人教PEP版小学英语五年级下册Unit 5 Part B 第5课时 教学设计
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。
新课标PEP小学英语五年级下册《Unit5 PartB Let’s Learn》教学案例
新课标PEP小学英语五年级下册《Unit5 PartB Let’sLearn》教学案例新课标PEP小学英语五年级下册《Unit5 PartB Let’s Learn》教学案例一、教学目标1、能够听、说、读、写动词和动词短语的ing形式:如:sleeping、climbing、fighting、swinging、drinking water。
2、能够听懂、认读句子“What are the elephants doing?They’re drinking.”。
二、教学重、难点重点:五个四会动词(短语)的ing形式。
难点;掌握五个四会动词(短语)的ing形式。
三、课前准备1、教师准备录音机和录音带。
2、教师准备Let’s LearnB部分的动词(短语)词卡。
3、教师准备Let’s Learn(A、B)部分挂图。
四、教学过程Step1 Warm-up1、Listen ,let’s chant教师播放录音带，听本单元A部分chant歌谣，教师引导学生边说唱歌谣边做动作，并使学生理解句子意思。
[英语歌谣用于课前欣赏或说唱，营造课堂学习氛围，用于呈现词汇教学，自然引入新课。
]2、 Preview(1)教师播放A部分Let’s Learn的内容，学生跟读。
教师发号指令学生做动作。
T:Fly like a bird./Jump like a rabbit./Run like… [此活动为训练学生的听力及复习学过的单词](2)教师出示A部分Let’s Learn挂图:T:Look at the picture?.What is the bird/tiger/rabbit/ …doing?S:It’s flying?….(师生、生生之间做连锁问答)[通过复习，培养学生积极参与学习，提高学习兴趣,降低新知识学习难度。
] Step2 Presention and prectice1、Let’s Learn教师引导学生看挂图1，问生:“Can you see two elephants?”Where are they going?Look at picture?.Oh,they are coming near the river.They’re drinking water.教师出示词卡教读短语，引导学生拼读并板书“drinking water”。
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。
新人教版PEP版小学英语五年级下册Unit 5 PartB 公开课优质课教学设计.doc
Unit 5 Whose dog is it?第三课时Part B Let's learn教学目标：1.掌握新单: climbing, eating, playing, jumping, drinking, sleeping.2.掌握句型: Fido is sleeping. They are playing with each other.教学重点：1.能掌握新单词，并知道如何在单词的后面加上ing。
2.能用英语表达谁正在做什么。
教学过程：Step1:Warm-up1. Review last lesson's content.2. T: Whose bag is this?S1: It's mine.T: Whose English books are these?S: They are mine.T: Whose cat is that?S: It's Sarah's. / It's hers .（板书句型）3. Read Let's talk part of page 48.Step 2: Presentation1. T: What do you do?S: I eat banana. / I climb mountains.T: Teach and review words: sleep, drink water, climb mountains.2. T: I do, You guess. (我做你猜）Look at me, What am I doing?(老师做睡觉状）S1: 睡觉（sleep)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。
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.。
2019-2020学年新人教版PEP版小学英语五年级下册Unit 5 PartB 教案.doc.doc
Unit 5 Whose dog is it?第三课时Part B Let's learn教学目标：1.掌握新单: climbing, eating, playing, jumping, drinking, sleeping.2.掌握句型: Fido is sleeping. They are playing with each other.教学重点：1.能掌握新单词，并知道如何在单词的后面加上ing。
2.能用英语表达谁正在做什么。
教学过程：Step1:Warm-up1. Review last lesson's content.2. T: Whose bag is this?S1: It's mine.T: Whose English books are these?S: They are mine.T: Whose cat is that?S: It's Sarah's. / It's hers .（板书句型）3. Read Let's talk part of page 48.Step 2: Presentation1. T: What do you do?S: I eat banana. / I climb mountains.T: Teach and review words: sleep, drink water, climb mountains.2. T: I do, You guess. (我做你猜）Look at me, What am I doing?(老师做睡觉状）S1: 睡觉（sleep)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。
PEP小学英语五年级下册 Unit5 B Learn教学设计
PEP小学英语五年级下册 Unit5 B Learn教学设计一、背景分析本课是一节词汇课，是小学英语五年级下册第五单元Whose dog is it?B部分的词汇教学。
教材分为Let's learn和Let’s play两部分。
Learn部分主要学习六个现在分词(climbing, drinking, eating, playing, sleeping, jumping)以及句型：Are these...__ing? Yes, they are./No, they’re...ing. 第二部分Let’s play 是典型的连词成句的游戏。
