unit3A Let's talk
人教PEP版五年级上册英语教学课件 Unit 3 A Let‘s talk
Presentation : Let’s read
Sarah:
Mum, I'm hungry.
Sarah's mother: What would you like to eat?
Sarah:
I'd like some bread and chicken,please.
Sarah's mother: Here you are, dear.
A. What do you have for dinner on Mondays ? B. What do you have for on Mondays ? C What would you like for dinner?
Homework
1. Listen and repeat for 5 times. 听音跟读五遍
My menu: some /a(an)
some Coke
a hamburger
some soup
some hot dog
some juice
a cake
someome rice
some beef
some vegetables
some fish some bread
My name is ____.
I’m from _____.
I’m ________.
Presentation : Let‘s watch
Presentation : Listen and say
Mum,I’m hungry.
Presentation : Listen and say
Sarah’s father Sarah’s mother
some Coke some hot dog
PEP人教版六年级英语上册《Unit3_A_Let’s_talk名师教案》
教材版本：PEP小学英语六年级上册第三单元课题Unit3 My weekend plan 备课时间内容Part A Let’s try L et’s talk主备人复备教师一、课程标准1. 能根据录音模仿说话。
2. 能在教师的指导下运用最常用的日常用语谈论周末计划。
二、教材解析本课时主要学习的核心句型是：What are you going to do …? I’m going to …教材通过Mike和Sarah打电话的情景，让学生感知上述句型的语义及语用情景。
在五年级下册第三单元，学生已经接触What will you do?对一般将来时的用法有一定的了解。
三、目标预设1. 能够正确、熟练地朗读对话，做到语调、重音地道自然。
2. 从角色扮演到创设情景，能运用所学句型What are/is … going to do? I’m going to … He/She is going to …提问并作答。
四、重难点预设1. 本课时重点在掌握四会句型“What are you going to do tomorrow? I’m going to have an art lesson. We are going to draw some pictures in Renmin park。
2. 对基础不佳的学生，运用“be going to do”句型描述自己的活动计划并与他人交流应有一定难度，可以只做朗读和仿读要求。
五、评价设计1. 用听音跟读、Pair work、角色扮演等活动检测目标1的达成情况。
2. 利用指定词汇自创对话检测目标2的达成情况。
六、教学设计第 1 课时教学环节教学预设一、热身/复习（Warm-up/Revision）1. 多媒体课件播放五年级下册第一单元的歌曲My weekend, 师生齐唱。
2. “眼疾口快”教师通过多媒体出示学过的动词短语图片，学生看到快速说出单词。
3. Free talkT: What do you usually do on your weekend?S1: I usually …T: What do you often do on your weekend?S2: I often ……通过对话问答复习所学短语，为本节课打下基础。
PEP人教版英语六年级上册Unit3ALetstalk教学设计
PEP人教版英语六年级上册Unit3 A Let s talk教学设计一. 教材分析PEP人教版英语六年级上册Unit3 A Let’s talk主要讲述了一个关于野生动物园的故事，通过描述不同动物的外貌和特征，引导学生进行日常交流。
本节课的主要内容是学习动物的名称和特征，如“tall”, “short”, “thin”, “fat”等。
此外，本节课还涉及一些日常交际用语，如“What’s he/she like?”, “He’s tall.”, “She’s thin.”等。
二. 学情分析sixth-grade students have already acquired some basic English knowledge and communication skills. They are able to understand and use simple English sentences to describe objects and people. However, they still need to improve their listeningand speaking skills, especially in understanding different accents and using proper intonations. Moreover, they need to learn how to describe people and objects more vividly and accurately.三. 教学目标By the end of this lesson, students will be able to:1.Understand and use the key words and phrases about animals, such as“tall”, “short”, “thin”, “fat”, “giraffe”, “elephant”, “lion”, “panda”, “zebras”, and“tigers”.2.Listen and speak accurately in dly life situations, using the sentences“What’s he/she like?”, “He’s tall.”, “She’s thin.” etc.3.Improve their listening and speaking skills, especially inunderstanding different accents and using proper intonations.4.Cultivate their interest in learning English and develop theirconfidence in using English.