人教版PEP四年级英语下册《Unit 3 第四课时》教案
2020人教版PEP四年级英语下册精编教案第四课时一、课时内容B.Let’s learn P28.Let’s play二、课时分析本课时是义务教育灵通版（pep）小学英语教科书四年级下册的第三单元第四课时，本课时围绕“天气”这个话题展开内容，包括 B.Let’s learn P28.Let’s play 两个板块。
本课时的A Let’s learn.部分通过天气预报员预报各地的气天气状况，呈现了描述天气情况的单词：rainy；snowy；cloudy；sunny；windy 的词形和意义。
P28.Let’s play部分则用于练习和巩固B Let’s learn. 中的句型和单词。
本活动通过一名学生随意匹配城市名与天气词语，运用句型It’s cold and snowy in Kunming .做描述；同伴则根据实际情况予以确认或纠正Yes,it is./ No,it’s warm in Kunming now.根据以上教学内容老师应提示学生注意形容词的正确发音和构成规律（即末尾有字母y，发/i/音）。
三、课时目标1. 能够听、说、认读五个描述天气的单词：rainy；snowy；cloudy；sunny；windy。
2. 能够在语境中正确运用这五个单词描述天气状况。
3. 能够在语境中理解world ，Sydney，London ，Moscow，Singapore 的意思并能正确发音。
4.能够熟练询问或描述天气情况如：What’s the weather like in Sydney? It’s hot and Sunny.Today it’s hot and sunny in Sydney.四、课时重难点1. 课时重点学习单词：rainy；snowy；cloudy；sunny；windy。
2. 课时难点世界几个著名城市的英文发音。
五、教学准备1. 本课时的单词卡片2. 教学挂图及配套PPT3. 录音机及配套磁带4. 一张标有各大城市气温的世界地图5. 自制一些天气短语和城市名的单词卡。
六、教学过程Step 1 Warm up⑴师生问候：T:Good morning, boys and girls.Ss:Good morning.teacher.T:Is it cold in outside now?Ss: No, it is . It’s cool in outside.⑵Sing the song 《Thunder》要求学生边做动作边唱。
设计意图：通过歌谣自由交谈，激发学生交谈的欲望，活跃课堂气氛，创设良好的的学习氛围，为后面的教学做铺垫。
Step 2 Lead in活动“快乐星期天”活动方式：学生两人一组，一人扮演爸爸，一人扮演孩子，两人就周末的安排展开对话。
最后择优到台前表演。
Kid：Can I go outside now ?Dad：Yes, you can.Kid：Can I play basketball ?Dad：Yes, you can.Kid：Can I have some ice cream?Dad：Sorry , you can’t . It’s cold .You can have some juice.……设计意图：通过创设情境对话和愉悦的学习氛围，复习上节课所学的内容，为新课学习做准备。
Step 3 Presentation1. 教学B.Let’s learn⑴教学单词World 和New York 、London、Sydney 、Toronto教师展示B Let’s learn 插图中的世界地图并与学生展开对话：T: What’s this ?Ss：It’s a map.教师展示气象员的图片并提问：T：What’s she talking about ?Ss：She’s talking about the weather.T：Which city is she talking about?Ss：悉尼T：Yes, Sydney .然后老师板书Sydney . 并提醒学生在这里d的发音是不完全爆破。
接下来老师指着新加坡的图片说：T：Where is it？Ss：新加坡T：Yes, It’s Singapore.边说边板书Singapore. 并引导学生根据音节拼读单词。
然后用同样的方法引出Moscow和London两个城市。
设计意图：通过展示地图引出各个城市，从而展示英语单词，尤其是根据音节拼读单词的方法，更利于同学们接受新知。
⑵教学单词：rainy；snowy；cloudy；sunny；windy。
①教学单词：sunny教师黑板上简笔画一个太阳，问学生：T: What is this？Ss: It’s a sun. 老师顺势在黑板上板书sun然后拿出天气晴朗的图片边展示边说：T：The sun is in the sky. It’s a sunny day. (补充板书sunny）并将图片贴到单词的旁边，然后用升、降调领读单词。
②同步教学单词：rainy；snowy；cloudy；windy。
设计意图：通过简笔画吸引孩子们的学习兴趣，然后再用孩子们的自然现象的了解引入天气单词的学习，起到了事半功倍的效果。
