英语人教版三年级下册第五单元第二课时
pep人教三年级英语下册 Unit 5 Part B 第二课时1 优质教学设计.doc
1.能听、说、认读单词：grape，watermelon，strawberry。
2.能灵活运用句型“—I don’t like…—Me, neither.”来表达自己也不喜欢的水果。
3. 能够区分“Me,too.”和“Me, neither.”所表达的不同含义。
能听、说、认读单词：grape，watermelon，strawberry。
1.能灵活运用句型“—I don’t like…—Me, neither.”来表达自己也不喜欢的水果。
2.注意watermelon的重音。
单词卡片、教学光盘、教学挂图、水果图片、水果实物、教学课件。
1.游戏：过目不忘。
规则：课件快速地闪现各种各样的水果，要求学生认真观察并记住所闪现的水果，然后教师问学生：What do you see?让学生说出看到的单词。
最后教师一一拿出刚才看到的水果单词的卡片，让学生抢答。
2.两人一组表演Part B Let’s talk版块的对话。
1.教师拿出橙子图片，并问：Do you like oranges? S:No ,I don’t.T: You don’t like oranges. Me neither. 教师板书Me neither。
并教读，注意neither的发音，th咬舌。
同时写出“Me, too.”提醒注意“Me, too.”和“Me, neither.”意思的区分。
两者都是“我也是”。
但“Me, too.”表示对上文肯定的赞同；“Me, neither.”是对上文否定的赞同。
2.教师出示谜语让大家猜一猜：身穿绿衣裳，肚里水汪汪，生的子儿多，个个黑脸膛。
S:西瓜。
T：Yes, it’s a watermelon.板书watermelon=water（水）+melon（瓜），采用拆分法记忆单词，同时注意watermelon重读音的位置。
T: Do you like watermelons? S1:Yes, I do. T: I don’t like watermelons.What about you? S2: Me,neither.3.教师拿出草莓，假装尝了一口，并说：It tastes really good. What’s this?利用图片展示，并介绍“It’s a strawberry.”板书并教读，采用拆分法教读单词：strawberry=staw（草）+berry（浆果）。
三年级下册第五单元第二课时
Unit 5 Where is my ruler?教学设计第二课时一概述本课是PEP教材小学英语三年级下册第五单元中的第二课时，本课属于新授课，是A部分Let’s learn & Let’s play主要讲的是交通工具及短语Look out！句子Where is the plane?二学习者特征分析1. 学生已经学过交通工具bus，taxi，的英文名称。
2．学生能用英语问答，如What’s this? It’s a …. 三教学策略师生示范两两对话拓展阅读小组说四教学资源教学点读机教学PPT 单词卡片单词图片五教学过程1．Warm-up& Revision（1）师生日常问候语（2）展示上节课所学的交通工具图片，先进性示范性问答What’s this?Where’s…? 再进行两两问答。
2. lead-in（1）播放Let’s learn录音，先让学生整体感知课文内容（2）教师出示jeep等玩具的图片，问学生：What’s this？或Is this a …、来呈现生词。
（3）播放录音，让学生跟读Let’s learn 部分的词汇。
（4）游戏：bus和taxi 相撞，然后说Look out。
多用两个交通工具表演，让学生明白look out 是“当心，留神”的意思。
（5）用Let’s play中的句型带所学的单词。
3.播放阅读材料P71 Dialogue 2，帮助学生理解句型，学习新词marker。
Rhythm 1 &44. Situation情景对话看图片找物品。
5 听写6HomeworkEach words four lines.。
人教版三年级下册英语第五单元第二课时教学设计
人教版三年级下册英语第五单元第二课时教学设计全文共3篇示例，供读者参考篇1Title: Lesson Plan for Unit 5, Lesson 2 of Grade 3 English textbookGrade: Grade 3Unit: Unit 5 - In the countrysideLesson: Lesson 2 - What’s in the village?Objectives:1. Students will be able to identify and recognize common places and objects in a village.2. Students will be able to use the phrases "There is" and "There are" to describe what is in a village.3. Students will be able to ask and answer questions about the village using the phrases learned.Materials needed:1. Pictures of different places and objects in a village2. Flashcards of vocabulary words3. Whiteboard and markers4. Worksheets for practiceWarm-up (10 minutes):1. Greet the students and review the vocabulary words learned in Lesson 1.2. Show pictures of different places in a village (e.g. school, park, supermarket) and ask students to identify them.3. Practice pronunciation of the words and ask students to repeat after you.Presentation (15 minutes):1. Introduce the new vocabulary words for Lesson 2: "There is" and "There are."2. Use flashcards to show different objects and places in a village and model sentences using the new phrases (e.g. "There is a school in the village").3. Explain the difference between "There is" (singular) and "There are" (plural) using examples.4. Practice pronunciation and use of the phrases with the students.Practice (20 minutes):1. Divide the students into pairs or small groups.2. Give each group a set of flashcards with pictures of objects and places in a village.3. Students take turns asking and answering questions using the phrases "Is there...?" and "Are there...?" (e.g. Student A: "Is there a park in the village?" Student B: "Yes, there is.")4. Circulate around the classroom to provide assistance and correct any mistakes.Production (15 minutes):1. Give each student a worksheet with pictures of a village scene.2. Students write sentences using "There is" and "There are" to describe the objects and places in the