四. 教学重难点1.Key words and ph rases: “tall”, “short”, “thin”, “fat”, “giraffe”,“elephant”, “lion”, “panda”, “zebras”, “tigers”, “What’s he/she like?”, “He’s tall.”, “She’s thin.”2.Proper intonation and pronunciation when using the key words andphrases.3.Describing people and objects more vividly and accurately.五. 教学方法1.Audio-visual method: Use pictures, videos, and audio materials to help students better understand the content and improve their listening and speaking skills.2.Task-based language teaching: Create practical tasks for students to apply what they have learned in real-life situations, such as describing animals.3.Cooperative learning: Encourage students to work together in groups to complete tasks and practice their language skills.4.Whole-class teaching: Use questions and answers, discussions, and other interactive methods to engage all students in the classroom.六. 教学准备1.Prepare pictures, videos, and audio materials of different animals.2.Prepare worksheets for students to practice their writing and listening skills.3.Prepare flashcards with pictures and words of the key vocabulary for students to study.七. 教学过程1.Introduction (5 minutes)–Greet students and ask them questions to check their previous knowledge.–Introduce the topic of animals and lead students into the class.2.Presentation (10 minutes)–Show pictures, videos, and audio materials of different animals to help students understand the content.–Introduce the key words and phrases, and teach the sentences “What’s he/she like?”, “He’s tall.”, “She’s thin.”3.Practice (10 minutes)–Divide students into groups and give each group a worksheet to practice their listening and writing skills.–Circulate among the students to help them with their work and answer any questions.4.Consolidation (10 minutes)–Ask students to work in prs to describe a picture of an animal they like.–Encourage students to use the key words and phrases they have learned, and correct their pronunciation and intonation ifnecessary.5.Extension (10 minutes)–Give students a short passage about a zoo, and ask them to read it aloud and answer some questions about it.–Discuss the passage with the students and ask them what they think about the zoo.6.Summary (5 minutes)–Summarize the mn content of the class and ask students if they have any questions.–Remind students to review what they have learned and do their homework.7.Homework (5 minutes)–Give students a worksheet to practice their writing and listening skills.–Remind students to practice their pronunciation andintonation when在本次PEP人教版英语六年级上册Unit3 A Let’s talk的教学设计中，我以教材内容为基础，结合学生的实际情况，制定了明确的教学目标和重难点，并采用了多种教学方法，以期提高学生的英语听力、口语和描述能力。
四年级英语人教PEP版下册Unit3_A_Let’s_talk名师教案
教材版本：PEP小学英语四年级下册第三单元热身/复习（Warm-up/Revision）Warm-upReview the song “It’s twelve o’clock”.通过歌曲热身，复习第二单元主题——时间。
Enjoy a new song! “How is the weather?”以呈现歌曲的形式，突出本单元主题——天气。
