Do you like pears（精選4篇）

Do you like pears 篇1

　　unit 4 do you like pears

　　lesson 4

　　part b  let’s talk  let's practise  let’s learn (strawberry, grapes)

　　teaching aims :

　　1. be able to understand and say "sorry, i don’t like bananas.” “have some more? no, thank you.” “certainly!” and use these sentence pattern to communicate with others.

　　2. be able to listen, say, recognize the main words: strawberry, grapes.

　　focus points & difficult points :

　　the pronunciation of “certainly”

　　teaching preparation:

　　1. food cards

　　2. vcd and tape.

　　ss: a picture of fruit or foods.

　　designing for the blackboard:

　　certainly= sure

　　sorry, i don’t like bananas. (more polite)

　　have some more?

　　no, thank you.

　　teaching steps:

　　step1. warming –up

　　1. greetings.

　　2. sing a song “an apple a day”

　　3. free talk

　　t: hello, s1. how are you?

　　s: very well, thanks. how are you?

　　t: fine, thank you. i have so many fruits. do you like bananas?

　　s: yes, i do.

　　t: here you are.

　　s: thank you.

　　t: you’re welcome.

　　t: do you like strawberries?

　　s……

　　t teaches strawberry and grapes.

　　step2.presentation and practise.

　　1. continue to the free talk.

　　t: do you like …...?

　　s: no, i don’t.

　　t: what do you like?

　　s: i like ……

　　t leads to say: you can say “can i have an apple, please?”

　　s: can i have an apple, please?

　　t: certainly.

　　t: do you like……?

　　s: no, i don’t. can i have ……, please?

　　t: certainly. here you are.

　　s: thank you.

　　t: you’re welcome. 

　　t writes down “certainly” : what’s the meaning of certainly?

　　s: 當然可以。

　　t: certainly= sure.

　　run trains.

　　practise in pairs.

　　2. t: do you like bananas?

　　s: no, i don’t.

　　t: you also can say “ sorry, i don’t like bananas./them.” it’s more polite.

　　s: sorry, i don’t like bananas. can i have an apple, please?

　　t: certainly.

　　3. continue with above dialogue.

　　t: have some more?

　　s: no, thank you.

　　4. text.

　　a. watch the vcd.

　　b. read after the tape.

　　c. read after the t.

　　d. act it.

　　e. make a similar dialogue.

　　step 3. assessment.

　　1).t explains the meaning of the task.

　　2) ss do it after the class.

Do you like pears 篇2

　　unit 4 do you like pearslesson 2part a  let’s talk  let's practiseteaching aims :1. be able to understand and say "do you like……? yes, i do./no, i don’t. what about......?”2. be able to use these sentence pattern to communicate with others.3. be able to sing the song “an apple a day”.focus points & difficult points :teaching preparation:1. food cards2. vcd and tape.ss: a picture of fruit or foods.designing for the blackboard:do you like peaches?yes, i do./no, i don’t.what about......?i like them very much.teaching steps:step1. warming –up  1. greetings.  2. sing a song “an apple a day”  3. free talk    t: hello, s1. how are you?    s: very well, thanks. how are you?    t: fine, thank you. oh, i’m so thirsty. i want to eat some fruits.      i like apples. what do you like?    s: i like peaches.    t: here you are.    s: thank you.        t: oh, sweet peaches! can i have some……?    s: sure, here you are.    t: thank you. hmm…. it tastes good.step2.presentation and practise.  1. continue to the free talk.      t: do you like …...?      s: yes, i do./no, i don’t.      t writes it on the blackboard.      a. chain game: t: hello, s1.do you like ……?                 s1: yes. i do. / no, i don’t. hi, s2. do you like......?                s3:……       b. interview: do you like ……?                  yes, i do./ no, i don’t. foodname教學圖片\apple2.jpg">教學圖片\apple2.jpg">applesbananaspeachespearswatermelonshamburgershot dogs2. t: what about …..? i like them very much.       s: i like them very much./ i don’t like them.3. text.a.       watch the vcd.b.      read after the tape.c.       read after the t.d.      act it.e.       make a similar dialogue.         step 3. assessment.1).t explains the meaning of the task.  2) ss do it after the class.

Do you like pears 篇3

　　unit 4 do you like pears

　　lesson 5

　　part b let’s say; let’s do

　　teaching aims :

　　1. be able to listen, say, recognize the words: rainbow, rain, squirrel, snake, tiger, taxi.

　　2. be able to listen, say, read and write these two letters: rr, ss, tt.

　　3. be able to say this chant.

　　focus points & difficult points :

　　pay attention to the orders of strokes: t (i, j )

　　teaching preparation:

　　1. letter cards ,some word pictures.

