pep小学英语四年级下册最新教案第三单元教学计划 Unit 3 Weather
第三单元教学计划Unit 3 Weather一、单元教学内容分析1、单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。
要求学生能用本单元所学句型与单词进行有关天气的熟练对话。
2、单元教学重点：能听懂会说Let’s talk 部分的内容，并能在适当的情境中运用。
如：能正确的用It’s warm in Beijing. What’s the weather like in Beijing? How about in New York? 等句子描述和谈论天气情况及Can I put on ….? You can wear ….等句型，根据天气情况选着合适的着装与活动项目。
能用英语熟练地对衣着不合时令的同学提出建设性的意见。
3、单元教学难点：字母组合ar, al在单词中的发音。
二、单元教学目标：认读Part A and Part B 中的单词；实际情景中灵活运用Let’s talk 中的重要句型。
三、单元教学准备：1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教学措施：1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。
还可开展各种活动，鼓励学生交际。
第一课时Unit 3 Weather A Let’s talk教学目标：1、能听懂、会说“Can I ...?”并能在适当情景中应用。
2、在对话中巩固描述天气的词cold，warm，cool，hot。
教具准备：教学光盘、单词卡片。
教学重点：句型：Can I wear my…? Yes，you can./No, you can’t.词汇：wear can can’t教学难点：“Can I …?”问答中的人称转换。
教学过程：一、复习引题1、教师播放图像资料，引导学生根据人物服装来猜一猜天气情况，复习单词：warm、hot、cool、cold。
二、教学新课1、教师根据当时情况说：It’s hot/warm. Can I wear my shirt(sweater, skirt, dress…)?并引导学生回答：Yes，you can.或No, you can’t. 并进行板书。
2、学生分小组练习：A：Can I wear my…?B：Yes，you can./No, you can’t.3、播放Let’s talk部分教学录像，学生观看。
4、学生看配套动画, 模仿跟读。
教师对学生的语音、语调进行必要的指导。
5、学生分角色朗读，表演对话。
教师可以先与一个学生进行示范性表演，以降低本项活动的难度。
三、巩固练习1、创新练习：根据所给情境两人一组编对话。
今天你要和同学去公园，和妈妈商量：A：It’s …Can I …?B：Yes，you can. / No, you can’t.2、学生分组汇报表演，教师进行适当评价。
四、布置作业1、熟读并背诵第24页的Let’s talk。
五、板书设计六、教学反思第二课时 A let’s learn教学目标：1、能听懂会说本课的会话。
2、能听说认读本课主要单词：warm，cool，hot，cold，weather。
3、学会运用“It's cold/hot/cool/warm in...”, 要求表达准确，语调自然。
4、初步了解我国几个城市的气候特点。
教具准备：教学光盘、单词卡片。
教学重点：句型：It’s warm/hot/cold/cool in…;词汇：cold、cool、hot、warm、weather教学难点：单词weather的发音。
教学过程：一、复习引题1、学生一起说儿歌（Let’s chant P25）。
二、教学新课1、教师说：It’s warm today.（指指外面）So we wear shirts or T-shirts. Today we are going to learn about the weather. Now let’s watch a weather report.教师播放一段英文解说的天气预报实录。
待学生看完后，教师说：This is a weather report.同时呈现单词卡片，领读weather report（把卡片贴到黑板上）。
教师要注意提醒学生读weather时，th咬舌尖。
2、教师播放Unit 4 Let’s learn A部分的课件。
学生观看。
3、教师提问：Is it a weather report?学生回答：Yes, it’s a weather report.教师再问：Is it warm in Lhasa？点击句子It’s cool in Lhasa.引导学生答出：No. It’s cool in Lhasa.让更多的学生重复回答。
4、告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool 是形容天气凉快；而warm一词是形容天气暖和，北京的春天就是很温暖的。
教师说：It’s warm in Beijing.并引导学生跟读。
5、教师将单词卡warm、cool贴黑板，请部分学生朗读单词。
然后提问：Where is cool？Where is warm？启发学生回答：It’s cool in Lhasa. It’s warm in Beijing.6、鼓励学生用warm和cool描述我国其他城市的天气状况：It’s warm / cool in .…, 如果有不符合实际的叙述，教师可以用It isn’t warm/cool in……进行简单纠正，从而为学生进一步的学习留下悬念。
7、请学生观察书中插图：Which city can you find？学生答出：Harbin、Hong Kong教师说：It’s cold in Harbin. It’s hot in Hong Kong.8、用体态语言解释hot和cold的意思。
领读单词（把卡片贴到黑板上）。
9、教师说：It’s cool in Lhasa. It’s warm in Beijing. What’s the weather like in Harbin?引导学生说出：It’s cold in Harbin. 提问：What’s the weather like in Hong Kong? 引导学生说出：It’s hot inHong Kong.10、教师出示中国地图，边指边说：Here is Beijing. What is the weather like in Beijing?学生回答：It’s warm in Beijing.教师问：What’s the weather like in Harbin/Hong Kong/Lhasa?学生分别回答：It’s cold in Harbin.It’s hot in Hong Kong.It’s cool in Lhasa.11、引导学生用What the weather like in……?提问关于我国其他城市的天气状况。
三、巩固练习1、两人一组，仿照课文表演一个城市天气预报。
Good morning. This is a weather report.(一起说)，然后每人预报两个城市的天气。
练习好以后，教师找几个组来在班里表演，教师要及时做出评价。
2、完成Let's chant。
四、布置作业1、读课文第25页并背诵Let's chant。
五、板书设计六、教学反思第三课时 A Let’s spell教学目标：1、让学生掌握含有字母组合ar, al的单词发音和认读书写。
2、能听、说、读、写arm, car, card, ball, tall, wall五个词语。
教具准备：教学光盘、单词卡片。
教学重点：能听、说、读、写arm, car, card, ball, tall, wall五个词语。
教学难点：正确书写arm, car, card, ball, tall, wall五个词语。
教学过程：一、复习引题1、师生做日常口语练习:A: Can I go outside now?B: ...A: Can I have some soup?B: ...2、请学生表演A部分Let’s talk的对话。
二、教学新课1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, listen and number 的录音,让学生给单词排序。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习1、完成Look, listen and write部分的练习。
四、布置作业1、抄本课单词4+1模式五、板书设计六、教学反思第四课时 B Let’s talk教学目标：1、能听、说、认读本课时的主要句型：What's the weather like in New Y ork? How about Beijing?2、能够分角色朗读对话。
教具准备：教学光盘、单词卡片。
教学重点：句型：What's the weather like in New Y ork? How about Beijing?教学难点：It's ...degrees.的表达。
教学过程：一、复习引题1、学生唱歌曲“Thunder”；说唱第25页的Let’s chant部分歌谣。
2、启发学生将歌谣中的warm、hot、cool、cold根据后一句话的内容替换为：sunny、windy、snowy、cloudy。
改编儿歌。
3、教师播放世界城市天气预报的录像，然后提问：What’s the weather like in …?学生根据实际内容回答It is…(学生既可以从气温的角度回答,也可从气候特征的角度回答，此项活动主要是巩固What’s the weather like in …?的功能结构。
)二、教学新课1、教师提问：What’s the weather like in New York?(同时将录像内容定在New York的界面)，学生根据实际来回答。
2、教师领读：New York，注意学生的发音不要受汉语纽约的干扰，适时纠正。
3、教师继续将录像界面定在某一城市，问：How about…? 引导学生根据实际来回答。
反复利用3-5个城市操练How about，让学生在问答中理解How about…?的功能。
PEP四年级下册Unit 3全英详细教案