Lead in通过出示两组亲子日常对话的情景，引出本课时核心句型Can I …? Yes, you can. No, you can’t.让学生在整体感知文本前，对该课时核心知识点做初步理解、掌握。
同时，引出核心词汇outside, cold, hot以及常用表达法Be careful! 为其后的学习奠定基础。
呈现新课（Presentation）Guess and say看图片，猜情节。
What time is it now?What does Mike want to do?Listen and judge 听录音，做判断。
Mike has breakfast with his mum.Mike wants to have some soup.Listen and imitate 听音，仿读。
1. Listen to the radio and read after it.2. Read after the teacher.3. Read together.4. Read in roles.Watch and imitateLet’s play!学生在观看第一段视频后，组内两两结合就图片所示内容进行模仿训练。
趣味操练（Practice）Role playPair work两两合作，将该对话表演出来！Show time。
新版人教版小学英语四年级上册Unit3A-Let's-talk
迎江区长风乡新进教师展示课教案Unit 3 My FriendsPart A Let’s talk长风乡新义小学执教人：李莹一、教学内容人教版小学英语四年级上册第三单元A部分Let’s talk二、教学目标1．学生能够听说认读新词：friendly, strong, his, her2．学生能够理解对话大意,并用正确的语音、语调朗读对话3．能在情景中运用句型What’s his/her name? His/Her name is …询问他人并能答复4．能在情景中运用句型He’s/She’s …描述人物性格和体型特征5．通过合作交流，培养学生用英语进行交际的能力和自主学习的能力。
三、教学重难点1. 重点：理解对话内容并学会运用目标句型和词汇进行情景交际。
2. 难点：注意his和her运用时的区别；乐于展示自己，积极交流。
四、教学准备点读机，多媒体课件，单词图卡，一本语文书五、教学过程StepⅠWarm up1.Greetings打招呼T: Morning, boys and girls. Sit down, please!S: Good morning, teacher!T: Before our new class, let’s enjoy a song.2.Song time：Boy and girl 用熟悉的歌曲活跃课堂氛围T: In this song, we heard a sentence: Do you want to be my friend?Then do you want to be my friend? 你们想和我做朋友吗？S: Yes!T: Thank you !3. Introduce the teacher通过课件介绍教师的及职业，与学生交朋友StepⅡPresentation1.Lead-in 导入(1) T: Now you have known my name, but I don’t know your names.Who want to tell me your name? 引导学生介绍自己的T: OK! What’s your name?S: My name is…/I’m …T: Nice to meet you!S: Nice to meet you, too!(2) Teacher ask a student to tell about another boy’s nameT: What’s his name?2.Presentation 呈现新句型(1)Introduce new sentence patterns 教学新句型What’s his/her name? His/Her name is …(2)Help to understand the differences between his and her理解“他的”和“她的”的区别(3)Pair work 同伴练习展示学生熟悉的任务图片，同桌进行简单的对话操练(4)Show a photo of Yao Ming and Zeng Zhiwei出示姚明和曾志伟的合影，引导学生回忆已学单词tall, short, fat, thin引出目标句型：He’s/She’s short and fat.3.Let’s talk(1) T: I know John has a new friend, let’s go and see, OK?(2) Watch the flash and listen 边看边听(3) Listen and point 边指边听(4) Self-reading 自读课文，划出不懂和不会读的词(5) Group work 小组内交流学习不会的词句(6) Teach new words: strong, friendly 教师帮助学习新词T: Who is strong/friendly in your class?你们班谁比较强壮/友好？4.Follow the tape, sentence by sentence 句句跟读StepⅢPractice1.Pair work 与同桌分角色阅读对话2.Role-play 上台表演对话StepⅣConsolidationGame: 听音猜人Rule: 请同学上台，转过头去，猜一猜是谁在下面说话，大家一起问他/她叫什么名字，猜对者说出并简单描述这位同学。
新版pep六上册-Unit3-A-Let's-talk课件
Sarah: Have a good time !
Mike: You too. I have todo my homework now.Bye.
Sarah: OK. Bye.
I can play in roles. （我会分角色表演。）
Sarah:We're going to 'draw' some 'pictures in 'Renmin
'Park.
Mike: 'Sounds 'great! I'm 'going to 'see a film 'tomorrow.
Sarah: 'Have a 'goo(d) 'time! Mike: You 'too. I 'have to 'do my 'homewor(k) 'now. Bye. Sarah: OK. Bye.
1.Questions:
a. What is Sarah going to do tomorrow?
Sarah is going to have an art lesson.
b. What is Mike going to do tomorrow?
Mike is going to see a film.
