英语口语教程 Unit 5
Unit5whatdoeshedo？partCstorytime(教案)人教PEP版英语六年级上册
Unit 5 What does he do? Part C Story time (教案)人教PEP版英语六年级上册教学内容：本节课为人教PEP版英语六年级上册Unit 5 What does he do?的Part C Story time部分。
教学内容为一篇关于职业的英语小故事，主要讲述了一个小男孩询问他的父亲及其他人的职业，并表达自己对未来职业的向往。
通过学习本节课内容，学生能够掌握询问职业的句型，了解不同职业的特点，并能够表达自己对未来职业的期望。
教学目标：1. 知识与技能：（1）学生能够理解并运用句型"What does he/she do?"来询问他人的职业。
（2）学生能够正确运用所学词汇描述不同职业的特点。
（3）学生能够通过阅读故事，提高英语阅读理解能力。
2. 过程与方法：（1）学生通过参与课堂活动，提高英语口语表达能力。
（2）学生通过合作学习，提高团队协作能力。
3. 情感态度与价值观：（1）培养学生对英语学习的兴趣，激发学生学习积极性。
（2）培养学生尊重他人，理解不同职业的价值。
教学难点：1. 正确运用句型"What does he/she do?"询问他人的职业。
2. 描述不同职业特点的词汇运用。
3. 故事内容的理解及阅读技巧的培养。
教具学具准备：1. 教具：多媒体课件、黑板、教学卡片。
2. 学具：学生用书、练习本、彩色笔。
教学过程：1. 导入：（1）教师与学生进行日常交流，询问学生昨天做了什么，引导学生复习过去时态。
（2）教师展示一张职业图片，引导学生猜测该职业，并询问该职业的相关信息。
2. 新课呈现：（1）教师播放故事动画，让学生整体感知故事内容。
（2）教师带领学生阅读故事，讲解生词及重点句型。
（3）学生分角色朗读故事，体会不同角色的情感。
3. 活动练习：（1）学生两人一组，运用所学句型询问对方的职业，并描述该职业的特点。
（2）学生进行小组讨论，分享自己未来想从事的职业，并说明原因。
第五单元学生预习材料
Directions: Read the following passages and try to know more about the topics concerned.Passage 1How to Effectively Use the Internet for ResearchTap into reputable sourcesMany reliable statistics, articles and other information can be found on government and educational websites. These websites are easily identified because their domain names end in .edu or .gov. Additionally, you can conduct a search for only scholarly information. See the sources below.Subscribe to RSS FeedsReally Simple Syndication (RSS) feeds is new technology that allow subscribers an immediate update when new information is posted. RSS feeds are particularly handy for news sources or other websites that are constantly updated. If you need to collect current events on a particular topic, RSS feeds will practically do your work for you.Join or Create a GroupA number of websites like Google, Yahoo and MSN offer online groups where members can share information. This is an excellent way to meet people who share your same interests and discover new resources.Understand and Use Boolean Logic or an advanced searchBoolean Logic is becoming less common as more search engines offer advanced search features. Boolean Logic uses the words ―and‖, ―or‖ and ―not‖ to create relationships among search terms and allow you to narrow your search.The advanced search feature on Google, Yahoo, MSN, and other popular search engines accomplish the same goal. Use these methods to filter your results and find the information you’re looki ng for.Use Synonyms, Alternate Spellings and Related TopicsAs you conduct your research, take note of synonyms, alternate spellings and related keywords of your topic. For example, if you’re looking for information on dogs, you may also want to search ―puppies‖, ―canines‖ and ―pets‖.Use Different Search EnginesDifferent search engines function differently. Google and are link–ranking engines, which mean they consider the relevance and importance of the links that link to a website and the sites the website links to. On the other hand, Yahoo and altavista rank by general content. They look at keywords in metatags and in the webpage’s content. Therefore, different search engines provide different results.Choose a Browser That’s Conducive to R esearchThere are many free internet browser downloads—Internet Explorer, Firefox and Opera are just a few. Some browsers allow you to add notes, save groups of websites and have integrated search engines that make web research easier and faster. Any of the three listed above are great for web research.Passage 2The Internet of Things and EducationWith the Internet connecting us to many things (media, photos, information, etc.) can it also connect us to physical objects? Can we launch applications on our com-puter by just touching a physical object? Can one physical object talk to another physical object through an Internet connect and command it to do a physical act or feed it data? The answer is yes and this phenomena is calle d ―The Inter net of Things‖.What is exactly the Internet of Things? According to Wikipedia the Internet of Things ―refers to uniquely iden tifiable objects (things) and their virtual representa-tions in an Internet-like structure. The term Internet of Things was first used by Kevin Ashton in 1999.