　　2. a little blackboard with four-line format.

　　designing for the blackboard:

　　teaching steps:

　　step1. warming –up

　　1.sing a song<i can hear the bell>

　　2. free talk between ss.

　　s1: hello, s1. how are you?

　　s2: fine, thank you. i have so many fruits. do you like peaches?

　　s1: yes, i do./ yeah, very much.

　　no, i don’t./ sorry, i don’t like peaches.

　　can i have some apples?

　　s2: certainly. here you are.

　　s1: thank you.

　　s2: have some more?

　　s1: no, thank you.

　　step2.presentation.

　　1. 1)t: i can hear, i can hear, i can hear the rain.

　　t teaches “rain” and “ rainbow”

　　t: can you find the same letters between them?

　　s: r, a, i, n.

　　t teaches the letters r r.

　　2)t shows ss and teaches the pronunciation.

　　t: s for……?

　　s: s for sister, seventeen, she, sixteen, some, sorry, strawberry, student, squirrel.

　　t teaches the word of snake.

　　3) t shows tea: what’s this?

　　s: tea.

　　t teaches the pronunciation of t t.

　　t teaches the word of “tiger”.

　　2. let’s do.

　　a. let’s do.

　　t: clap with me.

　　s: clap with me.

　　ss clap with him./her.

　　t: close your eye./show me ten./listen to me./ pour the tea.

　　b.  say with t

　　c.  say with the vcd.

　　a. say by themselves.

　　step 3. practise.

　　1. writing.

　　1) t: now, let’s write them down. look at the blackboard.

　　t: first, let’s write down big letter r. one, two. now, let’s try together. show me your finger.

　　s: my finger.

　　t& ss: one, two.

　　t teaches the writing of small letter r.

　　2) t: guess! where does r live?

　　s: the second and third floor. (no.2 and no. 3).

　　let’s write down it. show me your finger.

　　s: my finger.

　　t & ss: one, two.

　　t teaches the writing of small letter r in the four-line format.

　　write them on your exercise book.

　　teach the writing of ss, tt. (pay attention to the orders of strokes: t (i, j )

　　step4. assessment.

　　1).complete the writing of letters and exercise on the activity book.

Do you like pears 篇4

　　人教pep三年級英語下冊教案

　　unit 4 do you like pears?

　　teaching aims:

　　1.be able to understand and say: do you like…? yes, i like…. no, i don’t like…. what about…? yes, please. i like…very much. let’s have some…. certainly.be able to use them in the real situation with the natural tones.

　　2.be able to listen, say and recognize the fruit words: pear, peach, grapes, orange, watermelon, apple, banana, strawberry.

　　3.be able to listen, say, read and write letters o-t, understand and say the words which begin with o-t eg: orange, ok, peach, pear, queen, quiet, rain, rainbow, snake, squirrel, tiger, taxi.

　　4.be able to understand the orders, and do the actions according to the orders.

　　lesson arrangement:

　　lesson one: part a let’s learn; let’s play; let’s sing.

　　lesson two: part a let’s talk ; let’s practise

　　lesson three: part a let’s say; part c story time

　　lesson four: part b let’s learn; part c culture

　　lesson five: part b let’s talk ; let’s practise.

　　lesson six: part b let’s say; let’s do; part c let’s check

　　unit 4  lesson 1

　　part a  let’s learn; let’s play recycle 1 let’s sing

　　teaching aims :

　　1. be able to listen, say, recognize the main words: watermelon, peach, pear, orange.

　　2. be able to understand and say: “ hmm…. it tastes good.”

　　3. be able to sing the song “the more we get together”.

　　focus points & difficult points :

　　the pronunciation of “watermelon”.

　　the pronunciation of peach and orange.

　　teaching preparation:

　　1. food cards

　　2. vcd and tape.

　　3. some paper.

　　ss: a picture of fruit or foods, crayons.

　　designing for the blackboard:

　　hmm…. it tastes good.

　　teaching steps:

　　step1. warming–up

　　1. greetings.

　　2. sing a song “ the more we get together”

　　3. free talk

　　t: 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. 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 say “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: 橘子是橘黃色的。

　　t: have some oranges.

　　s: thank you. it tastes good.

　　4) t: i have a riddle. listen carefully! it’s green. it’s round. it’s juicy. it’s sweet. what is it?

　　s: it’s watermelon.

　　t teaches the pronunciation of watermelon.

　　t: i like watermelon very much. what about you?

　　s: me too./ i like pears very much.

　　t: can i have some watermelons?

　　s: sure. here you are.

　　t: thank you. it tastes good.

　　step 3. practise.

　　1. make a dialogue in 4-person group.

　　2. let’s play.

　　t: take out your paper.

　　draw a peach. colour it pink.

　　……

　　practise in pairs.

　　step4. assessment.

　　1).t explains the meaning of the task.

　　2) ss do it after the class.