2018年人教版PEP最新版小学五年级英语下册：Unit 5 教案(二)【公开课电子备课】
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.。
2018五年级英语PEP下册Unit 5 教案
Unit 5 Whose dog is it?Part A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/ are 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。
第一课时一、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?Whoserabbits are these?What are the rabbits doing?(2)师生对话。
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。
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。
人教版(PEP)小学英语五年级下册教案 第五单元
人教版(PEP)小学英语五年级下册教案第五单元Teaching Plan of Grade FiveUnit 5Topic: 有关动物正在做什么的英语表达●Language systems:1.Lexis: flying walking jumping running sleeping climbingfighting swinging drinking water2.Grammar: 有关动物正在做什么的英语表达:What is …doing? What are…doing? 及其回答。
3. function: 学会有关动物正在做什么的英语表达4. phonology: a. ar. sm. sl的发音规则●Language skills:1. Listening:学生能听懂描述动物正在做什么的英语单句、对话和一段完整的语篇，根据相关信息完成相应得听力训练。
2. speaking: 学生能用现在进行时谈论动物正在做的事情。
3. reading: 学生能读懂文章并找出相关的信息。
4. writing: 学生会写Part A B和Read and write中的四会单词和句子，并根据图片提示描述动物正在做事情的文章。
●Objectives:1、能力目标（1）、能够询问动物正在做什么并作答，如：What is it doing? It’s eating bananas. What is the mother kangaroo doing? She’s jumping. What are the tigers doing? They are swimming.（2）、能够听懂、会唱歌曲“Animals, Animals are everywhere.”2、知识目标（1）、能够掌握A、B部分Let’s learn、Read and write中的四会单词和句子。
（2）、能够听、说、认读A、B部分Let’s talk、Read and write中的白体单词和句子。
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。
最新人教PEP版小学英语五年级下册Unit5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教学内容本课时为小学英语五年级下册Unit 5的第2课时，主要围绕家庭成员的介绍和描述。
学生将学习如何用英语介绍家庭成员，包括父母的职业、家庭成员的兴趣爱好等。
通过本课时的学习，学生能够掌握家庭成员的词汇，运用There be句型和一般现在时描述家庭成员的特点。
教学目标1. 知识与技能：学生能够掌握家庭成员的词汇，如father, mother, brother, sister等；能够运用There be句型和一般现在时描述家庭成员的特点。
2. 过程与方法：通过小组合作、情境模拟等方式，提高学生的英语听说能力和交际能力。
3. 情感态度与价值观：培养学生对家庭的热爱和责任感，增进家庭成员间的感情。
教学难点1. 正确运用There be句型和一般现在时描述家庭成员的特点。
2. 区分家庭成员的词汇，如father, mother, brother, sister 等。
3. 运用英语介绍家庭成员的兴趣爱好和职业。
教具学具准备1. 多媒体设备：用于播放PPT、视频等教学资源。
2. 教学卡片：展示家庭成员的图片和单词。
3. 小组活动道具：用于小组合作和情境模拟。
教学过程1. 导入：通过播放一首关于家庭的英文歌曲，激发学生的学习兴趣，引导学生进入本课时的主题。
2. 新课内容呈现：利用PPT展示家庭成员的图片和单词，教授学生如何用英语介绍家庭成员。
通过讲解和示例，让学生掌握There be句型和一般现在时的运用。
3. 小组合作：将学生分成小组，每组选择一个家庭成员进行描述。
学生需要运用所学知识，合作完成描述任务。
4. 情境模拟：创设一个家庭聚会场景，让学生模拟介绍自己的家庭成员。
通过实际操作，提高学生的英语交际能力。
5. 巩固练习：设计一些关于家庭成员的练习题，让学生巩固所学知识。
板书设计1. 板书Unit 5 My Family2. 板书内容：家庭成员的图片和单词，There be句型和一般现在时的例句。
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。
新人教PEP版小学五年级英语下册 Unit 5 Period 2 Part A 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 2Part A Let’s learn，Look，say and complete本课学习第五单元A部分的Let’s learn和Look，say and complete环节。
本课是词汇学习，通过佐姆和兹普谈论报刊墙上展出的狗狗秀的情景，呈现名词性物主代词mine、yours、his、hers、theirs和ours的词形和词义，然后通过填表活动引导学生对物主代词进行总结归纳，通过兹普和佐姆的对话帮助学生复习核心句型。
