新版PEP小学英语三年级下册第五单元教案

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pep人教版三年级英语下册第五单元Unit5教案含教学反思

pep人教版三年级英语下册第五单元Unit5教案含教学反思2.能够在图片和老师的帮助下，在语境中运用“Doyoulike…?Yes,I do./No,I don't.”来询问他人对水果的好恶。

能够在这个句型中正确运用名词的复数。

单词和核心句型的研究。

句子在情景中的运用。

课件卡片一）热身（Warm-up）：师生日常对话，相互问好。

二）新课呈现（n）：1.教师通过课文配图上的水果教授单词apple,pear和orange。

2.教师把苹果图片贴在黑板上，用“Doyoulikeapples？”提问一个学生（注意强调apples末尾的s），在该学生回答“Yes.”的情况下引导他用“Yes,I do.”回答，并在图片旁画上一个笑脸帮助学生理解答句的意义。

引导说“No.”的学生用“No,I don't.”回答，并在图片旁画上一个哭脸。

教师多提问几个学生。

3.对话教学。

1）组织学生对对话内容进行预测。

2）播放录音，请学生回答以下问题：①Does Sarah like pears?②Does Sarah like oranges?③What do they buy?3）请学生打开课本听对话，教师对语言点进行解释。

4）学生跟录音朗读对话，然后进行角色扮演。

4.完成Let's play。

三）巩固与拓展（n and n）：1.小组举动：猜猜你的组员喜欢甚么水果。

学生用句型Doyoulike…?询问组员，直到对方回答Yes,Ido.为止。

2.做游戏：找朋友。

1）教师指着黑板上的apple,orange和pear逐一用句型Do youlike…？询问学生，每个学生只能选择自己最喜欢的一种水果回答Yes,要求学生不要说出自己的答案。

2）教师先告诉学生自己喜欢的水果，如：I like apples.I want tofind my friend.然后随机挑选一个学生问：Do you like apples？假如学生的回答是No,Idon't.教师就询问下一个学生。

人教PEP版英语三年级下册第五单元教案

人教PEP版英语三年级下册第五单元教案教学目标1.能听懂、会说、会读单词和句子：slide, swing, seesaw, merry-go-round, climb, run, jump.2.能询问并回答自己玩了哪些游戏，及玩的感受。

如：What games did you play? How was it? I played onthe seesaw. It was fun!教学重点1.学习生词slide, swing, seesaw, merry-go-round, climb.2.学会口头询问及回答游戏及感受。

教学难点口头表达的训练教具准备1.PPT2.教学挂图、幻灯片或相应卡片3.实物模型如玩具秋千、转盘或乐园图片等教学过程Step 1 导入新课1.Good morning/afternoon, boys and girls. (老师带动课堂气氛)2.Today we will learn new words and sentences which are related to games. Let’s see what gameswe have in this unit. (出示图片、画卷等，创造愉悦、轻松的气氛)Step 2 讲授新知1.操作教具，出示PPT，点读单词及读音，老师可极力演示词义（比如摆秋千动作）。

学生模仿词语口型和动作。

2.生动化解释每个词如swing.（比如老师可以走到学生前，模仿秋千上下运动，学生之后也模仿做运动。

）这个时候，老师可以口头呐喊随意指定一个学生来解释动作，其他同学来猜测生词，增强课堂互动。

3.以游戏形式介绍新词汇，老师要求学生各自模拟动作并重复读句型或单词。

比如：假设老师模仿 merry-go-round 这个游戏，其他学生来扮演自己在玩恒星转盘真人游戏，互相模仿和学习。

4.学生听写单词，老师帮助发音和解释。

Step 3 合作探究1.设定小组，要求学生设计让大家都觉得有趣的游戏。

(完整)PEP小学英语人教版三年级下册unit5教案

授课时间：—月日第周总第—课时1 热身、复习(Warm-up/Revision)(1)学生自编日常对话及口语练习(2)教师播放歌曲，师生共同演唱。

2 呈现新课(Presentation)(1)教师出示果篮，果篮里装有实物pears, oranges, apples注意：教师果篮中的每种水果应为2个以上，以便学生理解并运用单词的复数形式。

(2)教师手举“梨”讲述单词pear，手举“2个或2 个以上梨”讲述pears。

以次类推学习oranges, apples,(3)学生各自拿着自己准备好的水果(也可用图片代替)练习句型，先说自己喜爱的水果，再询问对方是否爱吃Ilike …Do you like …？回答语为：Yes, I do. / No, I don ' t.(4)教师播放Let' s talk 部分的教学磁带学生跟读Let' s talk 部分的内容。