village.3. Encourage students to be creative and use their imagination to describe the village scene.4. Review and discuss the sentences as a class.Wrap-up (5 minutes):1. Review the vocabulary words and phrases learned in the lesson.2. Ask students to share their favorite place in the village and why they like it.3. Assign homework for students to practice writing sentences using "There is" and "There are."Assessment:1. Observe students during the practice and production activities to assess their understanding and use of the new phrases.2. Review students' worksheets to check for comprehension and correct usage of the vocabulary words and phrases.Reflection:Overall, this lesson plan is designed to engage students in learning about places and objects in a village through interactive and communicative activities. By incorporating vocabulary practice, pronunciation, and sentence structure, students are able to develop their speaking and writing skills in English. The use of visuals and hands-on activities helps reinforce the new concepts and allows for active participation from all students.篇2Title: Teaching Plan for Grade 3 Unit 5 Lesson 2 of People's Education EditionIntroduction:In this teaching plan, we will discuss the teaching strategies, activities, and assessments for Grade 3 Unit 5 Lesson 2 of the People's Education Edition. This lesson focuses on the topic of daily routines, specifically on the activities people do in the morning.Key Vocabulary:- Get up- Wash- Brush- Dress- Eat breakfast- Go to schoolObjectives:- Students will be able to understand and use the key vocabulary related to daily routines.- Students will be able to describe their own morning routine.- Students will be able to identify the daily routines of others.Teaching Strategies:1. Engage students by starting a discussion about their morning routines. This can be done through a brainstorming activity or a show-and-tell where students share items related to their morning routines.2. Introduce the key vocabulary through flashcards, visuals, and gestures to aid comprehension.3. Use realia such as a toothbrush, towel, and clothes to demonstrate the actions related to the vocabulary words.4. Practice the vocabulary through activities such as matching exercises, fill-in-the-blank sentences, and role-playing scenarios.5. Encourage students to create their own morning routine charts using the key vocabulary.Activities:1. Warm-up: Sing a song or play a game related to daily routines to energize students.2. Vocabulary Practice: Have students match pictures to key vocabulary words.3. Speaking Activity: Pair students and have them take turns describing their morning routines to each other.4. Listening Activity: Play an audio recording of a morning routine and have students write down the actions they hear.5. Role-Playing: Divide students into groups and have them act out a morning routine skit.Assessment:- Observations during speaking and role-playing activities- Written quizzes or worksheets on the key vocabulary- Individual student presentations on their morning routinesConclusion:By incorporating engaging activities, real-life examples, and varied assessments, students will be able to master the key vocabulary related to daily routines and confidently describe their own morning routines. This teaching plan aims to create adynamic and interactive learning environment for Grade 3 students in Unit 5 Lesson 2 of the People's Education Edition.