新PEP三年级下册unit-5-教学设计

最新人教PEP版小学英语三年级下册 Unit 5 第5课时优质课教学设计教学内容本课时为小学英语三年级下册 Unit 5 的第5课时，主要围绕家庭成员的介绍和描述。

学生将通过学习本课时的内容，掌握如何用英语介绍家庭成员，并能简单描述他们的外貌和性格特征。

教学目标1. 学生能够听懂、会说、会读本课时所学的家庭成员词汇和描述词汇。

2. 学生能够运用所学词汇和句型介绍家庭成员，并能简单描述他们的外貌和性格特征。

3. 培养学生的听说能力和表达能力，提高他们的英语语言运用能力。

教学难点1. 学生对于家庭成员词汇的发音和拼写可能存在困难，需要教师提供正确的示范和指导。

2. 学生在描述家庭成员的外貌和性格特征时，可能不知道如何运用合适的词汇和句型，需要教师提供帮助和引导。

教具学具准备1. 多媒体设备：用于播放课件和视频，展示教学内容。

2. 教学卡片：用于展示家庭成员的图片和单词，帮助学生记忆和理解。

3. 学生练习册：用于学生进行练习和巩固所学知识。

教学过程1. 导入：教师可以通过与学生进行简单的对话，引导学生回顾已学的家庭成员词汇，为新课的学习做好铺垫。

2. 呈现：教师利用多媒体设备展示家庭成员的图片和单词，引导学生学习新课的词汇和句型。

教师可以通过示范、模仿和练习等方式，帮助学生掌握正确的发音和用法。

3. 练习：教师设计一些练习活动，如角色扮演、小组讨论等，让学生运用所学词汇和句型进行实际操作。

教师可以给予适当的指导和反馈，帮助学生巩固所学知识。

4. 产出：教师组织学生进行课堂展示，让学生运用所学词汇和句型介绍家庭成员，并能简单描述他们的外貌和性格特征。

教师可以给予肯定和鼓励，激发学生的学习兴趣和自信心。

板书设计1. 在黑板上写出本课时的和教学目标，让学生明确学习内容和目标。

2. 在黑板上展示家庭成员的图片和单词，帮助学生记忆和理解。

3. 在黑板上列出重点句型，并给出一些示例，帮助学生运用所学知识。

作业设计1. 听力练习：学生听录音，完成家庭成员的听力练习。

人教PEP版英语三年级下册Unit 5《Do you like pears》单元教案一. 教材分析人教PEP版英语三年级下册Unit 5《Do you like pears》主要围绕着水果的主题展开，通过学习本单元，学生能够掌握关于水果的词汇，如pear, orange, banana, grape, watermelon等，以及句型“Do you like…?”和“Yes, I do./ No, I don’t.”，同时能够运用所学知识进行简单的日常交流。

二. 学情分析三年级的学生已经有了一定的英语学习基础，能够进行简单的英语交流，但对于新的词汇和句型还需要通过图片、实物等直观教具进行辅助学习。

此外，学生的学习兴趣和积极性对于英语学习非常重要，因此在教学过程中应注重激发学生的学习兴趣。

三. 教学目标1.知识目标：学生能够掌握关于水果的词汇，如pear, orange, banana,grape, watermelon等，以及句型“Do you like…?”和“Yes, I do./ No, I don’t.”。

2.能力目标：学生能够运用所学知识进行简单的日常交流。

3.情感目标：培养学生的学习兴趣，激发学生积极参与课堂活动。

四. 教学重难点1.重点：掌握关于水果的词汇和句型“Do you like…?”和“Yes, I do./ No, Idon’t.”。

2.难点：能够运用所学知识进行简单的日常交流。

五. 教学方法1.情境教学法：通过设置水果店的情境，让学生在实际情境中学习和运用英语。

2.游戏教学法：通过水果接龙、水果猜谜等游戏，增加课堂的趣味性，提高学生的学习积极性。

3.任务型教学法：通过小组合作完成任务，培养学生的团队合作能力。

六. 教学准备1.教具：水果图片、实物水果、卡片、课件等。

2.场地：教室内的座位排列成水果店的形式。

七. 教学过程1.导入（5分钟）a.教师带领学生唱英文歌曲《Fruit Salad》。

pep人教版三年级英语下册第五单元Unit5教案含教学反思2.能够在图片和老师的帮助下，在语境中运用“Doyoulike…?Yes,I do./No,I don't.”来询问他人对水果的好恶。

