人教(pep)六年级英语下册 B Let's talk 说课稿.doc
说课稿
【说教材】
本课时是PEP新教材六年级英语下册第三单元B部分第一课时，本单元主要通过对假期的去向以及所参加的活动进行描述，进一步学习过去时态。
本课时主要通过对话的形式说明Amy寒假的去向，主要学习由特殊疑问词where ,how ,what 引导的一般过去时的特殊疑问句。
【说学情】
经过三年半的英语学习，六年级学生已经具备一定的知识储备，对于英语已经有了一定的自主学习能力和英语学习习惯。
但是，他们生理和心理都在发生着急剧的变化，英语课堂上表现出来的性格也渐渐由外露变得比较内敛、害羞和敏感。
本课的教学内容语法性比较强，内容比较枯燥，针对六年级学生羞于表达的特点，我设计了多个任务来增强趣味性，力求使每一位学生都积极主动参与到教学活动中来，并能在完成任务的过程中体会到学习英语的乐趣。
并且在学习本课之前，已经初步掌握了一般过去式的用法，并会用简单的句型表达自己所做过的事情。
【教学策略】
根据本课时对话课的特点以及六年级学生的学习特点，在教授本课时中运用情境教学法，任务教学法，并且注重小组合作，培养学生小组合作的能力。
【教学目标】
1.语言知识目标
能够听说读写，并能在情境中恰当运用四会句型：Where did you go ...?How did you go there?What did you do there?谈论自己的假期。
2.语言技能目标
能够在语境中恰当运用由where ,how ,what引导的一般过去时的特殊疑问句。
3.情感态度目标
通过学习对话，了解海南三亚的美丽海岛风光，培养学生热爱祖国大好河山的情操。
4.文化意识目标
能够通过对话了解海南三亚的美丽海岛风光以及其独特的天气特色。
5.学习策略目标
学生通过讨论，朗读课文，对课文进行表演，拓展情景操练等逐步加深了对课文的了解，并很好的巩固了本课时的重点句型，即由where,how,what引导的一般过去时的特殊疑问句。
【教学重难点】
1．在语境中理解生词beach、took pictures、went swimming的意思，并能正确发音。
2．在实际情境中恰当运用三个特殊疑问词where, what, how进行交流。
【教学过程】
本节课的教学我主要设计了4个环节，从预习反馈、探究新知、巩固练习到最后的拓展应用。
其中在预习反馈环节，我主要让学生通过自选图片进行对话练习的形式，为后面学习Where did you go ...?How did you go there?和What did you do there?打下伏笔。
在探究新知环节，我首先出示学习目标，使学生本节课的学习更具目的性，便于提高课堂实效。
接着创设去三亚旅游的学习情景，激发学生的兴趣，然后让学生借助教材，通过师生对话和合作交流，自主总结出本课的Where did you
go ...?How did you go there?和What did you do there?这三个重点句型。
这时，学生已经初步掌握了本课的重点句型，我便乘热打铁，设计了一个小记者采访环节。
通过角色扮演和情节设置，使一般机械化的练习巩固变得生动化和生活化，让学生乐学，体现了在生活中学习语言的教学理念。
最后，在拓展练习阶段，我设计了看图对话，听录音回答问题，分角色朗读表演，选词填空几项内容，使学生在听、说、读、写各方面得到充分的发展，达到知识拓展和延伸的目的。
在整堂课结束之际，我还设计了一个让学生谈收获的小环节，意在让学生在平时的学习当中养成随时进行自我反馈和自我总结的好习惯。
以上就是我对这节课教学设计和教学过程的简单说明，恭请各位领导和老师批评指正，谢谢大家！。
六下U3Btalk说课稿
六年级下册第三单元Let’s talk说课稿各位老师，各位同事，大家好！我将要说的课题是小学英语PEP教材六（下）第三单元B部分Read and write。
一、设计理念本节课的教学设计力图体现“以人为本，注重发展”，运用任务型教学方法，激发学生的学习动力，使学生在各种活动中感受英语，运用英语。
二、说教材1、教学内容：本课时的教材内容是六年级下册第三单元的第四课时。
2、教学目标：【知识目标】能够听、说、认读Let’s talk中的句子。
能够听、说、认读、书写Let’s talk中的Did you read books? Yes, I did. No, I didn’t.【能力目标】使学生能掌握如何询问、回答询问他人在过去时间里干了什么事情，能够在具体情境中正确运用。
并能书写相关句型，如“Did you…? Yes, I did. No, I didn’t.”等。
【情感目标】在实际的对话练习中培养学生的学习兴趣以及团结合作意识。
. 【学习策略目标】通过小组合作表演对话的方式，培养学生表演和合作能力。
3、教学重难点重点：使学生能掌握如何询问、回答询问他人在过去时间里干了什么事情，能够在具体情境中正确运用。
并能书写相关句型，如“Did you…? Yes, I did. No, I didn’t.”等。
难点：1.四会掌握重点句型。
2.如何灵活运用所学的内容，真正达到学以致用。
4、突破重点和难点的关键以旧带新，运用已经学过的句型What did you do yesterday?等句子引出新单词和句型；并且运用各种任务型教学手段调动学生的学习积极性，促进学生的口语表达和实际能力。
三、说学情学生现有知识技能水平：通过前三课时的学习，学生已经对于过去时有了一定的认识，能够听、说、认读What did you do last weekend? Did you…? 等句子。
已经能够听、说、认读、书写一定的过去时短语。
unit_5_b_let's_talk说课稿
Teaching Plan InterpretationBook4 Unit 5 My clothes B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Book4 Unit5 B Let’s talk which comes from PEP primary English. This section is mainly about asking the price and inquiring the clothes size. I’ll explain how to teach and why do so from the following aspects: the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedure and blackboard design.I. The analysis of the teaching materialsFirst, let me talk about the analysis of teaching material. This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “What size?”