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2024年新版PEP英语三年级上册unit4教案
2024年新版PEP英语三年级上册unit4教案一、教学目标1、学生能够听懂、会说、认读单词：duck, pig, cat, bear, dog。
2、学生能够理解并运用句型：What’s this? It’s a3、培养学生对动物的喜爱之情，增强保护动物的意识。
二、教学重难点1、重点掌握单词：duck, pig, cat, bear, dog 的正确发音和认读。
能够熟练运用句型What’s this? It’s a进行对话。
2、难点单词 bear 的发音。
句型在实际情境中的灵活运用。
三、教学方法1、情景教学法：通过创设生动有趣的动物情境，让学生在情境中学习和运用语言。
2、游戏教学法：设计多样化的游戏活动，如猜动物、模仿动物叫声等，增加学习的趣味性。
3、歌曲教学法：利用欢快的英语歌曲，帮助学生巩固所学单词和句型。
四、教学过程1、热身（Warming up）播放一首欢快的英语歌曲“Old MacDonald Had a Farm”，让学生跟着歌曲一起唱，营造轻松愉快的英语学习氛围。
2、导入（Leadin）展示一张动物园的图片，问学生：“What can you see in the zoo?”引导学生用中文回答，如“猴子、大象”等。
然后说：“Today, we are going to learn some new animals Let’s go!”3、呈现新课（Presentation）依次出示单词卡片“duck”，并做出鸭子的动作和叫声，说：“Look! It’s a duck Quack, quack”让学生跟读单词，强调“duck”的发音。
用同样的方法教学“pig”，模仿猪的叫声“Oink, oink”展示“cat”的图片，说：“Meow, meow It’s a cat”让学生模仿猫叫，练习单词发音。
对于“bear”，先让学生观察图片，然后重点讲解发音，可多带读几遍。
最后教学“dog”，做出小狗摇尾巴的动作，说：“Woof, woof It’s a dog”4、操练（Practice）游戏“猜动物”：教师模仿一种动物的叫声或动作，让学生猜是什么动物，并用英语说出来。
《全新版大学进阶英语综合教程3》Unit-4教案
Step Three
（步骤三）
Cultural Notes:
Talk about Culture Notes“Emerging Adulthood”on Page 92, giving Ss a very basic idea about what is means before going through the context; also, a poem on Page 111 can be talked about to raise Ss’interest.
Expressions:
Almost half of the participants said that...
Only a small number of respondents indicated that....
From the graph it can be seen/concluded that ..
2.《全新版大学进阶英语-综合教程教师手册3》（上海外语教育出版社）
3.Teaching courseware（上海外语教育出版社）
编号：U4-01
Steps
（步骤）
教学组织
Step One
（步骤一）
Opener:
Pair work:Talk about the graph on Page 89 based on the following questions and using the expressions below
pare American and Chinese views on emerging adulthood;
2.Write an essay about graph
教学基本内容
Warming-up Activities
（步骤三）
Cultural Notes:
Talk about Culture Notes“Emerging Adulthood”on Page 92, giving Ss a very basic idea about what is means before going through the context; also, a poem on Page 111 can be talked about to raise Ss’interest.
Expressions:
Almost half of the participants said that...
Only a small number of respondents indicated that....
From the graph it can be seen/concluded that ..