篇3Title: Lesson Plan for Unit 5, Lesson 2 of People's Education Press Third Grade English BookObjective:1. Students will be able to identify and use vocabulary related to daily routines.2. Students will be able to describe their own daily routines using simple sentences.3. Students will be able to ask and answer questions about daily routines.Materials:- Flashcards with pictures of daily routines activities (e.g. brush teeth, eat breakfast, go to school)- Worksheet with sentences describing daily routines- Whiteboard and markers- CD player with the audio for the lesson- Copies of the textbookProcedure:1. Warm-up (10 minutes):- Begin the lesson by reviewing vocabulary from the previous lesson (e.g. colors, numbers).- Play a quick game of Simon Says using actions related to daily routines (e.g. brush teeth, comb hair).- Ask students questions about their own daily routines to activate prior knowledge.2. Presentation (15 minutes):- Introduce new vocabulary related to daily routines using flashcards. Model the pronunciation and use of each word.- Play the audio for the lesson and have students repeat after the speaker.- Use the whiteboard to write down the vocabulary words and their meanings.3. Practice (20 minutes):- Divide the class into pairs or small groups and give each group a worksheet with sentences describing daily routines.- Have students match the sentences to the correct pictures of daily routines activities.- Encourage students to practice asking and answering questions about daily routines with their partners.4. Production (15 minutes):- Ask students to create a simple daily routines timetable for themselves on the whiteboard.- Have students take turns presenting their timetables to the class, using the vocabulary and sentences they have learned.5. Review and Assessment (10 minutes):- Play a quick review game with the flashcards, asking students to match the words to the correct pictures.- Ask students to describe their own daily routines to a partner, using the vocabulary and sentences from the lesson.- Provide feedback and assess students' understanding of the lesson objectives.6. Homework (5 minutes):- Assign homework to reinforce the lesson objectives, such as writing a short paragraph about their daily routines orcompleting a worksheet with additional exercises on daily routines.Overall, this lesson is designed to engage students in learning vocabulary related to daily routines and practicing speaking and listening skills in a fun and interactive way. By the end of the lesson, students should feel comfortable using the new vocabulary and be able to talk about their own daily routines confidently.。
pep人教三年级英语下册 Unit 5 Part A 第二课时2 优质教学设计.doc
1.会听、说、读、写单词apple,pear,orange,banana。
2.能够辨认图片中所学的单词及其书写形式。
复习巩固句型：Do you like …?Yes,I do./No,I don't.掌握水果类单词及其在句子中的运用。
课件卡片（一）热身（Warm up）：1.播放Let's learn的录音，学生跟读。
2.找几名学生上台表演该对话。
（二）新课呈现（Presentation）：1.教师出示水果实物，指名说出水果名称。
2.猜水果游戏。
教师作示范，描述一样水果，如：I'm yellow and white.，让全班学生猜，请学生出题让全班猜。
3.听录音，给Let's learn部分的单词和句子标上序号，然后跟读。
4.完成Let's chant。
（三）巩固与拓展（Consolidation and extension）：小组活动：买水果。
1.教师从每个四人小组中挑出一人扮演卖水果的营业员，营业员把小组成员画的水果图画全部集中起来摆好，布置出水果摊的场景。
2.请小组的另外三个组员结伴到水果摊买水果，运用Do you like…?句型与同伴和营业员交流。
3.请几个学生展示自己买到的水果。
（四）家庭作业（Homework）：1.听录音，并跟读。
2.抄写本节课所学的四个水果单词，每个一行。
本部分以Sarah请吴一凡到家里吃水果作为语境呈现要学习的四个水果单词，因为大家对所学的四种水果概念已相当熟悉，所以在教学过程中，我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单词，并滚动复习句型Do you like…？Yes,I do./No,I don't.大部分学生对本节课的内容都掌握得很牢固。
三年级英语下册 unit5 do you like pears第二课时课件
Think and say
An apple a day keeps a doctor away.
12/6/2021
第九页，共十四页。
Let me try
Do you like pears? Do you like pears? Yes, I do. Yes, I do. Do you like oranges? Do you like oranges?
No
Image
12/6/2021
第十四页，共十四页。
a pear
第三页，共十四页。
a watermelon
Pair work
S1: Do you like …?
S2: Yes, I do. / No, I don’t.
Do you like …? S1: …
apples oranges strawberries
12/6/2021
pears
watermelons
Unit 5 Do you like pears?
第二 课时 (dìèr)
12/6/2021
第一页，共十四页。
Enjoy a song
An apple a day
12/6/2021
第二页，共十四页。
What's this?
an apple
an orange a strawberry
12/6/2021
第四页，共十四页。
Let's chant
12/6/2021
第五页，共十四页。
Let's talk
What are they going to buy?