“How much are they?”and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication. Moreover, this lesson completes the transition of the phrase “a pair of…”to the sentence pattern “A pair of…for …”,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form. Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to new English lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of …for …”“What size?”“How much are they?”“We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love”and “managing money matters”, put the moral education in the language study. After that will be the teaching important points and teaching difficult points. The teaching important points are the following points: First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of …for ….”“We' ll take them.”To improve the Ss’abilities in “shopping”; Secondly, teach the Ss how to study independently as well as by cooperation.In additional, the teaching difficult points are organized as follows. The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping. Well, how can teacher achieve the teaching objectives better and stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods and learning methods below.II. Teaching and learning methodsTeaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene —activity”teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’enthusiasm and creativity in learning English.Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, the Ss’abilities of studying and working with the learning language will be developed independently.III. The analysis of studentsThe next part will be the analysis of students. Students in Grade 5 are active and curious, interested in new things. After learning English for two years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing the chances of using language.Ⅳ. Teaching procedureLet's move on to the most important part-teaching process. In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.”Thus,review the sentence pattern “How much is …?”And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella”with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?”“Size ….”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are ….”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of …for ….”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them. It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English. This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information. This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5: HomeworkReview the new language points and recite the dialogue.Ⅴ. Blackboard designShow on the CAI.(It’s a ….) Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you.。
六下unit4Bletstalk说课稿
六下unit4Bletstalk说课稿---------------------------------------------------------------最新资料推荐------------------------------------------------------ 六下unit4 B let’s talk说课稿PEP 小学英语六年级下册册 Unit 4 Then and now B Lets talk 说课刘秋一、教材分析本课的教学内容是PEP小学英语六年级下册Unit 4 Then and now的第三课时Lets try 和 talk 部分。
Lets try 为与本课主题相关的听力练习。