2.《全新版大学进阶英语-综合教程教师手册3》（上海外语教育出版社）
3.Teaching courseware（上海外语教育出版社）
编号：U4-01
Steps
（步骤）
教学组织
Step One
（步骤一）
Opener:
Pair work:Talk about the graph on Page 89 based on the following questions and using the expressions below
pare American and Chinese views on emerging adulthood;
2.Write an essay about graph
教学基本内容
Warming-up Activities
【优质教案】Unit4 Houmor Lesson3 教学设计3
Unit 4 HumourLesson 3 Period 1教材分析本课包含两个语篇，分别介绍了经典喜剧角色憨豆先生（Mr. Bean）和他的扮演者罗温·艾金森（Rowan Atkinson）, 属于“人与社会”主题。
本课主题意义在于通过文字赏析憨豆先生的表演片段，体会憨豆先生的独特幽默；通过了解罗温·艾金森的人生历程，了解他选择喜剧事业的经历和故事，激发学生进一步了解幽默喜剧背后的人和事，丰富对话题的认知。
教学目标在本课学习结束时，学生能够：1. 获取有关喜剧角色憨豆先生的基本信息和表演特点，口头介绍憨豆先生；2. 阅读并提取关键动词和动词短语，描述并表演憨豆先生餐厅用餐片段；3. 根据文本内容推断文本隐含信息（如憨豆先生的具体行为动机和作者对憨豆先生的态度）, 推断总结人物特点并说明理由。
教学重难点【教学重点】1. 获取有关喜剧角色憨豆先生的基本信息和表演特点，口头介绍憨豆先生；2. 阅读并提取关键动词和动词短语，描述并表演憨豆先生餐厅用餐片段。
【教学难点】仿照课文，根据本堂课所学，描述憨豆先生的其他喜剧片段。
教学过程Step 1 Warming-upGroup Work: Look at the photo. Answer the questions.(1) Who is he?(2) What’s his nationality?(3) What is he famous for?(4) What TV series and films has he acted in?(5) What do you think of his performance?设计意图：创设情景，引入主题，激活学生已有关于憨豆先生的背景知识。
Step 2 Reading1. Pair Work: Read paragraph 1 of Text 1. Pay attention to the new words.2. Pair Work: Tell each other who Mr. Bean is and what is so special about him.设计意图：基于主题，引导学生获取人物基本信息，为下一步体会人物表演风格做好准备。
unit4 Body language period3教案
v-ing形式，不强调动作，只说明动作的名称，或主语的内容或表示主语具有的特征。
e.g. 1）The reason he gave was very convincing.
2）Perhaps the best example is smiling.
3.常考形式：
doing表示动作发生在谓语动词之后或几乎同时发生。
用it作形式宾语，真正的宾语是动词-ing形式。其结构是：
sb.＋动词＋it＋adj.＋动词-ing形式
常用动词有：think, like, hate, consider, find, feel, believe等
I feel it difficult trying again.
I found it useless/no use crying over the split milk.
e.g. 1）It was fortunate that Jack narrowly escaped being killed in a traffic accident
2）I am looking forward to seeing you again.
以下及物动词后既可接不定式又可接动词-ing作宾语，但两者意义上有区别
讲授新课
Step2 Conclusion
The verb-ing form as object and predicative
形式：一般式doing being done
完成式having done having been done
verb-ing的否定形式是在其前面加not
Step3 Study
1.The verb-ing form as object
shaking，bowing，nodding在句中作动词favour的宾语。
e.g. 1）The reason he gave was very convincing.
2）Perhaps the best example is smiling.
3.常考形式：
doing表示动作发生在谓语动词之后或几乎同时发生。
用it作形式宾语，真正的宾语是动词-ing形式。其结构是：
sb.＋动词＋it＋adj.＋动词-ing形式
常用动词有：think, like, hate, consider, find, feel, believe等
I feel it difficult trying again.
I found it useless/no use crying over the split milk.
e.g. 1）It was fortunate that Jack narrowly escaped being killed in a traffic accident
2）I am looking forward to seeing you again.
以下及物动词后既可接不定式又可接动词-ing作宾语，但两者意义上有区别
讲授新课
Step2 Conclusion
The verb-ing form as object and predicative
形式：一般式doing being done
完成式having done having been done
verb-ing的否定形式是在其前面加not
Step3 Study
1.The verb-ing form as object
shaking，bowing，nodding在句中作动词favour的宾语。
人教版八年级英语上 Unit 4 (第3课时)教案 及导学案
Unit 4 What’s the best movie theater？Section B 2a-2e（人教版八年级上册Unit 4第3课时）兴山县高桥中心学校许武松一、Teaching Aims：1、Knowledge aim: Students can know some basic information about the talent shows and master the usage of key words and the superlatives1) Words： performer, talent, common, all kinds of, beautifully, role, winner, prize, everybody, make up, example, for example, poor, seriously, give2) Sentences：①All these shoes have one thing in common.②That’s up to you to decide.③But if you don’t take these shows too seriously, …④They usually play a role in deciding the winner.2、Ability aim：Students can improve their reading and speaking ability and learn to talk about the talent shows and use the superlatives correctly.3、Emotional aim：Students can be more confident to talk with others and learn to find some shinning points of others.Understand the essence and aim of some talent show, in the right attitude towards life some musicians and movie stars, don't be blindly, do groupies.（了解一些选秀节目的实质及目的，正确对待生活中的一些歌星及影星，不要盲目地追风，做追星族）。
高中英语Unit4ILesson3InternetandFriendships教案北师大版必修第二册
Internet and Friendships
一、教学内容分析
本课内容是北师大英语必修四的第四单元第三课阅读课，是本单元教学的核心部分。首先，本课延续本单元探讨信息技术这一话题，探讨网络与人的关系，即网络对友谊的影响；其次，本课文章选材新颖，通过两篇博客帖子的形式去吸引学生阅读，且两篇文章分别论述网络对友谊是积极影响还是消极影响，不仅话题贴近学生生活，更容易引发学生的思考和讨论；最后，本课话题选择上引导学生讨论过程中能够发人深省，鼓励学生去正确认识网络的利弊，更好地利用网络加强人与人之间的友谊和联系。
二、教学目标master the key words and expressions about the Internet and Friendships.
