最新新版pep四年级下册unit3--partA-let's-talk教案

（人教PEP）四年级英语下册教案Unit 3 Is this your skirt?学过程Preparation准备活动1. Let’s sing.2 .Let’s do.让学生边唱边跳，调动了全班学生参与，营造出浓厚的英语课堂氛围，另为学习新句型作好铺垫。

节奏感很强的chant容易吸引学生进入英语学习状态，从而促进全体学生学习，为下一步的教学打下好的铺垫。

P ro d u c t i o n 输出运用课外活动设计②：画一画。

请学生拿出事先准备好的画纸和画笔，让学生自己设计自己喜爱的衣服，以小组为单位先说一说自己的设想，然后用英语介绍，比一比谁设计的最好。

学生作品:学生根据黑板上的生词表画出个性化的衣物，教师鼓励学生将作品贴到黑板上。

教师指图问一名学生：Is thisyour…？Whose is this？学生依次作答。

除此还可以指着某件作品询问：Is this/that his/her…？依此练习名词所有格形式。

竞赛与游戏向来为学生所喜爱，这两个游戏结合竞赛，不仅可以让学生操练句型，还能让学生在单调的学习中得到放松，让他们意犹未尽，更加渴望下一节课的到来。

板书设计Unit3Is this your skirt? Part (A) Let’s talk句子: Is this your skirt? Yes, it is.Is that your T-shirt? No, it’s not.Whose is it? It’s my shorts.。

PEP 四年级下册Unit 3 A Let's talk 教学设计I. 教学目标1.能够在图片和教师的帮助下理解对话大意。

2.能够用正确的语音语调朗读对话，并能进行角色表演。

3.能够在情景中运用句型Can I …?征求许可，并用Yes, you can. / No, you can’t.作答；能够在情景中恰当运用句型It’s very cold/hot. 描述天气及温度状况。

4.能够在语境中理解新词或短语outside, cold, be careful, hot 的意思，并能正确发音。

5.能够在Let’s play的活动中，认真看图，运用所学句型Can I …? Yes, you can. / No, you can’t.等进行情景对话表演。

II.教学重点能够在情景中运用句型Can I …?征求许可，并用Yes, you can. / No, you can’t.作答；能够在情景中恰当运用句型It’s very cold/hot. 描述天气及温度状况。

III.教学难点能够在语境中理解新词或短语outside, cold, be careful, hot 的意思，并能正确发音。

IV.教具本课课件、录音、词卡、头饰V.教学过程1. Preparation⑴. Greetings.⑵. Look and say: What time is it?⑶. Let’s chant.根据chant 内容引出cold/outside/ It’s cold outside.词卡展示，分别领读、板书并操练。

2. Presentation⑴. Watch and choose承接上一环节，Mike stays at home. What does he ask?A. Can I go outside now?B. Can I go to school now?学生带问题看视频第一段，并选择。

核对答案，板书句子，领读，男生女生读、小组读，剪刀石头布机械操练。

新版pep四年级下册unit3partAletstalk教案四年级下册Unit 3 WeatherpartA let's talk一、教学目标Language knowledge:1、学生能听懂、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。

Language skill:学会简单的单词替换，并在实际情景中运用。

Sentiment ：培养学生的竞争与合作精神。

二、教学重难点1、教学重点：学生能听懂和会说Let’s talk 的对话。

并掌握句型：Can I ….? 和Yes, you can ./No ,you can’t. ”2、教学难点：对话过程中，人称代词的转换与careful的发音。

三、教学过程Warming-up1、复习上节课所学内容，单词：warm、cold、cool、hot和句型It’s hot in Hong Kong.等T：begin our c lass; let’s review the words last lesson we had learnt.上课之前我们先来复习上节课我们所学的单词。

（巩固旧知识，也为本节课的教学做准备。

）学生读单词跟句子，在此期间。

教师在黑板上画上四线格，为本节课的板书做准备。

2、纠正学生可能在读的过程中出现的错误Presentation and practice1、引入。

T：We have a friend , called Mike ,so today let’s visit his home and l isten what ‘s Mike talking with his mother. OK？(我们有一个朋友叫迈克，今天我们将一起去他家做客，并听听他跟他妈妈在些什么。

好吗？)S：OK!T: Let’s open the book page 25.And look at the first picture.找找迈克跟他妈妈说了什么话。

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。

人教PEP版英语四年级下册Unit 3《Weather》（let’s talk PartA）教案一. 教材分析《PEP人教版英语四年级下册》Unit 3 《Weather》主要让学生学会谈论天气。