⑶教学句型：What’s the weather like in Sydney? It’s hot and sunny.教师指着地图上的悉尼问：T：What’s the weather like in Sydney?边展示sunny的图片边引导学生回答：Ss: It’s sunny.然后老师展示悉尼的气温hot .T：What’s the weather like in Sydney?老师边指着气温和天气边引导学生回答：Ss: It’s hot and sunny.老师根据学生的回答板书句型：What’s the weather like in Sydney? It’s hot and sunny.并领读。
告诉学生这是一个询问天气状况的特殊疑问句。
设计意图：借助图片及地图创设情境，通过师生问答老师引导，使学生在愉快的学习氛围中习得语言。
⑷学生打开书，教师播放录音，学生逐句跟读。
2.教学P28.Let’s play活动“抽卡片说天气”活动方案：利用自制的一些图片分两组放到老师面前，然后有学生到台前抽出城市名和天气短语说句子。
然后老师课件展示该城市的实际天气，找一名自告奋勇的学生当裁判。
如：S1：抽到单词：Sydney --- cold and snowyIt’s cold and snowy in Kunming.S2：根据图片昆明回答：No, it’s warm in Kunming.设计意图：玩抽签游戏是孩子们最喜欢做的了，孩子们在游戏中尽情的展示自我，这种寓学于乐的教学方式是孩子们渴望接受的学习方式，因此事半功倍，势在必得。
Step 4 Practice活动“天气预报员”活动方案：教师创设暑假旅游自由行的情景，分发给学生不同国家和地区的风景照片。
教师请学生以小组为单位合作选择一个最喜欢的城市。
接着，小组推选一名学生扮演天气预报员，根据照片情况想象当地天气及温度，表演天气预报。
教师也可以请该学生向全班学生预报城市天气情况，请学生们猜测这一段天气预报与教师符合提供的照片中哪个城市的天气情况。
如：It’s cold and cloudy in this city. We can’t to go to the city. It’s warm and sunny in this city.Let’s go to.设计意图：学生模仿天气预报员进行天气情况播报。
通过创编对话的活动提升语言运用能力和生活能力。
Step 5 SummaryT：Boys and girls, Let’s look back this class. Which English phrases do you remember?Ss：World 和New York 、London、Sydney 、Toronto、rainy、snowy、cloudy、sunny、windy。
T：Excellent! Which new sentences do you learn today?Ss：What’s the weather like in Sydney? It’s hot and sunny.七、课堂作业Ⅰ. 连线。
1. sunny A.2.snowy B.3.cloudy C.4.windy D.5. rainy E.Ⅱ.单选题。
（）1. What’s the weather in Toronto?A.likeB. lookC. Have( ) 2. -- Is it cloudy today,Mike?-- .A. Yes, is it.B. No, it is .C. How many( ) 3.-- Can I go outside now?-- .A.Yes, I can.B.No, I can’t .C.Yes, you can.( ) 4.It is very hot；it gives us light , and we can see it in the sky. It’sthe .A.cloudB.sunC. rain( ) 5.It’s cool and in Beijing now.A. cloudB.windC. windyⅢ. 根据天气调查表，完成对话。
sunny windy cloudy cold hot cool Sydney √√London √√NewYork√√A: What’s the weather like in Sydney?B：It’s and .A：What’s the weather like in London？B：.A：Is it hot and sunny in New York ?B：答案：Ⅰ. 1--B 2--C 3--D 4--E 5--AⅡ.1.A 2.A 3.C 4.B 5.CⅢ. cool ；cloudy ；It’s windy and cold . ；Yes,it is .八、板书设计Unit 3 Weather第四课时SydneySingaporeBeijingMoscowLondonWhat’s the weather like in Sydney? It’s hot and sunny.。
人教版(PEP)Unit 3 Weather第4课时B Let’s learn
人教版PEP小学英语四年级下册Unit 3 Weather第4课时B Let’s learn & Let’s play教案一、教学设计（一）教学目标1．语言知识学生能够听、说、认读五个描述天气的单词；能够在语境中正确运用这五个单词描述天气状况；能够在语境中理解world、Sydney、London、Moscow、Singapore的意思并能正确发音；能够熟练询问或描述天气情况如：“What’s the weather like in … ? It’s …. ”2. 语言技能能够听、说、认读并在情境中运用以下词汇：rainy, snowy, windy, cloudy, sunny, world；能够在实际情况中熟练运用“What’s the weather like in … ?询问和运用“It’s...in... ”来描述不同地方的天气情况。
