2024人教PEP版四年级英语上册Unit 3 Places we live in单元教学设计

人教PEP版（2024）英语四年级上册Unit3

Placeswelivein单元教学设计

PartALefstalk

Subjec

EnglishGrade4TeacherMs.LiPeriod1

t（年皴）（教师）（课时）

（科目）

TopicUnit3PlacesweliveinTypeNew

（课题）PartALefstalk（课型）Lesson

What:Thislessonfocusesonthe"Let'sTalk"sectionofPartA,centeringon

conversationsaboutdescribingplacesinacommunity.Keysentencesinclude

"Whatcanyouseeinthecommunity?"andresponseslike"Thereisapark.'*It

introducesvocabularysuchaspark,playground,hospital,andshop.

How:Studentslearnthroughlisteningtodialoguesaboutcommunityplaces,

Text

analysisanalyzingsentencestructureswith"Thereis...",andpracticinginpairs.Visual

:语篇而读）

aidslikepicturesofcommunityfacilitiesandrole-playactivitieshelpthem

understandandusethetargetlanguageinreal-lifecontexts.

Why:Itaimstoenablestudentstotalkaboutplacesintheircommunityin

English,expandtheirvocabularyrelatedtocommunityfacilities,andfoster

communicationabouttheirlivingenvironment,layingafoundationfor

discussingcommunitylifeinlanguagelearning.

1.Understandandusekeysentences"Whatcanyouseeinthecommunity?1'

Learningand"Thereisa..."totalkaboutcommunityplaces.

objectives

:学习目标）2.Masterplacevocabulary:park,playground,hospital,shop.

3.CommunicatesimplyaboutcommunityfacilitieswithpeersinEnglish.

Keypoint：Use"WhatcanyouseeinIhecommunity?"and"Thereisa..."to

Keyand

difficultdiscusscommunityplaces.

pointsDifficultpoint：Correctlyusing"Thereis…"withsingularnounsand

,教学里难点）

pronouncinglongerwordslike"playground".

1.Picturesofcommunityplaces（aparkwithtrees,aplaygroundwithslides,a

Teaching

aidshospital,ashop）

:教学准备）

2.Audiorecordingofthe"Let'sTalk"dialogue.

TeachingTeachingproceduresRevised

steps（教学过程）lessonplanning

第I页共18页

（教学环节）（二次番课）

Greetstudentsandsay,"Weallliveinacommunitywithmany

Leadinplaces-whereweplay,buythings,orseeadoctor.Today,let's

(导入)learntotalkabouttheseplacesinEnglish!"Showacollageof

communityplaces,ask"Doyouknowtheseplaces?Whichone

doyouoftengoto?"Letstudentssharesimpleideas,then

introduce:"Today,we'lllearntoaskandansweraboutwhat'sin

ourcommunity."

Playthe"Let'sTalk'1dialogueaudiotwice:first,letstudentslisten

togetthemainideaoftheconversationaboutcommunityplaces;

second,askthemtofocusonthekeyquestionandanswer.Write

keysentencesontheboard:"Whatcanyouseeinthe

PresentaHoncommunity?"and"Thereisapark.'*Pointtoeachwordand

(呈现)explaintheirmeanings,especiallythat"Thereis..."isusedtotalk

aboutsomethingexistinginaplace.Showpicturesonebyone:

holdupaparkpicture,say"Thisisapark.Thereisaparkinour

community."Repeatwith"playground"(aplacewithswingsand

slides),"hospital"(aplacetoseedoctors),and"shop"(aplaceto

buythings).Playtheaudioagain,pausingtoletstudentsrepeat

thesentences,payingattentiontopronunciationof"playground"

(breakingitinto"play-ground"toreasierlearning)andthe

structureof"Thereis...”.

Pairwork:Studentstaketurnsasking"Whalcanyouseeinyour

Practicecommunity?"andansweringwith"Thereisa..."usingthenew

(操练)vocabulary.Encourageihemtopointtothecorrespondingpicture

ifneeded.Forexample,onesays"Whatcanyouseeinyour

community?1'andtheotherresponds"Thereisahospital.What

canyousee?*'Walkaroundtoobserve,correctpronunciation

(e.g.,stresson"HOS-pi-tal"),andhelpwithsentencestructure,

remindingthemtouse"a"beforesingularnouns.