‖ What are some con sumer examples of the Internet of Things? One would be a ―smart fridge‖. This device could tell you when the items in your fridge are due, what you can make with the items in your fridge and find recipes on the Internet for you. Or when you are running low on a certain food item, it would email you a list that you can pull up on your mobile phone while you go food shoppi ng. ―Intel li gent cars‖ are also being designed in the same way to help you navigate, avoid accidents by sensing the objects around you, emailing you when you need an oil change, or slowing down your speed because of bad weather (and emailing your work to let them know you’ll be late). Sounds like Sci ence Fiction? The ground work for the Internet of Things has already been laid down and futurist believe we’ll have a totally con nected Internet of Things world in 5 to 10 years out.So how does the Internet of Things exactly work? Each physical object would have a Radio-frequency identification (RFID) tag placed on the item or a 2D code or barcode. When this code or tag is read either by a RFID reader (also running an app to read it) or scanned by an app running on a computer or mobile device it would prompt your device to open up a page of information or send a command for an action to happen, like opening up an email client and sending a message or it would call a certain person in your address book. Two applications that will allow you to create tags and associate them with physical objects and have them execute a com-mand are touchatag and Pachube .You can also just attach data (like text or images) to the physical object to describe it or have that object feed data into another pro-gram. How easier would it be for you to gather information about the objects around by just scanning them instead of opening a browser and having to search the Internet about the object? The relationship of the object and the data is already formed for you. So how can the Internet of Things be applied to education?If students are collecting data out in the field for research, tagging physical objects to find and analyze data about the object (and have to feed into other pro-grams for analysis) is one way the Internet of Things can be used in education. Once the students set up the process (tagging the item, associating certain data and com-mends to feed that data to other servers for analysis), they can sit back, collect the data and run it through various programs for their research. Having to go out to the physical object all the time to collect data on different conditions will be a thing of the past. The students will have 24 hour data collection, which will make their research more accurate.Say a student created a work of art. They can tag that painting with the time, date, location it was painted, the media that was used for the painting, an audio artist statement or even a video of the artist discusses their influences and attaching images of those influences to that physical object. This can be done with a viewer scanning an AR code and viewing that data as AR (Augmented Reality) data. They would be able to see the images superimposed on top of the real physical object and compare the two in the same exact space. There will be no need for the viewer to pull out their phone, look up the artist and the painting information and try to find interviews about the piece. It will all be tagged to that object and easy to access.What if a student wanted to learn a foreign language through touching the phys-ical objects that are in their vocabulary list? RFID tags can be created and attached by the instructor for each of the physical items in the vocab list. When the student places this object on the RFID reader, it will say the word for the item in their native language and in the foreign language. Touching the item will give the student another sense to be engaged and may help (depending on their learning style) them learn the content faster.With server space becoming more plentiful and Internet connections on mobile devices getting faster, the Internet of Things will become more of a common place reality and will find its way into the classroom.Passage 3Mind Control: Is the Internet Changing How We Think?Earlier this week Baroness Greenfield, the Oxford University researcher and former head of the UK's Royal Institution, called on the British government and private companies to investigate the effects on our brains of computer games, theinternet and social networking."We should acknowledge that it is bringing an unprecedented change in our lives and we have to work out whether it is for good or bad," she told reporters."For me, this is almost as important as climate change. Whilst of course it doesn't threaten the existence of the planet like climate change, I think the quality of our existence is threatened and the kind of people we might be in the future."Greenfield calls the effect of too much time in front of a computer as "mind change". Carr goes further in