PEP小学英语三年级下Unit4第一课时全英说课稿

PEP三年级英语下册Unit4 Where is my car?Part A Let’s talk说课稿二0一三年四月PEP三年级英语下册Unit4 Where is my car? Part A Let’ s talk说课稿尊敬的各位评委、老师们大家好：今天我说课的课题是《where is my car? Part A Let’s talk 》下面从教材、教法学法、教学流程、板书设计、学习评价五个方面来展开我的说课。

一、说教材：教学内容：人教版PEP三年级英语下册Unit4 Where is my car? Part A Let’s talk 和 Let’s play。

教材分析：本节课是本单元的第一课时内容，是一节根据情景会话来提问和回答物品所在位置的会话课。

具体的说Let’s talk这部分内容以连环画的形式呈现，通过情景会话，让学生学会和提问物品所在位置，并能在实际情景中自然运用；Let’s play这一环节是练习所学的Let’s talk部分的内容，提供给学生一个实际运用语言的机会。

在教学中，我根据三年级学生爱玩、好表现的特点，设计一些游戏活动。

根据以上的分析，我将本课的教学目标定为以下三个方面：1、知识目标：（1）能够听、说、认读单词：desk、chair、in、on、under。

（2）熟练使用句型Where is……?It’s in/on/under。

2、能力目标：培养学生灵活运用所学知识进行交流的能力、发散思维能力和知识的迁移能力。

3、情感目标：（1）激发学生学习英语的兴趣，树立学习英语的自信心。

（2）培养学生良好的生活习惯，养成整理好自己物品的习惯。

根据以上的教学目标，我确立了以下的教学重点、难点。

重点：能熟练运用句型“Where is……?It’s in/on/under……。

”难点：让学生正确使用介词in、on、under。

在教学前，我准备了有关的单词的卡片、相关的录音和John和ZhangPeng的头饰。

Unit4 My home Part A 说课稿PEP教材四年级上册凰岭小学汪成文一、教学目标1、教学内容及地位：我今天这堂课的内容是PEP教材四年级上册第四单元My home 的第一课时，包括A部分Let's Learn、Let's do。

第四单元主要话题之一是room。

所以首先应让学生掌握各个房间的名称，这是十分重要的，也是必要的，是接下来的话题学习的基础。

A部分的Let's Learn 主要是让学生学习和掌握五个单词study、living room、bedroom、bathroom、kitchen。

再通过Let's do等TPR活动进行巩固操练。

2、学情分析：本课的教学对象是学过一年英语的四年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性。

但在单词的学习过程中，还是较容易出现发音不到位或发音不准确的语音错误。

3、教学目标：根据对教材的理解和学情的分析，制定以下教学目标：（1）能听、说、认读study、living room、bedroom、bathroom、kitchen 五个单词；能听懂Let's do部分的指示语，并按照指令做出相应的动作。

（2）能听懂、会说Welcome to my home.这一礼貌用语；能用简单的句子描述自己的家，如：“This is my home.……”（3）初步培养学生对家的热爱。

教学重点：听说认读单词study、living room、bedroom、bathroom、kitchen，能用简单的句子描述自己的家,如：“This is my home. ……”教学难点：正确掌握单词bedroom、kitchen、bathroom的发音。

二、教学方法设计及依据：1、教具、学具的准备精美、直观、实用的教具，能有效吸引学生的目光，激发学生学习的兴趣。

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。

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!。

Unit 4 My home 说课稿磁县实验学校蔺曙亮大家好！我是实验学校的蔺曙亮。

今天我说课的内容选自PEP小学英语四年级上册Unit 4 My home的第一课时，Let’s learn和Let’s do部分。

新课程标准的总体目标是培养学生的综合语言运用能力。

它包括了语言技能、语言知识、情感态度、学习策略和文化意识。

下面我分五个部分说课，一说教材，二说目标，三说教法，四说过程，五说评价。

一、说教材。

本节课的主要话题是“Room”，要求学生运用本节课所学的词汇对自己的家进行简单的描述。

Room这一话题贴近学生生活，学生容易接受并掌握。

在学生学习掌握了各个房间的名称后，学生可结合自己家房子的真实情况，向同伴描述并介绍，这也是下一步学习的基础。

再通过Let’s do这样有节奏的TPR活动进行巩固操练，使学生的语言学习在做一做、唱一唱中完成，体现了英语的“兴趣教学”。

二、说目标。

目标包括知识目标、能力目标、情感目标、教学重点和教学难点。

知识目标：能听、说、认读study, living room, bedroom, bathroom, kitchen等五个单词；能听懂Let’s do部分的指示语，并按照指令做出相应的动作。

