PEP小学英语五(下)Unit5LookAtTheMonkeys_3
英语人教版五年级下册Unit 5 Look at the Monkeys
《Unit 5 Look at the Monkeys 》教学设计三都县城关小学：吴祖霞教学内容A部分Let’s learn教材分析本课是PEP小学英语五年级下册Look at the Monkeys中的第一课时，主要学习flying，walking，jumping，running，swimming和Look at the…. It’s…. The…. is….学情分析五年级学生已学过很多有关动物的单词，从五年级下学期第三单元A、B部分的read and write开始出现现在进行时，第四单元学生正式学习现在进行时，到第五单元时，学生基本会用现在进行时描述某人正在做什么。
教学目标认知目标1、能听、说、读、写以下动词短语的ing形式。
如：flying，walking，jumping，running，swimming .2、能运用所学句子来描述动物正在做什么。
能力目标培养学生的口头表达能力和独立做事的能力。
情感目标教育学生要热爱动物，为保护动物做些力所能及的事，同时把《中华人民共和国野生动物保护法渗透到英语课堂教学中。
教学重、难点重点：灵活运用五个动词短语的ing形式来进行简单表达。
突破方法：1、通过引导学生表演动作来学习操练flying，walking，jumping，running，swimming .2、通过播放课件，让学生亲眼看到动物所进行的活动。
难点：单词running和swimming的拼写。
突破方法：让学生通过观察、比较，自己发现规律，在交流中总结、掌握单词。
教法与学法直观教学法、示范法、表演法、游戏法。
课前准备所学动物名称的单词卡、多媒体课件、画纸、画笔等。
教学过程Step 1：Warm—up1、师生问好，2、Let’s sing.3、Let’s chant.4、教师做动物动作，学生猜动物单词。
5、师生一起做三年级上册Unit4 A Let’s do.6、出示动物单词卡，学生读动物单词。
PEP人教版小学英语五年级下册Unit5 Look at the monkeys 教学课件
A组
Monkey Mother kangaroo bananas baby kangaroo elephant
Let’s make a chant !
Look at the duck, what is it doing? It is swimming. Look at the , what is … doing? It is . Look at the , what is … doing? It is . Look at the , what is … doing? It is . What is it doing Look at the rabbit , _____________ ? It’s running .(完成最后一行的填空）ຫໍສະໝຸດ 阅读完成练习（划关键词句）
Welcome to the zoo! First let me show you the tigers. A tiger is a kind of catamount animal. It looks like a cat, but much bigger than a cat. It has yellow and black streaks all over its body. Tigers like to eat meat. Look! They are eating now. They are very strong, so I think you would like them! Then look at the peacocks. They are dancing happily. They are very beautiful and you can take photos with them. Look! There is a monkey over there. What’s it doing? It’s counting bananas. It’s very clever. Can you see any pandas? They are playing balls. They are so cute.
最新小学英语五年级下册《Unit 5 Look at the Monkeys》精品版
2020年小学英语五年级下册《U n i t5L o o k a t t h eM o n k e y s》精品版Unit 5 Look at the monkeys教案教学内容：小学英语PEP教材五年级下册Unit 5 Look at the monkeys. Part A Let’s learn.教学重点：使学生掌握五个动词ing形式，并用现在进行时进行简单表达。
教学难点：“running”“swimming”的拼写。
教具：录音机、多媒体课件、单词卡片。
教学过程：Step 1 Warm up1.Have a chant：“What are you doing?”2.Free talk: What am I doing? What are you doing? ... Step 2 Lead inWhat is the bird doing?Step 3 Presentation: Learn the words（利用录音机、实物、多媒体课件、单词卡片等）flying, jumping, walking, running, swimmingStep 4 Drills1.2.Listen to the tape.( Pay attention to the pronunciationand intonation.)2. Pair work.Step 5 Practice1.2.Try to make a new chant.3.Play a guessing game.Step 6 Consolidation and extension1.2.Listen and write.3.Group work. Talk about the“ Animals park”.( Animals are our friends. We should love them. And we should protect them.)Step 7 Sum upStep 8 Homework1.Listen to the tape.2.Try to talk about the picture( Book P58 )with your parents.Unit 5 Look at the monkeys.说课各位领导、老师，大家好：今天我执教的是小学英语PEP教材五年级下册Unit 5 Look at the monkeys. Part A Let’s learn. 本节课的教学目标：知识目标：掌握本课中的四会单词，并用现在进行时进行简单表达。