3．文化意识了解世界各地各具代表性的气候；了解有关天气预报常用符号。
提醒学生注意观察天气变化，了解世界各重要城市的天气差异。
4．情感态度通过学习本课时学生能关心日常天气变化，能够对气候特点和天气情况进行描述并能及时提醒家人、朋友根据天气变化更换衣服。
培养学生善于观察，增进学生之间的交流，形成团结互助的课堂气氛。
5. 学习策略1、利用图片、多媒体课件等辅助教学，并运用多媒体创设情景，让学生在具体的情境中学习、理解、记忆和运用语言；2、通过歌曲、游戏、小组合作，激发学生参与课堂活动的积极性；培养学生的学习兴趣，发展合作学习的能力。
（二）教学内容分析1．教材内容的地位、作用与意义PEP人教版小学英语四年级下册教材在内容的设计上和前两个单元都有一定的联系，都与学生的日常话题有关，学校，时间和天气。
本节课是PEP人教版小学英语四年级下册Unit 3《Weather》Part B：Let’s learn. Let’s play 本课通过天气预报员预报世界各重要城市的气温与天气情况，呈现了描述天气特点的形容词的词形和意义，学生能够听、说、认读上述单词，能够熟练运用功能句: It’s…in…来介绍不同城市的天气特征。
pep四年级英语下册Unit 3 Weather教案含作业题及答案
pep四年级英语下册Unit 3 Weather教案含作业题及答案Unit 3 Wea一、单元整体分析本单元是人教版英语四年级下册的第三单元，单元话题是Weather本单元重点学习天气的表达法。
共三个版块:A 部分，B部分和C 部分。
A、B部分呈现新知识点，C部分是以讲故事形式巩固或延展知识面。
共分六课时来学习。
本单元A，B部分的Lets learn 主要学习描述天气的形容词：cold，cool，warm，hot，sunny，windy，cloudy ，snowy，rainy。
本单元A Lets talk 部分以Weather为话题，由Mike 询问时间，引出句子：Can I gooutside now? 接着妈妈以Its cold outside.拒绝了Mike 的请求。
午餐时Mike 提出要喝汤Can I havup?妈妈同意并提醒Be careful! Its very hotB 部分则展示了陈洁和Mark 的一段越洋通话，通话的主要内容则是围绕着两地的天气。
先由陈洁询问纽约的天气展开：Whats the weather like in New York?然后通过进一步的问答呈现描述天气的句子：Its 26 degrees .Its warm!本单元Lets spell 部分，要求学生听、说、读、写单词：arm ，car， card， ball ，tall，wall。
Lets do ， Lets play ， Lets sing 部分则是通过各种形式让学生在玩中学，在学中玩，从而在轻松，愉悦的环境中学习语言，运用语言。
学生们的日常生活丰富多彩，同时也是很有规律的，建议教师在教授新知识的同时，紧密结合学生的生活实际，引导他们用英语表达自己的日常生活。
二、单元教学目标知识目标⑴能够听懂、会说A、B中Lets learn ；Lets talk 中呈现的对话，并能在实际情景中加以运用。
⑵能够听、说、读、写三会单词：cold，cool，warm，hot，sunny，windy，cloudy ，snowy，rainy。
Unit3Weather第4课时(教案)-人教PEP版英语四年级下册
通过对话语境感知本课时功能句的运用，并由此引发了用华氏度和摄氏度表达温度的文化差异。
3.语篇具有什么样的文体特征？（How?）
第一部分是由两个问答句型：What’s the weather like in New York / …? It’s rainy / … Is it cold / …? Yes, it is. / No, it isn’t.组成的打情景交际。第二部分主要介绍了一些国旗和城市名：New York, Toronto, Sydney, London, Beijing，并通过重点运用句型：What’s the weather like in Beijing? It’s …进行与天气有关的问答练习。
三、教学内容确定
四、教学目标定位
通过本课时学习，学生能够：
1大意，在打的情景中通过询问所在地的气温和天气情况感知重点句型的语义及语用情景；用正确的语音语调朗读对话；（学习理解）
2.了解中西方描述气温的差异，即摄氏度和华氏度，初步形成跨文化意识；（学习理解）
【难点】
学生能够了解摄氏度和华氏度的区别；合作续写、创编新的对话。
六、教学过程
教学目标
学习活动
效果评价
1.在看、听、说的活动中理解核心词汇，并能够正确发音；理解对话大意，在打的情景中通过询问所在地的气温和天气情况感知重点句型的语义及语用情景；用正确的语音语调朗读对话；（学习理解）
2.了解中西方描述气温的差异，即摄氏度和华氏度，初步形成跨文化意识；（学习理解）
教师观察学生是否能够发散思维进行合理猜测，根据情况给予指导和鼓励。
4.Watch and answer
学生看视频，回答三个问题：
Who is callingChen Jie?