Unit 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.Learn 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. TeachingProcedures:Step 1: Warm-up:1.Greetings: How are you? How was your weekend?2.Let’s sing “My clothes”Step 2: Revision1. The teacher asks the class: What’s your favorite colour? What colour do you like best?2. 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’mwearing a shirt today. What are you wearing today? You are wearing school uniformstoday.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 liketh e … I like the … with the …4.A game: let them further understand the new words, what word ismissing? Or what’s in my hand?5.Listen to the tape, and get the general idea of the sentences.Especially the verbs: put on, hang up, take off, put away, fold & wash. Help them to master 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: Whereis my skirt? Is this my skirt? Whose is it?Teaching Aids:Computer, picture, cards, cassette,TeachingProcedures: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 tosay some sentences about the picture.2.Show some instructions and teaching these sentences:Where is my skirt?Is this my skirt?Whose 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 outJohn.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 picturesTeachingProcedures:Step 1: Warm-up.1. Let’s sing “My clothes”.2. Date & weather: What’s the date?What’s th e weather like outside?Step 2: Presentatione flash cards to teach the main words: jeans, shorts, socks,shoes and pants.e pictures or real objects to ask: what colour are the …? Theyare….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/skirt?What colour are your shoes/pants/…?4. Let the class 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, readingand writing.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 anddo the action 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 theirfirst letter of a sentence and the full stop.2.Try to master or memorize the key words in the class. Otherwisethey will feel 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 today?What’s the date?What’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. MyT-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 orask.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 it? It’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 andclothes.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’ creativ ity.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 thesentences.2.Try to make an own dialogue with the sentences they have learnt. Teaching Aids:a tape recorder cards picturesTeachingProcedures:Step 1: Warm-up.1. Greetings: How are you feeling today?2. 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 thechart such as: How many colors can you see?How many animals can you see?Is this T-shirt the rabbits’?What colour is the rabbit’s T-shirt?What colour is the dog’s T-shirt?What 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 groupcan do the best.4.To use the sentence structures t o make more different sentences.”Is this your …?”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 andclothes.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 thesentences.2.Try to make an own dialogue with the sentences they have learnt. Teaching Aids:a tape recorder cards picturesTeachingProcedures: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 thechart such as: What can you see in the picture?What time is it now?What happened in the story?What color is the skirt?What color is the jacket?2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see which groupcan do the best.4.To use the sentence structures t o make more different sentences.”Is this your …?”5.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 periodTeaching contents:C: story timeTeaching aims:1. Review the words and sentences below:Certainly! But what for? Really? Tie 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 for?Tie 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 periodTeaching 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。
小学的英语人教PEP四年级的下册Unit3+整单元教案
小学英语人教 PEP四年级下册第三单元教课计划一、单元教课内容剖析1、单元教课内容：本单元主要学习有关天气的单词与句型及有关的法。
要修业生能用本单元所学句型与单词进行有关天气的娴熟对话。
2 、单元教课要点：能听懂会说Let ’ s talk 部分的内容，并能在适合的情境中运用。
如：能正确的用It ’ s warm in Beijing. What ’s the weather like in Beijing? How about in New York? 等句子描绘和讨论天气状况及Can I put on.? You can wear. 等句型，依据天气状况选着适合的着装与活动项目。
能用英语娴熟地对穿着不合季节的同学提出建设性的建议。
3、单元教课难点：字母组合ar, al在单词中的发音。