his analysis and talks about how the way we think is shaped by the tools we use to think with."This was true of the map, the alphabet, the clock, and the printing press, and it's true as well of the internet. The net encourages the mental skills associated with the rapid gathering of small bits of information from many sources, but it discourages the kind of deeply attentive thinking that leads to the building of knowledge, conceptual thinking, reflection, and contemplativeness."So, as with earlier intellectual technologies, the net strengthens certain cognitive functions but weakens others. And because the neural pathways in our brain adapt readily to experience, the changes occur in the actual cellular wiring of our brains."Some of these arguments may have a familiar ring -- those old enough may recall similar fears about television; the belief that media will rot our brains is not new, but Carr argues this time it is different."As a multimedia system, the 'net is different from TV and radio, and certainly from the printed page, and needs to be evaluated on its own terms," he says."The reason that alterations in our habits of mind matter is because they determine the scope and richness of our intellectual lives and also affect the depth of our culture."So should we be worried?"It depends on what you value about the human mind," says Carr."Some people love the constant stimulation the net provides, and don't much care about the loss of more solitary, contemplative ways of thinking. For them, it's not a problem at all."Other people -- and I'm one of them -- believe that while it's important to be able to skim and scan and multitask, our deepest and most valuable thinking requires a calm and attentive mind. If you exist in a perpetual state of distractedness, you'll never tap into the deepest sources of human insight and creativity."With the multiplication of smartphones, netbooks, and social networking services ratcheting up the intensity of the interruptions that bombard us, Carr believes that these changes will continue to accelerate. As the internet is woven ever more deeply into our work lives, social lives, and education we need to start thinkingabout where all this is leading, now."I fear that we have been too quick to assume that computers and the 'net are good for students," he says."Certainly kids need to learn how to use the net effectively, but I think they also need to be encouraged to read printed books, to learn to pay attention, and to engage in solitary and contemplative thought. If kids are distracted all day long, in and out of school, they may never learn to think deeply."But there may be a way to have our cake and eat it when it comes to connectivity.Ignoring the irony of using software to solve a problem created by software, there are several packages now available that lock you out of the internet and all its distractions for a specified period of time -- letting you focus on work, rather than disappearing down the rabbit hole of Google and Wikipedia.。
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
Unit5Dinner’sreadyALet’stalk(教案)人教PEP版英语四年级上册
Unit 5 Dinner’s ready A Let’s talk（教案）教学内容1. 学习并掌握与晚餐准备相关的英语词汇和表达，如：dinner, ready, let's, talk等。
2. 通过听、说、读、写的训练，提高学生的英语听说能力和阅读理解能力。
3. 培养学生运用英语进行实际情景交际的能力，能够运用所学知识进行晚餐准备的相关对话。
教学目标1. 让学生掌握与晚餐准备相关的英语词汇和表达，能够熟练运用所学知识进行相关对话。
2. 培养学生的英语听说能力和阅读理解能力，提高学生的英语综合运用能力。
3. 通过实际情景交际，培养学生的英语口语表达能力和交际能力。
教学难点1. 正确发音和运用与晚餐准备相关的英语词汇和表达。
2. 理解并运用英语进行实际情景交际。
教具学具准备1. 多媒体教学设备，用于播放教材和相关教学视频。
3. 彩色卡片和挂图，用于辅助教学和激发学生的学习兴趣。
教学过程1. 引入：通过播放教材中的相关对话，引起学生的兴趣，让学生初步了解本节课的主题和内容。
2. 新课导入：通过讲解和示范，让学生学习并掌握与晚餐准备相关的英语词汇和表达。
3. 实践练习：通过听、说、读、写的训练，让学生巩固所学知识，并提高英语听说能力和阅读理解能力。
4. 情景交际：通过模拟实际情景，让学生运用所学知识进行晚餐准备的相关对话，培养学生的英语口语表达能力和交际能力。
板书设计1. 在黑板上列出本节课的重点词汇和表达，让学生能够直观地了解和掌握所学内容。
2. 用图表或流程图的形式展示晚餐准备的相关步骤和用语，帮助学生理解和记忆。
3. 列出本节课的教学目标和要求，让学生明确学习的目标和方向。
作业设计1. 完成教材中的相关练习题，巩固所学知识。
2. 根据本节课所学内容，编写一段晚餐准备的对话，并进行口语练习。
3. 收集并整理与晚餐准备相关的英语词汇和表达，制作成单词卡片，方便复习和记忆。
课后反思教学过程详细补充1. 引入生活情景联系：教师可以通过提问学生关于晚餐准备的经验，让学生分享自己在家中的晚餐准备过程，以此引入本节课的主题。
Unit 5 What does he do？A Let’s talk(教学设计)-2022-202
Unit 5 What does he do? A Let’s talk (教学设计)一、教学目标1.学生能够使用“what does he/she do”对人物职业进行询问，并能正确回答。
2.学生能够通过小组合作，自主学习，提高英语口语表达能力。
3.学生能够通过练习提高听力理解能力。
二、教学内容单元：Unit 5 What does he do? A Let’s talk.话题：职业语言知识：What does he/she do? He/She is a/an…三、教学重点1.如何用英语询问职业。
2.掌握一些常见的职业名称。
四、教学难点学生需要掌握正确的单词发音和拼写，以及正确使用“is a”和“an”的区别。
五、教学准备多媒体课件，小组名牌，录音机。
六、教学过程步骤一：引入（1）通过多媒体课件展示一些职业名称，并用英语发音示范。
（2）运用小组互动，要求同学们轮流说出他们所知道的职业名称，以及使用“What does he/she do?”来进行询问。
步骤二：展示（1）展示一些职业图片，要求同学们使用英语描述图片中人物的职业。
（2）通过多媒体课件展示一张职业图标练习学生识别不同职业。
步骤三：听力训练（1）使用录音机播放一段简单的听力材料，让同学们听后回答问题，并帮助他们纠正错误发音。
