最新版PEP五年级下册Unit5教案

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PEP小学英语五年级下册unit5-look-at-the-monkey教案

PEP小学英语五年级下册英语教案Unit 5 Look at the monkey课题：part A 第一课时类型：新授课一、教学内容：PEP小学英语五年级下册unit 5 look at the monkey Part A Let’s learn 部分二、教学目标：（1）能够听、说、读、写本课的动词短语的ing形式：flying，jumping，walking，running，swimming .（2）能够听、说、认读句子：“Look at the tiger! / It’s jumping! / The rabbit is running. ”（3）能看懂图片并说出相应动物的正在做什么。

如：The bird is flying.三、教学重难点：1、重点：学会Let’s learn 部分的单词flying ,jumping ,walking, running ,swimming.2、难点：walk run jump swim 的末尾字母与ing连读的发音，running 和swimming 的单词的拼写。

四、课前准备：各种单词卡片，课件，各种动物图片五、教学过程：1、热身：（warm-up ）(1)、Do the action “Five little monkeys”.教师带同学们做这一活动的热身运动，活越气氛，为进入学习英语课做准备。

（2）、T：Ok, are you happy? S: Yes .T: Today I will take you to the zoo to see some animals, ok?S: OK.2、Presentation:Step1:出示本课课件T：look at the screen and listen carefully and guess what animals are they. (播放鸟的声音) what is it?S: It’s bird.T: Yes that’s right. So what can a bird do?S: 飞。

人教PEP版英语五年级下册Unit 5 第五课时教案-教学设计

第五课时课时内容B Read and write Let’s check课时分析本课时是人教版五年级下册第五单元第五课时。

围绕“Robin 在动物园”这一话题展开，主要通过阅读文本学习词汇dancing, walking, flying, running, excited, like及如何表达动物正在做的动作的句型。

继续培养学生爱护动物的意识，激发学生学习英语的兴趣和树立学好英语的信心。

前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第五单元B 部分知识的整合。

本课时的重点是单词的理解和能够运用核心句型的运用。

本课时包括Read and write和Let’s check两个版块。

Read and write分为阅读和书面回答问题两个部分。

阅读部分通过呈现Robin和Sarah在动物园，Robin看到了许多动物模仿动物的场景，激活相关的背景知识及话题。

话题有趣，接近学生的实际生活。

Let’s check分为两部分，第一部分为听音标号，用于检测本单元核心词汇和句型。

第二部分为听音选择答案，用于考查本单元核心句型和词汇的理解和表达。

本课时的新授单词，教师要结合图片、动作、一定的语境帮助学生理解。

遵循以学生为主体的原则，采用小组合作的方式，全面调动学生的参与，引导学生自主学习，培养良好的阅读习惯和技巧。

课时目标（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。

（2）能够运用现在进行时态的句型描述动物正在做的动作。

（3）能够读懂故事，并按正确的语音、语调、意群阅读。

.（4）能够正确、规范的书写句子。

（5）能够较好的完成Let’s check。

（6）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。

课时重难点1.重点（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。

PEP英语五年级下册第五单元《Unit 5 Whose dog is it》教案含反思

PEP英语五年级下册第五单元《Unit 5 Whose dog is it》教案含反思一. 教材分析PEP英语五年级下册第五单元《Unit 5 Whose dog is it》的主题是关于动物和物主代词的运用。

通过本节课的学习，学生能够掌握有关动物的词汇，以及使用物主代词来描述动物的主人。

教材通过图片和对话的形式，引导学生进行观察、思考、交流和合作，从而达到提高学生英语听、说、读、写的能力。

二. 学情分析五年级的学生已经具备一定的英语基础，对于动物的词汇和物主代词已经有了一定的了解。

但部分学生对英语学习的兴趣不足，课堂参与度不高。

因此，在教学过程中，需要教师创设有趣的情景，激发学生的学习兴趣，提高他们的学习积极性。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇，如cat,dog, bird等；学生能够正确使用物主代词it和whose来描述动物的主人。

2.能力目标：学生能够在日常生活中运用所学知识进行简单的交流。

3.情感目标：培养学生热爱动物，保护环境的意识。

四. 教学重难点1.重点：学生能够正确说出动物的名称和物主代词的运用。

2.难点：学生能够在实际情景中灵活运用所学知识进行交流。

五. 教学方法采用情境教学法、互动式教学法和任务型教学法，通过图片、对话、游戏等形式，引导学生进行观察、思考、交流和合作，从而达到提高学生英语听、说、读、写的能力。

