人教版三年级英语下册第五单元教学设计

合集下载

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。

[精选]人教版PEP小学英语三年级下册第五单元教学设计教案--资料

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Do you like pears?单元5学科英语年级3学习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。

目标3.帮助学生理解掌握句型： Honey, let ’ s buy some fruit。

重点 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。

难点帮助学生理解掌握句型：Honey, let ’ s buy some fruit。

以及掌握句型Do you like ⋯ ?这一句型后加复数。

教学过程教学环节教师活动导入新课 1.Greetings2. Let’s sing.T&Ss: An apple a day keeps the doctor away ⋯T&Ss: A pear a day keeps the doctor away ⋯3.T： This weekend is Sarah’s birthday.She wants buy some fruit for her birthday.Her mom says: “Let ’s go shopping.”讲授新课 1. AuchanT： Let ’sgo to the Auchan! Wow, I see apples.What do you see?S1: I see juice.S2: I see Coke.学生活动设计意图打招呼，并和利用学生会唱老师一起唱的歌曲，引导学歌。

生融入课堂氛围，并逐步在歌词中加入水果单词pear, orange等。

新人教PEP版小学三年级英语下册Unit-5-Period-1-Part-A-优质教案

新人教PEP版小学三年级英语下册Unit 5Period 1Part A Let's talk，Let's play优质教案本课时是第五单元的第一课时。

本课时的教学内容为A 部分的Let's talk和Let's play。

Let's talk环节通过呈现萨拉和妈妈去超市买水果的情景引出句型“—Do you like...？—Yes，I do./No，I don't.”。

Let's play是一个针对Let's talk 的操练活动。

该活动通过陈洁用一张梨的图片询问约翰是否喜欢梨的情景，让学生操练句型“—Do you like...？—Yes，I do./No，I don't.”。

知识目标1．能够听、说单词fruit、buy；2．能够运用句型“—Do you like...？—Yes，I do./No，I don't.”询问对方是否喜欢某物以及回应他人的询问；3．能够理解对话，并用正确的语音、语调朗读和表演对话。

能力目标培养学生的口头表达能力和语言运用能力。

情感目标教育学生要有健康的饮食习惯。

教学重点能够运用“—Do you like...？—Yes，I do./No，I don't.”询问对方是否喜欢某物以及回应他人的询问。

教师创设具体情景，邀请学生运用以上句型与自己进行问答，并引导学生模仿活动中的对话自编对话，反复操练句型。

教学难点能够初步了解名词复数的用法。

教师通过例句让学生对比名词的单复数，并组织学生进行小组活动，让学生在语境中初步了解名词复数及其用法。

课件、三年级上册Unit 5中食物和饮品的单词卡片、水果图片。

Step 1：Warm-up1．教师提前准备好三年级上册Unit 5中关于食物和饮品的单词卡片，然后随机抽卡片并向学生展示，要求学生大声读出该单词并说一说词义。

2．师生日常问候，然后教师就刚才复习单词的情况进行总结，引出新课教学。

(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。

小学英语三年级下册第五单元教案4篇

小学英语三年级下册第五单元教案4篇小学英语三年级下册第五单元教案篇1教学目标：1.能听懂特殊疑问句What is this并能根据情况用It is a...回答。

2. 能使用特殊疑问句What is this向他人询问和确认某件物品，语音语调正确。

3. 能听懂，会说duck, cow, pig, dog, cat的单数形式，发音准确。

重点难点：1. 能听懂特殊疑问句What is this并能根据情况用It is a...回答。

2. 能使用特殊疑问句What is this向他人询问和确认某件物品，语音语调正确。

教学过程：一、Warmup1. Sing a song(歌曲营造活跃轻松的气氛。

)2. Read the words one by one.3. Each group introduces aname of animal themselves.(热身环节让学生复习学过的单词，为本课学习打下基础。

