人教版三年级英语第五单元第二课时精品教案
人教PEP版-英语-三年级上册-Unit5第二课时教案
【新思路】Unit5第二课时教案课时目标1. 能听、说、认读单词milk，继续巩固单词Juice，egg和bread。
2. 能听懂、会说句子：Mum，I'm hungry. I'd like some…, please. Here you are. 和Have some…并能在真实的情景中进行运用。
教学重难点1. 重点：能使用句子I'd like…来表达对食物的喜好；能在递上食物时使用句子Have some…2. 难点：在说I'd like…时，遇到可数名词要用复数形式。
媒体链接1. 实物、单词图片和单词卡。
2. 教学挂图和VCD。
3. 录音机和磁带。
教学过程一、热身(Warm-up)1. Sing a song：Old MacDonald教师播放歌曲，学生跟着歌曲录音边唱边做动作。
2. 师生问好：T: Good morning, boys and girls.Ss: Good morning, Miss Gao.T: How are you?Ss: Fine, thank you.二、复习( Revision)1. 全班快速抽读已学的单词：bread, egg. juice2. Play a game：抢读单词活动方式：教师将全班分成若干小组，然后逐个出示一些单词卡片或图片，学生们举手抢答，教师让最先举手的学生读出该单词并说出其中的意思，读对说对给该组记10分，得分最多的组为优胜。
3. Let's do活动方式：教师将食物bread，egg放在讲台上，让一些小老师来发指令：如：Show me your bread. Show me your eggs. Touch the bread. 学生根据指令做动作，边做边重复指令。
三、新课呈现( Presentation)1. 教学句子I'm hungry. Have some bread.(1)教师手捂着肚子说：I'm hungry.教师显出很饥饿的样子说道，然后板书：I'm hungry. I’d like bread.让学生用I'd like…的句型来告诉大家他喜爱的食物。
新人教版PEP三年级英语上册Unit5第二课时公开课教案
Unit5 第二课时参考教案教学目标:1、能听说、认读本课时有关食物的4个单词juice, milk, bread, egg。
2、能听懂、会说：I ’m hungry. Have some bread. 并能在实际情景中运用以上各句子。
要求模仿正确，语调自然。
教学重点：能听说、认读本课时有关食物的4个单词juice, milk, bread, egg。
教学难点：bread 和juice两个单词的发音教具准备：教师准备教材配套录音带。
教学过程：1、热身、复习(Warm-up/Revision)日常口语会话展示。
此次日常口语会话之前，教师提示学生使用句型I have… 和Here you are.复习第一课时学习的对话。
2、呈现新课(Presentation)（1）导入新知识。
教师置疑：你们还记得Mike的妈妈给Mikep准备了些什么食物吗？学生凭借记忆说单词。
（2）教师不对学生的回答做过多评价，提示学生注意观察。
T: Ok. What’s on the table? Let’s see together. Look at it carefully.（3）再次让学生说说都有哪些单词？（4）此环节学习食品单词bread, juice, eggs ，并根据学生情况扩展学习milk. （5）认读词语的学习过程。
指着书上插图中食物单词的英文拼写学习新单词。
目的是将单词的图、形、意相结合，学习单词。
（6）让学生听录音、指单词、读单词。
（7）教师板书单词，学生认读单词。
（8）教师播放教学录音，学生进一步学习。
在此环节中，教师要强调I ’m hungry. 是在表达自己饿了想吃东西。
如：在学生练习对话时，教师引导学生使用I ’m hungry，对全班学生说：I ’m hungry. 然后引导说：Have some bread.3、趣味操练(Practice)（1）让学生操练Let's do部分的游戏。