二、单元教课目的：认读 Part A and Part B 中的单词；实质情形中灵巧运用Let ’s talk中的重要句型。
三、单元教课准备：1、教师准备教课过程中所需要的图片、声音、课件，以及本单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教课举措：1、在教课过程中，对于学习困难的学生，可经过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的讲话惹起注意，让学买卖识到要认真听他人的说话。
2、对于学习还不错，可是不肯或惧怕讲话的学生，讲堂中教师主动请他们表达其建议，培育他们优秀的学习英语的习惯。
3、充足运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，赐予小学生语言感染的时机。
还可展开各样活动，鼓舞学生社交。
第一课时教课目的：1、能听懂、会说“ Can I ...?”并能在适合情形中应用。
2 、在对话中稳固描绘天气的词cold ，warm， cool ， hot 。
教具准备：教课光盘、单词卡片。
教课要点：句型： Can I wear my? Yes ，you can./No, you can’t.词汇： wear can can ’ t教课难点：“ Can I?” 问答中的人称变换。
四年级英语下册第三单元教案
四年级英语下册第三单元教案四年级英语下册第三单元教案（通用10篇）作为一位杰出的教职工，就不得不需要编写教案，教案是教学蓝图，可以有效提高教学效率。
教案应该怎么写呢？下面是店铺整理的四年级英语下册第三单元教案，供大家参考借鉴，希望可以帮助到有需要的朋友。
四年级英语下册第三单元教案篇1教学目标：1、能听、说、认读单词stop、him.2、听英语故事《Henry’s new friend》，并能进行复述。
教学重点：听英语故事《Henry’s new friend》，并能进行复述。
教学难点：同上教学准备：录音机，英语磁带。
教学过程：一、温故互查1、两人小组互查上节课所学单词。
2、同桌复习上节课所学句型。
二、自学感悟听英语故事《Henry’s new friend》，自己尝试朗读，并试着进行翻译。
三、设问导读1、出示单词：stop、him.2、听录音，学生跟读。
3、播放录音，再次跟读第12页的内容，并翻译句子。
4、师对重点部分讲解takes a walk中take后加s(注意第三人称单数后)be(is) afraid害怕5、叫个别学生上台朗读。
四、巩固练习1、听写单词2、翻译下列短语take a walkin the morning五、拓展延伸用动作表演故事《Henry’s new friend》。
四年级英语下册第三单元教案篇2学情分析：四年级(一)班的学生对于英语的学习是比较感兴趣的，他们的基本功较好，因此对于新知的认识也掌握得较快较好。
这一模块学习的是与正在进行时态有关的内容，而对于正在进行时这一时态学生们在上一模块已经有所认识了。
因此，中上以上水平同学对正在进行时时态的基本用法有了一定的掌握，但中下水平的同学对于语言的表达和知识的运用会有不同程度的困难。
而这一模块的重点是让学生们在35分钟内通过对知识的拓展操练和“精讲精练”来突破本节课所要达到的目标。
所以为了避免课堂上的枯燥无味，就要想办法制造一些轻松的学习气氛，鼓励学生通过相互提问方式(你来做、我来答。
【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。
PEP四年级下册第三单元教案和教学反思
PEP四年级下册第三单元教案和教学反思第一篇：PEP四年级下册第三单元教案和教学反思Unit 3 Weather 第一课时一、教学内容Part A Let’s talk &Let’s play二、教学目标1.能在情景中运用“Can I...?进行问答。
2.正确理解与朗读对话内容，学会如何表达自己请求，学会表述天气。
3.能听懂、会说并恰当使用新单词cold, hot等.三、教学重难点1.学习句型“Can I…?”以及肯定和否定回答：Yes, you can./No, you can’t.2.初步感知情态动词can引导的一般疑问句。
3.了解be careful的含义。
四、教学准备多媒体课件、磁带、录音机、单词卡片。
五、教学过程Step1 热身(Warming-up)1.复习已学过句型：What time is it? It’s ____ o’clock.教师询问时间，启发学生用已学过句型回答，并表达出It’s time for Engli sh class.让学生进入上课状态。
2.在开新课前，教师假装口渴，提出“Can I have some water?”根据旧知识，学生会回答“Yes, you can.” 回答完毕后，教师喝一小口热水，口中说“Hot, hot”。
Step 2 新课呈现(Presentation)1.学习Let’s talk（1）教师出示本部分课件，先指着窗外：It’s snowing.It’s so cold(做寒冷动作)，然后介绍人物：This is Mike, and this is his mother.What are they talking? Let’s go and listen.(2)教师播放录音，学生静听。
再次播放录音，学生跟读。
(3）教师指着Mike图像（以Mike身份）提出问题“Can I go outside?”和“Can I have soup?”，让学生带着问题观看Let’s talk的课件。
教学设计方案《PEP 小学英语》四年级下册第三单元
设计方案Unit 3 Is this your skirt?单元计划设计方案一、教材分析：教材：《PEP 小学英语》四年级下册分析：小学英语四年级下册课本以激发学生学习英语的兴趣为目的，培养学生学习英语的积极态度，使他们初步建立学习英语的自信心；培养学生具有一定的语感和良好的语音、语调、书写基础以及良好的学习习惯；使他们初步具备用英语进行简单日常交流的能力，同时培养学生的观察、记忆、思维、想象和创新能力。
适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
教材强调语言的运用，注重能力的培养，突出兴趣激发，重视双向交流。
体现了交际教学思想，注意学生语言应用能力的培养，根据学生特点，采用“全部动作反应法”让学生在歌谣中学习；在内容安排、活动设计和学习评价上都贯穿“学会学习”的主题，力求用简单生动、通俗易懂的方式渗透学习策略，鼓励学生能动思考，激发学习兴趣。
同时教材教学内容选取了与学生日常生活密切相关的知识，密切联系小学生的生活和学习实际，活泼有趣，让学生易学乐学，使学生能够在丰富多彩、生动有趣的课堂活动中感知语言，习得语言。
二、教学对象分析：教学对象：四年级下的学生分析：四年级在小学阶段是过渡年级，是孩子跨入中高年级的起始年级，同时，也是孩子学习习惯、学习态度从可塑性强转向逐渐定型的重要过渡阶段。
四年级的孩子正处于向青少年过渡的儿童期的后期阶段，孩子的学习能力和情感能力快速的发展，是培养学生的学习能力和情感能力的重要时期。
同时四年级是培养孩子学习能力的关键期，孩子的学习动机从直接动机向间接动机开始转化，即便没有直接的奖励，为了得到老师、家长、同学和其他人的肯定性评价，他们也会努力达到较好的效果，是培养学习习惯，激发学习兴趣的关键期。
三、教学目标分析:分析：根据《英语课程标准》对本单元的要求，能够听说读写单词与句子，并在日常生活中进行运用，能提问并回答有关衣物所属的一些问题。
四年级英语下册第三单元教学计划
四年级英语下册第三单元教学计划**Title: Fourth Grade English Book 3 Unit 3 Teaching Plan****Introduction**As we embark on the third unit of the fourth grade English textbook, it is important to recognize the significance of this unit in building a solid foundationfor the students' language skills. This unit focuses on expanding vocabulary, enhancing grammatical understanding, and promoting communicative abilities through engaging and age-appropriate content.**Teaching Objectives*** Vocabulary: Introduce and practice new vocabulary words related to the unit's theme. * Grammar: Reinforce basic grammatical structures and sentence formation. * Listening and Speaking: Improve listening comprehension and speaking skills through role-plays, discussions, and interactive activities. * Reading: Encourage reading comprehension and fluency by reading stories andunderstanding key concepts. * Writing: Foster writingskills by practicing writing sentences and short paragraphs. **Unit Content**The third unit of the fourth grade English book coversa variety of topics such as family members, their roles,and daily activities. The unit includes stories, dialogues, and activities that are designed to engage students and make learning fun.