Unit5 Do you like pears说课
unit5 Do you like pears全英说课稿
Unit5 Do you like pears?Guanshan School Liu LuluGood afternoon, everyone！I am very glad to interpret my teaching design here. The topic of this lesson is “Do you like pears?”. There are four periods to finish this unit. I will talk about the first period. My presentation consists of the following parts.Part 1 Analysis of the teaching material1. Status and FunctionThis lesson is chosen from PEP English book, the second semester of grade3, Unit 5 “Do you like pears?” P art A Let’s learn. By using sentence "Do you like? Yes, I do. / No, I don’t” and four words “pear, apple, orange, banana" students will talk about their favorite fruits.2. Teaching aims and demandsKnowledge objects1) Students can read, understand and spell the English name of several fruits, such as, apple pear banana orange and understand the use of the plural forms.2) Can use the sentence pattern “D o you like…Yes, I do. / No, I don’t”.Ability Objects1)To improve the skills of speaking2)Encourage students to apply this knowledge into their daily life.Emotional objectsLet students improve their interest in learning English and understand fruit is very healthy to our body and foster the good habit of eating fruits everyday.3. Key points and DifficultyKey points: words—apple banana pear orangesentence structure —Do you like…Yes, I do. / No, I don’t Difficulty: understand the use of the plural formsPart 2 Analysis of the students.The students have just learnt English for a semester, so some of them don’t have many good learning methods. Some students dare not use English to express themselves. But they are curious, active and fond of game competition and various activities. They enjoy learning through cooperation in a relaxing atmosphere.Part 3 Teaching methods and Learning strategiesTeaching methodsIn this lesson, I will use directly method, that is to say, I will teach the key points by showing some pictures.In the process, I will apply blackboard, pictures and multi-media computer to arouse the students’ interestLearning strategies1)Speaking method2)Communicative strategy. Learn to cooperate with others. In class, encourage the students to communicate with others and build up their confidence.Part 4 Teaching AidsBlackboard, pictures, multi-media computerPart 5 Teaching Procedures.There are six steps in my teaching procedures.Step 1 Greeting and Lead-in.1.Make a free talk between T- S.2.Enjoy a radio. (Fruit Song)Purpose: Lead the students into the new lesson smoothly and arouse the students’ interest.Step 2 Let’s learn1. Presentation of the new words. (Play the PPT)T: Boys and girls, look at the screen. I have an orchard. There are some fruit. What are they？Let’s learn them.(1) Teach pear and pears.T: What’s this? (Show a picture of pear, the students may answer in Chinese. Then I show the word and write it on the blackboard. )T: Now read after me. pear ↗ pear↗ pear↘Ss: pear↗ pear↗ pear↘(Ask several students to read it.)T: Look! Now there are nine pears. pears ↗ pears↗ pears↘(Show a picture of nine pears, and lead students to understand the plural form.)(2) Teach apple 、orange 、 banana (use the same way)Purpose: make students master the four words and understand the use of the plural forms.2. Presentation of the sentence structureT:I like pears. Do you like pears?Yes, I do. / No, I don’t. (Show the sentences to the students and write them on the blackboard. Then lead students to read them. After that ask some students “ Do you like…”to practice this sentence pattern. ) Purpose: Let students be familiar with the sentence structure and speak out this structure without any thinking.Step 3 Practice1. Pair workGive students three minutes to use “D o you like…Yes, I do. / No, I don’t”to make a conversation with desk mates. Then I will invite some pairs to share their conversations with other students.Purpose: Develop students’ ability of communication and cooperation. By using the target language to consolidate the key structure and improve their speaking skills.2. Let’s play games1) What’s missing? (Make one kind of fruit missed quickly and ask students to speak out this fru it’s name quickly.)2）Guess!a. What’s this?b. RiddlesPurpose: Mobilize students' enthusiasm and initiative, in the same time, consolidate the key words.Step 4 Summary1. Summarize the words and the sentence structure.T: Look at the picture in the book, listen to the tape and read after the tape.(Play the tape and ask students to read after the tape)Purpose: Strengthen what they’ve learnt in this class.2.Enjoy a radioT: An apple a day keeps the doctor away, that means, eating more fruits can keep you healthy! Let’s eat t he fruits.Purpose: Make students understand fruit is very healthy to our body and foster the good habit of eating fruits everyday.Step 5 HomeworkDraw your favorite fruits and talk about in English.Purpose: Improve their speaking ability.Step 6 blackboard DesignUnit 5 Do you like pears?pear pears apple apples orange oranges banana bananasDo you like pears/ apples/ oranges/ bananas?Yes, I do.No, I don’t。
人教版(PEP)三下《Unit5Doyoulikepears》(第2课时)说课稿
人教版(PEP)三下《Unit 5 Do you like pears》(第2课时)说课稿一. 教材分析《Unit 5 Do you like pears》是人教版(PEP)三下册的一篇课文，主要讲述了水果的喜好。
本节课文内容丰富，贴近生活，适合激发学生学习英语的兴趣。
通过本节课的学习，学生能够掌握关于水果的词汇，以及询问和描述水果喜好的句型。
二. 学情分析三下年级的学生已经具备了一定的英语基础，对于基本的日常对话和简单句型的表达已经没有问题。
但学生在语言运用方面还存在一定困难，如单词的发音、词汇的积累以及句型的运用。
因此，在教学过程中，需要注重学生的语言实践和兴趣培养。
三. 说教学目标1.知识目标：学生能够掌握关于水果的词汇，如pear, orange, banana等；能够运用句型“Do you like…?”和“Yes, I do./No, I don’t.”来询问和描述水果喜好。
2.能力目标：学生能够在日常生活中运用所学词汇和句型进行简单的交流。