五年级英语Unit5LookatthemonkeysALet'stalk教案及练习
五年级英语Unit5LookatthemonkeysALet'stalk教案及练习PEPBoo6Unit5LooattheoneysPartLet’stal.教学目标与要求．能听懂、会说本课时的对话。
2．能够听懂、会说“hatisshe/itdoing?She/It’srunning/…”并能在情景中运用。
3．培养学生热爱动物，保护动物的的良好品质。
重点学习询问她//它在做什么及回答：hatisshe/he/itdoing?She/he/Itis…2、了解字母a和字母组合ar,s,sl的发音规律。
难点句型：hatisshe/he/itdoing?She/he/itis…2、能够在实际情景中正确运用所学对话。
教具录音机和相关磁带教师准备有关动物和动作的单词卡片教学环节师生活动Preparation准备活动唱一唱教师放第四单元c部分的歌曲hatareyoudoing?的录音，学生一起进行表演唱。
教师放A部分的歌谣的录音，学生听录音，边做边有节奏地说唱。
音乐节奏感强，学生乐于接受，并能训练学生的乐感及听说技能。
感觉与欣赏并存；放松与紧张并重。
让学生在唱歌的同时对歌曲的内容有大概的了解，对歌曲中的单词有所认识，为下面知识的学习做好铺垫。
2.做一做教师出示A部分Let’slearn的图片，让学生扮演图中的小动物，分小组表演对话。
让学生进行展示。
Looat..!It’s…!The…is….教学环节师生活动Presentation新知呈现试一试教师出示ALet’slearn部分的单词卡，让学生拼读单词，并用动作表示出中文意思。
让学生看书，听录音完成Listenandatch。
教师核对答案。
让学生模仿录音，做问答练习。
2.情景对话教师出示图片：在一个大森林里，一头大象在前面走，后面跟着一头小象在跑。
教师让学生观看，提问：hatdoyouseeintheforest?引导学生回答：Iseetoelephant.教师指着大象说：Thisistheotherelephant.提问：hatisshedoing?引导学生回答；She’saling.教师再指着小象提问：hataboutthebabyelephant?hatisitdoing?引导学生回答：It’srunning.点击中的播放按钮，让学生听一听chenjie和Ay的对话。
五年级英语Unit5LookatthemonkeysALet'stalk教案语音发音指导
五年级英语Unit5LookatthemonkeysALet'stalk教案语音发音指导Unit 5 Look at the monkeys A Let's talk is an important lesson for fifth graders in their journey to learning English. The lesson focuses on improving the phonetic andpronunciation skills of students, which is an essentialaspect of learning a new language. In this article, we will delve deeper into the key features of the lesson and explore how it can help improve the phonetic skills of students.The first aspect of the lesson is the introduction of new words and phrases. The teacher introduces new words and phrases related to the topic of the lesson: monkeys. The teacher then elicits the pronunciation of these words and phrases from the students and corrects any mistakes that they make. This is an important step in improving phonetic skills, as it allows students to hear and practice the correct pronunciation of words and phrases.The second aspect of the lesson is the use of phonetic symbols. Phonetics is the study of the sounds used in speech and, in English, there are 44 phonetic symbols that represent these sounds. The teacher introduces these symbols to thestudents and explains their use. The teacher then models the correct pronunciation of words using the phonetic symbols, and students are encouraged to repeat after the teacher. This is an effective method of improving the phonetic skills of students, as it helps them to associate sounds with symbols and better understand the pronunciation of words.The third aspect of the lesson is the use of tongue twisters. Tongue twisters are phrases or sentences that are difficult to say because they contain similar sounds that are pronounced differently. The teacher introduces tonguetwisters related to the topic of the lesson and encourages students to say them out loud. This is an effective method of improving phonetic skills, as it helps students to differentiate