作为拓展在现在进行时句子后面加上方位，丰富句子表达。
本课的主题接近生活，主角生动形象，单词规律性强，能促进学生们英语综合语用能力的发展。
五年级学生经历了两年多的英语学习，已经积累了一定的英语知识，掌握了一定的句型表达。
对本课中心句Are these/those...? Yes,they are./No,they aren’t.已经较熟悉了。
而且六个新授词对学生们来说也不难。
但是由于年龄的增长，更多的学生变得“内向”，举手也没有之前积极，学生们更加关注学习的知识内容是否有趣、有意义。
因此学生们更喜欢有梯度式的学习目标，有挑战性的学习内容，和有趣味性的学习活动，这对教学设计作出了一定挑战。
二、教学目标①能听、说、读、写单词climbing, drinking, eating, playing, sleeping, jumping;并用The...is/are...ing.对正在做的事情进行描述。
②能用-Are these/those ...ing? -Yes,they are. /No, they’re ...ing. They are so....在情境中进行意义对话。
③在听、说、读、写、看的过程中，能养成发散性思维和创造性思维，对Fido at the farm主题有更多的想法和讲法。
人教PEP五年级英语下册教案Unit 5 Part B教案
Unit 5 Whose dog is it?Part B 第一课时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 B 部分,主要学习一般现在进行时，内容贴近学生的生活，学生较为感兴趣。
【知识目标】1.掌握五个动词的ing 形式：climbing ，eating ，drinking ，playing ，jumping ，sleeping 。
2.能运用句子“What are these rabbits doing?”询问动物正在做什么并回答 “They’re playing with each other.”。
【能力目标】能用现在进行时描述某人或某物正在做什么。
【情感目标】体验学习英语的的快乐，激发学英语的兴趣。
【教学重点】1.掌握五个动词的ing 形式：climbing ，eating ，drinking ，playing ，jumping ，sleeping 。
2.能运用句子“What are these rabbits doing?”询问动物正在做什么并回答 “They’re playing with each other.”。
【教学难点】现在进行时的构成及表示的意义。
教学课件、教学录音带 、单词卡、图片 Step 1. Warm -up1.学生欣赏歌曲《Animals ，animals are everywhere 》。
2.教师第二次播放，全班跟着录音唱。
Step 2. Preview◆教学目标 ◆教学重难点◆ ◆课前准备◆◆教学过程 ◆教学过程◆教材分析教师依次出示下面的动词，全班学生大声说出这些动词的汉语意思并做相应的动作。
play climb drink eat jump sleepStep 3. Presentation学习Let’s learn(1)师生对话。
T:Everybody, please look at me. Can you guess what I am doing?（教师做出看书的状态）Ss: Read a book.T:Yes. I am reading. （教师反复将此句说几遍，并板书）OK，what am I doing now?（教师做出写字的状态）Ss: Write.T:Yeah.I am writing. （教师反复将此句说几遍，并板书）教师要求学生做出写字状态，说：“I am writing.”做出看书状态，说：“I am reading.”(2)教师在PPT上一一呈现课本52页挂图。
人教版PEP五年级英语下册《Unit 5 第五课时》教案
2020人教版PEP五年级英语下册精编教案第五课时课时内容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五年级下unit5第5课时教案
（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）组织拼读单词比赛。
3、新课呈现
Let’s try
指导学生听录音做练习。
学生听录音表演。
学生抢答。
学比赛。
学生听录音做练习。
教学过程设计
预设教学路径
预计学生活动
备择方案
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，让学生听录音跟读。
（4）看该部分的图画，不看句子，说话。
（5）让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。
学生抢答。
学习该部分内容。
学生听录音跟读。
对话表演。
看图说话。
学生活动。
课题与教学内容
Unit 5 B Let’s talk
课时安排
One
教
学
目
标
知识技能
1、能够听懂、会说：What are they doing ? They are …并能在情景中运用。
过程方法
经理借助真实情境学习对话
情感态度
激发学生学习英语的兴趣
教
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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。
人教Pep版五年级英语下Unit 5教案
人教Pep版五年级英语下Unit 5 Whosedog is it?教案第一课时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, There is …(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。
pep-五年级下册-unit5-part-B-let's-learn教学设计
一、教学目标1、知识目标：(1）听、说、读、写以下单词或词组：yours, his, hers, theirs, mine, ours, 并在具体情境中理解对话。
（2）学生能够在图片和教师的帮助下理解对话，并能在情景中熟练运用以上六个单词进行交谈: It’s your dog. The dog is yours.2、技能目标：（1）能听、说、读、写以下单词：yours, his, hers, theirs, mine, ours的发音及使用，并运用到真实情境中，并能在情景中熟练地运用名词性物主代词。
（2）能够在具体语境中正确使用新词汇，并正确书写。
3、情感目标：（1）感受英语的乐趣。
（2）感受中西方文化的异同，了解西方文化中的关于某件物品是谁的表达。