特别强调Do you like peaches? Yes, I do. No, I don' t.3 趣味操练(Practice)授课时间：—月___________ 日第____________ 周总第—课时授课时间：—月___________ 日第____________ 周总第—课时教学过程、热身/ 复习(Warm-up/Revision )1、表演 A 部分 Let ' s talk < 小组表演的形式展示对话。

2、 g ameI like …孩子在小组里说说。

二、呈现新课(Presentation )1、教师在黑板上贴上各种的水果，装扮成一个水果店。

教师说：“ Look, there are many fruits. ” 教师指着许多的水果，重复“fruits ” 一词。

2、教师提问：“ What do I like? Can you guess? ” 引导孩子用：“ Do you like …？”进行猜测。

PEP小学英语三年级下册第五单元教案

PEP小学英语三年级下册第五单元教案第一课时教学内容：A Let’s talk Let’s practice Let’s sing教学目标：1. 能听懂、会说句型：Where’s…? It's in/on/under…通过情景会话，让学生学会提问和回答物品所在位置，并能在实际情景中自然运用。

2.通过Let’s practice练习所学的let's talk部分的内容，提供给学生一个实际运用语言的机会。

3.熟悉歌曲旋律，活跃课堂气氛。

教学重点：能听懂、会说句型：Where’s…? It's in/on/under…并能实际情景中自然运用。

教学难点：能在日常生活中正确运用介词：in, on, under.教学准备：教师准备：Mike和Mike的妈妈的头饰，car, toy box, ball, plane, boat, doll等玩具图片，录音机和磁带。

学生准备：car, toy, box, ball, plane, boat, doll.等玩具。

教学过程：Step 1: Preparation1.Song《Hide and Seek》教师播放p55的歌曲录音，学生边听边拍手，会的同学可以有节奏地吟唱。

2. Free talkHow are you?Where are you from?Do you like…?3.复习教师出示car, plane, doll，box, ball等单词，如提问：What's this? Do you like cars?Step 2: Presentation1.复习完car, box, ball, plane, doll等玩具单词后，将这些玩具放在toy box 中，T: What's this?Ss: It's a box.(可以用汉语回答)T: Yes, It's a box . It's a toy box.. 然后手指里面的玩具说：They are toys. 领读并板书toy box., 指名读。

(完整版)最新人教版PEP小学三年级下册英语Unit5教案(一)

教学重点 1.掌握词汇 watermelon，strawberry，grape 的听、说、认读；
2.句型“I don’t like...”的运用。
教学难点准确读出单词 watermelon 与 strawberry。
教学准备课本、录音机、磁带、相关单词卡片、水果图片、
水果转盘、课件等。
课时安排
3 课时。
设计 duck under run fun
The duck is under the chair.
Duck,run,run,run.
It’s fun.It’s fun.
在本单元的 A 部分学习了字母 u 的一种发音，学习了四种水果单词，学习了如何询问对方是否喜欢吃某种水果以及肯否两种回答。单词 banana 较长，学生读得不准确，课下要多听录音多模仿。
（3）播放录音，完成选择题。
（4）播放录音，跟读。
（5）先两人一组练习对话。然后请几组学生读对话。
2.Let’s play
（1）师生对话。
T:Do you like pears？（教师手中拿着梨子的图片）
S1:No,I don’t.
T:Do you like oranges？（教师手中拿着橙子的图片）
8.播放两遍 Read,listen and number.部分的录音，完成题目。播放第三遍录音，检查题目的答案。
9.游戏：唱反调说单词。教师小声说单词，学生大声说。若教师大声说单词，学生就小声说。
作业在家庭作业本上规范地将本课单
词各抄写两行。
设计
板书
Unit 5 Do you like pears?
1.教师在课件上呈现鸭子在椅子下的图片。
T:Where’s the duck?

