【最新】五年级英语下册Unit 5 精品教案人教PEP
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、知识及技能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 drinking 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。
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.。
最新人教PEP版 小学英语 五年级下册 Unit 5 第5课时 优质课教学设计
最新人教PEP版小学英语五年级下册优质课教学设计Unit 5第5课时B (Let's spell，Let's check & Let's wrap it up)教学目标一、知识与技能1．进一步巩固现在进行时以及物主代词的用法。
2．学习归纳字母组合ng和nk的发音规律，并能读出相关例词。
3．能听、说、读、写单词long，sing，ring，young，think，ink，trunk，pink。
二、过程与方法教师积极引导学生进行小组之间的合作与创新，培养学生的自主探究的能力。
三、情感、态度与价值观可以引导学生通过合作进行对话练习，培养他们及时复习的好习惯。
教学重点掌握四会句子：Zoom is eating. He’s jumping.并能在实际情境中灵活运用。
教学难点掌握字母组合ng和nk的发音规律，培养学生拼读音标词的能力。
教法导航教师在本环节需要鼓励学生进行自主学习，自我探究。
学法导航学生积极参与课堂，与组员之间合作探究，尤其是在老师的指导下进行可行性的操作训练。
教学准备多媒体课件，录音机，磁带，教学图片，单词卡片，学生活动手册等。
教学过程1. Warm-up（热身及预习展示）（1）活动：边做边说活动方式：在教师动作的引领下，全班同学跟着老师一边做动作，一边说动词短语。
如：做“吃午餐”动作，学生快速地说：eat lunch.看谁的动作又快又准确。
（2）活动：你说我说活动方式：教师说一句，学生也说一句。
但是学生说的句子必须和老师说的意思大致相同。
如：教师说：This book is Peter's.学生说：This book is his.又如：These storybooks are Li Hong's. These storybooks are hers.2. Presentation and practice（精讲点拨）Let's spell（1）Read，listen and chant①教师出示long，sing．ring，young，think，ink，trunk，pink的图片，要求学生听录音，感知单词发音。
新人教版PEP版小学英语五年级下册Unit 5 PartA 公开课优质课教学设计.doc
Unit 5 Whose dog is it?第一课时Part A Let's try ＆ Let's talk教学目标：1.听录音完成Let's try的练习题.2.熟练掌握对话及重点句型：The yellow picture is mine. Are these all ours? There is picture of Shanghai. Whose is it?教学重点：1.能听录音完成相应的练习题。
2.能熟读对话和灵活的进行句型替换练习。
教学过程：Step1:Warm-up1. T: Is this his cat? S: Yes, it is.T: Is this her bag? S: No, it isn't. ( 板书)T: Whose book / pen /ruler is that? S1: It's mine/ yours/his.2. Review sentences:T: It's his dog . S: The dog is his. (用上节课的图片)T: It's her book. S: The book is hers.T: It's their dog. S: The dog is theirs.(…)Step 2: Presentation1. Listen to the tape of Let's try part and finish exercises. (老师讲解录音中的重点句子)2. Teach key's words and sentences: yellow picture, picture of , beautiful, Thereis …(板书在黑板上)3. T: Is this a yellow picture? S: Yes, it is.T: That is a picture of Beijing. S: Read it.T: There is a beautiful picture. S: Read it “beautiful “4. Listen the tape of Let's talk and follow reading.T: Look