人教版PEP小学五年级下册英语-Unit 5 Part A说课稿

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Pep小学英语五年级下册Unit_5第一课时说课稿

Pep小学英语五年级英语下册Unit 5第一课时说课稿姓名：雷兰性别：女学科：小学英语职称：小学一级单位：青海省互助县哈拉直沟乡中心学校Pep小学英语五年级英语下册Unit 5第一课时说课稿尊敬的各位评委，各位老师：大家好，我今天说课的内容是pep小学五年级下册Unit5的第一课时Let’s learn，下面我就从说教材，说教学目标，说教法，说教学过程，说板书设计这五个方面展开说课。

一、说教材本单元的教学重点是有关动物做什么的英语表达，而本单元的动物名称和要求掌握的动词学生在以前的学习中接触过，此时要注意以旧引新，降低教学难度。

二、说教学目标新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

因此我采用“任务—探究—创造”型教学方法。

以达到以下三个目标：知识目标：1.能够听、说、认、读句子：Look at the tiger. It’s jumping. The rabbit is running. “The bird is flying”“The elephant is walking”“The fish is swimming”。

2.能够听说读写动词短语的ing形式.能力目标：注重合作学习，培养相互沟通和交流的能力。

情感目标：培养学生热爱大自然的良好品质。

教学重点：掌握五个动词的ing形式，并用现在进行时简单表达和句型练习。

教学难点：running和swimming的书写。

三、说教法在课堂教学中要始终把学生放在教学的主体，把学生由知识灌输的对象转变为信息加工的主体，因此，我采用情景教学法，直观教学法，多媒体教学法，游戏型教学法等教学方法。

这些方法的应用，能充分调动学生的各种感官，激发学生积极参与到课堂教学活动中来。

四、说教学过程：第一环节师生问候：师生间亲切的问候建立了和谐、民主的课堂气氛第二环节热身运动：播放三年级上册第四单元的Let’ do 为学生创造了一个和谐的课堂气氛，调动了他们的学习积极性，又让他们对本课的学习知识有了一个整体的感知。

pep(人教)五年级英语下册 unit5 Part A 第一课时 2 优质教案.doc

1.能灵活运用名词性物主代词和形容词性物主代词。

2.能灵活运用疑问词“whose”来询问“某物是谁的”。

3.会运用名词的所有格。

能灵活运用疑问词“whose”来询问“某物是谁的”，并能回答。

能灵活运用并区分名词性物主代词和形容词性物主代词。

单词卡片，教学光盘，“Let’s talk”部分的图片。

Step 1:Warm up（1）教师展示狗的图片，运用句型“Whose dog is it？”“It’s …’s.”“Ah!The dog is …”，同桌两人对话，教师展示图片，两人一组“开火车”说句子。

（2）两人一组，一人说形容词性物主代词，另一人说名词性物主代词，比一比哪个小组合作得最顺利，教师点代词，两人一组“开火车”。

Step 2:Presentation（1）介绍“Let’s talk”背景。

Chen Jie and Mike are looking at some beautiful pictures.听一听，看看图片都是谁的。

（2）听“Let’s talk”部分，学习：①听第一遍时，学生跟读正确的语音语调。

②听第二遍时，仔细听，并思考以下问题：a. Whose picture is the yellow one?b. Whose picture is the one of Beijing?c. Whose picture is the one of Shanghai?③师生一起核对答案，并听第三遍，理解对话大意。

（3）同桌两人一组，拿出“Let’s talk”部分图片，带上人物头饰，练习对话，并模仿角色表演对话，比一比，哪个小组表演得最好，教师予以点评。

Step 3:Consolidation and extension（1）替换“Let’s talk”中的关键词，如名词性物主代词，自编对话，自创情景，并将对话表演出来。

（2）完成“Ask and find out”，准备不同的书放在前面讲桌上，两人一组运用句型“Whose …is this?/Whose …are there?It’s …/That are …”来回答“某物归谁所有”。

Unit 5 Part A说课稿

Unit 6 Work quietly！说课稿各位老师，大家好！我今天说课的主要内容是人教版英语五年级下册第六单元A Let’s learn部分。

接下来我将从以下五个方面进行说课：一、说教材1、教学内容和地位本课学习的是五年级下册第六单元，本课分为二个部分，Let’s learn部分为词汇教学，Look and say 为句型教学；本节内容是A 部分的重点学习内容，本课时是继第五单元现在进行时态的继续学习，为下一课时的会话教学学习打下坚实的基础。