**Lesson Plans****Lesson 1: Family Members*** Objectives: Introduce vocabulary related to family members and their roles. * Activities: Play a guessing game with family member names and roles, followed by a role-play activity where students introduce their families.**Lesson 2: Daily Activities*** Objectives: Expand vocabulary related to daily activities and practice basic sentence structure. * Activities: Conduct a survey on students' daily routinesand discuss the activities they enjoy most.**Lesson 3: Story Time*** Objectives: Enhance reading comprehension and vocabulary through a story about a family's daily life. * Activities: Read the story aloud, discuss the plot and characters, and practice retelling the story in their own words.**Lesson 4: Grammar Focus*** Objectives: Reinforce grammatical structures learned throughout the unit. * Activities: Conduct grammar games and exercises to consolidate knowledge.**Assessment**Ongoing assessments will be conducted throughout the unit to monitor students' progress. This includes observation of participation in class activities, checking homework assignments, and administering a unit test at the end of the unit.**Conclusion**By the end of this unit, students will have gained valuable language skills and knowledge that will enable them to communicate more effectively in English. It is essential to maintain a student-centered approach andprovide opportunities for hands-on learning to ensure that students enjoy the learning process and are motivated to continue their language journey.**四年级英语下册第三单元教学计划****引言**当我们开始四年级英语下册的第三单元学习时，认识到这一单元在学生语言技能基础建设中的重要性至关重要。
人教版(PEP)小学英语四年级下册教案unit3
3、在黑板上呈现新单词，学生认读。教师放录音，学生模仿，可用一定的动作或表演来帮助理解和加深印象，如：Where is my skirt?教师或学生可做在一堆衣服里寻找的动作，Is this your skirt?可以做拿一件衣服询问的动作。
（四）扩展性活动（Add-activities）
让孩子根据自己的衣服，仿照本课歌谣，创编歌谣。
各小组展示。
板书设计
作业设计
上课教师结合学情对本课教案的修订意见（第二次、三次备课：）
课后反思：
四年级英语总第教时
集体备课小组成员：余新月
第四课时
一、教学目标
知识与能力
1、听说认读本课时的主要句型：These are your pants. And those are my shoes. They are so small.
教学难点
指导学生正确使用名词所有格。
三、教学过程
（一）Warm-up：
1、教师手持衣物的单词卡片，从中抽出一张，让学生猜一猜是哪件衣物的卡片。
2、学生听录音做动作或者听教师、同学指令做动作，复习巩固上节课所学习的内容，为后面的学习做好准备。
（二）Presentation：
Let’s talk：
1、学生按指令做完动作，教师顺手拿起一学生的衣物问：Is this your shirt?引出新课。
4、操练句型Is this your shirt? Yes, it is./ No, it’s not.进行替换练习。
5、认读后，进行分角色表演。学生自己选择角色并佩戴头饰进行表演。
Let’s play：
学生画出自己喜欢的衣服，并涂色。然后以组为单位交给教师展示，教师从各组中任意抽取几张并问：Is this your …?，学生回答。由师生操练过渡到生生操练。
人教版四年级英语下册第三单元教学设计
人教版四年级英语下册第三单元教学设计全文共6篇示例，供读者参考篇1Unit 3 Teaching PlanHey there, friends! It's me, your pal Lucy. I'm super excited to share with you all the awesome stuff we're learning in Unit 3 of our English textbook. Get ready for an adventure filled with new words, cool dialogues, and fun activities!First up, we've been learning a bunch of new vocabulary words related to sports and hobbies. Can you believe there are so many different ways to say "play" in English? We've got "do," "go," "play," and even "have" for certain activities. It's like a whole new language within the language!One of my favorite new words is "badminton." It's a sport where you hit a shuttlecock back and forth over a net with a racket. Doesn't "shuttlecock" sound like the funniest word ever? I can't wait to try playing it during PE class.Speaking of PE, we've also learned words for other sports and activities like basketball, cycling, hiking, and even videogames! I never knew there were so many cool things to do in my free time. My new goal is to try out as many of these hobbies as possible.But it's not just about memorizing words – we've been practicing how to use them in conversations too. Like, if someone asks me "What do you like to do in your free time?", I can reply with "I like to play badminton and go hiking." Isn't that awesome?And the dialogues in our textbook are so much fun to practice with partners. There's one where two friends are deciding what to do on the weekend, and another about a kid trying to convince his mom to let him buy a new video game. I love acting them out and putting on funny voices!That's not all, though. We've also been learning about how to make suggestions using phrases like "Let's..." and "Why don't we..." It's super handy for when you want to plan activities with your friends or family. "Why don't we go cycling in the park this Saturday?" Genius, right?And can you keep a secret? I heard from my friend Sarah that we're going to start learning how to write emails and letters in English soon. How cool is that? I can't wait