技能目标：能用简单的句子描述自己的家。

情感目标：培养学生对家的热爱。

以上是教学目标。

教学重点：听、说、认读单词study, living room, bedroom, bathroom, kitchen，能用简单的句子描述自己的家。

教学难点：掌握单词bedroom, bathroom, kitchen的发音。

三、说教法。

1、教法设计：在教学方法的总体构思上，我采用直观教学、TPR 活动教学和多媒体辅助教学。

2、学法指导：在教学中，我要求学生通过仔细听音、观察老师的口形，认真模仿语音语调，反复练习，正确发音。

3、教学手段：根据本课的内容特点，我利用多媒体辅助教学，创设情境，操练新单词；通过让学生听、说、唱、玩、猜等活动，提高学生学习英语的积极性和主动性。

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。

2019-2020年三年级英语下册 Unit 4(1)说课稿人教PEP一、本课时的教学内容是：PEP Book2 Unit4A Let’s talk ,Let’s play的内容。

二、教学目标：1能听懂、会说Do you like…?及答语Yes, I do.No, I don’t.并能在实际情景中简单运用。

2能理解What about …? I like them very much.的意思，能在老师的引导下进行运用。

3在活动中培养学生与他人交流、合作的能力，树立学生学习英语的自信心。

教学重点：能听懂、会说Do you like…?及答语Yes, I do.\ No, I don’t.并能在实际情景中简单运用。

二、教学难点：在活动中培养学生与他人交流、合作的能力，让他们能将所学的知识运用到实际生活中去。

三、基于上述对教材的分析，我所设计的教学过程是这样的。

在热身阶段，我让学生唱唱上节课学过的关于水果的歌曲。

由于这首歌的旋律是大家非常熟悉的两只老虎，所以在上节课教授这首歌时就非常容易，而且学生也特别感兴趣。

因此把这首歌放在热身阶段能有效的调动学生的积极性，让他们能很快的进入我的英语课堂。

在复习阶段，我采用让学生猜猜我盒子中的水果，从而来复习上节课学过的水果单词。

通过描述水果的特征让学生来猜，既避免了枯燥的单词复习，同时也复习了以前的颜色单词，这样能很好的引起学生的兴趣。

而且在复习单词的同时，通过询问How many ^^^ can you see ?从而来巩固学生对单复数的感知，并将这些水果的卡片贴在黑板上，为后来新句型的呈现做铺垫。

在新课的呈现阶段，当复习到pear时，I like pears. Do you like pears? 通过询问，引导学生回答Yes, I do.\No, I don’t..从而很自然的呈现本课时的重点句型。

并将句型卡片贴在黑板上。

这样上面复习的单词正好能用得上。

然后拿出真实的苹果，Miss Lu likes apples very much.特别强调very much.这样学生就能理解其中的含义了。

PEP三年级下册Unit4 Where is my car?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 is the / 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版英语三下《Unit 4 Where is my car》各说课稿一. 教材分析《Unit 4 Where is my car》是人教PEP版英语三下的一个单元，主题是“我的车在哪里”，主要围绕着物体的位置展开。

本单元的核心句型是“Where is my…? It’s in/on/under…”，通过这个句型，学生可以学会询问和描述物体的位置。

教材中还引入了表示位置的介词in, on, under，以及一般疑问句的构成和回答方式。

此外，本单元还要求学生能够听懂并能够运用所学的词汇和句型进行交流。

二. 学情分析学生在进入三年级之前已经学习了英语的基础知识，包括简单的日常用语、颜色、数字等。

但是，对于描述物体位置的句型和表示位置的介词可能还比较陌生。

因此，在教学过程中，需要引导学生逐步理解和掌握这些新知识。

此外，学生可能对于一般疑问句的构成和回答方式还不够熟悉，也需要在教学过程中进行特别的引导和练习。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读本单元的核心句型“Where ismy…? It’s in/on/under…”，并能用一般疑问句进行提问和回答。