英语人教版四年级下册Unit3 第4课时教学设计
2.教师逐句播放录音，学生跟读
3.教师引导学生两人一组，练习对话。
(1)Read together
(2)Read in role
(3)Act in role
Step 4 Practice
1.教师组织学生认真观赏，对存在的问题及时提出并纠正。
课时
第四课时
课型
对话课
学习目标的表述：
1.借助图片，录音，通过自读，回答问题等方式能理解文章大意。
2.借助视频，通过领读，跟读的方式能用正确的语音，语调朗读对话并能在小组展示。
3.借助图片创设真实情景，运用句型跟伙伴创编至少4句的对话。
设置的依据：
1.《课程标准》的要求
（1）能根据课堂简短的指令并做出相应的反应。
3.学情分析
本课的教学对象是四年级的学生,活泼好动、表现欲强。在学习本课时，天气与学生的日常生活紧密相关，可以利用地图并收集有关天气的图片，单词卡片来传授知识，多给学生创设一些真实的情景，让学生在情景中体会到语言学习的真实性。还可适当扩展学生的知识面，告诉学生生活小常识，教育学生注意天气变化，关爱自己和他人。
预计90%的学生在小组内齐读课文，90%的学生能够和搭档分角色朗读文本。75%的学生会用一些手势和肢体语言表演对话。
预计有80%的同学能参照课文提示下创编小对话，50%的学生能找到朋友，另外65%的同学能在创设的情景中熟练运用所学知识创编对话。
Step 5 Summary
1.师生一起总结本节课所学的词汇和句型。
2.教育学生要多了解英语国家的一些文化。
Step 5 Summary
四年级英语下册PEP Unit 3 教案 课时4
Unit 3 Weather第 4 课时Part B Let's learn & Let's play教学目标:1. 能听、说、认读并理解本部分的五个新单词rainy，windy，cloudy，sunny，snowy。
2. 学生用所学词汇和句型询问并描述气候特征。
3. 关心日常天气变化，能够对气候特点和天气情况进行描述。
教学疑难:1. 重点：（1）能听懂、会说Let's learn 部分的单词rainy, windy, cloudy,sunny, snowy；（2）句型“—What's the weather like in ...? —It's ...”的运用。
2. 难点：在语境中正确运用这5 个新单词描述天气状况。
教学方法:讨论法，对话法，情景教学法教学准备:课件，卡片教学过程:一复习与热身1. 师生日常问候。
2. 全班齐唱英文歌“How is the weather?”。
How is the weather? It's a fine day.How is the weather? It's a cloudy day.How is the weather? It's a rainy day.设计意图: 在唱歌的同时让学生熟悉要学的词汇。
二导入教师问：What's your favourite season? 引导学生回答：My favourite season is... 教师问：What's the weather like in ...? 引导学生回答：It's ... in ...三新课呈现1. 教师创设情景：My favourite season is winter. 在黑板上画简笔画（雪花），继续说：It's snowy in winter. 并板书新单词snowy。
2. 教师利用简笔画呈现图片，让学生用描述气候的单词描述各个季节。
【PEP】四年级下英语Unit 3优质课教案
【PEP】四年级下英语Unit 3优质课教案一. 教材分析本课是PEP教材四年级下册Unit 3的课堂教学。
本课主要围绕“购物”这一主题展开，通过学习本课，学生能够掌握有关购物场所、购物物品以及购物方式的词汇和句型，并能够运用所学知识进行简单的购物交流。
教材内容丰富，插图生动，有利于激发学生的学习兴趣和积极性。
二. 学情分析四年级的学生已经具备了一定的英语基础，对于图片和实物较为敏感，通过图片和实物的展示，能够更好地吸引他们的注意力，激发他们的学习兴趣。
同时，四年级的学生具有较强的好奇心和表现欲，通过小组合作和角色扮演等活动，能够更好地发挥他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握有关购物场所、购物物品以及购物方式的词汇和句型。
2.能力目标：学生能够运用所学知识进行简单的购物交流。
3.情感目标：培养学生热爱生活，乐于交流的良好情感态度。
四. 教学重难点1.重点：掌握有关购物场所、购物物品以及购物方式的词汇和句型。
2.难点：正确运用所学知识进行简单的购物交流。
五. 教学方法1.情景教学法：通过设定购物场景，让学生在实际情境中学习英语，提高学生的学习兴趣和积极性。
2.任务型教学法：通过小组合作和角色扮演等活动，让学生在完成任务的过程中，巩固所学知识，提高学生的实际运用能力。
3.游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣，提高学生的学习积极性。
六. 教学准备1.教材：PEP教材四年级下册。
2.课件：有关购物场所、购物物品以及购物方式的图片和插图。
3.实物：购物场所的标志、购物物品等。
4.道具：购物车、钱包等。
七. 教学过程1.导入（5分钟）通过展示一幅购物场的图片，引导学生谈论自己所知道的购物场所，如超市、商场等，同时引导学生思考购物时需要说什么。
2.呈现（10分钟）展示有关购物场所、购物物品以及购物方式的图片和插图，引导学生说出相应的词汇，如supermarket、shop、buy等。
人教版PEP四年级下册英语全册教案
Unit 1 My schoolPart A教学导航教学内容Let’s learn Let’s do Let’s talk Look,ask and answerLet’s spell教学目标【知识目标】能听、说、认读teachers’ office,library,first floor,secondfloor。
【能力目标】能够简单问答学校场所的分布情况，如：—Where isthe teachers' office? —It’s on the second floor．【情感目标】能以得体的方式向客人介绍自己的学校。
培养学生对学校的热爱之情。
教学重点1.能听懂、会说、认读Let's learn部分的词汇：teachers’ office,library,first floor,second floor。
2.要求学生能听懂本部分重点句型，根据学校各个建筑物之间的位置关系进行对话练习。
3.让学生掌握字母组合er的发音规则。
教学难点序数词和基数词的区别与正确运用。
教学准备图片、单词卡片、PPT、录音机、磁带等。
课时安排3课时。
教学过程第一课时教学过程批注一、Warm-up & Revision1.Let’s learn the song“Our school”.2.Let’s review.运用上册Unit 1句型“What's in the classroom?”问答教室内物品。
通过和学生一起回顾四年级上册句型，自然过渡到学习学校各第二课时第三课时课堂小结Part B 教学导航教学过程第一课时第二课时第三课时9.Let’s sing作业设计1.听写本单元重点单词和句子。
2.读所学课文。
板书设计Unit 1 My schoolThis is the library.That is the playground.课堂小结通过本单元的学习，学生能在实际情景中进行对话，问答学校场所的位置。
pep四年级下册unit3全英详细教案
