渐进，逐步提高，让学生在参与、协作、交流中展示自己的才华，让他们充满自信，感受成功。
四教学过程㈠复习热身1师生一起表演唱英语歌曲《Hello》。
T:：Hello,children.doohdo!Ss：Hello,missmadoohdo!T：Hello,children,doohdo!T andSs：Hello,Hello.Hello!【设计意图】教师采用歌曲对唱的方式活跃课堂气氛，并让学生初步感知生词children 2观看光盘，师生一起做Let’sdo。
新版三年级下册第二单元集体备课
教学方法：情境导入法，游戏教学法，活动教学法，合作学习法，情景教学法。
教学准备：单词卡片，学习用品，教学挂图，录音机
教学过程：
一、热身/复习（Warm-up/Revision）
1.日常口语练习。2.复习上册书的有关字母B的Let’s chant!
二、新课展示（Presentation）
（1）听录音，仿读对话（2）向家长谈谈照片中的人物。
板书设计
Unit 2 My family
批注
教学（后记）反思：
课时教案
课题：Unit 2 My family第2课时总序第个教案
课型：新授编写时间：年月日执行时间：年月日
教学内容：Part ALet’s learn/Let’s do
教学目标：
1、能够听、说、认读家庭成员的单词
2、放录音，听歌曲。用动作帮助学生理解。培养他们爱父母，爱家庭的情感态度。
四.作业（Add-activities）
（1）听录音，跟读单词。
（2）唱歌给家长听，向他们对你们的爱表示感谢，可以用自己的特别的方式，如唱曲歌，或是画上一幅画。
板书设计：Unit 2 My family
批注
教学（后记）反思：
课时教案
2、能够听、说、认读句型：Who’s that woman? She’s my mother。
3、培养学生对父母的感情。
教学重难点：
掌握三会单词和句子，家庭成员单词的记忆。
教学方法：情境导入法，游戏教学法，活动教学法，合作学习法，情景教学法。
教学准备：单词卡片，学习用品，教学挂图，录音机
教学过程
一、热身／复习（Warm-up/Revision）
新人教版(PEP)小学英语三年级下册精品教案Unit 2教案 (英文版)
教学内容：Unit Two My family(1)教学目标和要求：1、Let’s talk Part A2、Let’s play Part B教学重点：The sentences of Part A教学难点：Who’s that …?Who’s this…?教学用具：Tape/recorder/pictures/things教学过程：Step1: Revision1、Say Hello/Hi2、Revise the names.Step2:Learn the sentences1、Look at the pictures2、Listen to the tape3、Read the sentences after the recording4、Read the sentences together5、Group work6、PerformancesStep3: Let’s play1、Try to introduce someoneStep4: Listen and doStep5: Summary and homework板书设计：Unit 2 My familyFather mother man woman 作业布置：1、Listen to the tape2、Read the sentences教学后记：教学内容：Unit Two My family (2)教学目标和要求：1、Learn the new words2、Try to listen and touch教学重点：the new words教学难点：Let’s do教学用具：Tape/recorder/pictures/things教学过程：Step1: Revision1、Greetings2、Introduce someoneStep2: Learn the new words1、Look at new pictures.2、Learn the new words3、Listen to the tape4、Read the new words5、Guessing gameStep3: Let’s do1、Look at the picture2、Listen and doStep4: Summary and homework板书设计：Unit 2 My familyWho’s this man?He’s my father. 作业布置：1、Listen to the tape2、Read the words教学后记：教学内容：Unit Two Look at me(3)教学目标和要求：1、Let’s draw2、Sing the song3、Learn Part B: Let’s talk教学重点：Let’s talk and Let’s sing教学难点：afternoon 的发音教学用具：Tape/recorder/pictures/things 教学过程：Step1: Revision1、Touch your…2、Good morning/Nice to meet you! Step2: Learn the sentences of Part B1、Look at the pictures2、Listen to the tape3、Read the sentences4、Read the sentences5、Perform the dialogueStep3: Let’s p lay1、Look at the pictures2、Read the sentences3、Play the game with your partner. Step4:Sing the Teddy bear song1、Read the words2、Listen to the tape3、Sing the song4、Sing and doStep5:Summary and homework板书设计：Unit 2 My familyWho’s this boy? He’s my brother. 