to email my cousins in Canada and show off my English skills.But enough about the bookwork – let's talk about the fun stuff! Our teacher has prepared all sorts of awesome activities and games to help us practice what we've learned. Like this one game where we have to mime different sports and hobbies, and our classmates have to guess what it is. You should see me pretending to play badminton – I'm a natural!Oh, and there's another game where we have to make a chain of suggestions using "Let's..." It's hilarious how long we can make the chains go before someone messes up or runs out of ideas.And don't even get me started on the crafts! We're going to be making these cool posters about our favorite hobbies and sports. I'm definitely going to include badminton on mine, along with maybe hiking, cycling, and... video games? Hey, it's a hobby too!I can't wait to bring my poster home and show it off to my parents. Maybe it'll even inspire them to take up a new hobby with me. "Why don't we go cycling together next weekend?" I can already hear myself suggesting.Anyway, that's a sneak peek into the amazing world of Unit 3 in our English textbook. With all the new words, conversations,and activities, I'm sure we're going to have a blast learning everything.So what are you waiting for? Let's dive into Unit 3 and become English masters together! Who knows, maybe by the end of it, I'll be emailing and chatting with English-speakers from all over the world. How cool would that be?Alright, that's enough rambling from me. I'll see you all in class, ready to "play badminton" with the English language! Just kidding... or am I?篇2Unit 3 - A Helping HandHi there! I'm so excited to tell you all about Unit 3 in our English textbook. This unit is called "A Helping Hand" and it's all about learning how to offer help to others and ask for help when we need it. Pretty cool, right?The unit starts off with a fun little story called "The Leprechaun's Shoes". It's about this mischievous leprechaun who keeps losing his shoes everywhere. The townspeople get really annoyed with him because he's always asking them to help findhis shoes. But in the end, they realize that helping others is the kind thing to do, even if it can be a bit of a pain sometimes!After the story, we learn a bunch of useful phrases and vocabulary words for offering help, like "Can I help you?" and "Would you like some help?" We practice using them in different situations through roleplays and activities. My favorite is the "Helping Hands" game where we have to pantomime different tasks and ask each other for help acting them out. So silly but so fun!Then we move on to learning how to politely ask for help ourselves. Some key expressions are "Could you help me, please?" and "I need some help with..." This is really important because sometimes we all get stuck and need a little boost. There's no shame in asking for help when you truly need it.What I think is really cool about this unit is how it shows different ways people can help each other out. One of the reading passages talks about community volunteers who help the elderly with household tasks and yard work. Another one highlights how kids can get involved through student tutor programs. It's amazing how a simple act of kindness can make such a big difference in someone's life.We even learn about some famous people in history who were amazing at helping others. One example is Florence Nightingale, the pioneer of modern nursing. She helped countless sick and injured soldiers during the Crimean War just by showing compassion and care. Another cool person is Mahatma Gandhi who championed non-violent resistance and civil rights through his philosophy of passive help and civil disobedience. What incredible human beings!Towards the end of the unit, we put everything we've learned into practice through a series of fun projects and activities. One of them is creating these cute "Helping Hand" cards with nice messages that we can give to family, friends, or community members to offer our assistance. We also role-play different scenarios where we have to ask for and provide help using all the language we've studied.My absolute favorite part though is the "Helping Hands Fund" that our class sets up. Basically, we all pitch in a little bit of money and use it to help out people or causes in need. Last term we donated supplies to an animal shelter, and this term I think we might end up volunteering at a