三年级英语下册Unit4第一课时说课稿
PEP小学英语三年级下册Unit 4 Do You Like Pears
Part A Let's Learn说课稿
一、说教学内容：本课时我教学的是PEP小学英语第二册Unit4 Do you like pears ? A Let’s learn
二、说教学目标与要求：
（一）、说知识目标：
1.能够听、说、认读四个有关水果的单词：pear, peach, orange, watermelon.
2.能够理解句型：“It tastes good.”
(二)、说能力目标：
1. 能够理解句型：“It tastes good.”,并做相应的动作。
2. 使学生能够模仿、听、说、认读，并能积极参与课堂活动。
(三)说情感目标：
1．培养学生的合作意识。
2．培养学生的沟通和交流的能力，让学生有兴趣用英语表达。
三、说教学重点：
能够听、说、认读四个三会单词：pear, peach, orange, watermelon.
四、说教学难点：
peach, watermelon, pear 的发音。
五、教具准备：
cards, tape recorder pictures
六、说教学设计分析：
（一）教材及学情分析
“PEP Primary English”强调语言运用，注重能力培养，突出兴趣激发，重视双向交流，重视灵活运用。
三年级学生已具备一定的英语听说基础，良好的英语学习习惯，具有了一定的接受能力，并且他们在BookⅠUnit 5中接触过“I like …句型，因此我根据本单元教材编排特点，结合学生实际情况，对本课时教学内容进行调整：（1）教学4个水果词汇：pear, peach, orange, watermelon。
（2）初步感知句型：“Do you like …? Yes. / No.”（3）理解“It tastes good.”
（二）教学方法分析
为落实以上目标，我设计了以下教学环节：
1、歌曲开篇，引入情境。
以心理学角度讲，学生刚上课时心理处于紧张状态，通过用英语与学生打招呼，和他们一起唱Color Song等歌曲，可以活跃课堂气氛，消除紧张，集中学生的注意力，激发学习兴趣，使学生很自然地进入良好的学习状态，并且为下面的教学环节作下铺垫。
2、利用颜色，教学单词。
小学生对新事物总是充满着好奇，真实的水果对于他们来说是再熟悉不过，说说带有该种颜色的事物，猜猜水果，以此保持他们学习单词的兴趣；最后借助多媒体，给学生提供一个有趣、轻松、活泼的氛围去操练单词。
3、尊重全体，自主发挥。
我们常说教学要面向全体，要因材施教，因此为了每个学生都达到一定的交际目的，我在最后设计了一个任务型活动--超级访问。
在这活动中，我让学生自由地选择交流对象，减少学生的压力；要求学生用基本的语句进行交流，同时也在I like ….的基础上，深入了句型：I like…best.这样，每个学生可以根据自己的能力，自由发挥，达到各自的语言目的，不仅如此，同学之间的情感也在此活动中不知不觉提升。
综观整个教学，我考虑了教学过程的梯度性，教学内容由浅入深，也注意了学以致的原则。
整堂课上让学生有活动，有激情，有思考。
让学生带着思维参加到学习中来。
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。
PEP小学英语三年级下Unit4第一课时全英说课稿
PEP小学英语三年级下Unit4第一课时全英说课稿第一篇：PEP小学英语三年级下Unit4第一课时全英说课稿Good afternoon, everyone!It's a great honor for me to be here to present my lesson, I'm going to talk about the first lesson of part A in unit 4, Do you like pears? As we all known, the first lesson includes two parts:Let’s talk and Let’s practice.In Let’s talk, it mainly deals with the dialogue about Do you like sth(about fruits)? Yes, I do./No, I don’t.What about sth? I like them very much.And in Let’s practise, it provides a real situation for the students to practise the pattern: Do you like sth? And the answer:Yeah, very much.Here you are.Thanks.The first, analysis of the students: Our students are Grade 3, they are naturally lively, curious, like to express themselves, but some students are easily distracted in class.Therefore, how to attract their attention, let them to actively participate in class is the key to this lesson.Since the topic we learned closer to our life, the students are familiar with the background, mainly to learn words and sentences, through practise and games to master.Second, teaching aims: It’s easy to know that, to enable the students to master the new words: pear, peach, orange and apple, maybe like as well.Then, to enable the students to understand and speak: Do you like sth? Yes, I do./ No, I don’t.What about sth? I like them very much.Make sure that students can use these sentences in real life.So the key-points of this lesson is:(1)To help students ask and answer the questions.(2)To enable them to study in groups and co-operate skillfully.