六. 教学准备1.准备相关动物的图片和视频。

2.准备物主代词的图片或卡片。

3.准备录音机或多媒体设备。

七. 教学过程1.导入（5分钟）通过展示动物的图片，引导学生进行观察，激发学生的学习兴趣。

如：展示一张狗的图片，问学生：“What’s this? It’s a dog. Whose dog is it?”学生可以用“I don’t know”或“It’s mine”等进行回答。

2.呈现（10分钟）教师通过展示对话，引导学生学习本节课的主要词汇和句型。

人教版pep五年级英语下册unit5教学设计

人教版pep五年级英语下册unit5教学设计全文共3篇示例，供读者参考篇1Unit 5 of the People's Education Press (PEP) Fifth Grade English textbook covers the topic of "What did you do on vacation?" This unit focuses on past tense verbs and the concept of recounting past events. In this teaching design, I will outline a nine-lesson plan to cover the content of Unit 5 in an engaging and effective manner.Lesson 1: Introduction to Past TenseObjective: Introduce the concept of past tense verbs.Activities: Present sentences in present and past tense, have students identify the differences.Lesson 2: Past Tense Verbs (Simple Past)Objective: Teach the simple past tense of regular verbs.Activities: Practice regular past tense verbs through exercises and games.Lesson 3: Past Tense Verbs (Irregular Verbs)Objective: Introduce irregular past tense verbs.Activities: Have students memorize common irregular verbs and use them in sentences.Lesson 4: Asking and Answering QuestionsObjective: Teach students to ask and answer questions about past events.Activities: Role-play conversations about vacation activities using question words.Lesson 5: Writing about VacationsObjective: Practice writing short paragraphs about past vacation experiences.Activities: Provide prompts for students to write about their own vacations.Lesson 6: What Did You Do on Vacation?Objective: Teach the structure of past tense questions.Activities: Have students ask and answer questions about their vacations in pairs.Lesson 7: Listening ComprehensionObjective: Practice listening for specific information.Activities: Play recordings of vacation stories and ask questions based on the content.Lesson 8: Vocabulary ReviewObjective: Review key vocabulary words from Unit 5.Activities: Play vocabulary games like charades or Pictionary to reinforce learning.Lesson 9: Unit TestObjective: Assess students' understanding of Unit 5 content.Activities: Administer a written test covering past tense verbs, question formation, and vocabulary.Overall, this nine-lesson plan aims to help students grasp the concept of past tense verbs and effectively communicate about their past experiences. By incorporating interactive activities and games, students will stay engaged and motivated throughout the unit. The activities are designed to cater to different learning styles and promote active participation in the classroom.篇2PEP (Primary English Program) is a teaching material issued by the People's Education Press in China. PEP English textbooks are widely used in primary schools across the country. In thislesson plan, I will focus on Unit 5 from the fifth grade of the PEP English textbook.Unit 5 is titled "What Does She Look Like?" and the main topic of the unit is describing people's physical appearances. This unit includes vocabulary related to physical appearance such as hair, eyes, nose, etc. It also covers grammar points such as the verb "to be" and adjectives.Here is a detailed breakdown of the lesson plan for Unit 5:1. Warm-up (10 minutes)Start the lesson by reviewing the vocabulary related to physical appearances. Use flashcards or pictures to help students remember the words. You can also ask students to describe their own physical appearances to practice the vocabulary.2. Presentation (15 minutes)Introduce the grammar point "to be" and adjectives to describe people. Show examples on the board and explain how to use them in sentences. Encourage students to create their own sentences using the grammar point.3. Practice (20 minutes)Divide the class into pairs or small groups and ask them to describe each other's physical appearances using the vocabulary and grammar they've learned. Monitor and provide feedback to each group.4. Listening (15 minutes)Play a recording of a dialogue where two people are describing a third person. Ask students to listen carefully and answer comprehension questions based on the dialogue. This will help them improve their listening skills.5. Speaking (15 minutes)Have students work in pairs and take turns describing a picture of a person to their partner. The partner must listen