2.能力目标：学生能够运用所学的句型和词汇描述物体的位置，能够用英语进行简单的交流。

3.情感目标：通过小组活动，培养学生的合作意识和团队精神，增强学生学习英语的兴趣。

四. 说教学重难点1.重点：学生能够掌握本单元的核心句型“Where is my…? It’sin/on/under…”，并能用一般疑问句进行提问和回答。

2.难点：学生能够正确运用表示位置的介词in, on, under，以及一般疑问句的构成和回答方式。

五. 说教学方法与手段1.教学方法：采用情境教学法、任务型教学法和合作学习法。

2.教学手段：利用多媒体课件、实物、图片等辅助教学，激发学生的学习兴趣，提高学生的学习积极性。

六. 说教学过程1.导入：通过歌曲“Where is my car?”引入本课主题，激发学生的学习兴趣。

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。

说课稿pep三年级下册Unit4--A-Let‘s-learn.LT2021－2021学年度第二学期三年级下册英语说课稿尊敬的各位领导、老师大家下午好：我非常荣幸地参加我校举办的说课活动，也感谢我校给我这样一个自我提升的时机。

今天我要说的是pep三年级下册Unit4 Where is the car ?A Let’s learn.我将从说教材、说学情、说模式、说设计、说板书、说评价、说开七个方面进行我的说课流程。

一、说教材结合教材归纳为以下6点。

1、教材内容贴近学生生活，符合小学生兴趣的需求。

例如数字、颜色、食品、动物、身体、个人、家庭、学校、朋友、等，这些鲜活的话题，教材采用儿童喜爱的表现形式，如韵律歌、故事、会话表演、游戏、歌曲等，呈现给学生，足以引起学生的兴趣。

2、教材以话题为核心，以功能和结构为主线，以任务型活动为目标安排各单元或各课的教学。

学生通过用中学、学中用，“习得〞与“学得〞结合，学生模仿，教师指导，使学生逐渐形成良好的语音、语调、书写、拼读的习惯，逐步培养起初步的语感。

- 2 -3、教材要求采用多种教学方法，如情景法、视听法、结构法、功能法、全身反响法等，创设情景，开展互动式、合作式学习。

当孩子们扮演角色，成功地做成一件事时，他们会喜形于色，兴趣倍增、信心加强，受到很大鼓励。

4、教材采用练习和活动的形式符合儿童生理和心理开展的特征。

手、脑、口、耳、眼、肢体并用，动态、静态结合，根本功操练与自由练习结合，注意开展多元智能。

5、教材利用多种媒体，提供配套的教学资源，(例如光盘中的数字课堂、备课资源〕为学生提供良好的语言环境，使学生置身于以英语为母语的环境中，体验英语的实际运用，优化教学过程。

6、教材注重学生自学能力和学习策略的培养，提供评价手段。

本册的根本内容有六个单元和两个复习单元。

我所讲的第四单元的内容特点我归纳如下本单元学习的主题是介绍物体方位的介词及用法，其中介词分别为on.in.under，还有9个名词chair.desk.cap.ball.car.boat.map.toy.box及重点句型Where is the …?It’s in/on/under…Is itin/on/under…?Yes,it is./No ,it isn’t.并且能够正确询问物体方位的交际会话。