二、教学重点1、句型：It’s your dog. The dog is yours.2、词汇：yours, his, hers, theirs, mine, ours三、教学难点1、能听、说、读、写以下单词：yours, his, hers, theirs, mine, ours的发音及使用，并运用到真实情境中，并能在情景中熟练地运用名词性物主代词。
2、并能在情境中运用句型It’s your dog. The dog is yours.及其他相关形式的句子。
四、教具准备教师准备与本课时相关音视频、单词卡片及课件。
五、教学过程Step1:板书课题：1、情境导入师：Today we will have a school trip.Please guess where will we go?Look at some pictures and guess where is it?生：The nature park!师：Yes, this class we will visit the nature.Are you happy?Let’s sing a song and begin our trip.2、呈现新课（1）Let’s go to the nature park.What can you see in the nature park?生：I can see a panda?师：What is he doing?生：He is eating.（2）What can you see this time?生：I can see two pandas.师：What are they doing?生：They are drinking.（3）Let’s chantPanda,panda,a cute cute panda.What is he doing?What is he doing?He is eating,eating,eating,eating.Pandas,pandas, cute cute pandas.What are they doing?What are they doing?They are drinking,drinking,drinking, drinking.3、Let’s go on our trip师：What can you see?生：I can see a monkey.师：What is he doing?生：He is climbing.师：What are these monkeys doing?生：They are playing.4、Let’s chant.Monkey, monkey,a funny ,funny monkey.What is he doing? What is he doing?He is climbing, climbing, climbing,climbing.Monkeys, monkeys, funny ,funny monkeys.What are they doing? What are they doing?They are playing, playing,playing, playing.5、Let’s go to the next place.师：Who is she?生：She is a squirrel.师：What is she doing?生：She is jumping.师：What are they doing?生：They are sleeping.6、Let’s make a chant.Squirrel, squirrel, a lovely ,lovely squirrel.? ?She is , , , .Squirrels, squirrels, lovely ,lovely squirrels.? ?They are , , , .7、Repeat the words8、Let’s talkA: What is the ___ doing?B: It’s ____.A:What are these ___s doing?B:They are____.9、Look and Guess10、Is the ___ ____ing?Yes,it is./No,it isn't.Are these ___(s) ____ing?Yes,they are./No,theyaren't.11、Our school trip is over.What have you seen in the nature?What are they doing?Let’s talk about that.M:Welcome to the nature park.What can you see?S1:I can see a _________.M:What is it doing?S1:It's __________.M:What can you see?S2:I can see _________.M:What _____ _____ doing?S2:They ____ ________.M:Is the _____ _______?S3:_________M:Are these ___ _______?S3：___________________12、板书设计：Unit5 Whose dog is it?What is he/she/it doing?He/She/It is jumpingsleepingeatingdrinkingplayingclimbingWhat are they doing?They are jumpingsleepingeatingdrinkingplayingclimbing六、教学反思：本节课的设计力求以学生为主体，以任务为中心，以活动为方式，放手让学生自己去发现问题、分析问题、解决问题。
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。
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。
人教PEP版小学英语五年级下册Unit 5 Part B 第5课时 教学设计
3The fifth period (第五课时) Part B Let’s learn & Let’s play▶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、写以下现在分词：climbing, eating, drinking, playing, jumping, sleeping •能够在语境中正确运用这六个现在分词 Let’s play•操练和巩固Let ’s learn 板块的现在分词•能够运用核心句型完成用三组词组组句的游戏▶能够听、说、读、写以下现在分词： climbing, eating, drinking, playing, jumping, sleeping 。
▶教学难点能在语境中正确运用现在分词。
▶教学准备1.预习。
2.PPT 课件､课文录音、视频、卡片等。