通过本节课的学习，学生能够掌握关于天气的词汇，如sunny, cloudy, rny, windy 等，并能用中文询问天气情况。

本节课的教学内容在现实生活情境中运用，使学生感受到英语与生活的紧密联系。

二. 学情分析四年级的学生已经具备了一定的英语基础知识，对学习新知识充满好奇。

但部分学生在发音和听力方面还有待提高，因此，在教学过程中，需要关注这部分学生的学习情况，帮助他们更好地掌握新知识。

三. 教学目标1.知识目标：学生能够掌握关于天气的词汇，如sunny, cloudy, rny,windy等，并能够用英语询问和描述天气情况。

2.能力目标：学生能够在实际情境中正确运用所学词汇和句型，进行简单的交流。

3.情感目标：培养学生对天气的关心，学会关爱他人。

四. 教学重难点1.重点：掌握关于天气的词汇和句型。

2.难点：正确运用所学词汇和句型在实际情境中进行交流。

五. 教学方法采用情境教学法、游戏教学法和分组合作法，激发学生的学习兴趣，提高学生的参与度，使学生在实际情境中学会运用英语描述天气。

六. 教学准备1.教学课件：制作与天气相关的课件，包括图片、动画和音频等。

2.教学道具：准备与天气相关的实物道具，如太阳、云朵、雨滴等。

3.分组标签：将学生分成不同的小组，并贴上相应的标签。

七. 教学过程1.导入（5分钟）利用歌曲《Wheels on the Bus》引导学生进入课堂，激发学生的学习兴趣。

在歌曲结束后，教师提问：“Can you tell me the weather today?”，引导学生思考并回答。

2.呈现（10分钟）教师展示晴天、多云、雨天和有风天气的图片，引导学生用中文描述。

然后，教师出示英语单词卡片，教读sunny, cloudy, rny, windy等词汇，并板书在黑板上。

PEP小学英语四年级下册Unit3 PartA Let's talk 教学设计Unit 3 Part A Let's talk 是PEP小学英语四年级下册的教材，主要学习目标是掌握日常生活中的有关宠物的词汇和简单的交际语言。

本篇教学设计将从教学目标、教学重难点、教学步骤、教学方法、教学手段等方面进行详细阐述，以期为教师在教学中提供参考和借鉴。

一、教学目标1. 能够准确听、说、认读本单元的宠物、颜色、动作等词汇。

2. 能够通过模仿和创新表达宠物身上的特点和喜好。

3. 能够运用句型“Do you like…?”和“I have a…”进行对话交际。

4. 能够理解简单对话并运用所学知识进行问答、模仿。

二、教学重难点1. 宠物、颜色、动作等词汇的教学与练习。

2. 对话交际中熟练运用所学知识进行交流。

三、教学步骤Step 1. Warm-up1. 手板游戏。

学生们分组进行游戏，每组3-4人。

教师喊出某种宠物，学生们根据该宠物的特点和特色，在手板上画出该宠物的形象。

时间不超过1分钟。

最后组内选出最好的作品呈现给全班。

2. 听录音，找出正确的宠物。

教师用录音机播放9种宠物声音，学生们根据所听到的声音，找出对应的宠物并喊出它的名字。

3. 词汇复习。

老师通过图片或幻灯片等方式，复习上一单元所学的关于颜色、数字、食物等词汇。

Step 2. Presentation1.自我介绍。

教师引导学生，通过模板进行自我介绍。

Hello, everyone. My name is ____________. I am _____ years old.I live in ___________. I have a pet. It is a ___________. It is very cute. I like it very much.2. 介绍自己的宠物。

教师为学生提供一些例子，让学生分别介绍自己所养的宠物。

例如：A: Do you have a pet?B: Yes, I have a pet.A: What is your pet?B: It is a dog.A: What color is your dog?B: It is brown.3. 教师介绍自己的宠物，同时展示图片介绍特点和喜好。

⼩学英语_Unit3PartALetstalk教学设计学情分析教材分析课后反思Unit3At the zoo A Let’s talk教学设计⼀．教学内容和教学⽬标1.教学内容：Unit3 At the zoo Part A Let’s talk.2.教学⽬标：（1）能听、说、认读单词tall, short ,fat, giraffe，能听懂会说句型“Look at that… . It’s … .” （2）并能在具体情境中运⽤句型来描述动物的体貌特征。

（3）能在图⽚和⽼师的帮助下理解对话⼤意；（4）能够朗读对话，并能进⾏⾓⾊扮演；（5）能⾃⼰简笔画出常见⼩动物，并运⽤学到的语⾔结构描述⾃⼰的作品；（6）培养学⽣热爱动物、保护动物的意识，提醒学⽣在动物园要遵守⼀定的⾏为规范，不乱逗玩动物或乱投喂动物等；向孩⼦们渗透保护环境的思想意识。

⼆．教学重点和难点1. 教学重点：学会运⽤句型“Look at that…? It’s … .”。

2. 教学难点：如何让学⽣根据实际情况运⽤tall , short , fat 等形容词描述不同动物的体貌特征，如何正确把握并说好对话中的连读和略读，及giraffe的发⾳。

3. 教学准备ppt教学课件,词卡，⼈物和⼩动物们的头饰，栅栏，矮树丛等。

三．教学流程Step1 preparation活动⼀：Let’s sing.活动⼆：free talk.（通过热⾝活动，复习了旧知bear bird tiger等动物类单词，并引⼊新课。