知识目标1．能够听、说、读、写四会单词：mine，yours，his，hers，theirs，ours；2．能够在实际情景中运用上述名词性物主代词谈论物品的归属；3．能够完成“Look，say and complete”环节的填表活动。
能力目标1．培养学生的归纳总结能力；2．培养学生灵活运用所学知识的能力。
情感目标培养学生爱护动物的意识。
教学重点1．能够听、说、读、写四会单词：mine，yours，his，hers，theirs，ours；2．能够在实际情景中运用上述名词性物主代词谈论物品的归属。
老师教读生词，讲解名词性物主代词的变化规则，然后通过结对练习、游戏等方式帮助学生操练词汇。
教学难点能够完成“Look，say and complete”环节的填表活动。
教师通过让学生观察例句，引导学生了解形容词性物主代词和名词性物主代词的用法区别，以此突破教学难点。
多媒体课件、卡片。
Step 1：Warm-up老师随机走到某些学生座位旁，拿起该名学生桌面上的某个物品，随机用句型“Whose...is it？”“Is this/Are these...his/hers？”向其他学生提问。
学生根据实际情况作答。
示例：T：(拿起迈克的英语书)Whose English book is it?Ss：It’s Mike’s.T：(拿起琳达的笔记本)Is this Mary’s notebook?Ss：No，it isn’t.T：Whose is it?Ss：It’s Linda’s.通过师生之间的互动，检验学生的知识掌握情况，同时为本课的学习做好铺垫。
【人教pep版】五年级下册英语教案：Unit 5 教案(二)
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。
新 人教pep版五年级下册Unit 5 (第2课时)教案(省优)
The second period(第二课时)Part A Let’s learn & Look, say and complete▶教学内容与目标课时教学内容课时教学目标Let’s learn •能够听、说、读、写“mine, yours, his, hers, theirs, ours”六个名词性物主代词•能够在语境中正确运用上述六个单词•能够在填表活动中正确运用核心句型Look, say and complete •操练和巩固Let’s learn板块的形容词性物主代词和名词性物主代词•能够在填表活动中正确运用核心词汇完成表格▶教学重点能够听、说、读、写“mine, yours, his, hers, theirs, ours”六个名词性物主代词并能够在语境中正确运用这六个单词。
▶教学难点能够在语境中正确运用名词性物主代词。
▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件､课文录音､视频等。
▶教学过程Step 1: Warm-up &Lead-in①1. Greetings.2. Enjoy a dog show.Show some pictures about cute dogs on the PPT. Let students look at and talk about them. (课件出示：可爱狗狗图片集合)T: What a great dog show! Class, do you like the dog show?Ss: Yes. The dogs are very cute!3. Lead-in.T: Today we have a dog show. Welcome to the dog show! Look！Whose dogs are these on the show? (课件出示：Let’s learn五幅图片并依次标上A-E)The teacher leads students to make a summary that whose dogs they are. Teaching purpose①以观看不同种类小狗图片，吸引学生注意力，引出话题“dog show”。
Unit5教案2-PEP版小学英语五年级下册
《Unit5 Look at the monkeys》 B Let’s talk佛山高明明城镇明城小学吴伟媚一、教学目标（1）能够听懂、会说：“What are they doing? They’re ….”（2）能够在情景中运用句型：“What are they doing? They’re…”和“What is it doing? It’s …..”二、教学重点学习询问她/他/它们在做什么及回答：What are they doing? They are…三、教学难点能够在情景中运用句型：“What are they doing? They’re…”和“What is it doing? It’s …..”四、教具CAI Word cards五、教学过程Step1 Warm up/ Revision1. Review the words in B Let’s learn( Look at the cards, read and spell)2. Do the actions about the words3. A game – Race to answer:Look at the words and say Ving4. Look and say:Look at the pictures and answer the questions.5. Chant:What are they doing ?They are fighting .What are they doing ?They are sleeping .What are they doing ?They are swinging.What are they doing ?They are climbing.What are they doing ?They are drinking.Step2 Presentation1.Let’s try(1).Ask and answer: What are the… doing? They are….