2. Watch it again and fill in the blanks draw some and pictures a. Sarah her classmates are going to do his homework _____________ in Renmin Park. b. Mike has to ____________now.
三年级上册Unit3A.Let's talk
第一课时教案【学习内容】Part A：Let’s talk, Let’s play, Letters and sounds【课标描述】1.能在图片和动作的提示下听懂简单的对话。
2.能相互致以简单的问候并能使用建议用语。
3.能在教师的指导下用英语做游戏并在游戏中进行简单的交际。
4.能做简单的角色扮演。
5.能学唱歌谣。
【学习内容分析】本课时主要是让学生在实际情境中学习和训练打招呼和问候语：Good morning! How are you ?以及答语：I’m fine ，thank you . 同时还学习提出建议的用语：Let’s go to school ！因此，本课时对于刚刚接触英语的三年级学生来说，会继续保持高昂的学习兴趣，积极参与老师组织的互动，为更好地学习英语打下坚实的基础。
【学习目标】1.通过观看视频，听录音找规律，看形找字母，听音辨字母，初步了解Ee,Ff，Gg，Hh，Ii在单词中的发音。
2.通过读图，观看视频，捕捉关键词，理解对话大意。
了解How are you ? I’m fine ，thank you .和Let’s go to school ！的用法，在现实生活中准确熟练地运用。
3.通过图片和文本的呈现，帮助在真实的的语境中学习核心句型，理解并正确运用核心句型。
4.通过听音模仿，角色扮演，引导用正确语音、语调朗读本课对话。
5.进行情感态度的正确引导，鼓励开口说英语，积极交友。
【评价活动方案】1.通过欣赏视频，听音找字母，看词找相字母，说唱歌谣，听音辨字母的活动，关注学生认读字母及对字母Ee,Ff，Gg，Hh，Ii在单词中的发音的掌握情况。
评价学习目标1 。
2.创设学习文本的环节，通过Watch and number, Watch and choose, Look and say, Pair work,关注学生是否能正确地捕捉关键词，能否用核心句型致以问候和提出建议，评价学习目标2和3。
PEP小学英语五年级上册《Unit 3 A Let’s talk》精品教案
PEP小学英语五年级上册《Unit 3 A Let’s talk》精品教案教学内容：A Let’s try Let’s talk Talk and match教学目标：一．知识目标：能听懂、会说句子“What do you have forbreakfast/lunch/dinner today?和句子I have …并能在实际情景中进行运用。
二．能力目标：1．能听懂提示语，按照Let’s try 的录音内容判断两张配图的正误。
2．能够用英语“点菜”。
3．能够相互调查一日三餐的用餐情况4．能用英语设计出适合小学生一日三餐的营养食谱。
三．情感、策略、文化目标：1．用任务型语言教学途径，让学生在“做”中学，激发学生学习英语的兴趣。
培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。
2.了解中西方饮食方面的不同之处。
语言任务：在本次教学活动过程中，教师是组织者，起引导作用；学生是“主角”，是活动的主体，他们以小组为单位，进行口语、笔头练习。
教师和学生之间既是师生关系，同时也互相合作、交流，因此又是合作伙伴关系。
这次活动采用情景法、交际法及“任务型”教学途径。
在教学过程中，关注学生的情感，尊重每个学生，保护他们的自尊心和积极性，营造宽松、民主的教学氛围，建立融洽、和谐的师生交流渠道，依据本单元的教学目标，并结合教学内容设计贴近学生实际的教学活动，鼓励他们在学习中尝试，吸引和组织他们积极参与，从而培养学生的合作精神和语言运用能力。
四．教学重点：能熟练使用句子“What do you have forbreakfast/lunch/dinner today?和句子I have …进行问答练习。
五．教学难点：句子“What would you like for lunch?”与“What do you have for lunch today?”的不同用法，以及对话的理解与拓展。
六．课前准备：1．教师准备录音机和有关录音带。
Unit 3 A Let's talk
T: Yes, they are in Where Are We Going, Dad. They are going to finish their trip. Let’s see what they are talking about. (PPT shows the dialogue.)