community garden. It feels so good to put our English skills towards something positive!Overall, Unit 3 has definitely been one of the highlights of our textbook this year. It taught me so much about the importance of helping others and how even small acts of kindness and generosity can make the world a little bit better. Not to mention, I've gained tons of valuable English communication skills for offering assistance and seeking it out when I'm struggling.I really hope you'll have just as much fun going through this unit as I did. Don't be afraid to ask your teacher or classmates for help if you ever get stuck or confused. We're all in this together and a little "helping hand" can go a long way! That's all from me for now. Catch you next time for another unit recap!篇3Unit 3: My HolidaysHey there, fellow fourth-graders! Are you ready to dive into our new English unit? This time, we're going to explore the exciting world of holidays and vacations. Buckle up because it's going to be a fun ride!First things first, let's talk about the warm-up activity our teacher prepared for us. We started by sharing our favorite holiday memories with our classmates. It was so much funlistening to everyone's stories! Some of us went on amazing trips with our families, while others spent quality time at home, playing games or watching movies. I even heard about a few epic pillow fights and backyard camping adventures!After that, we learned some cool new vocabulary words related to holidays. Words like "vacation," "sightseeing," "souvenir," and "postcard" were added to our English vocabulary arsenal. We practiced using them in sentences and even played a fun game where we had to act out the words for our teammates to guess. Can you imagine how hilarious it was when Tommy tried to act out "sunburn"? Priceless!Next up, we dove into the reading section of our textbook. The story was all about a family's summer vacation to the beach. We learned about their adventures building sandcastles, swimming in the ocean, and trying out different water sports. I loved how descriptive the story was – it felt like I was right there with them, feeling the warm sand between my toes and smelling the salty sea air.One of the coolest parts of this unit was when we learned about different holiday traditions from around the world. Did you know that in Spain, people eat twelve grapes at midnight on New Year's Eve to bring good luck for the upcoming year? Orthat in China, people celebrate the Lunar New Year by setting off fireworks and giving out red envelopes with money inside? It was so fascinating to learn about all the unique ways people celebrate holidays in different cultures.For our final project, we worked in small groups to create our very own holiday brochures. We had to design a dream vacation package, complete with a detailed itinerary, descriptions of activities, and, of course, lots of colorful pictures. Presenting our brochures to the class was a blast! I think we all secretly wished we could book those dream vacations for real.Overall, this unit was a total hit! We learned so much new vocabulary, practiced our reading and writing skills, and even got a glimpse into different holiday traditions from around the globe. Who knew learning English could be so much fun?Now, if you'll excuse me, I need to start planning my next fantasy vacation. Maybe somewhere with white sandy beaches and crystal-clear waters? Or perhaps a historical city with ancient ruins to explore? The possibilities are endless! Happy holidays, everyone!篇4Unit 3 - My HobbiesHi there! I'm a 4th grader and I love learning English. Unit 3 in our textbook is all about hobbies and it's been really fun. Let me tell you about what we've been doing in class.First up, we learned a bunch of new vocabulary words related to hobbies. Some were easy ones I already knew like "reading", "swimming", and "playing games". But I also learned some new words like "collecting", "gardening", and "photography". The pictures and examples in the book really helped me understand their meanings.Then we started practicing asking each other "What's your hobby?" and responding with "My hobby is..." I like answering that my hobbies are reading comics and playing basketball. My best friend Laura's favorite hobby is dancing. Isn't that cool?Next, we learned how to talk about the activities we like to do using "I like..." sentences. For example, "I like reading comics after school" or "I