between similar sounds and practice pronouncing them correctly.The final aspect of the lesson is the use of multimedia resources. The teacher can use videos, audio clips, and pictures to help students improve their understanding of phonetics. For example, the teacher can show a video of native English speakers pronouncing words correctly, or play an audio clip of a conversation between two English speakers. This helps students to hear how words and phrases arepronounced in a natural context and reinforces the correct pronunciation of words.In conclusion, Unit 5 Look at the monkeys A Let's talk is an important lesson for fifth graders to improve their phonetic and pronunciation skills. By introducing new words and phrases, using phonetic symbols, practicing with tongue twisters, and utilizing multimedia resources, students can better understand the sounds used in English and improvetheir ability to pronounce words correctly. These skills are essential for effective communication in English, and the lesson provides a strong foundation for future language learning.。
小学英语Look_At_the_Monkeys教案
PEP小学英语五（下）Unit5 Look At The Monkeys第二课时Part B Let’s talk教学设计一、教材分析本课是PEP英语五年级下册第五单元Part A Let’s talk。
教材以主人公Chen Jie和Amy在自然公园的历程，学习和运用现在进行时这一时态，学会如何用现在进行时的特殊疑问句形式进行提问。
本课教学内容与学生的实际生活密切相关且有一定的教育意义，易于引发学生的思考和模仿交流。
二、学情分析五年级的学生已经积累了一定的语言基础，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡。
同时五年级的孩子已经具有独立思考的能力，以及自主、合作、探究学习的能力。
本单元的主题是学习现在进行时，可以采取情境教学法和小组合作的学习策略，通过看图说话掌握重点句型。
在这次教学当中，第四单元已经学习了现在进行时的第一人称和第三人称用法，教师要将这些知识整合起来，运用到描述自然公园中的所见所闻这一生活实践当中，既巩固所学知识，又能提高解决问题的能力以及综合运用语言能力，为学生的作文训练打下语言素材基础。
三、教学目标1．知识目标（1）能听懂会说以下句型：What is she / it doing ?She’s / It’s …ing.（2）完成书面练习Let’s try。
2．能力目标（1）通过阅读巩固知识，综合运用所学的语言知识表达现在进行时。
（2）能够初步掌握阅读技巧，学会如何有效地从短文当中获取关键信息。
3．情感态度、策略目标（1）情感态度：有兴趣用英语表达，能积极参与课堂活动。
培养学生热爱并保护动物的美好情感。
（2）学习策略：学习过程中注意培养学生合作学习的态度和方法，多观察，多思考。
利用Pair work, Group work以及Task time ,培养学生合作学习的意识。
四、教学重难点：（1）听、说、读以下句型：What is she / it doing ?She’s / It’s …ing.（2）能够正确使用动词的现在分词形式。
Unit5 Look at the monkeys 第五课时教学案例反思
教学文档Unit5 Look at the monkeys 第五课时教学反思Unit5 Look at the monkeys 第五课时教学反思回忆自己的展示课，我根本能按教学设计来循序渐近地上。
上课对象是已经学过三年英语的五年级学生，整堂课我根本用英语进行教授，其中借助肢体言语和多媒体完成整个教学过程，力求整堂课不给人单调、沉闷、冗长的感觉。
首先用各种动物的声音让学生猜分别是哪些动物的声音，由此导入当天要学的单元Unit 5 Look at the monkeys，接着出示图片，先是让学生对图片进行描述，再是我问学生答，这两个过程的进行皆以抢答的形式，以此激发学生的兴趣。
通过简单的复习为新课做了铺垫，让学生简单描述Let’s try不再是问题。
承接着该局部的第二幅图片，问生：What do you see What are you doing 导入Let’s talk局部，学生听录音跟读，其次齐读，最后分角色读。
接着，我通过guessing game来稳固刚刚学的内容，让学生在玩中学，学中玩，然后让学生依据课件上的图片进行仿编对话并不难，最后是展示对话。
这一切显得顺理成章。
扩展局部让学生很好地了解并要在平常生活中保护动物，因为动物是我们的朋友。
教学过程中，我也有缺乏的地方。
对课堂的调控能力有待强化，比方刚开始时，课堂气氛有点沉闷；其次，对中西文化的差异不够了解，比方扩展局部，我是不应该出示人和豹子拥抱的图片，如云老师说的，豹子或狮子毕竟属于凶狠动物，在出示人和狗相抱的时候应该要提示学生注意动物卫生。
我期望在以后的教学过程中，在教学这方面的知识时应该多多注意。
能参加这样的展示课，我真的感到非常荣幸。
期望在未来的很长一段时间里能更多站在这样的台上。
多谢大家！.。
五年级下册英语Unit5《Look at the Monkeys》人教版教案两篇
五年级下册英语Unit5《Look at theMonkeys》人教版教案两篇五年级下册英语Unit5《Look at the Monkeys》人教版教案两篇在教学过程中，耐烦是至关重要的。
它是一位教师良好行为的表达，也就是我们平常所说的教师职业道德的其中重要的一个方面。