Lets talk 为交际对话，通过 Mike、陈杰和 John 三个小朋友一起在看老照片，谈论自己的变化来学习如何描述自己与他人的变化。
二．学情分析在六年级下册 Unit2 和 Unit3 中，学生已初步学习了一般过去时的陈述句、一般疑问句、特殊疑问句，并在本单元前两课时中，初步学习运用 There be 句型（一般过去时）谈论过去到现在发生的变化，本节课将在此基础上描述自己与他人的变化。
本班学生兴趣较浓厚，课堂氛围相对活跃，但部分学生自制力弱，注意力不能很好集中，对知识点的掌握较慢。
三．教学目标 1.知识目标：听、说、读、写句型Before ,I was short .Now Im active in class.I was short, so I couldnt ride my bike well. Now , I go cycling every day.并能在实际情境中运用。
2.能力目标：1 / 4培养学生的听力和口头表达能力。
3.情感目标：教育学生要不断学习，追求进步。
四、教学重点 1.重点：运用句型 Before, I was Now, Im 描述自己与他人的变化。
2.难点：学会在句子表达中混合使用一般现在是和一般过去时。
小学英语人教版letstalk说课稿
小学英语人教版letstalk说课稿在小学英语教学中，"Let's talk" 部分是对话教学的核心环节，旨在通过实际对话练习，提高学生的口语交际能力。
以下是一份小学英语人教版 "Let's talk" 说课稿的示例内容。
课程名称：小学英语人教版 "Let's talk" 对话教学教学目标：1. 让学生能够理解并使用本课的关键词汇和句型。
2. 培养学生的听力理解能力和口语表达能力。
3. 通过角色扮演和小组对话，提高学生的交际能力。
教学重点：- 掌握本课的关键词汇和句型。
- 能够运用所学知识进行简单的日常对话。
教学难点：- 正确使用时态和语态。
- 流利地进行角色扮演和对话交流。
教学方法：- 情景教学法：通过模拟真实场景，让学生在实际语境中学习和使用英语。
- 合作学习法：鼓励学生分组练习，通过合作提高学习效率。
教学准备：- 教学PPT，包含关键词汇、句型和情景对话。
- 角色扮演所需的道具和服装。
- 录音设备，用于播放对话录音。
教学过程：1. 导入（Warm-up）- 通过播放与本课主题相关的英文歌曲或视频，激发学生兴趣。
- 简短复习上一课的内容，为新课做好铺垫。
2. 呈现（Presentation）- 利用PPT展示本课的关键词汇和句型，通过图片、动作等多模态教学方法帮助学生理解。
- 播放对话录音，让学生跟读，注意语音语调。
3. 练习（Practice）- 分组进行角色扮演，每组选择一个对话场景进行练习。
- 教师巡回指导，纠正学生的发音和语法错误。
4. 应用（Application）- 组织学生进行小组对话，鼓励他们创造性地使用所学词汇和句型。
- 进行小组展示，其他学生和教师给予评价和建议。
5. 总结（Summary）- 总结本课的关键点和学生的表现。
- 强调对话中应注意的语法和发音问题。
6. 作业（Homework）- 布置与本课主题相关的对话练习作业。
Unit3 What would you like part B Let’s talk(说课稿)人教
Unit3 What would you like part B Let’s talk一、教学目标1.能够听懂并能正确运用句型“What would you like?” 和相应的回答。
2.能够描述自己想要的食物和饮料。
3.能够和他人进行简单的对话，表达自己的意愿。
二、教学内容1.对话：“What would you like for breakfast/lunch/dinner?”、“I’d like…”2.食物和饮料的名称：bread, milk, water, tea, coffee, juice, apple, banana, etc.三、教学重难点1.重点：掌握句型“What would you like?”和相应回答，“I’d like…”。
2.难点：掌握新单词和表达意愿的方法。
四、教学过程1.引入活动（10分钟）1.随着快乐的音乐进入教室。
2.老师问学生：“What do you like to eat for breakfast/lunch/dinner?” 同学们自由回答。
3.引导学生讨论并肢体语言：点头表示喜欢，摇头表示不喜欢。
2.新知讲解（20分钟）1.教授新单词和表达方式。
例如：“bread, milk, water, tea, coffee, juice, apple, banana等等。
”2.列举并强调这些单词的发音和拼写，通过单词卡片的方式巩固学习。
3.引导学生展示自己带来的食物、饮料或餐具，并描述它们的名称。
3.对话练习（25分钟）1.分角色，老师扮演服务员，学生扮演客人。
2.服务员问学生：“What would you like for breakfast/lunch/dinner?”3.学生回答：“I’d like…”并点选自己要的食物或饮料。
4.服务员确认并把点餐记录下来。
5.反转角色，让学生练习售货员的角色。
4.游戏巩固（20分钟）1.按照游戏规则，学生不断复述前面客人点的东西，直到忘记。
Unit 3 My weekend plan PB let's talk(说课稿)人教PEP版英语六
Unit 3 My Weekend Plan PB: Let’s TalkIntroduction•Grade Level: Sixth grade•Topic: My Weekend Plan•Coursebook: People’s Education Press (PEP) English 6th Grade Textbook•Lesson: Unit 3•Lesson Type: SpeakingThe focus of this lesson is to enable students to express their weekend plans, using simple sentences. The lesson will involve interactive audio-visual aids and group activities, aimed at promoting students’ speaking and listening abilities.ObjectivesBy the end of the lesson, the students will be able to: - Understand and use the vocabulary words related to weekend activities - Apply the target language to express weekend plans - Engage effectively in pair and group discussions - Listen to and comprehend peers’ spoken instructions and follow them accuratelyTeaching ProceduresWarm-up (5 minutes)•The teacher will show pictures of different leisure activities, including swimming, cycling, playing video games, watching movies, and cooking.