P E P四年级下册U n i t 3全英详细教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 3单元教材分析Teaching Contents:Unit 3 Is This Your Skirt?Teaching Aims:1. Learn to describe the size of the clothes, the colourof the clothes.2.Learn to know the key words in listening, speaking, reading and writing.3.Lea rn to know and understand the sentences of Let’s learn & Let’s talk.4.Learn to understand the sentences of Let’s do & Let’s chant.5.Learn to understand the story time and Good to know.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Teaching Aids:Pictures, Cards, Tape.Teaching difficult:Four skill wordsUse the sentenceThe 5th week and 1st planUnit 3 Is this your skirt?The 1st periodTeaching contents:Part A: Let’s learnLet’s doTeaching Aims:1.Further understand the colors in English.2.Learn to say the keywords about the clothes.3.Learn to understand the sentences of Let’s do with some actions.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:New words and sentencesTeaching Aids:Computer, cassette, cassette recorder, flash cards, some objects.Teaching Procedures:Step 1: Warm-up:1.Greetings: How are you How was your weekend2.3.Let’s sing “My clothes”Step 2: Revision1. The teacher asks the class: What’s your favorite colour What colour do you like best2. A game: Guess what colour of the crayons in my hand?Step 3: Presentation1.The teacher will say: What is Teacher Maggie wearing today I’m wearing ashirt today. What are you wearing today You are wearing school uniforms today.I’m wearing …2.The teacher will show the cards to the class one by one: jacket, sweater,skirt, dress, shirt, T-shirt.3.Try to use the new words to make some sentences such as: I like the (I)like the … with the …4.A game: let them further understand the new words, what word is missingOr what’s in my hand5.6.Listen to the tape, and get the general idea of the sentences. Especially theverbs: put on, hang up, take off, put away, fold & wash. Help them tomaster these phrases. They can make their own sentences with the verb phrases.Step 4: Practice1. Group work: Watch the VCD first, and then practice the sentences with their groups and with some actions.2.Free talk: what color is your T-shirt?What color is your jacket?Step 5: Homework:To copy the new words one line for eachTo read let’s do aloud.Board-writing:Unit 3 Is this your skirt?skirt Put on … .shirt Take off … .T-shirt Hang up … .jacket Fold up … .Sweater Wash … .dress Put away…Reflection:The 5th week and 1st planUnit 3 Is this your skirt?The 2nd period Teaching contents:Part A: Let’s talkLet’s play.Teaching Aims:1.Learn to know the new words and expressions.2.Learn to know the main idea of the dialogue.3.Be able to listen and read the dialogue well.4.Be able to use the main sentences skillfully.cation students to be child hospitality.Ability Aims:Encourage the students to create.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Try to master the main sentences like:Is this you skirt – Yes, it is./ No, it isn’t.2.Learn to understand some oral items in this dialogue like: Where is myskirt Is this my skirt Whose is itTeaching Aids:Computer, picture, cards, cassette,Teaching Procedures:Step 1: Warm up.1. Free talk2. Listen and do. (A Let’s do)Step 2: PrevisionPreview the key words and expression:brown jacket, white sweater, green skirt, red shirt, yellow T-shirt.Step 3: Presentation.1.Show Ss a picture. Let them look and think carefully and try to say somesentences about the picture.2.Show some instructions and teaching these sentences:Where is my skirt?Is this my skirtWhose is it?3.Watch and listen.Let Ss watch VCD, listen carefully, try to understand the main idea of the dialogue. Explain any difficulties to help them.4.Read the dialogue and answer the question below:Where is Alice’s skirt?What colour is Alice’s skirt?Where is Dad’s T-shirt?Whose T-shirt is it?Step 4: Practice1.Make sentences using the following sentence drill.