Part A

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。

第十二周作业李非凡1001301717一、作者核心观点及其论证Part A:多伯特标准作者的核心观点是，多伯特标准的确立对刑事诉讼领域产生了影响，使得科学证据比以往受到更严格的审查。

在1993年的多伯特案件中，联邦最高法院确立了审查科学证据可采性的新标准。

该标准赋予了法官守门人的职责，并不完全地列举了在考察科学证据可采性时可以衡量的5项指标。

作者在文中介绍了三个方面内容：（1）多伯特标准逐步走向具体化的过程。

（2）该标准在民事和刑事案件中的不同适用。

（3）它对刑事诉讼的影响。

作者在第一部分中通过三个案例，表明了多伯特标准逐渐具体化的过程：Joiner案说明，上诉法院审查并不像主流认识的那样宽松；Kumho案件将多波特标准扩展适用到一切专家证言的审查，可采性审查不仅广泛而且深入；Weisgram 案中多伯特标准彻底从一个“自由的”标准变成了“具体的”标准。

作者在第二部分指出，多伯特在民事诉讼中的适用比在刑事诉讼要更加严格。

在刑事诉讼中，可采性标准看起来没有发生变化。

尽管如此，作者在第三部分认为，多伯特还是给刑事诉讼带来了实质性变化，这些变化包括：（1）对已经被普遍接受的科学进行再次审查，促使律师更积极地雇佣专家证人来支持己方观点；（2）填补了Frye标准下某些科学不用接受审查的漏洞；（3）迫使法庭反思自己的可采性标准，提出了守门人、可验证性、同行评议等因素；（4）替代了原本更为宽松的相关性标准；（5）对《联邦证据规则》702条的修改提供了参考。

通过以上，使得证据审查变得比以往更加严格。

Part B:多伯特标准对适用弗赖伊标准的管辖区的重要性作者的核心观点是，多伯特标准和弗赖伊标准并非相互排斥，在适用弗赖伊标准的管辖区内，多伯特标准依然可以发挥作用。

作者分为三点来论证：（1）弗赖伊标准及其适用范围；（2）多伯特标准及其适用范围；（3）弗赖伊标准管辖区应当考虑适用多伯特标准的5种情形。

在第一部分，作者首先介绍了1923年弗赖伊案件，并指出普遍接受标准的适用范围受到严重的限制，体现在3点：（1）限于“新”原理，而传统原理或方法不会受到特别审查；（2）不适用于诸如心理学、社会科学等领域的“软科学”证据。

人教版PEP五年级上册第四单元Part A Let’s talk教学设计（全英）1.Teaching content:The material is from PEP Book 5 Unit 4 What can you do? Part A Let’s talk.2.Teaching Aims and Demands1)Language aims:By the end of the class, the students will: Can understand and use the sentence pattern “What can you do?” “I/ You/ He/ She can…….” “Can you……?” “Yes, I can.” “No, I can’t.”. By learning dialogue, can understand the intonation, stress, rhythm in sentences. To be able to understand the verb after “can” is to use the original form.2)Ability aims:By the end of the class, the students will be able to: Able to understand the dialogue between Miss White, Zhang Peng and John. Be able to use target sentence patterns in situations to ask if you can do something and answer.3)Emotional aims:By the end of the class, students will know: Dare to speak, and there is no fear of mistakes in expression. Actively participate in class activities. Increase motivation to participate in recreational activities.3.Teaching Important and Difficult points:Teaching importance:Be able to understand dialogue messages and use “What can you do?” “I/Your/He/She can…….” “Can you…….” “Yes, I can.” “No, I can’t.”Teaching difficulty:Be able to use sentence patterns to make up a dialogue and communicate simply.4.Teaching ProceduresStep 1: PresentationT: Boys and girls, are you interested in stories?Ss: Yes, I am. / No, I am not.T: Alright, let me share a little story with you. Please close your mouth. Watch a video carefully.Ss: Ok.T: And you can try to guess what we are going to learn today.T: Well. The video is over. This is a story about snake and rat. Right? Ss: Yes.T: Smart rat is not eaten by snake, because it runs away from the snake by answering “What can you do?”. All right?Ss: Yes, it is.T: What do you think of rat?Ss: It’s very smart / clever, brave…….T: You are all right. Today, we are going to learn about “What can you do?”.Step 2: ListeningT: Look at the screen, here are two question. We will learn a new dialogue, please listen carefully and choose the answer.Ss: Ok.T: Well, it is very easy. Let’s check the answer. Number one, who can give me an answer?S1: C, he can sing English songs.T: Yes, you are right. Number two, ok, you.S2: …….Step 3: Read togetherT: Ok, boys and girls, let’s listen the recording again, and read it by yourself. Ok?Ss: Ok.T: Well, let’s role-play together. The first group read Zhang Peng’s part, the second group read John’s part, and the third group, the fourth group read Miss White’s part. Understand?Ss: Yes.T: We will have an English party next Tuesday. The third and fourth group, read together.Ss:…….Step 4: Look and sayT: Boys and girls, let’s look at these sentences, these verbs are all original after “can”. For example, “can swim” and “can sing English songs”, right?Ss: Yes!T: Therefore, we can know that the words after “can” are all using the original form. We need to remember this one. Please write it down in a notebook.Ss: Ok, I got it.T: So, each student has a conversation with your partner. I will give you five minutes. Who wants to try, who gets a little red flower! Let’s begin.T: Uh-huh. Which group is willing to say? And the other students need to write down what they say! I will ask you questions later.S1 and S2:………….T: Well down. Which student would try to retell what they said?S3: I can. ……T: Very good. Please sit down. And the whole class, let’s retell together.T/ Ss: …….Step 5: Play a gameT: Next, let's play a little game. The name is Drumming and Passing the Flowers. Now I have a hat. When the music stars, you start moving down. When the music stops, the classmate holding the hathas to stand up and communicate with me. Understand?Ss: Ok.T: Stop! You, stand up. What can you do?S4: I can …….T: Oh, yeah. One more time.T: Stop! Ok, stand up, please. Can you ……S5:…….Step 6: HomeworkT: Ok, this is our homework. You need to fill in these blanks based on the picture. For example, what can he do? He can draw pictures. Understand?Ss: Yes.。

