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人教版（PEP）三起点三年级下册 Unit 5 Do you like pears 获奖课教学视频+PPT课件+教案，山西省
【课程介绍】
年份：|2018|，版本：|部编|人教PEP|，学科：小学英语教学视频，年级：|三年级|，赛事：，TAGS：，专题：，课件教案：PPT课件+教案 ，本课地址：https://www.tingkez.com/yingyu/xxyy/138263.html课题：人教版（PEP）三起点三年级下册 Unit 5 Do you like pears 获奖课教学视频+PPT课件+教案，山西省
Unit5 Do you like pears? 一、教学内容 Useful expressions in unit 5. 二、教学目标 1、理解并掌握"Can I have…?" "Have some…" "Thanks " "Here you are"等语言知识； 2、理解 "Can I have…?" "Have some…" "Sorry. "的含义； 3、并在生活中得体地运用。 三、学习重难点。 1、 重点：理解并掌握"Can I have…?" "Have some…" "Thanks " "Here you are"等语言知识。 2、 难点：a、理解 "Can I have…?" "Sorry." 的含义。b、如何在生活中得体地运用。 四、教学准备：a、配套的教学课件. b、相配套的教学录音带 五、教学设计 Step1:Warming-up 1. Greeting. 2. Say a chant<Big big big make you eyes big>. Step2:Review 1.I will review the fruit through some questions. （What's this? What are they?） 2.Students sing a song for the fruit.(Do you like apples?...) 3. I’ll ask students “Do you like…?”to review the sentence. 4. Students play a game to review the sentences.(Me too. Me neither.) 5. I’ll choose a little teacher to practice the sentences. Step3:presentation 1. I’ll tell the students : I like … I don’t like… and then ask the students “What about you?” 2. Students work in pairs to express: I like… I don’t like… 3. I’ll show a fruit shop to practice the sentence: Can I have some ---s? 4. I’ll practice the sentence “Have some…”through a fruit party. Step4: Practice 1. Students watch the animals’ fruit party. 2. Students watch the children’s fruit party. 3. Students act the children’s fruit party. Step5:Consolidation I’ll send the students a picture and then they express “I like… I don’t like…” Step5: Summary I’ll do a summary for the students. Step6:Homework 1. Students write three sentences: I like … I don’t like… 2. Students express: I like… I don’t like… for their parents after going home. Blackboard design: I like … I don’t like… Have some… Can I have some… Sure ,here you are. 课后反思：本节课以几种水果单词和句型“Do you like pears ? " “Have some…” “Can I have some…?”…为重点教学内容。在课堂上我努力为学生营造一个宽松、民主、和谐的学习氛围。无论是学生的座次安排，还是训练形式，都有所改进和创新。新课标强调从学生的学习兴趣、生活经验、认知方式和任务型的教学途径出发，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感、主动思维和大胆实践的过程。
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