（2）解释单词eat，drink和have。
三年级英语下册 Unit5 第二课教案 人教PEP
Unit 5 Where is my ruler?第二课时教学设计一、教学设计思路本课时主要教学内容是bus, taxi, bike, jeep的听、说、认读。
本课时中，教师首先通过让学生观察不同玩具的位置，和学生一块chant，导入本课内容。
然后，教师通过简笔画，让学生猜测物品，进行新词的教学；接着，教师采取任务型教学，将学生分组并制定任务：观看视频或或画面展开讨论，活动结束后，进行组与组之间的互评。
最后，通过看图猜词等游戏对本课时单词及一学过的颜色词进行巩固。
二、教学目标（一）知识听、说、认读单词：bus, taxi, bike, jeep（二）能力能够在实际生活中运用这些词。
（三）情感培养学生说英语，作游戏的兴趣以及乐于模仿，积极参与的学习习惯。
三、教学重点单词bus, taxi, bike, jeep难点：短语“Look out!”的理解和运用。
四、教学媒体1．玩具car, bus, taxi, jeep, bike及图片。
2．教学课件。
五、教学过程1．导入教师将不同物品分别放到不同位置，（或者播放课件中的画面）如：将玩具car放到桌子上，将玩具taxi放到桌子里边，将玩具bus放到椅子下边，然后教师和学生一块表演chant：T: Where is the car?S: On, on, on the desk.T: Where is the taxi?S: In, in, in the desk.T: Where is the bus?S: Under, under, under the chair.…2．呈现新课1）教师画简笔画呈现新课A. 教师首先画两个圆形, 即bike的轮廓，让学生猜测：T: What is it?S: It is a bike.（教师画几笔让学生猜测一次，如果学生猜测正确，教师播放课件或录音让学生跟读；如果猜测不正确，教师接着画……）B. 用同样的方法出现其它交通工具bus, jeep, taxi。
最新人教PEP版小学英语三年级下册 Unit 5 第2课时 优质课教学设计
最新人教PEP版小学英语三年级下册 Unit 5 第2课时优质课教学设计一、教学目标1.能听懂、会说日常生活中的物品名称；2.能读和写本课所学单词。
二、教学重难点1.教学重点：学生能够听、说、读、写本课所学单词及其用法；2.教学难点：学生能够正确发音并理解单词的用法。
三、教学准备1.教学课件；2.单词卡片；3.学生本人认识的常见物品。
四、教学过程1. 导入新课（5分钟）1.教师向学生展示常见的日常生活中的物品；2.教师鼓励学生说出物品的名称，并用英语读出来。
2. 学习新词汇（15分钟）1.教师向学生展示本课所学单词；2.教师大声读出单词，让学生模仿跟读；3.教师通过展示图片或物品让学生熟悉单词，并解释单词的意思和用法；4.教师让学生朗读单词，并用单词造句。
3. 扩展与运用（20分钟）1.教师通过图片与学生复习所学单词，并让学生口头描述图片中的物品；2.教师播放跟本课内容相关的英语儿童歌谣或视频，让学生听、看并模仿发音；3.教师让学生自己制作一张单词卡片，在卡片上写下一个英文单词和一个汉语意思，让学生通过卡片交流。
4.总结（10分钟）1.教师让学生回顾本课所学内容；2.通过小游戏或小测试来巩固学生所学内容。
五、课后作业1.教师让学生写出本课所学单词和意思；2.教师鼓励学生将所学内容应用在生活中，在家庭成员中使用所学单词进行交流。
六、教学反思在本堂课中，我在导入环节中通过展示常见物品的方式调动起学生的参与度，并切入本课的主题；在学习新词汇环节中，我结合图片和实物，帮助学生更好地理解单词的意思和用法；在扩展与运用环节，我通过视频和图片等多种形式让学生巩固所学内容。
整堂课设计紧凑，具有很好地可操作性，协调了听、说、读、写四个方面的能力，既注重学生的实际操作，让学生感受到知识的实用性、操作性，也引导学生从字母发音入手，逐渐提升发音、整体理解能力和表达能力。
三年级英语下册 Unit5 第二课时教案 人教PEP
当堂检测：
Listen and draw
(1) Draw a bus .