作业布置：1、Listen to the tape2、Read the sentences3、Sing the song教学内容：Unit Two My family (4)教学目标和要求：1、Learn the new words2、Let’s do and chant教学重点：The new words教学难点：The new words教学用具：Tape/recorder/pictures/things教学过程：Step1: Revision1、Greetings2、Le t’s doStep2: Learn the new words1、Look at the toy2、Say out the words3、Look and say4、Listen to the recording5、Listen and doStep3: Let’s do1、Look at the pictures2、Listen to the tape3、Let’s doStep4:Let’s chant1、Listen to the tape2、Say and doStep5:Summary and homework板书设计：Unit 2 My familyCome on.Who’s this boy?He’s my brother.作业布置：1、Listen to the tape2、Read the words教学后记：教学内容：Unit Two M y family(5)教学目标和要求：1、Try to understand the meaning of the story tome2、Try to know the culture.3、Let’s check教学重点：Story tome; Culture;Let’s check教学难点：Let’s check教学用具：Tape/recorder/pictures/things教学过程：Step1: RevisionStep2: Story time1、Look at the pictures2、Listen to the recording3、Read the sentences after the recording4、Try to understand the meaning of story5、Read the storyStep3: To know culture1、Look at the pictures2、The culture of HalloweenStep4:Let’s sing1、Listen to the recording2、Read the words of the song3、Sing the song after the recording4、Sing the song togetherStep5:Summary and homework板书设计：Unit 2 My familyHow beautiful.作业布置：1、Listen to the tape2、Sing the song教学后记：。
人教版三年级英语下册 第二单元集体备课
人教版三年级英语下册第二单元集体备课一、教学目标1.1 知识目标- 能够听懂、会说、会读本单元的生词和重点句子。
- 能够运用本单元所学知识进行简单的日常交流。
1.2 能力目标- 能够通过图片、情境等方式正确理解单词和句子的含义。
- 能够运用所学知识进行简单的对话交流。
1.3 情感目标- 培养学生的学习兴趣，激发学生对英语的热爱。
- 培养学生的团队协作能力，提高学生的自主学习能力。
二、教学内容2.1 教材分析本单元主要学习了关于日常活动的话题，包括起床、洗漱、吃早餐等。
通过学习本单元，学生能够掌握日常活动的表达方式，提高生活自理能力。
2.2 学情分析三年级的学生已经具备了一定的英语基础，对于图片和情境的理解能力较强。
但在口语表达和听力方面还需加强。
2.3 教学重难点- 单词：wake up, brush teeth, have breakfast等。
- 句子：What time do you get up? I get up at 7 o'clock.三、教学方法采用情境教学法、互动教学法和任务型教学法，让学生在真实的语境中学习英语，提高学生的学习兴趣和积极性。
四、教学步骤4.1 导入通过播放歌曲《Good Morning》引导学生进入日常活动的主题。
4.2 展示1. 展示本单元的生词和句子，让学生跟读。
2. 通过图片和情境，让学生理解单词和句子的含义。
4.3 实践1. 分组进行角色扮演，模拟日常活动的情境。
2. 学生之间进行对话交流，巩固所学知识。
4.4 巩固1. 完成课后练习题，检验学生对本单元知识的理解和掌握。
2. 老师针对学生的错误进行讲解和纠正。
4.5 拓展引导学生思考：除了本单元所学的日常活动，我们还可以做些什么？让学生发挥想象力，拓展思维。
五、作业布置1. 抄写本单元的生词和句子，每个单词和句子写两遍。
2. 结合所学知识，与家长进行日常活动的英语交流。
六、教学反思在课后对本次教学进行反思，总结教学中的优点和不足，为下一节课的教学做好准备。
(完整版)新版PEP三年级下册第二单元教案
教学方案课题教学目标Unit 2 My family1. 能听会“ Who’ s that man(boy)?\woman(girl)?He ’ s my ⋯⋯ .\She ’s my⋯⋯ .Is he\she your ⋯⋯？ Yes,he\she is. No, he\she isn ’t.2.学用英介家庭成，能听，， ten, pen, leg, red.3.能听懂，英小故事。
生能行表演。
4.重视培育学生的家庭念，父亲母亲的感恩之情。
要点教难点材教具分教法析学法能听，会以上句型能在状况中运用卡，讲课挂，音授法，引法，直法，状况法表演法，法，朗法安排第一： A(let ’s learn let’s chant)教学过程第二： A(Let ’s talk point and say)第三： A (let’ s spell )第四 : B (let’s learn let’ s chant)第五 : B (let’s talk let’s play Start to read)第六 : B ( let’s check let’s sing ) C (story time)教材解析A部分主假如通真自然的状况会，讲课生怎样人的身份，以及在句子中正确使用人称代 he,she 。