12/6/2021
第六页，共十四页。
Read and find
三年级英语下册第五单元第二课时教案
让学生猜猜那个图片水果消失了，看谁猜的又对又快。
(2)Free talk
教师问：Do you like…?学生让学生说句子Yes, I do或No,I don’t.操练几遍后让学生画出自己喜欢的水果做小组对话练习。
（3）Relax
师播放歌谣apple tree一起放松心情引导同学们对水果的认识，了解每种水果都有自己的营养就价值，建议同学们吃多种类的水果才能均衡营养。
（3）以此类推教读pear, orange,banana
（4）Taster time
师生一起品尝水果引出Let’s chant 中的句子I eat...并用肢体语言让学生理解yummy 和 tummy 的意思。
（5）Let’s chant
师生一起说唱Let’s chant
StepⅢ趣味操练 (Practice)
课题
Unit5Do you like pears
Part A Let's learn & Let’s chant
教学目标
1.能够掌握“三会”单词pearorangeapple和banana。
2.运用句型“Do you like pears?” “Yes, I do. “/ “No, I don’t.”来询问和表达自己的喜好
课型
新授
教具
课件、水果实物单词卡片
教法、学法及
个性化设计
教
学
内
容
与
过
程
StepⅠ热身、复习(Warm-up/Revision)
1. Greeting
T：Hello，boys and girls. Ss：Hello，teacher。T：Nice to see you. Ss：Nice to see you，too.
小学三年级下册英语第五单元第二课时PPT课件
.
15
吃什么才健康？
1.多吃水果和蔬菜才会更健康 2.我们要学着合理搭配饮食
.
16
An apple a day ,keep the doctor away. 一天一个苹果,医生远离我。
.
17
4
.
18
作业：
1.课下小组长检查单词和句子的阅读情况。
2.给家人或朋友说一说我们学习的英语。
.
19
.
3培养学生口头表达能力归纳总结能力和说唱能力
Unit Five
Do you like pears ? Part A Let‘s learn
桥北学校
谷梅桂
学习目标： 1、能听说认读单词pear ,orange ,apple ,banana及句子Do you like pears /oranges /apples /bananas…? Yes , I do . 2、能根据节奏说唱歌谣。 3、培养学生口头表达能力，归纳总结能 力和说唱能力。 4、教育学生要有合理的饮食习惯。 重难点：掌握三会单词及句子。
.
2
3
.
3
15--25--36
冰 山 一 角
pear
.
4
冰 山 一 角
orange
.
5
冰 山 一 角
banana
.
6
冰 山 一 角
apple
27
.
7
比一比谁认真
pear
banana
apple
orange
.
8
32
一个的表示法
a pear a banana
一个梨
一个香蕉
an apple an orange
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Unit 4 Do You Like Pears ？
A Let’s learn
一、教学内容:人教版三年级下册Unit 4 Do you like pears ? A Let’s learn & let’s chant
二、教学目的:①能听说认读apple、pear、orange、banana等水果单词。
能够用I
like …来表达自己对某种水果的喜爱，还能用“It tastes good”来赞
扬自己喜欢的水果。
②对名词的单复数有初步的认识；对句型“Mike likes …”有进一步的认
识。
③能够用Do you like …? What about …? 来询问别人的喜好，能用Yes,
I do./ No, I don’t.来回答。
④通过歌曲等渗透水果对身体健康的益处。
三、教学重点:①能听说认读peach、pear、orange、watermelon等水果单词。
②对名词的单复数有初步的认识。
四、教学难点:①单词watermelon 、pear的认读。
②能在交际练习中进一步巩固句型“Do you like …? Yes, I do. / No,
I don’t.”。
五、教学准备:
师:水果单词图片及实物、课件、配套教材光碟、视频歌曲、绘画纸、调查表格、课堂练习纸、打印四线格小纸条（相当于英语作业本的一行）并让学生课前贴在书本41页下面
生:蜡笔、从生活中或网上收集水果图片
六、教学过程:
Step1:Warm-up
1、Let’s sing:《An Apple a Day》（播放视频）
2、Let’s chant:（课件出示，先整体学生一起说唱，再分组一问一答）
Do you like pears? Yes! Yes! I do.（动作：点头，双手轻拍胸膛）
Do you like peaches? No! No! I don’t.（动作：摇头，摆手）
Do you like apples? Yes! Yes! I do. （动作：点头，双手轻拍胸膛）
Do you like oranges? No! No! I don’t.（动作：摇头，摆手）Step2:Presentation（课件呈现）
1、导入
Today, Mother Monkey, let Little Monkey go down the hill. Little Monkey is very happy. He comes to the farm. Wow, so many fruits! What can you see ?（生说，不会的可以用中文）
Little Monkey will pick many fruits and invite us to his fruit party. But we must
learn these words and pass his test. Do you have a lot of confidences? Let’s go !