PEP小学英语三年级下册第五单元教学设计

告诉学生教师将换一种方法说字母------唇说，既说字母的时候不发出声音。学生看教师的口形，猜教师“说”的内容。说的字母为Aa----Ww。
（2）折一折，猜一猜。
教师将某个字母卡对折或用其它方法折叠，只露字母的某个部位，让学生猜一猜是哪个字母。还可以让学生亲自动手折字母，猜一猜。
4课堂评价(Assessment)
教具准备
教材相配套的教学录音带,头饰
教学方法
教学过程
复备
（一）热身／复习（Warm-up/Revision）
1、A部分Let’s do的歌谣。
说一说，演一演
2、listen and do
教师发出口令：“put your book on the desk; put your pencil on you book; put your ruler in your pencil-case…”
2呈现新课(Presentation)
（1）教师画简笔画呈现新知
a.教师首先画两个圆形,问：What is it?学生回答：It is a bike.
b.用同样的方法出现其它交通工具bus, jeep, taxi。
（2）让学生看动画,学习Let’s learn部分的词汇。
（3）教师出示准备好的单词卡片，让学生逐个再次认读单词。
板书设计
Unit Five Where is my ruler?
Where is my car?
It's in....
on
under
教后反思
乔庄镇教师集体备课三年级教学设计
主备人
Gavin
复备人
学期总第课时
本单元（章）第课时
授课日期
课题
Unit5

PEP三年级英语下册Unit 5 Do you like pears Part B第3课时教案

板书设计
Unit 5 Do you like pears?
—Do you like...？
—Yes,I do./No,I don’t.
【课堂小结】
在B部分的学习中，我们继续学习了三种水果词汇，watermelon与strawberry较长又难读正确，采用了拆分法教学生巧记。还学习了如何表达自己喜好的句型，与日常生活贴近，学起来较容易。
S2:Four.
T:How many strawberries?
S3:Four.
T:How many watermelons?
S4:One.
给学生一分钟完成题目，然后核对答案。
（2）Listen and tick(√) or cross(×).
让学生看图说出相应的水果单词。
播放两遍录音，完成题目。
播放第三遍录音，每小题停顿一会儿，师生核对答案。
（4）播放录音，学生跟读。
（5）请学生分角色朗读表演故事。
教师要强调当主语是第三人称时，like应变为likes。
通过前面的看图说单词，数一数水果的个数，学生再完成题目就更加容易。
故事中新的食物不要求掌握，学生形成初步印象即可。
作业设计
熟读本单元Let’s learn与Let’s talk部分的内容。
S1:John likes pears.
S2:WuBinbinlikes bananas.
S3:Sarah likes pears.
（3）通过第二幅图以及第一组对话讲解该题的题意。
（4）给学生两分钟完成第53页的连线题。
（5）师生核对答案。
（6）听录音，跟读。
2.Let’s check
（1）Look and tick(√).
第三课时

人教PEP版英语三年级下册第五单元全部教案

人教PEP版英语三年级下册第五单元全部教案一、教学目标1.能听、说、认读单词“microwave, dishwasher,vacuum cleaner, toaster, coffee maker”。

2.能理解并朗读对话。

3.能运用句型“Whose…?”和“Yes, it is. / No,it isn’t.”询问和回答家电的归属和功能。

4.能制造实物场景，模拟对话，提高英语口语表达能力。

二、教学重点1.学习家电的英文名。

2.能对话询问和回答家电的归属和功能。

三、教学难点1.学生口头表达能力薄弱，需要创造真实场景，模拟对话练习。

2.掌握动词短语的时态和正确运用。

四、教学过程1. 打招呼，进入学习状态1.互相问候并进行简单自我介绍。

2.准备说几句话谈谈家电。

2. 单词学习1.教师出示售卖家电的店内照片，用英文介绍店内的家电，引出新单词。

例：“This is a microwave oven.它是一种微波炉。

”2.直接教授电器的名词、读音、意思，引导学生连读并背诵。

例：“Microwave, dishwasher, vacuum cleaner, toaster, coffee ma ker.”3.强化记忆，进行flashcard记忆卡游戏。

将十个单词分别打在记忆卡上，让学生自行背诵，之后教师快速展示某张记忆卡，让学生快速说出对应单词。

3. 句型学习1.出示家电图片，引导学生问句“Whose…?”。

例：“Whose microwave is this?”2.回答“Yes, it is. / No, it isn’t.”并解释其意思。

3.故事演示：小明去了朋友家，看到了很多有趣的家电，询问了朋友家里的家电，自己的家里也有哪些。

4. 情景模拟1.效仿故事剧情，配备家电道具和场布，小组分两人，扮演角色，练习问答对话。

2.设计问答问句，制造实际场景，如“Whose coffee maker is this?”和“How does the microwave work?”。

PEP三年级下册小学英语第五单元教案﹎

P E P2U n i t5D o y o u l i k e p e a r s?课型：单词教学页码：P49【教学内容】第一课时PALet'slearn&Let'schant【教学目标】1.本部分主要学习关于水果的单词.apple,orange,pear,banana要求学生能够听说认读。

