小学英语_Do you like pears Part B Let's learn教学课件设计
三年级下学期人教版英语Unit 5 Do you like pears？ PA Lets learn 教案 (1)
Unit 5 Do you like pears?PA Let’s learn教学目标1. 能够听、说、认读pear, apple, orange, banana四个水果名称。
2. 能够在教师提供的语境中运用这四个名词来交流信息。
3. 能够在图片的帮助下听懂并跟读歌谣。
重点：听、说、认读四个表示水果类的单词及其复数形式；并运用句型Do you like …? Yes, I do. / No, I don’t. 谈论水果的喜好。
难点：名词的单复数形式及正确使用。
教学过程Step 1. Warm-upLet’s sing. PPT 播放歌曲An apple a day，学生跟唱，引入学习话题。
Step2. Presentation and practice1. Lead-in. 呈现本课主情景图，并引入话题：Sarah and her mother buy some fruit. What fruit can you see?2. Let’s learn.1）呈现苹果图片和问句What’s this? 引导学生回答It’s an apple. 运用音节划分的方式记忆单词并掌握正确发音。
2) 然后呈现数个苹果和单词apples, T: Do you like apples? 引导学生运用句型Yes, I do. /No, I don’t. 回答。
接着呈现单词单数形式，单词复数形式，句子。
让学生大声读出来。
同样的方法学习pear, orange, banana及其复数形式。
2. Watch and learn. 观看视频Let’s learn。
看、听、模仿跟读单词和短语。
根据班级情况可多次听音跟读，以把握正确的语音和语调。
3. Practice1) 音义匹配。
根据发音，快速说出单词的汉语意思。
2) Guessing game. 呈现部分图片，让学生猜测说出对应的单词。
Step 3. Consolidation1.Look and say. 分别呈现单个水果和多个水果，让学生说出英语单词的不同形式。
小学英文《Doyoulikepears？》说课稿
小学英文《Do you like pears?》说课稿小学英文《Do you like pears?》说课稿“说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，今天小编要说课的内容是PEP教材，三年级下册第四单元，话题是“Do you like pears? ”部分的第二课时，它是在学生学了“pear peach orange watermelon”四个水果单词之后的一堂口语教学课。
喜欢同学们认真学习这篇课文。
这堂课的语言知识技能目标是：通过在创设买水果的情境的对话中，使学生能听懂、会说：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …这些句型。
并能在实际情境中运用。
情感目标是：在小组内用“What about …”向别人提意或询问，渗透人际间要有良好的沟通方式。
我这堂课总体的设计理念是采用了任务型教学的方式。
“教师应该避免单纯传授语言知识的教学方法，尽量采用‘任务型’的教学途径”，这是《英语课程标准》所指出的，所以全课始终在购买水果的情境中进行着，让学生触景生情，在完成购买水果的任务中，学生愉快地学习英语。
为了很好的达成以上教学目标，把教室布置成一个模拟购买水果的情境：四个同学围成一个小组，每组的桌上，放一个水果盆和一个用纸密封的水果篮，水果盆和水果篮中都放入“pear peach orange watermelon”的英语图片。
过程：在课的开始部分，我组织一个对前一课时所学四个水果单词的warm—up。
为了提高学生学习的积极性，复习采用的方法是：每个小组桌子上放一个用纸密封的水果篮。
篮中放入一些水果图片，老师问学生，Guess it ，pless. What’s in it? 学生不知是什么物品，都想去摸，自然就提高了学生的参与积极性，让学生摸出一个图片，说出这个水果的英语单词。
人教版三年级英语下册Unit5Doyoulikepears教案(一)
1.Let’s learn
（1）教师拿着一个装有各种水果的果篮。
T:Look！They are fruit.
教读单词fruit并板书。
（2）从果篮里依次拿出苹果、梨、橙子、香蕉，教授单词apple，pear，orange，banana，板书并带读。
（3）教师再次拿出梨子。
S1:No,I don’t.
T:Do you like oranges？（教师手中拿着橙子的图片）
S1:Yes,I do.
T:Here you are.
S1:Thanks.
（2）将水果图片发给学生，两人一组仿照上面的对话进行问答。
（3）请几名学生表演自己编的对话。
（4）将Let’s play中的对话带领学生读三遍。
A.oranges；apples B.apples；bananas
C.apples；pears
—Do you like...？
—Yes,I do./No,I don’t.
第三课时
教学过程
批注
一、Warm-up & Revision
1.日常问候。
2.全班齐唱歌曲“An apple a day”。
3.表演Let’s talk部分的对话。
Sarah likes ______ and ______.