同时，本课的学习是建立在学习完一般现在时的基础上进行的，采用以旧带新的方式进行教学。

2、教学目标知识和技能（1）、能够听说读写单词：doing morning exercises, having….class, eating lunch, reading a book, listening to music.（2）、能够听懂并且会说一个句型：What’s Chen Jie doing?----She’s…. 能够用句型去询问他人并且作出回答。

过程和方法能够通过师生说、生生说和自主听读体验交际式英语教学的一般过程，掌握英语说听的基本方法；能够提高日常交际的能力。

情感态度和价值观通过合作学习能够提高团队合作的能力，培养团队合作的意识，能够运用今天所学完成一段情景对话；逐步培养学习英语的兴趣和学习英语的方法。

通过本课的学习能够培养关心他人的意识。

3、教学重难点教学重点：掌握part A 部分doing morning exercises, having….class, eating lunch, reading a book, listening to music. 和运用一个句型：What’s Chen Jie doing?----She’s….进行自由地交流。

二、学情分析所教对象是小学五年级的学生，学生具有强烈的求知欲和好奇心，在过去两年的学习中具有一定的听说读写能力和简单的日常口语交际；之前学习过一般现在时，为本课现在时态的学习有一定的帮助。

PEP小学英语五年级下册Unit5 PartA Let's talk 教学设计

PEP小学英语五年级下册Unit5 PartA Let's talk 教学设计Teaching Plan for PEP Fifth Grade English Unit 5 Part A Let's TalkI. Teaching Objectives1. Know how express their feelings and emotions with others.2. Understand and use words and expressions to describe feelings and emotions.3. Learn adjectives to express positive and negative feelings.4. Practice listening, speaking, reading and writing skills.II. Teaching Contents1. Vocabulary: happy, sad, angry, bored, scared, surprised, worried, interested, tired, and excited.2. Grammar: Simple present tense verbs.3. Skills: Listening, speaking, reading and writing.III. Teaching ProceduresStep 1: Warm-up (7 mins)a) Greet the students, say hello and check the previous knowledge about Unit 5 Part A's objective and vocabulary.b) Introduce the topic of feelings and emotions using real life examples of being happy, sad etc. to create an emotional atmosphereStep 2: Vocabulary Introduction and Practice (15 mins)a) Introduce the ten adjectives describing feelings and emotions.b) Demonstrate the pronunciation and meaning of each word by showing pictures and having a small conversation with the studentsusing the words.c) Practice the vocabulary in a variety of ways, such as sorting out positives and negatives adjectives or using the emotions words in different sentences.Step 3: Listening and Speaking Task - (18 mins)a) Play short audio or video recordings of different people expressing their emotions for the students to listen to.b) Have the students listen carefully and identify the emotion being expressed.c) Encourage the students to practice these emotions themselves by pairing up and taking turns to role-play different emotions.Step 4: Reading and Writing Practice (20 mins)a) Provide some short sentence examples using the different emotion words to the students.b) Have the students practice reading the sentences with the right emphasis on the appropriate words.c) Ask the students to write simple sentences with the related emotions and present them.Step 5: Homework (5 mins)a) Assign a reading and writing task for the students to practice what they learned about describing emotions today.b) Ask the students to retell a story or event that they experienced, in which they express their emotions.IV. Teaching Materials1. Pictures of people expressing their emotions.2. Audio or video recordings of different people expressing theiremotions.3. A list of ten adjectives describing feelings and emotions.4. Exercise sheets, paper and pencils.V. ConclusionAs the lesson ends, have the students practice saying their emotions with some positive feedback and guidance. Review the objectives and vocabulary learned today with the students, remind them about their homework task and encourage them to use their newfound vocabulary to talk about their emotions in their daily life.。

新人教PEP版英语五年级下册Unit 5 Part A说课稿

Unit5 Whose dog is it? Part A 说课稿一、说教材教材内容是人教社出版的PEP新教材五年级下册Unit 5Whose dog is it？Part A部分,本节课的课型是词汇和会话的整合课。

这部分的内容是新教材新编排的内容。

新版《课程标准》告诉我们“现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。

”本节课出现的形容词性物主代词在以前有学到过my, your, our, his, her，但没有这么系统地整理出来，总结出来。

而新教材这样编排，肯定是值得研究的。

这一课时围绕Whose dog is it？这一话题展开，通过对话与交流，学习六个名词性的物主代词mine/ yours/ hers/ his/ ours/ theirs，懂得以前学过的形容词性的物主代词后面是要加名词的，而这六个名词性的物主代词不需要，他本身已经代替了这个名词。