能够在这个句型中正确运用名词的复数。

单词和核心句型的研究。

句子在情景中的运用。

课件卡片一）热身（Warm-up）：师生日常对话，相互问好。

二）新课呈现（n）：1.教师通过课文配图上的水果教授单词apple,pear和orange。

2.教师把苹果图片贴在黑板上，用“Doyoulikeapples？”提问一个学生（注意强调apples末尾的s），在该学生回答“Yes.”的情况下引导他用“Yes,I do.”回答，并在图片旁画上一个笑脸帮助学生理解答句的意义。

引导说“No.”的学生用“No,I don't.”回答，并在图片旁画上一个哭脸。

教师多提问几个学生。

3.对话教学。

1）组织学生对对话内容进行预测。

2）播放录音，请学生回答以下问题：①Does Sarah like pears?②Does Sarah like oranges?③What do they buy?3）请学生打开课本听对话，教师对语言点进行解释。

4）学生跟录音朗读对话，然后进行角色扮演。

4.完成Let's play。

三）巩固与拓展（n and n）：1.小组举动：猜猜你的组员喜欢甚么水果。

学生用句型Doyoulike…?询问组员，直到对方回答Yes,Ido.为止。

2.做游戏：找朋友。

1）教师指着黑板上的apple,orange和pear逐一用句型Do youlike…？询问学生，每个学生只能选择自己最喜欢的一种水果回答Yes,要求学生不要说出自己的答案。

2）教师先告诉学生自己喜欢的水果，如：I like apples.I want tofind my friend.然后随机挑选一个学生问：Do you like apples？假如学生的回答是No,Idon't.教师就询问下一个学生。

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。

PEP版三年级下册英语《unit5ALetslearn》教案设计PEP版三年级下册英语《unit5 A Let’slearn》教案设计PEP版三年级下册英语《unit5 A Let’s learn》教案设计Unit 5 Doyoulikepears?A Let’s learn【教学重点】句型o you like…? Yes, I do. No, I don’t.单词：pear, peach, orange, watermelon.字母：O，P，Q.【教学难点】单词和句型的掌握【教具准备】1教材配套歌曲的录音带。

2 Let’s learn!部分的教学课件。

3准备pear, pears, peach,peaches,orange,oranges,watermelon,watermelons的课件。

4 准备四线三格教学O，P，Q。

【教学过程】一、热身、复习 (Warm-up/Revision)复习字母A－N。

二、呈现新课 (Presentation)1、同学喜欢吃什么水果？2、今天我们一起逛超市，看看都有什么水果？3、出示pear, pears, peach,peaches, orange,oranges,watermelon,watermelons的课件。

4、引入句子Do you like…? Yes, I do. No, I don’t.让学生把pears, peaches,oranges,watermelons放入句子中进行替换练习。

5、趣味操练 (Practice)老师准备好的水果的图片，按照Let’s talk部分的内容，更换所学单词，练习对话。

同桌同学为一组，用自己课本上的水果图片做操练。

并把：Do you like peaches?Do you like peaches?Yes,I do.Yes,I do.Do you like oranges?Do you like oranges?No,I don’t.No,I don’t.的句子读两遍。

授课时间：—月日第周总第—课时1 热身、复习(Warm-up/Revision)(1)学生自编日常对话及口语练习(2)教师播放歌曲，师生共同演唱。

2 呈现新课(Presentation)(1)教师出示果篮，果篮里装有实物pears, oranges, apples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。

以次类推学习oranges, apples,(3)学生各自拿着自己准备好的水果(也可用图片代替)练习句型，先说自己喜爱的水果，再询问对方是否爱吃Ilike …Do you like …？回答语为：Yes, I do. / No, I don ' t.(4)教师播放Let' s talk 部分的教学磁带学生跟读Let' s talk 部分的内容。

特别强调Do you like peaches? Yes, I do. No, I don' t.3 趣味操练(Practice)授课时间：—月___________ 日第____________ 周总第—课时授课时间：—月___________ 日第____________ 周总第—课时教学过程、热身/ 复习(Warm-up/Revision )1、 表演 A 部分 Let ' s talk < 小组表演的形式展示对话。