(3)To develop their interests in English.The following is difficult points, to help the children truly master the sentences and make sure they can use them in real situations.Now, I will mainly talk about this part, the third,teaching procedures and purposes of my designing.It will be finished in three steps.------Step one, Warm-up and preview a.Free talk between T and Ss about food and fruits.b.Do some things, for example: Show me the hamburger.Drink some tea.c.Review the numbers by asking: “How many crayons do you have?” or sing a song “one two three four five”.Purpose: It is important to form a better English learning surrounding by singing and doing some total physical response, and at the same time it provides situations to review learnedknowledge for the next step.------Step two, Presentation First, let the children think freely, what fruit do you like best? Draw it on the paper as soon as you can.Then, invite two children to show their works, use the pattern——I like…to express.Then, list the fruits on the PPT, teach them to read all the words one by one, pay attention on the pronunciation, make sure everyone can read them fluently.During this period, I use many small games to help them, it will be funny and exciting.Next, I express the fruit I like, in order to guide the students to state their likes.After it , I should ask, if you want to buy some fruit for your friend for his birthday, but you don’t know which fruit he likes, so how would you do?I’ll teach them the following, From I like sth, to you like sth, and to Do you like sth? Answer---Yes, I do./ No, I don’t.Let them work in pairs to practice.And then, I can use the key structure Do you like sth?/What about sth? I like them very much.Explain the sentences in detail, call the children to use them to ask and answer.Well, remember to encourage the students who have done a good job.In the following, I will say Are you tired? Let’s watch a cartoon,OK? Let us have a look what kinds of fruits Amy likes? Play the cartoon.After finishing it, let them answer thequestions in English.a.Amy(不)喜欢什么水果？b.她们最后买了哪些水果？Encourage the students who gave the correct answer first.Show the dialogue, let them read it in different forms.Then give a few minutes to prepare the conversation, then act out.Don’t forget to help the children correct their pronunciation if necessary.------Step three, Consolidation.“Do a survey.”In this part , I’ll divide students into groups, every group should finish a form like this.Then we can do some practice, like “ How many people like peaches? Three, four or five.”Here is the purpose, task-based teaching is used here to develop students’ ability of communication and also their ability of cooperation will be well st, of course, homework: Tell the children to ask their family, what fruits does your mom, dad or grandfather like? Write them down, and share the work with classmates next time.By using: My mother(fathergrandmotherbrothersister)likes第二篇：pep小学英语四年级上册Unit4第一课时说课稿Unit 4 Part A Let’s learn and let’s do说课稿Hello, everyone!T oday I’m glad to be here to share my teaching design with you.I’m going to talk about Unit 4 Part A Let’s learn and let’s do of PEP Primary English, Book 3.我将从教材分析、教法学法、教学过程、教学评价手段四个方面对这节课进行分析。