S: I’m going to school.
Ss listen and finish the task in Let’s Try.
Ss: Duoduo and Yangyangyang!
Ss read the dialogue.
Ss act the dialogue.
Ss try to make a new one.
Teaching Aids:
PPT andword card
Teaching Procedures and Purposes:
步骤
教师活动
学生活动
设计意图
Warm-up
Presentation /Practice
Consolidation and
Extension
Homework
1.Enjoy the song: What are you going to do?
T: Can you make a new dialogue?
T: Mike and Sarah are talking about their plan about tomorrow. Let’s watch.
Answer the questions:
pep六年级英语上册unit3A Let's talk课件
Mike: What are you going to do tomorrow? Sarah: I’m going to have an art lesson. Mike: What are you going to do in your lesson? Sarah: We’re going to draw some pictures
Let’s talk P24
Read and answer 读对话，回答
What is Sarah going to do in her art lesson? She is going to draw some pictures in Renmin Park.
联系上下文，猜一猜划线句子的意思
玩得开心点！ (必须得…) 我现在得做作业了。
Kelly
√
√ √
1.Listen to the dialogue and repeat it for 3 times. ( 听音、模仿朗读对话3遍。）
2.Find the difference between dialogue A and dialogue B. (找一找A、B两个对话之间的不同之处）
-What a_r_e _th_e_y going to do? -_T_h_ey__a_re__go_i_ng__to__se_e__a _f_ilm__.
-What a_r_e__th_e_y__g_o_in_g_t_o__d_o? -T_h_e_y_a_r_e_g_o_in_g_t_o_t_a_ke__a_t_ri_p.
National Day is coming. What are you going to do?
Get into groups of four and talk about your holiday plan. (国庆节将要来了，你将去做什么? 四人小组一起相互谈谈你的计划)
Unit3 A Let’s talk
教学内容
我的修改
教学过程
一、Warm-up/Revision
.师生问答：
T: Hello,/Hi,/Good morning,/Good afternoon, boys and girls.
S: Hello,/Hi,/Good morning,/Good afternoon, teacher.
看特别头像说单词。
学生表演上节课所练的对话。
二、呈现新课(Presentation/ Practice)
1.指着自己身体导入到身体各部位的学习。
2.认读body, leg, arm, hand, finger, foot的卡片和图片。注意辅导学生的发音，区别head和hand的发音。
学生听Let’s learn部分的录音，一边听，一边指着自己身体的各部位。力求使学生做到心、口、手、眼和听、说、做、练相结合。
3.教师演示Let'stalk/A的内容，使学生进一步理解对话。方法为：教师左手举起ChenJie的头饰，右手举起小鸟的头时，用不同声调引出对话内容。在此次演示活动中，教师强调Goodmorning.
4.再听本课时Let'stalk/A教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：I’mfine,thankyou.一句中fine中的元音字"i"的读音是[ai]，提示学生口型要略大些。而thank一词中的th在发音时，要让舍尖处于上下齿之间，教师能够夸大口型，让学生了解发音方法。
2.师生同唱歌曲"Hello"。教师能够边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。
二、Presentation
1.师生听磁带Let'stalk/A的内容。使学生了解了句型的含义，又了解句型使用的情景。
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He went to MT. Tianshan. MT. = Mount
It's May 1st.
2.What did John do in Xinjiang?
He rode a horse and saw lots of grapes. ride – rode a horse
2016/3/23
Amy: What happened? Fill in the blanks. John: I fell off my bike last Saturday and hurt my foot. A. Are you all right? Amy: That’s too bad! 1.___________________ John: I’m OK now. Come and look at my photos from the Labour Day holiday. C. Where did you go? Amy: 2._____________________ John: Mt. Tianshan, Xinjiang. I rode a horse. Look, it’s very small! Amy: Oh, yes. It looks like a mule! E. Did you go to Turpan? 3.____________________ John: Yes, we did. We saw lots of grapes there, but we couldn’t eat them. They won’t be ready till A.Are you all right? B.Do you go to Turpan? August.