2.能力目标：
(1)Students get to know how to get the main idea of a passage and the topic sentences of each arguments;
引导学生去发现两篇文章论述观点的文章发展结构；
通过多媒体图文去引导学生思考该论点，为读后的辩论环节做好铺垫。
Draw a picture and compare the way of developing such an essay to the structure of a house, with main idea as its roof, arguments as pillars and the conclusion as the bottom.
五、教学重点及难点
教学重点：
(1)Students have a better understanding of the effect the Internet have on relationships, especially on friendships;
一、教学内容分析
本课内容是北师大英语必修四的第四单元第三课阅读课，是本单元教学的核心部分。首先，本课延续本单元探讨信息技术这一话题，探讨网络与人的关系，即网络对友谊的影响；其次，本课文章选材新颖，通过两篇博客帖子的形式去吸引学生阅读，且两篇文章分别论述网络对友谊是积极影响还是消极影响，不仅话题贴近学生生活，更容易引发学生的思考和讨论；最后，本课话题选择上引导学生讨论过程中能够发人深省，鼓励学生去正确认识网络的利弊，更好地利用网络加强人与人之间的友谊和联系。
二、教学目标master the key words and expressions about the Internet and Friendships.
2.能力目标：
(1)Students get to know how to get the main idea of a passage and the topic sentences of each arguments;
引导学生去发现两篇文章论述观点的文章发展结构；
通过多媒体图文去引导学生思考该论点，为读后的辩论环节做好铺垫。
Draw a picture and compare the way of developing such an essay to the structure of a house, with main idea as its roof, arguments as pillars and the conclusion as the bottom.
五、教学重点及难点
教学重点：
(1)Students have a better understanding of the effect the Internet have on relationships, especially on friendships;
Unit4Amazingart第三课时教案-高中英语外研版
2.Preparations(make) for the 2024Olympic Games inParisnow.
3.The new generation of puters,with artificial intelligence,(develop)and perfected now.
4.They are living with their parents for the moment because their own house(rebuild).
③一般状况下可以省略原来充当主语的名词或代词。假如有必要强调主语时，可以用“by〞引出。
And just look at her dress is being folded by the wind.
④留意没有现在进行时的被动语态的动词
一些表示“状态、心理活动、拥有、存在〞等的动词，一般不用现在进行时的被动语态，而常用一般现在时的被动语态。
【课题】Unit 4 Amazing art
本节重点
To learn to identify Present Continuous Passive.
To describe what is happening using Present Continuous Passive.
本节难点
Tomake some sentences by using “Present continuous passive〞.
A modern school is being built in our hometown.
③表示常常性的被动动作，常和always, often, constantly等词连用(表达某种感情颜色)。
He is always being praised by the teacher.
3.The new generation of puters,with artificial intelligence,(develop)and perfected now.
4.They are living with their parents for the moment because their own house(rebuild).
③一般状况下可以省略原来充当主语的名词或代词。假如有必要强调主语时，可以用“by〞引出。
And just look at her dress is being folded by the wind.
④留意没有现在进行时的被动语态的动词
一些表示“状态、心理活动、拥有、存在〞等的动词，一般不用现在进行时的被动语态，而常用一般现在时的被动语态。
【课题】Unit 4 Amazing art
本节重点
To learn to identify Present Continuous Passive.
To describe what is happening using Present Continuous Passive.
本节难点
Tomake some sentences by using “Present continuous passive〞.
A modern school is being built in our hometown.
③表示常常性的被动动作，常和always, often, constantly等词连用(表达某种感情颜色)。
He is always being praised by the teacher.