here. There are so many pictures. S: Yes.T: The yellow picture is ChenJie's. The yellow picture is hers.T: Whose is that picture of Beijing? S: It's Zhang Peng's .T: Whose is that picture of Shanghai? S: It's Yifan's .5. Students read this part, and understand this part.Step 3: teacher-student interaction1. Pair work. (Lost and found 失物招领)灵活掌握本节课的句型）S1: Whose storybooks are these? S2: They are mine.S1: Whose book is this? S2: It's Mike's./ It's his .2. Role play reading of "Let's talk" part.Step 4: Classroom tests一、根据课文内容判断正确的用T错误的用F。
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。
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。
【最新】人教PEP五年级英语下册Unit5 精品教案
Unit5 精品教案一、教学目标1、能够听、说、认读句子：Look at the tiger! It’s jumping ! The rabbit is running .2、能够听、说、读、写动词短语的ing 形式：flying , jumping , walking , running , swimming3、能够听懂、说唱歌谣Koalas are sleeping4、能够完成Task time 中的任务。
二、教学重点、难点1、本课时的教学重点是掌握五个动词的ing 形式，并用现在进行时进行简单表达。
2、本课时的教学难点是running 和swimming 的拼写。
三、课前准备录音机、录音带、各种动物的词卡、Let’s learn 部分的五张单词词卡。
四、教学步骤和建议1、热身教师放三年级上册第四单元A、B 部分Let’s do 的录音，适时出示各种动物的词卡，学生边说边做相应的动作。
2、预习（1）教师将“jump , walk , fly”三个词写在黑板上，然后手指相应的单词发指令，如: Jump like a rabbit , Walk like an elephant , Fly like a bird ，学生边跟读边做相应的动作。
（2）教师继续发指令，学生做动作。
适时提问：What are you doing ? 引导学生回答：I’m jumping like a rabbit 。
教师在黑板上的jump 后面加上ing , 呈现新词：jumping。
同法引入walking 和flying 。
3、新课呈现Let’s start教师向学生展示本部分的挂图，问：What is the …doing?引导学生作答。
Let’s learn（1）教师作小鸟状，一边挥动手臂一边说: I am a bird !I am fly ! The bird is flying 。
引导学生说句子。
（2）教师出示walking 的词卡，说Look at the ..! What is it doing ? 引导学生回答：It’s walking . The…is walking。
五年级下册英语教案-Unit 5 I'm cleaning my room Lesson 25 人教
五年级下册英语教案-Unit 5 I’m cleaning my room Lesson 25人教精通版一、教材分析本课是五年级下册英语教材中的第五单元，是“Let’s clean up”主题下的第二十五课，教材出自人教精通版，该单元旨在帮助学生掌握有关清洁卫生的基本英语词汇，培养学生的卫生意识和好习惯。
本课的重点是通过听力、口语和阅读训练学生掌握一些常用的动词和物品名称。
二、教学目标1.语言目标：学生能够听懂、运用并掌握课文中的词汇和句子，能够流利地描述自己的清洁卫生活动。
2.情感目标：培养学生的卫生意识和好习惯，强化他们的自理能力。
3.学习策略：通过听、说、读等方式，培养学生的学习策略意识和操作能力。
三、教学重难点1.语言重点：掌握本课所学的常用动词和物品名称，运用简单的句式描述清洁卫生活动。
2.语言难点：理解和运用课文中的主干句式，如“I’m cleaning my room.”、“I’m putting away some clothes.”等。
四、教学内容与过程A. 观看视频1.引入新知识。
老师播放Unit 5 Lesson 25的视频，带领学生进入本节课的学习氛围。
2.观看视频并细节观察。
学生们观看视频并尽可能多地观察细节。