PEP三年‎级英语下册‎U nit4‎PartA‎ Let's talk说‎课稿陈锦玉我说课的内‎容为PEP‎《小学英语》三年级下册‎U nit 4 Do you like pears‎?英语新课标‎指出：英语课程的‎学习是学生‎通过体验、实践、参与、合作与交流‎的学习方式‎和任务型的‎教学途径，发展学生的‎综合语言运‎用能力，在注重学生‎知识能力形‎成的同时，关注学生的‎人格发展和‎思维的，本着这样的‎认识，结合学生已‎有的知识水‎平，我对教材解‎读如下：一、联系实际说‎教材第四单元的‎主要内容是‎呈现孩子们‎喜爱的各种‎水果的英语‎单词及询问‎是否喜欢某‎种水果的英‎语句型，在句型中出‎现了名词的‎复数形式，为了方便教‎学，我将本单元‎A部分Le‎t's talk 和Let's learn‎的内容进行‎了整合，把Let's learn‎中的pea‎ch, water‎m elon‎，pear，orang‎e，四种水果的‎单词及其名‎词复数形式‎，peach‎e s, water‎m elon‎s，pears‎，orang‎e s，和简单的对‎水果爱好的‎评价的句型‎：I like… … 等进行第一‎课时的教学‎。

知识目标：1、听说认读四‎种水果单词‎，学会单词后‎能熟练对水‎果进行评价‎：I like… …。

‎?Yes，I do ./No，I don't .2、熟练地使用‎句型：Do you like pears能力目标：培养学生用‎英语交际的‎能力，发散思维能‎力和知识的‎迁移能力。