同时，发挥学生的主动性，让他们为自己组取一个动物名字进行小组竞赛。

有趣的同时，从一开始就培养他们的合作精神。

并由此开始了一个过程性评价。

)二、Revision1. Ask and answer.T: Do you like animals What is thisSs: It’s a dog.T: Now we are on a farm. Theclass is a farm.Ss: Ok.T: Let’s listen to the tape.T: Now read after teacher:What’s this(学生跟读句型，师相机纠正学生读音。

)Ss: Read one by one.T: What’s this (师出示动物图片，提问。

)Ss: It’s acow/dog/pig/cat/duck.2. A riddle: It’s an animal.It’s big. It has a big nose and big ears. It has small eyes.What is it3. Draw a pig on theblackboard.(通过问答，复习所学的动物名词。

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.。

人教版三年级英语下册第五单元教案

人教版三年级英语下册第五单元教案人教版三年级英语下册第五单元教案教学目标•掌握有关动物和宠物的词汇，如tiger、elephant、panda、cat、dog等；•通过听说读写的综合训练，提高学生的英语交流能力；•培养学生的观察力和动手能力。

教学重点和难点教学重点•掌握有关动物和宠物的词汇；•运用学过的句型进行简单的对话。

教学难点•用英语谈论个人喜欢的动物和宠物。

教学准备•PPT课件；•单词卡片或图片。

教学过程Step 1 导入新课1.Greet the students.2.Review the vocabulary of animals learned in the previousunit.Step 2 学习新词汇1.Present the new vocabulary of animals and pets usingflashcards or pictures.2.Teach the pronunciation and meaning of each word.3.Practice the new vocabulary through various activities,such as word guessing game or TPR (Total PhysicalResponse) activities.Step 3 听力训练1.Play a recording of animal sounds and have studentsguess which animal it is.2.Play a listening game where students listen todescriptions of animals and guess the correct animal. 3.Practice listening skills through sentence dictation orcompletion exercises.Step 4 口语练习1.Model a simple dialogue using the target vocabulary,such as “Do you like tigers?” - “Yes, I do. Tigersare my favorite animals.”2.Have students pair up and practice similar dialogueswith their classmates.3.Conduct group discussions where students share theirfavorite animals or pets and explain why they like them. Step 5 阅读训练1.Introduce a short reading passage about animals or pets.2.Read the passage aloud as a class and have studentsfollow along.3.Ask comprehension questions to check their understandingof the text.4.Have students read the passage individually or in pairsand answer related questions.Step 6 书写练习1.Review the names of animals and pets.2.Practice writing the names of animals and pets inEnglish.3.Introduce simple sentences related to animals and petsand have students practice writing them.Step 7 游戏活动1.Play a memory game where students have to remember thenames of animals and pets.2.Play a guessing game where students describe an animalor pet and others have to guess which one it is.3.Have students create their own mini story using thetarget vocabulary and share it with the class.Step 8 总结与作业1.Summarize the key points of the lesson and review thevocabulary.2.Assign homework, such as writing a short paragraph abouttheir favorite animal or pet.3.Encourage students to continue practicing their Englishoutside of the classroom.教学反思本节课主要围绕动物和宠物展开，通过听说读写的综合训练，帮助学生巩固和运用所学的词汇和句型。

人教版三年级英语下册unit5教案设计

人教版三年级英语下册unit5教案设计Unit 5 Do you like pears?教学目标1.掌握“三会”单词“pear”，“orange”，“apple”和“banana”。

2.能运用句型“Do you like,,?”询问他人的爱好并进行回答。

3.能听懂、会唱“A Let’s chant’，部分的歌谣。

4.培养学生对水果的兴趣。

教学重难点重点：1.掌握“三会”单词“pear”，“orange”，“apple”和“banana”。

2.能运用句型“Do you like,,?”询问他人的爱好并进行回答。

难点：1.行为动词第三人称单数的一般疑问句的构成与回答。

2.单词“orange”和“pear ”的读音。

教学工具卡片、多媒体教学过程一、课前热身(Warm-up)1.打招呼。

T：Hello，boys and girls. S s：Hello，teacher.T：Nice to see you. S s：Nice to see you，too. T：How are you today? S s：Fine，thank you . And you? T：I’m fine，too.2.播放歌曲Where is the toy car?的录音，让全班学生边拍手边唱，活跃课堂气氛。