Organizea"CommunityScavengerHunt"activity:Prepare

picturecardsofthecommunityplaces.Dividestudentsinto

Consolidationteams.Describeaplace(e.g.,"Peoplegotheretoplayon

(巩固)swings"),andteamsracetofindthecorrectpicturecardandsay

第2页共18页

"Thereisaplaygroundiiithecommunity."Thefirstteamtofind

thecardgetsapoint.Aft(srseveralrounds,askteamstoshareone

placefromtheirowncc(mmunityusing"Thereisa...”,andthe

classclapsforclearanswers.

Level1(Basic)

HomeworkListentothe"Let'sTalk'dialogueandrepeatit3times.

(作业》Level2(Intermediate)

DrawapictureofyourcommunityandlabeloneplaceinEnglish(e.g.,"park").

Level3(Advanced)

Write2sentencesaboutplacesinyc(urcommunity(e.g.,"Thereisashop.

Peoplebuyfoodthere/*).

1/nit3Placeswc\livein

PartALet*jstalk

(Goodafternooc!、

rnczicsc।♦14k

J

>urneigHt)ouirsareveryfriendLy.

BlackboardYes.theyare.Thereisa

playground.Weallplaythere.

designJJ

:板书设计)Good，

[a-fternoon!

■Eve.1

"gSjThereisalsoanic

overthere.

llIlIfnnnTo

^Lefsgoandseeij^^'

Moststudentsshowedgreatintere;丈inthetopicofcommunityplaces,asit

iscloselyrelatedtotheirdailylife.The,ycouldquicklygraspthekeysentences

andusetheminpairpra(:tice.Howevei;somestudentsstruggledwiththeword

'playground'mixinguptheorderofletters,andafewforgottouse"a"in

Reflectionsentences(saying"Theniispark"insteadof"Thereisapark").Inthenext

,:教后反思)

lesson,Iwilladdmonipronunciationdrillsfortrickywordsandprepare

sentenceframestoreinforcethe"Thereis..."structure.Overall,thestudents

activelyparticipatedandmadegoodprogressintalkingabouttheircommunity

places.

第3页共18页

（教学环节）（二次番课）

Greetstudentsandsay,"Lastclass,welearnedsomeplacesinthe

Leadincommunity.Today,we'lldiscovermoreplacesweseeevery

(导入)day—likewherewewaitforbusesorreadbooks!"Showa

pictureofalibrarywithmanybooks,ask"Whatisthisplace?

Whatdopeopledohere?"Letstudentsguess,thenintroduce:

"We'lllearnthesenewwordsandusethemtotalkaboutour

community."

Showthe"busstop"picturecard,saythephraseclearly,and

explain:"Abusstopisaplacewherepeoplewaitforbuses-you

mightseeasignwithbusnumbersthere.hDothesamefor

"toilet"(aplaceforwashinghandsandusingtherestroom),

PresentaHon"library"(aplacewithmanybookswherepeoplereadquietly),

(呈现)and"garden"(aplacewithflowers,grass,andtreesforpeopleio

relax).Playtheaudioofeachword,pausingforstudentsto

repeat,focusingonstress(e.g.,"Ll-bra-ry"withemphasisonthe

firstsyllable).Writeeachwordontheboardandpractice

blending:"b-u-ss-t-o-p,busstop".Then,demonstratesentence

structurewitheachword:"Thereisabusstopneartheschool.

Thereisagardenbehindmyhouse."Invitestudentstorepeat,

thenshowapictureofatoiletandask"Whatisthis?"toguide

themtosay"Thereisatoiletinthepark."

Pairwork:Studentstaketurnspointingtoapicturecardand

Practicesayingtheplacename,thentheotherstudentmakesasentence

(操练)with"Thereisa...”.Forexample,onepointsto"library1'andsays

"library11,theotherresponds"Thereisalibraryinour

community."Usepicturecardsashintsifneeded.Walkaroundto

check,correctingpronunciation(e.g.,"toilet'1withclear"oiM

sound)andremindingstudentstouse"a"after"Thereis".

