|
2021年pep人教版三年级英语下册Unit 5教学设计
第一课时
课时内容
A. Let’s talk. Let’s play.
课时分析
在Let’s talk部分，Sarah跟着妈妈来到了超市。妈妈准备给Sarah买一些水果，因此问她喜欢不喜欢一些水果。在母女两人的对话交流过程中，我们可以接触到本单元的重点句式：Do you like ...? No, I don’t. / Yes, I do. 并且对话中呈现出了三会词汇：apple, orange, pear, 两会词汇：buy, fruit。
Let’s play的游戏中，陈洁与John结成一组，陈洁手里拿着梨的图片，问John：Do you like pears? 这是个帮助学生熟悉、掌握重点句式结构的活动，在玩的过程中，学生可以由初步了解重点句式结构过渡到熟悉句式结构，为自由表达奠定基础。
本课时的主要内容为谈论是否喜欢水果。水果是学生日常生活中比较常见的物品，可以说他们对水果非常熟悉。而且，一般情况下，大部分学生可能都多多少少知道一些水果的英文名称。所以，本课时的重点内容就是在与学生以水果为主题的交流中，使学生理解并掌握本课的重点问答句，完成对话交流。
课时目标
1. 能够听懂、会说单词：apple, pear, orange
2. 能够听懂、会说句型：Do you like ...? Yes, I do. / No, I don’t. 并在真实或模拟的场景中使用句式询问他人对水果的好恶
3. 能够理解对话大意，并用正确的语调朗读对话
4. 能够在重点句式中正确使用名词的复数形式
课时重难点
1.重点
能够听懂、会说单词：apple, pear, orange
能够听懂、会说句型：Do you like ... ? Yes, I do. / No, I don’t.
能够理解对话大意，并用正确的语调朗读对话
2. 难点
能够在真实或模拟的情景中正确使用重点句型Do you like ...? 来询问他人对水果的好恶
能够在重点句式中正确使用名词的复数形式
教学准备
1. 多媒体课件、录音机、磁带。
2. 单词卡片
教学过程
Step 1 Warm up
1. TPR：Bounce the ball.
Teacher：Boys and girls, Let’s do some actions. Do and say with me.
Bounce, bounce, bounce the ball, bounce, bounce, bounce.
Row, row, row the boat, row, row, row.
Drive, drive, drive the car, drive, drive, drive.
Read, read, read a map, read, read, read.
设计意图：将上单元中的短语改编成韵句，在这里用来热身。一是可以复习已知的知识，为新知识的学习做好引导和铺垫；另一方面，学生们可以边做动作边说韵句，充分调动他们的多种感官，为接下来的英语学习做好心理和情绪的准备。
Step 2 Lead in
1. 展示球的图片，和学生进行交流，谈论他们的好恶。
Teacher: Look, what’s this? Yes, it’s a ball. Do you like balls? Yes, you do. Say with me: Yes, I do. Can you ask another student? Ask, please.
设计意图：学生在热身环节中刚刚接触、复习过球这个词汇，因此交流起来非常自然。通过已知的词汇来展示本课的重点句式，能够使学生自然理解、接受新知识。
2. 画一个苹果，和学生进行交流，教授新词汇和句式：
Teacher: Look at this, is it a ball? No, it’s an apple. Boys read it, please. Now, girls, please. It’s an apple. Do you like apples? Yes. Good. Apples are very good for you.
设计意图：通过简笔画展示新授词汇，并与上一环节的内容相衔接，可以有效帮助学生迁移已掌握的知识到未知，从而比较容易地理解和接受新学习的知识。
Step 3 Presentation
1. 接着画橘子、梨，或呈现橘子、梨的图片，教授新单词，并谈论其对于橘子的好恶。
Teacher: What’s this? Is it an apple? No, it’s an orange. Read it one by one, please. Do you like oranges? Say with me: oranges. Do you like oranges? What about you?
Teacher: This is a kind of fruit, too. It’s not an apple. It’s not an orange. It’s a pear. Boys read it, please. Girls read it. Do you like pears?
Teacher: Apples, oranges, pears are fruit. Do you like fruit?
设计意图：通过图片的方式来展示新单词，使学生能够直观地了解新单词的含义。再通过上一环节学生已经基本理解和能够表达的句式来代入新学习的词汇，使学生能够在语境中懂得单词的含义及用法。
2.播放教材对话录音，学生认真倾听，寻找答案。
Teacher：Most of you like fruit. What about Sarah? Does Sarah like apples? Listen and find the answer.
Teacher: Now, who can answer my question? Does Sarah like apples? Yes, she does. Attention, please. She does. I do.
设计意图：学生带着任务听录音，以培养他们认真倾听及抓住重点词句倾听的能力。
Step 4 Practice
1.播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.