B. 听力训练1.当堂讲解。
老师运用图表和实物，介绍本课所学的常用动词和物品名称，并讲解这些动词和物品名称与清洁卫生的联系。
2.听力训练。
通过听录音，学生们听懂、理解、记忆本课所学的句子和单词，并写出它们的正确发音。
C. 口语训练1.口语练习。
通过问答练习、语音表演等形式，学生们分小组进行互动交流，重点练习使用本课所学的常用动词和物品名称。
2.个人表演。
学生们在老师的指导下分组，利用所学的知识描述自己喜欢做什么，如打扫房间、洗碗、擦窗户等。
D. 阅读训练1.阅读朗读。
学生们阅读英文文本并大声朗读，进一步巩固所学的词汇和句式。
2.阅读理解。
通过互动问答、课堂小测等方式，检查学生们的阅读理解能力，同时帮助他们更好地理解课文内容。
新人教PEP版小学五年级英语下册Unit5Period1 PartA优质教案
新人教PEP版小学五年级英语下册Unit 5优质教案Period 1Part A Let’s try，Let’s talk本课学习A部分的Let’s try和Let’s talk环节。
本课主要是会话学习，通过陈洁和迈克参观学校美术展的情景，引出核心句型“主语＋is/are＋名词所有格/名词性物主代词．”“—Are these/those＋名词所有格/名词性物主代词？—Yes，they are./No，they aren’t.”“—Whose is/are＋主语？—主语＋is/are＋名词所有格/名词性物主代词．”，让学生感知其语义及语用情景。
知识目标1．能够听、说、读、写句子：The yellow picture is mine.Are these all ours？Whose is it？It’s Zhang Peng’s.2．能够运用句型“主语＋is/are＋名词所有格/名词性物主代词．”表述某物归属于某人；3．能够运用句型“—Are these/those＋名词所有格/名词性物主代词？—Yes，they are./No，they aren’t.”谈论某些物品是否属于某人；4．能够运用句型“—Whose is/are＋主语？—主语＋is/are＋名词所有格/名词性物主代词．”谈论某物的归属；5．能够在语境中理解单词mine、ours和his的含义；6．能够完成听录音选图片的活动；7．能够在老师的帮助和图片的提示下理解对话内容；8．能用正确的语音、语调及意群朗读和表演对话。
能力目标1．培养学生灵活运用所学知识的能力；2．培养学生的语言交际能力。
情感目标教育学生养成拾金不昧的好品德。
教学重难点1．能够运用句型“主语＋is/are＋名词所有格/名词性物主代词．”表述某物归属于某人；2．能够运用句型“—Are these/those＋名词所有格/名词性物主代词？—Yes，they are./No，they aren’t.”谈论某些物品是否属于某人；3．能够运用句型“—Whose is/are＋主语？—主语＋is/are＋名词所有格/名词性物主代词．”谈论某物的归属。
人教版(PEP)小学英语五年级下册教案unit5
激起学习兴趣
巩固
板书设计：flying , jumping , walking , running , swimming
Look at the tiger! It’s jumping ! The rabbit is running .
教学反思：
1、教学的成败得失：
（2）教师出示walking 的词卡，说Look at the ..! What is it doing ? 引导学生回答：It’s walking . The…is walking。教师板书: walking ，引导学生拼读单词。
（3）教师在黑板上画一只蹦蹦跳跳的兔子，说：Look at the rabbit . What is it doing?引导学生回答：It’s jumping . The rabbit is jumping . 教师板书并知道学生拼读单词jumping。
五年级英语总第教时
集体备课小组成员：
Unit5 Look at the monkeys
课 题
第一课时 Let’s start Let’s learn Let’s play Let’s chant
课型
New lesson
教
学目标ຫໍສະໝຸດ 知识目标：能够听、说、读、写动词短语的ing 形式：flying , jumping , walking , running , swimming
Step 4: Consolidation
（1）教师放第四单元C部分的歌曲What are you doing？的录音，
（2）教师放歌谣Koalas are sleeping的录音，
（3）教师发指令，如：The bird is flying . The rabbit is jumping . Two bears are fighting，学生一边跟说一边做动作。
PEP人教版小学英语五年级下册Unit5单元教案
Unit 5 Whose dog is it ?第一课时教学目标1．掌握名词性物主代词-his，hers，mine，yours，ours，theirs。