2.能听说会读句型“--Doyoulike…?--Yes,Ido.”3.能在图片的帮助下听懂并跟唱歌谣【教学重点、难点】1、重点：学习关于水果的单词.appleorange,pear,banana要求学生能够听说认读。

2、难点：能听说会读句型“--Doyoulike…?--Yes,Ido.”【教学准备】教师：录音机、磁带,单词卡片学生：课本、作业本。

【教学过程】一、Warm-up1.教师播放第一册Unit3Let'schant"Icanseearainbow."的录音，学生边听边做动作，并有节奏的吟唱。

2.师生互致问候。

3.让学生听第一册学生用书，Unit3Let'sdo部分。

根据录音做动作。

【设计意图】：通过TPR活动，让学生热身,并为后面做好铺垫。

.二、Presenation1、教师通过水果的实物，或蜡制品引入生词。

如，Look,Ihaveaapple.It'sred.教师出示单词卡，让学生跟读生词，让学生注意下面单词的发音。

Apple注意A的发音回顾一下，bag，cat，dad，Hand2、以同样方式教授一下单词，pear，orange，banana，注意复数的变化和读音。

3、教师将水果单词卡片贴在黑板上，并板书句型“Doyoulike…？”引导学生回答“Yes,Ido”操练句型。

4、教师请学生利用手中的水果卡片，与同桌互相联系句型“Doyoulike…？”Yes,Ido”5、请学生上台表演，给予一定的奖励。

6、让学生听录音，跟读Let'slearn部分的词汇。

小学英语人教PEP版三年级下册教案Unit5Doyoulikepears第一课时教案

小学英语人教PEP版三年级下册教案Unit5Doyoulikepears第一课时教案第一课时课时内容A. Let’s talk. Let’s play.课时分析在Let’s talk部分，Sarah跟着妈妈来到了超市。

妈妈准备给Sarah买一些水果，因此问她喜欢不喜欢一些水果。

在母女两人的对话交流过程中，我们可以接触到本单元的重点句式：Do you like ...? No, I don’t. / Yes, I do. 并且对话中呈现出了三会词汇：apple, orange, pear, 两会词汇：buy, fruit。

Let’s play的游戏中，陈洁与John结成一组，陈洁手里拿着梨的图片，问John：Do you like pears? 这是个帮助学生熟悉、掌握重点句式结构的活动，在玩的过程中，学生可以由初步了解重点句式结构过渡到熟悉句式结构，为自由表达奠定基础。

本课时的主要内容为谈论是否喜欢水果。

水果是学生日常生活中比较常见的物品，可以说他们对水果非常熟悉。

而且，一般情况下，大部分学生可能都多多少少知道一些水果的英文名称。

所以，本课时的重点内容就是在与学生以水果为主题的交流中，使学生理解并掌握本课的重点问答句，完成对话交流。

课时目标1. 能够听懂、会说单词：apple, pear, orange2. 能够听懂、会说句型：Do you like ...? Yes, I do. / No, I don’t. 并在真实或模拟的场景中使用句式询问他人对水果的好恶3. 能够理解对话大意，并用正确的语调朗读对话4. 能够在重点句式中正确使用名词的复数形式课时重难点1.重点能够听懂、会说单词：apple, pear, orange能够听懂、会说句型：Do you like ... ? Yes, I do. / No, I don’t.能够理解对话大意，并用正确的语调朗读对话2. 难点能够在真实或模拟的情景中正确使用重点句型Do you like ...? 来询问他人对水果的好恶能够在重点句式中正确使用名词的复数形式教学准备1. 多媒体课件、录音机、磁带。