A.oranges；apples B.apples；bananas C.apples；pears
（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）
三年级下册英语教案Unit5Doyoulikepears？PBLet’slearn_人教PEP
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三年级英语(下)第 5 单元第 4 课时
Unit 5 Do you like pears?
Part (B) Let’s learn
一、【教材分析】
知识 1.能听、说、认读 watermelon，strawberry，并继续巩固水果类的单词：pear，orange，
教 目标 banana，grape，apple.
___________. Me neither. 2.学习单词 grape
1/4
精品资料欢迎下载源自实物一串葡萄，教学 grapes,让学生理解复数，然后从中摘除一个葡萄， 教学单词 a grape。注意/ei/的发音，男女分读，大小声操练单词。并且同
桌间练习句子：I like grapes.Me too. I don't like grapes. Me neither. 3.教学 Strawberry
直接出示草莓单词教学，分读单词，降低难度。操练单词的发音。学生读 单词，注意纠正。
T：How many? Let's count. 观察复数形式。讲解复数变化规则：以辅音字 母+y 结尾的名词，复数形式为把 y 改为 i 再加 es。
T: I like strawberries,but I don't like grapes. How about you? 让学生用句 型; I like..../ I don't like...来表达自己的喜好，教师适时插入 Me too. 及 Me
1.教学 watermelon 教学单词，分解发音 water+melon，单复数教学 a watermelon, watermelons. 教授句型： Do you like _____? Yes，I do. 转换句型为 I like_______. 并引导出学生已 学 的 Me, too. Do you like _____? No, I don't . 转 换 I don't like
Unit5Doyoulikepears(单元解读)三年级英语下册(人教PEP版)
三年级下册Unit 5 Do you like pears?单元解读一、单元内容体现的新课标理念本单元在英语核心素养的育人价值下进行，围绕单元主题“谈论水果”展开教学。
本单元学习的主题是在情景中询问他人对某物的喜好并回应他人的询问。
二、单元信息本单元是义务教育人教版（pep）小学英语教科书三年级下册第五单元。
单元主题为Do you like pears?。
主情景图通过孩子们和Sarah 一家做水果沙拉的情景，来展现出本单元的主题：询问并表达自己对于某种水果的喜好。
A部分共分三课时。
第一课时为情景对话和练习部分。
Let’s talk 部分通过对话引出三会单词：orange, apple, pear, 两会单词：buy, fruit。
同时呈现了询问他人对水果的好恶的句式及回答：Do you like ...? Yes, I do. / No, I don’t.。
第二课时为重点词汇和重点句型呈现，三会单词包括：apple, pear, banana, orange，重点句式为：Do you like ...? Yes, I do. Let’s chant以I eat ...为主要句型结构，以歌谣的方式呈现出四种四会水果词汇。
第三课时为语音学习，通过听一听、读一读、唱一唱，读一读、听一听、排一排，听一听、写一写三个活动，让学生理解并掌握字母u在单词里发的短音/ ʌ /。
B部分共分两课时。
第一课时呈现情景对话和练习。
第二课时通过对话呈现三会词汇：watermelon, strawberry, grape，以及重点句式：I don’t like... Me, neither. 并通过一个Chant，来练习这些重点词汇。
之后的阅读练习、听一听判断正误、看一看选一选的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。
通过有趣的小语篇故事，学生可以再一次熟悉本单元的重点词汇，增加词汇量，并逐步适应文本阅读。
三年级下册英语教案Unit 5 Do you like pears？ Part B_人教(PEP)
Unit 5 Do you like pears?
宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。
至元明清之县学一律循之不变。
明朝入选翰林院的进士之师称“教习”。
到清末，学堂兴起，各科教师仍沿用“教习”一称。
其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。
而相应府和州掌管教育生员者则谓“教授”和“学正”。
“教授”“学正”和“教谕”的副手一律称“训导”。
于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。
在一些特定的讲学场合，比如书院、皇室，也称教师为
“院长、西席、讲席”等。
Part B
第一课时
第二课时
第三课时。
Unit5 Do you like pears B let’s learn 三年级英语(下)人教版
Sarah的爸爸是个农场主，他有一个果园，他 邀请大家去参观他的果园，我们快乐出发吧！
Wow! So many fruits !
Let’s say
grape
banana
grapes
bananas
pear apple orange
watermelon
pears
apples
oranges
watermelons
Unit5 Do you like pears?
