小学英语六年级上Unit5 PartB Let's talk说课稿

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人教PEP六年级上册英语教学说课稿《Unit5PartB》第二课时说课稿

人教PEP六年级上册英语教学说课稿《 Unit 5 Part B 》第二课时说课稿一. 教材分析《人教PEP六年级上册英语》Unit 5的主题是“Animals”，Part B主要介绍了动物的名称和特征。

本课时说课稿主要针对Part B的会话和练习部分。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和积极性。

通过本节课的学习，学生能够进一步巩固动物的名称和特征，提高交际能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，对于动物的名称和特征有一定的了解。

他们在课堂上表现出良好的学习热情和积极性，乐于参与各种教学活动。

然而，部分学生在发音和听力方面还存在一定的困难，需要教师的耐心指导和帮助。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读动物的名称和特征。

2.能力目标：学生能够运用所学知识进行简单的交际，提高口语表达能力。

3.情感目标：学生能够培养对动物的喜爱之情，增强保护动物的意识。

四. 说教学重难点1.重点：动物的名称和特征的词汇。

2.难点：动物名称的准确发音和运用所学知识进行交际。

五. 说教学方法与手段本节课采用情景教学法、任务型教学法和交际法进行教学。

通过创设各种情境，让学生在真实的语境中学习、运用英语。

同时，运用多媒体手段，如图片、视频等，丰富教学内容，提高学生的学习兴趣。

六. 说教学过程1.热身（5分钟）教师与学生进行简单的英语对话，复习前节课所学内容。

然后引导学生谈论自己喜欢的动物，激发学生的学习兴趣。

2.Presentation（10分钟）教师展示图片，引导学生说出动物的名称。

然后介绍动物的特征，如“The panda is black and white.”，“The tiger has stripes.”等。

学生在教师的引导下，学习动物的名称和特征。

3.Practice（10分钟）学生分组进行角色扮演，运用所学知识进行交际。

教师巡回指导，纠正学生的发音错误，并给予鼓励。

人教PEP版六年级英语上册《Unit5_B_Let’s_talk名师说课稿》

人教PEP版六年级英语上册《Unit5_B_Let’s_talk名师说课稿》一. 教材分析《人教PEP版六年级英语上册》Unit 5 B Let’s talk部分的名师说课稿如下：本节课主要讲述了关于动物的话题。

通过本节课的学习，学生能够掌握有关动物的词汇，如panda, tiger, penguin, elephant等，以及句型“What animal do you like? I like pandas.”，并能够运用所学知识进行简单的交流。

教材内容丰富，插图生动有趣，有利于激发学生的学习兴趣。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。

但是，部分学生对动物的词汇和句型还不够熟悉，需要老师在教学中给予重点辅导。

此外，学生们的学习兴趣和学习积极性较高，有利于开展本节课的教学。

三. 说教学目标1.知识目标：学生能够掌握有关动物的词汇，如panda, tiger, penguin,elephant等，以及句型“What animal do you like? I like pandas.”。

2.能力目标：学生能够运用所学知识进行简单的交流，如询问和介绍自己喜欢的动物。

3.情感目标：通过本节课的学习，学生能够培养对动物的喜爱之情，提高保护动物的意识。

四. 说教学重难点1.重点：掌握有关动物的词汇和句型“What animal do you like? I likepandas.”。

2.难点：能够运用所学知识进行简单的交流，如询问和介绍自己喜欢的动物。

五. 说教学方法与手段1.教学方法：采用情景教学法、交际法、任务型教学法等。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学。

六. 说教学过程1.导入：教师通过展示各种动物的图片，引导学生谈论自己喜欢的动物，为新课的学习营造轻松愉快的氛围。

2.呈现：教师展示本节课的主要词汇和句型，如panda, tiger, penguin, elephant等，以及句型“What animal do you like? I like pandas.”。