like playing basketball on the weekend". We did a fun activity where we walked around asking each other what we like to do for our hobbies.One of the hardest parts was learning to use "like" with different subjects correctly. We had to remember to say "He likes skating" but "They like gardening". Our teacher helped us practice a lot with substitution drills until we got it right.Then we moved on to learning about the verb "go" for talking about places we go for our hobbies. I learned to say "I go skating at the park on Saturdays" and "My dad goes fishing every summer". We played a fun guessing game where we gave clues using "go" and had to guess each other's hobbies.After that, we read a really neat story called "Roy's Hobbies". It was about a boy named Roy who had too many hobbies like stamp collecting, model building, and insect watching. He didn't have enough time or money for all of them! The story taught us that it's better to pick just a couple hobbies you really love.For the reading exercises, we had to answer comprehension questions, put sentences in order, and complete summaries of the story. Comprehending all the details was kind of tricky at first, but doing the exercises helped a lot.My favorite part was the project we did at the end of the unit. We had to make a poster or PowerPoint presentation all about our own hobbies. I made a really cool poster with photos of me reading comics and playing basketball. I also wrote about why I love those hobbies.Presenting our projects to the class was awesome! We got to learn about everyone's different hobbies like hiking, cooking, and even juggling. I never knew Sam was such a great juggler.We asked each other questions after the presentations to learn even more.The unit wrapped up with a hobbies interview activity. We had to interview a partner, asking them all the questions we practiced like "What's your hobby?", "What do you like to do?", and "Where do you go?" Then we introduced our partner to the class using all the information we learned.I had so much fun with this unit on hobbies! I feel like I can talk and write about my hobbies really well now in English. I learned useful vocabulary and grammar for describing hobbies. The activities and projects made practicing easy and enjoyable.I'm already excited for the next unit. Having hobbies you love makes life much more fun and interesting. Now if you'll excuse me, I've got to go read the latest Dog Man comic!篇5Unit 3 Teaching PlanHi there! I'm a 4th grader and I'm super excited to share with you my class's plan for learning Unit 3 in our English textbook. This unit is all about telling time, daily routines, and weekend activities. It's going to be a blast!First up, we'll start by learning how to tell time. Our teacher is going to bring in a huge clock for the classroom and we'll practice saying things like "It's six thirty" or "It's quarter past three." We'll play lots of fun games like Time Bingo where we have to listen carefully and mark off the times we hear called out.I bet I'll be the bingo champion!Next, we'll learn all the vocabulary for daily routines. Things like "get up", "have breakfast", "go to school", "do homework" and so on. We'll make big pictionary cards and play charades to learn the words and phrases. It's going to be hilarious watching my friend Timmy act out "take a shower"! We'll also read dialogues and stories about kids' daily schedules.Then we'll move on to talking about weekend activities. We all have totally different things we like to do, so it will be cool to learn how to say what we each enjoy. I'm going to learn how to say "I like to play soccer on Saturdays." My best friend Emily is going to learn "I like to read comics on Sundays." We'll make posters all about our weekend fun.Our teacher also has some awesome games planned to practice the new words and patterns. We're going to play "Clockwise Clockwise" where we sit in a circle and go around saying times on a pretend clock. If you mess up, you're out! Thenwe'll do "Routine Relay" where the teams have to line up and whisper daily routine sentences person to person to see who can get it right first. Sounds hard but we'll get good at listening that way.For the weekend activities part, we're going to make "A Weekend in the Life" comics where we draw out our weekend days showing everything we do with speech bubbles. I'm definitely going to include a bubble that says "I like to eat pizza on Saturday