2、Let’s learn（注意多给学困生机会，并多形式表扬）
⑴学apple
①读单词。
T: What’s this ?
Ss: It’s an apple.
让学生跟课件读，再多形式地读:指名读、开火车读、同桌齐读、小组读、集体读等。
②写单词。
先集体书空写单词，再给15秒钟时间边写边记单词，接着指名检查，最后跟老师在四线格里抄写一次。
③用单词造句。
T: Make some sentences with “apple”. （引导学生说：I have…/ I like…the apple isred/Where is the…/Do you like…/How many…can you see(do you have)?等句子。
）
T: Look, I have … (出示实物)
Ss: an apple
T: Yes, I have an apple. The apple is red. I like apples. Hmm(作吃状)，it tastes good.（学会tastes.）
⑵同样方法学pear、orange、banana，但注意画音节，让学生按音节来读、写、记单词。
⑶跟光碟整体读所学单词；再让学生拿出准备的单词图片，先独立读，不会可以问同学老师，再在小组里读给大家听。
⑷ Play games
①猜谁消失了：老师播放课件学生猜消失的是哪种水果？
②传悄悄话：老师对一行的第一个学生的耳朵悄悄地说一个单词，让他或她转身也悄悄地给下一位同学……一直传到最后一个同学，他或她就站起来大声说出单词，看是否对。
③空中写：老师用手书空写单词，让学生猜。
3、Activities & practice（注意多给学困生机会，并多形式表扬）
T: Look, Little Monkey comes and examines you！
①Riddles : 猜水果名称（抢答）
a.看着是 green ，吃着是 red ，吐出是 black 。
b.胖娃娃，没手脚，红尖嘴儿一身毛，背上浅浅一道沟，肚里血红好味道。
c.黄金屋里装黄金船，黄金船坐黄金人，黄金人身上带甜酸。
d. 红红脸，圆又圆，亲一口，脆又甜。
e. 黄包袱，包黑豆，尝一口，甜水流。
②Let’s play（用配套教材光碟出示）
师和一个学生先黑板示范，再让学生同桌互说指令，再画一画，说一说。
T: Draw a orange. Color it orange.
学生画一橙子并涂色，然后说：This is a orange
师和一个学生先示范，再让学生出座位找朋友做调查。
T: Hello，Tan Jian , do you like pears? S1: Yes, I do. T: Do you like apples? S1: No, I don’t. T: What about oranges? S1: No, I don’t. T: What about pears S1: No, I don’t. T: Thank you, bye. S1: See you.
教师填好表格：
最后让学生看着表格跟同桌说一说,教师再指名检查。
师示范: Tan Jian likes pears and watermelons.
④: 完成下面的练习，再订正。
一、听老师读，选出正确的图片。
（）1、A. B.
（）2、A. B.
（）3、A. B.
听力材料：1、My mom likes peaches.
2、I don’t like oranges.
3、What a big watermelon!
二、圈出水果单词。
三、选择。
( )1、Do you like peaches ?
A. Yes , I am .
B. Yes , I do .
( )2、Do you like hot dogs ?
A. No , I do .
B. No , I don’t .
( )3、I have orange and watermelon.
A. a , an
B. an , a
Step3：欣赏
T: Let’s go and see the Monkey. （欣赏新鲜水果、水果拼盘、水果沙拉。
再简单介绍如何制作水果拼盘、水果沙拉。
）
Step4:小结
T: Read these words to little Monkey again！（看着黑板的单词读）
Little Monkey says you are very good! (让学生起立，竖起大拇指自己表扬自
己：Good! Good! Very good! )
T: Let’s sing《An Apple a Day》again！再看看little Monkey给我们布置了
什么作业？
T: Say “goodbye!” to little Monkey. Bye!
Homework:
1、单词一个抄5次，中文1次。
2、把单词读给家长听，每个读3次，并且家长要签名。
3、选做题。
（本题可以把水果拼盘、水果沙拉拍成相片和画的果园拿回教室张贴）
①制作水果拼盘。
②水果沙拉。
③画一个果园。
Writing on the board:长方形框框是单词卡片或句子卡片
Unit 4 Do You Like Pears ?
A Let’s learn
Do you like …? Yes, I do. / No, I don
’t.
banana pear apple orange。