PEP小学英语六年级上册Unit5 PartB Let's talk 教学设计

PEP小学英语六年级上册Unit5 PartB Let's talk 教学设计教学设计课题：PEP小学英语六年级上册Unit5 PartB Let's talk教学目标知识与技能：能准确地使用What time...? 和It’s+时间进行日常交际；情感态度：通过本节课学习，学生能够更好地理解并体验文化差异，提高跨文化交际能力。

教学重点How to use What time...? 和It’s+时间进行日常交际。

教学难点学习如何表达时间、在不同地点，不同时间问候朋友的区别。

教学准备PPT、卡片、黑板、白板、课件等。

教学过程Step 1 导入1. Greeting & Warm-up互相问候，检查学生的日常用语表达，可强调小组内部的问候方式的差异，利用黑板或PPT列出一些不同语境下的问候表达（例如早上、傍晚、晚上等），让学生显出文化差异。

2. Presentation出示图片或现场布置场景，让学生模拟场景互相问候（如：在商店/学校门口/公园中等等），根据不同场景再向学生简单介绍不同时间的表达，例如：What time is it? It’s five o'clock. / It’s ten in the morning. / It’s half past two. / It's a quarter to eleven.等等。

Step 2 预习任务1. Group work让学生分组完成一些预习石，要求他们准备关于自己所在城市的时间及与任意一个国家的时差。

2. Discussion让学生在小组内互相分享自己所掌握的时间信息，并总结出今天需要了解的表达。

Step 3 学生活动1. Examples and Activities出示多个英文表达时间的例子，并让学生跟随发音练习。

然后以小组表演为形式，让每个小组中的学生依次使用英语对组内的成员问候，根据时间进行不同回答。

小学英语六年级上册Unit 5 Part B Let's talk教学设计

Presentation and practice
1.Game time:打气球：你能快速说出并拼读出单词就能打破气球哦。复习已学职业单词。
2.Ask and answer：给出图片，问答框架，相关词汇等，选择任意进行问答。
What does ... do?
He/She is a ...
Where does ... work?
10.Answer the questions：边讲解边提出问题并回答问题。更好的理解课文，
11.Practice：1. Read loudly by yourself.自己大声朗读。2. Read with your group members.分角色朗读
12.Listen and fill：听音频，补全句子，熟悉句型，
3.背诵talk部分给小组长听。
4.用所学句型和短语调查3个你的朋友或同桌父母的职业，工作地点，交通方式哦。
5.完成配套练习
积极完成作业
对学习成果的巩固。
6.Presentation:播放talk部分动画！理解大意.并注意语音语调，
7.Listen and imitate：音频跟读，模仿语音语调，进一步理解课文，讲解动词三单，短语lots of，at sea等，并回答相应问题What does Mike's uncle do?；Where does he work?；What does he see every day?。
B: Yes, we should study hard and stay healthy, too.
15.Presentation：播放动画视频，学生模仿跟读练习对话，
16.呈现Ask and answer.部分，展示对话，听录音并完成对话，

人教PEP六年级英语上册Unit5_B_Let’s_talk 公开课课件

I go to work by car.
My hobbies
I stay healthy.
I like swimming. I like reading. I like singing.
My family
My family work hard and stay heathy.
My day
I work hard and stay healthy.
B. At sea.
( ) 3. How does he go to work?
A. By boat.
B. By bike.
Listen and choose. 听音选择。
( A ) 1. What does Mike’s uncle do?
He is a fisherman. A. A fisherman. B. A postman.
—My uncle is a fisherman —________2__________ B. We should study hard and stay —He works at sea. He sees healthy
lots of fish every day! —I see. ___3__________
What does your … do? Where does … work? How does … go to work?
My father
My father is a driver. He works in a bank. He goes to work by car. He likes reading. I love my father.
Tips: Pay attention to the tone(语调) and the liaison(连读).