人教版pep英语三年级下册Unit5_B_Let’s_learn名师教案

全班学生跟录音唱，然后让全班学生分男女生比赛唱歌曲，并评出优胜组。
2.学生再次熟悉句型：I like...I don’t like...
呈现新课
（Presentation）
1.通过对话I like grapes. Me, too.学习新单词“grape”。让学生接触到水果中的名词的复数—在名词后直接加s的用法，同时学生复习句型：I have a ruler. Me,too.提醒学生：I like grapes. Me, too.如果表示不喜欢，就可以用相反的句型：I don’t like grapes. Me, Neither.教师板书单词：grape, grapes.
watermelon strawberry grape
I don’t like watermelons.
Me,neither.
八、课前预习作业
1.听Unit5BLet’slearn录音并跟读单词。
2.准备草莓、西瓜、葡萄。
I like ...
Me, too.
I don’t like ...
Me, neither.
5.打开U5 B Let’s learn课堂基础练/拔高练，即学即练，检测当堂学习情况。
小结
（Summary）
1.单词：watermelon, strawberry, grape.
2.句子：I don’t like watermelons.Me,neither.
2. Let’s chant名词单复数的初步使用。
五、评价设计
1.通过小组内看实物抢答水果名称、选词竞赛活动、组长检查汇报检测目标1的达成情况。
2.通过小组唱歌谣比赛展示检测目标2的达成情况。
六、教学设计
第5课时

新版pep小学三年级英语下册第五单元教案(三维目标).wps

课题Unit 5 Do you like pears? （Unit5 Park A 1）课型：教学目标：能力与知识目标：1. 能够在图片和教师的帮助下理解对话大意。

2. 能够在语境中理解Do you like …? Yes, I do. / No, I don’t. I like ... 的语用功能，并在图片或动作等帮助下，使用它们就同伴和自己喜欢什么样的水果进行初步的交流。

3. 能够朗读对话，并能进行角色表演。

4. 理解在西方父母常用honey, baby, sweetie, sweet heart来称呼自己的孩子。

情感文化目标：培养学生正确运用英语表达自己的爱好。

渗透科学饮食的教育，让学生了解多吃水果有益健康。

重点难点分析：重点：掌握三会单词和句型，学唱Let’s chant难点：能够正确使用水果名词的得数形式，使用英语介绍自己喜欢的水果，询问别人喜欢的水果。

教学准备：多媒体课件，录音机，磁带，单词卡，图片若干，彩笔等教学过程：Step1 Preparation1、教师播放英文歌曲“Hello!”让学生随音乐唱3遍，第一遍的歌词遵循歌曲原文，即：H。

llo，Sarah!Do，oh，do．Hello，John!Do，oh，do．Hello，Mike!Do，。

h，do．HeIi。

!Hello!Hello!第二遍时和第三遍时，教师可出示家庭成员的名称或动物的名称图片，让学生在唱的过程中替代人物的名称，通过歌曲的吟唱，复习学过的有关家庭成员和动物的英文单词。

2、Listen and do待学生演唱完歌曲后，教师让学生拿出彩笔盒，完成“听指令，出示相应颜色的彩笔的活动。

教师发出指令：Show me your red crayon．／Show me yourhlue crayon．…这个活动教师也可请学生发出指令，其他学生出示彩笔，共同完成这个活动，让学生都参与活动。

Step 2 presentation(1)教师依次呈现学过单词的图片，让学生快速说出单词。

新版人教版PEP小学英语三年级下册第五单元教学设计教案-新版.pdf

图，为下文创设
情境做铺垫。
讲授新课
1. Auchan
学生试着输出创设欧尚这一真
T： Let ’s go to the Auchan! Wow, I see apples. I see … 来描实的情境，促使
What do you see?
述超市中的物学生用语言进行
S1: I see juice.
PPT 展示坏了的苹果。 T ：But do you like these 并两人一组进
apples?
行小组合作对
出示更多地水果，学生进行两人一组练习。
话。
利用超市的购物
5. Let’s buy some… .
学生进行购物车，学生没说完
T: So many food! Look! Let ’s buy some… . S： Let’s buy some cakes.
教习网 -免费精品课件试卷任意下载
人教版 PEP小学英语三年级下册第五单元教学设计教案
课题学习目标重点
难点
Do you like pears?
单元
5
学科
英语
年级 3
1. 使学生听，说，读掌握水果单词： apple, pear, orange, banana, fruit
。
2. 使学生理解并运用句型 Do you like … ? Yes, I do./No, I don ’ t. I like …进行交流。
apples pears oranges bananas
教习网 - 课件试卷试题含解析免费下载
课堂小结板书
S2: Yes, I do. / No, I don
’ t. I like____.

