(人教PEP)三年级英语下册教案 Unit5(5)word版

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2024PEP人教版小学英语三年级下册全册教案

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板书设计：
Unit 1
welcome back to school
作业布置：
Apple ant /boy bag /coke coffee
1、 Listen to the recorder 2、 Try to sing the song 教学后记：对对话的理解较好。教学内容：Unit one welcome back to school（4）教学目标和要求：
2024PEP人教版小学英语三年级下册全册教案
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教学内容：Unit one WELCOME BACK TO SCHOOL（1）教学目标和要求： 1、Learn the names. 2、Learn to say “I am from America/Canada/China.” 3、Learn to introduce yourself. 教学重点：Learn to say “I am from America/Canada/China.” 教学难点：Learn to introduce yourself. 教学用具：word cards/pictures。教学过程： Step1:
1、 Revision 2、 Try to learn the letters: A /B/C. 3、 Learn to sing the song :boys and girls 教学重点：Let’s make and Let’s sing 教学难点：Write the name. 教学用具：Tape/word cards/pictures/recorder。教学过程： Step1: Revision 1、 Revise the words 2、 Let’s do. Step2: Let’s say the letters. 1、Learn to say the letters.Aa/Bb/Bc 2\Try to write the letters. Aa/Bb/Bc Step3: Learn to sing 1、 Learn to read the words of the song . 2、 Listen to the recording 3、 Try to sing after recorder 4、 Sing the song together Step4:Summary Step6:homework

三年级下册英语优质教案-Unit 5 Do you like pears？第1课时人教(PEP)

第一课时教学目标1.能听懂并会说句型:Do you like…? Yes, I do. / No, I don't.2.能够在图片、实物或情景的帮助下运用句型:Do you like…? Yes, I do. / No, I don't.询问他人对某物的喜好并回应他人的询问。

3.养成健康的饮食习惯。

教学重点能听懂并会说句型:Do you like…? Yes, I do. / No, I don't.教学难点助词do, don't及名词复数的应用。

教学准备教师:水果实物,与本课时相配套的教学课件,与本课时相配套的教学录音。

学生:课本。

教学方法1.直观教学法教师利用图片或实物来展示水果类名词,同学跟教师朗读对话:Do you like pears? Yes, I do./No, I don't.2.问答式教学法同学们利用手里的水果图片,进行对话练习:Do you like pears? Yes, I do. Here you are. Thanks.教学过程Step 1: Warm-up1.学生自由口语交谈(free talk in pairs)。

2.主情景图(1)教师使用挂图或课件展示主情景图,根据图中孩子们和Sarah一家做沙拉的情景,引出本单元的句型Do you like pears?(2)教师让学生观察约翰是否喜欢吃梨,张鹏喜欢吃什么水果。

(3)教师板书:学校、水果、动物、颜色等主题词。

(4)学生选择与本单元内容匹配的主题词。

(5)播放录音,让学生基本了解本单元的内容。

Step 2: Presentation1.教师出示果篮,果篮里装有实物pears, peaches, oranges, apples, bananas, grapes。

注意:教师果篮中的每种水果应为2个以上,以便学生理解并运用单词的复数形式。

2.教师手举“梨”讲述单词pear,手举“2个或2个以上梨”讲述pears。

(完整)最新版人教版PEP小学英语三年级下册教案(全册),推荐文档

Unit Two My family【教学内容与目标】1 、能听懂会说：father (dad), mother (mom),grandfather(grandpa),grandmother (grandma), man,woman，sister，brother.2、能够听懂、会说、会认读句型：Who’s that man? He’s my father./ Hi, Dad.并能够在具体的语境中灵活运用。

3、能够听、说、读句型Who’s that boy/girl/man/woman? He’s…She’s…Is she your…?Yes/No,she…【教学重点】1、句型：Who’s that man(boy)? He’s my…Who’s that woman(girl)? She’s my…2、词汇：father, mother, mom, woman, man3、能够听、说、读句型Who’s that boy/girl/man/woman? He’s…She’s…Is she your…?Yes/No,she…【教学难点】1、he 和 she 的意义区分及发音。

2、能够理解和运用句型：Who’s that man? He’s my father./ Hi, Dad.并能够听懂、会说、理解句子： This is my friend, Amy.3、掌握四会单词、字母 e 在闭音节单词中的发音第一课时1、教学内容A Let's talk Point and say二、教学目标1、能够听懂、会说、会认读单词：man, father, dad。