(2)Listen and tick2. Let’s talk(1) Lead in: There are tigers , elephants and monkeys. Where do they live? Do they live in a school?Ss: In a forest.(2)T: Do you often go to the forest on the weekend? Today let’s go to the forest together.CAI presents a picture of a forest , then the teacher asks,the students answer.T:What do you see in the forest?S1: I see two panadas.T: What are the doing?S1:They are climbing.T:Can you see the monkeys?S1: Yes, they are swinging.(Write the sentences on the board, then read together.(3) Learn the talk(present Wu and John)T: Who are they?Ss: Wu Yifan and John .T: Where are they?Ss: They are in the forest.T:Wu and John also go to the forest. What do they see? Please watch the video and answer my questions:a.What do they see?b. What are the elephants doing?c.What are the monkeys doing?(4)Watch the video and learn the dialogue, then finish the exercises on the video(5)Pair work: Read the dialogue and act out the dialogue.(6)Make a new dialogue and act out.Step 3 Practice1、The teacher create a new circumstance:Wu Yifan and John go to the forest. They see two elephants and monkeys. But they also see many other animals. Please have a look. (show a picture of a foest.进行德育教育，小动物们很开心，因为他们的环境很漂亮，如果想我们生活的环境也那么漂亮，我们要好好保护自己的环境。
人教版(PEP)小学英语五年级下册教案第五单元
人教版(PEP)小学英语五年级下册教案第五单元Unit 5Topic: 有关动物正在做什么的英语表达●Language systems:1.Lexis: flying walking jumping running sleeping climbing fighting swingingdrinking water2.Grammar: 有关动物正在做什么的英语表达:What is …doing? What are…doing? 及其回答。
3. function: 学会有关动物正在做什么的英语表达4. phonology: a. ar. sm. sl的发音规则●Language skills:1. Listening:学生能听懂描述动物正在做什么的英语单句、对话和一段完整的语篇，根据相关信息完成相应得听力训练。
2. speaking: 学生能用现在进行时谈论动物正在做的事情。
3. reading: 学生能读懂文章并找出相关的信息。
4. writing: 学生会写Part A B和Read and write中的四会单词和句子，并根据图片提示描述动物正在做事情的文章。
●Objectives:1、能力目标（1）、能够询问动物正在做什么并作答，如：What is it doing? It’s eating bananas. What is the mother kangaroo doing? She’s jumping. What are the tigers doing? They are swimming. （2）、能够听懂、会唱歌曲“Animals, Animals are everywhere.”2、知识目标（1）、能够掌握A、B部分Let’s learn、Read and write中的四会单词和句子。
（2）、能够听、说、认读A、B部分Let’s talk、Read and write中的白体单词和句子。
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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。
(4)教学单词mine 和yours 教师指着自己的书包说：This is my bag. It's mine.指着某个人的书包并对他／她说：This is your bag. It’s yours.然后出示卡片进行单词操练。
(5)教师总结：请学生们看课件，找出两种物主代词的区别。
my pen - mine - This pen is mine. her bag= hers - This bag is hers. his eraser - his - This eraser is his. your ruler—yours - This ruler is yours.
(6)活动：指指点点说说活动方式：教师随手拿起自己的一本书说：This book is mine. Can you show me your things or his／her。