）Step 2 Presentation活动三：Watch and choose. 新知呈现出来后，板书，领读。

活动四：呈现第⼀幅图的空⽩图⽚。

1.（what does mum say to attract the children’s attention）,同时出现句⼦和声⾳。

开始学习（板书句⼦中每个单词的拼写及发⾳领读连读和略读⽣个别读，师进⾏评价及纠正）2.讲解tallTwo giraffes, relationship between them, baby giraffe is tall, mother giraffe is so tall.its height really suprises us. So what does zhang peng say? “wow! It’s so tall！”同时出现句⼦和声⾳。

Unit 3 WeatherA Let’s talk教案教学目标：1.能听懂、会说“ Can I...?”并能在适当的情景中运用。

2..在对话中理解单词“outside”以及短语“ be careful”，并能听、说。

3.能在图片和教师的帮助下理解对话大意，能用正确的语音、4.能在情景中运用句型：“ Can I go outside/have some soup?，，征求对方许可，并用“ Yes，you can No，you can’t.，，进行回答。

5.在学习对话的过程中体会父母的关爱之情。

教学重点：能在情景中运用句型：“ Can I go outside/have some soup?，，征求对方许可，并用“ Yes，you can.No，you can’t. ”进行回答教学难点：“Can I...?”回答中的人称转换。

教学过程：Step 1:Warm-up1、《Let’s sing》导入，学生边唱边拍手（良好的学习情景是学生获取知识的前提和基础，由一段活泼可爱的《Let’s singt》歌曲导入，达到“课伊始，趣亦生”的境界。

）2、Let’s review通过闪现图片复习上节课学过的天气单词和重点句型。

Step 2:Presentation1、教学单词‘outside”以及“ Be careful”。

教师出示几个危险项目的图片，如:跳水、蹦极等，提醒学生在玩的时候要小心，由此引出“ Be care¬ful” 帮助学生明白句子的使用情景。

教师站在教室里，并问：“W here am I?” Ss：You are in the classroom.教师将走出教室，并说：“ I am going outside the classroom”，做相应动作，引出“outside”。

2、带着问题学习Let’s talk。

3、教师播放对话录音，学生听完回答问题，教师订正。

4、教师再次播放录音，学生听完回答问题。

PEP小学英语四年级下UNIT 3 PART A let's talk优质课教学设计及观察反思课前准备：1 准备上节课学生上交的“我最喜欢的服装”的部分图片。

2 录音机和磁带。

3" My clothes"歌曲磁带。

教学过程：Step1,Warm-up1 let's sing,课前播放歌曲My clothes2 Free talk教师结合上节课的的知识点让学生自由对话。

介绍自己喜欢的衣服搭配T：I like the white pants with red shirt.and I like blue dress ,too.教师边介绍边展示。

T:what do you like? please tell ue.ss:introduceStep2 presentation & practice.1 TO learn "Is this your shirt?Yes,it is ./No,it isn't.a 导入：教师指着多媒体上展示的衣服说：I have a shirt here .But where is my shirt?Can you guess?引导学生一边用手指一边问：Is this your shirt?然后，教师根据实际情况回答：Yes ,it is./No,it isn't.b 呈现：当学生屡猜不中时，教师可提示学生：My skirt is white .然后问学生 what colour is this shirt?接着，教师可与学生进行如下对话：T:Where is your skirt?Is this your skirt?s1:No,it isn't.T:Is this your skirt?s1:No,it isn't.T::What colour is your skirt?S1:It's white.T:Then is this your skirt?S1:Yes,it is.C let's changt.Where is your skirt?Where is yourskirt?Is this your skirt?Is this your skirt?Yes,it is.Yes ,it is.What colour is it?What colour is it?It's white.It's white.d.活动：快乐猜猜猜教师引导有服装设计参展的学生问：Where is my dress/T-shirt/shirt？并请其他同学猜。

Unit 3 Weather Part A Let’s talk一、教材分析1. 教学目标通过学习本课，学生能够：1.掌握单词 weather, sunny, cloudy, rainy, snowy 的读音、拼写和意义。

2.学会运用句型What’s the weather like? It’s … （问天气并回答）。

3.能够和同伴交流天气情况，提高口语交流能力。

2. 教学重点1.单词 weather, sunny, cloudy, rainy, snowy 的读音、拼写和意义。

2.句型What’s the weather like? It’s …3. 教学难点能够运用所学语言进行口语交流。

4. 教学准备教师：课件、单词卡片。

学生：学习笔记、练习册子。

二、教学过程1. 导入与热身1.首先，老师说几句话，引起学生的注意力，如：“Good morning, everyone! How are you today?”2.然后，介绍今天的主题：“Today we will learn about the weather. Do you know what the weather is?”3.通过图片和单词卡片等教具向学生展示单词 weather, sunny, cloudy, rainy, snowy 的意思和读音，反复朗读并进行学生模仿练习。

2. 新课呈现1.首先，老师出示图片，问学生：“What’s the weather like?” 学生尝试回答。

2.然后，老师展示What’s the weather like? It’s … 这个句型，并进行详细解释和例句模仿。

3.给学生一些练习，让他们说出其他天气的描述，并在小组会话中使用这项新技能。

4.通过游戏或其他互动活动，巩固和加深对这些单词和句型的理解和记忆。

3. 练习与巩固1.向学生展示天气报告的例子，要求他们使用所学语言描述当天和未来几天的天气情况。