•The teacher will ask the students to share the leisure activities they enjoy doing on weekends.•The teacher will elicit responses from the students and build the necessary vocabulary by writing the words/expressions on the board.Presentation (10 minutes)•The teacher will present the target expressions by using theaudio-visual materials from the textbook.•The teacher will drill the expressions with the students, using choral repetition, individual repetition, and substitution drills.•The teacher will encourage the students to practice pronunciation and intonation while speaking.Practice (15 minutes)•The teacher will divide the students into pairs and asked them to discuss their weekend plans.•The teacher will provide a model dialogue for the students to follow, and then the students will ask questions and provide responses.•The teacher will monitor and assist the students as necessary.Production (20 minutes)•The teacher will ask the students to form groups and discuss weekend plans.•The teacher will provide each group with a worksheet with weekend plan prompts.•The students will work together and create a dialogue using the target language.•The teacher will encourage the students to use the prompts to form sentences and complete the dialogue.Feedback (10 minutes)•The teacher will randomly select groups to share their dialogues with the class.•The teacher will provide feedback and corrections as necessary.•The teacher will encourage the students to ask questions andclarify any doubts.Conclusion•The teacher will summarize the lesson by reviewing the target language and the key points learned.•The teacher will provide feedback on the students’ progress, including the areas that require further improvement.•The teacher will assign relevant practice exercises from the textbook for homework.Assessment•The teacher will assess the students’ speaking and listening abilities by observing their participation in pair and group discussions.•The teacher will also assess each student’s reading comprehension based on their responses during feedback.。
pep(人教)六年级英语下册 说课稿Unit 3 Let's talk.doc
六下Unit3 B Let’s talk说课稿一、说教材《Let’s talk》是人教版《小学英语》六年级下册第三单元B部分的内容，属于对话教学，是与本单元话题" Where did you go、"有关联的对话。
本单元前三个课时，学生已经学习了多个动词短语的过去式。
和句型What did you do ?Where did you go? How did you go there?并询问他人在过去的时间里做过什么事情。
我所设计的第四课时，是在前面个课时基础上的拓展和延伸，旨在复习巩固本单元A部分的主要词汇和句型,并适当扩展语言,增大语言输入量。
据此,我确定以下教学目标:【知识目标】1、能够在图片和教师的帮助下理解对话大意，并回答读后问题。
2、能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。
3、能够听、说、读、写，并在情景中运用句型Where did you go …? Howdid you go there? What did you do?谈论假日安排；能够通过对话学习了解新疆的风土人情。
4、能够在语境中理解生词beach的意思，并能正确发音。
5、能够运用所学句型谈论自己的寒假生活。
【能力目标】1、能够用一般过去时描述自己在过去的时间里所做的事情。
2、能够用主要句型询问他人在过去的时间里所做的事情并作答。
3、学会阅读短文，并从中获取信息，同时能互相谈论有关上个假期所做的事情。