Organizea"CommunityMap"activity:Dividetheclassinto

groupsof3-4.Giveeachgroupalargepieceofpaperandpicture

Consolidationcards.Askthemtodrawasimplemapofacommunity,placing

《巩固)thecards(busstop,library,etc.)onthemap.Then,eachgroup

membertakesturnsdescribingthemap:"Thereisabusstopnext

第5页共18页

tothelibrary.Thereisagardennearthetoilet.'1Theclasslistens

andgivesathumbs-upforcorrectdescriptions.Award"Best

Map"tothegroupwithclearsentencesandalogicallayout.

Level1(Basic)

HomeworkReadthenewplacewordsaloud5timesandcopythemtwice.

(作业)Level2(Intermediate)

Walkaroundyourcommunity,find2newplacesfromthelesson,andsaytheir

namesinEnglish.

Level3(Advanced)

Write3sentencesaboutplacesinyourcommunityusing"Thereisa...”,e.g.,

"Thereisagarden.Ioftenplaythere."

Unit3Placeswelivein

PartALet'slearn

Studentswereengagedwiththecommunityplacetheme,especially

connectingwordstotheirreal-lifeexperiences(eg,pointingoutthebusstop

neartheirschool).Mostcouldpronouncethenewwordscorrectly,butsome

struggledwith"library"一breakingitintosyllableshelped.Insentencepractice,

Reflectionafewmixedup"garden"and"park",somorecontrastexamplesareneeded.

:教后反思）

The"CommunityMap"activityeffectivelyreinforcedvocabulary,butsome

groupsneededhelpwithmaplayout.Overall,studentsmadeprogressin

describingcommunityplaces,andthelessonlaidagoodfoundationforfurther

discussionsoncommunitylife.

第6页共18页

Unit3Placeswelivein

PartALet'sspell

Subjec

EnglishGrade4TeacherMs.LiPeriod3

t（年级）（教师）（课时）

（科目）

TopicUnit3PlacesweliveinTypeNew

（课题）PartALet'sspell（课型）Lesson

What:Thislessonfocusesonthe"Let'sSpell"sectionofPartA,centeringon

thepronunciationruleofthelettercombinationMck"inwordsrelatedto

communityplaces,suchas"park","clock","duck",and"sock”.Ithelpsstudents

recognize,pronounce,andspellwordswith"ck"thatmakethe/k/sound.

How:Throughaudioclipsofwordpronunciations,lettercards,andinteractive

Textspellinggames,studentsfirstlistentodistinguishthe/k/soundin"ck"words,

analysis

■:谙篇加读）thenpracticeblendingletterstoformwords,andfinallyapplytherulein

dictationandspellingtasks.Chantingandword-buildingactivitiesreinforcethe

learning.

Why:Masteringthe"ck"pronunciationruleenhancesstudents*phonicsskills,

enablingthemtoreadandspellrelatedwordsindependently.Thislaysasolid

foundationforexpandingvocabularyaboutcommunityplacesandimproving

readingfluencyinfutureEnglishlearning.

1.Recognizethe"ck"lettercombinationandits/k/soundinwordslike"park"

and"clock".

Learning

objectives2.Spellwordswith"ck"correctlybyapplyingthepronunciationrule.

:学习目标）

3.Participateactivelyinphonicsgamesandchantingtopracticethetarget

sounds.

Keypoint：Masterthe"ck"pronunciationruleandspellrelatedwords

Keyand

difficultaccurately.

pointsDifficultpoint：Distinguishing"ck"fromotherleuercombinationswiththe/k/

,教学殂难点）

sound（eg,“k”，"c"）.

Teaching1.Lettercardsfor"c","k"andwordcardswith"ck"（park,clock,duck,sock）

aids

:教学准备）2.Audiorecordingsofwordpronunciationsandaphonicschant.