其次是巩固和运用三组句型：陈述句It’s my dog，The dog is mine. 特殊疑问句及回答Whose dog is it？It is mine/ yours/ hers/ his/ ours/ theirs. 一般疑问句及回答Are these all ours? Yes，they are./No, they aren’t. 学会在真实的生活和学习的情景中运用，表达真实的意义。

二、结合学情说目标1. 教学目标：五年级的学生已经接触学习英语两年，已经学会形容词性物主代词my/your/her/his/our/their,名词性的物主代词是今天要学的内容，所以根据学生的学习情况，我制定了如下教学目标：（1）知识目标：能够学会并运用六个物主代词，能够使用句型It’s my dog，The dog is mine. Whose dog is it？It is mine/ yours/ hers/ his/ ours/ theirs. 询问Are these all ours? Yes，they are./No, they aren’t.对自己和他人的东西进行介绍，询问调查。

人教版PEP小学英语5年级下册Unit5partALet’stalk

人教版PEP小学英语5年级下册Unit5 part A Let’s talk一、设计理念：在教学过程中能充分发挥学生的主体地位和教师指导作用。

以激发学生的学习兴趣和积极性为目的，让学生在玩中学、学中玩，寓教于乐。

让学生能把所学对话联系到实际，在真实的情景中使用英语。

二、学情分析：在第一课时的学习中，学生已经初步掌握了在情景中用现在进行时进行简单的表达,因此本课时的教学内容对于学生来说不会太难。

本节课通过以旧引新的方法来降低学生的学习难度。

三、教学内容：Part A Let’s talk四、教学目标：1、语言知识【词汇和句子】●复习5个现在分词：flying walking running jumping swimming ●学习句型：What is she/it doing? She’s/It’s....2、语言技能学生能够听懂、会说“What is she/it doing? She’s/It’s.... 并能在真实的情境中运用。

3、学习策略通过结对练习、小组竞赛、游戏等活动帮助学生掌握本课知识点。

4、情感态度a)学生能对英语课堂活动感兴趣，积极参与各种活动。

b)培养学生热爱动物，热爱大自然的良好品质。

五、教学重难点分析：1、本课时的教学重点是掌握句型：What is she/it doing? She’s/It’s....2、本课时的教学难点是能够在实际情景中正确运用所学对话。

六、教学辅助手段：ppt课件、卡片。

七、教学过程：Step 1: Warming up 学生齐做三年级上册第四单元Let’s do：Act like ananimal. 【设计意图】：活跃课堂气氛。

Step 2：Preview1、Read the words : 学生看单词卡，大声读出单词。

2.Play a game : find friends .五位同学拿单词卡，五位同学拿图片，根据ppt课件，找到自己的朋友。

3.Make up a chant.【设计意图】：通过游戏，chant ，提高学生的学习兴趣，为下面的学习打好基础。

人教PEP版英语五年级下册《Unit 5 Part A 第一课时》教学课件

Act it out group by group. Find the best group.
Chen Jie: The yellow picture …. Are these …?
Mike: Yes, …. Chen Jie: Wow! That picture …. Whose is it?
Mike: It’s …. Chen Jie: Look! …, too.
Do you remember?
Whose is that picture of Shanghai?
Let’s talk Let’s listen and answer.
Whose is the picture of Shanghai?
It’s Yifan’s. It’s his. Whose picture are the other pictures? Let’s listen again.
Presentation
Let’s try
Listen and tick. Which is John’s picture?
√
听力材料：
Chen Jie: The school art show is great. Mike: Yes. I like this picture. The trees are beautiful.
A. of
B. in
C. at
( B )3. Look at the pen. It’s_____er
三、连词成句。
1. ours all are these(?) __A_r_e__th_e_s_e_a_l_l o_u_r_s_?_____________ 2. picture that of is beautiful Beijing (.) __T_h_a_t_p_ic_t_u_re__o_f_B_e_ij_in_g__is_b_e_a_u_ti_f_u_l. _ 3. yellow is mine the picture(.) __T_h_e_y_e_l_lo_w_p_i_ct_u_r_e_i_s_m_i_ne_.________