我们的工作除了教学上的，还有心灵上的。
对待形形色色的问题，来自不同家庭的学生，都要用一颗热情的心耐烦地去做。
下面和课件网一起看看有关五年级下册英语Unit5《Look at the Monkeys》人教版教案两篇。
《Look at the Monkeys》教案1教学目标1. 句型What are they doing? They are swimming。
They are climbing trees.2. 培育学生语言运用能力与制造力。
能够运用语言去完成一些任务型的活动。
3. 培育学生通过以旧带新的方式自主阅读，同时注重合作学习。
教学重难点重点What are they doing? They are...... Can the animals really do something?难点Here come two tigers . Can tigers really swim? Yes ，they can . Theyre good climbers.教学过程1.Sing the song: 〔rhythm: Happy new year.〕What are they doing〔3〕in the park? They are jumping\walking\flying in the park? What are they doing〔3〕in the park? They are swimmingunning\fighting in the park? What are they doing〔3〕in the park? They are swinging\drinking\sleeping in the park?2.Lets chant:Koalas are sleeping.Kangaroos are leaping〔跳动〕.Two bears are fighting.The small bear is biting〔咬〕.A monkey is climbing.A bird is flying.A lion is snoring.The zoo is never boring〔不无聊〕.3. Show them a park: Do you see any animals?Models: Oh，boys and girl. Just look at the beautifulpark！Its beautiful，isnt it? So many animals are in it. How many animals can you see? Do you see any animals. Look ！Here come some birds！What are the birds doing? Can the birds really fly? ...... Very well，boys and girls！You did a good job！I have some friends. They are in a big nature park. They are Sarah，Amy，and ChenJie. Lets go and have a look with them！And we can watch what the animals are doing now. OK? NaturePark 适时鼓舞学生所作出的成果，为他们的自信加油打气.为进一步的自主学习打下良好的基础.既然有了上一步的情景的引出，很轻松地引出本课的三个主人翁:Sarah，Amy，and ChenJie. 并准时有效的引导学生去和他们一起观看自然公园中的动物们在做什么4. General reading: Show them four questions，and then let them read the leaning material and find the answers quickly！①: Can tigers really swim?〔〕A:Yes，they cant: No，they arent②: The pandas are〔〕. A: climbing trees B: drinking water 〔When the students find the answers，as a teacher，he should go into with them and help them to find the answers quickly.〕【设计意图】由推想到寻求答案，教师先出示问题，指导学生带着问题阅读并通过快速默读理解语篇大意。
PEP小学五年级下册unit5_look_at_the_monkeys_Part_B_read_an_write
I see ____ two tigers. They are swimming ________. The ducks are swimming ________ in the river, too. I think the tigers are very hungry, hungry tigers! because they want to eat ducks. What ______
What are they doing? They’re swimming. Can tigers really swim? Yes, they can.
What are they doing? Can tigers really run?
They’re running. Yes, they can.
S: Do you see any animals? A: Yes! Here come two tigers. S: What are they doing? A: They’re swimming. S: Can tigers really swim? A: Yes, they can.
I see _____ some pandas ______.Guess,What are they doing? climbers Haha,they _____ ______ ______. are climbing trees They are good _______. happy pandas! Look! They are eating happily. What ________
They’re climbing. Yes, they can.
climber S . They are good _______
PEP五年级下册 unit5Look at the monkeys
Swim, swim, I can swim. I’m swimming now. Jump, jump, I can jump. I’m jumping now. Fly, fly, I can fly. I’m flying now. Walk, walk, I can walk. I’m walking now.