2、能够听懂、会说、会认读句型：Who’s that man? He’s my father./ Hi, Dad.并能够在具体的语境中灵活运用。

3、能够听懂指令，按照指令的要求完成 Point and say 的内容。

三、第一次先学后教自学指导1、听录音，理解对话内容；2、回答问题：Who’s he?—he is Amy’s dad;3、在理解对话内容的基础上，和你的同桌演一演对话内容；后教1、 Is she your …?教师拿出自己家庭成员的不同照片，让学生提问，教师根据提问回答。

(完整版)最新人教版PEP小学三年级下册英语Unit5教案(一)

教学重点 1.掌握词汇 watermelon，strawberry，grape 的听、说、认读；
2.句型“I don’t like...”的运用。
教学难点准确读出单词 watermelon 与 strawberry。
教学准备课本、录音机、磁带、相关单词卡片、水果图片、
水果转盘、课件等。
课时安排
3 课时。
设计 duck under run fun
The duck is under the chair.
Duck,run,run,run.
It’s fun.It’s fun.
在本单元的 A 部分学习了字母 u 的一种发音，学习了四种水果单词，学习了如何询问对方是否喜欢吃某种水果以及肯否两种回答。单词 banana 较长，学生读得不准确，课下要多听录音多模仿。
（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）
S1:No,I don’t.
T:Do you like oranges？（教师手中拿着橙子的图片）
8.播放两遍 Read,listen and number.部分的录音，完成题目。播放第三遍录音，检查题目的答案。
9.游戏：唱反调说单词。教师小声说单词，学生大声说。若教师大声说单词，学生就小声说。
作业在家庭作业本上规范地将本课单
词各抄写两行。
设计
板书
Unit 5 Do you like pears?
1.教师在课件上呈现鸭子在椅子下的图片。
T:Where’s the duck?

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。

(人教PEP)三年级英语下册 Unit5 partA Let us talk 说课稿

（人教PEP）三年级下册Unit5 partA Let's talk 说课稿Unit5 Where is my ruler?PartA-Let’s talk向阳小学冯春金一、教材分析教学内容为义务教育课程标准实验教科书PEP教材第二册第五单元第一课时，主要学习教材的Let's talk 部分。

本部分是通过情景会话，让学生学会提问和回答物品所在位置Where's...? It's in / on / under.... ，并能在实际情景中自然运用。

在学、练的同时能听、说、认读以下单词desk ,chair, toy box, in, on, under。

二、教学目标1、知识目标：掌握下列单词的正确发音并能认读：desk ,chair, toy box, in, on, under ；能在实际情景中自然运用提问和回答物品所在位置Where's...? It's in / on / under.... 。

2、能力目标：加强学生语音方面训练，使学生能在现实生活中灵活运用所学英语。

培养学生的合作精神以及观察能力。

培养学生的创造思维能力。

3、德育目标：在学习过程中，能使学生形成好的学习习惯。

三、重点、难点重点：能听、说、认读以下单词desk ,chair, toy box, in, on, under。

能在实际情景中自然运用提问和回答物品所在位置Where's...? It's in / on / under.... 。

难点：正确掌握单词toy box的发音。

能在实际情景中自然运用提问和回答物品所在位置Where's...? It's in / on / under.... 。

四、教学过程1、热身、复习(Warm-up/Revision)在课前，我先和孩子们做了一个奇怪的游戏，比比谁是“邋遢王”。

我们把自己的文具放在自己想要放的地方，无论是桌子上或下或课桌里或椅子下，评出“邋遢王”，在课结束时，我们再评出“整洁王”。

【人教pep版】三年级下册英语教案：Unit 5教案(三)

Unit 5 Do you like pears？教学目标与要求1、能听懂、会说一些进餐时需表达的语言： Let us buy some fruit.Do you like …？Yes，I do。

No，I don，t。

Here you are. Thank you. Have some …。

Can I have some …？并能在实际情景中进行运用。

要求模仿正确，语调自然。

2、能听说、认读pear, apple, banana, orange, watermelon, grape,strawberry等有关水果的单词，并能在日常生活中使用。

3、能正确听，说，读，写单词fun run duck under并知道其在单词中的发音。

A部分第一课时一、教学内容与分析1、Let's talk.本部分通过一个真实自然的情景会话，要求学生能理解对话大意，能用正确的语音语调朗读对话，教给学生如何表达自己喜欢的水果并能在图片、实物和教师的帮助下，在语境中运用Do youlike …？\ Yes ，I do。