（2）运用小组互动，设计一些黑板操练以提高学生们的听力。
步骤四：合作学习（1）学生分成小组（3-4人一组），通过合作学习，互相提高英语口语，询问组员职业并向其他组介绍。
（2）教师可以运用多媒体课件设计教学游戏，例如:学生们需要回答一些随机选出的职业，或者表演一些关于职业的小剧场等等。
步骤五：总结回顾通过课堂讨论、个人总结、小组合作等方法，总结本节课学到的内容。
七、巩固练习（1）作业安排：要求学生背诵和书写本节课的职业名称，并在下节课时进行抽查。
（2）多媒体课件上给出一些英语单词，要求学生使用中文解释，并做出相关职业图片的描述。
牛津译林版英语八下Unit5《Goodmanners》(welcome)说课稿
牛津译林版英语八下Unit 5《Good manners》（welcome）说课稿一. 教材分析《牛津译林版英语八下Unit 5 Good manners》是一篇关于日常礼仪的文章，通过描述不同场景下的礼貌行为，引导学生了解和掌握英语中的礼貌用语和行为规范。
本节课的主要内容是学习日常生活中的礼貌用语和行为，包括问候、道歉、道谢、邀请等。
文章中提供了一系列真实的场景，让学生在实际语境中学习英语，提高他们的语言运用能力。
二. 学情分析在学习本节课之前，学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
然而，对于一些日常礼仪的表达和运用，学生可能还不够熟悉。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同学生的学习需求进行引导和帮助。
三. 说教学目标1.知识目标：学生能够掌握日常生活中的礼貌用语和行为，如问候、道歉、道谢、邀请等。
2.能力目标：学生能够在实际场景中运用英语进行礼貌交流，提高他们的语言运用能力。
3.情感目标：学生能够认识到礼貌的重要性，培养良好的品德素养。
四. 说教学重难点1.重点：学生能够掌握日常生活中的礼貌用语和行为。
2.难点：学生能够在实际场景中运用英语进行礼貌交流，提高他们的语言运用能力。
五. 说教学方法与手段1.情境教学法：通过设置真实的生活场景，让学生在实际语境中学习英语，提高他们的语言运用能力。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的合作意识和解决问题的能力。
3.互动式教学法：引导学生积极参与课堂活动，加强师生之间的互动，提高课堂效果。
六. 说教学过程1.导入：教师通过与学生互动，引导学生谈论日常生活中的礼貌行为，激发学生的学习兴趣。
2.新课展示：教师展示文章，引导学生阅读，理解文章内容。
3.课堂讲解：教师讲解文章中的重点词汇和语法，帮助学生理解和掌握。
4.实践环节：教师设置真实的生活场景，让学生分组进行角色扮演，实际运用英语进行礼貌交流。
新编大学英语口语教程1教学课件Unit 5
Part 2 Read Aloud & Answer Questions
Part 3 Individual Presentation
1 Read the following presentation carefully, and pay attention to how the speaker manages to support herself with facts.
Question 2 What would you like to share with your intimate friends? And why?
Question 3
Do you think popular emojis such as and can convey more meanings than words in chatting? Why or why not?
Part 2 Read Aloud & Answer Questions
1 Go over the following passage and read it aloud. You will have 45 seconds to go over the passage and one minute to read it aloud. Pay attention to the pronunciation of each word while reading.
your presentation with facts. Facts are undoubted, proven realities that are grounded in objective evidence, such as statistics, examples, quotations, proverbs and news reports. To support and strengthen statements, facts should be directly related to them and properly cited from reliable sources. Even though a relevant, well-chosen fact functions well as a backup, try to use it in actual need. In the above presentation, to make it well-founded, after each statement, relevant facts are supplied, such as “a monitor for three years in high school”, “a basketball player”, “passed the exams of Social Etiquette and Psychology as elective courses”, and “got the National Psychological Counselor Level 3 Certificate”. All things considered, the listener will consider Hilda as the right person to be the monitor.
购物英语口语Unit5： 请问还要什么饮料吗
购物英语口语Unit5：请问还要什么饮料吗随着全球经济的快速进展，英语已经成了一个全球化的语言，所以在许多时候我们都可能用到或者遇到英语，以下是我给大家整理的购物英语口语Unit5: 请问还要什么饮料吗? 盼望可以帮到大家A: Good afternoon, sir. May I help you?柜台服务员：午安，先生。
我能为您服务吗?C: Yes, Id like a cheeseburger and a large order of French fries.顾客：好啊，我要一个起士汉堡和一大份薯条。
A: Would you like anything to drink with that?服务员：请问还要什么饮料吗?C: Yes, a medium Coke.顾客：好啊，一杯中可。
A : Will that be all?服务员：就这些吗?C: Yes.顾客：是的。
A: For here or to go?服务员：在这里吃或外带呢?C: To go, please. ( The attendant hands the customer his order.顾客：外带。
(服务员把顾客点的餐交给他。
)A: Thatll be $ 4. 25... ( The customer gives her a 5 dollar bill. ) ... out of five. Here is your change, sir. Have a nice day.服务员：一共4.25美元(顾客递给她一张5美元钞票)收你5块钱。
先生，这是找您的零钱。
祝您有个开心的一天。
单词学习笔记1.grab vt. 抓住grab sb by the+身体部位抓住某人的部位例：The shopkeeper grabbed the thief by the collar.(那个店主抓住小偷的衣领。
)2.bite n.可吃的食物(可数)grab a bite to eat 任凭吃点东西垫垫肚子3.counter n. 柜台4.attendant n. 服务员5.May I V... 我可以吗?这是一种客气的询问句，通常用在店员问候上门的顾客，或当自己有事要请人帮忙时，是很常用的句型。
PEP 六(上)Unit5 A Let’s talk 说课材料
PEP 六（上）Unit5 A Let’s talk 说课材料一、背景介绍本课是 PEP 小学英语六年级上册Unit5 A Let’s talk，主要目的是让学生能够在日常生活中应用英语进行交流，掌握一些简单实用的口语表达技巧。
二、教学目标本课的教学目标主要包括两方面：1.语言技能目标–学会使用句型“Can I help you?”和回答“Sure.”进行简单的交际；–学会使用答复句型“Here you are.”和“Thanks.”表达感谢和礼貌。
2.学习策略目标–培养学生的听力和口语表达能力；–培养学生的自主学习能力。
三、教学重点难点1.教学重点–学会使用句型“Can I help you?”和回答“Sure.”进行简单的交际；–学会使用答复句型“Here you are.”和“Thanks.”表达感谢和礼貌。
2.教学难点–培养学生自主学习的能力。
四、教学内容及教学步骤1. 教学内容本课的教学内容主要包括以下方面：1.在真实情境中学习英语；2.学习使用简单交际用语，“Can I help you?”和回答“Sure.”；3.学习礼貌用语，“Here you are.”和“Thanks.”。
2. 教学步骤本节课的教学流程如下：第一步：导入新课1.引导学生通过对话形式了解本课的学习内容；2.通过图片及多媒体展示，让学生了解课程背景。
第二步：学习新课1.教师通过模拟真实情境让学生学会使用“Can I help you?”和回答“Sure.”进行简单的交际；2.教师演示使用答复句型“Here you are.”和“Thanks.”表达感谢和礼貌。
第三步：巩固新知1.通过游戏、练习等形式让学生巩固所学知识；2.提供适量的自主练习时间，让学生自主巩固和总结所学内容。
第四步：作业布置留给学生些许练习英语口语的作业，提高学生的英语口语表达能力。
五、教学方法1.Task-based teaching method；2.Picture presentation method；3.Games and activities method。
Unit+5+Listening+and+Talking+教案 高中英语人教版(2019)必修第一册
