英语人教版五年级上册unit-3-说课稿
人教版小学英语五年级上册_Unit_3_What说课稿
Unit3 what would you like? 说课稿我讲的内容小学英语五年级上册Unit 3 的第一课时Let's Learn部分。
我主要从教材、教学方法、教学流程和板书这四个方面来展开我的说课。
一．说教材1 . 教材内容我所讲的是五年级上册Unit 3 的第一课时Let's Learn部分。
2 . 教学目标新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
所以，我将教学目标确定为：（1）能力目标：能够提问并回答三餐所吃的食物；如：What would you like for lunch ? I'd like …..（2）知识目标：认读Let’s learn 的单词和句子，并掌握四会单词tomato，potato. fish,tofu,eggplant.三会单词 pork。
mutton,cabbage.（3）情感目标：培养学生的合作精神和创新意识,引导学生通过以旧带新的方式自主学习。
3 . 教学重点和难点.(1) 本课时重点是掌握有关食物的9个单词:pork tofu mutton cabbage tomato egg plant green beans potato fish ,要求通过五年级上册 Unit3所学句型”What would you like for lunch,”操练所学新单词。
（2）难点是本课时词汇量大，要求四会掌握的单词多。
要让学生在课堂上较好掌握这些单词，需巧教，趣教，努力调动学生积极性。
如：教师比较potato和tomato两个单词的异同，引导学生速记。
二、说教法，学法根据以上对教材的分析，为了突破这堂课的重、难点，针对小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，,我采用情景法，直观法,多媒体辅助，实物教学等教学方法。
坚持以话题为核心，以功能,结构为主线，以任务型活动安排本课，从有关食物的歌曲开始，创设英语语言氛围，激发学生的学习兴趣，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。
英语人教新起点版五年级上册-Unit3第1课时 说课稿
英语人教新起点版五年级上册-Unit3第1课时说课稿一、教材分析1. 教材内容本课程是英语人教新起点版五年级上册Unit3第1课时，主要讲解了介绍个人信息的话题。
通过本课程，学生能够掌握以下几个方面的内容：1.掌握自我介绍的必要性；2.学会用简单的语言进行自我介绍；3.学会询问他人的姓名、年龄、国籍及兴趣爱好；4.理解电话号码以及如何询问和提供电话号码。
2. 教学目标1.语言目标：学生能够正确表达自己的姓名、年龄、国籍和兴趣爱好，并能够简单询问他人的姓名、年龄、国籍和兴趣爱好。
2.认知目标：学生能够意识到自我介绍与交际的必要性，能够感受到交流时的快乐。
3.情感目标：学生能够在情境中学习和探索自我，增强自信心，积极参与交流，认识他人的长处和价值，增强社交意识。
3. 教学重点与难点1.教学重点：介绍自己的姓名、年龄、国籍和兴趣爱好；学会如何简单询问他人的姓名、年龄、国籍和兴趣爱好。
2.教学难点：如何在简单的情境中，教学生掌握交流的规范和技巧，以及培养学生的自信心和勇气。
二、教学方法本课程主要采用交际教学法和任务型教学法。
通过交流和交互的学习方式，让学生能够在情境中体验语言，掌握语言的实际应用方法；并通过完成任务的方式，让学生体验语言的实际运用情境。
三、教学步骤1. Step1–Warming up1.让学生明确学习目标和意义；2.制作一张“我的信息卡片”，介绍姓名、年龄、国籍及兴趣爱好；3.分组轮流交流，目的是为了让学生理解自我介绍的必要性。
2. Step2–Presentation1.出示彩色图片，引导学生认知电话号码；2.引导学生模仿跟读语音，并复习数字；3.分组出示不同的情景图片，介绍其中的人物及姓名、年龄、国籍、兴趣爱好，呈现及时反馈。
3. Step3–Practice1.制作电话本，让学生分组用正确的格式填写联系人的姓名和电话号码；2.学生两两配对，根据模板进行电话交流；3.学生分角色进行对话，练习口语表达。
【人教pep版】2018学年五年级上册英语Unit-3-说课稿-1
Unit3 what would you like?稿我的内容小学英五年上册Unit 3的第一Let's Learn部分。
我主要从教材、教课方法、教课流程和板四个方面来睁开我的。
一．教材1 .教材内容我所的是五年上册Unit 3的第一Let's Learn部分。
2 .教课目新英程准指出, 基教育段英程的体目是培育学生的合言运用能力。
所以，我将教课目确立：（1）能力目：能提并回答三餐所吃的食品；如：What would you like forlunch ? I'd like⋯..（2）知目： Let ’s learn的和句子，并掌握四会tomato ，potato. fish,tofu,eggplant.三会 pork 。
mutton,cabbage.（3）感情目：培育学生的合作精神和新意, 引学生通以旧新的方式自主学。
3 .教课要点和点.(1)本要点是掌握相关食品的9 个:pork tofu mutton cabbage tomato egg plant green beans potato fish , 要求通五年上册 Unit3 所学句型” What would youlike for lunch,”操所学新。
（2）点是本量大，要求四会掌握的多。
要学生在堂上好掌握些，需巧教，趣教，努力学生极性。
如：教比 potato 和 tomato 两个的异同，引学生速。
二、教法，学法依据以上教材的剖析，了打破堂的重、点，小学生好奇、好、好、模拟力、表欲旺盛等生理和心理特色， , 我采纳情形法，直法 , 多媒体助，物教课等教课方法。
持以核心，以功能 , 构主，以任型活安排本，从相关食品的歌曲开始，英言氛，激学生的学趣，学生在教的指下，通感知、体、践、参加和合作、游感悟等多法并用的方式教课。
底改的“授—受”的教课模式，促言运用能力的提升。
三、教课程1、Warm-up （身）激学生参加学的趣，是新入的关。
五年级上册英语说课稿- Unit3 My father is a writer (Lesson15)
五年级上册英语说课稿－ Unit3 My father is a writer(Lesson15) ｜人教精通版一、教学目标1.能听懂、认读并口头表述本课单词和句子。
2.能够听懂、朗读、理解课文，综合运用语言交际。
3.能够让孩子们了解父亲的职业，并提高学生们的英语阅读能力。
4.能够通过听、说、读、写等多种方式提高学生的英语综合能力。
二、教学重点难点1.教学重点：让学生们了解父亲的职业并提高他们的英语阅读能力。
2.教学难点：通过听、说、读、写等多种方式提高学生的英语综合能力。
三、教学内容1. New words•writer•doctor•engineer•athlete•businessman2. DialogueA: What does your father do?B: He’s a writer.A: Wow, that’s very interesting. What does he write?B: He writes novels and short stories.3. Practice1.将下列职业和图片进行匹配职业图片writerdoctorengineerathletebusinessman2.根据图片写出职业名称4. Production1.请学生们描述他们父亲的职业并用英语进行交流（需用到第二个对话）。