2．能运用句子“It's mine/yours/hers/his.”来表明所属况。
教学重难点：1.重点：掌握名词性物主代词的拼读与用法。
2.难点：(1)能正确区分形容词性物主代词和名词性物主代词的不同。
(2)能在语境、合作、交流中体会并理解物主代词的用法。
3.教学过程（一）、热身（Warm-up）1．学生欣赏Unit 5 中的歌曲《Animals，animals are everywhere》。
2.教师出示歌曲中提及的动物图片，然后进行抢答活动。
3．活动：智力大比拼活动方式：教师叫四名学生带上自己的钢笔到讲台上来并举起自己的钢笔介绍：It-s my pen。
然后教师让这几名学生背对大家，互相交换手中的钢笔，并迅速交换所站的位置。
然后请其中一个凭自己的记忆猜测钢笔的所属。
如：This is his pen. Thisis her pen. This is my pen. This is your pen.等。
（二）、新课呈现（Presentation）1．Let's learn(1)教师介绍犬展天下-Dog Show 2015 年犬展开始了，让我们去看看各类高端大气上档玖的狗狗们是谁家的？(2)学习单词his 和hers 课件出示Let's learn 部分的画面，教师指着第一只狗说：Look! This is his dog.It's his．That’s her dog. lt's hers.然后出示单词卡片his 和hers，并请全班跟读。
板书：his dog=his her dog=hers(3)学习单词ours 和theirs 教师指着课本第二幅图说：This is their dog. It's theirs.然后指着某张课桌对全班说：This is their desk. It’s theirs.PPT 出示校长的照片，指着照片说：She's /He's our headmaster. He's ours.然后出示单词ours 和theirs 卡片，全班进行跟读和拼写。
最新版PEP五年级下册Unit5教案
最新版PEP五年级下册Unit5教案D. Zip’s cat is so cute.E. This is her phone .1.________2._______3.________4.________5._________3、快乐二选一，然后在读一读.1. The blue pencil is __________ (my，mine )2. This is not my dog .It’s _________ ( she , hers)3. –Whose picture are these ? --They are _________( we ,ours)4. Is this __________ (Amy, Amy’s ) desk ?5. The white cat is _______ (he, his ).4、听音辩词.（老师念）( )1. A. he B. she C. his( )2. A. first B. theirs C. third( )3. A. ours B. mine C. her( )4. A. May B. yours C. his( )5. A. Whose B. spring C. summer课堂小结：师生一起总结本节课学习的主要知识，学生说说这节课有什么收获.家庭作业：1、完成练习册Unit5第二课时.2、抄写Unit5 PartA单词，英文5遍，中文3遍.板书设计:Unit 5 Whose dog is it ? （A Let’s learn）It’s his dog . = The dog is his .It’s her dog. = The dog is hers.It’s my dog. = The dog is mine.五年级英语学科第五单元第 2 课五年级英语学科第五单元第 3 课五年级英语学科第五单元第 4 课T: Sleeping . I am sleeping .Use the same way to learn the other words: climbing, eating, playing, jumping, drinking.并板书在黑板上同时将每个单词的原形也板书在黑板.3. T: Look at the picture. Look at the Fido. Fido is sleeping.T: Look at these rabbits . Are these rabbits eating?S: No, They’re playing with each other.4. Read these words together .三、趣味操练 (Practice)1. Who is faster? (灵活运用本节课大句型）2. T: eat (jump…) S: eating.(jumping..)3. Let’s play .