“Whose is this…”Listen and repeat, pay attention to the pronunciation.2.Group work. Read the dialogue aloud in groups.3.Act out. Ask some groups to act out it. Or the teacher can act out John.Step 5: HomeworkListen to the tape and read the dialogue.Make a new dialogue.Board-writing:Unit 3 Is this your skirt?Where is my skirt?Is this your skirt?Whose is this? Reflection:The 5th week and 1st planUnit 3 Is this your skirt?The 3rd periodTeaching contents:Part B: Le t’s learnLet’s chantTeaching Aims:1. Learn to master the main words about clothes.2. Learn to ask and answer about the clothes colour in plural form.3. Try to understand the meaning of the chant.4. Learn to read the chant.Ability Aims:To train the students’ creativity.Emotional Aims:To educate the students to love their school and to be a helpful student.Important points and difficult points:1. Try to read the chant, get to know the words like socks, shoes, pants, shorts, with, are, together.2. Ask and answer about the colors of clothes in plural form.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.1. Let’s sing “My clothes”.2. Date & weather: What’s the date?What’s the weather like outside?Step 2: Presentatione flash cards to teach the main words: jeans, shorts, socks, shoes andpants.e pictures or real objects to ask: what colour are the … They are….3.Have the student read the chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.4.After the kids read the chant, the teacher will asksome questions:What colour is your shirt/jacket/dress/skirtWhat colour are your shoes/pants/…4. Let the c lass figure out “are” and “is”.“are” is used in a plural form.“is” is used in a singular form.Step 3: Practice1.Have the students spell and read the key words by groups.2.Have the students read the chant by groups.Step 4: homework1.To copy down the new words one line each.2.Copy down the sentences two-line each.Board-writing:Unit 3 Is This Your Skirt?Where are my shoes\ shorts\ pants\ socks\jeans?They are ……Reflection:The 5th week and 1st planUnit 3 Is this your skirt?The 4th periodTeaching contents:Part B: Let’s talkLet’s playTeaching Aims:1.Learn to master the five key words in listening, speaking, reading andwriting.2.Learn to know how to describe the clothes.3.Learn to know how to write the main sentences.4.Learn to understand the dialogue.5.When they see the objects, they can recognize and read them and do theaction about them.Ability Aims:To train the students’ creativity.Emotional Aims:To educate the students to love their school and to be a helpful student.Important points and difficult points:1.The sentences written should be concerned. Pay attention to their firstletter of a sentence and the full stop.2.Try to master or memorize the key words in the class. Otherwise they willfeel too much pressure on them.3. Try to act out the dialogue. Master the way to ask the colors.Teaching Aids:a tape recorder cards picturesTeaching Steps:Step 1: Warm-upGreetings: How are you feeling todayWhat’s the dateWhat’s the weather like today?Step 2: Revision:1.Let them say the names of the clothes.pants, shorts, jeans, shoes, socks, T-shirt, shirt, skirt, jacket and dress2.Try to describe their own clothes: This is my T-shirt. My T-shirt is blue.Step 3: Presentation1. Show Ss a picture. Let them look and think carefully and try to say some sentences about the picture. Ask them some questions.2. Show some instructions and teaching these sentences:What are they ---They are your baby pants.Those are my shoes ---Yes.What for?3.Watch and listen.Watch the VCD; let them get the general idea of the dialogue. Ask them what words they have heard and what colour they are.4.The teacher will show a chart on the board and then ask:(1) What time is it(2) What clothes does Zip have for her birthday party?