四、教学过程1. Warm up1.Greeting and self-introduction.2.Ask some students to introduce their father’s occupation and hobbies.2. Presentation1.Present the new words and have students repeat them.2.Show pictures of different occupations and have students match them with the correct words.e the second dialogue in the lesson to introduce the concept ofa writer.3. Practice1.Have students write out the occupation shown in the picture.e role play to have students practice the second dialogue.3.Have students describe their father’s occupation and hobbies in groups.4. Production1.Have students create a mini-story that includes the occupation of their father.2.Have students share their stories with the class.5. Evaluation1.Teacher assessment of students during the class activities.2.Listen to the students’ compositions and correct their mistakes.五、板书设计职业writer doctor engineerathlete businessmanMy father is a writer.六、教学反思本课通过图片和对话来让学生了解五个不同的职业，特别着重介绍了“作家”这个职业。
英语人教新起点版五年级上册-Unit 3 Animals Lesson 3 说课稿
英语人教新起点版五年级上册-Unit 3 Animals Lesson 3 说课稿一、教学目标1.掌握单词：giraffe, lion, monkey。
2.学习、表述动物的特征和外貌。
3.学习与他人交流的能力。
二、教学重点1.动物词汇的学习。
2.动物特征和外貌的表述。
三、教学难点1.如何让学生用英语表述动物的特征和外貌。
2.如何让学生在遇到问题时参照生动的图片理解并抓住关键信息。
四、教学过程1. Warming up首先，教师可以在黑板上画出动物并引导学生描述它们的特征和外貌。
这一环节帮助学生启发语言思维，在练习口语的同时理解动物的特点。
2. Lead-in接下来，教师可以播放录音，让学生跟读单词，学习新单词giraffe、lion、monkey。
3. Presentation在这个环节，教师可以利用生动的图片呈现动物，让学生对这些动物有一个全面深入的了解，并让他们通过图片来学习如何表达动物的特征和外貌。
例子：My favourite animal is the giraffe. It’s very tall and has a long neck. It’s yellow and brown.4. Practice教师设计简单的问答或者匹配游戏，让学生在实践中巩固所学内容。
同时，鼓励学生与同桌之间进行交流，让他们在跟同伴交流中提高表达和接听的能力。
例子：Match the words to the pictures. giraffe (1) lion (2) monkey (3) [示意图]5. Production最后，教师可以让学生进行小组活动，让他们互相锻炼交流和表达能力，同时加深对所学内容的理解。
例子：In groups, students choose an animal and describe it to their classmates without saying the name of the animal. Their classmates try to guess the animal. For example, ‘My animal is yellow and dark brown. It has a long nose and big ears. It likes eat ing bananas.’五、课堂小结本节课主要是让学生学习了新单词giraffe、lion、monkey以及如何表述动物的特征和外貌。
人教版英语五年级上册Unit 3说课稿
人教版英语五年级上册Unit 3说课稿
人教新版小学英语五上Unit3Myfatherisateacher
lesson13说课稿
各位评委，各位老师早上好！我是3号参赛选手。
今天我要说课的内容是人教新版小学英语教材五上Unit3Myfatherisateacher的第一个课时即
lesson13。
基于我校一直使用的是pep的教材，因此，本次说课我将以我校英语学习的具体情况为准来进行我设计和说课。
我将从教学背景分析、教学过程设计等六个方面来和大家谈一谈我的理解，我的分析和我的设计。
一、教学背景分析：
1.教学内容分析：
本课所在的单元主题是谈论有关家人职业的话题。
话题特点是真实化、生活化，学生对这个话题有兴趣，有话想说也有话可说。
本课的语篇是Tom的独白，他向我们介绍的是他的家庭情况，包括父母的职业，弟弟、妹妹的年龄和所在班级。
学生要通过这个语篇，学习如何介绍家庭成员的职业。
本课是这个单元的第一课时，纵观整个单元乃至整个小学英语教学阶段，本课时的教学都起到了承前启后的作用。
首先，整个单元的后续学习都是围绕第一课时的内容展开的，是本课时话题的一个拓展和深入。
再次，从整个小学英语来看，三四两个年级的教学中，有家人以及职业的学习。
到了本课时，可以将以前的内容进行复现和运用，是以承前。
到了六年级，将更深一步的学习家人的职业的表述，将用到第三人称的表述，本课时的学习，恰恰为后续的学习搭好了桥梁，是以启后。
2.学情分析：
a.由于我校地处农村，学生极少参加课外的英语培训，他们有的仅仅是在。
人教版(PEP)英语五年级上册《Unit3Whatwouldyoulike》说课稿3
人教版（PEP）英语五年级上册《Unit 3 What would you like》说课稿3一. 教材分析《PEP英语》五年级上册第三单元《What would you like?》主要围绕日常饮食和饮品展开，通过展示不同食物和饮料的图片，引导学生进行问答，从而培养他们的日常英语交际能力。
本节课的主要内容包括：食物和饮料的词汇学习、一般疑问句的构成和用法、以及日常对话的展开。
二. 学情分析五年级的学生已经具备了一定的英语基础，对于简单的日常词汇和句子能够进行理解和运用。