3.情感目标：培养学生热爱生活，关注健康的意识。
四. 说教学重难点1.重点：掌握关于水果的词汇和句型“Do you like…?”和“Yes, I do./No, Idon’t.”2.难点：单词的发音和词汇的积累，以及句型的运用。
五. 说教学方法与手段1.采用情境教学法，通过设定真实的生活情境，让学生在实际语境中学习和运用英语。
2.运用任务型教学法，引导学生参与各种实践活动，提高学生的语言运用能力。
3.利用多媒体教学手段，如图片、视频等，丰富教学内容，激发学生学习兴趣。
六. 说教学过程1.热身（5分钟）：引导学生唱英文歌曲“Old MacDonald Had a Farm”，激发学生学习兴趣。
2.引入（10分钟）：展示水果图片，引导学生用中文说出水果名称，然后过渡到英文。
3.呈现（10分钟）：教师出示单词卡片，引导学生朗读并记忆水果词汇。
4.实践（15分钟）：学生分组进行角色扮演，运用所学句型进行对话。
pep人教三年级英语下册 nit5 Do you like pears？ ——说课稿.docx
三年级下册Unit5 Do you like pears？——说课稿大孝堡景虎小学田汾萍一、说教材本节课是一节单词课。
本部分以Sarah请Wu Yifan到家里做客作为语境,呈现要学习的四个水果单词apple、pear、banana、orange。
由于学生对所学的四种水果概念已相当熟悉，因此可以联系学生的生活经验，从水果的外形特点，营养价值等方面帮助学生学习这四个单词，并滚动复习Do you like…? Yes, I do./No, I don’t. 二、说教学重、难点能够听、说、认读四个水果单词apple、pear、banana、orange，并初步了解名词复数的用法。
三、说教学目标：1、能够听、说、认读四个水果单词apple、pear、banana、orange，并初步了解名词复数的用法。
2、能够在语境中熟练运用句型Do you like…?Yes, I do./No, I don’t.3、能够让学生明白吃水果对健康有益。
四、说教学过程：Step1:Warm-up学生日常口语练习。
Step2: Presentation1.通过讲Zoom过生日的故事，引出Zip送了Zoom一个大大的礼物，是什么呢？Zoom打开一看，原来是好多好多水果。
由此展开水果单词的学习。
2.通过举办水果party，闯关任务进一步学习本课重点单词，单数变复数和句型。
Who am I? (我是谁？)通过单词的教读、单复数的对比进行讲解。
Listen&number、词图匹配这些方式来学习和巩固所学知识。
A game.(切水果。
)通过游戏形式进一步巩固所学单词。
Show time. (表演秀。
)通过问答句和对话表演的形式来加强句子的练习。
Sale fruit.我为水果代言。
通过上台展示卖水果来让学生拓展词汇量。
3.Let's chant。
4.情感教育渗透。
Step3：Summary&Homework总结今天所学知识。
Unit 5 Do you like pears？ Part A Let’s learn(说课稿)-
Unit 5 Do you like pears? Part A Let’s Learn1. 教材内容分析本节课涉及到的主要内容是“Do you like ···？”这一句型的用法。
通过这一句型，可以引导学生表达自己喜欢的食物以及其他一些喜好。
本节课的学习目标是帮助学生掌握以下知识点：•学习并掌握新单词：pears、bananas、apples、oranges、strawberries、fruit；•学习并较好地掌握Do you like ···？这一句型，初步掌握用英语描述自己喜好的能力；•通过本节课的练习，提高学生的听说能力，使其能较好地运用英语进行日常交流。
2. 教学方法分析本节课的教学采用任务型教学法为主，搭配情境教学法，让学生在真实的语境中学习并使用新的语言知识。
同时，还通过多种形式的练习，如听力练习、口语练习等，提高学生的听说能力。
3. 教学流程设计Step 1. Warming Up（1）教师出示水果图片，引导学生说出自己知道的水果名称，并帮助学生学习本节课所需的新单词。
单词列表为：pears、bananas、apples、oranges、strawberries、fruit。
（2）教师播放学习英语歌曲《Fruit Song》，帮助学生熟悉并学习新单词。
Step 2. Presentation（1）教师在黑板上出示“Do you like pears？”的句子，并解释句子的含义和用法。
（2）教师通过图片呈现不同的水果，并让学生用英语回答“Do youlike ···？”的问题。
教师引导学生回答如下：•Do you like pears? Yes, I do. / No, I don’t.•Do you like bananas? Yes, I do. / No, I don’t.•Do you like apples? Yes, I do. / No, I don’t.•Do you like oranges? Yes, I do. / No, I don’t.•Do you like strawberries? Yes, I do. / No, I don’t.Step 3. Practice（1）教师播放录音，让学生跟读“Do you like ···？”中的单词和短语，帮助学生熟悉并掌握基本语音和语调。
Unit 5 Do you like pears？Part B Let's Learn(说课稿)-2
Unit 5 Do you like pears？Part B Let’s Learn1. 教材分析本节课是英语三年级下册Unit 5 Do you like pears？Part B Let’s Learn。
本单元主要学习顺口溜和询问二十种水果是否喜欢。
本课时通过观看和听读课文，并完成相应的活动，让学生能认识和了解fruits的单词以及can和I like的用法。
同时，还能通过制作自己的水果图，锻炼学生们的语言表达能力。
2. 教学目标能听说并熟练运用20个水果单词，能够问及对方是否喜欢某个水果，并能用回答表示自己的喜好。
同时，能够运用can和I like表达自己的兴趣爱好。
3. 教学步骤（1）Revision让学生回顾上课学习的内容，通过教师问答的方式，调动起学生的学习兴趣。
（2）Presentation引入新词汇：apple, banana, grape, mango, orange, peach, pear, pineapple, strawberry, watermelon。
通过展示图片和教师的示范，让学生听、说、读、写这些词汇，并与课本中的单词进行对比。
（3）Practice通过课本P23页的练习，让学生进行听读训练，并在空白处填写正确的词汇，加深学生们对单词的记忆。
（4）Presentation学习表达喜好的用法：I like/ I don’t like。
（在授课过程中，介绍like和don’t like的缩写形式。
）（5）Presentation通过观看flashcard，让学生了解20个水果单词，并加入学生自己喜欢的水果单词。
（6）Practice通过课本P24-P25之间的练习，让学生练习能够运用句子来表达自己喜欢的水果，并询问同桌的喜好。
（7）Presentation通过观看动画及完成填空，引入can和问句“Can you eat…？”的用法。
（8）Practice通过课本P25页的小游戏，让学生应用所学知识，知晓有哪些水果不能吃，做到生动有趣，引导学生学以致用。
人教PEP版英语三下《Unit5Doyoulikepears》第四说课稿
人教PEP版英语三下《Unit 5 Do you like pears》第四说课稿一. 教材分析《Unit 5 Do you like pears》是人教PEP版英语三下的一个单元，本单元主要围绕水果的主题展开，通过学习让学生能够用英语询问和描述自己和他人的喜好。
本节课是第四课，主要内容是学习水果类名词和一般疑问句的构成及用法。
教材通过生动的插图和贴近生活的情景，激发学生的学习兴趣，帮助他们理解和掌握所学知识。
二. 学情分析在进入本节课的学习之前，学生已经学习了水果类名词和一些基本的一般疑问句。
他们对于用英语描述喜好有一定的了解，但还需要进一步巩固和提高。
此外，学生在本单元的学习中，需要掌握一些关于水果的词汇，如orange, banana, grape 等。
在学情分析的基础上，我将针对学生的实际情况进行教学设计和调整。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇，如orange, banana, grape等；能够运用所学知识询问和描述自己和他人的喜好。
2.能力目标：学生能够熟练运用一般疑问句询问他人喜好，并能用英语进行简单的交流和讨论。
3.情感目标：通过学习，学生能够培养对英语的兴趣和爱好，增强团队协作精神，提高与人沟通的能力。
四. 说教学重难点1.重点：学生能够掌握本节课的主要词汇，如orange, banana, grape等；能够运用所学知识询问和描述自己和他人的喜好。
2.难点：学生能够运用一般疑问句询问他人喜好，并能用英语进行简单的交流和讨论。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，自然地学习和运用所学知识。
2.教学手段：利用多媒体课件、水果实物等辅助教学，激发学生的学习兴趣，提高课堂效果。
六. 说教学过程1.热身（5分钟）：通过唱一首关于水果的英文歌曲，激发学生的学习兴趣，营造轻松愉快的课堂氛围。
2.导入（10分钟）：教师展示一些水果实物，引导学生用英语说出这些水果的名称，为新课的学习做好铺垫。
人教PEP版英语三年级下册Unit5《Doyoulikepears》单元说课稿
人教PEP版英语三年级下册Unit 5《Do you like pears》单元说课稿一. 教材分析《人教PEP版英语三年级下册Unit 5 Do you like pears》是一个关于水果的主题单元。
通过本单元的学习，学生能够掌握关于水果的词汇，如pear, orange, banana, grape等，以及表达喜好和不喜好的句型“Do you like…? Yes, I do./ No, I don’t.”。
同时，学生还能通过听力活动，学会听懂并运用这些词汇和句型进行简单的交流。
二. 学情分析针对三年级的学生，他们对英语已经有了一定的了解和掌握，具备了一定的听说读写能力。
但是，对于一些复杂的水果词汇和表达喜好和不喜好的句型，学生可能还比较陌生。
因此，在教学过程中，需要通过多种教学活动和手段，帮助学生理解和掌握。
三. 说教学目标1.知识目标：学生能够掌握关于水果的词汇，如pear, orange, banana,grape等，以及表达喜好和不喜好的句型“Do you like…? Yes, I do./ No, I don’t.”。
2.能力目标：学生能够通过听力活动，学会听懂并运用这些词汇和句型进行简单的交流。
3.情感目标：通过本单元的学习，学生能够培养对水果的喜好，增强对健康饮食的认识。
四. 说教学重难点1.重点：学生能够掌握关于水果的词汇和表达喜好和不喜好的句型。
2.难点：学生能够听懂并运用这些词汇和句型进行简单的交流。
五. 说教学方法与手段1.情境教学法：通过设置水果店和果园等情境，让学生在真实的环境中学习和运用词汇和句型。
2.游戏教学法：通过水果拼图、水果接力等游戏，激发学生的学习兴趣，提高学生的参与度。
3.任务型教学法：通过小组讨论、角色扮演等任务，培养学生的合作意识和沟通能力。
4.多媒体教学法：利用课件、视频等多媒体资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.热身（5分钟）：通过唱一首关于水果的歌曲，激发学生的学习兴趣，营造轻松愉快的学习氛围。
Unit 5 Do you like pears.doc说课稿
Unit 5 Do you like pears?PartA Let’learn说课稿大王庄刘爱民各位老师下午好.我今天说课的内容是PEP小学英语三年级下册第五单元Do you like pears?PartA let’s learn，下面我将从以下几个方面进行我的说课。
一、说教材本节课的核心内容是四个水果单词apple、orange 、pear 、banana。
这部分教材以四个水果单词为主线，通过Let’s learn与Let’s chant的学习，激发出学生不挑食的思想意识。
围绕这一核心内容我设计了歌曲、游戏等多种活动，通过这些方式让学生有效地巩固了生词。
二、说教学目标知识目标1．能听、说、认读单词apple、orange 、pear 、banana。
2．通过Let’s chant，让学生巩固所学词汇。
同时培养学生的语言节奏感。
能力目标1．提高学生听说认读的综合能力；培养学生观察、记忆的能力。
2、发展学生自主学习的能力和合作精神。