(3) What colour is the dress(4) Which one is pretty?5.Let them ask some questions about the chart. They can imagine or ask.6. A game. Use the letters to make words of clothes.a e i ou s h rd j t pk n l c7.Act out the dialogue.Let the children take out their exercises book and try to make some sentences: What colour is itIt’s white.8.Written exercise for phonetics:cake apple hat facebag have we deskegg pen he shehave snake three mecat apple make grapeStep 4: Homework1. Copy down the main new words one line each.2. To read the dialogue aloud.Board-writing:Unit 3 Is this your skirt?Skirt What colour is it?Shirt It’s white.Jacket This red T-shirt is pretty.T-shirt I have a new dress for my birthday dress party. Reflection:The 6th week and 1st planUnit 3 Is this your skirt?The 5th periodTeaching contents:Part A: Read and writePart C: Task time/ Pronunciation/Let’s check.Teaching Aims:1.Learn to master the four-skilled words about the colors and clothes.2.Learn to master the way to write the key words and the sentences.3.Try to understand the meaning of the dialogue.4.Copy the sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and the sentences.2.Try to make an own dialogue with the sentences they have learnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.1. Greetings: How are you feeling today2. Date & weather: What’s the date?What’s the weather like outside?Step 2: Revision1. Recite a chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.2. The teacher asks: What are you wearing today?I’m wearing …Step 3: PresentationPart A:1.The teacher shows a chart on the board. Let them talk about the chart suchas: How many colors can you seeHow many animals can you seeIs this T-shirt the rabbits’What colour is the rabbit’s T-shirtWhat colour is the dog’s T-shirtWhat about the cat’s?2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see which group can dothe best.4.To use the sentence structures t o make more different sentences.” Is thisyour …5.”6.5.Copy the key words and sentences on the book.Step 4: PracticeTask time1.Talk about your clothes with your partner.2.Do the exercise in “Let’s check”.3.Pronunciation./ai/ bike, rice, kite, ice-cream/i/ milk, fish, pig,windowStep 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 3 Is This Your Skirt?red Is this your …blue No, it isn’t.yellow No, it’s not.GreenWhiteReflection:The 6th week and 1st planUnit 3 Is this your skirt?The 6th periodTeaching contents:Part B: Read and whitePart C: Good to know / Let’s singTeaching Aims:1.Learn to master the four-skilled words about the colors and clothes.2.Learn to master the way to write the key words and the sentences. Try to understand the meaning of the dialogue.3.Copy the key words and sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and the sentences.2.Try to make an own dialogue with the sentences they have learnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.Listen to the song of “My clothes” and sing along with the music.This is my cap here. This is my shirt here.This is my skirt here that I like to wear.These are my socks here. These are my shoes here.These are my jeans here that I like to wear.Step 2: RevisionRecite a chant:My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shoes are new.Step 3: Presentation1.The teacher shows a chart on the board. Let them talk about the chart suchas: What can you see in the picture?2.What time is it now?What happened in the story?What color is the skirt?What color is the jacket?3.Listen to the tape, read after it.4.Groups work: Ask the students to read by roles and see which group can dothe best.5.To use the sentence structures t o make more different sentences.” Is thisyour …6.”7.8.Copy the key words and sentencesStep 4: PracticeGood to knowIntroduce the clothes on page 36 and talk about where do the words come from.Step 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 3 Is This Your Skirt?What color is it?It’s white.Reflection:The 6th week and 1st planUnit 3 Is this your skirt?The 7th period Teaching contents:C: story timeTeaching aims:1. Review the words and sentences below:Certainly! But what for? ReallyTie the sleeves.Let me draw something on it.How do I look You will be the star. You look great!2. Have the students understand the story and try to perform it out.Ability Aims:To train the students’ creativity.Emotional Aims:To increase the students’ interest to English.Teaching difficult and important points:Have the students understand the story and try to perform it out.Teaching aids:Flash cardsThe tape recorderTeaching procedures:Step 1: warm up1. L isten to the song “My Clothes” and try to follow it.2. Free talkIs it your skirt?