二、课前预习(Preview) 猜谜语。

教师出示下面几个谜语，（学生听不懂的句子老师用汉语解说）让学生猜是哪种水果,并画出相应的图片，如果学生不会用英语回答，可以让学生用汉语说。

1.It is orange. Its name is the same as its colour .(orange)2.It is yellow. It tastes nice.(pear)3.It is red and round .It grows on the tree. We eat it in autumn.(apple)4.It is yellow .The monkey likes to eat it.(banana)三、新课呈现(Presentation)1.引出课题。

三年级下册英语教案-Unit 5 Family Activities Story Time 人教新起

三年级下册英语教案-Unit 5 Family Activities Story Time 人教新起点一、教学目标1.学生能够听懂、会说、会读单词和词组：family, activities, read a book, watch TV, listen to music, take a walk。

2.学生能够掌握本单元的重点句式：What are you doing? I’m reading a book. / We’re watching TV. / They’re taking a walk.3.学生能够运用所学单词、词组和句型，描述家人的活动。

4.培养学生语言交际能力，提高听说能力。

二、教学重点和难点1.教学重点：单词和词组的听、说、读；重点句型的掌握和运用。

2.教学难点：听懂、说出重点句型。

三、教学步骤Step 1. Warm-up （10 minutes）1.Greeting. （问候）2.Lead-in. （引入）•Show pictures of family activities.•Ask: What are they doing? （出示家庭活动的图片，询问学生：他们在做什么？）Step 2. Presentation （15 minutes）1.Introduce new words and phrases.•family, activities, read a book, watch TV, listen to music, take a walk.•Use flashcards or real objects to help students understand.2.Drill the new words and phrases.•Use TPR (Total Physical Response) to help students remember the new words and phrases.3.Teach the sentence pattern。

三年级下册英语教案-Unit 5 It's a parrot Lesson 27 人教精通版

三年级下册英语教案-Unit 5 It’s a parrot Lesson 27 人教精通版教学目标1.能够读出本课重点单词和短语：parrot, monkey, tiger, lion, elephant, rabbit。

2.能够听懂并回答与动物有关的简单问题。

3.能够用It’s a…的句型介绍动物。

教学准备1.PPT课件。

2.动物卡片。

教学过程Step 1：引入新课1.教师用PPT展示蒙特梭利动物卡片，引导学生认识所展示的动物。

2.引领学生通过猜谜语认识本课的重点单词。

Step 2：单词和短语学习1.教师播放关于本课重点单词和短语的PPT，并通过图片和声音帮助学生理解单词和短语的含义。

2.分角色朗读，齐读、分组读等方式让学生熟悉感受单词和短语。

Step 3：语音和语调练习1.通过PPT演示，让学生模仿并跟读教师的语音和语调。

2.通过老师和同学之间的互动，融合游戏化教学，让学生更加自然而轻松地掌握语音和语调的改变。

Step 4：语言表达能力练习1.教师播放与动物相关的短句，让学生听并理解。

2.通过交流，营造日常生活中的语言环境，让学生应用所学知识，回答与动物相关的问题。

Step 5：语法知识练习1.向学生展示It’s a…的句型，并诠释其基本构成。

2.让学生通过模仿实践，用It’s a…的句型来描述不同的动物。

Step 6：语音再练习1.教师播放学生用It’s a…的句型描述动物的录音，并对读音、语调、语音进行纠正和指导。

2.让学生克服不自信心理，培养正确自我认知，优化个人表达能力。

课堂小结1.总结课程亮点，帮助学生回忆所学内容。

2.引导学生积极思考学习方法，自主完善成长之路。

课后家庭作业1.完成与动物相关的试题。

2.列出2-3个关于动物的问句，并用It’s a…的句型来回答。

三年级下册英语【教学设计】-Lesson 5-人教精通版

三年级下册英语教学设计-Lesson 5-人教精通版教学目标1.学习和掌握关于食物的单词和句子，如cake, fruit, sandwich, I like…等。