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。

人教pep版五年级下册英语Unit 5 Part A说课稿

这部分的内容是新教材新编排的内容。

”本节课出现的形容词性物主代词在以前有学到过my, your, our, his, her，但没有这么系统地整理出来，总结出来。

而新教材这样编排，肯定是值得研究的。

我说课的内容是pep小学英语五年级下册unit5thereisabigbed

我说课的内容是PEP小学英语五年级下册Unit 5 There is a big bed. Part A Let’s talk的第一课时。

接下来我主要从以下六个方面来展开我的说课：一、说教材二、说学情三、说教法设计四、说学法指导五、说教学进程六、说板书设计一、说教材，我主要从以下４个方面来展开：1、说教材地位与作用。

本课时是PEP小学英语五年上册Unit5的第一课时。

主要围绕“There be”这个核心话题来展开教学活动，这个话题是小学英语日常交际的重要组成部份，在整个小学英语体系中是必不可少的，它不仅切近学生的生活实际，而且富有很强的实用性和趣味性，学生容易接受并掌握。

本课时以学生前面学过的动词和动词短语为切入点，进而学习动词的此刻分词的组成并展开对话交流，为后面两个单元的教学提供了话题和语境，也为学生的学习打下了良好的基础。

２．说教学内容分析。

本节课是学生学习There be第一课时,There isa/an…，要求学生能够听说、认读、和演出对话内容。

并能运用There isa/an…(There be)单数句型描述房间物品位置。

而且在描述物品时加上适当的形容词。

３、说教学目标的肯定《小学英语新课程标准》指出：基础教育阶段英语课程的整体目标是以学生的语言知识、语言技术、情感态度、学习策略和文化意识的发展为基础，培育学生语言综合运用能力。

五年级上册五、六单元的主要内容就是There be句型，而本节课是学生学习的There be第一节课，因此，对学生接受There be句型，理解There be句型的用法显得尤其重要。

针对本节课的特殊情况，也就是学生第一次接触一种新句型：，我将本课教学目标肯定为以下三维目标：①知识与技术目标：1能听、说、认读单词“there”。

2. 能灵活运用There be句型介绍房间内有什么，并用适当的形容词描述房间内的物体。

3. 能完成“Let’s try”部份的听力任务。

Pep小学英语五年级下册Unit_5第一课时说课稿(1)

Pep小学英语五年级下册Unit 5第一课时说课稿尊敬的领导，各位老师：大家好，我今天说课的内容是pep小学五年级下册Unit5的第一课时Let’s learn，下面我就从说教材，说教学目标，说教法，说教学过程这四个方面展开说课。

一、说教材本单元是继四单元之后现在实行时的再学习，五单元主要学习以动物为中心展开的第三人称实行时的英语表达，而本单元的动物名称和要求掌握的动词学生在以前的学习中接触过，所以要注意以旧引新，使用学过的知识引出新内容，降低教学难度。

教材在词汇教学方面要求创造性地使用教具，通过各种方式表现新词，而且力求在语言中教授新词，用旧词练习新语言，融汇语言和词汇的教学，在丰富的语言活动中操练新词，使词汇和语言相辅相成。

学生能在听、说、读、写四个方面得到不同水准的训练。

二、说教学目标新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言使用水平;语言技能要求能在语言学习和交际中相辅相成，相互促动所以我拟达到以下三个目标：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。

5)、水平目标：注重合作学习，培养相互沟通和交流的水平。

6)、情感目标：培养学生热爱大自然的良好品质。

2、教学重点：1)、本课时的教学重点是掌握五个动词的ing形式，并用现在实行时实行简单表达。

2)、本课时的教学难点是running和swimming的拼写。

3、教学难点：running和swimming的书写。

三、说教法英语新课标中指出我们的教学要面向全体学生，为每个学生学习英语奠定基础，所以在课堂教学中要始终把学生放在教学的主体，学生都能参与课堂中来。

人教版PEP版五年级下册英语说课稿--Unit 5 A Let's learn

Unit 5 Whose dog is it? A Let’s learn说课稿一、说教材分析本单元A 部分Let’s learn 主要学习hers,his,theirs,mine,yours, ours 等名词性物主代词及Whose dog is it?It’s her dog.-The dog is hers.等句型，并运用这些名词性物主代词来描述自己的物品。