情感目标1.培养学生在学习活动中积极、充满好奇，乐于分享的品质。
2.了解有关水果的一些知识，懂得水果对人的身体有益，养成不挑食的良好习惯。
说教学重、难点重点：能听懂、会说四种水果单词：apple、orange 、pear 、banana，要求发音准确，语调自然。
难点：1.能正确运用本课单词，用上节课句型作替换练习。
2.读准apple、banana这两个单词。
三、说教法、学法1.说教法我采取了讲读直观演示，愉快教学相结合的方法，层层递进，引起学生的学习兴趣，充分调动他们学习的积极性，保持他们强烈的好奇心和旺盛的求知欲，在教学过程中启发，诱发学生思维，培养不同层次学生大胆用英语焦急的能力。
2.说学法学生通过猜、摸、看、闻等形式，学会表达水果名称，发展语言思维和运用能力。
在互动，说唱中达成学习目标，享受学习的快乐。
四、说教学过程(一)通过课前进行对话表演，为学生提供语言交际平台。
Unit5 Do you like pears 说课
Unit5 Do you like pears?This lesson is Unit 5. The main topic is about the habit. This unit is very interesting bez there are many fruits in this lesson. After learning this lesson, ss can use “do you like” and sentence structures to express their habit.The2 part is analysis of Ss.First1 is knowledge aim: Ss can tell the Eng,name of several fruits, and can use the sentences structure “do you like?‘I like.”, “I do not like.” to express their favorite fruits.The next one is ability aim: Ss can improve their speaking and listening abilities after learning this unit, and they could apply these knowledge into their daily life.The last one is emotional aim: Ss can improve their interest in learning Eng and understand fruit is very healthy to our body and foster the good habit of eating fruits everyday.Next part is key point and difficult point. The key point is making dialogues with those sentence structures and use them in proper environment; The difficult point is letting them realize that fruit is good to our health, and fostering this good habit.the analysis of teaching methods and studying methods. I’ll use “Task-based teaching method” to embody the main body of s s; besides, I will also use “Communicative language teaching method” and “TPR teaching method” as other main teaching methods. As to the studying methods, I will ask Ss to make dialogue and role play in groups.the analysis of teaching aids. I will use pictures, tape recorder and some fruits such banana, apple and grapes.There are four steps in my teaching procedures.Step 1. Greeting and Lead-in. At the beginning of class, I will say hello to Ss, and then I’ll invite them to sing an app le song” apple red, apple round” and ask them do you like th e song? What kind of fruit in this song? And then tell ss the theme This will excite Ss’ interest.Step2. Presentation.ask ss to look at the picture in the part of LET’S TALK, and guess what they are doing. And listen to the radio and find out what they are doing. And then perform the things happened in the picture. During this period, I will told ss to pay more attention to the two sentence structures “do you like sth.” and “yes, I do/ no, I do not” , and let them know that these two sentence structures is the key point in this lesson.Then I will move on to the LET’S PLAY part, and ask sts to use the pictures in their hands to make dialogues with partners.Through this step, ss could understand what is the key point quickly. And after they practiced to make several dialogues, they can use the two structures in different situations.Then I will go on the next section----LET’S LEARN, in this section, I will let ss listen to the tape first and then give them five minute to make dialogue with desk mates. Then I will invite three groups to share their dialogues with other ss.The purpose is that let student familiar with the two sentence structure, and finally they can speak out these two structures.Step 3. Consolidation I will let them do the LET’S CHANT first, and let them guess the meaning of “yummy”. And sing this little song together.Through guessing the meaning of “yummy”, ss can improve their guessing ability, and teaching the meaning of word in this way also can develop the comprehensive ability of ss.Step 4. Summary and HomeworkI will invite some ss to m ake a summary about what we’ve learnt in this class according to the blackboard design, and emphasis the key sentence structures again. Homework is let ss to finish the LET’S SPELL, and read the dialogue to their parents.The purpose is to help ss to summarize the key points in this lesson and the homework canimprove their speaking ability.Lastly, the analysis of the blackboard design. I will design my blackboard as followsMy home⑴1,its the analysis of teaching material. This lesson is a new one of Unit . This part mainly talks about the place where people are, and make the correct answers. Through the dialogue between Amy and Sarah, presents the sentence structure, which is used to describe the person’s position. After learned this part, ss can grasp more sentences to describe their position.⑵Secondly, its the analysis of ss .ss are the subject in the class. They have learned Eng already. They know some basic words, phrases and some simple sentences patterns. But they are shy to speak Eng in their daily life, and the words or the sentences are not enough for them to answer some questions. As a teacher, I will provide them more chance to learn Eng and practice more.⑶Analysis of the teaching aims The first 1 is knowledge aims:1Ss can understand the meaning of the words: living room, and use them in their life. The 2 one is ability aims:Through the activities ,ss’ ability of speaking and listening ca n be improved. 3The last one is Emotional aims:Ss can treat their pets as friends as the foreigners do in other country.⑷Analysis of the key and difficult points Key point:Ss can master the pronunciation and intonation in the sentences, and use the sentence: Difficult point: Understand the reason foreigner use “she” to say the cat, but not the “it”.