Nature park自然公园
What is it doing?
It’s jumping.
What is it doing?
It’s walking.
What is it doing?
It’s running.
What is it doing?
It’s eating.
What is it doing?
It’s dancing.
What are they doing?They are...
sleeping
What are they doing? They are...
What are they doing? They are...
现在进行时中的动词
动词现在分词：动词原型+ing reading draw ing eating 特殊变化：1.以e结尾，去e加ing writing making
Hale Waihona Puke Name:______ 1. The cow is sleeping.
2. The snake is writing.
3. The fishes are swimming.
2.以重读闭音节结尾，要双写结 尾的辅音字母加ing swimming running
Task Time
请写出下列单词的-ing 形式。（现在分词形式）
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PEP小学英语五（下）Unit5 Look At The Monkeys第二课时Part B Let’s talk教学设计南昌市松柏小学付静一、教材分析本课是PEP英语五年级下册第五单元Part A Let’s talk。
教材以主人公Chen Jie和Amy在自然公园的历程，学习和运用现在进行时这一时态，学会如何用现在进行时的特殊疑问句形式进行提问。
本课教学内容与学生的实际生活密切相关且有一定的教育意义，易于引发学生的思考和模仿交流。
二、学情分析五年级的学生已经积累了一定的语言基础，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡。
同时五年级的孩子已经具有独立思考的能力，以及自主、合作、探究学习的能力。
本单元的主题是学习现在进行时，可以采取情境教学法和小组合作的学习策略，通过看图说话掌握重点句型。
在这次教学当中，第四单元已经学习了现在进行时的第一人称和第三人称用法，教师要将这些知识整合起来，运用到描述自然公园中的所见所闻这一生活实践当中，既巩固所学知识，又能提高解决问题的能力以及综合运用语言能力，为学生的作文训练打下语言素材基础。
三、教学目标1．知识目标（1）能听懂会说以下句型：What is she / it doing ?She’s / It’s …ing.（2）完成书面练习Let’s try。
2．能力目标（1）通过阅读巩固知识，综合运用所学的语言知识表达现在进行时。
（2）能够初步掌握阅读技巧，学会如何有效地从短文当中获取关键信息。
3．情感态度、策略目标（1）情感态度：有兴趣用英语表达，能积极参与课堂活动。
培养学生热爱并保护动物的美好情感。
（2）学习策略：学习过程中注意培养学生合作学习的态度和方法，多观察，多思考。
利用Pair work, Group work 以及Task time ,培养学生合作学习的意识。
四、教学重难点：（1）听、说、读以下句型：What is she / it doing ?She’s / It’s …ing.（2）能够正确使用动词的现在分词形式。
（3）使学生能够综合运用所学的语言知识进行情景运用。
五、教学准备：1．运用大象和袋鼠卡片，用于小组竞赛。
2．使用句型卡片，呈现本课的重难点句型，便于学生操练。
3．利用多媒体课件播放Flash用于新授素材的学习，以及创设生动地情境，使抽象的语言变得直观，调动学生的积极性。
六、教学步骤：(Teaching steps)1.Warming- up（热身）Hello, children. I’m very happy to be here. I’m your new teacher Miss Fu. Nice to meet you!T: let’s stand up and do actions.(1) Chant and doWalking walking jumping jumping, running running, now let’s stop.讲解歌词中的内容T：This is …(walking,老师做动作，学生复述)（2）Free talkT: Well done. Do you like animals? I like animals very much. I like dogs very much ,they are very cute. What’s your favorite animal?S1:I like …T: Yes, they are very cute/lovely/clever. But where are the animals?S1: They’re at the zoo/in the nature park/forest.(3) 揭示主题：Today we are going to the nature park and have a look. What are the animals doing? Unit 5 Look at the monkeys (入板书，帖标题）Part A Let’s talk. Let’s go on our trip. Are you ready? Let’s go!设计意图：通过歌曲复习存在结构创设一种轻松、和谐的学习氛围。
一方面，在Free talk的讨论中揭示本课的学习目标，让学生在接触新课的过程中不会太陌生，另一方面通过自由讨论，拉近了师生距离。
2. Preview（预习）(1) I’ll show you some pictures of animals, Look at the picture and speak it out as quickly as you can (看图抢答) T: One，two ,three, go! Ss:读图。
T：Now，do you remember “What is the …doing?”然学生通过回忆复述图片内容，巩固句型结构。
设计意图：从学生的角度出发，让他们先畅所欲言，老师通过学生的描述可以掌握学生的学习情况，更有重点地突破新知。
（2）Great! Next, we are going to listen to a dialogue. Open your books and turn to page 59.Let’s try, listen and match. 完成书面上的听力练习，为新授课程进行必要铺垫。