( Make up sentences 组句子)For example ， Chenjie is jumping. ( 看那组租的句子又多有正确)四、巩固延伸（Consolidation & Extension）1、选出正确的选项，再读一读.( ) 1.（正在）吃 A. eating B. eat C. it( ) 2. (正在）跳 A. running B. jumping C. swimming ( ) 3. （正在）玩耍 A. drinking B. play C. playing ( ) 4. 她的 A. hers B. she C. his( ) 5. 喝（水） A. drink B. drinking C. sleep2、读一读，给句子选择正确的图片.1．The bird is flying．2．The tiger is sleeping．3．The deer is running．3、连词成句.1. is / picture / That / of / Beijing /beautiful (.)2. is / it / Whose (?)3. yellow / is / picture / The / mine (. )课堂小结：师生一起总结本节课学习的词汇和句型.家庭作业：1、完成练习册Unit5第五课时.2、抄写Unit5 PartB单词，英文5遍，中文3遍.板书设计:Unit 5 Whose dog is it ? （B Let’s learn）Mike is sleep-- sleep ing eat--- eat ingThey are play--- play ing jump --- jump ingdrink --- drink ing climb –- climb ing课后反五年级英语学科第五单元第 5 课五年级英语学科第五单元第 6 课。
最新人教版PEP小学五年级下册英语精品：Unit5教案（一）
最新人教版PEP小学五年级下册英语精品：Unit5教案（一）Unit 5 Whose dog is it?Part A教学导航教学内容第一课时Let’s learn Look, say and complete 第二课时Let’s try Let’s talk 第三课时Let’s spell教学目标【知识目标】1.能听、说、读、写mine,yours等重点词汇，并能正确理解并运用名词性物主代词。
2.能运用句型就物品归属的问题进行问答。
如：—Whose … is this/ are those? —It’s/They are…3.掌握字母组合ng,nk的发音规律。
【能力目标】能在实际情境中灵活运用名词性物主代词。
【情感目标】培养学生能积极主动参加校内活动，热爱生活，乐观向上的情感。
教学重点 1.掌握Part A重点词汇。
如：mine,yours,his等名词性物主代词。
2.掌握Part A重点句型。
如：—Whose … is this/ ar e those? —It’s/They are…3.掌握名词性物主代词的用法。
教学难点区别、应用形容词性物主代词和名词性物主代词。
教学准备磁带、录音机、多媒体、画纸、画笔等。
课时安排3课时。
教学过程第一课时教学过程批注一、Warm-up & Revision1.抢读单词。
教师写出形容词性物主代词，让学生抢读。
2.找主人。
教师搜集几位学生的文具用品，如：文具盒。
教师拿起女生S1的物品指着男生S2，问：Is this his pencil box?学生答：No, it isn’t.It’s her pencil box. （学生指着女生S1）抢读单词、找主人让学生回顾复习形容词性物主代词，为新课讲授打下基础。
二、Presentation & Practice1.学习Main scene。
(1)教师出示挂图，请学生思考：Whose dog is this?Whose painting is it?Whose rabbits are these?What are the rabbits doing?(2)师生对话。
最新人教PEP版 小学英语 五年级下册 Unit 5 第2课时 优质课教学设计
最新人教PEP版小学英语五年级下册 Unit 5 第2课时优质课教学设计一、教学背景教学对象：小学五年级学生教学内容：最新人教PEP版小学英语五年级下册Unit 5第2课时——《Do you like pears?》教学目标：1.通过听说练习，掌握关于食物的词汇和短语。
2.通过模仿和创造对话，能够用英语询问和回答自己喜欢或不喜欢的食物。
3.通过小组活动，培养学生的合作精神和语言表达能力。
二、教学过程步骤一：导入教师播放与食物相关的图片或视频，引出话题。
鼓励学生说出自己最喜欢的食物，并介绍一下自己的不同口味。
步骤二：学习新词汇和短语教师通过PPT或黑板，讲解新词汇和短语。
学生跟读、朗读并背诵，以加深记忆。
步骤三：听力与口语练习1.教师播放Unit 5第2课时的录音，要求学生认真听。
录音中涉及到的所有单词和句子都可以在黑板或PPT上呈现。
2.播放录音后，教师可以给学生一些时间理解和回忆，然后提出相关问题，激发他们表达的兴趣。