No I don’t I like …2. Let's play.本部分通过一个图片的游戏,使学生巩固Let's talk中所学的有关水果的单词以及 Do you like …？\ Yes ，I do。

No I don’tI like …....的用法。

二、课前准备1. 教师准备相关水果的图片卡三、教学步骤1、热身（1）学生自由口语交谈（Free talk in pairs）（3-5分钟）。

（2）复习Unit 4中Let's do部分。

2、新课展示（1）教师先组织学生观察Let’s talk 的教学挂图，引入水果店买水果的话题，然后用实物或图片引出图中单词apple，pear，orange并进行教学。

Look at Sarah and her mother .What are they doing? What can you see ?orange,apple and pear.(2)对话教学①教师让学生看图猜测图中人物的对话。

新人教版PEP三年级英语下册教案—Unit 5教案(一)

Unit 5 Do you like pears?Part A教学内容Let’s talk Let’s play Let’s learn Let’s chant Let’s spell（B Let’s sing）教学目标【知识目标】1.能够掌握A部分Let's learn中的三会单词和Let's talk中的重点句子；2.能够掌握Let's spell中元音字母u在闭音节中的发音规律并正确发音。

【能力目标】能用所学的词汇与句型“—Do you like...?—Yes,I do./No,I don’t.”来询问对方是否喜欢某种水果并回答。

【情感目标】教育学生要热爱粮食，养成不挑食、多吃水果的好习惯。

教学重点1.掌握元音字母u在闭音节中的发音；2.掌握词汇apple，pear，orange，banana的听、说、认读；3.句型“—Do you like...?—Yes,I do./No,I don’t.”的运用。

教学难点1.元音字母u在闭音节中的发音规律;2.能初步了解以do引导的一般疑问句的结构与用法，能进行询问与回答。

教学准备课本、录音机、磁带、相关单词卡片、水果图片、相关的水果、课件等。

课时安排3课时。

教学过程批注一、Warm-up & Revision1.日常口语练习。

T:Good morning/afternoon,class.Ss:Good morning/afternoon,Miss/Mr...2.播放录音，学唱B部分Let’s sing中的歌曲“An apple a day”。