⑸Analysis of teaching and study methodsIn order to make the class more interesting for the ss to learn ,I will think about the ss’ different levels, I will use the following teaching methods:Task based teaching method, Audio-lingual approach，and The direct method .⑹Analysis of the teaching aids: to make the class more interesting and effective. I will use: pictures, tape recorder.7Analysis of the teaching procedures This lesson is 4 stages, ie, lead-in, presentation, consolidation and summary & homework.Step 1 Lead-in. I will greet with the ss and show their some pictures about houses, asking some Q about the pictures, like: What’s this?, ask some Q which they have learned before, What color is it ,what is in it,and so on. And ask ss to introduce their house . Then make a circle around the living room and some other rooms and tell them: let’s learn how to say these rooms in our class.By showing the pictures of their houses can provide them good Eng learning surrounding and also can lay a good foundation for the next part. This can attract ss attention to lesson.Step 2 Presentation there are two activities.In the first activity, I will show a picture of the student’s living room, tell ss the meaning of living room. I will say: Look at the big room, we can see a big sofa here. It’s beautiful, what else can you see here? Yes right we can see a TV, to o. You can watch TV here. This is the Living room, read after me, living room, living room. Use the same way to learn the words study and kitchen make sure they understand the meaning of the words.Then I will have a conversation with the ss and in this way I can lead out the conversationin let’s talk part. I will say: Look, is this a study? Ss answer: Yes it is. I will say: Is the desk in the study? Ss answer: Yes it is. I will say: Is the TV in the study? Ss answer: No, it isn’t I will say: Where is the T V? Ss answer: It’s in the living room.And then I will tell them to look at the dialogue in page 38, and say: Let’s look at Amy’s house. Ask them: What rooms can you see in the pictures? ss will answer: living room, study and kitchen. The word bedroom is n ot in the dialogue, I will explain the word’s meaning to the ss and then write it on the blackboard. Ask them to look at the pictures carefully, and ask: What are Amy and Sarah doing? Where’s the cat?In the second activity, I will put the pictures on PPT, and ask them to look at it carefully and then tell them: Amy invites Sarah to her house, and Amy has a cat, they are looking for the cat. And then show them the sentence: Is she in the living room/study? Ss answer: No, she isn’t. Teacher asks: Is she in the kitchen? Lead them to answer: Yes, she is in the kitchen. And then write the sentences: “Yes, she is. No, she isn’t.” on the blackboard. And then explain to them that the foreigner usually regard pets as their family members, so they say “she” but not say “it”.After doing all these I can arise their interests of learning Eng, and then lead out the words, by showing them the pictures they can understand the words’ meaning more vividly and by listening to the tape they can correct their pronunciation.Step 3 consolidationNext I will say something about my consolidation stage, I set four activities in my consolidation part. In the first activity, I will play the tape for them, and ask them to read after the tape, tell them to pay attention to the pronunciations and intonations, and ask them to practice the dialogue with their partner, and then ask some of them to show it to all the ss.In the second activity, I will ask them some questions, ss answer the questions according to the pictures, if I say the sentences in a loud voice, ss should answer it in a quiet voice, if I say the sentences in a quiet voice, ss should answer it in a loud voice.the third activity, I will play the hide-and-seek game according to the let’s play, I will hide a book around the black board, ss should close their eyes, and then all the ss guess where the book is, they ask the questions and I will answer. Ss may say: Is it under the desk? I will say: No, it isn’t. Ss keep asking: Is it in your bag? I will tell them: yes, it is. And then they can play this game with their partner, and then ask some of them to show it to the class.Now I will talk about the last activity, in this activity ss can make another conversation according to the sentences learned today, and then make the dialogue with one of the ss: I will say: I have a dog. She is cute. Ss may answer: Where is she? I keep ask: I don’t know, let’s find it together! Ss may answer: Ok, I want to play with it. I will ask : Is she in the kitchen? Ss answer: No, she isn’t.I keep ask ing: Is she in the study? Ss answer: No, she isn’t. At last I will say: Let’s go to the living room and have a look. Ss answer: Look, she is in the living room, she is on the sofa.By doing these activities, ss could better recognize the meanings of the words and through the game they can practice their listening and speaking ability. And help the ss consolidate the new knowledge deeply, and make the class more interesting and effective.Step 4 Summary and homeworkI will make a summary about this lesson and present my homework to consolidate what the ss have learnt in this period. I will ask ss what we have learned today, and ask some of them to have a summary of the words, some of them to have a summary of the sentences. In the homework part I will ask them to write down some sentences down the pictures they took for their rooms, and innext class find some of them to show us their works.