人教PEP版英语三年级下册Unit 5 第二课时教学教案
第二课时课时内容A. Let’s learn; Let’s do课时分析Let’s learn部分依照惯例，仍然是重点词汇和重点句式的呈现、学习。
本环节中呈现了一张餐桌，餐桌上摆着四种水果。
Sarah正在和吴一凡进行交流，询问吴一凡对水果的好恶。
由餐桌上摆放的水果引出了本单元的四会词汇：apple, pear, orange, banana。
以及重点句式：Do you like ...? Yes, I do. 由于重点句式在前一课的Let’s talk部分已经出现过，学生已经有了初步的理解和使用，所以此课时重点要让学生学习如何替换重点词汇进行表达，能够认读重点句式。
四个四会词汇在上一课时出现了三个，上一课时的主要目标是能够听懂、会说这些重点词汇，本课时在此基础上，还要让学生能够认读这些表示水果的单词。
Let’s chant是有关水果的一个小歌谣。
主要句式为：I eat apples。
学生会了解到两个口语词汇：yummy和tummy，还有一个名词bowl。
在唱这个歌谣时，学生能够重复说出四种水果的名称，从而起到操练重点词汇的目的。
课时目标1. 能够听懂、会说、认读单词：apple, banana, pear, orange。
2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Do you like ...? Yes, I do. / No, I don’t.3. 能够在与同学合作对话和唱一唱、说一说等活动中掌握重点词汇及句式。
课时重难点1.重点：能够听懂、会说、认读单词：apple, banana, pear, orange能够在真实或虚拟的情景中听懂、会说、认读句式：Do you like ...? Yes, I do. / No, I don’t.2. 难点：能够准确使用重点句式及重点词汇来询问他人对于水果的好恶。
教学准备1. 多媒体课件、录音机、磁带2. 水果图片、水果实物、单词卡片教学过程Step 1 Warm up1. 播放歌曲Apple tree。
学生先听，再歌唱。
Apple red, apple round, apple juicy, apple sweet. Apple, Apple, I love you. Apple sweet I love to eat.Teacher：Boys and girls, let’s listen to a song about apples.Teacher：Can you sing with it?设计意图：本单元的中心话题围绕水果展开，以这样一首以苹果为主题的儿童歌曲开始课程，既可以把学生的注意力始终放在水果上，也能使他们积极愉快地进入本课时的学习。
✪Step 2 Lead in1. 展示苹果图片，与学生针对苹果进行交流，并引出另外一种水果，初步展示词汇和重点句式。
Teacher: What’s this? Yes, it’s an apple. （板书单词）A sounds /æ/. It has two ps. Let’s spell and read it together, a-p-p-l-e, apple. Do you like apples?Teacher: Look at this fruit. What’s this? Yes, It’s an orange. Say with me, please, an orange. Let’s spell it. o-r-a-n-g-e, orange. Do you like oranges?设计意图：以上环节中的主题——苹果——引入本课的学习。
因上一课时此单词已经出现过，本课重在强调单词的拼写、认读。
以同样的方式复习呈现本课的另一重点词汇：orange。
✪Step 3 Presentation1. 播放课文录音，回答问题。
Teacher：What does Wu Yifan like? Le t’s listen to the tape. Listen carefully and try to find the answer.Teacher: Now, show me your answer, please.设计意图：以问题衔接上一环节，同时引出课文内容，让学生带着问题倾听。
2. 播放课文录音，学生跟读。
Teacher：Listen to the tape again. Read with it this time.3. 展示课文中出现的图片，指向水果，学生说出单词，并进行交流。
Teacher: Look at the picture. What do you see? Who is she? Who is he? What’s this? Say with me, pear. We can see an ear in the pear. Let’s spell it, p-ear, pear. Wha t’s this? Yes, it’s a banana. How many as in it? How many ns in it? Le t’s spell it together, b-a-n-a-n-a, banana. Do you like bananas?设计意图：在学生能够正确朗读本课重点单词及重点句式之后，利用课文提供的图片，来讲授其他两个单词的拼写及发音。
在讲授中引导学生观察单词的特征，提高他们记单词的效率。
✪Step 4 Practice1. 以游戏操练单词。
先出示四种水果的图片，再突然消失其中一个，请学生说出消失的水果是哪一种。
练习几次之后，变成出示四种水果的单词，再随机使其中一个消失，请学生说出消失的是哪个单词。
Teacher：Let’s play a game. What’s missing? Now, look at these four pictures. What are they? Good, you know them all. Oh, now there are three pictures. What’s missing? Put up your hands and say your answer.Teacher: This time, we can see four words. Can you read it one by one? Now, watch carefully. What’s missing? Can you say the word? Can you spell it?设计意图：以游戏的方式来操练单词。
虽然是一种形式，但第一轮的游戏旨在检验学生能否正确理解单词，能否将单词的发音与其含义正确匹配。
第二轮的游戏重在检验学生能否正确认读单词。
2. 游戏：猜单词。
仍然分两个轮次。