TeachingTeachingproceduresRevised

steps（教学过程）lessonplanning

（教学环节）（一次备课）

第7页共18页

Greetstudentsandsay,"We'velearnedmanyplacesinthe

Leadincommunity.Today,let'sfindaspecialsoundinsomewordsabout

(导入)theseplaces."Write"park"and"clock"ontheboard,underline

"ckH,andask,"What'sthesamehere?"Guidethemtonoticethe

lettercombination,thenadd,"We'lllearnhow*ck'soundsand

howtospellsuchwords.'1

Playtheaudioof"park","clock","duck',,and"sock"threetimes:

first,letstudentslistentothe/k/sound;second,askthemto

repeatthewords;third,focusonthe"ck"part.Holdup"c"and

"k"cards,combinethemtoform"ck",andexplain:"When'c'and

Presentation'k'standtogether,theymakethe/k/sound,likeaquick'k'atthe

《呈现)endofwords."Writethewordsontheboard,underline"ck”,and

practiceblending:"p-a-r-k,park;c-l-o-c-k,clock'*.Playthe

phonicschant,whichrepeals"ck"wuidstoaihyllmi(c.g.,"Park,

clock,cksays/k/!Duck,sock,cksays/k/!n),andletstudents

chantalong,clappingtheirhandstothebeat.Then,showa

pictureofasock,ask"Whatisthis?"andguidethemtospell

"sock"bysoundingouteachletter,emphasizingthe"ck"atthe

end.

Pairwork:Onestudentpicksawordcardwith"ck"(e.g.,

Practice"duck"),saysthewordaloud,andtheotherstudentspellsitby

(操练)tappingthedeskforeachletter,thenunderlines"ck"witha

finger.Thenswitchroles.Usewordcardsashintsifstudentsget

stuck.Walkaroundtocheck,correctingspellingmistakes(e.g.,

"park"not"parck")andremindingthemtostressthe/k/soundin

"ck'1.

Organizea"SpellandMatch"game:Dividetheclassintoteams.

Preparepictures(aparkwithtrees,aclockonthewall)andword

Consolidationcardswithmissingletters(e.g.,"par_",ncloc_n).Teamsraceto

(巩固)fillin"ck"andmatchthewordstopictures.Thefirstteamto

finishcorrectlygetsapoint.Afterward,askteamstomake

sentenceswiththewords,c.g.,"Thereisaclockinthepark."This

connectsthespellingruletothecommunityplacevocabulary

learnedearlier.

第8页共18页

Level1(Basic)

HomeworkReadthe"ck"words5timesandcopythem3times,underlining"ckH.

(作业)Level2(Intermediate)

Listentothephonicschantandchantalong,recordingthemselves.

Level3(Advanced)

Write3sentencesusing"ck'*wordstodescribethecommunity(e.g.,"Thereisa

clockinthepark.").

Unit3Placeswelivein

PartALet'sspell

ck±5-*

Someducksareinthepark.__

BlackboardThepoorducklingsfeelcoLdthere.

designSomenicechildrengobackhome,__

,:板书设计)

And一getblacks生ocksforthe芝mtowea於r,廿

Studentswereexcitedaboutthephonicschantandspellinggames,which

madethelessoninteractiveandengaging.Mostcouldrecognizethe/k/soundin

"ck"wordsandspellsimpleoneslike"sock"and"duck”.However,some

confused"ck"with"k"(e.g.,writing"park"as"park"correctlybut"clock"as

"clok")andstruggledwithlongerwordslike"clock'1.Theblendingpractice

Reflection

;教后反思）helped,butafewneededmoretimetobreakdownwordsintosyllables.Inthe

nextlesson,I'llcompare"ck"with"k"and"c"usingmoreexamplesandadda

"wordhunt"activitywherestudentsfind"ck'wordsincommunityplacelists.

Overall,thestudentsmadegoodprogressinmasteringthe"ck"ruleand

connectingittotheirexistingvocabulary.