⑺Blackboard Design:At the last, is the blackboard design, this can help them know the important points of this lesson and also can help them make the notes.Unit 1where did you go on vacation?This lesson is The main topic of this unit is about holiday. This unit is very interesting because ss can talk about many interesting things in their vacation. After ss learnt this unit, they can express the past things, their speaking and listening abilities will be improved .The 2part is analysis of ss. Overall, the thinking mode of ss in junior middle school has become abstract and logical, even the reflective thinking has appeared. However, abstract thinking still needs specific image as a foundation. At the same time, the quality of thinking of junior middle school ss, especially the independence and criticalness, have had a big development. But the one-sidedness and superficiality are easy to occur.3Based on New Curriculum Standard in Eng class, teaching aims consist of three teaching aims, First 1 is knowledge aims:(1)Ss can understand the usage of simple past tense.(2)Ss can master new sentences: where did you go on vacation? I went to….The 2one is ability aims:(1)Ss can use the simple past tense to describe things happened in the past;(2) Ss can improve their listening and speaking abilities;(3)Ss can use Eng to talk about the thing they did during their vacation.The last one is Emotional aims:(1) improve the confidence of learning Eng, and not afraid of speaking Eng in class;(2)cooperate with others and complete the tasks together.4the key points and difficult points.The key points are:(1) the usage of simple past tense;(2) use the sentences to communicate with others.The difficult points are:(1)use the sentence to communicate with others fluently.(2)improve the confidence of learning Eng, and not afraid of speaking Eng,;(3)get the main idea of listening material, and get the useful information from material.5The next part is the analysis of teaching methods and studying methods.In this lesson I’ll mainly use “Task-based teaching method” and “Communicative language teaching method”. As to the studying methods, I will encourage ss to use cooperative study method to embody the role of first place in instruction activities.Then we should talk about the teaching aids. The multi-media and pictures will be used to make the class and to create a relaxing environment in this class.6analysis of teaching procedures. I will finish this lesson in the following several steps.1. Lead-in I will show some pictures about my vacation, which including some beautiful scenery and some people photos. Then I will told ss I had a great time during my holiday. For example:I enjoyed my vacation in Hainan, I had a great time there, and I love there very much.Then I told Ss today we are going to learn a new unit, its topic is about our vacation.The purpose of this step is to let Ss get familiar with the topic and raise their interests. Through the photos of my vocation, it would activate the interests of Ss to share their experiences on holiday.2. Pre- listening In this step, I will write some words on the blackboard to let student understand we should use past tense to express the things happened in the past first.Stay---stayed go---went visit---visitedThen I will ask Ss to look at the picture and guess what did the people do in the different scenes. And match the activities with the pictures.In this step, Ss can know the differences between present tense and past tense. Through comparison, they can understand the past tense clearly.3. While- listening I will do three activities.(1) Play the tape, and ask ss to finish the task in 1b, and let Ss know the name of each character.(2)Play the tape again, and ask Ss to read after the tape, and pay more attention to the pronunciation, and do the imitation.(3)Work in pairs and make sentences according to the 7 different scenes, and then tell your sentences to your partner. eg :Tina went to the mountains during her vacation.Through these three activities, they could understand the meaning of listening material better. And they can finish the task in this step. The third activities can provide them a free space to create their own sentences.4. Post-listening I will ask ss to make a conversation about what the people did during their vacations. Ask Ss to refer to the following conversation:A: Where did Tina go on vacationB: she went to the mountains during her vacation. Where did x go on vacation?A: Well, Xiao Hua went to New York City.…B: Then, where did you go on vacation?A: Me? I visited my grandma in Shanghai.B: Did you have a good time?A: Yes, everything was excellent.B: Sound good, I went to fishing during my vacation.After finished, I will ask some groups to share their ideas.Through this step, Ss can consolidate they sentence structures in this class. Make a dialogue with partners could provide them more chance to speak, so their speaking ability also can be improved.5. Summary and homeworkSummary: Ask Ss to think about what we have learned today. And then make a summary. Homework:Read the map and color the provinces you visited into red color, and make some sentences by using past tense to introduce what did you do in each province. Then fill the chart. The purpose of my homework is to let them improve their practical ability and comprehensive ability. Through fill chart, they could also practice the key sentence structures. And coloring the map can make this homework more interesting, it can also activate their interest in other places in China, and can help them to set up a dream.Here is my blackboard Design. I will design mu blackboard like this:Unit 1where did you go on vacation?Stay--------stayed go------went visit---------visitedTina went to the mountains during her vacation.。