Unit5口语课教案Explore Different Kinds of EnglishTeaching Objective:By the end of this lesson, students will be able to identify and discuss different types of English language usage, such as formal and informal language, academic and conversational English, and regional dialects. They will also be able to analyze the context in which these types of English are used and provide examples from their own experiences.Teaching Points & Emphasis:1. Differentiate between formal and informal language2. Identify academic and conversational English3. Discuss regional dialects and their characteristics4. Analyze the context in which different types of English are used5. Use real-life examples to illustrate the concepts coveredTeaching Strategies:1. Begin with a discussion on the importance of understanding different types of English in today's globalized world.2. Use visual aids, such as charts or videos, to help students visualize and understand the differences between formal, informal, academic, and conversational English.3. Encourage students to share their own experiences with different types of English in their daily lives, both in school and at home.4. Incorporate role-play activities that require students to use different types of English in different situations (formal vs. informal, academic vs. conversational).5. Conclude the lesson by reviewing the key points covered and assigning homework that requires students to reflect on how they can improve their understanding of different types of English in their future interactions.Teaching Procedure:1. Warm-up activity (5 minutes): Start the class by asking students to share their thoughts on the importance of learning different types of English in today's world. Write their responses on the board for everyone to see.2. Presentation (10 minutes): Use visual aids to present the main points of the lesson, including a chart that shows the differences between formal, informal, academic, and conversational English. Show videos or examples of each type of English being used in real-life situations.3. Group work (10 minutes): Divide students into small groups and ask them todiscuss their own experiences with different types of English in their daily lives. Encourage them to share their findings with the rest of the class.4. Role-play activity (10 minutes): Assign roles to students and have them participate in two different scenarios, one using formal English and another using informal English. Ask them to reflect on how the choice of language affected the tone and meaning of their interactions.5. Closing activity (5 minutes): Review the key points covered in the lesson and ask students to think about how they can improve their understanding of different types of English in their future interactions. Assign homework that requires students to reflect on their own experiences with different types of English and write a short essay sharing their thoughts with the class.Homework:1. Write a reflection paper on your own experiences with different types of English in your daily life (formal, informal, academic, conversational). Include specific examples and explain how these different types of English affected your interactions with others.2. Research a region or country where different types of English are commonly used and write a short presentation explaining the differences between those dialects and how they are used in everyday life.。
精彩的英语教案《Unit,5,What,does,he,do,Part,A,talk》
精彩的英语教案-Unit 5, What does he do, Part A, talk英语作为全球性的通用语言，学习英语已经成为现代学生必备的技能。
近年来，在中国国内各种各样的培训机构如雨后春笋般涌现，同时，也出现了许多优秀的英语教案。
本文将介绍一份精彩的英语教案-Unit 5, What does he do, Part A, talk。
教学目标本单元主要针对三个方面的目标进行教授，即听、说和写。
教师在教学的过程中，将尝试通过不同的学习形式和教学方法，帮助学生达到以下教学目标：- 听：能听懂长难句以及学习词汇。
- 说：能流利地朗读课文、能用所学词汇和短语进行简单的口语表达。
- 写：能够写出相关的职业信息，学会用所学词汇和短语句子进行简单的书写。
教学步骤（一）导入教师可以通过简单的自我介绍方式，将本节的主题引入进来。
例如，“我们今天来学习关于人们的职业，你自己想成为将来的什么职业呢？”（二）学习课文在学生掌握英语基础词汇的情况下，教师可以通过朗读课文的方式，帮助学生学习新的词汇和短语。
在学习课文的同时，教师可以提出一些问题，例如：- Who is the first person the boy talks to?- What is the man's job?- What does the girl's sister do?- Where does the girl's father work?这样既能帮助学生巩固所学知识，也能激发他们的兴趣。
同时，教师也可以通过讨论的方式，帮助学生对所学语句和生词进行理解。
（三）角色扮演教学的重点是让学生学会运用所学语言进行有效的口语表达。
教师可以将学生组成小组，每个小组都扮演不同的职业人员（例如老师、医生等），并根据平时相对应的职业场景进行训练。
教师可以指导学生通过角色扮演的方式，将所学语言和知识运用到具体的场景当中，并通过交流和互动的方式，帮助学生更好地理解和学习英语。
Unit 5幼儿教师实用英语口语(初级)解析
Practice (操练) Fun Time (开心一刻)
Section One Key Sentences (重点句型)
1. It’s time to have a nap. 该午睡了。 2. Cover yourself with your quilt and close your eyes. 盖好被子，闭上眼睛。
Teacher: Follow me, please. Child: Go, go, go. Teacher: Please go to bed and don’t talk. Wish you a good dream.
