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。
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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".