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。

Module 6 Unit4 Part A（第一课时)一、教学目标:1.知识技能目标：1.能听、说、认读句子：What is your hobby? I like collecting stamps.2、能听、说、读、写动词短语的ing形式：collecting stamps，riding a bike，diving，playing the violin，making kites.。

3.能够通过参与本课时Group work部分的任务活动，并与他人进行交流。

二. 过程方法目标：1.学生通过给单词分类的热生活动，对前置知识进行复习巩固。

2.情感目标：学生能够与他人交流和谈论自己的爱好，培养他们与人沟通的能力。

3、培养学生广泛的业余爱好和兴趣特长，张扬学生的个性。

三、教学内容:本课的教学内容是PEP第四单元I have a pen pal. Part A第一课时。

本单元的重点是教会学生介绍自己的特长。

四、学情分析：六年级的学生，已经形成自己独特的兴趣爱好。

在与他人交流时，能够简单的介绍自己的兴趣和爱好。

本单元的只要句型What is your hobby?学生要很好掌握这个句型有点难度，教师要帮助学生理解这个句型和并让学生能够熟练运用这个句型。

五、教学难点：1.学生掌握本课时的五个四会单词和两个句型的熟练运用，区分What和When的问答。

2.单词magazine 和dictionary的发音，熟练运用将来时并区分What和When的问答。

六、教学过程：Ⅰ. Warm up活动一：唱一唱（1）教师播放本单元Let’s chant部分歌曲。

（2）引导学生边唱边表演歌曲的内容。

（3）指导孩子分成两组，用问答的形式演唱歌曲。

2、Preparation活动二：比一比？A.分Group 1 和Group 2两组,表现好的就可以得到更多的单词卡片(如:swimming, singing, dancing等等,比一比看哪一组的卡片更多,Which group is the winner? Group 1 or Group 2? Come on. come on, come on.B. Show some cards and let students act them.( swimming, singing, dancing, skating, watching TV, listening to music, playing football, reading books, taking pictures, drawing pictures, painting, writing an e-mail ,playing chess.)Ⅱ．Presentation活动三：学一学A.引入教师相机将学生表述的动词词组写上黑板，指明这些都是我们的业余爱好，自然引出单词hobby，指导学生朗读hobby。

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。

Unit 1《Hello》Part A 教案前事不忘，后事之师。

《战国策·赵策》圣哲学校蔡雨欣教学目标：语言知识目标1.学习字母Aa 和 Bb。

2.学习单词apple和banana。

3.初步运用hello（hi），Miss，I’m=I am，nice，meet，you等单词。

4.学说句子Hello，I’m…。

Nice to meet you.5.学说歌谣：A B C D。

6.功能：问候和自我介绍。

语言技能目标1.能认读和正确书写字母Aa 和 Bb，初步了解英语中升调和降调的读法。

2.能根据图片说出apple和banana，并能看图识词。

3.能用英语说自己的名字，能用英语称呼英语老师Miss/Mrs./Mr..。

4.能用Hello, I’m …/ Hi, I’m …打招呼和自我介绍。

5.能用 Nice to meet you.进行问候。

情感态度帮助学生养成主动问好的良好习惯，做个讲文明、讲礼貌的好孩子。

文化意识对英语国家的称呼和问候方式感兴趣，乐于接触异国文化。

教具准备：1.26个字母卡片。

2.单词图片和卡片：apple, banana。

3.本课对话中人物的头饰，苹果和香蕉的头饰。

4.录音机或教学光盘。

教学过程：Step1 Warming up1.欣赏一首英语儿童歌曲。

（可以选自教材内的歌曲，也可以是课外的。

）上课开始，教师播放一首简单的英语儿童歌曲，教师边唱边做简单的动作，引导学生跟着教师一起活动。

2.欣赏歌曲之后，教师热情地和全班学生用英语打招呼，说―Hello，boys and girls. I’m Miss / Mr …。

I’m your English teacher .‖教师边说，边用手势或肢体语言帮助学生理解所说的话。

3.教师向个别学生用―Hi！‖和‖Hello！‖打招呼，引导学生用同样的语言与教师打招呼。

4.出示单词卡片Hello, 揭示并板书课题：Unit 1 Hello Part A。

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。