三年级英语下册Unit 4 Part A 第1课时
Make your own dialogues on
under
Where is my _e_g_g_?
It’s __in__
in
the _b_a_g_.
Where is my ____?
on under
It’s ____
in
the ____.
Play a game
点击每颗糖果，根据图片完成句子。
Role-play
Let’s go home!
Uh-oh!
Where is my
OK!
pencil box?
Look! It’s in your desk.
And your pencil! It’s under your
book!
我真傻！
Silly me! Thanks!
Oh, yes!
Let’s play
Unit 4 Where is my car?
Part A Let’s talk & Let’s play
PEP· 三年级下册
Enjoy a song
The ball is missing
Where is my ball?
Look for the ball
Where is the ball? Is it in the desk? No, it’s not in the desk.
Oh, I can’t find my English book now. Can you help me?
It’s in your hand.
Oh, ce
Zhang Peng and John are going home. What are they
looking for?
Where is my ______? It’su_n_d_e_r_ the _d_e_sk_.
Make up a dialogue
A: let’s go __h_o_m_e___. B: OK! A: Uh-oh! Where is my ___ke_y_s___? B: Look! It’s ___in___ your __ha_n_d__. A: Silly me! Thanks!
Q1: Where is Zhang Peng’s pencil box?
Q2: Where is Zhang Peng’s pencil?
Q1: Where is Zhang Peng’s pencil box? It’s in Zhang Peng’s desk.
Q2: Where is Zhang Peng’s pencil? It’s under Zhang Peng’s book!
3. Do the exercises.（见“状元成才路”系列 丛书《创优作业100分》或《状元作业本》对 应课时作业）
Where is the ball? Is it on the desk? No, it’s not on the desk.
Where is the ball? Is it under the desk? Yes, it’s under the desk.
Learn the sentences
Where is the ____? The ____ is ____ the ____.
Blackboard design
Unit 4 Where is my car?
Homework
1. Read the dialogue of “let’s talk” three times.
2. Look for objects around you and describe their locations.
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!。
三年级英语下册课时巩固习题-Unit 1 Welcome back to school 人教PEP(含答案)
三年级英语下册Unit 1Welcome back to school 人教PEP（含答案）Part A第一课时Miss White：Boys and girls，we have two new friends today.怀特小姐：同学们，今天我们有两位新朋友。
Amy：Hi，I'm Amy.I'm from the UK.埃米：大家好，我叫埃米。
我来自英国。
Zhang Peng：Hi，I'm Zhang Peng.I'm from Shandong.张鹏：大家好，我叫张鹏。
我来自山东。
John & Sarah：Welcome!约翰&萨拉：欢迎！★介绍自己来自哪里的句型为“I'm from ＋地名。
”如：I'm from the UK.我来自英国。
注意：UK前面的定冠词the不能漏掉！如：I'm from Yichang.我来自宜昌。
注意：在英文表达中，汉语中的地名是用合写的汉语拼音形式表达的，第一个字母要大写。
如：Beijing(北京)，Hainan(海南)。
01基础过关一、根据图片，选择合适的单词。
( )1.( )2.( )3.( )4.( )5.二、情景选择。
( )1.你想对新同学表示欢迎，你可以说：________A．Welcome! B．Thank you.( )2.你想表达“我来自美国”，你可以说：________A．I'm from Shandong. B．I'm from the USA.( )3.你向小明介绍了自己来自山东，你想知道他来自哪里，你可以问：________ A．How are you? B．What about you?( )4.你想告诉你的妈妈“你今天有两位新朋友”，你可以说：________ A．Mum，I have two new friends today.B．Mum，I have a new friend today.02能力提升三、读一读，给下列对话排序。