但是，他们在语法和发音方面还需要进一步的指导和练习。
此外，学生的学习兴趣和积极性也需要被激发和保持。
三. 说教学目标1.知识目标：学生能够掌握日常饮食和饮料的词汇，如“hamburger,hot dog, coke, milk”等；能够理解并运用一般疑问句进行问答，如“What would you like? / Would you like some…?”。
2.能力目标：学生能够用英语进行简单的日常交流，能够正确地运用所学的词汇和句型进行问答。
3.情感目标：通过课堂活动，培养学生对英语的兴趣和积极性，提高他们的自信心。
四. 说教学重难点1.重点：学生能够掌握日常饮食和饮料的词汇，能够用英语进行简单的日常交流。
2.难点：学生能够正确地运用一般疑问句进行问答，能够在实际情境中运用所学的词汇和句型。
五. 说教学方法与手段本节课采用任务型教学法，通过各种任务活动，激发学生的学习兴趣和积极性。
同时，运用多媒体教学手段，如图片、音频和视频，帮助学生更好地理解和运用所学的知识。
六. 说教学过程1.热身（5分钟）：通过播放一首与食物和饮料相关的英语歌曲，引导学生进入学习状态。
2.导入（10分钟）：教师向学生展示不同食物和饮料的图片，引导学生进行观察和思考，为新课的学习做好铺垫。
3.新课学习（20分钟）：教师通过展示PPT，引导学生学习食物和饮料的词汇，并通过例句和对话展示一般疑问句的用法。
五年级上册英语说课稿-Unit 3《My father is a writer》(Lesson Re
五年级上册英语说课稿－Unit 3《My father is a writer》（Lesson Revision）｜人教（精通）一、教材分析本节课是《My father is a writer》这一单元的复习课，主要内容是通过运用课文中的语言点，让学生能够更好的运用英语进行交流。
整节课分别包含语法、词汇、听说练习及作业练习。
教学目标：•了解并掌握本单元中的关键词汇。
•能够用英语谈论家庭成员职业。
•熟练运用简单句式描述父母工作。
•增强听力及口语交流的能力。
二、教学重点及难点本集课的教学重点是能够较为熟练地运用“my father/mother is a…”的句型，并且更好的掌握了本单元的词汇。
教学难点是让学生能够在实践中更好的运用已学过的语言点，在听说练习中能够尽可能地表达出自己的含义。
三、教学方法本节课的教学方法采用互动式授课，采用引导式提问和学生主导讨论的方式让学生更好的学习。
同时，本课程也适时设置了听力练习及口语练习环节。
四、教学步骤1.Warm up首先通过PPT展示家庭成员的图片，激起学生对于话题的兴趣，并可以更好的回忆已经掌握的相关词汇。
2.Self-introduction让学生轮流用my father/mother is a 语句介绍自己的家庭成员，同时引导学生加上一两句话对家庭成员的职业进行更详细的描述。
3.Vocabulary revision引导学生对于本单元的关键词汇进行回忆及体会，让学生用有关的形容词来对家人的职业进行语言性描述。
4.Listening practice通过课文的听力练习，在听音的前提下，加强学生的日常生活用语的组织语言能力，同时加强学生对于生活用语的理解。
5.Role play分为小组A和小组B，让同学们通过自己所学的语言点进行对话，让学生间更好的加强交流。
6.Homework家庭作业与上述内容相关，可以较好的考察学生对于本单元所学语言点的掌握程度。
五、板书设计My father/mother is a…职业相关句型writer He/She writesteacher He/She teachesdoctor He/She curesfirefighter He/She savespolice officer He/She protectsmusician He/She playspainter He/She paintschef He/She cooksactor He/She actsengineer He/She designs六、教学反思本节课在运用语言点的方面较好的让学生进行了练习，并且在听力及口语交流的演练以及重点词汇的回忆方面有明显的提高。
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Unit 3 what would you likePart A Let’s try & Let’s talkGood morning, ladies and gentlemen, I am so excited to stand here to present my lesson. Today I will talk about my teaching. It is made up of 6 parts: teaching content, teaching objectives, teaching key and difficult points, teaching approach and learning strategy, teaching procedures and board design. Teaching contentFirstly, I’ll talk about teaching content. It has two parts. The first one is analysis of the teaching material. It’s PEP primary English Book 5 unit 3 what would you like Part A let’s try & let’s talk. The topic is about food. This period is the first lesson in this unit, it’s the basic and important part, it contains the corn sentence patterns: what would you like I’d like …The topic is related to our life, so it’s easy to arouse learners’interest. As we all know, interest is the best teacher for students. If learners get them well, they will be quiet easy to learn the next part, let’s learn, which wants students to learn sandwich, hamburger and the sentences what would you like.The second one is learners. Our students are in Grade 5, they have learned English for 2 years, so they can understand manywords and simple sentences. They are active, eager to show what they know, and interested in new things, I’ll