pep小学英语 Unit5 B Let's talk说课稿全英文版

pep小学英语 Unit5 B Let’s talk说课稿全英文版The Lecture Notes of 《 PEP Primary English 》Book4 Unit5 B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.Part 1 Teaching Material:This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence pattern s “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their langua ge ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation. Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity” teaching method .It establishes a real sceneand the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learnersfocus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and allkinds of teaching means, it can mobilize th e Ss’ enthusiasm and creativity in learning English.Part 3 Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilitiesof studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can makeSs feel pleased and satisfied, and can arouse exciting motion. In this step , teacherand the Ss sing in unison and perform the song “The coat in window.” Thus,reviewthe sentence pattern “How much is … ?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, gu ide the Ss to use the sentence pattern “Whatsize do you wear?” “Size … .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide theSs to make the answer: “They are … .”In this course, Ss can understand the main contents of this dialogue and get thekey points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which caterto the characteristics ofprimary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogueof this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvementin exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledgeof this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing andmake records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design.Show on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you!。

六年级上册英语-Unit5 第3课时 B Let's talk【教案]

六年级英语(上)第5单元第3课时
Unit5 What does he do?
B Let’s talk
一、【教材分析】型：Where doesshe/he work? How does she/he go to work?询问他人工作地点和交通工具。
2.能理解stay healthy, work hard, study hard的意思。
T: first, let’s sing a song <What do you want to do> together and answer my question: What jobs did you hear?
T: Great, do you want to be...(闪出很多职业图片让同学们说出英文：teacher, doctor, nurse, policeman, worker )
5.Boys and girls, this is Mike’s uncle. Is he strong? Look at the smile. We can say: He has a very healthy life.(领读，并过渡到stay healthy---He works very hard and stays healthy.领读，小组读。)
Does he go to work by boat?
He works _______________.
No, he works ___________.
板书：Where does he work?出现答案后机械操练问答，领读，小组读，个人读。
4.But how does he go to work? Now, watch again and circle:

人教PEP六年级上册英语教学说课稿《Unit5PartB》第三课时说课稿

人教PEP六年级上册英语教学说课稿《 Unit 5 Part B 》第三课时说课稿一. 教材分析《人教PEP六年级上册英语》第三课时主要涉及Unit 5的Part B。

这部分内容主要包括一个故事，描述了一个关于两只小鸟和一只猫的故事，通过这个故事让学生学习并掌握一般现在时态的肯定句和否定句，以及一般过去时态的疑问句。

此外，学生还将学习到一些新的词汇和短语，如“swim”, “run quickly”, “jump off”, “fall down”, “catch”, “have fun”, “on the tree”, “in the nest”, “with the cat”等。

二. 学情分析六年级的学生已经掌握了英语学习的基本知识和技能，具备了一定的听、说、读、写能力。

他们对英语学习有浓厚的兴趣，乐于参与各种课堂活动。

然而，部分学生在一般现在时态和一般过去时态的运用上还存在一定的困难，需要通过本节课的学习进一步巩固。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇和短语，理解并能够运用一般现在时态和一般过去时态进行交流。

2.能力目标：学生能够通过听、说、读、写等多种方式，运用所学知识进行实际交流，提高语言运用能力。

3.情感目标：学生能够积极参与课堂活动，增强学习英语的兴趣，培养合作意识。

四. 说教学重难点1.重点：学生能够掌握一般现在时态和一般过去时态的疑问句和否定句的构成及运用。

2.难点：学生能够正确运用一般现在时态和一般过去时态进行交流，并在实际情境中灵活运用。

五. 说教学方法与手段1.教学方法：采用情境教学法、任务型教学法和交际法，激发学生的学习兴趣，提高学生的语言运用能力。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，创设真实、生动的学习情境。

六. 说教学过程1.导入：通过展示图片，引导学生谈论小鸟和猫，引入本节课的主题。

2.新课呈现：通过多媒体课件展示故事，引导学生听懂故事内容，学习新词汇和短语。

英语人教版六年级上册Unit 5 Part B Let's talk

Unit 5 What does he do?Part B Let’s talk一.教学内容分析本单元的话题是职业的英语表达，其功能是学生能够简单介绍人物的职业并能询问和回答家庭成员，社区人员等他人的职业。