2、 g ameI like …孩子在小组里说说。

二、呈现新课(Presentation )1、 教师在黑板上贴上各种的水果，装扮成一个水果店。

教师说：“ Look, there are many fruits. ” 教师指着 许多的水果，重复“fruits ” 一词。

2、 教师提问：“ What do I like? Can you guess? ” 引导孩子用：“ Do you like …？”进行猜测。

前言：该教学设计（教案）由多位一线国家特级教师根据最新课程标准的要求和教学对象的特点结合教材实际精心编辑而成。

实用性强。

高质量的教学设计（教案）是高效课堂的前提和保障。

（最新精品教学设计）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,Idon’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。

第一课时教学过程批注一、Warm-up & Revision1.日常口语练习。

第二课时第三课时。

小学英语PEP人教版三年级下册《Unit 5 Where is my ruler》教案一. 教材分析《PEP人教版三年级下册》Unit 5的主题是“Where is my ruler”，通过学习本单元，学生能够掌握方位词where，疑问词where is，以及基本的回答方式It’s in the desk/on the chr等。

本单元还涉及到一些日常用品的名称，如ruler, pen, pencil等。

本课时的教学内容主要是让学生能够通过问答的方式，描述物品的位置。

二. 学情分析三年级的学生已经掌握了基本的英语发音和一些日常用语，但是对于方位词和疑问词的运用还不够熟练。

因此，在教学过程中，需要通过各种方式让学生充分练习，提高他们的语言运用能力。

三. 教学目标1.能够听懂、会说、会读方位词where和疑问词where is。

2.能够用It’s in the desk/on the chr等句型描述物品的位置。

3.能够通过问答的方式，与他人交流物品的位置。

四. 教学重难点1.重点：掌握方位词where和疑问词where is，以及基本的回答方式。

2.难点：能够用英语描述物品的位置，并能够与他人进行问答。

五. 教学方法采用任务型教学法，通过各种活动让学生在实际情境中运用所学知识，提高他们的语言运用能力。

同时，采用分组合作学习的方式，激发学生的学习兴趣，培养他们的合作精神。

六. 教学准备1.准备一些物品，如ruler, pen, pencil等，用于展示和练习。

2.准备一些图片，用于辅助教学。

3.准备一个教室的模型，用于模拟情景。

七. 教学过程1.导入（5分钟）通过歌曲“Where is my car”引起学生的兴趣，然后引导学生说出自己丢失的物品，如pencil, ruler等。

2.呈现（5分钟）向学生展示一些物品，如ruler, pen, pencil等，然后问学生“Where is my ruler?”，引导学生回答“It’s in the desk.”。

小学英语PEP人教版三年级下册《Unit 5 Where is my ruler》教学设计3一. 教材分析《PEP人教版三年级下册Unit 5 Where is my ruler》是一个以日常用品为主题的单元。

本节课主要让学生学会询问物品位置并回答，同时能够运用所学生日常用品的名称。

教材内容丰富，插图生动有趣，符合小学生认知特点。

通过对本节课的学习，学生能够提高自己的英语听说能力，为今后的学习打下基础。

二. 学情分析三年级的学生已经有了一定的英语基础，能够听懂简单的英语指令，并能够用英语进行简单的自我介绍。

但是对于描述物品位置的句子结构和词汇还比较陌生。

因此，在教学过程中，需要注重培养学生描述物品位置的能力，同时巩固已学的日常用品名称。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的生词和句子，如“Where is my ruler?”、“It’s on the desk.”等。

2.能力目标：学生能够运用所学的词汇和句子描述物品的位置。

3.情感目标：培养学生热爱学习英语的兴趣，增强自信心。

四. 教学重难点1.重点：学生能够听懂、会说、会读本节课的生词和句子。

2.难点：学生能够运用所学的词汇和句子描述物品的位置。

五. 教学方法采用情景教学法、游戏教学法和任务型教学法。

通过设置情景，让学生在实际情境中学习英语；运用游戏，激发学生的学习兴趣；布置任务，培养学生的实际应用能力。

六. 教学准备1.准备教材、课件和教学道具。

2.准备与本节课主题相关的图片、卡片等教学资源。

3.准备录音机、音响等教学设备。

七. 教学过程1.导入（5分钟）通过歌曲《Where is my shoe?》引导学生进入学习情境，激发学生的学习兴趣。

教师提问：“Can you find my shoe? Where is it?”，学生回答：“It’s under the chr.”等。

2.呈现（10分钟）教师展示教材中的插图，引导学生观察图片，并提出问题：“Where is my ruler?”。

Unit 5 Where is my ruler?A Let’s learn一、教学目标（1）知识目标：能听、说、认读表示交通工具的单词：bus, taxi, jeep, bike。