2.理解英语中的疑问句和肯定句的语法结构。

3.能够运用所学知识，进行简单的食物介绍和表达自己的喜好。

教学重点1.食物的单词和句子。

2.疑问句和肯定句的语法结构。

3.个人喜好的表达。

教学难点学生理解疑问句和肯定句的语法结构，并且能够运用所学知识进行简单的对话。

教学过程1.热身活动（5分钟）–让学生观看食物图片，快速回答问题，“What is this?” 然后和同桌讨论自己喜欢的食物。

2.新课讲授（30分钟）–引入生词 Teacher: Today we are going to learn some new words about food. First, let’s look at this picture. What can you see?（指着课件展示的食物图片）Students: Burger, pizza, cake, fruit, sandwich… Teacher: Very good. Now, repeat after me. （教师说出单词，让学生按正确发音重复）–学习句子Teacher: Now, let’s learn some sentences. For example: I like cake. Please repeat after me. Students: I like cake. Teacher: Very good. Let’s practice more. （教师出示食物图片，让学生描述自己喜欢或不喜欢吃什么）–学习语法结构 Teacher: 在英语中，我们使用疑问句和肯定句来进行对话。

让我们一起来学习这两种语法结构。

（1）疑问句：Do you like fruit? Teacher: Repeat after me: Do you like fruit? Students: Do you like fruit?（2）肯定句：I like cake. Teacher: Repeat after me: I like cake. Students: I like cake.–情景对话Teacher: Let’s practice more. Suppose I am your friend. You should ask me。

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?”。

新人教版三年级英语下册教案Unit-5--Do-you-like-pears

Unit5Doyoulikepears?单元概述教材解读本单元学习的主题是水果，主情景图通过孩子们做水果沙拉的活动呈现了本单元的核心句型和词汇。

通过一系列的展示与活动，学生能够掌握句型Doyoulikepears?YesIdo./No，Idon't.询问别人对水果的喜好并答复。

Ilike.../Idon'tlike…表达对某物的好恶。

学生能够听说、认读pear，apple，orange，Banana，watermelon，strawberry，grape。

学生能够掌握元音字母u在单词中的发音/A/。

单元目标一、知识与技能1.学生能够听懂，会说Doyoulikepears?YesIdo./No,Idon't.Ilike.../Idon'tlike...并能在实际情景中进行运用。

2.学生能够听说，认读pear，apple，orange，Banana，watermelon，strawberry，grape 等。

3.学生能够掌握元音字母u在单词中的短音发音/A/。

二、过程与方法教师使用挂图或投影仪展示主情景图，并且根据图中孩子们和Sarah一家做沙拉的情景，激活学生已有的相关知识与生活经历，引出本单元话题Doyoulikepears?帮助学生了解本单元的主要学习内容。

三、情感态度与价值观1.知道吃水果对健康有益。

2.了解超市使用环保纸袋的做法。

教法导航根据学生年龄特点，采用“全身动作反应法”(TotalPhysicalResponse)的教学方法。

“全身动作反应法”〔TPR〕通过听听做做，刺激大脑皮层，进一步激活记忆，稳固知识。

学法导航学生要积极预习，参加小组探究活动，进行小组竞争。

课时支配第1课时：Let'stalk&Let'splay第2课时：Let'slearn;Let'schant&Let'sspell第3课时：Let'stalk&Let'splay第4课时：Let'slearn&Let'schant第5课时：Starttoread;Let'scheck&Let'ssing第6课时：Storytime第1课时Let'stalk&Let'splay教学目标一、知识与技能1.学生能够听懂，会说Doyoulike…？Yes,Ido.No,Idon't.并能在实际情景中进行运用。