第9页共18页

Unit3Placeswelivein

PartBLet5stalk&Lefslearn

Subjec

EnglishGrade4TeacherMs.LiPeriod4

t（年级）（教师）（课时）

（科目）

TopicUnit3PlacesweliveinTypeNew

（课题）PartBLefsLalk&LelSlearn（课型）Lesson

What:ThislessonintegratesPartB's"Let'sTalk"and"Let'sLearn",focusing

onvocabularyforcommunityactivities（goshopping,takeawalk,dosports,

seeadoctor）andsentenceslike"Whatdopeopledointhepark?**with

responses"Theytakeawalk."Itconnectsplacesandactionstodiscuss

communitylifeindepth.

TextHow:Usingdialogues,picturecardsofactivities,androle-plays,studentsfirst

analysis

:语篇if读）learnactionphrases,thenpracticelinkingthemtoplaceswith"Inthe...

people...n,andfinallycombinebothinconversationsabouttheircommunity.

Interactivegamesreinforcetheconnectionbetweenplacesandactions.

Why:Itaimstoexpandstudents'abilitytodescribecommunitylifeby

connectingplaceswithactivities,enablingthemtotalkaboutwhatpeopledoin

differentcommunityspotsandenhancingIheircommunicationaboutdaily

surroundings.

1.Masteractivityphrases:goshopping,takeawalk,dosports,seeadoctor.

2.Use"Whatdopeopledoin...?”and"They...'1todiscussactivitiesin

Learning

objectivescommunityplaces.

:学习目标）

3.Combineplacevocabularyandactionphrasesinconversationsabout

communitylife.

Keypoint：Learnactivityphrasesandlinkthemtocommunityplacesin

Keyand

difficultsentences.

pointsDifficultpoint：Correctlyusingpluralverbswith"people"（e.g.,"Theytake"

,敕学也难点）

not"Theytakes"）.

Teaching1.Picturecardsofactivities（peopleshopping,walkinginapark,etc.）

aids

■:教学准备）2.Audioofthe"Let'sTalk"dialogueandactivityphrasepronunciations

TeachingTeachingproceduresRevised

steps（教学过程）lessonplanning

第10页共18页

（教学环节）（二次番课）

Greetstudentsandsay,"We'velearnedmanycommunityplaces.

LeadinToday,let'stalkaboutwhatpeopledothere-likeshoppingina

(导入)shoporplayinginapark!"Showapictureofpeopledoingsports

inaplayground,ask"Whataretheydoing?Wherearethey?"Let

studentsshareideas,thenintroduce:"We'lllearntheseactions

andtalkaboutwhatpeopledoindifferentplaces."

First,introduceactivityphraseswithpicturecards:Holdup"go

shopping*'andexplain,"Peoplegoshoppinginashop-theybuy

foodortoysthere."Actouttheaction(pretendingtocarrya

shoppingbag).Dothesamefor"takeawalk"(mimingwalking

Presentationslowly),"dosports'1(pretendingtorunorjump),and"seea

(呈现)doctor"(mimingcheckingathermometer).Playtheaudioofeach

phrase,pausingforstudentsiorepeal,focusingonstress(e.g.,

"GOshop-ping"notngoSHOP-pingu).Thenplaythe"Let'sTalk'1

dialogue,whichuses"Whatdopeopledointhepark?Theytakea

walk."Ask,"Whatactivitydopeopledointhepark?**Writethe

sentencepatternontheboard,underlinekeyparts,andlinkto

places:"Intheshop,peoplegoshopping.Inthehospital,people

seeadoctor."Demonstratewithgestures,theninvitestudentsto

repeat,connectingactionstoplaces.

Pairwork:Studentstaketurnspickingaplacecard(e.g.,park)

Practiceandasking"Whatdopeopledointhepark?*Theotheranswers

(操练)withtheactivityphrase:"Theytakeawalk."Thenswitchroles,

usingdifferentplaces(shop,hospital,playground).Encourage

themtomimictheactionswhilespeaking.Walkaroundtoassist,

correctingverbforms(reminding"people"takespluralverbs:

"Theydo"not'Theydoes'1)andlinkingphrasestotheright

places.