carefully and draw what they hear. This activity will test students' speaking and listening skills.6. Writing (15 minutes)Ask students to write a short paragraph describing a person's physical appearance. Encourage them to use the vocabulary and grammar they've learned in the unit. Review their writing and provide feedback on grammar and vocabulary usage.7. Review and Homework (10 minutes)Summarize the key points of the lesson and review the vocabulary and grammar covered in Unit 5. Assign homework for students to practice describing people's physical appearances.By following this lesson plan, students will be able to effectively describe people's physical appearances using the vocabulary and grammar they've learned in Unit 5 of the PEP English textbook. It's important to provide a variety of activities to engage students and help them practice their language skills. With the right guidance and support, students will be able to master the content of the unit and improve their English proficiency.篇3Unit 5 of the People's Education Press (PEP) Grade 5 English textbook focuses on the theme of "What Would You Like?" This unit covers vocabulary related to food and drinks, as well as phrases and sentences to express preferences. In this lesson plan, I will outline a series of activities and exercises to help students practice and engage with the material in a fun and interactive way.Lesson Objectives:1. To introduce and teach new vocabulary related to food and drinks.2. To practice using phrases and sentences to express preferences.3. To engage students in speaking and listening activities to reinforce new vocabulary and language structures.4. To promote group work and collaboration among students.Warm-up:To start the lesson, I would begin with a warm-up activity to introduce the theme of the unit. I would show pictures of various food and drink items and ask students to identify them. This will help activate prior knowledge and get students thinking about the topic of the lesson.Vocabulary Presentation:Next, I would introduce the new vocabulary related to food and drinks. I would use flashcards, realia, and other visual aids to help students understand and remember the words. I would also provide pronunciation practice to ensure students are comfortable using the new vocabulary.Practice Activities:After introducing the vocabulary, I would engage students in a series of practice activities to reinforce their understanding. This could include matching games, role-plays, and group discussions. For example, students could work in pairs to practice ordering food and drinks at a restaurant using the new vocabulary.Language Structures:In this section of the lesson, I would focus on teaching students phrases and sentences to express preferences. This could include sentences like "I would like a hamburger, please" or "I don't like broccoli." I would provide examples and opportunities for students to practice using these language structures in context.Speaking and Listening Activities:To promote speaking and listening skills, I would design activities where students can communicate with their peers using the new vocabulary and language structures. For example, students could participate in a role-play where they take on different roles in a restaurant setting and practice ordering food and drinks.Group Work:Finally, I would incorporate group work activities to encourage collaboration and teamwork. Students could work together to create a menu for a restaurant, with each group member contributing different food and drink items. This will allow students to practice using the new vocabulary in a creative and engaging way.Assessment:Throughout the lesson, I would assess students' understanding through observation, participation, and informal assessment tasks. At the end of the lesson, I would provide feedback to students on their progress and encourage them to continue practicing and using the new vocabulary and language structures outside of the classroom.By following this lesson plan, students will have the opportunity to engage with the material in a variety of ways and develop their language skills in a fun and interactive environment. This will help them build confidence in using English to express their preferences and communicate effectively in real-world situations.。