Section Five Fun Time (开心一刻)
Chant
In the Bedroom What do you see? What do you see in the bedroom? I see a bed in the bedroom. What do you see? What do you see in the bedroom? I see a sheet, I see a bed in the bedroom.
Section Two Dialogues (对话)
Dialogue 2
译文 Notes Words
4. zip ... up 拉上……的拉链。
Section Two Dialogues (对话)
Dialogue 1
Dialogue 2
Words (单词) nap /nAp/ n. washroom /'wCFru:m/ n. quilt /kwIlt/ n. socks /sCks/ n. wish /5wIF/ n. zip /zIp/ n.＆v. 小睡 盥洗室，厕所 被子 短袜 愿望 拉链；拉拉链
Unit 5 What does he do ？Part B Let’s talk Let’s tr
Unit 5 What Does He Do? Part B Let’s Talk Let’s Try (教案)教学目标1.学生能够正确使用现在进行时描述人物正在做的事情。
2.学生能够听懂并模仿对话中的口语表达。
教学重点1.现在进行时的用法和构成。
2.对话中的口语表达。
教学难点1.学生能否正确使用现在进行时。
2.学生能否正确理解并使用对话中的口语表达。
教学内容及过程Step 1 Revision（10分钟）1.与学生复习上节课所学写男女职业名词的单词和短语，并让学生大声朗读。
2.给学生上一张图片，让学生描述图片中的人物正在做的事情。
Step 2 Presentation（15分钟）1.让学生听磁带，听对话，并询问对话中两人正在做什么事情。
2.教授现在进行时的构成，并且让学生模仿构成和对话中的口语表达。
Step 3 Practice（25分钟）1.给学生上一个练习，让学生写下四个人物正在从事的事情，使用现在进行时的正确形式。
之后，让部分学生上来说出他们所写的，以检验学生的学习情况。
2.掌握了现在进行时，上一个练习，让学生再写下他们想象中的其他人物正在做的事情，并尝试描述他们的感受，并选出1-2位学生口述。
3.分组活动，每组分为A和B，可以选定一个角色或描写一个场景，由A描述，然后B剧情发展，上一个练习中的练习内容可以作为参考范例。
Step 4 Summary and Homework（10分钟）1.复习现在进行时的构成和用法。
2.将练习作业记录在作业本上，并记得每日复习。
教学策略1.听力和口语练习的活动可以使学生掌握口语表达。
2.分组活动可以让学生在感受多样性中更好的理解英语。
教学评估1.能否写出4个正在进行的事情。
2.能否表达其他想象中的人物所做的事情并描述他们的感受。
3.分组活动表现情况。
民航英语PPT课件
2021/3/7
CHENLI
5
Unit Five Telephone Reservations
• Useful Expressions
• to reach sb. at 62580000 拨打电话62580000.
• to contact sb. by calling( dialing)62580000
2021/3/7
CHENLI
8
Unit Five Telephone Reservations
• Dialogue • What about a Friday flight? We have a few
seats left on Flight CA981 on that day, leaving Beijing at 1:00p.m. • 星期五的航班怎么样？CA981航班还有几个 空位，下午1点离开北京。
2
Unit Five Telephone Reservations
• Warming up • I. Discuss with your partner and tell how many
ways of making airline reservations. • Making reservations by going in person to the
• Dialogue
• Mr. Croft, I’ll repeat your reservation. I’ve reserved one economy class seat on Flight CA981 for Aug.6th , one way to New York, leaving Beijing at 1:00p.m. Please come to pick up your ticket before next Wednesday.
10应用型大学英语口语教程1 (5)
Part A Warming-up
Directions: Try to describe the following pictures in English. Then match the health problems with their solutions.
Hale Waihona Puke A大连理工大学出版社
E
B
C
D
Part B Oral Translation
主 审 James Majaor 主编王志
UNIT 5 Making & Cancelling an Appointment
大连理工大学出版社
Part A Warming-up Part B Oral Translation Part C Theme Reading Part D Group Work Part E Speaking and Writing
Directions: Please translate the following Chinese into English.