design some interesting activities to attract their attention. Because they are in Grade 5, they have learned some words and sentences about food in Grade 4, such as rice, noodles, vegetables and what would you like for dinner Would you like some… So it’s not so difficult for them.Teaching objectivesNext, I’ll talk about teaching objectives.By the end of the lesson, Enable Ss write down the food they hear when the teacher plays the recorder. Enable Ss understand the main meaning of the dialogue under the help of the teacher and video. Enable Ss understand the meaning of sandwich, hungry and thirsty in the context, and pronounce them right. Enable Ss read the dialogue with right pronunciation and proper tune. Enable Ss role-play in a situation to ask and order food properly with what would you like to eat/drink I’d like…In this lesson, the emotional objectives are to arouse the students’interests in English and to improve their motivation of communication, to develop the spirit of cooperation by pair work and competition, to ask and orderfood politely.Teaching key and difficult pointsThe key points: Word: sandwich, hungry, thirsty. Sentences: What would you like to eat/drink I’d like …The difficult points: the pronunciation of thirsty, role-play in a situation.Teaching approach and learning strategyFourthly, It’s about teaching approach and learning strategy.In this lesson, I will mainly use task-based language teaching method, situational method, game teaching method and communicative language teaching method. Ss will learn this lesson with practice strategy, cooperation strategy. Teacher guide and student centered. I will achieve my lesson with these teaching tools: multimedia, PPT, some food and drink, a food tray, waitress uniform, paper with disordering sentences and some menus.Teaching proceduresI’ll finish the lesson in 5 stepsStep 1. warm up and lead inIn this period, I’ll greet to them and ask students to greet with each other to get easy, then sing a song “BINGO”. Thesecan form a relaxing atmosphere and let the students get ready for the next step. It will cost 2 minutes.After singing, I pretend I’m hungry, (teach the word hungry here) and my friends are hungry, too. Here I will show them a video, the movie Frozen, it’s about Anna and her friends looking for Elsa, but they are lost in a maze and hungry, they need food. In this way, I lead the lesson to food and ask students to help them get food. Play the bingo task game. This will cost 2 minutes.Step 2 presentationThis is the main part, I will divide it into 3 parts: task 1, task 2, task 3.It will take 23 minutes.Task 1. I can say.I will act like a waitress, take out a food tray with lots of food and ask students “what’s this”. After that I will ask “would you like some…”then I will show them sandwich and teach them this word. I will ask some kids to eat some food and drink some water or milk while I’m teaching. Because I always believe: Teach me, I will forget. Involve me, I will remember.Then I will serve students by asking what would you like Andhelp students answer I’d like some…I teach the sentence patterns here.Situational approach is used