( 2)Draw a red taxi .
(3)Draw a bike on the chair.
Let’s check (P57书)
3.圈出所学单词并翻译成汉语。
(1) abikefh_______ ________
2.Read after the teacher all the words.
3.Listen to the tape.听音跟读，听音模仿。
4.游戏：猜猜在哪里？
规则：教师在黑板上画一张大桌子，请一位学生背对黑板，然后教师画着taxi等玩具的图片贴在桌子的不同位置，全班学生问：Where is the taxi ?让背对着黑板的学生猜，给他（她）两次机会，如猜对了可以给本组加分，最后评出胜利的一组给予奖励。
重点：听、说、认读单词bus , taxi , jeep ,bike会在实际生活中运用。
难点：短语look out的理解、连读及运用。
三、教学准备
图片、单词卡片、录音机、玩具或自制卡片。
四、教学过程
教学步骤
个案分析
情景引入：
Greeting .
T: Hello, boys and girls.
S: Hello,teacher.
交流研讨（交流记忆单词的好方法）
生生交流
师生交流
质疑答疑
教师做bus与taxi相撞的动作，然后说“Look out.”让学生猜意思“当心”教师及时肯定。
（教师可利用纸团等东西做要打到某个学生的动作来巩固look out.）
专项训练
1.学生分组把自己的玩具或图片由组内一名学生藏起来，问本组其他学生Where is my car?其他组员猜。可用句子In the _____? On the ____? Under the _____？
小学人教PEP版英语三年级上册Unit5 第2课时教学设计
Unit5 第2课时教学设计【内容来源】人教PEP三年级上册Unit5【主题】Let’s eat!【课时】第2课时：A. Let’s learn A. Let’s do一、教学目标1. 能听、说、认读本节课所学的关于食物和饮料的单词：“juice”，“egg”，“milk”，“bread”。
2. 能用英文介绍这些食物。
3. 能听懂一些简单的有关进食的指示语，并能按照指令做出相应的动作。
4. 使学生体会到英语与日常生活的密切联系。
二、教学重难点重点1. 能听、说、认读单词：“ju ice”，“egg”，“milk”，“bread”。
2. 能听懂有关进餐的几个指示语，并按指令做相应的动作。
难点“bread”和“juice”两个单词的发音。
三、教学准备1. 教师准备多媒体课件。
2. 教师准备本课时所学的食物图片。
3. 教师准备教学音频。
四、教学过程Step 1: Warm-up1. 师生问候。
T: Good morning, everyone!Ss: Good morning!T: How are you?Ss: Very well, thanks.2. 教师请三位学生上讲台表演“A. Let’s play”部分的“句子接龙”游戏。
Step 2: Preview教师将上节课学的表示面包、鸡蛋、橙汁的图片贴在黑板上，请学生用句型I’d like ... 说出自己想吃的食物，然后教师将相应的图片给学生，并说：Here you are. Step 3: Presentation1. A. Let’s learn.(1) 教师在黑板上贴上准备好的食物图片，说：“It’s a nice day. Let’s have a picnic here. Juice, eggs, milk, bread. What do you like?”。
S1: I like bread.T: Me too. Here you are. (发给学生一张面包图片)S1: Thank you.S2: I like eggs.T: Me too. Here you are. (发给学生一张鸡蛋图片)...(2) 教师带读本部分表示食物的单词。
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.。
新人教PEP版小学三年级英语下册Unit 5 Period 2 Part A 优质教案
新人教PEP版小学三年级英语下册Unit 5Period 2Part A Let's learn，Let's chant优质教案本课时是第五单元的第二课时。
本课时的教学内容为A 部分的Let's learn和Let's chant。
Let's learn环节通过呈现萨拉请吴斌斌到家里吃水果的情景来学习单词pear、apple、orange、banana。