人教PEP版四年级英语下册《Unit 4 Part A 第一课时》课堂教学课件PPT小学公开课
人教PEP版 四年级英语下册Unit 4At the farmPart ALet’s talk & Let’s playWarm-upLet’s chant together.Apple, apple, big red apple,I like apple, big red apple.Pear, pear, yellow sweet pear,I like pear, yellow sweet pear.Grape, grape, purple sweet grape,I like grape, purple sweet grape.A p p l e,p e a r,g r a p e,I l i k e t h e s ef r u i t.—Would you like some apples?—No, thanks. Can I have some pears ?Ask and answer in pairs.Lead in—Yes, you can.—Would you like some carrots ?—No, thanks. Can I have some tomatoes ?—Yes, you can.carrot 胡萝卜tomato 西红柿P l e a se a s k a n d a n s w e r i n p a i r s .PresentationMike and Sarah go to the farm and see many vegetables. Let’s watch.Are these carrots?Yes, they are.Watch again and answer.Watch the video again and answer the questions.What are the yellow things?They are tomatoes.Are they good?Yes, they’re good.Look at these ! Are these carrots?Yes, they are.Wow! They’re so big!What are these?Listen to the tape and read after it.They’re tomatoes.But they’re yellow!Try some!They’re good.these 这些yum 非常好Thanks. Yum .Language points—Are these carrots?—Yes, they are.【详解】这个问句是”Is this a carrot?”的复数形式;these意思是“这些”,是this的复数形式;carrots是carrot的复数形式。
小学英语三年级下册Unit4 Part A Let's talk教案
组长：姚康组员：李水连钟丽璇吴竞荥杨碧蓉邓冠宇温素丹杨柳虹苏小妹Unit4 Part A Let’s talk 教案一、教学内容：PEP小学英语三年级下册Unit 4 Part A Let’s talk二、教材分析：小学英语PEP教材主要是围绕“话题”来展开教学的，话题涉及数字、颜色、食品、服装、玩具、家务活、动植物、身体、家庭、学校、朋友、季节和社会生活等，这些话题贴近小学生生活，符合小学生兴趣的需求。
本单元的话题是水果，本课为第二课时，本课的主要内容是学习Do you like…?\Yes,I do\No,I don’t\What about…\I like…very much\Let’s…等句型，学生根据之前学习的单词peach,pear,orange,watermelom用于以上句型中，达到复习巩固的效果。
课文为了更好的巩固效果，还特意设计的“Let’s practice”部分，让学生有更多的时间和精力去练习句型。
三、学生分析：本课的教学对象是小学三年级学生。
这一年龄阶段的孩子爱玩爱动，注意力集中的时间较短，主要以形象思维为主，因此，教师应在课堂上设计生动活泼、形式多样的活动吸引孩子们的注意，多采用具体、直观的教具；学生刚学了peach,pear,orange,watermelom等单词，对此也有一定的了解，老师需要通过句型的学习，一方面可以复习单词，另一方面也可以通过对话的形式让同学们对英语更加的感兴趣。
教师的活动设计应注意语言的简洁性，并尽量滚动复习已学语言（以旧带新），让孩子们在教师创设的特定的环境中使用语言，达到用英语交际的目的。
四、教学目标：1.语言知识与技能目标：1）能听懂、会说：Do you like…? Yes,I do./No, I don’t. What about…?I like…very much. Let’s have some….2)正确使用句型询问别人和表达自己是否喜欢某种水果，并在真实情景中自然使用；2.情感态度目标：培养英语学习的兴趣，乐于模仿，敢于开口，积极参与的态度；3.学习策略目标：注重合作学习；4.文化意识目标：懂得使用英语表示喜好；五、教学重、难点：1、重点：学会句型Do you like..的提问及回答：Yes,I do\No,I don’t；2、难点：句型Let’s have some …\Here you are的应用及peach的复数形式的表示；六、教具准备：相关水果的图片和模型、单词卡片等。
部编版小学三年级英语下册-Unit 4 Part A 第一课时
在……上面
Presentation
Let’s talk
Who are they? Where are they?
部 They are John and Zhang Peng.
编 版
英 语
They are in the classroom.
三 年 级
下 册
Watch and find.