将apple, orange, pear, banana, fruit五个单词卡的背面朝向学生，打乱顺序，请学生猜测是哪个单词。
第二个轮次，教师描述水果的样子，请学生猜出单词。
Teacher：Here’s another game for you. Let’s guess the word. We have five pictures of fruit here. Now I turn them back. （抽取任意一张）What’s this? Guess. You can say like this. Is it an apple? Is it an orange?Teacher: Now, listen carefully. I’ll give you some words about one kind of the fruit. Please guess what it is. The first one, red, green, yellow, sweet. What is it? Next one, yellow, juicy, sweet, what is it? Yellow, long, sweet, what is it?设计意图：第一轮游戏，学生在没有任何提示的情况下猜单词，他们会反复重复本单元学到的几个单词，比起机械性地重复，这种游戏性的更有趣，他们也会更主动，记忆的效果更好。
第二轮，虽然还是猜，但是却考查了学生对于几个新学单词的理解。
3. Let’s chant. 播放韵句，观察教材中图片，用动作使学生理解韵句的内容。
Teacher: Time for a chant. Listen to a chant, please.Teacher: Look at the picture. What can you see? You can see Zoom. He eats many apples, pears, grapes, oranges and bananas. Look at his tummy. Oh, it’s so big. He eats too much fruit. Why does he eat too much? Because the fruit is yummy. (通过表情使学生明白yummy的意思)设计意图：通过谈论图片、观察图片来引导学生理解韵句的意思。
一方面可以使学生比较直观地获得新知识的相关信息，另一方面也培养了学生搜集信息整理信息的能力。
4. 再次播放韵句，学生跟读。
Teacher: Le t’s listen to the chant again. This time please follow it.5. 学生练习说唱韵句，并表演。
Teacher: Practice the chant freely. Then please show it. You can do it yourself. And you can do it in groups. Let’s find the best one.设计意图：通过跟读，使学生能够掌握韵句的正确读音。
在练习之后，让学生用自己喜欢的方式或独自或结组来表现，可以大大激发他们参与的积极性。
同时，他们自己创造的动作也可以帮助他们理解和记忆韵句的内容。
Step 5 Summary出示本课中的四个重点水果词汇及韵句中出现的葡萄，共五种水果，老师出示的数字，学生读相应的遍数，并齐说、齐答句子。
Teacher：Now I will show the fruit quickly. And I will say a number. I say one, you read the word one time. I say three, you read the words three times. Are you ready?Teacher: Let’s say together. Do you like apples? Yes, I do. Do you like pears? Yes, I do. DO you like bananas? Yes, I do. Do you like oranges? Yes, I do. Do you like grapes? Yes, I do. Do you like fruit? Yes, I do!设计意图：以快速朗读单词和齐唱句子来结束课程，加深学生的记忆。
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。
小学英语PEP人教版三年级下册《Unit 5 Where is my ruler》教案第二课时
小学英语PEP人教版三年级下册《Unit 5 Where is my ruler》教案第二课时一. 教材分析《Unit 5 Where is my ruler》是人教版PEP小学英语三年级下册的一单元，主要学习方位词以及一般疑问句。
本课时为第二课时，主要通过各种任务型活动让学生在实际情境中运用一般疑问句和方位词进行交流。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
二. 学情分析三年级学生已经掌握了基本的日常英语用语，具备一定的听说读写能力。
但对于一般疑问句的构成和运用还不够熟练，对于方位词的理解和运用也处于初级阶段。
因此，在教学过程中，需要注重学生语言实践的机会，让学生在真实的语境中学习、理解和运用语言。
三. 教学目标1.知识目标：学生能够听懂、会说、会读方位词nearby, far, here, there以及一般疑问句Where is my ruler? Is your ruler here?2.能力目标：学生能够在图片或情景的帮助下，正确使用本节课所学的一般疑问句和方位词进行简单的交流。
3.情感目标：培养学生热爱生活，热爱学习的良好情感。
四. 教学重难点1.重点：学生能够掌握并能熟练运用方位词以及一般疑问句进行交流。
2.难点：学生能够正确运用一般疑问句询问物品的位置。
五. 教学方法采用任务型教学法，通过各种实际情境让学生在实践中学习、理解和运用语言。
同时，运用情境教学法和交际教学法，让学生在真实的语境中学习，提高学生的语言运用能力。
六. 教学准备1.准备教材、PPT等教学资料。
2.准备与课程相关的水果、文具等物品。
3.准备教室环境，以便于学生进行实际操作。
七. 教学过程1.导入（5分钟）通过歌曲或游戏，引导学生进入学习状态。
然后，教师向学生提问：“Can you find your ruler?”，引导学生回答：“Yes, I can.”或“No, I can’t.”，为新课的学习营造轻松的氛围。
英语人教版三年级下册人教PEP 三年级下册 Unit5 第2课时教学设计