B Let’s talk
Family song
• My mother my mother ,this is my mother. • Please say hello, this is my mother. • My father my father ,this is my father. • Please say hello, this is my father. • My sister my sister ,this is my sister. • Please say hello, this is my sister. • My brother my brother ,this is my brother. • Please say hello, this is my brother.
apple
pear
Байду номын сангаас
banana
orange
watermelon
grape
采摘水果
游戏规则：如果你和老师、同学喜 欢的水果相同，就请你马上大声说：
Me too.
I like … Me too.
apples
oranges watermelons
人教版(PEP)Unit 5 Do you like pearsPart B Let’s learn
Unit 5 Do you like pears? Part B Let’s learnI.Teaching contentMy teaching content is Part B of Unit5 of PEP primary English, Book2. This unit is mainly about “Do you like pears?” This lesson is related to our daily life, so it’s easy to arouse students’ interest. It includes two parts: Let’s learn and Let’s chant.II.The analysis of studentsOur students are in Grade 3. As we all know, interest is the best teacher for students. So the teacher should attach importance to communication with them, providing them the chances of showing.III.Teaching aims1.Knowledge aimsStudents can master the new words: watermelon, grape, strawberry and the sentences: “I don’t like… Me neither.”2.Ability aimsStudents can work in groups to talk about the food that they like or they don’t like fluently. And students’ abilities of listening and speaking will be developed.3.Emotional aimsFruit is healthy for us, so we should eat some in our daily life. IV.The main points and the difficult points1.The main point is to make sure that students can master thenew words and sentence patterns correctly.2.The difficult point is the plural form of strawberry.V.Teaching methodsIn this lesson, I will mainly use “TPR teaching method”, “Task-based teaching method” and “Communicative language teaching method”.VI.Teaching aidsWord cards, fruit objects, multi-media, survey paper, etc.VII.Teaching proceduresStep1. Warm-up1.Free talk. (利用实物)T: What’s this/that? Ss: It’s a pear/a banana/an apple.T: Do you like pears/bananas/apples? S1: Yes, I do. / No, I don’t.2.Let’s chant about fruit.[Purpose]:To form a better English learning surrounding for students, and it provides situations to review the learnt knowledge for the next step.Step2. Presentation1.Play a guessing game.(1)T: It’s a kind of fruit. It’s green, and it’s big. What’s it?Ss: 西瓜Use the game of “Little Gun” to teach “water—melon”. Present the picture of two watermelons to teach “water—melon—s”. (2)T: It’s a kind of fruit. It’s red, and it’s small. What’s it?Ss: 草莓Teach “straw—berry” in rise or fall tone. Present the picture of four strawberries to teach “straw—berr—ies”.(3)T asks one student to close the eyes, touch and taste葡萄, thenguess.Teach “grape” and “grapes” in high or low voice. [Purpose]: To present the new words by playing a guessing game to arouse the interest of students.2.With the help of PPT, I set a situation by presenting somepictures of fruit.T: Boys and girls, who are they?Ss: They’re Mike and Sarah .T: Yes, they don’t like watermelons. And I don’t like watermelons. By this, I’ll present the sentences “I don’t like watermelons. Me neither.”[Purpose]:To present the sentences in the situation, which relates to the students’ real life experiences, to help students understand the language easily and naturally.3.Play the tape, ask students to listen carefully and read after it. [Purpose]: To develop students’ ability of listening.Step3. Practice1.Make a chant. (TPR teaching method)One watermelon, one watermelon,Two watermelons, two watermelons,I don’t like watermelons. I don’t like watermelons.Me neither. Me neither.One strawberry, four strawberries,I don’t like strawberries. Me neither.[Purpose]: To help students remember the new words and sentences.2.Role-playDivide Ss into 2 groups (Watermelon group &Strawberry group) to have a competition.Give students 2 minutes to work in pairs to play a new dialogue, then ask some pairs to act it out in class.[Purpose]: Making a new dialogue is to check if students can use the sentences “I don’t like… Me neither.” correctly. And to develop students’ abilities of communication and cooperation.Step4. ConsolidationDo a survey.Ask Ss to take out the survey paper and give them 3minutes to prepare.S1: Hi! I’m … I like… But I don’t like…S2: …[Purpose]:To develop students’ ability of self-study.Step5. HomeworkDo a survey about their good friends or family members. [Purpose]:To improve students’ abilities of speaking and communication.Layout design[Purpose]: To make the language points clear and keep students’ interest of learning English.教学反思：这节课的课堂教学活动设计结构清晰，层次分明，整堂课我特别注意关注学生的兴趣和情感的调动，达到了较理想的教学效果。