五年级英语人教版下册第五单元教学设计
五年级下册英语教案-Unit 5《Have a Great Trip》(Fun Time)｜人教(新
五年级下册英语教案－Unit 5《Have a Great Trip》（FunTime）｜人教（新起点）课程背景本篇教案是针对五年级下册英语课程中的第五单元《Have a Great Trip》（Fun Time）编写的。
本单元教学内容主要围绕旅游和交通方式展开，通过丰富的图片、音频、视频等多媒体手段增强学生对英语学习的兴趣，提高学生的英语听说能力和交际能力，并且培养学生的思维能力和解决问题的能力。
教学目标•能够听懂、会说并正确运用本单元的基本词汇和句型；•能够阅读简单的旅游介绍信息，并能够提取有效信息；•通过本单元学习，能够培养学生的思维能力和解决问题的能力；•鼓励学生进行自主探究和思考，提高学生的学习兴趣和能动性。
教学过程1. Warming up教师出示旅游海报和图片，引导学生进行情景交际，如：T: Good morning, class. How are you today?Ss: Good morning, Miss. We’re fine, thank you.T: Class, do you like to travel?Ss: Yes, we do.T: Where would you like to go?S1: I would like to go to Beijing.S2: I would like to go to Shanghai.S3: I would like to go to Guangzhou.T: Great! Now let’s learn some English words about travel. Look at the pictures and repeat after me.2. Presentation教师通过PPT、图片、视频等多媒体手段向学生展示本单元中的重点词汇和句型，如：•transportation: bus, train, plane, ship, car, bicycle, taxi•How do you get to…? I go by…•Where are you going? I’m going to…3. PracticeA. Listening and speaking教师通过录音、视频等方式播放旅游介绍信息，引导学生听取有关旅游信息并回答问题。
人教版小学五年级英语下册第五单元教案
人教版小学五年级英语下册第五单元教案TTA standardization office【TTA 5AB- TTAK 08- TTA 2C】U n i t F i v e L o o k a t t h e M o n k e y s 【单元学习内容】1. 本单元的教学重点是有关动物正在做什么的英语表达，主要句型是：“What is she/it doing She/It’s....What are they/the tigers …doing They are....”难点是A、B部分的Read and write和Let’s learn部分的十个动词ing形式的四会掌握。
本单元的动物名称和要求掌握的动词在前五册学生用书中都已经出现过，教师要注意以旧引新，降低教学难度。
本册书第四单元的教学难点也是现在进行时，教师在教学时应注意联系第四单元，指导学生温故而知新。
2. 五年级的学生对一些常见的动物的特征、习性都有一些了解。
如果条件允许，教师在引导学生准确运用现在进行时进行英语表述的基础上，可以结合他们已有的知识丰富对话内容，增加课堂语言的信息量。
另外，本单元要求四会掌握的单词、短语和句型都有一定的难度，教师必须及时进行巩固操练，争取达到满意的教学效果。
【单元学习目标】（一）能力目标：1．能够使用现在进行时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．能够从篇章中获取关键信息并完成句子的填写。
3．能够根据要求用简单的英语完成Let’s play, Write and ask等活动。
4．能够听懂、会唱歌曲：Animals, Animals Are Everywhere。
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.。
人教PEP版英语五年级下册Unit 5单元全部教案(教学设计)
人教PEP版英语五年级下册Unit 5单元全部教案（教学设计）一、单元整体分析本单元是义务教育灵通版（pep）小学英语教科书五年级下册的第五单元。
主要围绕话题Whose dog is it?引出A、B、C三个板块的内容。
A、B部分呈现新知识点，C部分是以讲故事形式巩固或延展知识面。
本单元是在以前学过的形容词性物主代词的基础上，继续学习名词性物主代词，温故知新，是学习本单元的主要教学策略。
A部分先以对话情景呈现本单元核心词汇与核心句型的适用语境，在集中呈现重点词汇短语（即名词词性物主代词及短语）重点句型和发音学习，分为三个课时进行教学活动。
B部分先以情景对话形式呈现有关正在进行时态的核心词汇和核心句型，然后集中呈现六个表示正在进行时的常用动词形式，再以读写和检查形式呈现经典巩固训练题，分两个课时。
我把B部分的阅读写作，收集归纳以及C部分的趣味故事拼凑成一课时，培养学生在学习过程中养成分类归纳的好习惯，也养成学以致用的好风格。