3.教师可以以小组为单位，让学生通过角色扮演来表达课本中的对话内容，鼓励他们使用新学过的单词和短语进行交流。
步骤四：情景创设让学生在小组内以自己喜欢的食物为主题，自由创作对话。
可以为学生提供一些素材，如单词、短语、句型等，以便他们在创意方面更加自由和具有挑战性。
步骤五：小结和作业布置1.教师在黑板上进行小结，让学生对当天的学习内容进行总结和回顾。
2.完成当堂课的学生，可以选择任意一种自己喜欢的食物，然后写一篇作文，介绍自己喜欢它的原因，并分享给全班。
三、教学重点与难点教学重点：1.帮助学生掌握关于食物的词汇和短语。
2.培养学生在英语情景中的口语交流和表达能力。
3.能够让学生在小组活动和个人创作中发现和开发自己的优点和潜能。
教学难点：1.帮助学生熟练掌握新词汇和短语，克服一些常见的语法错误和表达不清的问题。
2.在小组和创作中让学生更自由地运用所学的语言知识，很好地捕捉语言的习惯用法和口语表达。
(人教PEP)五年级英语下册教案 Unit 5 Lesson 1(1)
（人教PEP）五年级英语下册教案Unit5 Look at the monkeysLesson 1一、教学目标与要求1.能够听、说、认读句子：“Look at the tiger! It’s jumping! The rabbitis running”。
2.能够听说读写动词短语的ing形式：flying, jumping, walking, running, swimming。
二、教学重点：1.Let’s learn部分的单词：flying, walking, running, jumping, swimming.2.在情景中使用对话中的句子，并能恰当的替换句中的单词。
3.听、说、读、写单词：flying, walking, running, jumping, swimming。
三、教学难点：walk, run, jump, swim的末尾字母与ing连读的发音。
四、课前准备：1.教学过程中所需的图片（let’s start）、录音（let’s learn, Let’s chant）、课件、动画素材。
2.本课时的五张单词图片和卡片。
五、教学过程：1. Warm up （热身）活动一：唱一唱教学参考时间：2-3分钟教师播放三年级上册“hello”歌，预热课堂。
活动二：做一做教学参考时间：2-3分钟通过课件，转动图片，回顾以往所学的动物单词。
（为下面的教学做好准备）2. Preview情景教学：通过前面的活动，提议：“Let’s go to the zoo.”出示课件，在汽车行进过程中，回顾三年级上册歌谣，（让学生切实体验在车中开心的和同学们唱歌的情境）3. Presentation （新课呈现）情景教学环节一随着汽车的到达声，和导游米奇的话：Hello! Boys and girls! follow me please! 出示动物园图片。
随着导游米奇的带领，去动物园各处进行参观，看到动物（鱼.鸟.大象.老虎.兔子）从而教学进行时态的单词：swimming，flying, walking, running, jumping。
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Unit5 精品教案
一、教学目标与要求
1、能够听、说、读、写动词和动词短语的ing 形式：sleeping , climbing , fighting, swinging, drinking water .
2、能够听懂、认读句子What are the elephants doing ? They’re drinking .
3、能够听懂、理解Story time 中的故事。
二、教学重点、难点
1、重点是五个动词短语的ing 形式。
2、难点是四会掌握五个动词短语的ing 形式。
三、课前准备
1、热身
（1）歌曲：Animals , Animals Are Everywhere
（2）五十六页上的歌谣Koalas Are Sleeping，学生跟录音有节奏地说唱。
2、预习
（1）游戏Simon Says .练习一些动词
3、新课呈现
Let’s learn
（1）TPR 全身动作反应法。
T: everybody . follow me
Walk , Walk Walk
I am walking .
在黑板上画一只大象，问What is it doing ? 再画一只，问:What are they doing ? （2）类似的方法教其他的几个词组
（3）放B Let’s learn 部分的录音，学生跟读
（4）做游戏：少了什么
教师将该部分的单词卡全部放在黑板上，然后学生闭上眼睛，教师快速的拿掉
一张，学生睁开眼睛，猜拿掉的是哪一幅图。
并能一句话表达图画的意思。
（5）教师将五张词卡放在讲台上，请一名学生上来随意抽取一张卡片，教师带领其他学生问：What are they? What are they doing？引导学生根据图画的意思回答。
Let’s play
教师按照课本提示组织学生进行游戏。
Story time
展示该部分的挂图，并放录音，让学生多欣赏几遍。