Unit5Doyoulikepears_ALet’slearnlet’schant说课(教案)-人教
Unit 5 Do you like pears？A L et’s learn&let’s chant说课稿各位老师大家好，今天我说课的内容是新PEP小学三年级下册Unit 5 Do you like pears？A L et’s learn&L et’s chant，下面是我对这节课的课堂设计，希望能和大家一起探讨。
一、说教学目标1.在录音的帮助下,孩子能听懂、在图片或实物的帮助下会说、会认读表示水果的pear, apple, orange, banana四个单词，及正确读出它们的复数。
2.在图片或老师的语言提示下，孩子能够替换运用句型Do you like ...？并能作出肯定回答Yes, I do.或否定回答No, I don’t.3.能够在录音或老师的语音提示下孩子能听懂并跟读歌谣。
二、说教学重、难点本课的重点是在录音的帮助下,孩子能听懂、在图片或实物的帮助下会说、会认读表示水果的pear, apple, orange, banana 四个单词，及正确读出它们的复数。
本课的难点是在图片或老师的语言提示下，能够替换运用句型Do you like …？并能作出肯定回答Yes, I do.或否定回答No, I don’t.三、说教法设计针对本节课的教学目标和现阶段学生的年龄特征：模仿能力极强，活泼好动，在教授的过程中体现了以下几点，力争达到良好的教学效果。
（1）循序渐进。
本堂课是对话课，因此最终的目的是学生能在实际情景中使用句型，对于这个比较高的要求，我化难为简，从最简单的地方——单词着手，再引入句型。
在新句型呈现之后通过读、师生操练、同桌操练、从简到难。
在教法功能上我力求循序渐进，让教学过程自然轻松。
（2）突出重点。
对话课中一般出现的新授句型有好几句，其中一些句型是非常重要，是本单元的重点，还有些句型在课文中配合语境出现。
我认为对于重点句型应该扎稳脚跟，踏踏实实，学到精髓。
因此在课堂上，应把更多的时间放到重点句型中，在本课的处理中，重点句型:Do you like ...？Yes, I do. / No, I don’t. 因而操练力度较大。
Unit 5 Do you like pears？ Part A Let's learn(说课稿)-
Unit 5 Do you like pears? Part A Let’s learn一、教学目标•语言知识目标：本单元学习能力词汇：pears, apples, bananas, oranges。
能听懂、会说、会读、会写。
•情感态度价值观目标：培养学生对水果的兴趣和喜爱，了解水果的种类及营养价值。
二、教学重难点1.教学重点：•能听懂、会说、会读、会写能力词汇：pears, apples, bananas, oranges。
•初步了解水果的种类及营养价值。
2.教学难点：•让学生区分水果种类、以及掌握其英文单词拼写。
三、教学过程1. Warming-up•师生共同询问并回答最近吃过哪些水果。
–T: What fruit did you eat yesterday?–Ss: I ate apples and bananas yesterday.•引导学生谈论各自喜爱吃哪些水果。
–T: Do you like eating fruits?–Ss: Yes, I do. / No, I don’t.–T: What’s your favorite fruit?–Ss: My favorite fruit is bananas/ apples/ oranges/ pears.2. Presentation•通过图片引导学生学习新单词pears、apples、bananas、oranges，并帮助学生掌握单词的发音和拼写。
–T: Let’s learn some new words. This is a pear. Can you say pear?–Ss: Pear.–T: This is an apple. Can you say apple?–Ss: Apple.–T: This is a banana. Can you say banana?–Ss: Banana。
–T: This is an orange. Can you say orange?–Ss: Orange。
三年级下册Unit 5 Do You like Pears说课稿
人教版PEP三年级下册Unit 5 《Do You like Pears?》Part A第一课时说课稿各位老师，评委大家好：今天我要分析的内容是PEP教材三年级下册第5单元。
首先，我先说教材。
一、说教材第5单元Do you like pears?的A LET’S LEARN 部分。
该部分主要是掌握四个有关水果的单词：apple 、pear 、banana、orange.这四种水果均为学生非常熟悉，也非常喜爱的东西。
所以学生对该部分的教学内容具有极强的兴趣。
2、教学目标根据教材的内容和大纲要求，我确定了以下教学目标：知识目标①能听、说、认读本课时水果单词：apple , pear, banana, orange, 以及句子Do you like…? Yes,I do./No,I don’t。
②能听懂、会说本单元句型（Do you like…? Yes,I do./No,I don’t），要求模仿正确、语调自然，基本上能够在实际中运用句型会话。
能力目标通过本课的学习使学生为初步运用英语交际的能力打下基础。
情感目标培养学生小组合作的学习意识及团结合作的情感。
3、教学重点、难点①听懂、会说本课时的单词及句型，并能在实际情景中运用。
②句型：Do you like…? Yes,I do./No,I don’t.的理解与掌握二、说教法、学法和教学手段1、教法设计兴趣是最好的老师。
良好的兴趣是学习活动的自觉动力”。
小学阶段是培养学生英语学习兴趣的关键时期，为此我主要采用直观教学、小组合作教学和多媒体辅助教学，激发学生学习英语的兴趣，培养学生综合运用英语的能力。
2、学法指导在本课教学中，我努力做到以课标为指导，以活动为方式，通过小组合作学习，变课堂为乐园。
学生主要通过表演、操练、小组合作、游戏等方法，主动参与，乐于其中，无形中掌握知识、运用知识，形成终身学习必备的学习策略和能力。
在教学中我会注意指导学生养成良好的学习英语的习惯，培养其合作学习、小组团结的能力。
人教PEP版英语三下《Unit 5 Do you like pears》说课稿设计
人教PEP版英语三下《Unit 5 Do you like pears》说课稿设计一. 教材分析《Unit 5 Do you like pears》是人教PEP版英语三下的一个单元，本单元的主题是关于喜好。
通过学习本单元，学生能够掌握表示喜好的一般疑问句“Do you like…?”及其回答“Yes, I do./ No, I don’t.”，并能运用所学知识进行简单的交流。
教材中包含了丰富的图片和情境，使学生在学习过程中能够更好地理解和运用所学知识。
二. 学情分析学生在学习本单元前已经掌握了基本的日常英语交流用语，具备了一定的听、说、读、写的能力。
但部分学生对表示喜好的词汇和句型还不够熟悉，需要在教学中进行针对性的引导和练习。
此外，学生的学习兴趣和学习积极性对英语学习的效果有很大影响，因此在教学过程中要注重激发学生的兴趣，提高他们的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握表示喜好的一般疑问句“Do you like…?”及其回答“Yes, I do./ No, I don’t.”，并能正确运用所学知识进行简单的交流。
2.能力目标：学生能够听懂、会说、会读、会写本单元的生词和句型，提高他们的英语表达能力。
3.情感目标：通过学习本单元，使学生能够更好地了解自己的喜好，培养他们积极、主动的学习态度。
四. 说教学重难点1.重点：表示喜好的一般疑问句“Do you like…?”及其回答“Yes, I do./ No,I don’t.”2.难点：正确运用所学知识进行简单的交流，尤其是对于部分学生来说，需要加强对词汇和句型的熟练程度。
五. 说教学方法与手段1.情境教学法：通过设置各种真实的生活情境，让学生在实际语境中学习和运用所学知识。
2.交际法：引导学生进行角色扮演、小组讨论等互动活动，提高他们的英语交流能力。
3.游戏教学法：设计各种有趣的游戏，激发学生的学习兴趣，提高他们的学习积极性。
4.多媒体教学手段：利用多媒体课件、视频等资源，丰富教学内容，提高学生的学习效果。
Unit 5 Do you like pears PB Let's learn 说课稿
Unit 5 Do you like pears PB Let’s learn 说课稿一、教学背景这一堂课是针对小学二年级学生，属于英语第一学期的第五单元教学内容，主要内容是学生学习关于食物喜好的表达方式，掌握部分食品的名称，能够描述自己的口味喜好，并培养学生的口语表达能力。
二、教学目标语言目标：1.能够理解、使用句型Do you like …? - Yes, I do. / No, I don’t.2.学会表达自己喜欢或不喜欢的食品，如I like bananas. I don’t like apples.3.掌握单词 pear, apple, banana, orange 等，并能识别其口音以及用法。
4.学会使用形容词描述食品的口感，如 sweet, sour, juicy。
能力目标：1.培养学生的口语交流能力。
2.提高学生对新单词的学习和记忆能力。
3.激发学生学习英语的兴趣和热情。
情感目标：1.让学生学会尊重他人口味和爱好。
2.培养学生的观察能力和判断力，学会选择健康的食品。
三、教学步骤1.导入（5分钟）上课前准备好展示一些果蔬的图片，并问学生这些食品是否喜欢吃，导入学习主题。
2.新知讲解（15分钟）通过玩游戏的形式介绍新单词和句型，比如说老师出示某种水果的图片，让学生表演出表达对这个食品喜好的句子。
3.练习（20分钟）让学生分为小组，进行交流，老师可在此环节给予学生帮助与指导。
比如引导学生使用正确的句型，扩展学生用形容词作进一步描述。
4.展示、评价学生表现（10分钟）引导学生向其他小组展示他们小组的交流内容，给予学生相应的反馈和鼓励。
5.巩固（5分钟）老师收集学生的表现以及学生交流的内容，形成课堂纪要，帮助学生复习课程内容。
四、教学重难点1.重点1.Do you like … ? 句型的用法。
2.如何正确表达自己喜不喜欢某种食品的意思。
2.难点1.如何用形容词描述食品口感以及口味。
五、板书设计1.板书内容Do you like … ?Yes, I do. No, I don’t.pear apple banana orangesweet sour juicy delicious2.板书布局板书在教学较大屏幕下出现，尽量使学生可以清晰易懂的看见。
人教版PEP三年级下册《Unit5Doyoulikepears》精品说课稿
人教版PEP三年级下册《 Uni t5 Do you like pears》精品说课稿一. 教材分析《PEP三年级下册Unit 5 Do you like pears》是一篇关于水果喜好主题的英语对话教材。
本节课的主要内容是让学生能够听懂、会说、会读关于水果的词汇，如pears, apples, oranges, bananas等，并能够运用Do you like…? Yes, I do. / No, I don’t. 的句型进行简单的问答。
通过本节课的学习，学生能够提高自己的英语听、说、读能力，培养对英语学习的兴趣。
二. 学情分析在对学生情况进行分析时，我发现三年级的学生对英语学习充满热情，具有较强的学习兴趣。
他们已经掌握了基本的英语字母和单词，具备一定的听说读写能力。
但部分学生在发音方面还存在困难，需要加强语音训练。
此外，学生的学习习惯和合作能力有待提高，我将通过课堂互动和小组活动来培养他们的学习兴趣和合作意识。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读关于水果的词汇，如pears,apples, oranges, bananas等，并能够运用Do you like…? Yes, I do. / No, I don’t.的句型进行简单的问答。
2.能力目标：学生能够在图片和情景的帮助下，用英语谈论水果的喜好，提高自己的英语听、说、读能力。
3.情感目标：通过本节课的学习，学生能够培养对英语学习的兴趣，增强自信心，提高合作意识和团队精神。