▶教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Lead-in.T: Today we will have a school trip. Look at the picture and guess where we will go. (课件出示:农场图片)Ss: A farm!T: Yes, we will visit a farm in t his class. Are you happy? Let’s begin our trip!Step 2: Presentation1. Let’s learn .T: Now we are at the farm. Let ’s walk around and have a look.(1)Learn the word “eating ”. (课件出示：Let ’s learn eating 图片) T: Look ！ What can you see? Ss: I can see a dog.T: What is the dog doing? Ss: He is eating(吃东西). T: Yes, he is eating.Students read “eat—eating” after the teacher. （2）Learn the word “climbing ”. (课件出示：Let ’s learn climbing 图片)T: Look! Is the dog eating now?Teaching purpose以自由谈话形式，引出“farm ”,创设情境，为观察农场上的动物正在做什么做好准备。
人教PEP五年级英语下册《Unit5_第5课时名师精品教案》
教材版本：PEP小学英语五年级下册第五单元课题Unit 5 Whose dog is it? 课型语音课内容Part A Let’s spellPart B Let’s check主备人复备教师一、课程标准1.根据听到的词句识别和指认所学单词；2.能根据图片的提示，听懂简单的录音材料；3.在语音、词语与相应事物间建立联想，在学习中集中注意力；4.能根据词语或例句的提示，写出简短的语句。
二、教材解析本课时为语音课，将继续学习辅音字母组合ng, nk在单词中的发音，并建立音形的联系，帮助记忆单词和朗读单词。
本课时学习含有ng, nk读音的单词。
为了避免语音课的枯燥，本课时设计了一系列活动，听录音、唱歌谣、创编情景对话等，帮助学生建立语音意识，学会在平时的学习中运用语音规则拼读单词、记忆单词。
Let’s check环节的设计侧重于检测本单元的核心知识点：名词性物主代词的用法和现在进行时的常用表达。
三、目标预设1. 听录音，完成Let’s check听力练习题。
2. 借助图片和录音，能正确听辨、认读long, sing, ring, young, think, ink, trunk, pink.3. 体会ng, nk在单词中的发音，发现规律，能听辨出并读出含有字母组合ng, nk 的单词。
4. 根据提示，规范书写单词和句子。
四、重难点预设1.体会字母组合在单词中的读音，最重要的是利用语音知识读准单词，记忆单词。
2.在横线上把单词和句子书写规范。
五、评价设计1.通过完成课内听力检测题Let’s check，检测目标1的达成情况。
2.借助录音，通过Let’s chant, Listen and read, Look and say活动环节，检测目标2 的达成情况。
3.通过Read, write and listen, Look and say环节，检测目标3的达成情况。
4. 借助Look, listen and write, Pair work环节，检测目标4的达成情况六、教学设计第 5 课时教学环节教学预设热身/复习(Warm-up/Revision) 1.Let’s check(1) Listen and number听录音，排序。
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3The fifth period (第五课时) Part B Let’s learn & Let’s play▶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、写以下现在分词：climbing, eating, drinking, playing, jumping, sleeping •能够在语境中正确运用这六个现在分词 Let’s play•操练和巩固Let ’s learn 板块的现在分词•能够运用核心句型完成用三组词组组句的游戏▶能够听、说、读、写以下现在分词： climbing, eating, drinking, playing, jumping, sleeping 。
▶教学难点能在语境中正确运用现在分词。
▶教学准备1.预习。
2.PPT 课件､课文录音、视频、卡片等。
▶教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Lead-in.T: Today we will have a school trip. Look at the picture and guess where we will go. (课件出示:农场图片)Ss: A farm!T: Yes, we will visit a farm in t his class. Are you happy? Let’s begin our trip!Step 2: Presentation1. Let’s learn .T: Now we are at the farm. Let ’s walk around and have a look.(1)Learn the word “eating ”. (课件出示：Let ’s learn eating 图片) T: Look ！ What can you see? Ss: I can see a dog.T: What is the dog doing? Ss: He is eating(吃东西). T: Yes, he is eating.Students read “eat—eating” after the teacher. （2）Learn the word “climbing ”. (课件出示：Let ’s learn climbing 图片)T: Look! Is the dog eating now?Teaching purpose以自由谈话形式，引出“farm ”,创设情境，为观察农场上的动物正在做什么做好准备。
Teaching purpose创设情境，让学生观察农场里的动物们正在做什么，以此引出现在进行时。
在教学过程中，注意从“提供支架”到“去支架”。