采用丰富的教学活动，不断的巩固所学新知，通过游戏练习名词性物主代词，来加深学生的印象。

让学生把所学知识运用到实际生活中，培养了学生学习的积极性。

二、说学情分析五年级的学生具有活泼好动，爱表现自己的年龄特征，他们已经学习了两年多的英语，掌握了基本的口语交际能力，同学之间能够进行简单的会话。

本课充分利用贴近学生生活中的物品，激发学生的学习兴趣，让他们在所创设的情境中能够更好地融入到课堂教学中，从而达到学以致用的效果。

三、说教学目标结合新课程标准及英语课程的总体目标我将教学目标及重难点设计如下：教学目标知识与技能：掌握hers,his,theirs,mine,yours, ours 等名词性物主代词及Whose dog is it?It’s her dog.-The dog is hers.等句型，并运用这些名词性物主代词来描述自己的物品。

过程与方法：热身活动导入，游戏活跃气氛，通过小组合作，练习学生的说的能力。

情感态度与价值观：教育学生养成保管好自己物品的良好习惯。

四、教学重点、重点：掌握hers,his,theirs,mine,yours,ours 等名词性物主代词及Whose dog is it?It’s her dog.-The dog is hers.等句型，并运用这些名词性物主代词来描述自己的物品。

难点：让学生学会分辨和使用形容词性物主代及对应的名词性物主代词。

五、说教学方法为了有效地达成教学目标，突出重点，突破难点，我采取了以下教学策略：（1）兴趣激励利用各种教学手段、方法等，激发学生学习英语的主动性，在鼓励性语言评价中树立学生的自信心，让学生有兴趣说英语，积极参与合作，体验成功感。

人教PEP版英语五年级下册《Unit 5 Part A 第三课时》教学课件

morning long bank
Exercises
一、英译汉。
1. long___长__的______ 3. think__想_______ 5. pink __粉_色_______
2. trunk____象_鼻______ 4. sing _____唱__歌_____ 6. ink____墨__水_______
Homework
ONE
TWO
七彩课堂 Read the words.
Make sentences using the words we have
learnt.
伴你成长 Collect words with “/ ŋ
/” and “/ ŋk /”.
按遵上衣尊不秩听立要涂离关时守课、敬做序提爱写注开闭上课时超老与。问期必护、意教电课堂衣短师有。间须公刻保室源学，礼着裙堂问离按共划持。要生不仪要、服教题开座财。整课得，整拖从学教位物室理堂无与洁鞋任应室表，环好行故老，等课关先须就不境桌为缺师不进老的举经坐得卫椅规课问得入师事手老。在生，范、候穿教管，师课。并的迟。无室理保经允桌协内到袖。持教许、助容、背课师后门老是早心堂同方窗师：退、良意可关。吊好后离墙好带纪，开壁门上律起。窗、
The Magic Trunk
The trunk is long. The trunk is long
strong.
strong
The trunk can do so many things. thing
ng [ŋ]
Help to eat. Help to drink. Help to play. Help to carry.
(drink)
(sing)
Zoom is eating. John is jumping. Zip is drinking. Sarah is singing.

人教版五年级Unit 5 Part A说课稿

Unit5 Whose dog is it? Part A 說課稿一、說教材教材內容是人教社出版的PEP新教材五年級下冊Unit 5Whose dog is it？Part A部分,本節課的課型是詞彙和會話的整合課。

這部分的內容是新教材新編排的內容。

新版《課程標準》告訴我們“現代外語教育注重語言學習的過程，強調語言學習的實踐性，主張學生在語境中接觸、體驗和理解真實語言，並在此基礎上學習和運用語言。

”本節課出現的形容詞性物主代詞在以前有學到過my, your, our, his, her，但沒有這麼系統地整理出來，總結出來。

而新教材這樣編排，肯定是值得研究的。

這一課時圍繞Whose dog is it？這一話題展開，通過對話與交流，學習六個名詞性的物主代詞mine/ yours/ hers/ his/ ours/ theirs，懂得以前學過的形容詞性的物主代詞後面是要加名詞的，而這六個名詞性的物主代詞不需要，他本身已經代替了這個名詞。

其次是鞏固和運用三組句型：陳述句It’s my dog，The dog is mine. 特殊疑問句及回答Whose dog is it？It is mine/ yours/ hers/ his/ ours/ theirs. 一般疑問句及回答Are these all ours? Yes，they are./No, they aren’t. 學會在真實的生活和學習的情景中運用，表達真實的意義。