7.点学生读Read,listen and number.部分的八个单词，提醒学生注意字母u的发音。

8.播放两遍Read,listen and number.部分的录音，完成题目。

播放第三遍录音，检查题目的答案。

9.游戏：唱反调说单词。

教师小声说单词，学生大声说。

若教师大声说单词，学生就小声说。

PEP小学英语三年级下册Unit5单元整体教学设计

PEP小学英语三年级下册Unit5单元整体教学设计Unit 5: What do you do every day?Topic: Daily routines and activitiesGrade Level: 3rd gradeDuration: 4 weeksObjectives:1. Students will be able to express and describe their daily routines and activities2. Students will be able to use present simple tense for different subjects and verbs3. Students will be able to write short paragraphs describing their daily routines4. Students will be able to participate in group discussions about daily routines and activitiesMaterials:1. Textbook: PEP小学英语三年级下册Unit5教材2. Audio recordings of daily routines and activities3. Flashcards and picture cards for daily routines and activities4. Worksheets and exercises for practice5. Whiteboard and markers6. Classroom objects and props for interactive activities Procedure:Week 1:Introduction and Vocabulary Building (2 days)1. Introduce the unit topic and objectives to the students2. Use flashcards and picture cards to teach and practicevocabulary related to daily routines and activities3. Play audio recordings of daily routines and activities and have students identify the corresponding picture or card4. Use the whiteboard to write and practice simple sentences using present simple tense for different subjects and verbsGrammar and Sentence Structure (2 days)1. Teach the present simple tense for different subjects and verbs (I, you, he/she/it, we, they)2. Provide examples of sentences using present simple tense for different subjects and verbs3. Conduct group activities where students can use present simple tense to talk about different daily routines and activities4. Assign worksheets or exercises for homework to practice using present simple tenseWeek 2:Interactive Activities and Practice (2 days)1. Use props and classroom objects to conduct interactive activities where students have to describe their daily routines and activities2. Divide students into groups and have them discuss their daily routines and activities using present simple tense3. Play games like "I Spy" or "Charades" to reinforce vocabulary and sentence structure4. Assign projects where students have to create a visual representation of their daily routine or write a short paragraph about their daily routineWriting and Speaking Practice (2 days)1. Conduct writing exercises where students have to write shortparagraphs describing their daily routines2. Use the whiteboard to display a sample paragraph and break it down into simple sentences using present simple tense3. Have students practice speaking and presenting their paragraphs in front of the class4. Provide corrective feedback and encourage students to ask questions and clarify doubts.Week 3:Reading and Listening Comprehension (2 days)1. Use the textbook and supplementary materials to conduct reading comprehension exercises related to daily routines and activities2. Ask questions about the text and have students summarize the main ideas and information3. Conduct listening comprehension exercises where students have to listen to audio recordings and answer questions related to daily routines and activities4. Assign individual exercises or projects to reinforce reading and listening comprehension skillsGroup Presentations and Discussions (2 days)1. Divide students into groups and have them present their projects related to daily routines and activities2. Encourage group discussions where students can ask questions and provide feedback3. Use discussion prompts or role play scenarios to facilitate group discussions4. Provide feedback and encouragement to foster critical thinking and communication skills.Week 4:Review and Assessment (2 days)1. Use the last 2 days to review all the topics covered throughout the unit2. Conduct a formal assessment where students have to write short paragraphs or answer questions related to the unit objectives3. Review the assessment with the class and provide corrective feedback and guidance4. Encourage students to ask questions and clarify doubts related to the unit objectives.Conclusion:By the end of the unit, students should be able to express and describe their daily routines and activities using present simple tense for different subjects and verbs. They should also be able to write short paragraphs and participate in group discussions about daily routines and activities. The unit should provide a solid foundation for future language learning by reinforcing critical thinking, communication, and literacy skills.Throughout this unit, students will engage in a variety of activities to help them develop and refine their language skills related to daily routines and activities. These activities will include vocabulary building, grammar lessons, interactive activities, writing exercises, reading comprehension exercises, listening comprehension exercises, and group discussions.To begin the unit, students will be introduced to the unit topic and objectives. This will help students understand what they will be learning and what they are expected to achieve by the end of theunit. This introduction will also serve as a foundation for the restof the activities throughout the unit.After the introduction, students will engage in vocabulary building activities. These activities will involve the use of flashcards and picture cards to teach and practice vocabulary related to daily routines and activities. The cards will be accompanied by audio recordings of daily routines and activities, which will help students identify the corresponding picture or card. Additionally, simple sentences using present simple tense for different subjects and verbs will be written on the whiteboard and practiced by students.The grammar lessons of this unit will focus on the present simple tense for different subjects and verbs. For example, students will learn to use "I go to school" or "She brushes her teeth." Following the grammar lessons, group activities will be conducted where students can use present simple tense to talk about different daily routines and activities. This will help them to internalize the knowledge they have learned and begin using it in a meaningful way. Ultimately, the students will practice using present simple tense with worksheets and exercises that will be assigned as homework.Next, interactive activities and speaking practice will be conducted. Props and classroom objects will be utilized to conduct interactive activities. For example, students might use toy cars or figurines to act out different routines to reinforce vocabulary and sentence structure. Additionally, students will be grouped together to discuss their daily routines and activities using present simple tense. Games such as "I Spy" or "Charades" will be played toencourage vocabulary acquisition and sentence structure building. Finally, students will be allowed to produce visual representations of their daily routines or write short paragraphs about their daily routines.Following these activities, reading and listening comprehension exercises will be conducted. The objective of these exercises is to help students understand texts and audio recordings about daily routines and activities. Reading comprehension exercises will require discussions and summaries of the text's main ideas and information, while listening comprehension exercises will require students to listen to audio recordings and answer questions related to daily routines and activities. Individual exercises or projects will be assigned to reinforce reading and listening comprehension skills.The final two days of the unit will be dedicated to review and assessment. This will include formal assessments where students will have to write short paragraphs or answer questions related to the unit objectives. The assessment will be followed by a review of the unit with the class. This is an opportunity for students to ask questions and clarify doubts related to the unit objectives.In conclusion, this unit focuses on the development of language skills related to daily routines and activities. The activities included in the unit, such as vocabulary building, grammar lessons, interactive activities, writing exercises, reading comprehension exercises, listening comprehension exercises, and group discussions, will help students achieve the objectives of the unit. Additionally, these activities will also foster critical thinking, communication, and literacy skills. Ultimately, this solidfoundation will prepare students for future languagelearning.Throughout the unit, the teacher will facilitate a learner-centered approach to instruction. This means that students will be actively engaged in their own learning through hands-on activities, individual and group work, and self-reflection. The teacher will act as a facilitator of this learning process, providing guidance and feedback to students as necessary.One key aspect of the unit will be the use of authentic materials related to daily routines and activities. This will include real-life photos, videos, and audio recordings that depict daily routines and activities in different contexts. By using authentic materials, students will be able to develop their language skills in a more meaningful and relevant way.Another important element of the unit will be the use of formative assessments. This means that throughout the unit, students will be given opportunities to demonstrate their understanding of the material through a variety of assessments, such as quizzes, worksheets, and speaking assignments. The teacher will use this information to provide feedback and support to students as they continue to develop their language skills.One challenge of teaching language related to daily routines and activities is that it can sometimes be seen as a "low-stakes" topic. Students may feel that it is not as important to learn how to talk about their daily routines as it is to learn more "academic" subjects. However, the teacher can help students see the value of developing their language skills in this area by emphasizing the practical applications of this knowledge in their daily lives. For example,being able to communicate effectively about their routines and activities can help students navigate social situations, make plans with friends, and interact with people from different cultural backgrounds.Overall, this unit on daily routines and activities will provide students with a strong foundation in language skills that will serve them well in future language learning and in their lives beyond the classroom. By using a variety of instructional strategies and materials, and encouraging students to take an active role in their own learning, the teacher can help students develop their language skills in a meaningful and engaging way.这篇文章介绍了一种教学领域中的学习方法，旨在帮助学生掌握关于日常生活和活动的语言技能。