1. 我感觉嗓子痛，想看医生。（a sore throat）
I have a sore throat. I want to see a doctor.
2. 这是史密斯医生办公室，需要帮助吗？（Doctor Smith’s Office）
This is Doctor Smith’s Office, can I help you?
大连理工大学出版社
Part B Oral Translation
Directions: Please translate the following Chinese into English.
3. 我想预约明天看医生。（make an appointment）
中职《英语口语交际应用》同步教学(西南财经大学出版社)Unit 5 Express Delivery
中职《英语口语交际应用》同步教学（西南财经大学出版社）Unit 5 Express Delivery（课件）（65张）(共65张PPT)Express DeliveryUnit 5目录Warming UpListening and SpeakingReadingWritingProfessional Values and EthicsSelf-CheckingI. Choose the word or expression from the box and write it on the space provided below each picture.Warming Uplogisticsparcel lockersdoor-to-door deliveryI. Choose the word or expression from the box and write it on the spaceprovided below each picture.Warming Updelivery truckpackagebubble wrapI. Choose the word or expression from the box and write it on the space provided below each picture.Warming Upbarcode scanningwarehousedriverless deliveryII. Discuss the following questions.Warming UpHow has express delivery service changed our way of life2. How often do you use express delivery serviceRead the words and expressions. Guess what will happen.Listening and SpeakingDialogue 1 Could I Have My Delivery Very SoonI. Listen to the dialogue and fill in the missing information.Listening and Speakingdeliverycustomerson my waysoonrunningDialogue 1 Could I Have My Delivery Very SoonII. Listen to the dialogue again and tick out the correct information. Listening and Speaking□ 1. The customer’s name is Joan Bush.□ 2. The customer’s delivery is late.□ 3. The delivery boy will arrive in about 13 minutes.□ 4. The customer requests to reschedule her delivery.□ 5. The delivery boy tries his best to serve the customer.√√Dialogue 1 Could I Have My Delivery Very Soon√III. Role-play.Listening and SpeakingSuppose you are a customer waiting for your delivery. You call the delivery boy asking for a quick delivery. Make a dialogue and act it out with your partner.Dialogue 1 Could I Have My Delivery Very SoonIII. Role-play.Listening and SpeakingUseful ExpressionsDialogue 1 Could I Have My Delivery Very SoonRead the words. Guess what will happen.Listening and SpeakingDialogue 2 Home DeliveryI. Listen to the dialogue and fill in the missing information.Listening and SpeakingClerk: Hello, Tom’s Pizza.Customer: Hello, I’d like to 1. _______________a pizza, please.Clerk: Sure. Let’s start with your 2. _______________ and phone number. Customer: My address is 523 Evergreen Terrace, Springfield. My phone number is 358-6896.Clerk: Okay, thank you. What would you like to orderCustomer: Can I have a super pepperoni pizza, large, thin crust with extra mozzarella cheeseorderaddressDialogue 2 Home DeliveryI. Listen to the dialogue and fill in the missing information.Listening and SpeakingClerk: Would you like any 3. _______________ with thatCustomer: Yes, can I please have two pieces of garlic breads and a bottle of lemonadeClerk: Okay, will that be 4. _______________Customer: Yes, that will be all.Clerk: 5. _______________ time will be about 30 minutes. Customer: Okay.sidesallDeliveryDialogue 2 Home DeliveryII. Listen to the dialogue again and choose the best answer.Listening and SpeakingWhere will the food be deliveredA.The clerk’s home.B.The customer’s home.C. The customer’s pizza shop.2. What does the customer orderA. A pizza.B. Bread and drink.C. Both A and B.BCDialogue 2 Home DeliveryII. Listen to the dialogue again and choose the best answer.Listening and Speaking3. When will the customer’s food be deliveredA. In about 30 minutes.B. In about 20 minutes.C. In about 3 minutes.ADialogue 2 Home DeliveryIII. Role-play.Listening and SpeakingUseful ExpressionsDialogue 2 Home DeliveryReadingThink and discuss.□ Pick up packages.□ Help customers dropping litter.□ Deliver packages.□ Take care of packages.□ Sort packages.What does a courier do Please tick (√）the ones you think are correct. What Does a Courier DoReadingA courier is an individual employed to make deliveries. The types of things that such an individual delivers vary from messages to large packages. His means of transportation can also vary, ranging from motorbikes, tricycles to airplanes. There are numerous types of courier jobs. The one thing that they have in common is that they involve making deliveries.What Does a Courier DoReadingA courier can be employed for various types of transactions. Some are employed to deliver documents between businesses. Others are employed to deliver goods between merchants and consumers. Some couriers specialize in certain types of deliveries such as legal documents or large