【2020新】人教版PEP三年级英语下册《Unit 5 第二课时》教案

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。

Unit5 Do you like pears?小学人教版三年级下册Unit5 Do you like pears?本单元共需六个课时，本单元主要学习水果类单词如apple, pear, orange ...等，以及新句型：Do you like ...? 及答语No, I don’t. Yes, I do.本节课是第二课时。

在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。

教学目标:1.知识目标.能听、说、认读单词apple, pear, orange, banana句型：Do you like ...? 及答语Yes, I do.2.能力目标能在具体的语境中使用句型, Do you like ...? 及答语Yes, I do.3.情感目标结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。

学情分析:由于学生是三年级学生参加跨越式教学已经有一学期了，他们已经适应了跨越式课堂模式，听说能力都比较强。

乐于感知，模仿习得英语。

由于学生对食物类的单词在上册第五单元有所学习，所以本单元巩固旧知的同时进一步拓展与食物和水果有关的更多知识，来满足学生对知识的所需。

教学重难点:教学重点：能听、说、认读单词apple, pear, orange, banana句型：Do you like ...? 及答语Yes, I do.教学难点：对一般疑问句Do you like ...? 及答语Yes, I do. 的理解和正确运用。

教学策略:由于三年级学生已学习英语一学期了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会对话内容，提高学生的语言交际能力。

教具准备:1.相关水果类单词的图片和卡片。

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。

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 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。

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 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。

Unit 5 Do you like pears?课时: Period 1教学内容：A Let’s learn Let’s play Let’s sing教学目标知识与技能：1. Be able to listen, say, recognize the main words: watermelon, peach, pear, orange.2. Be able to understand and say: “Do you like peaches?Yes, I do. No, I don’t.”3. Be able to sing the song “The more we get together”过程与方法：Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：P upil is interested in the activity.教学重点：New words: watermelon, peach, pear, orange.教学难点：The pronunciation of “watermelon”.The pronunciation of peach and orange.教学准备：T’s word cards, VCD and tape.教学过程：Step1. Warm –up1) Greetings.2) Sing a song “ The more we get together”3) Free talkT: Hello, S1. How are you?S: Very well, thanks. How are you?T: Fine, thank you. Oh, I am hungry now. I like hamburgers. What do you like?S: I like……T: Here you are.S: Thank you.T: Can I have some……?S: Sure, here you are.T: Thank you. Hmm…. It tastes good.T teaches this sentence.Step2.Presentation.1)T shows the picture of pear: What’s this?S: It’s a pear.T: Do you like pears?S: Yes.T: Yes, I do.Ss: Yes, I do.T: You can sa y “I like pears.”S: I like pears.Run one train.2) T draws a peach : Guess! What’s this?S: It’s a peach.T teaches the pronunciation of peach.T: Do you like peaches?S: Yes, I do.T: I like peaches very much. What about you?S: Me too./ I like pears……3) T: What colour is it?S: It’s orange.T: What’s this?S: It’s an orange.T: Yeah. Orange is orange. What’s the meaning of this sentence? S: 橘子是橘黄色的。

Unit 5 Do you like pears?课时: Period 1教学内容：A Let’s learn Let’s play Let’s sing教学目标知识与技能：1. Be able to listen, say, recognize the main words: watermelon, peach, pear, orange.2. Be able to understand and say: “Do you like peaches?Yes, I do. No, I don’t.”3. Be able to sing the song “The more we get together”过程与方法：Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：Pupil is interested in the activity.教学重点：New words: watermelon, peach, pear, orange.教学难点：The pronunciation of “watermelon”.The pronunciation of peach and orange.教学准备：T’s word cards, VCD and tape.教学过程：Step1. Warm –up1) Greetings.2) Sing a song “ The more we get together”3) Free talkT: Hello, S1. How are you?S: Very well, thanks. How are you?T: Fine, thank you. Oh, I am hungry now. I like hamburgers. What do you like?S: I like……T: Here you are.S: Thank you.T: Can I have some……?S: Sure, here you are.T: Thank you. Hmm…. It tastes good.T teaches this sentence.Step2.Presentation.1)T shows the picture of pear: What’s this?S: It’s a pear.T: Do you like pears?S: Yes.T: Yes, I do.Ss: Yes, I do.T: You can sa y “I like pears.”S: I like pears.Run one train.2) T draws a peach : Guess! What’s this?S: It’s a peach.T teaches the pronunciation of peach.T: Do you like peaches?S: Yes, I do.T: I like peaches very much. What about you?S: Me too./ I like pears……3) T: What colour is it?S: It’s orange.T: What’s this?S: It’s an orange.T: Yeah. Orange is orange. What’s the meaning of this sentence? S: 橘子是橘黄色的。

第五单元教材分析教学内容：本单元主要的学习内容是:学习各种水果的英语表达法及询问是否喜欢某种水果的英语句型。

要求听，说，认读一些关于水果的单词: peach, orange, pear, watermelon, apple, banana, strawberry;并且能在实际情景中围绕这些单词运用句型: Do you like--.? Yes, I like... No, I don’t like... What bout.-? Yes, please. I like very much. Let’s have some... Certainly. 本单元还要求学生听说读写字母Oo, Pp，Qq. Rr, Ss, Tt,培养学生规范书写的习惯，认读以这些字母打头的单词。