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【课题】Unit Five Where is my ruler?
【教学重点】日常用语Where’s …? 及其 It’s in / on / under….
【教学难点】句子: Where is my car? In the toy box? 的理解
【教具准备】
1 教师准备教材配套的录音带。
2 教师准备 Let’s talk 部分的教学课件。
3 教师和学生都准备 pen, pencil, ruler, eraser, bag 等文具和car, toy box, ball,
plane, doll 等玩具。

4 教师准备所学单词的卡片和图片。
5 学生准备白纸和水彩笔，准备画画用。
6 学生按小组准备眼罩。
【教学过程】
1 热身、复习 (Warm-up/Revision)
（1）学生日常用语练习。
（2）游戏 Show me the …
教师或学生说单词，如pencil 一词，师生共同说Show me the pencils. 师生举
起铅笔。这样，用同一种方法练习其它文具类单词。教师和学生共同游戏，可增
进游戏效果和师生间的交流。

（3）教师播放第一册Unit 2 B部分 Let’s chant 的录音，学生边听边拍手，有
节奏地吟唱。

2 呈现新课 (Presentation)
（1）游戏：“捉迷藏”
教师出示文具pen, pencil, ruler, eraser, bag …… 让学生自由用英语表述，之后
告诉学生：All of these are mine. They can move. Please close your eyes. 告诉
学生我的文具也长了脚，可以和同学们做捉迷藏的游戏，请把眼睛闭紧。教师将
其中一个文具，如：ruler 藏在某个同学的课桌底下，问：Where is my ruler? 学
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生自由讨论，能用英语的说英语，不会的单词可做动作表示。用此方法引出单词：
in, on, under 的教学。并让学生看词卡，认读单词,最后将词卡贴在黑板上。

（2）动一动：为了复习介词in, on, under ，设计“动一动”的活动。
教师告诉学生左手是地点，右手是物品。当教师说其中的某个单词时，学生用两
手表示出某物所在位置。如：in ，学生应将右手放到左手中，并将右手包紧，
表示in 。

on 是将右手放在左手上。
under 将右手放在左手底下。
（3）教师播放Let’s talk部分录像，初步了解新对话内容。并提问：
What can you see? 学生可根据记忆说单词或句子，目的在于训练记忆和表述英
文。学生说多说少教师都应给予鼓励。

（4）再次观看课件。之后找学生选择教师手中的物品，按其顺序表演对话并摆
放物品。

a. 在 car, toy box, ball（转载自第一范文网m，请保留此标记。）, plane, doll 等
玩具中选择所用物品。

b. 在课桌上寻找并摇头说：No.
c.在toy box 中寻找并说：No.
d. 发现玩具车就在椅子底下。
学生表演的同时，教师放慢速度用英语表述。
（5）播放Let’s talk部分动画，学生跟读。还可让学生扮演角色, 和动画对话。
提示学生：当你想询问某物在哪里，可以说：Where is …?
3 趣味操练 (Practice)
（1）游戏：Listen and do
按教师的指令做动作或摆放物品。比一比，谁能将所有的动作坚持到底。指令如
下：

Put the left hand on your head. 教师适当提示left 的含义。