在教学A部分的名词此行物主代词的时候，我准备采用借助于图画、PPT课件等进行多功能训练，在教学B部分动词正在进行时态形式时，我准备采用动画展示、图卡多种方式进行学习与巩固，鼓励学生积极参与砸金蛋、表演等多种活动，帮助学生培养好的学习心态，提高学习兴趣和学习质量。
二、单元教学目标1.知识目标（1）能够听、说、读、写本单元出现的mine，yours，his，hers，theirs，ours，climbing，eating，playing，jumping，drinking，sleeping等12个重点单词。
（2）能够听说认读本单元出现的each，each other，excited，like等词汇。
（3）能够听说读写本单元出现重点句型Look! That’s my dog! Yes! It’s your dog. The dog is yours. Oh, Fido is sleeping. Yes. He’s so cute! Are these rabbits eating? No. They’re playing with each other.（4）能够掌握主要功能句型。
五年级英语下册第五单元教案
五年级英语下册第五单元教案一、教学目标：1. 知识目标：（1）能够听懂、会说、会读本单元的生词和重点句子。
（2）能够运用所学知识进行简单的日常交流。
2. 能力目标：（1）能够正确书写字母N-Z。
（2）能够运用所学生词和句子进行写作。
3. 情感目标：培养学生的团队协作精神，提高他们对英语学习的兴趣。
二、教学重点与难点：1. 教学重点：（1）字母N-Z的正确书写。
（2）本单元生词和句子的掌握。
2. 教学难点：（1）字母N-Z的书写顺序和笔顺。
（2）运用所学知识进行日常交流。
三、教学方法：1. 情境教学法：通过设置各种情境，让学生在实际环境中运用所学知识。
2. 互动教学法：引导学生参与课堂活动，激发他们的学习兴趣。
3. 任务型教学法：通过完成各种任务，巩固所学知识。
四、教学步骤：1. 热身（5分钟）（1）引导学生唱英文歌曲，活跃课堂气氛。
（2）进行简单的口语交流，复习所学知识。
2. 课堂导入（10分钟）（1）讲解字母N-Z的书写顺序和笔顺。
（2）让学生跟随老师一起书写，确保他们掌握正确的书写方法。
3. 新课呈现（15分钟）（1）呈现本课的生词和句子，让学生听懂、会说、会读。
（2）通过情境教学，让学生在实际环境中运用所学知识。
4. 课堂练习（10分钟）（1）进行小组活动，让学生互相练习本课的生词和句子。
（2）老师巡回指导，纠正发音和书写错误。
（2）布置作业，让学生巩固所学知识。
五、课后反思：1. 学生对字母N-Z的书写是否掌握正确？2. 学生是否能熟练运用本课的生词和句子进行交流？3. 课堂活动是否激发了学生的学习兴趣？4. 针对学生的不同需求，如何进行个性化教学？六、教学评价：1. 课堂表现评价：观察学生在课堂上的参与程度、发音准确性以及与同学互动的情况。
2. 作业评价：检查学生作业的完成质量，包括书写、语法和句子的正确性。
3. 口语交流评价：通过角色扮演或小组讨论，评估学生运用所学知识进行日常交流的能力。
人教版小学英语五年级下册Unit5第5,6课时教案
人教版小学英语五年级下册Unit 5 第5，6课时教案第五课时（ A. Let’s spell B. Read and write)一、学习目标1.能拼读含有字母组合 ing 和nk的单词。
2.能理解 Read and Write 的主要内容，并完成相关的练习题。
二、教学重难点1.能拼读包含字母组合 ng 和nk 。
2.能理解Read and write部并熟读。
三、评价任务1、小组竞赛，快速拼读含有字母组合ing 和nk的单词 .（检测目标 1的达成情况）。
2、同桌合作对话，在班级展示( 询问动物正在做什么并回答) （检测目标 2的达成情况）。
四、教学过程一．复习1.复习 A .B 两部分的单词和 talk 部分2.师生对话T: Whose pen is that ?S: It’s Mike’s pen . /It’ s his .T: Whose pencil is this ? S: It’s my pencil. / It’s mine .T: Are these dogs running ? S: Yes，they are ./ No, they aren’t.T: Is he eating ?S: Yes, he is . / No, he isn’t.（强调划线部分）二．新课呈现（ Presentation）1.学习字母组合 ng 和 nk 的发音 / N / / Nk/2.拼这些单词 : long sing ring youngthink ink trunk pink3.给下列单词加 ing 。
（老师板书在黑板上）look _______ dance _______ run ________ walk ________ fly _______4.练习1）.学生读这些单词: like , bear, rabbit, tiger, elephant, monkey , bird , want to be .2）听录音，完成Read ， write and listen的练习.三. 巩固与拓展四.家庭作业（Homework )1 、熟读 Read and write部分。
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。
人教版(PEP)小学英语五年级下册教案unit5
讲授新课内容
操练阅读
练习巩固
板书设计：
What’s it doing?