parcels.What Does a Courier DoReadingA courier typically has at least two clients. One is the sender, who wants to make sure that an item is delivered in good condition within a certain time frame. The other client is the receiver, who expects to receive an item without damage within a certain time frame.What Does a Courier DoReadingIn many cities, couriers make deliveries by various ways of various modes of transportation. Some couriers skate or ride bicycles. Others, especially those delivering large packages, drive cars and trucks. There even are couriers who are enlisted to fly with an item from one place to another. What Does a Courier DoReadingThe benefit of a courier is that he usually can deliver an item faster than it would have been if sent by other means. For example, a person may need to send a document to another person through the mail. If the two parties are in the same city, this transaction is likely to take at least one day. Couriers, however, usually can make it happen within hours. ReadingReading1.His means of transportation can also vary, ranging from motorbikes, tricycles to airplanes. 他的交通工具也可以多种多样，从摩托车、三轮车到飞机。
人教PEP六年级上册英语《 Unit 5 What does he do A Let's learn
人教PEP六年级上册英语《Unit 5 What does he do A Let’s learn 》说课稿一. 教材分析《人教PEP六年级上册英语<Unit 5 What does he do? A Let’s learn>》这一课时主要讲述了关于职业的简单对话。
通过本节课的学习，学生能够掌握询问他人职业并用英语进行回答的基本句型“What does he/she do?”以及相应的职业名称。
教材内容贴近学生生活实际，有利于激发学生的学习兴趣，培养他们用英语进行交流的能力。
二. 学情分析六年级的学生已经掌握了基本的英语语法和单词，具备一定的听说读写能力。
他们在日常生活中也积累了一些关于职业的词汇，如“teacher”、“doctor”等。
但部分学生对英语学习的兴趣有待提高，且他们对一些复杂句型的理解和运用还不够熟练。
因此，在教学过程中，需要关注学生的学习兴趣，调动他们的积极性，并适当引导他们运用所学知识进行实际交流。
三. 说教学目标1.知识目标：学生能够掌握询问他人职业并用英语进行回答的基本句型“What does he/she do?”以及相应的职业名称。
2.能力目标：学生能够在日常交流中运用所学知识，用英语询问并回答他人的职业。
3.情感目标：通过本节课的学习，学生能够提高对英语学习的兴趣，培养合作意识。
四. 说教学重难点1.重点：掌握句型“What does he/she do?”及其答语。
2.难点：能够熟练地在日常交流中运用所学知识，询问并回答他人的职业。
五. 说教学方法与手段1.采用情境教学法，通过设定生活场景，让学生在实际语境中学习并运用所学知识。
2.运用任务型教学法，引导学生参与课堂活动，提高他们的实践能力。
3.利用多媒体教学手段，如图片、视频等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示图片，引导学生猜测图片中人物的职业，激发学生的学习兴趣。
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weeks and I just don't know if I've got the time. B: Yes, I know it's not easy, but I really think you should take it. And I'm sure a
Will I always be so Merry when Mary's taking care of me?
Reassuring and Persuading
It's cool. Yo baby Catch you later！
Experiencing English 2
Listen and Speak Challenge to Speak Topic to Discuss
20 minutes. Let me call a taxi for you. B: Thank you. Good-bye. A: Bye.
Experiencing English 2
Unit 5
Reassuring and Persuading
A: I can't make up my mind about taking the summer training course on computer. B: I would take it if I were you. It'll be a great help for you to find a job after
prepare myself for the exam. I just can’t understand it. A. Don’t worry. Everything will be okay. I’m sure you will
do a better job next time. Cheer up!
The great Greek grape growers grow great Greek grapes.
Mary Mac's mother's making Experiencing English 2 Mary Mac marry me.
My mother's making me marry Mary Mac.
Fun to Speak For Fun
Unit 5 Reassuring and Persuading
Part I
Listen
and
Talk
Unit 5 Reassuring and Persuading
Part A: Way to Speak 1 A: You look so upset. What’s the matter? B: I failed my math test. Just my luck! A: I’m sorry to hear that. B: I can hardly believe it. I just can’t believe it. A: Don’t take it so seriously. B: But I did work very hard this term. I did a lot of work to
other one? B: Let me see. Your hotel is named A: Baiyunshan Hotel. B: Oh, I have mistaken your hotel for Baiyun Hotel. How silly of me! And it's six
o'clock now. I have an important appointment at seven o'clock in my room A：Don’t worry .Your hotel is not very far from here. I assure you can get there in
Unit 5
Experiencing English 2
Reassuring and Persuading
A: Good evening, sir. Welcome to our hotel.
B: Good evening. My name is John Smith. I booked a room here a week ago. A: Just a moment, sir, I'll check our reservation record. B: I reserved a double room for 3 days. A: I'm sorry, Mr. Smith. We don't have any record of your reservation. S: What? That's impossible! A: Take it easy, please. Could it be possible that you mixed up our hotel with some
person as clever as you are will do very well. What's more, you've al- ready got some idea about the hardware. I don't think it will take up so much time! A: Oh, do you really think so? B: Yes, I do. A: Well, that sounds reasonable to me. I'll take your point. Thank you. B: You are more than welcome.
Experiencing English 2
Tongue twister
Experiencing English 2
Mr. Tongue Twister tried to train his tongue to twist and turn, and twit a twat, to learn the letter "T".