Organizea"Place-ActionMatch"game:Dividetheclassinto

teams.Prepareplacecards(park,shop)andactivitycards(takea

Consolidationwalk,goshopping).Onestudentfromateampicksaplacecard,

《巩固)andtheotherteamracestofindthematchingactivitycard,saying

"Inthepark,peopletakeawalk."Ifcorrect,theygetapoint.

第11页共18页

Afterrounds,askteamstocreateonesentenceabouttheirown

community,e.g.,"Inourplayground,peopledosports.'1Theclass

votesforthemostinterestingsentence.

Level1(Basic)

HomeworkReadtheactivityphrases4timesandcopythemtwice,pairingeachv/itha

(作业)place.

Level2(Intermediate)

Askafamilymember"Whatdowedointhepark?"andreporttheanswerin

English.

Level3(Advanced)

Write3sentencesaboutactivitiesinyourcommunity,e.g.,"Intheshop,people

goshopping."

Unit3Placeswelivein

PartBLet'stalkandLet'slearn

I■•<»=omm«an«l

Blackboard

designcjowkioppfcgtolceawcitlc

:板书设计)

dosportsseeodoctor

'ThereisapLoyqrojedirimy

Icommuinit.y.1oF七qcdowpor七s七here.1

Studentswereactiveinlearningactivityphrases,especiallyenjoyingthe

actionmiming.Mostcouldlinkphrasestoplaces,butsomemixedup"do

sports"and"takeawalk"whendescribingparkactivities.Afewstruggledwith

pluralverbs,saying"Theytakes'1insteadof"Theytake."The"Place-Action

ReflectionMatch"gameeffectivelyreinforcedconnections,butsometeamsneededhelp

•:教后反思)recallingphrases.Inthenextlesson,I'lladdmorepicture-basedpracticefor

verbformsandcreatea"communityactivitychart"tovisualizeplace-action

links.Overall,thelessonsuccessfullycombinedplacesandactionstoenrich

discussionsaboutcommunitylife.

第12页共18页

Unit3Placeswelivein

PartBReadandwrite

Subjec

EnglishGrade4TeacherMs.LiPeriod5

t（年级）(教师)(课时)

(科目)

TopicUnit3PlacesweliveinTypeNew

（课题）PartBReadandwrite（课型）Lesson

What:Thislessonfocusesonthe"ReadandWrite"sectionofPartB,whichis

ashortpassageaboutastudent'sfavoriteplaceinthecommunity—themuseum.

Itincludesdescriptionsofwhatcanbefoundthere(oldthings,photos,ashop)

andactivitiespeopledo(readingstoriesaboutoldthings,buyinggifts),using

sentencepatternslike"Thereis..."and"Thereare...”.

How:Studentsfirstreadthepassagetoidentifykeyinformation(e.g.,what'sin

Text

analysisthemuseum,whythewriterlikesit)throughguidedquestions.Then,they

■:语篇而读)

practicewritingabouttheirownfavoritecommunityplacesbyimitatingthe

passage'sstructure,withafbcusonusing"Thereis..."and"Thereare...',

correctly.

Why:Itaimstoimprovestudents*abilitytounderstanddescriptivetextsabout

communityplaces,extractkeydetails,andapplylearnedvocabularyand

sentencepatternsinwriting.Thisstrengthenstheirconnectionbetween

languagelearningandreal-lifeexperiencesoftheirlivingenvironment.

1.Understandthemaincontentofthepassageandanswerdetailquestionsabout

themuseum(e.g.,what1sinside,people?sactivitiesthere).

Learning2.Use"Thereis..."and"Thereare..."towriteaboutafavoritecommunityplace,

objectives

:学习目标)e.g.,"Thereisabigtreeinthepark.Therearemanychildrenplayingthere."

3.Developconfidenceinreadingshortdescriptivetextsandexpressingpersonal

preferencesforcommunityplacesinwriting.

Keypoint：Readthepassageforkeyinformationandwriteaboutafavorite

Keyand

difficultcommunityplaceusing"Thereis..."and"Thereare...”.

pointsDifficultpoint：Correctlyusing"Thereis...'(forsingular)and"Thereare...”

,教学原难点)

(fbrplural)inwriting.

1.Printedcopie