三年级下册PEP英语Unit4PEP三年级下册Unit 4 说课稿
PEP三年级下册Unit 4 Where is my car?前进实验小学史爱东（Part A）说课稿亲爱的老师们：大家好！感谢大家与我一起走进PEP小学英语三年级下册Unit4 Where is my car?（Part A）的教学。
下面我主要从以下六个方面来进行我的说课：一、说教学内容二、说落红不是无情物，化作春泥更护花。
出自龚自珍的《己亥杂诗·其五》◆教学目标三、说教法设计四、说学法指导五、说教学过程六、说教学总结一、说教学内容本课时是PEP小学英语三年级下册Unit 4中的A部分，本单元学习的主题是描述物品的位置，以“物品位置”为话题展开教学活动，内容设计贴近孩子的生活实际，孩子容易接受并掌握。
而且富有很强的实用性和趣味性，是小学英语日常交际的重要组成部分，同时也在潜移默化地引导孩子养成良好生活习惯。
本节课包括Let’s talk. Let’s play. Let’s learn. 和Let’s do.四部分内容。
根据孩子的实际情况我对教材进行了适当的整合，将本节课的板块进行顺序性的调整，为：chant. Let’s learn. Let’s do.在所学习的5个单词中，包括三个介词on, in, under,两个名词desk，chair.其中on, in, under,三个单词孩子在let’s talk中就已学过，但是不知道孩子们是否熟悉，所以针对这几个词，我综合运用听，说，做，让孩子们加深印象，为后边出现的句子练习做好铺垫。
二、说落红不是无情物，化作春泥更护花。
出自龚自珍的《己亥杂诗·其五》◆教学目标新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
根据一级目标要求，我把本节课的落红不是无情物，化作春泥更护花。
出自龚自珍的《己亥杂诗·其五》◆教学目标制定如下：1、知识目标1) 能听懂、会说、会认读单词on, in, under, desk, chair.2) 能够听懂、会说句子Where is the / my…?It’s on / in / under…the …2、能力目标1) 能够在图片、实物或情景的帮助下运用句型Where isthe / my…?It’s on / in / under…the …3、情感态度目标1) 培养孩子自己整理东西的良好习惯。
人教PEP版英语三年级下册Unit 4《Where is my car》说课稿
人教PEP版英语三年级下册Unit 4《Where is my car》说课稿一. 教材分析人教PEP版英语三年级下册Unit 4《Where is my car》围绕着“我的汽车在哪里”这个主题展开，通过描述物品的位置，让学生学会使用方位词如“up”，“down”，“left”，“right”等。
此单元的主要语言目标是让学生能够听懂、会说、会读、会写与位置相关的词汇和句子。
教材通过丰富的图片和情景，激发学生的学习兴趣，培养他们的观察力、想象力和表达能力。
二. 学情分析针对三年级的学生，他们已经掌握了基本的英语发音规则和一些日常用语，具备一定的听、说能力。
但学生在方位词的掌握上可能还存在一定的困难，因此在教学过程中，需要特别关注学生的发音准确性，并通过大量的练习让学生熟练掌握。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读、会写与位置相关的词汇和句子。
2.能力目标：学生能够用英语描述物品的位置，提高他们的观察力、想象力和表达能力。
3.情感目标：通过小组合作完成任务，培养学生的团队精神和沟通能力。
四. 说教学重难点1.重点：学生能够听懂、会说、会读、会写与位置相关的词汇和句子。
2.难点：学生能够正确运用方位词描述物品的位置，并能在实际情境中灵活运用。
五. 说教学方法与手段1.采用情境教学法，通过设置不同的场景，让学生在实际情境中学习方位词。
2.运用任务型教学法，让学生在完成任务的过程中，提高观察力、想象力和表达能力。
3.利用多媒体教学手段，如课件、动画等，增加课堂的趣味性，激发学生的学习兴趣。
六. 说教学过程1.热身（5分钟）：通过播放英语歌曲，让学生放松心情，调动课堂气氛。
2.呈现（10分钟）：利用课件展示本节课的主题，引导学生关注物品的位置。
3.practice （15分钟）：学生分组进行角色扮演，运用方位词描述物品的位置。
4.巩固（10分钟）：通过游戏、竞赛等形式，让学生在实践中巩固所学知识。
Unit 4 Where's the bird说课稿(第一课时)-三年级英语下册同步备课 译林版(三
Unit 4 Where’s the bird 说课稿（第一课时)课程简介本课是三年级英语下册中的第四单元，主要目的是通过学习询问和回答物品位置的语言交际目标，提高学生们的英语听、说、读、写的能力。
在本单元以及后续单元中，学生们需要习得的语言点还包括指示物品的位置、表示方位的单词等。
教学目标1.通过卡片游戏等形式，让学生们能够听懂并初步运用表示物品位置的语言。
2.通过课堂问答和模仿，让学生们能够准确地询问别人物品的位置，并能回答。
3.通过图片展示和黑板写作训练，让学生们能够读写单词和简单的句子。
教学重点1.让学生们能够正确理解“where”、“on”、“under”、“in”的意思。
2.让学生们能够准确地询问别人物品的位置，并能回答。
3.让学生们能够初步运用所学句型。
教学难点1.使学生们掌握单词和简单的句式。
2.让学生们初步运用所学知识。
教学手段1.卡片游戏（听力口语训练）。
2.问答环节+模仿（听力口语训练）。
3.图片展示+黑板写作（阅读写作训练）。
教学流程步骤一：复习引入（5min）1.教师首先准备好各种日常用品的图片，如书、笔、手机、玩具等，并展示给学生们看。
然后老师会问：“What’s this?（这是什么？）”等问题进行引导。
引导学生们回忆巩固之前的知识。
步骤二：学习目标（5min）2.引导学生们学习课文中的单词和句式，并帮助学生们理解句子意思，例如：“Where is the bird？（鸟在哪里？）”，“It’s on/under/in the…（它在…上/下/里）”等等。