---Yes, it is. / No, it isn’t.Step 2: Preparation.1.Listen to the story and find the new words.2.Show the new words and sentences to the students.Certainly, Really, costume showBut what forTie the sleeves.Let me draw something on it.How do I look?You will be the star.You look great!3. Have the students read the story after the tape and try to translate it.4. Have the students read the story and answer the question below:How many people are there in Zoom’s family?Why Zoom cut the clothes?How does Zoom look?5. Have the students read the story by group.6. Role play, makes the students for 4 groups, and let them play the story out. Step 3: Practice.Group work1, Give them some minutes to prepare a dialogue. One student introduce her/his clothes. Let them act depending on their own ideas.What colour is it?---It’s ….Is it your skirt?---Yes, it is./ No, it isn’t.2. Then let them act the dialogue again following the story.Step 4: Consolidation1. Let’s read the new words.2. Can use the sentences in the right situation.Summing up:Evaluate the performance of the Ss in class.1. Let Ss summing up today’s learning.2. Which is the best group?Step 5: HomeworkRecite the storyDo the exercise.Blackboard design:Unit 3 Is This Your Skirt?Story time! Reflection:The 6th week and 1st planUnit 3 Is this your skirt?The 8th period Teaching contents:ExamTeaching aims:Check the students.PEP小学英语四年级第三单元测试一、根据汉意写出下列单词.（16分）1.夹克衫_________2.T恤衫_________3.绿色__________4.白色_________5.短裙__________6.蓝色___________7.红色__________8.短裤_________二、完成句子（10分）1、Where are my ____________(袜子).2、What ________ (颜色)is your shirt?3、My T-shirt is _____________(黄色).4、I have a new _____________(连衣裙)for my birthday party.5、Those shoes are my ____________(爸爸的).三、选出划线部分发音不同或不同类的单词。
(人教PEP)四年级英语下册教案 Unit3 第四课
Unit3 Is this your skirt?第四课时教学设计一、教学设计思路教师组织“服装秀”，让学生复习新知识的同时，进一步建立自信心，新课在愉悦的氛围中展开，教师把挂图，单词卡，音频，课件等多种教学媒体相结合，循序渐进的展开教学过程。
教师力求保证整个教学活动的流畅和完整。
教师让学生在游戏中进一步巩固和运用所学知识。
二、教学目标（一）知识单词：pants，socks, jeans, shoes, shorts （四会）（二）能力能够听、说、认读本课时的主要单词：pants，socks, jeans, shoes, shorts.（三）情感培养学生勇于展示自己的信心，帮助学生进一步建立自信。
三、教学难点本课时的难点是：pants，socks, jeans, shoes, shorts四、教学媒体1．教师自制Let’s learn 部分的挂图。
2．教师准备相关衣物的图片。
（见“图片集锦”）3．教师准备单词卡片。
4．教师准备录音机和录音带或VCD。
5．师生共同带含服装彩页的旧杂志。
五、教学过程1．导入（1）教师组织“服装秀”的小游戏，让学生分别到讲台上用学过的句型简单介绍一件自己的衣物，介绍完毕，摆一个pose，下一个学生继续进行。
（2）教师首先评价学生们的表演，然后向学生们提出问题：Do you know other clothes?教师让学生回答，学生的答案中可能包含，长裤、牛仔裤等衣物，教师肯定学生的答案后说出相应的英文单词。
2．呈现新课（1）教师呈现Let’s learn部分的挂图，教师提问：What can you see in the picture? 教师把学生给出的答案写在黑板上。
（2）教师向学生展示本课时单词的卡片，先给学生示范读音。
(3) 教师播放Let’s learn 部分的录音，学生先熟悉再跟读。
（4）教师让学生看Let’s learn 部分的课件。
（5）学生依据Let’s learn 部分的内容进行对话练习。
四年级英语下册《Unit3Weather》教案优质（通用15篇）
四年级英语下册《Unit 3 Weather》教案优质（通用15篇）四年级英语下册《Unit 3 Weather》教案优质篇1课型：新授课课时：1 课时教材：人教版四年级下册Unit 3 Weather Section A Let’s talk 教学目标：1.知识目标:借助图片和情景，理解对话大意。
能在情景中熟练运用句型 Can I go outside/have some soup? 征求对话的许可，并用Yes, you can./ No, you can’t.回答。
同时，能运用句型It’s very hot/cold.描述天气的冷热状况。
2.能力目标:能够用所学句型询问他人意见、天气状况并能进行回答。
3.情感态度与价值观目标:关心日常天气变化，能对气候特点和天气状况进行描述和询问。
能体会到英语学习的乐趣，并能与教师、同学积极交流。
教学重点:熟练掌握并准确运用句型 Can I go outside/have some soup?征求他人的意见，并能用Yes, you can./ No, you can’t.回答。
教学难点：能够用正确标准的语音、语调朗读对话、运用句型。
教学工具:教材，音频，多媒体课件。
教学过程：Step1：Lead-inFree talk:教师提问学生 Which is your favorite season?学生自由回答，并简单阐述原因。
教师引导学生谈论每个季节的特点，快速复习描述天气状况的单词如 hot, cold,warm,等。
Step2：Presentation and practice复习Can I...? 句型：教师在多媒体课件上呈现一些食物，引导同学列出一个食物清单招待朋友。
此时老师提问一名学生，Can I have some soup?学生回答:Yes，you can.或 No，you can’t. 教师板书句型 Can I...? Yes，you can./No，you can’t.同时，引导学生两人一组相互询问。