pep人教版三年级英语下册第五单元Unit5 教案含教学反思

1.能够理解对话大意，并能用正确的语音语调朗读对话。

2.能够在图片和老师的帮助下，在语境中运用“Do you like…?Yes,I do./No,I don't.”来询问他人对水果的好恶。

能够在这个句型中正确运用名词的复数。

单词和核心句型的学习。

句子在情景中的运用。

课件卡片（一）热身（Warm-up）：师生日常对话，相互问好。

（二）新课呈现（Presentation）：1.教师通过课文配图上的水果教授单词apple,pear和orange。

2.教师把苹果图片贴在黑板上，用“Do you like apples？”提问一个学生（注意强调apples末尾的s），在该学生回答“Yes.”的情况下引导他用“Yes,I do.”回答，并在图片旁画上一个笑脸帮助学生理解答句的意义。

引导说“No.”的学生用“No,I don't.”回答，并在图片旁画上一个哭脸。

教师多提问几个学生。

3.对话教学。

（1）组织学生对对话内容进行预测。

（2）播放录音，请学生回答以下问题：①Does Sarah like pears?②Does Sarah like oranges?③What do they buy?（3）请学生打开课本听对话，教师对语言点进行解释。

（4）学生跟录音朗读对话，然后进行角色扮演。

4.完成Let's play。

（三）巩固与拓展（Consolidation and extension）：1.小组活动：猜猜你的组员喜欢什么水果。

学生用句型Do you like…?询问组员，直到对方回答Yes,I do.为止。

2.做游戏：找朋友。

（1）教师指着黑板上的apple,orange和pear逐一用句型Do you like…？询问学生，每个学生只能选择自己最喜欢的一种水果回答Yes,要求学生不要说出自己的答案。

（2）教师先告诉学生自己喜欢的水果，如：I like apples.I want to find my friend.然后随机挑选一个学生问：Do you like apples？假如学生的回答是No,I don't.教师就询问下一个学生。