四. 说教学重难点1.重点：学生能够听懂、会说、会读关于水果的词汇，如pears, apples,oranges, bananas等，并能够运用Do you like…? Yes, I do. / No, I don’t. 的句型进行简单的问答。
2.难点：学生能够熟练运用Do you like…? Yes, I do. / No, I don’t. 的句型进行问答，并在实际情景中运用所学知识进行交流。
Doyoulikepears英语说课稿
Unit 5 Do you like pears ?Part A Let’s learn(说课稿)一、说教材本课的内容是人教新版三年级下册Unit 5“Do you like pears”Part A Let’s learn 。
本单元的主要内容是学习水果的英语表达法和与水果相关的一些句型的运用及游戏。
这一课时学习的内容是询问别人：“ Do you like…?句型以及其回答语“Yes, I do/No, I don’t.二、说教学目标(1)认知目标1．学习有关水果的单词pear ,apple,orange ,banana,要求学生能够听、说、认读。
2．初步认识以上水果的复数，以及用Do you like…?Yes,I do.\No,I don’t.3.通过歌曲等渗透水果对身体健康的益处。
(2)情感目标a．让学生在实际情景中学会运用语言，感到学习英语是有用的，产生成就感，从而能更好地提高学习英语的兴趣。
b．通过本课的学习，让学生学会表达自己的喜好。
(3)能力目标：通过完成任务和游戏等，让学生能综合运用所学语言进行交流，培养学生的语言交际能力。
2．教学重难点(1)教学重点：能听懂会说“pear ,apple,orange ,banana,”等单词。
.对名词的单复数有初步的认识(2)教学难点：在交际中灵活综合运用句型“Do you lik....Yes,I do.\No,I do n’t.”。
三、说教法和学法(一)热身编排了一组水果顺口溜，本课我设计的热身活动能让学生感到新知识，学起来会更有信心，同时也自然降低了新知的难度。
通过这个热身活动，学生充满激情地进入到语言学习状态中，为后面新知识的学习做了铺垫。
(二)学习新课1．教师通过一组水果的图片引入生词。
（多媒体课件）2.引入主题板书：Unit 5 Do you like pears ?3. ①读单词。
T: What’s this ?( 多媒体课件,出示pear图片，师手里也拿图，出示完后贴在黑板上并板书)Ss: It’s a pear .让学生跟老师读，区别bear,再多形式地读:指名读、开火车读、同桌齐读、小组读、集体读等。
新PEP小学英语三年级下册Unit5Doyoulikepears说课稿[5篇]
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新PEP小学英语三年级下册Unit5Doyoulikepears说课稿[5篇]第一篇：新PEP小学英语三年级下册Unit5Do you like pears说课稿小学PEP英语三年级下册 Unit5《Do you like pears?》说课稿大家好，我说课的内容是《PEP小学英语》三年级下册第五单元第一课时。
本单元的话题是水果。
要求学生通过这一单元的学习，能够用英语表述常见的水果名称，简单描述对水果的喜好。
一、说教材。
本节课的教学目标：1.能听、说、认、读单词：banana、pear、apple、orange。
2.能听懂、会说句型Do you like…? Yes, I do./ No, I don’t。
并能在实际情境中运用。
3.能听懂、会说Let’s chant.教学重点：1.正确认读单词:pear, orange, apple, banana及其复数形式。
2.句型Do you like…? Yes, I do./ No, I don’t.教学难点：1.单词banana 的读音以及banana的复数形式的读法。
2.句型Do you like…? Yes, I do./ No, I don’t.的运用。
教具准备：水果图片和 PPT课件。
二、说学情：三年级的学生已经学了一学期的英语，英语功底还是很薄弱，我根据学生情况，以学生为主体，以激活他们对英语的兴趣为着入点。
因此在教学过程中应注重知识的反复操练和创设情境来激发学生学习英语的兴趣，让学生在乐中学。
三、说教法：根据学生的认知规律和教学内容的特点，我采用说唱歌谣法，创设情境法来激发学生的学习欲望，采用多媒体辅助法、词句相宜法教授新词，帮助学生建构英语语言体系。
四、说教学过程： 1.日常口语练习。
2.教授新词，词句相宜。
我利用白板的插入视频功能，插入水果歌谣动画视频，从而引出本课的内容。
在教授新单词时我创设了一个情境，并调出白板资源库中的图片来学习本课单词，并用智能笔很快画出四线格，在书写单词的同时，用录制功能把书写单词的过程录下来，重新播放一遍，让学生跟着一起书空。
Unit5 Do you like pears 说课稿
Unit5 Do you like pears? B Let’s learn&Let’s chant说课稿各位领导：大家好！今天我说课的内容是人教版PEP小学英语三年级下册Unit5 Do you like pears? B Let’s learn&Let’s chant。
整个说课我将分为四部分，即说教材，说教法与学法，说教学过程，说板书设计。
一、说教材（Talking about teaching materials）本课时主要围绕学生熟知的水果展开的，结合实际，贴近生活，体现了教材“以人为本”的概念。
根据教材内容和《英语课程标准》的要求，我确立了以下教学目标： 1.知识与技能①能够听说认读关于水果的单词：pear，apple，orange，banana。
以及正确读出它们的复数。
②能听懂会说“Do you like…?Yes, I do. /No, I don’t. I like…”并能在实际情境中运用。
能听懂跟读歌谣Let’s chant。
2.过程与方法利用实物和多媒体课件，展示pear，apple，orange，banana四种水果，并通过图片开展师生、生生互动练习。
教师主要采取实物教学、游戏教学的方法激发孩子的学习兴趣，通过小组合作的方式达到训练的目的。
3.情感态度和价值观让学生通过运用语言来完成学习任务、感受成功，从而引发和培养学生学习英语的目的，最终使他们形成积极学习的态度。
本课的教学重点是学生能够听说认读关于水果的单词：pear，apple，orange，banana以及正确读出它们的复数形式和句型：Do you like…? Yes, I do. /No, I don’t. I like… 教学难点是Oranges的发音和句型的掌握.本课需要准备的教具有多媒体课件，水果的卡片或实物。
二、说教法、学法(Talking about teaching and learning methods)（一）教法针对本课的教学目标和现阶段学生模仿能力强，活泼好动的年龄特征，我采取了讲读直观演示、愉快教学相结合的方法，层层递进，引起学生的学习兴趣，充分调动他们学习的积极性，保持他们强烈的好奇心和旺盛的求知欲，在教学过程中启发、诱发学生思维，培养不同层次的学生大胆用英语交际的能力。
unit5-Do-you-like-pears全英说课稿
u n i t5-D o-y o u-l i k e-p e a r s全英说课稿work Information Technology Company.2020YEARUnit5 Do you like pears?Guanshan School Liu LuluGood afternoon, everyone！I am very glad to interpret my teaching design here. The topic of this lesson is “Do you like pears?”. There are four periods to finish this unit. I will talk about the first period. My presentation consists of the following parts.Part 1 Analysis of the teaching material1. Status and FunctionThis lesson is chosen from PEP English book, the second semester of grade3, Unit 5 “Do you like pears”P art A Let’s learn. By using sentence "Do you like? Yes, I do. / No, I don’t” and four words “pear, apple, orange, banana" students will talk about their favorite fruits.2. Teaching aims and demandsKnowledge objects1) Students can read, understand and spell the English name of several fruits, such as, apple pear banana orange and understand the use of the plural forms.2) Can use the sentence pattern “D o you like…Yes, I do. / No, I don’t”.Ability Objects1)To improve the skills of speaking2)Encourage students to apply this knowledge into their daily life.Emotional objectsLet students improve their interest in learning English and understand fruit is very healthy to our body and foster the good habit of eating fruits everyday.3. Key points and DifficultyKey points: words—apple banana pear orangesentence structure —Do you like…Yes, I do. / No, I don’tDifficulty: understand the use of the plural formsPart 2 Analysis of the students.The students have just learnt English for a semester, so some of them don’t have many good learning methods. Some students dare not use English to express themselves. But they are curious, active and fond of game competition and various activities. They enjoy learning through cooperation in a relaxing atmosphere.Part 3 Teaching methods and Learning strategiesTeaching methodsIn this lesson, I will use directly method, that is to say, I will teach the key points by showing some pictures.In the process, I will apply blackboard, pictures and multi-media computer to arouse the students’ interestLearning strategies1)Speaking method2)Communicative strategy. Learn to cooperate with others. In class, encourage the students to communicate with others and build up their confidence.Part 4 Teaching AidsBlackboard, pictures, multi-media computerPart 5 Teaching Procedures.There are six steps in my teaching procedures.Step 1 Greeting and Lead-in.1.Make a free talk between T- S.2.Enjoy a radio. (Fruit Song)Purpose: Lead the students into the new lesson smoothly and arouse the students’ interest.Step 2 Let’s learn1. Presentation of the new words. (Play the PPT)T: Boys and girls, look at the screen. I have an orchard. There are some fruit. What are they Let’s learn them.