（3）情感教育：Wow, these animals are so cute and happy. Let’see more pictures about animals.PPT 上出现动物受伤的图片T：What are they doing ?S: They are crying/dying.T: So Animals are our good friends, so we should protect animals设计意图：潜移默化的情感教育灌输，让学生在影片欣赏中体会保护自然，珍爱动物的必然性。
3. Presentation（新课呈现）Next, we are going to visit a nature park with Amy and Chen Jie. We are going to read a new dialogue.(1) Task 1. Watch the flash and tell me what they can see (in the nature park)?There are some tips for you.Learning tip1: Read quickly and get the key information.(2) Task 2. Under the key words and answer the questions(完成学生任务纸上的练习)Learning tip2 :Slow down your reading speed and underline the key words.核对关键词。
Can you find the key words according to the key words?解释为什么mother elephant 要用she(3) Task 3: Read after the tape（4）Task 4: Read on role设计意图：通过设置由浅入深的任务，引导学生再次有目的性的朗读，抓住有用信息，为实际情景运用打下语言基础。
在任务设计中，先通过略读获取对话中的关键信息（他们看见了什么），再到精读完成问题（动物们在干些什么），以及最后的跟读和情景表演，都体现了阅读技巧。
在任务教学中逐步带领学生阅读，强调阅读目的，阅读活动的真实性，培养了学生的阅读兴趣，提高阅读理解能力。
（5）Pair work：What can you see? What is it/she doing?Let’s talk about the animals with your partners. For example…(老师示范)What can you see? I can see a …What is it doing? It’s …设计意图：让学生先通过小组合作进行实际情景运用，创编对话。
在合作过程中，体现了学生的参与体验，更表现了积极主动性。
4. Extension（拓展）（1）All the animals are in the forest. They are having a party. What are they doing? Now ,let’s design the party.You can use the beginning with “It’s a sunny day. All the animals are in the forest. They are having a party. Look! …设计意图：以动物们开森林聚会这一场景，让学生给动物们设计表演节目。
生动有趣的语言背景激发了学生们的想象力，更好地将课堂所学运用到实际生活当中，达到学以致用的目的。
（2）Let’s chant (chant 改编)Mother elephant mother elephant, What is she doing?She’s walking, wa lking, walking.Baby elephant baby elephant, What is it doing?It’s running, running, runningCan you change the chant like this? Monkey , monkey ,what is it doing?It’s eating, eating bananas.设计意图：Chant改编以一种轻松活泼的方式总结本课的学习内容，和课程开头的Let’s do设计相互呼应。
5．总结：Today we went to the nature park. We saw many animals. How do we ask questions? (带着学生根据板书的内容复述句型)Homework(作业):Make a funny book and share the book with your friends.设计意图：作业内容体现了课堂内容的延续，通过编写配图的动物活动手册这一新颖的作业方式，提高了学生完成作业的积极性，激发了学生的创造力。
板书设计Unit 5 Look at the Monkeys Part A Let’s talkWhat is she doing?She’s walking.What is it doing?It’s running.另附：学生任务表Answer the questions.（1）What is the mother elephant doing?_________________________________（2）What is the baby elephant doing?__________________________________Let’s design（设计）the party.It’s a sunny day. All the animals are in the forest. They’rehaving a party. Look! The __________ is _________________ .The __________ is _____________________. The ___________is ___________________. I can see a/an _____________.It’s ____________________. They are very happy.可供选择的动物有：cat, dog , monkey, tiger, pig , kangaroo, rabbit,bird, fish, bear, panda, elephant, snake, wolf, lion…. 可供选择的动作有：walking, running, jumping, swimming, flying, eating, drinking water, sleeping,climbing, singing, dancing….。