PEP小学英语三年级下册Unit5单元整体教学设计

PEP小学英语三年级下册Unit5单元整体教学设计Unit 5: What do you do every day?Topic: Daily routines and activitiesGrade Level: 3rd gradeDuration: 4 weeksObjectives:1. Students will be able to express and describe their daily routines and activities2. Students will be able to use present simple tense for different subjects and verbs3. Students will be able to write short paragraphs describing their daily routines4. Students will be able to participate in group discussions about daily routines and activitiesMaterials:1. Textbook: PEP小学英语三年级下册Unit5教材2. Audio recordings of daily routines and activities3. Flashcards and picture cards for daily routines and activities4. Worksheets and exercises for practice5. Whiteboard and markers6. Classroom objects and props for interactive activities Procedure:Week 1:Introduction and Vocabulary Building (2 days)1. Introduce the unit topic and objectives to the students2. Use flashcards and picture cards to teach and practicevocabulary related to daily routines and activities3. Play audio recordings of daily routines and activities and have students identify the corresponding picture or card4. Use the whiteboard to write and practice simple sentences using present simple tense for different subjects and verbsGrammar and Sentence Structure (2 days)1. Teach the present simple tense for different subjects and verbs (I, you, he/she/it, we, they)2. Provide examples of sentences using present simple tense for different subjects and verbs3. Conduct group activities where students can use present simple tense to talk about different daily routines and activities4. Assign worksheets or exercises for homework to practice using present simple tenseWeek 2:Interactive Activities and Practice (2 days)1. Use props and classroom objects to conduct interactive activities where students have to describe their daily routines and activities2. Divide students into groups and have them discuss their daily routines and activities using present simple tense3. Play games like "I Spy" or "Charades" to reinforce vocabulary and sentence structure4. Assign projects where students have to create a visual representation of their daily routine or write a short paragraph about their daily routineWriting and Speaking Practice (2 days)1. Conduct writing exercises where students have to write shortparagraphs describing their daily routines2. Use the whiteboard to display a sample paragraph and break it down into simple sentences using present simple tense3. Have students practice speaking and presenting their paragraphs in front of the class4. Provide corrective feedback and encourage students to ask questions and clarify doubts.Week 3:Reading and Listening Comprehension (2 days)1. Use the textbook and supplementary materials to conduct reading comprehension exercises related to daily routines and activities2. Ask questions about the text and have students summarize the main ideas and information3. Conduct listening comprehension exercises where students have to listen to audio recordings and answer questions related to daily routines and activities4. Assign individual exercises or projects to reinforce reading and listening comprehension skillsGroup Presentations and Discussions (2 days)1. Divide students into groups and have them present their projects related to daily routines and activities2. Encourage group discussions where students can ask questions and provide feedback3. Use discussion prompts or role play scenarios to facilitate group discussions4. Provide feedback and encouragement to foster critical thinking and communication skills.Week 4:Review and Assessment (2 days)1. Use the last 2 days to review all the topics covered throughout the unit2. Conduct a formal assessment where students have to write short paragraphs or answer questions related to the unit objectives3. Review the assessment with the class and provide corrective feedback and guidance4. Encourage students to ask questions and clarify doubts related to the unit objectives.Conclusion:By the end of the unit, students should be able to express and describe their daily routines and activities using present simple tense for different subjects and verbs. They should also be able to write short paragraphs and participate in group discussions about daily routines and activities. The unit should provide a solid foundation for future language learning by reinforcing critical thinking, communication, and literacy skills.Throughout this unit, students will engage in a variety of activities to help them develop and refine their language skills related to daily routines and activities. These activities will include vocabulary building, grammar lessons, interactive activities, writing exercises, reading comprehension exercises, listening comprehension exercises, and group discussions.To begin the unit, students will be introduced to the unit topic and objectives. This will help students understand what they will be learning and what they are expected to achieve by the end of theunit. This introduction will also serve as a foundation for the restof the activities throughout the unit.After the introduction, students will engage in vocabulary building activities. These activities will involve the use of flashcards and picture cards to teach and practice vocabulary related to daily routines and activities. The cards will be accompanied by audio recordings of daily routines and activities, which will help students identify the corresponding picture or card. Additionally, simple sentences using present simple tense for different subjects and verbs will be written on the whiteboard and practiced by students.The grammar lessons of this unit will focus on the present simple tense for different subjects and verbs. For example, students will learn to use "I go to school" or "She brushes her teeth." Following the grammar lessons, group activities will be conducted where students can use present simple tense to talk about different daily routines and activities. This will help them to internalize the knowledge they have learned and begin using it in a meaningful way. Ultimately, the students will practice using present simple tense with worksheets and exercises that will be assigned as homework.Next, interactive activities and speaking practice will be conducted. Props and classroom objects will be utilized to conduct interactive activities. For example, students might use toy cars or figurines to act out different routines to reinforce vocabulary and sentence structure. Additionally, students will be grouped together to discuss their daily routines and activities using present simple tense. Games such as "I Spy" or "Charades" will be played toencourage vocabulary acquisition and sentence structure building. Finally, students will be allowed to produce visual representations of their daily routines or write short paragraphs about their daily routines.Following these activities, reading and listening comprehension exercises will be conducted. The objective of these exercises is to help students understand texts and audio recordings about daily routines and activities. Reading comprehension exercises will require discussions and summaries of the text's main ideas and information, while listening comprehension exercises will require students to listen to audio recordings and answer questions related to daily routines and activities. Individual exercises or projects will be assigned to reinforce reading and listening comprehension skills.The final two days of the unit will be dedicated to review and assessment. This will include formal assessments where students will have to write short paragraphs or answer questions related to the unit objectives. The assessment will be followed by a review of the unit with the class. This is an opportunity for students to ask questions and clarify doubts related to the unit objectives.In conclusion, this unit focuses on the development of language skills related to daily routines and activities. The activities included in the unit, such as vocabulary building, grammar lessons, interactive activities, writing exercises, reading comprehension exercises, listening comprehension exercises, and group discussions, will help students achieve the objectives of the unit. Additionally, these activities will also foster critical thinking, communication, and literacy skills. Ultimately, this solidfoundation will prepare students for future languagelearning.Throughout the unit, the teacher will facilitate a learner-centered approach to instruction. This means that students will be actively engaged in their own learning through hands-on activities, individual and group work, and self-reflection. The teacher will act as a facilitator of this learning process, providing guidance and feedback to students as necessary.One key aspect of the unit will be the use of authentic materials related to daily routines and activities. This will include real-life photos, videos, and audio recordings that depict daily routines and activities in different contexts. By using authentic materials, students will be able to develop their language skills in a more meaningful and relevant way.Another important element of the unit will be the use of formative assessments. This means that throughout the unit, students will be given opportunities to demonstrate their understanding of the material through a variety of assessments, such as quizzes, worksheets, and speaking assignments. The teacher will use this information to provide feedback and support to students as they continue to develop their language skills.One challenge of teaching language related to daily routines and activities is that it can sometimes be seen as a "low-stakes" topic. Students may feel that it is not as important to learn how to talk about their daily routines as it is to learn more "academic" subjects. However, the teacher can help students see the value of developing their language skills in this area by emphasizing the practical applications of this knowledge in their daily lives. For example,being able to communicate effectively about their routines and activities can help students navigate social situations, make plans with friends, and interact with people from different cultural backgrounds.Overall, this unit on daily routines and activities will provide students with a strong foundation in language skills that will serve them well in future language learning and in their lives beyond the classroom. By using a variety of instructional strategies and materials, and encouraging students to take an active role in their own learning, the teacher can help students develop their language skills in a meaningful and engaging way.这篇文章介绍了一种教学领域中的学习方法，旨在帮助学生掌握关于日常生活和活动的语言技能。