步骤三：卡片游戏（15min）3.老师将卡片分发给学生们，每张卡片上都有不同的物品。
老师会问：“Where’s the…（…在哪里？）”等问题让学生回答并进行初步运用。
步骤四：问答模仿（10min）4.老师展示物品图片，例如一本书，并问：“Where is the book？（书在哪里？）”，学生们能够回答：“It’s on the table.（书在桌子上）”等等。
小学三年级英语课优秀说课稿3篇
小学三年级英语课优秀说课稿3篇英语教学要以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学，促进学生语言实际运用能力的提高。
以下是我整理的小学三年级英语课说课稿3篇，希望可以分享给大家提供参考和借鉴。
小学三年级英语课说课稿一《Unit4Myfamily》一、说教学内容今天我说课的内容是PEP小学英语三年级下册Unit4Myfamily二、说教材本节课是在学生对外貌描述表达及相关句型基础上进行的对话教学。
通过学习John与妈妈之间的对话，理解句型“Ihaveanewfriend.”，“What’shisname?Hisnameis……”，并能加以运用。
三、说教学目标1、知识目标(1)使学生能听、说、认读本课时主要句型“Ihaveanewfriend.”，“What’shisname?Hisnameis……”。
(2)对话中出现的“photo”等单词,学生能听懂并理解其意思。
(3)会朗读对话。
2、能力目标：(1)能描述朋友的外貌特征.(2)使用时能正确使用“He/Sheis……He/Shehas……”，并灵活运用所学知识进行交流的能力.3、情感目标(1)教育要学生珍惜友谊，并热于助人。
(2)激发学生学习英语的兴趣，使学生树立学习英语的自信心。
(3)培养学生的合作交流能力。
四、说教学重点和难点He/Sheis……He/Shehas……的运用五、说学生学生在本单元已分别学习了“He/Sheis……He/Shehas……”，还不扎实，需进一步强化。
六、说教学准备教师准备动物单词卡、人物头饰、多媒体、投影仪、奖励用的小贴画，自制人物奖励卡。
七、说教法、学法为突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力和表现欲旺盛等特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学，促进学生语言实际运用能力的提高。
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!。
三年级英语下册Unit4第一课时说课稿
PEP小学英语三年级下册Unit 4 Do You Like PearsPart A Let's Learn说课稿一、说教学内容：本课时我教学的是PEP小学英语第二册Unit4 Do you like pears ? A Let’s learn二、说教学目标与要求：（一）、说知识目标：1.能够听、说、认读四个有关水果的单词：pear, peach, orange, watermelon.2.能够理解句型：“It tastes good.”(二)、说能力目标：1. 能够理解句型：“It tastes good.”,并做相应的动作。
2. 使学生能够模仿、听、说、认读，并能积极参与课堂活动。
(三)说情感目标：1．培养学生的合作意识。
2．培养学生的沟通和交流的能力，让学生有兴趣用英语表达。
三、说教学重点：能够听、说、认读四个三会单词：pear, peach, orange, watermelon.四、说教学难点：peach, watermelon, pear 的发音。
五、教具准备：cards, tape recorder pictures六、说教学设计分析：（一）教材及学情分析“PEP Primary English”强调语言运用，注重能力培养，突出兴趣激发，重视双向交流，重视灵活运用。
三年级学生已具备一定的英语听说基础，良好的英语学习习惯，具有了一定的接受能力，并且他们在BookⅠUnit 5中接触过“I like …句型，因此我根据本单元教材编排特点，结合学生实际情况，对本课时教学内容进行调整：（1）教学4个水果词汇：pear, peach, orange, watermelon。
（2）初步感知句型：“Do you like …? Yes. / No.”（3）理解“It tastes good.”（二）教学方法分析为落实以上目标，我设计了以下教学环节：1、歌曲开篇，引入情境。
以心理学角度讲，学生刚上课时心理处于紧张状态，通过用英语与学生打招呼，和他们一起唱Color Song等歌曲，可以活跃课堂气氛，消除紧张，集中学生的注意力，激发学习兴趣，使学生很自然地进入良好的学习状态，并且为下面的教学环节作下铺垫。
三年级下英语教案-Module 4 Unit 1-新标准版
三年级下英语教案-Module 4 Unit 1-新标准版教学目标1.能够听懂、口头掌握并正确运用单词book、pen和classroom。
2.能够听懂、口头掌握并正确运用句型What’s in your backpack? It’s a book.和What’s in your pencil case? It’s a pen.3.能够正确描述自己和他人的学习用品。
4.能够运用所学知识结合实际情境进行简单的英语交际。
教学重点1.词汇和句型的掌握。
2.能够描述自己和他人的学习用品。
教学难点1.能够结合实际情境进行简单的英语交际。
2.听懂口语交流并做出正确回答。
教学准备1.教具：保龄球、篮球、足球、铅笔、笔记本、手机等物品；图片或卡片可以用于帮助学生理解新词汇；2.CD和播放器；3.教师和学生的用品：书包、文具盒等。
教学过程Step 1. 板书教学教师在黑板上写下单词book、pen和classroom，让学生跟着读并理解这些单词。
Step 2. 听力训练1.学生带着书包和文具盒，教师出示保龄球、篮球、足球、铅笔、笔记本和手机等物品的图片，让学生观察并听取英文单词。
2.播放录音，让学生听录音并选择描述图片的正确单词。
Step 3. 语音练习1.教师读出单词book、pen和classroom，让学生跟读。
2.教师纠正学生发音错误的地方，并引导学生纠正。
Step 4. 句型练习1.教师出示一个学生的书包或文具盒，问学生What’s in yourbackpack/pencil case?学生回答It’s a book/pen.。
2.教师出示多个学生的书包或文具盒，让学生自由发问并回答，例如What’s in his/her backpack/pencil case?It’s a ________。
Step 5. 角色扮演1.教师设计一些英语交际情境，例如学生在教室里找到一件失物，然后找到失主用英语进行询问并归还失物。
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。