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

人教版三年级英语下册第五单元教案

Unit 5 Do you like pears?课时: Period 1教学内容：A Let’s learn Let’s play Let’s sing教学目标知识与技能：1. Be able to listen, say, recognize the main words: watermelon, peach, pear, orange.2. Be able to understand and say: “Do you like peaches?Yes, I do. No, I don’t.”3. Be able to sing the song “The more we get together”过程与方法：Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：Pupil is interested in the activity.教学重点：New words: watermelon, peach, pear, orange.教学难点：The pronunciation of “watermelon”.The pronunciation of peach and orange.教学准备：T’s word cards, VCD and tape.教学过程：Step1. Warm –up1) Greetings.2) Sing a song “The more we get together”3) Free talkT: Hello, S1. How are you?S: Very well, thanks. How are you?T: Fine, thank you. Oh, I am hungry now. I like hamburgers. What do you like?S: I like……T: Here you are.S: Thank you.T: Can I have some……?S: Sure, here you are.T: Thank you. Hmm…. It tastes good.T teaches this sentence.Step2.Presentation.1)T shows the picture of pear: What’s this?S: It’s a pear.T: Do you like pears?S: Yes.T: Yes, I do.Ss: Yes, I do.T: You can say “I like pears.”S: I like pears.Run one train.2) T draws a peach : Guess! What’s this?S: It’s a peach.T teaches the pronunciation of peach.T: Do you like peaches?S: Yes, I do.T: I like peaches very much. What about you?S: Me too./ I like pears……3) T: What colour is it?S: It’s orange.T: What’s this?S: It’s an orange.T: Yeah. Orange is orange. What’s the meaning of this sentence?S: 橘子是橘黄色的。

人教版三年级英语下册第五单元教案教学设计

人教版三年级英语下册第五单元教案教学设计一、教学目标- 熟练掌握本单元的词汇和句型。

- 能正确使用句型进行简单的问答和交流。

- 能听懂并正确朗读与本单元内容相关的短文和对话。

二、教学重点- 研究并掌握本单元的词汇和句型。

- 能正确运用句型进行简单的问答和交流。

三、教学准备- 课本《人教版三年级英语下册》第五单元内容。

- 相关教学图片、表格等教具。

四、教学过程Step 1: 导入新课1. 利用图片或实物引起学生兴趣，引导学生讨论与本单元内容相关的主题。

2. 利用图片或教具教授本单元的新词汇。

Step 2: 研究新知1. 播放录音，让学生跟读并模仿录音。

2. 分组进行对话练，帮助学生熟悉和掌握句型。

Step 3: 听说训练1. 播放录音，让学生跟读并模仿录音。

2. 使用教具或图片进行听力训练，帮助学生听懂并理解相关对话和短文。

3. 学生之间进行问答练，加强口语表达能力。

Step 4: 拓展练1. 根据课本内容设计口语或书面练题，对学生进行巩固和拓展。

2. 分组进行情景模拟，让学生在实际情境中运用所学知识进行交流。

五、板书设计- Unit 5: My Family- Words: father, mother, brother, sister, family- Sentence Patterns:- Whose father is it? It's his father.- Whose mother is it? It's her mother.- Whose brother is it? It's his brother.- Whose sister is it? It's her sister.- Whose family is it? It's their family.六、教学反思本节课设计了多个听说训练环节，旨在培养学生的听说能力。

通过师生互动、学生之间的对话和问答，促进了学生对本单元内容的理解和运用。

英语人教版三年级下册教案Unit5Bletslearn

英语人教版三年级下册教案Unit5Bletslearn三年级英语下册教案教学内容：三年级英语下册第五单元Part B Let’s learn&Let’s chant 教学目标: 1 能听说、读写watermelon，strawberry，grape。

2 能听懂I don’t like watermelons. Me, neither.教学重点：能听说认读写watermelon，strawberry，grape。

2 能听懂I don’t like watermelons. Me, neither.。

教学难点：strawberry，grape的准确发音。

教具准备：1、课件和卡片。

教学过程：1 热身、复习(Warm-up/Revision)（1）Free talk（2）播放PartA Let’s do内容，学生跟唱。

（3）呈现PPT,看图片猜单词。

T: Look at the picture. It’s red.It’s round.（圆的）It’s yummy(美味).What’s this？S:It’s an apple. T：Good guess.(接着以同样的形式猜orange pear banana这三个单词)(4)复习之前学过的句子Do you like pears？Yes, I do. No, I don’t.2 呈现新课(Presentation)播放PPT（将一颗草莓遮挡，让学生猜是哪一些水果）T：What’s this？S：草莓。