Ss: No, he isn’t.T: What is he doing?Ss: He is climbing.Students read “climb—climbing” after the teacher.(3)Learn the word “drinking”. (课件出示：Let’s learn drinking 图片)T: Look！Is the dog eating now?Ss: No, he isn’t.T: What is he doing?Ss: He is drinking.Students read “drink—drinking” after the teacher.(4)Learn the word “sleeping”. (课件出示：Let’s learn sleeping 图片)T: Look！What can you see?Ss: I can see three rabbits.T: What are they doing?Ss: They are sleeping.Students read “sleep—sle eping” after the teacher.(5)Learn the word “playing”. (课件出示：Let’s learn playing图片)T: Look！Are these rabbits sleeping now?Ss: No, they aren’t.T: What are they doing?Ss: They are playing with each other.Students read “play—playing” after the teacher.The teacher explains the meaning of “each other”.(6)Learn the word “jumping”. (课件出示：Let’s learn jumping 图片)T: Look！Are they playing now?Ss: No, they aren’t.T: What are they doing?Ss: They are jumping.Students read “jump—jumping” after the teacher.2.Let's chant.T: Now, let’s chant together!43. Read and act.(1)Students read after the recording of “Let’s learn” and pay attention to the pronunciation and the intonation.(2)Let students practise the dialogue in groups.(3)Act out.Step 3: Practice1. Play games.(1)What’s missing?Show the six words on the PPT. Let students read them for a while. Then let the words disappear one by one. Students find out the missing word and say it out quickly.(2)Let's say and do.Students read the six words loudly. At the same time, they do the actions. Then the teacher says the words one after another and students do the actions. After finishing the six words, exchange the roles. The teacher does the actions, students say out the words.2. Look and say.“What are they doing?”Show a picture of the zoo. (课件出示:动物园图片)Students make sentences according to the picture like this:The _______ is _______. The _______ are _______.Lead students to make a sentence. Then let them do by themselves. Step 4: Consolidation &Extension1. Look and guess. Teaching purpose教师播放录音，学生听录音跟读。
引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。
Teaching purpose设计琅琅上口的chant,让学生在韵律中加深印象。
此chant 较长，教师可以采取男生问、女生答或女生问、男生答等多形式展开，使学生积极参与进来。
Teaching purpose通过两个难度递增的趣味游戏，检测学生对六个现在分词的认读和掌握情况。
Teaching purpose要求学生根据图片表达句子，操练的内容从单数过渡到复数。
教师进行示范，给予句型支架，学生经过思考，进行语言的模仿与输出，锻炼学生语言运用的能力。
5Use pictures to practice the target language more times.2.Let’s play.（1）Group work.Put the cards with the words and phrases in “Let’s play” on Page 52 into three boxes. Four students work in a group. Three of them pick one card from his/her own box each time and says out their words or phrases. The fourth one combines the words or phrases and says out the sentence. Students try to make new sentences as many as possible.Make a model:S1: Zhang PengS2: is listening to the musicS3: under the treeS4: Zhang Peng is listening to the music under the tree.(2)Show time.3. Summary.Summarize the changing rules of the present participle.▶板书设计▶作业设计1. Read the words and recite the dialogue.2. Do the exercises.▶教学反思Teaching purpose通过遮住一部分图片内容，制造“信息差”，引导学生多回合操练核心句型。
教师不断减少支架，让学生能够逐渐实现语言的完整输出。
Teaching purpose以小组合作方式，尽可能多地说出完整、正确的句子，提高学生的语言运用能力。
671.注重旧知联系新知。
在前几册教材中学生已掌握了动词原形drink, eat, play, sleep, jump, climb 的音、形、义。
在本课的教学中，教师要唤起学生的旧知，做到前后联系，实现知识的升华和迁移。