1. Where is Zhang Peng's
语
三It’s under the book.
年 级
下 册
在……下面
Her sister is cleaning the room. Where is the toy dog?
部 It’s in the bookself.
编 版
英 语
在……里面
三
年 级
Where
is
the
toy
bear?
下
册 It’s on the bookself.
— It's on the desk.
— Where are they?
— They are in the room.
Look at the picture and help the boy.
WWW hehhreerreiesisimsmymypyebpnoeconikl??box?
部 编 版 英 语 三 年 级 下 册
部 编
__I_t_is__in_y_o_u_r_d_e_s_k_. _______________
版
英
2. where, my, is, pen (?)
语
三 年
__W_h_e_r_e_i_s_m_y__pe_n_?________________
PEP三年级下册 Unit4 Part A Let’s learn说课稿
PEP三年级下册Unit4 Part A Let’s learn说课稿我说课的内容是PEP教材三年级下册第四单元“Do you like pears?”的A Let’s learn 部分。
下面，我主要从教材、教法与学法、教学过程、板书设计四个方面来展开说课。
一、说教材（一）教材分析本节课主要学习4个有关水果的单词：peach pear orange watermelon和句子:”It tastes good.”这些词汇和学生生活密切相关，学生经常会吃到这些水果，潜移默化中会想起这些单词，真实情景中会运用这些单词，学生乐学，积极性非常高。
这体现了新课程标准所倡导的发展学生语言运用能力的目的。
另外据我对教材的了解，本部分被编排在第二课时，但在第一课时就涉及到了是否喜欢某种水果的表达法，为了让学生更好地用英语表达自已的喜好，我把Let’s learn的水果词汇教学安排在第一课时。
（二）教学目标基于以上对教材的理解和教学内容的处理，我将本课教学目标设计如下：1、认知目标：能听、说、认读4个有关水果的单词：peach pear orange watermelon 及句子”It tastes good.”2、能力目标：通过多种教学活动，培养学生的听、说、认读能力和观察能力。
3、情感目标：以情感培育人，以兴趣吸引人，营造一种轻松、愉快的教学氛围，让学生充满乐趣地学习。
（三）教学重点和难点掌握好4个水果类单词peach pear orange watermelon及句子”It tastes good.”是重点。
句子”It tastes good.”的理解及tastes的发音是本课的难点。
（四）教具准备教具的合理运用有助于突出重点、突破难点，使教学活动更容易操作，在这一节课中我准备了水果实物、卡片，猴子头饰和多媒体课件等。
二、说教法、学法1、教法“教学有法，但无定法，贵在得法。
”根据对以上教材的分析，结合教学重、难点，按照学生的年龄特征及认知规律，在这一课中我采用了故事表演法、多媒体辅助法、情景法，游戏法等多法并用的方式来组织教学。
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。
人教版三年级英语下册第四单元同步练习题Part A 第一课时
PEP人教版三年级英语测试题测试题人教版小学英语Unit 4 Part A 第一课时(Let's talk-Let’s play)一、听录音，选择你所听到的句子中包含的单词。
（）1. A. bus B. car C. far（）2. A. pen B. ruler C. pencil（）3. A. map B. cap C. cup（）4. A. in B. thin C. is二、听录音，选择正确的答案。
（）1. Where is my pencil box?A.It’s under your book.B. It's under your desk.（）2. Where is my ruler?A.It's in your desk.B. It’s in your pencil box.三、给下列图片选出合适的单词，补全表格。
（）1. Where ________ my pencil?A. amB. areC. is（）2. It’s ________ your desk.A. deskB. underC. Chair（）3. Silly ________!A. IB. meC. my（）4. —Let’s go home. —________A. OK!B. Uh—oh!C. Oh!五、翻译下列句子。