2016/3/23
Role play
2016/3/23
Group work
2016/3/23
rode a bike
A：Where did you go last weekend? B：I went to... A：Did you ... B：Yes,we did./No,we didn't.
rode a horse
2016/3/23
Let’s learn the text. Amy: What happened? John: I fell off my bike last Saturday and hurt my foot. Amy: That’s too bad! Are you all right? John: I’m OK now. Come and look at my photos from the Labour Day holiday. Amy: Where did you go? John: Mt. Tianshan, Xinjiang. I rode a horse ride-rode Look, it’s very small!
Yes, we did. / No, we didn’t.
Homework 1.<小状元>P 。
2.背签抄P24对话
2016/3/23
not...till=not...until 直到……才…… eg:The students didn't go to the classroom till(until) the bell rang.
Listen and try to imitate
Amy: What happened? John: I fell off my bike last Saturday and hurt my foot. Amy: That’s too bad! Are you all right? John: I’m OK now. Come and look at my photos from the Labour Day holiday. Amy: Where did you go? John: Mt. Tianshan, Xinjiang. I rode a horse. Look, it’s very small! Amy: Oh, yes. It looks like a mule! Did you go to Turpan? John: Yes, we did. We saw lots of grapes there, but we couldn’t eat them. They won’t be ready till August.
rode a bike
look like 看起来像
Amy: Oh, yes. It looks like a mule! Did you 骡子 lots of =a lot of go to Turpan? 吐鲁番 John: Yes, we did. We saw lots of grapes there, but we couldn’t eat them. They won’t be ready till August.
2016/3/23
went fishing
forest
rode a bike
Holiday
went boating
rode a horse
Summary
1.What happened (to him )? He fell off the bike and hurt his foot. 2.Are you all right? I’m OK. Thanks. 3.Where did you go? I went to the/a + 地点. 4.Did you go to Turpan?
What happened to John?
Why is he in the hospital?
He fell off his bike and hurt his foot.
fall off – fell off 跌倒
2016/3/23
Listen and answer.
1.Where did John go on the Labour Day holiday?
2016/3/23
C.Where did you go? E.Did you go to Turpan?
D.Were you all right? F.Where do you go?
Underline the key sentences
Amy: What happened? John: I fell off my bike last Saturday and hurt my foot. Amy: That’s too bad! Are you all right? John: I’m OK now. Come and look at my photos from the Labour Day holiday. Amy: Where did you go? John: Mt. Tianshan, Xinjiang. I rode a horse. Look, it’s very small! I went to Mt. Tianshan,Xinjiang. Amy: Oh, yes. It looks like a mule! Did you go to Turpan? No,we didn't. John: Yes, we did. We saw lots of grapes there, but we couldn’t eat them. They won’t be ready till August.
Unit 3
ห้องสมุดไป่ตู้
Where did you go?
Part A
Let’s try & Let’s talk
Where did you go and what did you do yesterday?
I …. saw a film/read a book
watched TV [t]
had a cold/slept
Let’s try
hurt his foot
hurt-hurt(使）受伤
Let’s try It’s time to have
the first class.
Amy : John, where are you? It’s time for our first class! John: Sorry, I’m at the hospital now. Amy: What happened? happen--happened John: I hurt my foot. Please tell Mr Hu I’m sorry I can’t come. Amy: OK. Bye.
did my homework
[id]grandparents visited my
stayed at [d]home washed my clothes [t]
What did John do?
He answered the phone .
John answered a phone call from Amy. Listen first class and tick the or cross. × The second class is beginning. × John is at home. at/in the hospital √ John hurt his foot.