情感目标：培养学生良‎好的学习习‎惯，把所学的语‎言与生活紧‎密结合起来‎，让学生学有‎所用。

本节课的重‎点和难点：名词复数的‎读音和句型‎的熟练使用‎。

在重点和难‎点的突破上‎，我特别注意‎了训练形式‎的变换，尽量让衔接‎过度自然，能让学生更‎容易理解。

可是在有些‎环节还是让‎学生感到困‎惑。

A Speaking lesson draftI. Analysis of the teaching material:1) Textbook contents: PEP Primary school English Grade three top volumes Unit 4 Where is my car?The contents in the first period is mainly refer to three words: in, on, under and tw o sentence about inquiring: Where is…? It is in/on/under…2) Textbook status : According to the problem of Chinese students about learning English, the book design a lot of material to improve the students‟ ability of listening ,speaking, reading and writi ng. So I think the book is very helpful to students. This period extend and consolidate students‟ words and sentences about inquiring. Teach students how to inquiring/ask.II. Analysis of the students:The students are grade 3. They have been master common words and sentences. It makes my class easily. It is known to us that the kids are very active and like playing games very much, so during my class, I‟ll design some interesting games to activate them to participate and learn more knowledge. They will also be interested in the class.III. Teaching methods:My teaching method is the Presentation, Practice and Production Model of teaching. Using the PPP can make the class active and excited. IV. Teaching aims:1. Language knowledge aims:1) By the end of class, students can describe something with …in, on, under‟2) Students can use the sentence: “where is…?” to inquire something where.2. Language skill aims:By the end of the class, students can improve themselves listening, speaking, writing and reading.3. Cultural awareness:Gain inquiring knowledge of the international culture by the class. 4. Affection and attitude:1) Learn to communicate with others in proper way.2) Learn to inquire with others in proper way.3) Care about and understand each other.5. Learning strategies:By inquiring something where, express preference and making plans. V. Teaching language Key points:The three new words: in, on, under. And the sentence: Where is…? It is in/on/under…VI. Teaching language difficult points:1) How to inquiring something where with the sentence: Where is…? It is in/on/under…2) How to use and understand the three words: in, on, under.VII. Teaching aids:In this class, I‟ll use pictures, word cards, ruler, pencil case, pencil, a toy car, chair, desk and a computer.VIII. Teaching procedures:1.Warming up:Step1: Play a game:When I say …ruler/pencil case/pencil‟, students say “show me your ruler/pencil case/pencil”.E.g.: T: Ruler/Pencil case/Pencil (in teacher‟s hand)Ss: Show me your ruler/pencil case/pencil.Step2: Sing a song:I will ask them trying to follow it to sing together. After singing, I willask students some questions.E.g.: T: Where is your eyes/ears/mouth?Ss: Here, it is. (Students appoint their eyes/ears/mouth)2.Presentation:Step 1: Show students my ruler/pencil case/ pencil/bag.The first, ask students closing their eyes. I put my pencil and eraser in the pencil case.The second, I put my bag under the desk and my pencil case on the chair.The third, let students guess.Step 2: Learn new words (in/on/under)1) Ask students some questions and lead in new word …in‟.T: Open your eyes, where is my bag?Ss: There, there.T: Look, it‟s under the desk. Can you say?Ss: Yes.T: Under the desk.Ss: Under the desk.T: Under the ruler. (Teacher put pencil under the ruler)Ss: Under the ruler. (Students put pencil under the ruler) (I paste the paper card with …under‟ on the blackboard)2) Ask students some questions and lead in new words …on, under‟.The teaching of …on‟ and the teaching of …under‟ are the some to the teaching of …in‟.3. Practice:Step 1: Show students three pictures on the blackboard.The first picture (with a ball under the box)The second picture (with a ball on the box)The third picture (with a ball in the box)T: What‟s this? (Teacher appoint to the first picture)Ss: It‟s a Box, a ball. (The second picture and the third picture are thesame to the teaching of the first picture)Step 2: Describe (Show some pictures in PPT)I appoint the first picture and give students an example.T: Look, describe the pictures with Phrases. -No.1. -it is a cat under the desk. Understand.Ss: Yes,T: Ok, let‟s do it.... (The following dialogues are the same to No.1)Step 3: Play a gameI will invite three students. When I say …in/on/under‟, students do an action with fist in the palm/fist on the palm/fist under the palm)T: In.Ss: (fist in the palm)T: on.Ss: (fist on the palm)T: under.Ss: (fist under the palm)4. Presentation:Step 1: Watch videoShow students a video. After watching, I will say, “Where is Mike‟s car? It‟s under the desk.”T: Oh, I am wrong. Let me guess again. It‟s in the desk. I am wrong.Who can help me? You Please.S: Under the chair.T: Oh, I don‟t think so. Let‟s watch again, and than, check answer. ….Ok, where is Mike‟s car? Look at the PPT, Are you right?Ss: Yes.T: Please follow me, under the chair.Ss: under the chair.T: You are so clever.Step 2: Learn new sentenceAsk students some questions and than lead in new sentence: -Where is…? -it is in/on/under…T: Listen, if you want to describe something or you want to inquire something where, you should ask, “Where is…? For example: -I come from bag.-where is my bag? Understand.Ss: Yes.T: I come from my ruler.Ss: Where is my ruler?T: I come from pencil.Ss: Where is my pencil?T: Ok, great.5. Practice:Step 1: Watch cartonShow students a carton. After watching, ask students some questions.T: What can you see our Mike in the carton? You can say the one sentence to us, according to your memory. What can you say our Mike?S: Under the chair, in the table.T: Any else, you please.Ss: Thank you!T: Watch it again and write down the dialogue.Ss: (write dialogue)T: Are you finished?Ss: Yes.T: Who can show me you dialogue?S: Let me try.T: Look, is he/she right?Ss: Yes.T: Thank you! You are so great.Step 2: Show timeThe first time: A student act Mike with Mom (teacher).The second time: A student act Mom with Mike (teacher).The third time: A student act Mike with Mom (a student).Mike: Where is my car?Mom: On your desk.Mike: No.Mom: In the toy box.Mike: No.Mom: Look! It‟s under the chair.Mike: Oh, yeah! Thanks, Mom.Mom: You are welcome!6. Production:Step 1: Let students show me their book, ruler, pencil, pencil case and eraser. Invite a student describe.T: Put your pencil in your pencil case.S: (do an action)T: Put your pencil on the desk.Ss: (do an action)T: Put your eraser under your ruler.Ss: (write dialogue)T: Is she/he right?Ss: Yes.T: Put your eraser in your book.S: (do an action)T: Look, is he/she right?Ss: Yes.T: Thank you! You are so greatStep 2: Let’s drawLet students take out their exercise book and pencil. Draw a picture. And invite three students to show us and paste their picture under the paper card in order on the blackboard.The first group draws a picture with a ball on the desk.The second group draws a picture with a ball in the desk.The third group draws a picture with a ball under the desk.7. Assignments:1) Finish your exercise book.2) Listen, read and speak with your partner.IX. Blackboard design:Unit 4 Where is my car? (The first period)In, on, underWhere is my ruler/pencil/pencil case/bag?It‟s in/on/under the pencil case/desk/ruler.。