1. Where is my pencil box?________________________________________________________ 2. It’s in your desk.________________________________________________________ 3. It’s under your book.________________________________________________________ 4. Let’s go home.________________________________________________________答案：一、1. B 2. C 3. A 4.A二、1. A 2. B三、B A D C四、1. C 2. B 3. B 4. A五、1. 我的铅笔盒在哪里？2. 在你的课桌里。
PEP小学三年级英语下册《unit 1welcome back to school》(含答案)
三年级英语下册一课一练-Unit 1Welcome back to school 人教PEP（含答案）Part A第一课时Miss White：Boys and girls，we have two new friends today.怀特小姐：同学们，今天我们有两位新朋友。
Amy：Hi，I'm Amy.I'm from the UK.埃米：大家好，我叫埃米。
我来自英国。
Zhang Peng：Hi，I'm Zhang Peng.I'm from Shandong.张鹏：大家好，我叫张鹏。
我来自山东。
John & Sarah：Welcome!约翰&萨拉：欢迎！★介绍自己来自哪里的句型为“I'm from ＋地名。
”如：I'm from the UK.我来自英国。
注意：UK前面的定冠词the不能漏掉！如：I'm from Yichang.我来自宜昌。
注意：在英文表达中，汉语中的地名是用合写的汉语拼音形式表达的，第一个字母要大写。
如：Beijing(北京)，Hainan(海南)。
01基础过关一、根据图片，选择合适的单词。
( )1.( )2.( )3.( )4.( )5.二、情景选择。
( )1.你想对新同学表示欢迎，你可以说：________A．Welcome! B．Thank you.( )2.你想表达“我来自美国”，你可以说：________A．I'm from Shandong. B．I'm from the USA.( )3.你向小明介绍了自己来自山东，你想知道他来自哪里，你可以问：________ A．How are you? B．What about you?( )4.你想告诉你的妈妈“你今天有两位新朋友”，你可以说：________A．Mum，I have two new friends today.B．Mum，I have a new friend today.02能力提升三、读一读，给下列对话排序。
人教PEP三年级上册英语 Unit 4 We love animals Part A 第一课时 教案
人教PEP三年级上册英语 Unit 4 We love animals Part A 第一课时教案一. 教材分析人教PEP三年级上册英语Unit 4 We love animals Part A，本节课主要学习关于动物的词汇，如cat, dog, bird, fish等，并能够运用所学知识进行简单交流。
教材内容丰富，插图可爱，激发学生的学习兴趣。
二. 学情分析三年级的学生已经掌握了基本的英语发音和一些日常用语，对于图片和生动的事物有较强的兴趣，但是部分学生可能会对动物的英文名称不够熟悉。
三. 教学目标1.能够听懂、会说、会读关于动物的词汇：cat, dog, bird, fish等。
2.能够运用所学知识进行简单交流，如：I have a cat. Do you have a dog?3.培养学生的观察能力和表达能力。
四. 教学重难点1.重点：掌握关于动物的词汇，能够进行简单交流。
2.难点：动物词汇的准确发音和运用。
五. 教学方法采用情境教学法、互动教学法和游戏教学法，让学生在轻松愉快的氛围中学习英语。
六. 教学准备1.教材、课件、教学图片、实物等。
2.动物玩具或图片卡片。
3.录音机、音响等。
七. 教学过程1.导入（5分钟）利用图片或玩具引入本节课的主题，激发学生的兴趣。
如：展示一张动物图片，让学生猜测是什么动物，然后给出答案并说出英文名称。
2.呈现（10分钟）通过课件或实物展示本节课要学习的动物词汇：cat, dog, bird, fish。
同时，教师可以配有相应的动作和表情，帮助学生理解和记忆。
3.操练（10分钟）学生分成小组，进行动物词汇的练习。
如：每组选一个动物，用英文描述这个动物，其他组成员猜测是哪种动物。
4.巩固（10分钟）设计一个动物角色扮演的游戏，让学生在游戏中运用所学知识。
如：学生扮演不同的动物，用英文进行自我介绍。
5.拓展（5分钟）引导学生运用所学知识进行拓展练习，如：让学生用英文编写一个关于动物的小故事。