二、結合學情說目標1. 教學目標：五年級的學生已經接觸學習英語兩年，已經學會形容詞性物主代詞my/your/her/his/our/their,名詞性的物主代詞是今天要學的內容，所以根據學生的學習情況，我制定了如下教學目標：（1）知識目標：能夠學會並運用六個物主代詞，能夠使用句型It’s my dog，The dog is mine. Whose dog is it？It is mine/ yours/ hers/ his/ ours/ theirs. 詢問Are these all ours? Yes，they are./No, they aren’t.對自己和他人的東西進行介紹，詢問調查。

新人教PEP版小学五年级英语下册 Unit 5 Period 1 Part A 优质说课稿

新人教PEP版小学五年级英语下册 Unit 5 Period 1 Part A 优质说课稿一、教学内容本次教学的主要内容是新人教PEP版小学五年级英语下册 Unit 5 Period 1 Part A 的教学，主要包括以下几个方面：1.学习使用单词卡片和抽屉式词汇卡来记录生词2.学习听、说、读、写单词 gallon、quart、pint、cup 和 teaspoon3.通过与同伴互动学习并掌握以上单词的使用方法二、教学目标1.能够熟练使用单词卡片和抽屉式词汇卡来记录生词2.能够准确地听、说、读、写单词 gallon、quart、pint、cup 和 teaspoon3.能够通过与同伴互动，使用以上单词表达容量大小4.能够从活动中培养自信、合作和交流能力三、教学重难点1.教学重点：学习单词 gallon、quart、pint、cup 和 teaspoon 的用法；2.教学难点：运用这些单词来表达容量大小。

四、教学方法1.任务型教学法2.合作学习法3.情景教学法五、教学过程1.创设情境：通过图片和实物，向学生介绍容量单位 gallon、quart、pint、cup 和 teaspoon。

2.任务一：学习使用单词卡片和抽屉式词汇卡。

1.教师向学生展示单词卡片和抽屉式词汇卡，并解释其使用方法。

2.学生分别使用单词卡片和抽屉式词汇卡记录生词 gallon、quart、pint、cup 和 teaspoon。

3.任务二：学习听、说、读、写单词 gallon、quart、pint、cup 和teaspoon。

1.教师家长向学生发放单词卡片，并要求学生听读这些单词，并口头复述、自己写下来。

2.教师通过图片和实物向学生展示这些容器的实物，并要求学生使用这些单词来描述容器的大小。

4.任务三：合作活动，掌握以上单词的使用方法。

1.教师将学生分为小组，每个小组将分配一些容器，并根据提示说出这些容器的大小。

2.学生可以互相询问并分享相关知识，从而掌握这些单词的使用方法。

PEP英语五年级下册Unit 5, Part A, Let's talk教案

PEP英语五年级下册Unit 5, Part A, Let's talk3.Free talk. To know moreabout kinds of festivals.围，自然引出本课题。

Presentation10’1.Can you guess:There are some special days inMay. What are they?Mother’s DayMay Daysports meet2.let’s tryListen and tick.Which month are they talkingabout?3.let’s talkListen and answer:Watch the flash and answer:Explain “this year”Learn the two newwords:1swt(first), 5th(fifth)Practice listening通过旧知Mother’s Day，May Day和sports meet的情境引出新句型It’son...的日期表达法。

Practice 15’1.listen and read the dialog2.Read the dialog together.3.Pair work: role play.4.Have a match.Listen and imitate.重视原版英文输入，自然规范的语音语调，为有效的口语交际打下良好基础，这一教学环节为学生提供充分的听音，模仿和朗读的机会。

节日匹配后，两人一组创编对话，不仅有利于学单词和句型在语境中进行操练，而且有利于培养学生的创新精神和运用语言进行交流的能力，同时有利于激发学生的思维。

Prod uctio n 11’1. Know more about Chineseand western special days.2.Group work:Have a report.1.Four in a group to make areport according to the specialdays given .2.Show time. Ask the studentsto show their report.1.Four students in agroup.2.Ask and answer.通过小组合作学习，小组展示表演使学生获取知识的同时体验了分享的过程和快乐，任务设置贴近生活实际，有利于学生对知识的领会和运用，培养学生的语言运用能力。

