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人教版六年级上册英语第五单元Part A说课稿
Unit 5 What does he do? Part A说课稿教材分析:本教材选自人教版PEP小学英语六年级上册第五单元Part A, 教材内容是一个句型：“What dose he do? He is a …”的问答，以及四个表示职业的名词：factory worker, postman, businessman, police officer。
让学生运用句型Is your father a postman? No, he isn’t. What does he do? He is a busi nessman. 与别人进行沟通交流。
教学目标：1.让学生掌握四会单词或词组factory worker, postman, businessman, police officer。
2.让学生运用句型Is your father a postman? No, he isn’t. What does he do? He is a businessman.与别人进行沟通交流。
3.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。
教学重难点分析：1.本课时的教学重点是能够掌握Le t’s learn部分的四会单词和词组。
2.本课时的教学难点是正确书写四会单词并掌握单词factory worker, postman, businessman, police officer的发音。
教法分析:1.教学方法:合作交流法、多媒体辅助法2.学法指导:在学习过程中，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与和交流的学习方式，培养学生的英语的语言综合运用能力，主动思维，大胆实践，形成自主学习的能力。
教学准备：1.准备录音机和本课时的磁带。
2.准备多媒体课件。
教学过程：Step 1: Warm-up1.教师利用多媒体课件出示人物职业图片，学生操练What does he do? 句型。
如：S1: What does she do? S2: She is a head teacher.S1: What does your mother do? S2: She is a singer.S1: What does your father do? S2: He is a doctor. …2.全班同学分成几列站好。
人教版英语五年级上册-Unit-3-Part-A
Do you know?
Healthy food
Unhealthy food
It’s important to have a healthy diet.
Blackboard design
Unit 3Biblioteka What would you like?
sandwich hamburger
salad
tea
ice cream
Activity
A: Can I help you? What would you like to eat/ drink?
B: I’d like some hamburgers/juice. A: What about you? C: I’d like some chicken/milk. ...
I’d like some __________.
Ask and answer
What would you like to eat?
What would you like to drink?
Role-play
A: What would you like to eat? B: I’d like some... A: What would you like to drink? B: I’d like some...
Read and act
ice cream salad
sandwich
hamburger tea
What would you like to eat?
I’d like a sandwich, please.
A turntable game.
What would you like to
ice cream tea
英语人教版五年级下册Unit 4 Part.A
first /ɜ: /
第一（one 的序数词）
ir bird
girl
third
A:When is April _____ Fool’s Day? B:It’s on April 1st(first的缩写).
April Fool’s Day 愚人节
two
2
2nd second 第二
test? A:When is English ? B:It’s on English test
third first
seco nd
fifth fourth
fifth
first
her birthday? A:When is __________. 5th B: It’s on June __________.
6月
5日
her birthday
看图：同桌2人问答： 问：When is …. ? 回答：It’s +on+月+日 。
5月
4日
the school trip
the sports meet? A:When is __________. 5th B: It’s on March __________.