教学目标：1.在实际的情景中熟练使用句型: I like. Do you like ?What about..? Yes, I do./ No, I don't. Have some fruit. Can I have.. .?2.能听说、认读peach, pear, orange, watermelon, apple, bananas, strawberry, grapes等单词。

3.能听说读写字母Oo, Pp, Qq, Rr, Ss,Tt,熟悉以这些字母为开头的例词。

4.通过学习Chant熟悉词汇，同时培养学生的语言节奏感。

5.会唱歌曲“An Apple a Day"”。

6.能够听懂简单的指令语并做出相应的动作。

7.能在图片的帮助下，听懂、读懂英语故事，并能进行表演，鼓励学生扩展故事。

8.了解西方关于“打包"的文化知识。

注意培养学生良好的饮食习惯。

课时安排:第一课时: A(Let's talk Let’s practise)第二课时: A (Let' s learm Let’s play)第三课时: A(Let’ srsay Let' schant)第四课时: B (Let’s talk Let’S practise)第五课时: B(Let’S learnLet’S sing) C (Let’S check)第六课时: B(Let’ S say Let'’S do) C (Story time Culture)教学重难点：掌握三会单词及句子。

1.能听、说、认读单词：grape，watermelon，strawberry。

2.能灵活运用句型“—I don’t like…—Me, neither.”来表达自己也不喜欢的水果。

3. 能够区分“Me,too.”和“Me, neither.”所表达的不同含义。

能听、说、认读单词：grape，watermelon，strawberry。

1.能灵活运用句型“—I don’t like…—Me, neither.”来表达自己也不喜欢的水果。

2.注意watermelon的重音。

单词卡片、教学光盘、教学挂图、水果图片、水果实物、教学课件。

1.游戏：过目不忘。

规则：课件快速地闪现各种各样的水果，要求学生认真观察并记住所闪现的水果，然后教师问学生：What do you see?让学生说出看到的单词。

最后教师一一拿出刚才看到的水果单词的卡片，让学生抢答。

2.两人一组表演Part B Let’s talk版块的对话。

1.教师拿出橙子图片，并问：Do you like oranges? S:No ,I don’t.T: You don’t like oranges. Me neither. 教师板书Me neither。

并教读，注意neither的发音，th咬舌。

同时写出“Me, too.”提醒注意“Me, too.”和“Me, neither.”意思的区分。

两者都是“我也是”。

但“Me, too.”表示对上文肯定的赞同；“Me, neither.”是对上文否定的赞同。

2.教师出示谜语让大家猜一猜：身穿绿衣裳，肚里水汪汪，生的子儿多，个个黑脸膛。

S:西瓜。

T：Yes, it’s a watermelon.板书watermelon=water（水）+melon（瓜），采用拆分法记忆单词，同时注意watermelon重读音的位置。

T: Do you like watermelons? S1:Yes, I do. T: I don’t like watermelons.What about you? S2: Me,neither.3.教师拿出草莓，假装尝了一口，并说：It tastes really good. What’s this?利用图片展示，并介绍“It’s a strawberry.”板书并教读，采用拆分法教读单词：strawberry=staw（草）+berry （浆果）。

1.能够听辨、认、读图片中所学的单词watermelon,strawberry,grape。

2.能正确书写单词。

3.学唱歌谣。

单词的听说和认读。

掌握strawberry的发音及其复数形式。

课件卡片（一）热身（Warm up）：1.Guess:教师用一张挖出一个圆孔的卡片遮住单词，让学生猜猜是什么水果？2.播放歌曲《An Apple A Day》，学生边听边传递装有水果卡片的盒子。

音乐停，学生抽出一张卡片，读出这个单词。

（二）新课呈现（Presentation）：1.教师通过简笔画或实物展示，引出本节课要学的单词grape，watermelon,strawberry。

2.教师出示词卡，请学生当小老师，带着大家认读，然后将卡片贴在黑板上。

（强调strawberry的发音和复数形式）3.引导学生问答：A:Do you like pears/grapes?B:No, I don't.A:Me,neither.4.播放录音，学生跟读，然后找学生上台表演。

5.完成Let's chant。

（1）教师完整播放录音并提问：What fruit did you hear?要求学生回答并且拿出相应卡片。

（2）学生跟唱，注意语音语调。

（3）学生小组练习并展示。

6.完成Read and match。

（1）教师播放录音，学生根据录音勾选答案。

（2）师生核对答案。

（3）第二次播放录音，学生跟读，注意语音语调。

（三）巩固与拓展（Consolidation and extension）：做水果沙拉。

四人一组先用Do you like…？询问组员，确定自己做水果沙拉的材料之后，派代表到讲台前的箱子里取水果。

四人合作做水果沙拉，吃水果沙拉。

【注意】：为避免学生使用水果刀发生意外，在做水果沙拉过程中由教师拿水果刀帮学生切，或者要求学生带塑料刀叉。

（四）家庭作业（Homework）：1.听录音，仿读句子。

2.将所学的有关水果的单词做出图片版水果沙拉，并标注水果名称。