人教PEP版小学五年级下册第五单元英文说课稿

Teaching Plan for PEP Primary English Book5Unit5 Look at the MonkeysPeriod1 Let’s learn and let’s playBy Zhong Minling from No.3 Primary School (钟敏玲)Good morning, everyone. I’m Zhong Minling from No.3 Primary School. I’m glad to be here to share my lesson with you. Today, I’m going to talk about part A of unit 5, PEP Primary English, Book 5. I’ll divide it into four parts.Part I Analysis of Teaching Material1.Status and FunctionFirst, let me analyse the teaching material. The topic of this unit is about describing animal actions with present tense. This period is the beginning of the unit. So the students have some new words and phrases to learn and memorize. In this part, as a teacher, I must arouse their interests in this unit, let them have a general idea about what they are going to learn. Furthermore, to master this lesson well is good for the next lessons.2. Teaching Aims(1) Knowledge Aimsa. To enable the students grasp the key words with “ing” form, “flying, walking, jumping, running and swimming”, and the key structures: “Look at the tiger. It’s running”.b. To enable the students to grasp the key verb phrases with “ing” form and the key words, especially “running”and “swimming”, and the key structures. Make sure they can use them in real situations.(2) Ability Aimsa. To develop the students’ abilities of listening and speaking.b. To train the students’ ability of working in groups.(3)Emotion Aimsa. To foster the students’ consciousness of good cooperation and proper competition.b. To lead the students to show the loveliness to the animals and to the nature.3. Teaching important points and difficult pointsa. The important points: To help the students grasp the key words with “ing” form and the key structures. Make sure they can use them in real situations.b. The difficult points: To help the students grasp the key verb phrases with “ing” form, especially “running” and “swimming”. Make sure they can pronounce and write them correctly.Part II Teaching Methodsmunicative teaching method.2.Audio-visual teaching method.3.Task-based teaching method.As we all know, the main instructional aims of learning English in Primary School is to cultivate pupils’basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Communicative teaching method, Audio-visual teaching method and Task-based teaching method. That’s to say, I’ll let the students get a better understanding of the key words and structures. I’ll arrange several kinds of activities: singing, watching pictures, listening, guessing game, group work and so on. So in this lesson, a recorder, multi-media, cards and blackboard will be needed.Part III Studying Ways1.Let the students master the key verb phrases better by watching,listening, guessing and using.2.Enable the students study English language by communicating,describing and listening.3.Let the students understand how to compare qualities and how tocooperate.Part IV Teaching ProcedureStep 1 Warm-up1.Listen to the tape and sing the song “What are you doing?” together.2.Do some TPR. I’ll Show some cards of verb phrases and let thestudents read and do the actions.3.Free talk with the students: What are you doing?This step can arouse students’ interests of learning English by singing anddoing some total physical response and at the same time it provides situations to review learned knowledge for the next step.Step 2 Presentation1.I’ll write down the words on the blackboard: fly, jump, walk. And letthe students do the actions. eg: Fly like a bird. Jump like a rabbit.Walk like an elephant.2.Show a bird picture and say: Look at the bird! What’s the bird doing?And lead the students to answer: It’s flying! The bird is flying. At the same time I’ll write down the word “flying” on the blackboard. Let the students read and repeat “flying, flying”.e the same method to teach “walking” and “jumping”.4.Point to the rabbit and ask: The rabbit is jumping, why? Lead to thestudents answer: Because the tiger is running. The tiger is running after the rabbit. Teach “running” and emphasis its form.5.Point to the fish in the water and ask: What is the fish doing? Lead thestudents to say: It’s swimming. And emphasis its form.6.Listen to the tape and get the students to follow it.This step I present the key words and structures one by one. It’s much easier for the students to learn and grasp the meanings. And tell the students we should show our loveliness to the animals and to the nature. Step 3 PracticeAfter dealing with the key verbs with “ing” form. I arrange three games. Game1. Test your eye sight. I show some flash animal pictures and get the students to say the action words. I’ll praise to do the best.Game2. Pair work. One student wears a headgear of an animal and does the action like the animal, the other student makes a sentence.Game3. Groups work. The first three students come to the blackboard. One takes out a card of an animal. The other takes out a card of word. Another reads out the sentence. If the sentence can do the movement of the animal, they keep the two cards, if not, put the cards back and continue the game.Though this step, students consolidate they learned in class and develop their abilities of communication and cooperation.Step4 Homework1.Copy the words and sentences learned in class.2.Listen to the tape and read the words and sentences to your parents.It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designOn the top, there is the title of this lesson. On the left, there are some verbs. In the middle there are some verbs with “ing” form. On the right, there are some key sentences.That’s all for my teaching plan of this lesson. Thank you for your attention.。