小学三年级下册英语第五单元第二课时
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。
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
An apple a day ,keep the doctor away.
一天一个苹果,医生远离我。
4
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。
3
15--25--36
冰 山 一 角
pear
冰 山 一 角
orange
冰 山 一 角
banana
冰 山 一 角
apple
27
比一比谁认真
pear
apple
banana orange
32
一个的表示法
a pear
一个梨
a banana
一个香蕉Βιβλιοθήκη an apple an orange
一个苹果 一个橙子
32
变 多 了
bananas
变 多 了
apples
30
变 多 了
pears
变 多 了
oranges
34
小组对话： Do you like+水果？ 你喜欢……(水果)吗？
eg:I like pears . Do you like pears? Yes, I do./No, I don’t.
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.。
新人教版PEP上海牛津3起点英语三年级下册Unit 5 知识点总结教案第二课时教案
可以让他们更理性地看待人生
TB 小初高题库
新人教版 PEP 英语【3 起点】
新人教版 PEP 英语（3 起点） 三年级下册
好的开始，是成功的一半，祝您天天进步！ 来一起学习知识吧
TB 小初高题库
新人教版 PEP 英语【3 起点】
人教版三年级英语下 Unit 5 Do you like pears？ 教案
㈠Teaching aims（教学目标） Knowledge and skill（知识与技能） 1.能够熟练掌握水果类单词 pear, orange ,apple ,banana. 2.能听懂、会说 Let’s chant Process and measure（过程与方法） 借助图片和实际水果，帮助学生学习新单词。 Emotional attitude and value（情感态度与价值观） 培养学生养成正确的饮食习惯。 ㈡Teaching important points and difficult points（教学重点与难点） Teaching important points（教学重点） 掌握水果类单词。 Teaching difficult points（教学难点） Let’s chant 部分 yummy, tummy, fruit bowl 等单词读音。 Teaching steps（教学步骤） StepⅠ Warm-up/Revision（热身/复习） 1.教师播放 Let’s chant，学生一起拍手演唱. 2.利用图片或实物复习上节课所学的水果单词。 StepⅡ Presentation（讲课） 1.教师展示图片—水果，包括：pear, oranges, apple, banana .询问:What can you see?鼓励学生 用完整句子来回答,”I can see pears.” ”I can see apples.” “I can see oranges.” 2.教师拿出香蕉的图片，问学生 What’s this? 如果有学生答出，教师则表扬，没有，教师就 告诉学生：It’s a banana. 以此来引出 banana 的教学。教师领读，张贴图片，并出示词卡， 领读张贴。然后对这个单词进行认读操练。 3.教师可将一个梨切开，让一名学生品尝，问：Do you like pears? 学生会回答：Yes ,I do/ 此时，教师也给自己切一小块，品尝后说：Hmm… yummy.讲解 yummy n.美味。对比 tummy 胃，肚子 a fruit bowl in my tummy 一碗水果在我的肚子里，即吃了一肚子的水果 随后再让其他学生品尝，并询问他们，发表看法：Hmm… Yes, I do 此时，教师可让大多 数学生品尝水果，让学生说句子 Yes, I do 4.认读单词 pear, peach, orange, apple
小学三年级英语下册第五单元第二课时
Unit5.Do you like pears第二课时课时目标1.本部分主要学习认读pear，apple，orange，banana 这些单词。
要求学生能听懂、辨认图片中所学的水果及书写形式。
并利用课文提供的场景和动作呈现句型，以加深学生对Do you like …？\ Yes ，I do....的理解。
2. 能听懂、会说Let’s chant.教学重难点1.重点：正确认读单词pear,apple,orange,banana,grape2.难点：(1)单词banana的读音以及banana的复数形式的读法(2)对句子A fruit bowl in my tummy!的理解及朗读课前准备1、教师准备apple，pear，orange，banana的实物、图片、单词卡片。
2、学生准备A部分单词的词卡和图卡。
3、学生可准备apple，pear，orange，banana的实物。
教学步骤1、热身(1) 教师播放歌曲“An apple a day”，学生一起拍手演唱（2）Listen the chantHave some eggs/Have some juice/Eat some bread/Drink some milk.2、新课展示（1）游戏：Guessing game；教师拿出一个篮子让学生猜里面装有哪些水果复习PartA学过的单词，引出新单词apple，pear，orange，banana。
教师把图片挂在黑板上，示范后，全班齐读。
(2)教师出示四张单词卡，让学生认读，并让学生小组讨论配对单词卡和图片。
请几位学生在黑板上完成配对。
(3)巩固新词活动，进行单词接龙游戏。
（4）教师创设情境，引出Do you like pears？Yes ，I do。
并带读（教师配上表情和动作）操练句型.学生听Let's learn的录音，一边听，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。
学生进行角色扮演，替换不同的水果单词。
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
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Title: Teaching Plan for Lesson 2 of Unit 5 in Grade 3 of People's Education EditionObjective:By the end of this lesson, students should be able to:1. Identify and match different clothes items with their corresponding names.2. Use the correct vocabulary to describe different clothes.3. Speak fluently and confidently about their preferences in clothes.Materials:1. Flashcards with pictures of different clothes items.2. A variety of real clothes items for a show and tell activity.3. Worksheets for matching activities.4. A list of target vocabulary words.Warm-Up (10 minutes):- Begin the lesson by asking students to stand up and do a quick review of clothes vocabulary learned in the previous lessonby playing a matching game. Show flashcards with pictures of clothes items and have students match them with the corresponding names.