人教版PEP英语五年级下册《Unit 5 Whose dog is it Part B》(第3课时)

人教版PEP英语五年级下册《Unit 5 Whose dog is it Part B》（第3课时）教学设计一. 教材分析人教版PEP英语五年级下册《Unit 5 Whose dog is it Part B》主要讲述了关于描述宠物的话题。

通过本节课的学习，学生将能够掌握一般现在时的疑问句和回答，以及表示宠物特征的词汇。

本节课的主要内容包括一个故事情节，学生通过听、说、读、写等多种方式参与到课堂活动中，提高他们的语言运用能力。

二. 学情分析五年级的学生已经具备了一定的英语基础，对于一般现在时态有一定的了解。

他们在学习过程中充满好奇心和积极性，乐于参与各种课堂活动。

但部分学生对英语口语表达仍有一定的恐惧心理，需要教师在课堂上给予更多的鼓励和引导。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要单词和句型，如“Whose dog is it? It’s …’s dog. Whose is this? It’s …’s.”等。

2.能力目标：学生能够运用所学知识进行简单的交流，描述宠物的特征。

3.情感目标：培养学生热爱动物的情感，提高他们的环保意识。

四. 教学重难点1.重点：学生能够掌握本节课的主要单词和句型，并能运用到实际情景中。

2.难点：学生能够正确使用一般现在时态进行疑问句和回答。

五. 教学方法采用情境教学法、任务型教学法和分组合作法。

通过设定情境，让学生在实际交流中掌握知识；通过任务型活动，提高学生的参与度和合作意识；通过分组合作，培养学生之间的互帮互助精神。

六. 教学准备1.教师准备：提前准备好课件、教材、录音机等教学用具。

2.学生准备：提前预习本节课的内容，熟悉单词和句型。

七. 教学过程1.导入（5分钟）教师通过播放一首关于宠物的歌曲，引导学生谈论他们喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师通过课件展示本节课的主要单词和句型，如“Whose dog is it? It’s …’s dog. Whose is this? It’s …’s.”等。

(人教PEP)五年级英语下册教案 Unit 5(14) 第六课时

2.能够听、说、认读句子Here come two tigers . Can tigers really swim? Yes , they can . They’re good climbers.
重点难点
swimming的拼写
教学方法
Teaching method
教具
Tape recorder
教学过程及内容
（2）看本单元的词卡，用本单元的主要句型练习说话。
3.新课呈现
Read and write
（1）出示该部分的挂图，让学生看挂图自学文章，并在小黑板上出示几个自学问题
a. Where are Sarah , Amy and Chen Jie ?
b. How many tigers do they see ?
（人教PEP）五年级英语下册教案
Unit 5 Look at the monkeys第六课时
课题
Unit 5 Look at the monkey
课型
New lesson
改进内容
教
学
目
的
1.能够听、说、读、写句型What are they doing? They are swimming。They are climbing trees.
c. What are the tigers doing ?
d. What are the pandas doing ?
e. Are pandas good climbers ?
就上述问题展开讨论。
（2）教师放该部分生跟读，仿写。
（4）完成短文后的练习。
1.热身
（1）放歌谣：第四单元let’s chant部分的歌谣What are you doing? ,学生边说边做相应的动作。

人教版PEP小学英语五年级下册Unit 5 教案

【标题】PEP 五下 Unit5 A Let’s talk【正文】一、教学内容【正文】二、教学目标(一)知识与技能：1.能够听懂、会说、会认读 Let's talk部分的名词性物主代词his，hers，mine和ours.2.能够理解并运用所学句型来谈论物品的归属。

如：Whose ___is it?It's____'s.It's hers/his/mine/ours或复数形式: Whose____are these? They're_____'s.They're hers /his/mine/ ours.3.能够在情境中合理并灵活运用所学知识，相互之间自如问答。

（二）过程与方法：能通过小组活动与探究，理解名词性物主代词的用法与规律。

并在小组活动中完成任务教学，提高学生的语言运用能力。

（三）情感态度与价值观：通过表达物主代词的概念，培养学生热爱周围物品与保管好自己物品的意识。

三、教学重点难点重点：能运用句型及名词性物主代词进行关于物品归属的话题交流。

难点：能初步了解形容词性物主代词和名词性物主代词的区别，并能正确使用，如：his hat=his;her shoes=hers等。

四、教学准备PPT、学习资源包、词条.学生已有知识储备：（PEP4 Unit5已学部分名词性物主代词）1.Are these yours? No,they aren't.2.Is this John's ? No,it isn't, it's Mike's.3.Whose coat is this? It's mine.4.Whose pants are those?They're your father's.五、教学过程Step1.Warm-up and Revision1.Enjoy a song:Whose hat is this?2.Let’s chant and sing.Whose hat is that? It’s my hat.His hat,her hat,your hat,my hat.Whose coat is that? It’s my coat.His coat,her coat,your coat,my coat. 设计意图:开篇用歌曲和chant,激发学生学习兴趣，同时，通过歌曲唤起学生已有的旧知，为本课要学习的内容做一个铺垫。

pep小学英语五年级下册unit5教案

pep小学英语五年级下册unit5教案教材分析本节课就是pep小学五年级英语下卷的最后一个单元，就是对学生由此延展自学抒发自己和他人的爱好搞了一个铺垫。

学情分析1.本班共50名学生，人数较多。

2．学生能用简单的句型表达出自己和他人的兴趣爱好。

3．学生对favorite等较长的单词发音和拼法都感觉比较吃力。

教学目标1、能力目标(1)能够用What’s your favorite season?进行提问，并学会用I like…进行简单介绍。

2、科学知识目标(1)能够听、说、读、写5个短语：.go swimming go skating eat ice cream eat fruit make a snowman(2)能听到、说道、书写句子：What’s your favorite season? I can …….?3、情感、策略、文化等有关目标(1)培育学生细心观测，爱好科学，爱好小自然的情感。