3月
5日
the sports meet
Group work四人小组活动： Ask and answer课本39页 问答练习
基数词------序数词------缩写
one--------first------1st two------second------2nd three-------third------3rd four-------fourth------4th five--------fifth------5th
六年级英语上册教案Unit 5 Part A 人教版PEP
Unit 5 What does he do?Part A单元教材内容:本单元是教材第五单元，围绕What does he do？即询问职业的话题展开，在教材创设的一个询问父母职业和自己的职业理想的真实情景中引出本单元话题。
对职业的询问是学生比较感兴趣的话题，此话题学生在实际生活中使用较广，且与生活联系十分紧密。
六年级学生已经掌握了一些生活中的关于职业名称的词汇、常见的地点和交通工具名词（围绕话题引申的对工作地点和出行方式的提问）。
在本单元学习中，重点通过听、说、读、写等活动使学生掌握“What/ Where/ How do/ does...?”等询问职业、工作地点和出行方式的交际用语和相关功能词汇，并能通过学习进一步发展学生的语言交际能力，能在现实生活中获取他人的职业信息。
单元教学目标：【知识与能力目标】1.能够掌握本单元出现的 factory,worker, post officer等单词和词组，并能熟练朗读与运用。
2.通过学习对话掌握询问职业、工作地点和出行方式的主要句型，如：What/ Where/ How do/ does...? 等交际用语，并能准确熟练地运用于实际交流中。
3.学会唱一首英文歌曲”What do you want to do?”，了解一句谚语“ Like father， like son．”4.能够通过询问获取他人的一些信息，包括职业、工作地点、出行方式等。
5.能够向他人介绍和回答自己和朋友的情况，包括职业、工作地点、所从事的活动等。
6.能够简要表达对他人的情感。
【过程与方法目标】1.能够在学习和课堂活动中集中注意力10-15分钟。
2.通过观察制服等典型外部特征判断人的职业，利用图片联想帮助记忆各种职业的英语说法。
【情感态度价值观目标】1.能够对英语学习有更高的热情。
2.能够在学习和课堂活动中表现出一定的参与能力。
3.能够对相关的职业有正确的认识，初步形成职业理想。
第一课时1.教学内容：Main scene/A Let’s try/ Let’s talk2.教学目标：（1）能够正确听、说、认读与爱好有关的英文表达，如:What does your father or mother do? He/She is a/an... Do you want to be...?等询问职业的相关句型。
Unit 3Part A (教案)人教PEP版英语三年级上册
Unit 3 Look at mePart A Let's learn & Let’s do一、教学目标1. 能够听、说、认读四个有关五官的单词ear, eye, nose, mouth, face. 能听懂，会说句型Look at me! This is my ( a, the, an )....2. 能够在语境中正确运用这五个单词说出五官，在情境或实物的帮助下运用句型Look at me! This is my... 向别人介绍自己的五官。
3. 能够在教师的帮助下听懂Let’s do 板块的指令并做出相应的动作。
4. 培养学生保护眼睛的意识，激发学生学习英语的兴趣。
二、教学重难点(一) 教学重点:1. 听、说、认读新单词ear, eye, nose, mouth, face。
2. 句型 Look at me. This is my ...在实际情境中的简单运用。
(二) 教学难点:1. 单词 mouth 的正确发音。
2. 能够听懂老师的指令做出相应的动作。
三、教学准备: 多媒体课件，四线三格贴，教师自制卡纸四、教学过程:(一) Warm-up1. Free talkT: Good morning, class.How are you today?S1: I'm fine, thank you!...........【设计意图】教师运用上一个课时Let’s talk部分学习的句型跟学生打招呼问候，把学生自然地带进英语课堂，同时复习了前面所学的知识。
(二) Lead-in1. 教师用一个没有五官的雪人故事导入。
给出学生本节课任务学习新单词，给雪人堆上五官。
T: Boys and girls, do you like the story?S: Ok, I'll tell you a story about snowman.T: Now, let's help the snowman, ok?S:Ok!【设计意图】为整节课设计一个情景，通过帮雪人堆上五官进而教授新单词。
闽教版六年级英语上册Unit 4 Part A 教案反思精品
Unit 4 Part A 教案前事不忘，后事之师。
《战国策·赵策》圣哲学校蔡雨欣路漫漫其修远兮，吾将上下而求索。
屈原《离骚》江南学校李友峰工欲善其事，必先利其器。
《论语·卫灵公》翰皓学校陈阵语教学目标◆语言知识目标1.学习单词：daughter，son，dress，pair，shorts，cap等。
2.学习句型：Can I help you…?3.学习句子中的单词重音。
4.学唱歌曲：Who Is Wearing a Dress Today?5.功能：购买服装。
◆语言技能目标1.能在模拟购物的情景中运用所学的语言进行购物。
2.能在购物中表达自己的情感和感觉。
3.能运用已有知识征询他人的意见。
◆情感态度懂得与他人沟通，征询并接受他人的意见和建议。
教具准备1.单词卡片：dress，cap，shorts，try it on,a pair of等。
2.服装店图画几张。
3.录音机或教学光盘。
教学过程Step 1 Warming up1.师生互致问候。
2.师生齐唱歌曲：Who Is Wearing a T-shirt Today?3.根据歌曲，教师提出问题，如：Who is wearing a T-shirt today?Who is wearing a skirt today?Who is wearing a hat today?Who is wearing sports shoes today?教师每提一个问题，都出示相应的服装图片，并将它们贴在黑板上。
4.揭示课题。
（1）教师指着黑板上的图片说：“There are so many clothes.If we need new clothes.We can go to the shops to buy new clothes.”（2）板书课题：Unit 4 Buying New Clothes Part A。
Step 2 Review1.复习有关服装类的单词。
英语五年级上册第一单元Part A
Let’s talk
试着背一背.Try to retell.