本课时是这单元第三课时，前面A部分两课时学生已掌握了部分职业单词和句型:What does …do?Ishe/he a..?e 而本课时通过对话使学生在语境中掌握句型，并在真实的语境中熟练运用。

二.学情分析本课时的教学对象是小六年级，他们已经积累了一定的英语基础知识，在听说读写方面已具备了基本的语言运用能力。

而本课时是对话练习，教学时应重点培养学生运用语境感知和理解语言的能力，让学生学会学习，使他们能够把职业句型运用到实际的交际活动。

三.教学目标1.知识目标（1）能够理解并听说认读Let’s talk部分的对话，完成相应的活动。

（2）能在语境中感知和掌握询问他人职业的句型：What does..do?Where does …work?How does …go to work?并加以拓展。

（3）认读理解词语：stay healthy,work hard,study hard的意义，了解should 的功能。

2.能力目标（1）大部分学生能简单介绍人物的职业和工作地点，上班的交通方式。

（2）能够运用句型：What does..do?Where does …work?How does …go to work?询问他人的工作情况并给与相应的回答。

3.情感与文化目标（1）教育学生热爱生活，尊重他人劳动。

明白职业无贵贱之分。

三百六十行，行行出状元！（2）树立健康生活的意识，为实现理想而奋斗。

4.学习策略目标能积极与他人合作，了解各职业工作特点，运用所学进行交流讨论，共同完成任务。

四.教学重难点重点：掌握巩固句型：What does..do?He’s/She’s a…Where does …work?He/She works in .…How does …go to work?He/She goes to work by…难点：理解认读词组stay healthy,work hard,study hard的意义以及在句子中的运用，了解should 的功能。

人教PEP六年级上册英语《Unit5PartBLet'stry-Let'stalk》教学设计

人教PEP六年级上册英语《Unit 5 Part B Let’s try-Let’s talk 》教学设计一. 教材分析《人教PEP六年级上册英语Unit 5 Part B Let’s try-Let’s talk》这一部分的内容主要是围绕“询问时间和表达时间”的主题展开。

通过本节课的学习，学生能够掌握询问和表达一天中不同时间段的词汇和句型，如“What time is it?”, “It’s time for lunch.”等。

教材通过图片和对话的形式，让学生在实际情境中学习并运用这些词汇和句型，提高他们的语言运用能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，对于基本的日常用语和简单句型的掌握已经较好。

但是，对于时间表达的复杂句型和询问时间的特定场景还需要进一步的练习和巩固。

因此，在教学过程中，教师需要关注学生的个体差异，针对不同水平的学生给予适当的引导和帮助。

三. 教学目标1.知识目标：学生能够掌握询问和表达时间的相关词汇和句型，如“What time is it?”, “It’s time for lunch.”等。

2.能力目标：学生能够在实际情境中运用所学的词汇和句型，进行询问和表达时间的交流。

3.情感目标：学生能够对英语学习保持积极的态度，乐于参与课堂活动。

四. 教学重难点1.重点：学生能够掌握询问和表达时间的相关词汇和句型。

2.难点：学生能够在实际情境中灵活运用所学的词汇和句型，进行询问和表达时间的交流。

五. 教学方法1.情境教学法：通过设置具体的时间场景，让学生在实际情境中学习并运用所学的词汇和句型。

2.任务型教学法：通过设置不同的任务，让学生在完成任务的过程中运用所学知识，提高他们的实际运用能力。

3.小组合作学习：通过小组讨论和交流，促进学生之间的互动，提高他们的语言表达能力和合作能力。

六. 教学准备1.教学课件：制作相关的教学课件，包括图片、对话和练习题等。

2.教学道具：准备一些与时间相关的道具，如钟表、闹钟等，用于辅助教学。

【同步说课稿】Unit 5 What does he do PB Let's talk (公开课)