(2)培养学生积极锻炼，增强体质的意识。

教学重点和难点重点：学生能熟练运用本单元单词、句型，能用这些词和句对各个季节进行讨论、描述；能在老师的指导下，完成作文My Favorite Season的写作。

难点：鼓励学生如何综合运用本单元词和句，融合以往自学过的关于衣着、天气的词句，对一年四季展开天气特征和活动内容的描绘。

教学内容：Story time教学目标：1.能听懂、可以说道、可以念单词isn’t、th at’s、pen pencil pencil case2.能听懂、会说、会读日常用语This isn’t my pencil. Is this /that your pencil? Yes, itis. No, it isn’t.3.能够正确地认知并朗诵对话内容，在教师的.鼓励和协助下尝试演出课文内容。

4.树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。

教学重点：1.句型：Is this /that your pencil?以及回答Yes, it is. No, it isn’t.2.词汇:isn’t、that’s、pen pencil pencil case教学难点：1.能够在情景下恰当运用句型Is this /that your …?的用法和区别。

Unit5MydayPartCStorytime(教案)人教PEP版英语五年级下册

Unit 5 My day Part C Story time（教案）教学内容：本节课的教学内容为人教PEP版英语五年级下册Unit 5 My day Part C Story time。

本节课主要讲述了一个关于日常生活的故事，通过故事的形式，让学生学习并掌握描述自己日常生活的英语表达方式。

教学目标：1. 知识与技能：学生能够理解并掌握故事内容，学会用英语描述自己的日常生活。

2. 过程与方法：通过阅读、讨论、表演等方式，提高学生的英语阅读理解能力和口语表达能力。

3. 情感态度与价值观：培养学生对英语学习的兴趣，增强学生的合作意识和团队精神。

教学难点：1. 学生能够准确理解并运用描述日常生活的英语表达方式。

2. 学生能够通过阅读故事，提高自己的英语阅读理解能力。

教具学具准备：1. 教师准备PPT、故事卡片等相关教具。

2. 学生准备英语课本、笔记本、彩笔等学习用品。

教学过程：1. 导入教师通过与学生谈论日常生活中的趣事，激发学生对本节课的兴趣，进而引入本节课的主题。

2. 故事阅读教师呈现故事内容，学生自主阅读，并回答相关问题，检查学生对故事的理解程度。

3. 词汇学习教师引导学生学习故事中的重点词汇，并让学生运用这些词汇描述自己的日常生活。

4. 对话练习教师组织学生进行角色扮演，模拟故事中的对话，提高学生的口语表达能力。

5. 小组讨论学生分组讨论，分享自己日常生活中的趣事，并用英语进行表达。

6. 课堂小结板书设计：Unit 5 My day Part C Story time1. 日常生活中的趣事2. 描述自己的日常生活3. 重点词汇：get up, have breakfast, go to school, have lunch, play games, do homework, watch TV, go to bed4. 课后作业：用英语描述自己的一天，不少于100词作业设计：1. 根据故事内容，用英语描述自己的一天，不少于100词。

新版pep英语五年级下册Unit 5 Whose dog is it教案

新版pep英语五年级下册Unit 5 Whosedog is it教案S: No。

it isn't.T: Whose cat is it?S: I'm not sure.2.Review of sentences:T: It's his dog.S: The dog is his。

(using the picture from the us lesson)T: It's her book.S: The book is hers.T: It's their dog.S: The dog is XXX.Step 2.n and Practice1.XXX recording: yellow picture。

picture of。

beautiful。

there is.2.The teacher asks if the picture is yellow and confirms it with the students。

Then。

the teacher shows a picture of Beijing and asks the students to read the sentence "That is a picture of Beijing."3.XXX shows a beautiful picture and asks the students to read the sentence "There is a beautiful picture."4.XXX plays the recording of Let's Talk and asks the students to follow along and read.5.XXX whose picture is yellow。

The answer is XXX's.Step 3.XXX1.The teacher asks if the cat in the picture belongs to the boy。

新人教PEP版五年级英语下《Unit 5 第一课时》教案(优秀课)

第一课时课时内容A Let’s try Let’s talk课时分析本课时是人教版五年级下册第五单元的第一课时，围绕“学校画展”这个话题展开。

主要是通过对话的情景学会询问和回答某物属于某人的句型The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.。