Jim: I have a new math teacher. Her class is so much fun. John: Really? Jim: She’s young and pretty. She’s a university student. John: Is she quiet? Jim: No, she isn’t. She’s very active. John: Is she strict? Jim: Yes, she is, but she’s very kind. John: Cool.
A. tall
B. short
C. young
( )4.My music teacher ____ long hair and big eyes. A. has B. have C. is
Who is your teacher?
Mrs Heart.
Is she kind?
Yes! And she is smart. 聪明的
( )1.____ is your Chinese teacher? Miss Wu. A.What’s B. Who’s C.Who ( )2.____ Wu is tall. He’s our P.E. teacher. A. Mr B. Miss C. M rs ( )3.He isn’t short, he’s very _____.
strong
thin
kind
(A )My mother ____ a kind heart. A. has B. have C. is
主语My mother是三单用hasБайду номын сангаас
人教PEP版英语五年级上册Unit 1 Part A(优质课件)
one
two
七彩课堂 背默下列单词：伴ta你ll,成长
朗读Let’s talk中
friendly, quiet,
的对话，直至熟
funny, young, old。
练。
人教PEP版英语五年级上册
Unit 1 What’s he like?
Part A Let’s learn & Ask and
answer
Wu Yifan: No, he isn’t. He’s old. Oliver: Is he funny?
Wu Yifan: Yes, he is. Oliver: Great! I like funny teachers.
Act in pairs
A: Look! That’s Mr Li, our … B: He’s so … A: Yes. He’s a good basketball player. B: Cool! Is he …? A: Yes, sometimes.
2. kind _____s_t_r_ic_t___ 4. fat ______t_h_in_____ 6. long_____s_h_o_rt_____
人教PEP版英语五年级上册
Unit 1 What’s he like?
Part A Let’s try & Let’s talk
Warm up
Say and do.
I’m tall. You’re short. I’m big. You’re small.
I’m old. You’re young. I’m strong. You’re thin.
…
Ask and answer Mrs Smith
pep五年级英语下册Unit 4 Part A第一课时练习题及答案含听力
Unit 4 When is the art show？Part A 第1课时（Let’s try-Let’s talk）一、听录音，选择你所听到的选项。
（）1. A. father B. other C. mother（）2. A. speak B. spend C. special（）3. A. show B. she C. see（）4. A. fresh B. festival C. February 二、听录音，给下面句子排列顺序。
（）When is Children’s Day?（）When is the art show?（）It’s on May 1st.（）It’s on May 5th.三、看图连线。
1. China’s National Day Jan.1st2. Children’s Day Apr.1st3. April Fool’s Day June 1st4. New Year’s Day Oct. 1st四、连词成句。
1. is, when, Day, Fool’s, April (?)___________________________________________________2. some, in, are, there, July, special days (.)___________________________________________________3. China’s, Day, is, When, National (?)__________________________________________________4. are, about, month, they, which, talking (?)__________________________________________________五、将下面的句子重新排列，组成对话。
人教PEP版英语六年级上册Unit3 part A教案
Unit 3 My weekend plan第一课时Part A Let’s learn & Make a plan呈现两人对话的场景。
询问对方本周末的安排，以此引出句型“I’m going to...”，让学生初步感知be going to ...A: What do you usually do on Saturdays?B: I usually play football with my friends.But this Saturday I'm going to have a picnic.A: What do you usually do on Sundays?B: I usually read books in the library.But this Sunday I'm going to draw in the nature park.➢Presentation1.呈现Sarah和Chen Jie对话的场景，导入新课。
T: It's Saturday morning now. Sarah and Chen Jie are talking about the weekend plan. What is Chen Jie going to do?2.Watch and tick.A.学生先浏览题目，预测对话的重点内容。
B.学生观看视频后，选出正确答案。
Q: Chen Jie is going to _______.A. B.3.Listen and repeat.教师播放音频，学生跟读课文。
4.Words.呈现图片，教师讲授单词及短语visit my grandparents, see a film, takea trip, go to the supermarket。
5.Listen and repeat.学生整体跟读短语，然后分组读短语。
➢Practice1.Read and match. (图文匹配)2.Practice.通过回答问题，检测学生是否能听懂和Let’s learn板块的对话。
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2. that can not be divided by two;not even( of numbers) e.g.:1,3,5,and 7 are odd numbers. 3.of one of a pair, set, series, etc. when the other(s) is /are missing e.g.:You’re wearing odd socks,i.e. two that do not form a pair.