本部分主要学相关家庭成的：father,dad,mother,mom,man,woman.通学唱chant来坚固，学ten, pen, leg, red.的写。
教B 部分学新brother ， sister，grandfather(grandpa)，学grandmother (grandma) ，其余学了一般疑句Is he\she your⋯⋯？Yes,he\she is. No, he\she isn’t.于三年学生来，个一般疑句过的掌握多加，在频频操坚固中加学生于句型的理解。
程教学方案课题教学目标要点教难点材教具分教法析学法Unit Two My familyA.Let's talk1．句型： Who’s that man(boy)? He’s my⋯2．： father, friendhe 和 she 的意划分及音句型： Who’s that man? He ’s my⋯音、卡片直讲课法，授法会，朗一身／复（ Warm-up/Revision ）1．播放 Unit 1 B Let’s talk音，学生模拟表演2．学生 3 人一做表演。
人教PEP版三年级英语下册Unit2单元教案(1篇)
人教PEP版三年级英语下册Unit2单元教案（1篇）人教PEP版三年级英语下册Unit 2单元教案 1教学目标1.能够听懂、会说、会认读单词:man，father，dad。
2.能够听懂、会说、会认读句型:Who's that man? He's my father. Nice to meet you. Nice to meet you，too.3.能够根据家人的照片与同伴利用句型Who's that。
? He's 。
/She's 。
来询问和介绍。
教学重点掌握三会单词和句子。
教学难点1.能够理解和运用句型:Who's that man? He's my father. Nice to meet you. Nice to meet you，too.2.运用本课所学单词及句型进行交际对话练习。
教学准备教师:课件，有关家庭成员的图片、单词卡、教材相配套的教学视频。
学生:课本、爸爸的照片。
教学方法1.图片展示教学法教师利用图片或动画形式展示Main Scene 中的人物和两组小对话，让同学根据图片和对话内容掌握家庭成员名词，创设英语氛围。
2.分角色表演教学法教师让同学们分角色表演两段小对话，创设英语情景，让同学感受英语的语言氛围。
教学过程Step 1: Warm-up/Revision1.播放Unit 1 B Let's talk动画，让学生模仿表演。
2.学生3人一组做__对话表演，激发学生的学习兴趣，培养学生的创造力。
3.Main Scene(1)教师使用课件展示主情景图，让学生讨论此情景图的内容，引出话题“My family”。
(2)教师播放录音，让学生基本了解本单元的内容。
Step 2: Presentation1.以旧引新，学习新知(Let's talk)(1)教师:呈现Mr Jones的图片，问:Who's he?引导学生回答: He's Mr Jones.教师:Mr Jones is a man.(2)学习单词man，并扩展woman进行对比学习。
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三年级英语下册第二单元集体备课（新版
pep）
三年级英语下册第二单元集体备
Unit2yFail
本单元教材分析：
本单元围绕Failyebers展开。
能听、说、认读单词an,
oan,other,father,grandother,grandfather,sister,brot her等单词，了解家庭树。
围绕家庭成员的单词展开对话,学习句型ho’sthis/thatan?ho’sthis/thatboy?ho’sthis/thatoan?ho’sthis/thatgirl?及其回答He’syfather/brother.She’syother/sister.Isshe/he....?yes/No....并由此拓展了一些西方文化和热爱生活的情感教育。
yfaily是一个和学生的实际生活有着密切联系的内容，本单元能使学生更融入生活的情景。
另外，本单元涉及了四会掌握单词ten,red,leg,pen教学，在教学中应注意培养学生书写和记单词的良好习惯。
本单元教学目标
一、知识目标：
要求学生能听、说、认读单词
an,oan,other,father,grandother,grandfather,sister,b rother等单词，了解家庭树。
并在实际情景中运用。
能听懂、会说：句型ho’sthis/thatan?ho’sthis/thatboy?ho’sthis/thatoan?ho’sthis/thatgirl?及其回答He’syfather/brother.She’syother/sister.Is she/he....?yes/No....并能在实际情景中应用，要求模仿正确、语调自然。
能听、说、读、写单词ten,red,leg,pen。
二、能力目标：
围绕话题Failyebers进行简单的对话练习，能在实际情景中运用本课时所学的对话。
了解家庭树的知识。
三、情感态度目标：
在学习过程中培养学生在现实生活中大胆开口说英语，养成敢于说英语，乐于说英语好的学习习惯。
培养学生爱自己的家庭。
本单元教学建议：
本单元涉及的nicetoeetyou句型在上册学过，教师注意以旧引新。
还有，本单元的知识点较多，教师要注意有效引导。
本单元教学重难点：
本单元的教学重点围绕家庭成员的单词展开对话，以及Let’stal中关于询问他人身份的举行。
教学难点是一般疑问句，物主代词的选用。
本单元课时安排：
ALet’stalPointandsa
ALet’slearnLet’schantLet’
ALet’sspellc.Storytie
BLet’stalLet’spla
BLet’slearnlet’schant StarttoreadLet’schec
ssing。