培养学生学习英语的兴趣和树立学好英语的信心。

本课时是整个单元的首课时，在本单元中起引领与铺垫作用.本课时的重点是核心句型的灵活运用。

本课时包括Let’s try 和Let’s talk 两个板块。

Let’s try是听力训练，通过陈杰和Mike 在参观学校美术展时的问答，帮助学生初步理解A部分Let’s talk 的核心句型。

Let’s talk通过呈现陈杰和Mike 参观学校画展的情景，引出句型The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s. 此版块的话题贴近学生的生活，学生们都非常感兴趣，很能激发学生求知的欲望。

在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，借助师生照片、图片等多种方式呈现，采用猜一猜、找一找等多种教学活动，全面调动学生的积极性，培养学生灵活运用语言的能力。

本课时的教学内容是四年级下册第五单元教学内容的延续，Whose... is/are this/these? It’s/They’re...’s . Are these yours? 的句型学生们在四年级已经接触过，为本单元的教学打下了很好的基础。

课时目标1. 能够听、说、读、写句型：The yellow picture is mine. Are these all ours? Whose is it?It’s Zhang Peng’s.2. 能够在教师和图片的帮助下理解对话大意。

人教版PEP五年级英语下册Unit 5整体教学设计表格教案

人教版 PEP 五年级英语下册 Unit 5 教学设计
课题 Unit5 Whose dog is it? 课型
新授
备课教师
执教教师
1. 掌握四会词汇：mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.
-7-
(2) 教师简单介绍 Let’s learn 重点内容，引出本部
分话题。
如：The students in Chen Jie’s class like dogs.
They are having a dog show now. Look at the
pictures. Many dogs are in the show. The dogs
教具准备多媒体课件
Unit5 Whose dog is it?
课题
课型
A Let’s try. Let’s talk.
新授
备课教师
执教教师
1. 能够完成听录音选择图片的活动。
2. 能够在图片和教师的帮助下理解对话大意。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。
教学目标 3. 能够在情景中运用句型：The … is mine. Are these all
书
The … is mine.
设
Are these all ours?
计
Whose is this?
It’s …
Unit5 Whose dog is it?
课题 A Let’s learn. Look, say and 课型
complete.

Unit5Whosedogisit？Alet'slearn(教案)人教PEP版英语五年级下册

课题：人教版小学英语五年级下册Unit5 Whose dog is it?Part A Let's learn词汇课【教材分析/ 语篇研读Analysis of Teaching Material】本单元学习的主题是有关物品的主人的，属于“人与自然”范畴。

本单元涉及两个对话和一个文段语篇课，两个词汇课和一个语音课。

所属主题群为生活与自然。

本课属词汇类型，内容为描述动物主人的单词学习，对应的子主题内容为热爱并善待生命。

What:本课为词汇课，内容围绕着The Dog Show展开，询问和回答狗的主人，描述狗的外貌特征，认识不同品种的狗。

Why:通过本课学习，作者旨在教会学生学会爱护宠物，与他们和谐共处，热爱生活，热爱自然。

How:本课时为词汇课，学生主要通过语篇预习、单词拼读学习、词性学习对比，了解名词性物主代词：mine, yours, his, theirs, ours的词性和意义，并能够在语境中语用这六个单词。

【学情分析 Analysis of Students】1.知识储备:学生课前已掌握形容词性物主代词，如my, your, her, his,our, their等；学生课前已掌握关于物品所属权问答句型:It'smy/your/her/his/our/their...所以在此基础上学习本课难度不大。

2.能力储备:学生已能用核心语言询问或回答物品所属相关信息，为本课学习做好了铺垫，学生能在图片中获取关键信息，能看图用英文进行猜测。

3.学习需求:学生能在日常生活中询问物品相关所属的信息，但是将名词性物主代词与形容词性物主代词相互转换来描述物品信息有些难度，他们有表达的欲望和需求，但是需要在教师引导下将本单元核心词句进行综合运用，并养成良好的生活习惯。