【同步说课稿】Unit 5 What does he do PB Let’s talk (公开课）说课稿六年级上册英语人教PEP版一、说课背景本节课是六年级上册英语教材中的第五个单元 What does he do？, 本课时我们将要讲述关于职业的基础知识。

通过前文学习，学生已经掌握了关于家人，食品等话题的基础英语知识，在本节课中我们会介绍几个职业，让学生们能够更好地了解不同的职业，为他们的未来职业规划奠定基础。

二、教学目标语言知识1.学生能听懂不同职业名称及该职业的具体名字；2.学生能够熟练使用句型 What does he do？来询问职业；3.学生能够自如地回答问句并用正确简单的描述一份职业；4.学生能够了解不同职业的标志和工具等。

情感态度1.学生能够自信地用英语表述一份职业；2.学生能够了解并尊重不同职业的独特价值；3.学生会对职业有基础的认识，了解一份职业所需要的技能和条件。

三、教学重难点教学重难点1.让学生了解到不同职业的基本要素，例如职业名称，标志，工具等；2.让学生了解到职业本身的特点和特性，引导学生对不同职业进行思考和总结。

四、教学内容及过程教学内容1.职业名称的学习，并熟练掌握；2.了解不同职业的标志和工具；3.熟悉 What does he do？句型；4.熟练使用句型并用简单语言描述一份职业。

教学过程1. 自我介绍（10分钟）老师和学生互相问候并介绍自己。

2. 学习新单词（25分钟）1.Introduce the new vocabulary：Teach the following words (actor, cook, singer, doctor) by showing flashcards and breaking them down into syllables.2.Pronunciation practice：Model each word and have the students repeat after you. Gradually increase the speed and decrease your vocal emphasis on the syllables so that the students can practice the words with greater fluency.3.Practice using vocabulary in context：Model a conversation and have the students respond with the appropriate vocabulary words (Example: “I like to listen to music. What does he do?” “He is a singer.”)3. 熟悉 What does he do？句型 (10分钟)模仿老师用。

六年级上册英语教案《Unit5 B Let's talk》人教pep

六年级上册第五单元Part B 教学设计教学内容Part B Let's try & Let's talk教学目标【知识目标】1．能够听、说、读、写句子“Where does he work？”“He works at sea.”“How does he go to work？”“He goes to work by bike.”并能在情景中进行运用。

2．能够理解并掌握三会单词sea、stay。

【能力目标】1.能够理解并熟练运用重点句型。

2.培养学生的语言运用能力和交际能力，能够灵活运用所学句型进行问答。

【情感目标】1.教育学生要积极与他人合作，运用所学英语进行交流。

2.教育学生要努力学习，从小树立远大理想并为实现理想而努力奋斗教学重难点1．掌握重点句子“Where does he work？”“How does he go to work？”并能在情景中熟练运用。

2．能与他人讨论父母工作的地方和他们上班的方式。

教学准备多媒体课件、磁性黑板贴、单词卡、图片等。

教法学法情景交际法任务型教学法自主学习法小组合作法教学过程Step 1 Warming－up1.Greeting2．教师播放音乐and sing a song about myself 让学生回答三个问题 What do I do? Where do I work? How do I go to work?并让学生仿照老师的样子谁说自己。

Step 2 Presentation1．学习Let's try(1)教师给学生一分钟时间看问题，然后播放Let's try部分的录音，找出相关问题的答案。

(2)再次播放录音，学生核对答案。

2．学习Let's talk(1)教师播放Let's talk部分的录音，先让学生带着如下问题：What does Mike's uncle do？静听课文录音，画出关键信息点。