- Ask students to describe what they are wearing today and encourage them to use new vocabulary words related to clothes.Presentation (20 minutes):- Introduce new clothes vocabulary words using flashcards and pronunciation practice. Drill the words with the class.- Show real clothes items and ask students to guess the names of each item. Practice pronunciation and spelling of the words.- Use visual aids, such as pictures or videos, to provide context for the new vocabulary and help students understand the meaning of each word.Practice (20 minutes):- Divide the class into pairs or small groups and give each group a worksheet with pictures of different clothes items. Ask students to match the pictures with the correct names.- Encourage students to use the new vocabulary in sentences by describing the clothes items they see on the worksheet.- Have a show and tell activity where students can bring in their favorite clothes items to describe them to the class. This will give students a chance to practice speaking and listening skills.Production (15 minutes):- Divide the class into small groups and give each group a scenario where they have to create a dialogue using the new vocabulary words. For example, going shopping for clothes or getting dressed for a special occasion.- Monitor each group and provide feedback on their pronunciation, grammar, and use of vocabulary words.- Have each group perform their dialogue to the rest of the class and encourage other students to ask questions about the clothes items mentioned.Wrap-Up (5 minutes):- Review the new vocabulary words and key expressions learned in the lesson by playing a quick round of vocabulary bingo or a memory game.- Assign homework that reinforces the new vocabulary, such as writing a short paragraph about their favorite clothes item or drawing a picture of a new outfit they would like to have.Overall, this lesson plan aims to engage students in learning about different clothes items and using descriptive language to talk about clothes preferences. By providing various activities and opportunities for practice, students can improve their speaking and listening skills while expanding their vocabulary in a fun and interactive way.。
人教版PEP小学英语三年级下册 教学课件Unit 5 B 第二课时
Sorry, I _do_n_’_t _li_k_e_w_a_t_e_r_m_e_lo_n_s.
_M__e_, __ne_i_t_he_r_.
点击查看解析
Mike and John, have some grapes.
Thanks. I _li_k_e_g_r_a_p_es_. __M_e_, __t_o_o__.
( E ) 4. Let's buy some fruit. ( C ) 5. Can I have some apples?
A. Me, neither. B. Yes, I do. C. Here you
are. D. Thank you.
E. Great.
1.听录音跟读对话。 2. 对照《完全解读》预习下一课内容。
Unit 5 Do you like pears?
Part B Let’s learn & Let's chant
PEP· 三年级下册
Let's sing
Let's learn
Yes, I do. They taste really good. How about you?
Do you like oranges? Me, too!
a grape grapes
No, I don't. I don't like watermelons. How about you?
Do you like watermelons?
Me, neither.
a watermelon watermelons
No, I don't. I don't like strawberries. How about you?
三年级英语下册 Unit5 第二课时教案 牛津译林版
Unit 5 How old are you?中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。