4.认知特点:学生活泼好动，对自己感兴趣的话题乐于参与，对事物的所属表达有较强的参与欲望。

【教学目标Teaching Aims】通过本课学习，学生能够：1.在看、听、说的活动中获取、了解六个名词性物主代词；（学习理解）2.在教师的帮助下，根据提示描述自己喜欢的狗狗（程度较好的同学可尝试用多个句子进行介绍）；（应用实践）3.拓展介绍流浪动物的生活状态与领养条件，培养学生爱护动物，热爱自然的情感；（迁移创新），介绍并归纳成员带来的文具，并分小组向全班汇报交流结果，然后记录下来。

新人教PEP五年级英语下册Unit5 教案

Unit5 教案
一、教学目标与要求
1、能够听懂、会说：What are they doing ? They are …并能在情景中运用。

二、教学重点、难点
1、重点是句型What are they doing ?They are…的教学
2、难点是在实际情景中正确运用所学对话
三、课前准备
录音机和录音带，A、B 部分Let’s learn 的单词词卡和B Let’s talk 的挂图，若干
的头饰
四、教学步骤
1、热身
（1）同第三课时1
（2）播放歌曲Animals , Animals Are Everywhere,学生听录音表演。

2、预习
（1）出示本单元的单词卡片，用What do you see? What is / are the…doing？进行抢答。

（2）拼读单词比赛。

3、新课呈现
Let’s try
指导学生听录音做练习。

Let’s talk
(1)教师依次向学生出示B 部分的let’s learn 部分的词卡，问What are they doing? 学生抢答
（2）出示该部分的挂图，引导学生学习该部分的内容。

（3）放该部分的录音，学生听录音跟读。

（4）看该部分的图画，不看句子，说话。

（5）同桌之间进行对话表演，要求尽量多使用自己的语言。

Pair work
（1）要求学生将自己做的图片展现出来，并看图说话
（2）按照课本上的说明进行活动。

新版PEP五年级下册unit5教案

新版PEP五年级下册unit5教案Unit 5 Whose dog is it?单元概述教材解读本单元学习的主题是寻找动物的主人。

主情境图通过展示Miss White 班级的学生在自然游玩时间询问图画、小动物和蔬菜的主人的情境呈现本单元要学习的核心词汇和句型及其语用情境。

学生通过看图，了解本单元话题及相关文化知识，为A、B部分的各个板块的学习做好准备。

学生通过A部分的学习，掌握核心句型“The yellow picture is mine. Are these all ours? Whose is this? It’s Zhang P eng’s.”，和“Is he drinking water? No，he isn’t . He is eating.”在此过程中，学生能够根据正确的语音、语调、意群朗读对话，并能进行角色表演，此外还掌握了名词性物主代词的用法和字母组合ng/nk的发音规则，总之通过本单元的学习学生的听、说、读、写能力都得到了进一步的提升。

单元目标一、知识与技能1. 能够听、说、读、写六个名词性物主代词：mine，yours，his，hers，theirs，ours，和六个动词现在分词：climbing，eating，playing，jumping，drinking，sleeping和词组each other。

并能在语境中正确运用以上词汇。

2. 能够听说、读、写句型：The yellow picture is mine. Are these all ours? Whose is this? It’s Zhang Peng’s. Is he d rinking water? No，he isn’t. He is eating.3. 能够在情景中运用句型The yellow picture is mine. Are these all ours? Whose is this? It’s Zhang Peng’s.询问并回答某物属于某人。

PEP五年级英语下册 Unit 5 教案(一) 教案

buildingexciting( ) longink( )
(7)Look,listen and write.
eatZoom iseating.让学生观察动词eat有什么变化。
教师简单说明动词的现在分词。一般情况，在动词词尾直接加ing。而现在进行时表示说话时或现阶段正在或一直进行或发生的动作。其构成：be +v.-ing。
Ss:They are Wu Yifan’s rabbits.They are his.
T:What are they doing? Ss:They are playing with each other.
(3)听录音，学生跟读。
2.学习Let’s learn。
(1)Dog show.
教师展示课前准备好的小狗图片。如：教师展示Mike的德国牧羊犬。
Ss:The first one./The second one…
T:OK,I like the second one best.It’s very beautiful.But now,the question is Which one is John’s?Next,listen to the tape and tick the right answer.
T:Where are they? Ss:They are in a park.
T:Whose dog is this? Ss:Chen Jie.
T:Yes.It is Chen Jie’s dog.It’s hers.（教师说这句话时加重语气以引起学生注意，有意识地让学生进行模仿）Whose rabbits are these?
T:Whose pen is this?
S2:It’s my pen.The pen is mine.