三年级英语下册全册Unit 5教案

三年级英语下册全册Unit 5教案
教学目标
1.学习并复习食物的单词：bread, milk, juice, fish, chicken。

2.学习并掌握问句：What do you like to eat? I like to eat…
3.学会用英语表达自己喜欢吃什么食物，并与他人进行简单的交流。

教学准备
1.教师准备：教学课件、教材、黑板、彩色粉笔。

2.学生准备：课本、笔、作业本。

教学过程
导入新课
1.教师简单介绍本节课的内容：我们今天要学习有关食物的词汇，还会学习问句并回答关于喜欢吃什么食物的问题。

2.引导学生先回顾上一单元所学的食物单词，复习并巩固已学内容。

学习新课
1.教师出示食物的图片：bread, milk, juice, fish, chicken，分别介绍并教授这些单词的读音和意思。

2.学生齐读单词，并跟读教师的发音。

练习
1.教师设计对话练习，学生分组进行，每组两人一组。

–A: What do you like to eat?
–B: I like to eat bread/milk/juice/fish/chicken.
–A: Do you like to eat fish?
–B: Yes, I do./No, I don’t.
–A: What do you like to drink?
–B: I like to drink milk/juice.
2.学生进行对话练习并互相提问，教师巡回指导。

拓展练习
1.教师出示一些新的食物图片，通过问句。

新版PEP小学英语三年级下册第五单元教案

三、趣味操练(Practice)
(1)教师出示图片卡，复习所学单词。教师带读并按一个接一个地跟读。教师要注意每个学生的发音。
（2）游戏：从后往前跟读句子
教师先说“Can I have some bananas?”然后说“banana”，学生重复“banana”.教师说:“some bananas”,学生多重复这两个词，特别是bananas。教师用每次多加一词的方式一直引导学生能流利地说出“Can I have some bananas ?”
学生分析
充分设计生活情景,调动学生他们的情绪，让他们学会在实际情境中利用所学句子并充分利用Let's sing巩固、操练Let's learn出现的单词，鼓励学生在真实情境中会话。
学习
重难点
重点：理解对话大意，能用正确的语音语调朗读对话
难点:在语境中运用Do you like…？\Yes，I do。No I don’t I like…
难点:灵活运用这些句型
教学法
跟读法、情境法
课前准备
录音机、磁带、水果的实物和图片、人物头饰
学习过程
二次备课
（1）播放B. Let's talk的录音，对全班说：Look! Today is a lovely day. sarah and her friends are having a fruit-picnic. They are eating .（教师在说eating时，一定要通过生动形象的动作帮助学生理解）What are they eating?What would Wu Yi fan like?学生回答：grapes.教师说：Yes，grapes.教师多读几遍这个单词。然后教师出示之前学的水果单词，说：Can I have some…?尽量放慢速度，引导学生回答：Here you are!

英语人教版三年级下册三年级下册英语第五单元教学设计

小学PEP英语三年级下册Unit5《Do you like pears?》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。

教学方法：情景教学法、TPR教学法教学过程：一、greetings：Hello,boys and girls,I am your new teacher.you can call me Miss Zhang.Now, please say hello to me. Nice to see you, too.二、Warm up1．Let`s chant:用白板的插入视频功能，插入水果歌谣动画视频，播放动画，学生跟着一起说唱歌谣。

2.T: zip and zoom are good friends. They always paly together.今天，zip 非常开心，因为zoom果园里的果子成熟了，zoom邀请zip去他的果园看一看，Do you want to go and see?(你想去看一看吗？) 他的果园里有那些果子呢？我们一起去看看吧。

三、Presentation1.教学orange.(1)课件出示orange的图片，T:What`s this?you can speak Chinese. Ss : 生举手回答。