【情感目标】能合理安排假期，懂得热爱生活，热爱每一天！二、说学情经过三年半的英语学习，六年级学生已经具备一定的知识储备，对于英语已经有了一定的自主学习能力。
但是，他们生理和心理都在发生着急剧的变化，英语课堂上表现出来的性格也渐渐由外露变得比较内敛、害羞和敏感。
本课的教学内容语法性比较强，内容比较枯燥，针对六年级学生羞于表达的特点，我设计了游戏、歌曲，还有多个任务来增强趣味性，力求使每一位学生都积极主动参与到教学活动中来，并能在完成任务的过程中体会到学习英语的乐趣。
人教版六年级英语下册Unit2说课稿Let’s talk
人教版六年级英语下册Unit2说课稿Let’s talk 我授课的内容是PEP小学英语六年级下册Unit 2Part B的Let's talk部分，下面我将从以下几个方面来说说这节课：一﹑说教材本课教学内容为六年级年级下册Unit 2Part B的Let's talk部分，第四课时，是人教版小学英语第8册第二单元的核心话题，过去时态是日常交际的重要组成部分，在整个小学英语知识体系中是不可或缺的。
二、说教学目标本课的教学目标是能够听、说、读、写并在情景中恰当运用以下句型并回答有关周末做过的事情：Was it interesting? What did you do last weekend? Did you see a film? No, I had a cold. 能够在语境中理解新单词magazine, better, faster的意思，并能正确发音。
三、说教法学法为了突破这堂课的重难点，我采用情景教学法法、合作法、表演法、多媒体辅助，图片教学等教学方法。
坚持以话题为核心，以功能、结构为主线。
从讨论学生的周末入手，激发学生的学习兴趣，让学生在教师的指导下，通过师生、生生交流学习句型，结对练习句型，感知、体验、实践、参与和合作、调查等方式组织教学，提高语言实际运用能力。
提出问题，阅读填空理解对话大意；听音跟读模仿，分角色朗读，角色扮演熟悉对话。
四、说教学过程Step 1. Warm up1. Free talk由谈论新教师的信息引入话题【设计意图】通过出示教师的信息，师生进行对话，创设轻松愉快的学习氛围，自然引入话题last weekend。
2. Guess the teacher’s activities of last weekend引导学生尝试运用核心句型进行猜测教师的周末活动。
在谈论教师周末活动过程中解决slept的读音。
3. Talk about Ss’ weekend谈论学生的周末生活引入Let’s tryT: I enjoyed weekend. What about your weekend? Was it fun? What did you do last weekend?【设计意图】通过猜测活动，激发学生思维，引导学生运用新句型Did you …?进行猜测。
Unit2 Ways to go to school B Let’s talk(说课稿)人教PEP版
Unit2 Ways to go to school B Let’s talk一、教学目标1.能听懂、熟练掌握一些介绍上学方式的常用表达；2.能够和同伴交流交通工具的名称以及使用，培养学生语言、思维、交流能力；3.通过本课的学习，提高学生们使用英语交流的自信心和兴趣。
二、教学重点1.学生能熟练掌握并使用介绍上学方式的常用表达；2.学生能较为准确表达和理解个人交通方式。
三、教学难点1.学生能较为熟练地使用常用交通工具的英文表达；2.学生能在日常生活中初步尝试使用英语进行交通方式的介绍。
四、教学准备单词卡片，图片资料，课件，教学视频五、教学环节1. 热身1.词语串讲（Words chain game）老师表演：老师先说出一个单词，比如 bike。
（bike 后边的单词要以“e”结尾）然后以 bike 结尾的单词可以是是 eat，然后以 eat 结尾的可以是elephant……然后，就进入了真正的游戏环节：将学生分为两组，分别各自抽出一名学生开始比赛。
第一个学生说出其选定的单词，并注明该单词结束的字母，第二个学生则需要根据该字母继续说出下一个单词。
如此循环，直到其中一组答错后退出比赛。
2.歌曲欣赏（Song Appreciation）通过《Wheels on the bus》这首歌曲，鼓励学生对课程的期待，形成积极的学习态度和学习情绪。
2. 新课讲解1.呈现图片，引出新内容。
（Picture presentation）老师呈现自行车、汽车、巴士、步行等交通工具的图片，引出新的学习内容。
2.交通工具的学习（Vehicles learning）老师教授3种常用的交通工具的名称及其英文表达，即骑自行车、坐公共汽车、步行。
在教授的过程中，培养学生使用英语的习惯和自信。
3.上学方式的介绍（Introducing ways to go to school）老师利用图片及相关动作，引导学生用英语表达并介绍学生们上学的方式。
Unit 6 6 Meet my family! Part B Let’s talk(说课稿)人教P
Unit 6 Meet my family! Part B Let’s talk一、教学内容本节课的内容是题目，学生通过学习本节课的内容，能够掌握以下知识：1.描述家庭成员的外貌特征和兴趣爱好。
2.了解并掌握新单词：father、mother、sister、brother、grandmother、grandfather、photo、like、play、football。
3.初步掌握英语口语交流能力，能够进行基础交流。
二、教学目标1.知识目标：学生能够听懂、认读并掌握本单元的重点单词，理解基础语言交际。
2.能力目标：培养学生听、说能力，为以后的英语学习奠定基础。
3.情感态度：帮助学生积极面对英语课程，对外语学习产生浓厚兴趣，培养学生积极自信的心理状态。
三、教学重点及难点1.教学重点：基础语言交际，掌握本单元目标语言。
2.教学难点：如何教授初学者口语表达，如何调动学生学习兴趣。
四、教学过程1. Warm up制作一批家庭成员的照片，老师出示照片，让学生根据图片说出这个人是谁，跟哪个人是什么关系。
激活学生知识储备，调动学生学习兴趣。
2. Presentation出示图片，如：father、sister、brother、mother、grandmother、grandfather，并让学生根据图片说出人物，加深学生对于单词的记忆，并引入本节课的内容。
3. Listening and practice播放课程光盘录音，让学生跟读、理解课文中的对话。
老师要多次播放录音，帮助学生逐渐掌握对话的顺序，加深理解。
4. Further practice采取问答、角色扮演等方式，帮助学生练习句子的构成和使用，让学生在语境中更好地理解语言并记忆。
5. Consolidation让学生进行口语练习，分享自己的家庭情况，使用本单元目标单词和句型，提高学生的口语交际能力。
6. Homework1.Read and remember the new words。