here.Finish task 1: I can sayPlay a game to consolidate words and sentences.The game is Wooden child.When I read words facing to board, students will read after me. When I read words looking back, students should be quiet.Otherwise, you fail. Students like to play games and they will be very excited and careful.Game method is used here.After that I will show Anna get to the first door and get a sandwich.Task 2 I can listenStudents will hear a sound, it means someone is hungry. I will say what’s that It will arouse Ss’ curiosity.Then show the picture and say,Aha, Sarah, it’s you. you are hungry.Ask Ss what would she like to eatFinish task 2 I can listen, that is let’s try.Write down the words you hear.Check the answer with students.Show Anna get to the second door and get a glass of milk. Task 3. I can readSarah is hungry, let’s see what her mother prepare for her.I will show Sarah and her family’s conversation. Firstly Ss answer some questions, then they read after me, we will meet the word t hirsty here, I will act and explain, show how to pronounce th. Thirdly they read together.I will take out some words and phrases from the conversation, students try to fill in the blanks.At last I give out some paper with disordering sentences, let Ss reorder them and read them loudly.Show Anna get to the third door and get some foodStep 3. PracticeTo learn is to use. So let’s go to step 3 practice.Task 4. I can speak and write. That is ask and answer.Ss will be the waiters and customers in a restaurant.I will divide students into small groups, four in a group, student A, B, C, D. A as a group leader, to organize the group, B as a secretary, to help his team member, C as a writer, to take notes, D as a reporter, to report what they say.I will show them some useful sentences to help them finish the task.Can I help you Yes.What’s your name My name is …What would you like to eat I’d like…What would you like to drink I’d like some…Thank you. That’s OK.(show Anna get to the last door and find Elsa, they are happy. Laughter.)It will cost 8 minutesTask-based language teaching approach, situational and communicative method are used here, and students’cooperation ability will be well developed.Step 4 summaryIt will take 3 minutesIn this step, I’ll guide students to conclude key words and sentence pattern, let them know to ask and order food politely to reach the last emotional objective.Step 5 homeworkIn the end, I will give some homework. It will take 2 minutes.1.Read the words and sentences to your classmates.Sandwich, hungry, thirsty,What would you like to eat/drink I’d like…2.Ask your classmate what would you like for lunch3.Serve your parents politely when you get home.Board designAt last, it’s about the board design. It should be as simple and important as it can be to attract Ss’ attention. I will write the main sentences on the board to help students know the importance. I also paste some pictures, it emphasizes the word sandwich.Unit 3 what would you likePart A 1 let’s try- ask and answerI’m hungry/ thirsty.eat I’d like a sandwich.(picture) What would you like todrink I’d like some water.That’s my teaching, thank you.。