2. 自由读课文，针对对话内容进行交流。
Teacher：Who are they? Where are they? What does Sarah’s mother want to do? What does her mother want to buy? Do you buy fruit with your mother? Does Sarah like pears? Does Sarah like oranges?
设计意图：通过跟读课文掌握重点单词和重点句式的发音。再通过问答交流，检验学生能否真正理解对话的内容。并在交流中引出三会单词buy，让学生在语流中掌握其用法。
3. 分角色朗读课文。
Teacher: Let’s read the dialogue in roles. Who wants to be Sarah? Who wants to be Sarah’s mother? Let’s find the best pair.
设计意图：通过分角色朗读课文，使学生能够达到正确朗读对话，理解对话内容的目标。
4. 两人小组活动，快速询问同伴是否喜欢某种水果。
Teacher: You know that Sarah likes pears and apples. What about your partner? Does he/ she like apples? Does he/ she like oranges? Does he/ she like pears? Let’s do a pair work. Ask and answer in pairs.
Teacher: Which pair wants to show your dialogue? Let’s find the best pair.
设计意图：在学生能够正确读出重点句式的基础上，通过两人小组问答，自由操练重点句式及重点词汇，达到能够听懂、会说的目的。
5.游戏：抽图片说句子。准备水果图片，学生随机抽取一个，选择同伴进行问答。
Teacher: Look, I have many fruit cards. Please choose one, then ask with this fruit. If you choose a card of grape, please ask: Do you like grapes? You can find a friend play with you. Are you ready? Let’s do it.
设计意图：变换一下操练的形式，给学生提供一个再一次两人结组进行问答，了解他人对水果好恶的机会。
6.小组活动：调查小组内同学对于水果的好恶，选出最受欢迎的水果。
Teacher: Let’s do a group work. Do a survey about the fruit in groups. Ask the members of the group. Do you like apples? Do you like grapes? Write the fruit that they like in the blanks. Make a chart. Then say something about the chart.
设计意图：让学生在活动中使用重点句式。在完成调查的过程中，不断使用重点句式和词汇进行信息的搜集。在完成任务的同时，熟练地掌握重点句式的表达。
Step 5 Summary
出示水果图片，学生复习水果名词。同时询问其对这一种水果的好恶，复习总结本课时重点句式。
Teacher：What’s this? Do you like apples? This is an orange. Do you like orange? And this is a pear. Do you like pears? Fruit is good. Eat more, please.
设计意图：以问答的方式重现、总结本课时学习的重要知识，并向学生传达水果有利于身体的信息。
课堂作业
一、将正确的单词填写到相应图片的下方。
fruit apple pear orange
_______ _______ ______ _________
二、根据图片提示依照例句写一写。
例：I like balls.
I don’t like cars.
1. I _______________________.
2. I _______________________.
3. I _______________________.
4. I _______________________.
三、连词成句。
1. buy Let’s some fruit (.)
______________________________________________
2. you like Do pears (?)
______________________________________________
3. apples like I (. )
______________________________________________
答案：
一、1. apple, orange, pear, fruit
二、1. I don’t like fruit. 2. I like apples. 3. I don’t like bananas. 4. I like pears.
三、1. Let’s buy some fruit. 2. Do you like pears? 3. I like apples.
板书设计
Unit Five Do you like pears?
A. Let’s talk
Do you like______________s?
Yes, I do.
No, I don’t. ball apple orange pear
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 up
1. 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 in
1. 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 Presentation
1. 播放课文录音，回答问题。
Teacher：What does Wu Yifan like? Let’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. What’s this? Yes, it’s a banana. How many as in it? How many ns in it? Let’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 Practice
1. 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: Let’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。
课堂作业
一、 将下列字母按正确顺序排列组成单词，并写在相应图片的下方。
p p l e a a n b a n a r a o n g e e r a p
二、判断以下各句与图片内容是（√）否（×）一致。
( ) 1. I like oranges.
( ) 2. Do you like pears?
Yes, I do.
( ) 3. Do you like apples?
No, I don’t.
( ) 4. I like pears.
三、根据图片提示，选择正确的回答。
( ) 1. Do you like pears?
A. Yes, I do. B. No, I don’t.
( ) 2. Do you like apples?
A. Yes, I do. B. No, I don’t.
( ) 3. Do you like bananas?
A. Yes, I do. B. No, I don’t.
( ) 3. Do you like fruit?
A. Yes, I do. B. No, I don’t.
答案：
一、apple, banana, pear, orange
二、1.√ 2.× 3.× 4.√
三、1. A 2.B 3.B 4.A
板书设计
Unit Five Do you like pears?
A. Let’s learn
Do you like______________s?
Yes, I do.
No, I don’t. banana apple orange pear
|