人教版小学六年级英语上册 Unit 5 B Let's talk 教案

Unit5What does he do B Let’s talk课时教案
10.listen and fill 根据音频内容填空11.句型讲解，What are Peter’s hobbies?12.回答课前提出的问题
13.句型解读，总结询问职业，工作地点，交通方式的句型
14.再次观看动画，情景表演
15.播放talk 后部分动画，
16.展示对话文本，并根据给出的图片信息补充对话内容
17.自由练习对话，询问对方父母的职业
Practice
情景表演能提高学生的参与性，更好的掌握新授内容
练习并创编提高学生听说能力
Summary and Homework
Summary Where does he/she work?She/he works in ...How does he/she go there?She/he goes there by …询问工作地点和交通方式Homework
1.听录音跟读let’s talk 部分对话
2.同桌之间互相询问对方父母的职业，工作地点和交通方式
3.完成同步练习。

积极完成作业
对学习成果的
巩固。

小学人教PEP版英语六年级上册Unit5 B Let’s talk名师教案

2.播放录音，回答第一个问题：What does Xiao Yu’s uncle look like?
3.教师追问：What does he do? How does he go to work? Does he often take Xiao Yu to school?并板书What does he do?和How does he go to work?教师第二遍放录音，学生回答问题，并验证答案。
Where does he work? He works on a boat.
How does he go to work? He goes to work by bike.
七、课前预习作业
听Unit5BLet’s talk录音，跟读对话3遍，划出生词。
八、课后拓展作业
Choose and match
跟录音读课文
三、趣味操练（Practice）
1. Group work
同桌合作，戴上人物头饰练习表演对话，提醒学生在表演时要注意运用适当的表情和动作。
2. Showtime
请几对学生上汫台表演，评选出“最佳表演者”，作为奖励。
3.使用课堂互动训练习题，进行课堂学习效果检测。
四、小结（Summary）
1. ( ) What does he do? A. He works on a boat.
2. ( ) Where does he work? B. He is a fisherman.
3. ( ) How does he go to work? C. He goes to work by bike.
2.学生能理解stay healthy, work hard, study hard的意思。
五、评价设计

Unit5 B Let’s talk英语说课

Unit5 B Let’s talk英语说课Unit5 B Let’s talk英语说课大家好！我是织里试验学校的老师——吴妮娜，真诚欢迎各位专家对我的说课设计赐予指导。

Unit5 B Let’s talk部分是同学在前一课已经学会询问衣服价格、能购买衣服的基础上，来学习购买鞋子的一个语言情节。

整个语言情节中，需要同学新学的内容是会询问鞋子尺码和价格，以及在言语交际中学会建立良好的人际关系。

首先，我要说的是教学目标：能够听、说、认、读四句句型：（投影）① A pair of sth for sb ② What size?③ Ho much are they? ④ We’ll take them.要达到以上学问技能目标，需要通过创设生活模拟情境，让同学在情境中交际，在整个学习过程中同学经受探究、猜度揣测、朗读，这也是本课所追求的过程目标。

本课的情感目标是要体验以得体的方式与别人进行交际。

我设计这堂课的理念是：（投影）采纳应用任务型教学，面对全体同学开展交际活动，在活动中习得语言。

分散难点，把各新学内容奇妙地设计在循序渐进的过程中，努力使同学学得轻松开心。

■为了有一个真实的学习情境，我把教室布置成一个超市，（投影简图）“超市”有三个柜台组成，柜台上放置大小不同的鞋子和衣服，而且每个柜台间的鞋子、衣服价格不等。

整个教学过程是这样的：（投影流程）arm－up部分，首先是复习单词，把柜台上的一双“凉鞋”隐藏起来，（投影）对同学说：“Can you guess ，hich shoes in it ？”同学自然会用上节前课所学的四个单词来猜度揣测，等同学把四个单词都猜一遍后，再揭开谜底。

这种嬉戏重复几次。

在猜的过程中，不知不觉地就复习了这四个单词。

其次是复习“Can I help you ?”、“A pair of … ”这两个句型。

让同学用这两句对话完成给自己购买鞋子的任务。

Presentation部分。

这部分，我设计的大致流程是：在热身中引出学习“A pair of sth for sb ”，接着学“What size?” “ Ho much are they ?”，再学说“ We’ll take them.” “Ho about this pair？”，“Are they all right ？”三个句型。