初中全部单词直读直拼unit 4 3教案
modern
monster pocket
molecule
tomorrow polish
monitor
novel possible
to.’mo.rrow: rrow是一个词缀，mo是一个携带重音的不 间断音（注：倒一音节与倒二音节形成双辅音结构，重 音在倒二音节上），to是一个需要弱读的不间断音。 s.’po.t: t是一个散的辅音，po是一个携带重音的不间断 音（注：s音后的重读音节上的辅音要浊化，t音浊化成d 音），s是一个散的辅音。
2600单词直读直拼之
unit4 lesson 3
本节课学习的词缀
-gger -dern -cket
-ter -del -cule -rrow -lish
单词
job jog jogger jot log lock lot lost lobster lollipop block clock long along belong mop nod not knob knock pot spot
快速读单词
job jog jogger jot log lock lot lost lobster lollipop block clock long along belong mop model modern molecule monitor monster tomorrow nod not novel knob knock pocket polish possi！
jo -b, -g, -gger, -t lo -g, -ck, -t, -st, -ter, -pop, b-ck, c-ck long a-, bemo -p, -del, -dern, -cule, -tor, -ter, to-rrow. no -d, -t, -vel, k-b, k-ck po -cket, -lish, -ble, -t, s-t,
人教版八下英语Unit4全单元教案(经典建议收藏)
人教版八下英语Unit4全单元教案(经典建议收藏)课时1 教学目标1. 学生能够认读并理解本单元的新词汇和短语。
2. 学生能够听懂并理解有关周末活动的对话。
3. 学生能够用英语描述自己和他人的周末活动。
4. 学生能够根据对话内容完成相关练。
5. 学生能够根据提示写出与周末活动相关的句子。
课时2 教学目标1. 学生能够根据图片和提示对周末活动进行描述。
2. 学生能够听懂并理解有关借和还物品的对话。
3. 学生能够通过对话内容完成相关练。
4. 学生能够根据对话提示写出与物品借还相关的句子。
课时3 教学目标1. 学生能够听懂并理解有关约会的对话。
2. 学生能够运用所学句型和词汇进行对话练。
3. 学生能够根据对话内容完成相关练。
4. 学生能够用英语描述自己的约会经历。
5. 学生能够根据提示写出与约会相关的句子。
课时4 教学目标1. 学生能够听懂并理解有关邀请的对话。
2. 学生能够根据对话内容完成相关练。
3. 学生能够根据提示写出与邀请相关的句子。
课时5 教学目标1. 学生能够听懂并理解一篇有关暑假计划的短文。
2. 学生能够运用所学句型和词汇进行短文理解和书面表达练。
3. 学生能够根据短文内容完成相关练。
4. 学生能够用英语描述自己的暑假计划。
5. 学生能够根据提示写出与暑假计划相关的句子。
课时6 教学目标1. 学生能够运用词汇和句型描述日常生活中的活动。
2. 学生能够运用所学句型和词汇进行对话练。
3. 学生能够根据对话内容完成相关练。
4. 学生能够根据提示写出与日常活动相关的句子。
课时7 教学目标1. 学生能够听懂并理解有关节日庆祝的对话。
2. 学生能够用英语描述自己喜欢的节日。
3. 学生能够运用所学句型和词汇进行对话练。
4. 学生能够根据对话内容完成相关练。
5. 学生能够根据提示写出与节日庆祝相关的句子。
课时8 教学目标1. 学生能够听懂并理解有关健康惯的对话。
2. 学生能够根据对话内容完成相关练。
3. 学生能够用英语描述自己和他人的健康惯。
三年级上册英语教案Unit4Lesson3Ihavetwoeyes_鲁科版(五四制)(三起)
小学英语第一册（山东科技版）Book 1 Unit 4 BodyLesson 3 I have two eyes .一、教学目标（一）知识目标能听懂、会说并认读下列单词：ear, eye, hand, leg, arm 及其复数形式。
能够认读字母：Ee，Ff ，Gg.（二）能力目标能听懂、会说并认读下列句子：I have two…，并用I have two…介绍自己的身体。
（三）情感目标1. 激发学生学习英语的兴趣，培养他们的自信心和自主学习的能力。
2. 培养学生乐于模仿、敢于开口的良好学习习惯。
3. 培养学生合作能力和观察能力。
二、教学要点分析（一）教学重点三会词汇leg、arm、eye、hand及句型I have…（二）教学难点身体部位单词复数的发音及运用。
ear和eye的区别。
三、教学准备课件、单词卡、头饰、字母卡四、教学过程（一）Warmi ng-up1. Greetings.2. Sing the song “Head, shoulders ”【设计意图】歌曲不但营造了轻松愉悦的课堂气氛，还复习了前面学习的身体部位的单词，也为接下来学习新知识做了链接。
3. Play a game: I say, you point and say.T: Head.Ss: ( Point to head )This is my head.4. 教师指着自己说：I have a head. Whatabout you?（巩固上节课学习的I have a……句型）T：When I point to my head. You should say I have a head. When I point to my nose. You should say I have a nose. 这个地方把以前学的arm 和leg 加上，进行课文渗透，学生如果说I have two arms. 老师可以说：Yes ，I have two arms.【设计意图】复习了旧知的同时，让学生不知不觉地进入到了英语学习之中并为新知的呈现作了铺垫。
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Unit 4 Astronomy: the science of stars Period 1 Warming up & Pre-readingTeaching aims:1.Learn the new words.2.Talk about the science of starsStep 1 WordsLearn the new words of this unit.Step 2 Warming up & lead in1.Talk about science subjectsT: Good morning/afternoon, everyone. What class do you have today?S1: Maths, English, Chinese, physics, history, and geology.T: What other subjects do you have in school?S2: puter, chemistry, biology, music, PE, and politics.T: Which is your favourite? Why?S3: My favourite one is …because it’s very interesting/exciting/instructive/…S4: I like …best because …2.Talk about universe and solar systemT: Let’s follow this astronomer to learn about universe. How did the universe e into being?S1: After the “Big Bang”, the universe came into being.T: Do you know the solar system in the universe? What is it made up of?S2: The solar system contains eight plas and many ets and other objects.T: Can you name the eight