（2）能力目标: 能听懂、会说Where’s…?It’s in/on/under….以及警示短语“look out”并能在实际情景中运用。

要求模仿正确，语调自然。

（3）情感、文化目标:情感目标：懂得注意交通安全文化策略: 了解西方国家人们的行车习惯。

二、教学重难点重点：a. 能听、说、认读表示交通工具的单词：bus, taxi, jeep, bike。

b. 能听懂、会说Where’s…? It’s in/on/under….以及警示短语“look out” ,并能在实际情景中运用。

要求模仿正确，语调自然.难点：能以句型为依托，灵活拓展、运用语言。

三、教具准备：1、ppt. 2. 三年级上册VCD (2) 3、玩具：taxi , jeep, bike, bus.4. toy box5. 玩具汽车纸.四、教学过程：Step 1. Warm-up1.Let’s sing.2.Let’s do.Step 2. Presentation1.T: Look! Who’ this?--- He’s my friend Zoom.2.Talk:Boys and girls, today is Zoom’s birthday. His friends: duck, monkey, dog and panda come to his birthday party. Birthday Party—生日聚会。

可是，ZOOM 的家住得比较远，所以他的朋友们都得开车、或坐车去参加它的birthday party。

那么，它们分别开什么车、坐什么车去呢？我们一起去跟踪一下！3、T: Look! Here comes the duck! How does it come?T: OK, listen! It comes by bus. (按喇叭：bus: 两下) 拿出实物bus：This is a …引导学生说出：bus. 拿出卡片，带读：u u u, b–u-s, (板书：bus. )我们之前学过：cut the bread, under the tree. 开火车：bus. ( 2列) T: Where is the bus?--- On the desk, on the desk, it’s on the desk.Look, I cancel “ On the desk , on the desk” ,can you read?T: Duck comes by bus. (返回主页)4、T : How does monkey come to the party?Ss: Jeep! Jeep! Jeep!T: Yes! That’s right! It comes by jeep. (按喇叭：jeep) Look at my mouth:jeep, 点名叫学生读jeep. (中下生)(板书：jeep, pay attention to “p”要求学生拼读，返回主页)T: Show the sentence: Where is the jeep? / Who can read the sentence?...Who can answer? ----直接出示，让学生读了。

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。

【板书设计】Gr.1Unit 5 Do you like pears? Gr. 2A Let’s learn & Let’s chant(an) orange (a) pear (a) bananaapple s orange s pear s banana sGr. 3 Do you like …s ? Gr. 4Yes, I do. No, I don’t.【本课设计思路】本课教学源自人教版PEP三年级下册Unit 5 Do you like pears? A部分Let’s learn & Let’s chant 内容，本课重点为教授四个重点单词，以及询问喜好的一般疑问句肯定和否定的问答。

设计本课就是围绕水果单词教学展开，贴近生活，让学生喜好开口表达，热爱英语课堂学习，提升英语魅力课堂的一次学习与展示。

我从一开始的“奇妙旅程”引起了学生的注意，然后带着学生来到果园去一步一步猜测果园里的水果有哪些，引入本课要掌握的四会单词apple，banana，orange，pear。

根据孩子的实际情况逐步加入一些水果单词，如grapes，peach，watermelon，strawberry…，通过各种水果的特点描述来猜测四种水果①apple ( It’s red, it’s round, it’s sweet, we often eat it and keep the doctor away, what is it? )；②orange ( It’s a fruit, it’s also a color. It’s sweet. What is it? )；③pear ( it’s yellow and small, it’s sweet, we like eating. What is it? ) ④banana ( It’s long and bend. It’s yellow, it’s sweet, the monkey likes it very much. What is it?) 出示单词卡片采用小组竞技形式来认读单词，区别单数a/an的用法以及XXXs复数的用法。

新人教版(PEP)三年级英语下册Unit 5教案（一）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。

第一课时
教学过程批注
一、Warm-up & Revision
1.日常口语练习。

T:Good morning/afternoon,class.
1 / 12。