Let's chant环节是一首歌谣。
歌词主要呈现了五种水果，学生可以通过朗读、演唱歌谣对水果单词的音形义进行巩固操练。
知识目标1．能够听、说、认读单词pear、apple、orange、banana；2．能够将上述生词灵活运用到句型“—Do you like...？—Yes，I do./No，I don't.”中，询问对方是否喜欢某种水果以及回应对方的询问；3．能够演唱Let's chant中的歌谣。
能力目标培养学生的口头表达能力和音乐韵律感。
情感目标教育学生要多吃蔬菜和水果，养成健康的饮食习惯。
教学重点能够听、说、认读单词pear、apple、orange、banana。
教师通过播放音频、示范朗读、让学生跟读、指图片说单词等方式帮助学生记忆生词。
教学难点能够准确运用本课句型“—Do you like...？—Yes，I do./No，I don't.”来询问对方是否喜欢某种水果以及回应他人的询问。
教师通过造句练习或创设情景对话的方式，让学生操练句型，以达到准确运用的目的。
教师：课件、水果。
学生：白纸、彩笔。
Step 1：Warm-up1．教师邀请两组学生来分角色表演A部分Let's talk的对话，让全班学生来评分，看看哪一组表演得更生动、有趣。
2．教师自编chant，带领学生一起说唱，复习上一课时重点句型。
Do you like oranges？Do you like oranges?Yes，I do.Yes，I do.Do you like pears？Do you like pears?No，I don't.No，I don't.教师以让学生表演与评分的形式，复习了上一课时学习的Let's talk的对话内容以及重点句型；然后通过与学生说唱chant，活跃了课堂氛围，并进一步复习了上一课时的内容。
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第二课时
一、教学内容：
Part A Let’s learn & Let’s do
二、教学目标
1. 能听说、认读4个食物单词：juice, egg, milk, bread。
2. 听懂、能在语境中运用I’m hungry! 来表达饥饿，用Have some….来请别人吃（喝）
点儿什么。
3. 听懂有关进餐的几个指令，并按指令做动作能听懂一些简单的指示语。
4 培养爱惜食物，不浪费粮食的情感。
三、教学重难点
1. 食物单词：juice, egg, milk, bread的认读与区分。
2. 听懂有关进餐的几个指令，并按指令做动作。
3. 纠正bread，juice, milk的发音，以及hungry的发音。
四、教学准备
录音机和单词卡
五、教学过程
Step 1 热身（Warming-up）
1. 复习上一节课的内容：I’d like some…./Have some…, too. / Here you are.用以上句型排
火车造句练习。
通过这一活动，既复习了上一节课的句型，同
时也为新课的呈现做铺
垫。
2. 邀请几组学生表演Let’s talk 的对话。
Step 2 新课呈现（Presentation）
1. 教师问学生上节课我们学到了哪几个食物单词？
egg juice bread.
Now I have some new food. Look at this one.
呈现并学习新的食物：milk。
2. 认读区分juice, egg, milk, bread的单词卡片和图片。
然后用Have some….对单词进行替换练习。
3. 教师：I didn’t have breakfast/lunch today.然后摸着自己的肚子，用夸张的语气说：I’m
hungry! 重复几遍，逐步让学生理解该句子的意思，并会用该句子表达饥饿（注
意hungry的发音）。
4. 利用投影仪呈现Let’s learn的图片，然后听录音跟读，做到“眼到、手到、口到、
心到”。
5. 播放Let’s do的录音，引导学生猜出eat/drink的意思，并稍作发音练习。
6. 再次播放Let’s do的录音，教师指导学生边说边做动作。
Step 3 拓展延伸（Consolidation and extension）
1. 游戏：猜一猜
教师出示食物图片的一角，问：What’s this? 看看谁猜得对，并用Have some….来作答。
2. 小组活动
学生分组，小组长引导大家利用图片，请组员吃/喝点儿什么，操练四个食物单词。
然后请两组到前面来表演。
Step 4 总结（Summary）
六、课后反思。