人教PEP 三年级下册 Unit5 第2课时教学设计【内容来源】人教PEP 三年级下册 Unit5【主题】Do you like pears?【课时】第2课时：A. Let’s Talk A. Let’s play一、教学目标1. 能听懂、会说、运用句子“Honey, let’s buy some fruit.”“Do you like oranges?”，“Yes, I do.”，“No, I don’t.”，“I like apples.”“Here you are.”并能灵活运用这些句子进行交流。
2. 主语是非第三人称单数的一般疑问句的构成及其肯定和否定回答。
3. 通过创设买东西的情景，让学生在模仿、学习、表演的基础上逐步达到自然与真实运用的目的。
4. 会用句型“Let’s...”提出建议。
5. 在互动和交流中培养学生对英语学习的兴趣。
二、教学重难点重点1. 能听懂、会说、运用句子“Honey, let’s buy some fruit.”“Do you like oranges?”，“Yes, I do.”，“No, I don’t.”，“I like apples.”“Here you are.”并能灵活运用这些句子进行交流。
2. 主语是非第三人称单数的一般疑问句的构成及其肯定和否定回答。
难点1. 主语是非第三人称单数的一般疑问句的构成及其肯定和否定回答。
2. 句型“Let’s...”的运用。
三、教学准备与本课时相关的教学课件。
四、教学过程Step 1: Warm-up1. 打招呼。
T: Good morning/afternoon, everyone.Ss: Good morning/afternoon, teacher.T: Welcome back to class. Nice to see you again.Ss: Nice to see you, too.2. 教师播放“A. Let’s chant”部分的歌谣，全班学生跟录音唱歌谣。
(人教PEP)三年级英语下册教案 Unit 5 Lesson 2(1)
（人教PEP）三年级英语下册教案Unit 5 Where is my ruler? Lesson 2 PEP Book2 Unit 5 Where is my ruler? Part(B) Let’s learn学习目标语言知识语言技能情感态度a.能听说、认读本课的四个单词lampwalkman desk chair .b.灵活掌握询问方位的交际用语。
能在恰当的场合正确,运用方位语替换所学单词。
培养学生热爱生活的情感，感知英语学习的快乐，培养学习英语的兴趣。
重点掌握单词：lamp walkman desk chair难点认读新词：lamp walkman desk chair教具a.本课生词的单词卡片b课文的配套挂图c.相配套的教学录音带教环节师生活动设计意图学过程Preparation准备活动Warm-up/Revisiona. Enjoy a song <Hide and Seek>b. Guess GameT: Close your eyes please, Let’s play a game .Where is myEnglish book? please guess.Ss: It’s in\under \on ……猜中的同学可以将自己的学习用品等藏起来让其他学猜，依次轮流，之后换过来，教师把该生的学习用品，全班运用句型Where is your pen\book …? 该生根据学生声音大小寻找学习用品，c. Where is it?PPT出现一个足球在箱子变换的位置，让生根据变化位置不同，描述其位置的变化。
培养学习英语气氛，复习主句型where is …?猜谜语游戏全员学生都爱参与，让学生大胆开口说英语，来表达自己猜中率，很好的复习了方位介词，充分激发学生学习的激情，新课开始前就给学生培养兴趣。
在前面单词句型复习基本掌握基础上，滚动呈现运用所学知识，让生层层递进习的知识。
P r e s e n t a t i a. 点击课件出示man 在学校的图片。
三年级英语下册Unit5第二课时教案人教PEP
人教PEP三年级下册英语Unit 5 Where is my ruler?第二课时【教学目标】1.能听、说、读、写表示交通工具的单词：bus, taxi, jeep, bike以及短语“look out”。
2.给学生提供一个在实际生活中运用语言的机会，巩固询问和回答物品所在的位置的句型Where’s …? 及其It’s in / on / under…【教学重点】1.表示交通工具的单词：bus, taxi, jeep, bike。
2.短语“look out”的理解及其恰当使用。
3.熟练且正确使用提问和回答物品所在位置的句型：Where’s …? 及其It’s in / on / under…【教学难点】物品方位的准确表达，并能在现实生活中灵活运用本课时所学的重要句型。
【教学准备】1.与本课时相关的教学挂图和配套录音。
2.教师和学生都准备所学单词的玩具。
3.教师准备所学单词的卡片和图片。
4.教师给学生准备作为奖励的小礼物。
【教学过程】Step 1:Warm-up1.教师热情地和学生打招呼问好，就上个课时的教学内容做Free Talk。
这是学生喜欢的一项活动，只有通过师生或生生间大量的语言交流，才能培养学生用英语交际的能力。
课堂上的Free Talk 是培养学生听说能力的有效方式。
2.教师请几组同学到台前来表演上个课时所学的对话内容，让学生在自由的表演复习再现所学知识，鼓励学会可以自己增减单词或者句子，提高了课文对话练习的趣味行，也为学生搭建了自主学习的平台。
最后教师要对在练习中表现优秀的同学给与一定形式的奖励，以激发学生学习的热情，达到更好的英语学习效果。
Step 2: Presentation1.教师用简笔画首先画两个圆形, 问：What is it? 学生回答： It is a bike.之后用同样的方法出现交通工具bus, taxi。
2.教师故意让bus 和taxi相撞，然后说：“Look out!”借助图画让学生明白这个词组的意思是“当心，留神”。
人教版三年级英语下册unit5教案设计.docx
Unit 5 Do you like pears?教学目标1・掌握“三会”单词“pea严，“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・扌丁招口乎。
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.I t 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 cat 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 _____？
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。