(1) Teach pear and pears.T: What’s this? (Show a picture of pear, the students may answer in Chinese. Then I show the word and write it on the blackboard. )T: Now read after me. pear ↗ pear↗ pear↘Ss: pear↗ pear↗ pear↘(Ask several students to read it.)T: Look! Now there are nine pears. pears ↗ pears↗ pears↘ (Show a picture of nine pears, and lead students to understand the plural form.)(2) Teach apple 、orange 、 banana (use the same way)Purpose: make students master the four words and understand the use of the plural forms.2. Presentation of the sentence structureT:I like pears. Do you like pears Yes, I do. / No, I don’t. (Show the sentences to the students and write them on the blackboard. Then lead students to read them. After that ask some students “ Do you like…”to practice this sentence pattern. ) Purpose: Let students be familiar with the sentence structure and speak out this structure without any thinking.Step 3 Practice1. Pair workGive students three minutes to use “D o you like…Yes, I do. / No, I don’t”to make a conversation with desk mates. Then I will invite some pairs to share their conversations with other students.Purpose: Develop students’ ability of communication and cooperation. By using the target language to consolidate the key structure and improve their speaking skills.2. Let’s play games1) What’s missing? (Make one kind of fruit missed quickly and ask students to speak out this fru it’s name quickly.)2）Guess!a. What’s this?b. RiddlesPurpose: Mobilize students' enthusiasm and initiative, in the same time, consolidate the key words.Step 4 Summary1. Summarize the words and the sentence structure.T: Look at the picture in the book, listen to the tape and read after the tape.(Play the tape and ask students to read after the tape)Purpose: Strengthen what they’ve learnt in this class.2.Enjoy a radioT: An apple a day keeps the doctor away, that means, eating more fruits can keep you healthy! Let’s eat the fruits.Purpose: Make students understand fruit is very healthy to our body and foster the good habit of eating fruits everyday.Step 5 HomeworkDraw your favorite fruits and talk about in English.Purpose: Improve their speaking ability.Step 6 blackboard DesignUnit 5 Do you like pears?pear pears apple apples orange oranges banana bananasDo you like pears/ apples/ oranges/ bananas?Yes, I do.No, I don’t。
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人教新版PEP小学英语三年级下册
Unit5 Do you like pears?说课稿
勃利县青山中心小学于玲玲
我说课的内容为人教新版PEP《小学英语》三年级下册Unit5 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，现把我的说课与大家分享：
一、说教材
本节课是三年级下册第五单元第一课时，本节课学习，是上学期学习食物单词及相关句型Do you like …? 的基础上，来学习水果及相关句型Do you like …? ，学生们相对较熟悉，学习起来较轻松。
水果贴近我们的生活，学生们并不陌生，本节课的句型Do you like …？是本册中的重点，同时也是第五单元的重点句型。
本节课是第五单元的第一课时，本单元主要内容是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，学生们在三年级上册学过食物单词及询问
喜欢食物的句型Do you like…? Yes，I do ./No，I don ‘t ，学生们比较熟悉这个句型为了方便教学，我将本单元A部分Let's talk 和两个Let's learn 的内容进行了整合，从中取了banana, pear，orange，apple，四种水果的单词及其名词复数形式， bananas, pears，oranges，apples和句型：Do you like…? Yes，I do ./No，I don't 及简单的对水果爱好的评价：I like……等进行第一课时的教学，为此学生和我做了充分的学具和教具的准备。
二、说学情
三年级学生英语功底还很薄弱，我根据学生的特点，学生们对英语学习的好奇心还是很浓，经过上学期和本册前几个单元的学习和训练，孩子们能用简单的英语表达自己的喜好，能听懂一些常用的课堂用语，孩子们熟悉本单元要学习的水果，贴近他们的生活，学生们可以在游戏和活动中学习单词。
我对三年一班30名学生进行调研，学生中90%的会说本课对话中出现的3个水果单词apple、pear、orange；有一小部分人熟悉Do you like…?这一句型。
三、说教学目标及重难点
知识与技能:
1、学生能够听、说、认、读四种水果的名称词，即apple，banana，pear，orange。
2、学生能用Do you like…? Yes,I do./No,I don’t.这一句型询问和表达对某种水果的喜好。
过程与方法：
1、通过师生对话、同学交流和自主听读，学生能够体验英语学习、用英语进行交际的过程与方法。
2、通过与同学进行合作学习，能够将所学句型应用到日常对话中。
情感态度与价值观：
1、学生能够积极地与人交流、表达自己观点；
2、学生能够了解吃水果有益健康。
重点：能够听、说、认读四种水果的英文表达：apple，banana，pear，orange。
难点：在对话中使用句型Do you like…? Yes,I do./No,I don’t.
四、说教法
遵循“以学生为主体，教师为指导”的思想，我充分利用实物和多媒体课件，把情境教学法，游戏教学法，TPR教学法，任务教学法有机结合，让学生感受到有趣、真实、自然，最大程度地吸引学生的注意力，使学生真正用英语去思维，而不是被动接受知识。
五、说学法
科学的学习是把开启学生智能的金钥匙，也是学生取得
成效的必要条件，在学习本课时，我将引导学生在民主、和谐、兴趣盎然中积极参与学习，主动模仿，保持对所学材料的兴趣和热情，在乐中学，玩中学。
六、说教学过程
教学设计围绕“图片引趣，以物激趣，活动增趣，任务促趣”展开教学的。
在呈现新知部分，我以“Do you like … ?”自然地引入了关于水果的学习，使知识感性化。
在操练新句型时，充分利用实物采用了多种不同的操练形式，动静结合，新旧相连，强化，突破了教学的重难点。
在巩固和扩展阶段，我采用了任务型的教学方法，将本课句型的应用做了进一步的扩展和延伸，所设计的内容一再拘泥于课本中有关水果的记忆，而是引导他们开拓思路，对于吃的，用的，具体的，抽象的事物都可以造句，在布置任务时，让学生调查周围同学喜欢什么，强化了新知。
具体如下：
1、热身
播放Unit3 Let’s do.(Be fat.Be fat.Be fat,fat,fat!)引出情景--Zoom 减肥记。
2、呈现新课
（1）教师通过为Zoom买水果，引出课件展示苹果图片，讲述单词apple和apples，以次类推学习pear(区分
bear),orange,banana。
带领同学多朗读几遍单词，开火车的方式念，纠正错误发音。
（2）利用之前学过的颜色词与水果单词结合，利用颜色特征介绍水果，加深形象记忆。
（3）通过采访Zoom和Zip，学习句型Do you like…?Yes,I do./No,I don’t.并在单词学习中进行练习。
（4）教师手指水果pear,orange,apple,banana说：I like
pears.并问学生Do you like pears?引导学生说：Yes,I do./No,I don’t.当学生回答为肯定Yes,I do.时，教师可以将手中的水果给学生并说：Here you are.
3、趣味操练
（1）圈出正确的单词
（2）Memory challenge（记忆力大挑战）
让学生寻找丢失的水果，从而练习单词的记忆。
（3）Riddles 谜语。
（4）回到情景--Zoom 减肥记中，来到Qing Shan Fruit Shop
为Zoom 买水果。
（5）为Zoom 买水果后，为同桌买水果，采访同桌喜欢的水果，进行对话练习：学生根据幻灯片出示的水果图片练习句型，先说自己喜爱的水果，再询问对方是否爱吃I like..Do you like..? 回答语为：Yes,I do./No,I don’t.
（6）小组合作Make a survey.
组员之间互相提问Do you like......?在喜欢的水果下面打钩，完成后请各组组长汇报组员都喜欢吃什么水果，采用句型 A likes......; B likes......; C likes..... .
（7）进行学案习题操练。
4、Sing a song---Apple Tree
5、课堂小结(Summary)
带领同学复习4个水果单词以及句型Do you like.?
Yes,I do./No,I Don’t.
6、作业（Homework）
（1）画出你喜欢的水果，并用英语说一说。
（2）用句子Do you like.....?采访一下爸爸妈妈喜欢吃什么水果。
（3）你还会用英语说哪些水果。
7、情感教育
教授谚语：A apple a day, keeps a doctor away. 一天一苹果，医生远离我。
Fruit is good for health.让同学们多吃水果，对身体有好处。