If, instead, I had been told the simple fact that the word was derived from the Greek ge, the earth, and metron, a measure, and that the meaningless triangles that I was asked to play with formed the basis of geographical exploration, astronomy and navigation, the subject would immediately have assumed a thrilling romance, and, what is more, it would have been directly connected in my mind with the things that most appealed to me.
recalling what happened in I In my experience the problem of what to do the past in life was not made any easier by those who
were entrusted with my education. Looking back, it seems most odd that never once in all about careers. As presumably the main object of going to school is to prepare for the rest of one's life, it surely would have been very easy and relevant to organize lectures or discussions designed to give boys a broad view of the enormous variety of occupations open to men of average intelligence.
I listened humbly to suggestions that I should take Classics or Law, and left the room in a state if profound depression. “Oh Lord,” I thought, “even here I won’t be able to escape from Kennedy’s Latin Primer,” with which I had been struggling for ten years.
Spending all their time working to a rigid curriculum, the passing of examinations by their pupils gradually became the whole object of their working life. I recognize the importance of Intellectual work or being made to learn thingstraining which isnot like, that one does done mechanically but surely it was not good to give the young mind the impression that all education was a form of mental exercise.
Acknowledge II My experience in this connection may to have had a have been unfortunate, but it was by no means similar unique; many of my friends who went to experience
Educational institutions It had been intended that Ias schools,go to one of such should colleges and universities the great universities. I was not very enthusiastic emphasis about the idea myself, for I had developed a “just” dislike for the very thought of educational A big enough encouragement or establishments. However, the prospect of three attraction
For example, I used to find geometry rather fun, and, when I still had the childish idea that what I was being taught might have some practical value, I asked what geometry was for. The only answer I ever got was that it taught one how to solve problems.
In due course I went to be interviewed by the Attend the master of my prospective college. When I was university later asked what subject I proposed to take when I came up to the university, I replied, somewhat diffidently, that I wanted to take Geology— diffidently, because I still regarded such things as having no reality in the hard world of work. The answer to my suggestion confirmed my fears.
"What on earth do you want to do with Geology? There is no opening there unless you eventually get a first and become a lecturer in the subject." A first, a lecturer—I, who could not even learn a couple of books of Horace 2 by heart! I felt that I was being laughed at. In fact I am sure I was not, and that my adviser was quite sincere and only trying to be helpful, but I certainly did not feel like arguing the matter.
different schools confess to having had a similar experience, and complain that when they had completed their school education they had not the remotest idea of what they wanted to do. Moreover, I do not think that the curiously detached attitude towards education was confined to schools.
odds n.
probability or chance (that a certain thing will or will not happen) e.g.:The odds are in your favor.( i.e. You’re likely to succeed.) The odds are that ( i.e. It is possible that) he’ll win.
extra seasons in the Alps was a considerable stimulus, and by means of an enormous mental effort, I succeeded in cramming sufficient Latin into my head to pass (at my second attempt) the necessary entrance examination.
Part A
School and Life
1.Warm-uBiblioteka Questions 2.Passage Learning 3.Exercises
1.What is the main purpose of your going to school? 2.What is your major?And what is the practical value of your major? 3.If you could change your major,what major would you like to change to?why?