nights!"We'll also put on a fun class performance where we act out different kids' daily routines and weekend activities. We have to memorize the lines but it will be awesome. I can't wait to see who gets to play the kid who sleeps in until noon on Saturdays!At the end of the unit, we're going on a field trip to a clock museum. How cool is that? We'll get to see all kinds of clocks from long ago and learn about telling time through history. They even have a sundial which tells time just from where the sun is. Crazy!I'm most excited about the unit project where we'll make our own schedule clocks. We'll make the clock faces out of paper plates and get to decorate them any way we want with drawingsof our daily routines and favorite weekend activities. I'm thinking mine will have a big soccer ball on it for Saturday afternoons!We'll also get to videoconference with a class somewhere else and share our schedules with them. It will be fun to see what kids in other places like to do. Maybe they even have unusual weekend activities we've never heard of!Overall, I think Unit 3 is going to be a blast. We'll become telling time masters, daily routine experts, and knowledgeable about all the coolest weekend fun. And we'll get to do it in a ton of engaging, interactive ways. Playing games, making projects, performing skits—what could be better?Learning English doesn't get much more enjoyable than this! Thanks for reading about our awesome Unit 3 plans. I can't wait to get started. See you next time!篇6Unit 3: A Wonderful WeekHi friends! Are you ready for another fun English unit? This time, we're going to learn all about days of the week, months of the year, and talking about our daily schedules. It's going to be a wonderful week of learning!Let's start with the days of the week. Can you say them with me? Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Awesome job! Now, let's put them in order. The first day is Monday, then Tuesday, then Wednesday... Keep going until you get to Sunday at the end of the week.Next up, the months! There are 12 months in a year. January, February, March, April, May, June, July, August, September, October, November, December. Phew, that's a lot to remember! But don't worry, we'll practice them over and over until they stick in our brains.Okay, so now we know the days and months, but how can we use them? One way is to talk about our schedules. Like, "On Monday, I have math class in the morning and soccer practice after school." Or, "My birthday is in June." Pretty cool, right?To practice, let's split into small groups and create weekly schedules for ourselves. Think about all the things you do each day - when you wake up, eat meals, go to classes, play sports or games, do homework, and go to bed. You can draw little pictures or icons too to make it fun!Once your schedule is ready, present it to the class. Say something like, "On Monday, I wake up at 7am, have breakfast at 7:30am, then go to school at 8:30am..." And so on for the wholeweek. Don't forget to mention holidays, birthdays, or any special events you have planned!While you present, your classmates should listen carefully. Afterwards, they can ask you questions about your schedule. Maybe something like, "What do you do after soccer practice on Tuesdays?" This will help all of us get better at using this new vocabulary.Are you excited to get started? I know I am! Let's make this an amazing, productive, and fun-filled unit all about days, weeks, months and schedules. If you have any questions, just raise your hand. Your teacher and I are here to help!。
新版PEP小学四年级下册英语第三单元教案
新版PEP小学四年级下册英语第三单元教案1.单元教学内容分析本单元主要教授有关天气的单词、句型和相关法。
学生需要掌握这些内容并能够熟练运用它们进行天气方面的对话。
2.单元教学重点学生需要能够听懂和运用Let's talk部分的内容，包括句子It's warm in Beijing。
What's the weather like in Beijing。
How about in New York?以及Can I put on。
You can wear。
等。
同时，学生需要根据天气情况选择合适的着装和活动项目，并能够用英语给衣着不合时令的同学提出建设性的意见。
3.单元教学难点学生需要掌握字母组合ar和al在单词中的发音。
二、单元教学目标学生需要认读Part A和Part B中的单词，并能够在实际情景中灵活运用Let's talk中的重要句型。
三、单元教学准备教师需要准备教学所需的图片、声音、课件和单词卡，并准备一些教师的照片或图片。
同时，教师需要准备录音机和录音带。
四、单元教学措施在教学过程中，教师可以通过让学生复述老师的话或同学的回答来帮助研究困难的学生。
同时，教师也可以主动请那些不愿或害怕发言的学生表达意见，培养他们研究英语的惯。
教师还可以运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等来给学生提供语言感染的机会。
第一课时教学目标：学生需要能够听懂、会说“Can I。
”并能在适当情景中应用。
同时，学生需要巩固描述天气的词cold和hot。
教学重点：学生需要掌握句型“Can I。
”以及对应的回答Yes。
you can./No。
you can't。
并熟悉词汇cold、hot、outside和careful。
教学难点：学生需要掌握“Can I。
”问答中的人称转换。
教学过程：一、复引题教师可以通过让学生根据人物的服装来猜测天气情况，以复单词hot和XXX。
二、教学新课学生回答：Yes。