T：那么草莓英语要怎么说呢？我们来听一下录音，(播放两遍录音,接着教师教授strawberry这个单词)。

T: Who can speak this word? Who want to try？S：Let me try.(每组请三位学生来读)（以同样相同的方式教授watermelon和grape）T：Do you like strawberries？S1：Yes, I do. S2:No, I don’t.T:Some student like strawberries. 一些学生喜欢草莓，一些不喜欢草莓。

人教版三年级下册英语Unit 5教案

Unit 5 Do you like pears?单元教材及学情分析1.单元教材分析本单元是以食物为载体谈论对事物的喜好。

语言目标是动词like的用法,一般疑问句的肯定和否定回答、名词复数的使用。

运用的主要句型有:Do you like…?Yes, I do./No, I don't. Have some fruit./Let's have some…本单元以野餐为主线,讲授学生喜欢的食物,学习他们喜欢的场景需要用到的知识,能够最大程度的调动学生学习的积极性,非常有利于教师教学。

通过本单元的学习能够听、说、认读单词,能积极地运用所学英语进行表达、交流,从而进一步激发和培养学生学习英语的兴趣,提高学生自主学习的能力以及综合运用英语的能力。

2.学情分析本单元主要是讲有关水果的单词和句型,为了使学生更好地掌握句型,教师可适当讲解Do you like…?后面的名词应为复数形式,教师要注意纠正学生的句子,但不要过多讲解语法,让学生从反复练习入手,逐渐形成习惯。

以此提高学生的观察能力和用英语表述水果名称的能力。

三年级学生经过半年的学习,对英语有了全新的认识,加上社会与家庭的渲染与影响,学生对新的课程充满了好奇,想了解英语究竟是怎么回事,学生的学习热情也比较高。

这也是学生从对英语的无知向求知发展的动力。

这对他们学好英语有很大益处,教师应抓住这一有利因素在新学期的第一节课里充分展示这一种语言的魅力,让他们从一开始就爱上这一门学科,激发学生的学习动力。

单元教学目标1.知识目标(1)学生能听、说、认读单词pear, apple, orange, banana, grape,watermelon, strawberry。

(2)学生能够听懂并会说句型:Do you like…? Yes, I do./No, I don't.(3)了解字母u在单词中的短音发音/ʌ/。

2.能力目标(1)能够在图片、食物或情景的帮助下运用句型Do you like…?Yes, I do./No, I don't. 来询问他人对某物的喜好或答应他人的询问。

人教版三年级英语下册第五单元教学设计

pep人教版三年级英语下册第五单元Unit5教案含教学反思

[精选]人教版PEP小学英语三年级下册第五单元教学设计教案--资料

新人教PEP版小学三年级英语下册Unit-5-Period-1-Part-A-优质教案

(完整)PEP小学英语人教版三年级下册unit5教案

小学英语三年级下册第五单元教案4篇

人教版三年级下册英语第五单元第二课时教学设计

人教版三年级英语下册第五单元教案

人教版三年级英语下册unit5教案设计

三年级下册英语教案-Unit 5 Family Activities Story Time 人教新起

三年级下册英语教案-Unit 5 It's a parrot Lesson 27 人教精通版

三年级下册英语【教学设计】-Lesson 5-人教精通版

人教PEP版英语三年级下册第五单元全部教案

新人教版三年级英语下册教案Unit-5--Do-you-like-pears

人教版pep英语三年级下册Unit5_B_Let’s_learn名师教案

人教版三年级英语下册第五单元教案

人教版三年级英语下册第五单元教案教学设计

英语人教版三年级下册教案Unit5Bletslearn

人教版三年级下册英语Unit 5教案

最新人教版三年级英语下册第五单元教学设计