plas?S3: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.T: Which pla do we live on? Can you describe what it looks like?S4: Earth. It supports a variety of life and 70% of the earth is covered with seas or oceans.T: Why does life only exist on the earth?S5: Because there is air and water on the earth.Step 3 Pre-readingGet the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.Read some stories to the students.Pangu separates the sky from the earth;The Biblical Account;India;Japan;Europe;Let them discuss in groups.Step4 Homework1.Review the words of this unit.Preview the pas真的不掉线吗？？、？？？？？？？？？？？？2.sage of “Reading”.3.Do page 27 Ex.3.Unit 4 Astronomy: the science of starsPeriod 2 Reading and prehendingTeaching Aims: Enable the Ss to say something about astronomyHelp the students to form a good habit of readingCultivate the Ss' awareness of protecting the earth.Teaching Importance: How to improve theSs'ability to understand how life began on the earthTeaching Methods:Task--based methodTeaching Procedure:Step1. Warming up1.Free talk2.Review the words of Unit 4 by playing chess on the blackboard.Step2 Leading-in1.Talk about some pictures.2.Watch a video and then ask the Ss to put the pictures on the screen into a right order.Step3 ReadingTask 1 SkimmingRead the passage quickly and join the main idea for each paragraph.Para.1 a)The arrival of humans and their impact on the earthPara.2 b)The development of plants and animals on the earthPara.3 c)A widely accepted theory about the formation of the universePara.4 d)The importance of water for lifePara.5 e)The formation of the earthTask 2 Scanning真的不掉线吗？？、？？？？？？？？？？？？Read the passage carefully and then fill in the blanks with different kinds of living things.Task 3 Careful Reading:Finish the summary according to the text:After the “big bang”, the earth was still just a cloud of _______,it _______loudly with fire and rock, which were _____ to produce the_________, carbon dioxide and other gases. Then ________ grew.They multiplied and filled the oceans and seas with _____. Many millions of years later the first________ began to appear on land. When the plants grew to forest, _____ appeared for the first time. They produced young generally by __________. When dinosaurs disappeared, ________ became more important.Task 4 Post ReadingDiscuss in groups.1.What problems have been caused by humans to the earth?2.How to protect the earth and make it a better place to live on?Step 4 Homework1. Search the Inter for the imformation of the development of life.2. Read the passage carefully and try to find out key points.Period 3 Reading (2)Teaching goals:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching important points:Train the students’ ability to cooperate with others.Step 1 Revision1.Check up the homework.2.Have a quiz of the words.Step 2. Language points1. It exploded loudly with fire and rock, which were in time to produce the water vapour.Which leads non-restrictive attributive clause.in time: sooner or later; eventuallyI will see him in time.In time ( for sth/to do sth): not lateShe will be back in time to prepare dinner.In/out of time: in/not in the correct time2. Whether life will continue on the earth for millions of years to e will depend on whether this problem can be solved.To e: serves as attributiveShe is the last person to do such a thing.Depend on: something might only happen or be true if the circumstances are right for itOur success depends on whether everyone works hard or not.3. …by laying eggs.lay-laid-laid-laying 放, 把...... 放在......; 产卵真的不掉线吗？？、？？？？？？？？？？？？He laid his books on the desk.4. give birth to1) 生（孩子） She’s just given birth to a healthy baby girl.她刚刚生了个健康的女婴。