Unit4 Do you like pears? A Let’s learn说课稿各位老师、评委大家好！首先很感谢学校能给这样一个锻炼自我能力的机会。

借此平台，我结合小学英语阶段在小学三年级英语教学中应用与大家一起分享我的说课。

一、说教材今天我说课的内容是小学英语三年级下册Unit 4 Do you like pears?A Let’s learn，本课是功能性的交际训练课，呈现孩子们心爱的各种水果的英语单词及询问是不是喜欢某种水果的英语句型。

我借助多样化的教学手段，将听、说、玩、摸、闻、猜溶为一体，激发学生学习英语的兴趣和愿望。

使学生通过合作学习等形式体验成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单问答的能力。

主要是让学生掌握听、说、认读本课时中的水果单词：peach, pear, orange, watermelon.，能理解并运用句子Do you like ……？Yes， I do./No,I don’t.结合英语课程总目标和具体要求我将本课目标设计如下：（一）语言知识目标（1）能听懂会说水果类单词：peach, pear, orange, watermelon.（2）能使学生能听懂、会说本课的句型：It tastes good.要求模仿正确、语调自然。

能理解并运用句子Do you like ……？ Yes，I do./No, I don’t.2、情感文化目标（1）通过本课学习使学生有兴趣听、说英语、背歌谣、参与游戏，勇于开口、乐于模仿。

（2）教育学生礼貌待人，体验好东西大家分享的乐趣。

3、学习策略目标：（1）培养学生注意力、观察力，促进学生积极思维。

（2）在任务活动中，引导学生积极运用所学英语进行表达与交流。

4、说重点重点：学说水果类单词。

5、说难点：各类水果复数形式的发音，听懂会说本课的句型Do you like……？ Yes，I do./ No, I don’t.，并能在实际情景中运用。

PEP小学英语四年级上册Unit 4 My homePart B Let’s learn说课稿我说课的内容是PEP小学英语四年级第四单元B部分的Let’s learn，Let’s play。

一、说教材这套教材的编写注重学生语言运用能力的培养，突出语言的实际性和交际性，同时也突出语言的真实性和实用性，本单元以my home为话题，兼顾语言结构，逐步引导学生运用英语完成有实际目的的语言任务。

本课时是这一单元Part B 的第一课时，是一节词汇课。

因此我以本课教学目标为基点，结合重难点，通过猜、读、说、找等多种教学方式，帮助学生在轻松愉悦的氛围中学习6个单词的相关知识。

根据新课标要求，我设置了一下教学目标：知识目标：1、能够听说认读下列单词keys,bed,phone,table,sofa,fridge,这也是本课时的教学重点；并能正确使用table和desk，这也是本课的教学难点。

2、能听懂、会说句型：where are the keys? They are on the fridge.并能进行关键词的替换操练。

能力目标：灵活运用物品类的单词，在日常交际中灵活描述和运用。

情感目标：1、通过本节课的学习，使学生乐于用英语描述自己的房间，培养学生热爱家庭，以及爱护家具的良好品质。

2、使学生愿意在小组活动中积极与他人合作，互相帮组，共同完成学习任务。

二、说教法为了顺利完成教学目标，更好的突出重点，突破难点，按照学生的认识规律，我采用情景假设法、直观演示法、交际法、游戏法相结合的方法。

兴趣是学生最好的老师，小学低年级英语更注重趣味教学，在课堂上适当运用肢体语言、游戏法，激发学生学习英语的兴趣，进而促使学生由兴趣发展到产生要学好它的志趣。

教师通过直观演示法，引导学生用英语表达自己的思想和感受。

在调动学生积极性和主动性方面，我采用了游戏法，让全班参与其中，形成师生互动，提高教学效果。

三、说学法小学四年级学生已经学了一年的英语，已掌握了基本的听、说、认读能力，已具备了一定的自学能力。