It’s eating bananas.
What is she doing?
She’s jumping.
教学反思：
1、教学的成败得失：
2、学生的信息反馈：
3、今后的教学建议：
课题
第四课时Let’s learn Let’s play Story time
课型
New lesson
教
学
目
标
知识
目标：
能够听、说、读、写动词和动词短语的ing形式：sleeping , climbing , fighting, swinging, drinking water .
能力
目标：
能够听懂、认读句子What are the elephants doing ? They’re drinking .能够听懂、理解Story time中的故事。
课型
New lesson
教
学
目
标
知识
目标：
能够听、说、读、写句型What is it doing ? It’s eating bananas . What is she doing? She is running .
能力
目标：
能够听、说、认读句子That elephant is drinking water with its trunk
情感
目标：
培养学生热爱动物，热爱大自然的良好品质。
教学重点
掌握五个动词的ing形式，并用现在进行时进行简单表达。
教学难点
掌握running和swimming的拼写。
五下英语第五单元教案人教版
五下英语第五单元教案人教版教案标题：Exploring the World教学目标：1. 通过本单元的学习，学生将能够掌握与旅行相关的词汇和表达方式。
2. 培养学生的听、说、读、写的综合语言运用能力。
3. 培养学生的合作学习和自主学习的能力。
教学重点：1. 学习与旅行相关的词汇和表达方式。
2. 训练学生的听、说、读、写的能力。
教学难点：1. 运用学到的词汇和表达方式进行实际对话和写作。
2. 培养学生的合作学习和自主学习的能力。
教学准备：1. 教学课件和多媒体设备。
2. 学生课本、练习册和教具。
3. 旅行图片和相关的实物。
教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and review the previous unit briefly.2. Show some pictures of famous landmarks around the world and ask students if they know where they are. Encourage them to share any travel experiences they may have had.Step 2: Presentation (15 minutes)1. Introduce new vocabulary related to travel, such as "passport," "suitcase," "boarding pass," etc. Use real objects or pictures to help students understand the meanings.2. Present the target language structures and expressions through a dialogue between the teacher and a student or between two students. Model the pronunciation and intonation, and encourage students to repeat after you.3. Use the multimedia resources to show videos or pictures of different modes of transportation and travel destinations. Discuss the advantages and disadvantages of each mode of transportation.Step 3: Practice (20 minutes)1. Divide the class into small groups and give each group a set of travel-related role cards. Students take turns acting out the roles and having conversations using the new vocabulary and expressions.2. Provide worksheets with various activities, such as matching the words with the pictures, completing sentences using the correct words, or writing a short paragraph about their dream travel destination.Step 4: Production (15 minutes)1. Ask students to work in pairs or small groups to create their own travel brochures or posters for a chosen destination. They should include information about transportation, accommodation, attractions, and activities.2. Encourage students to present their travel brochures or posters to the class,explaining why their chosen destination is worth visiting.Step 5: Consolidation (5 minutes)1. Review the key vocabulary and expressions learned in this unit.2. Summarize the main points of the lesson and encourage students to ask any questions they may have.Step 6: Homework (5 minutes)Assign relevant exercises from the textbook or workbook to reinforce the new vocabulary and expressions. Encourage students to practice using the language in real-life situations, such as talking to family members or friends about their travel plans.教学评价：1. 教师观察学生在小组合作活动中的表现，评估他们是否能正确运用所学的词汇和表达方式进行对话。
五年级下册英语第五单元教案内容
五年级下册英语第五单元教案内容一、教学目标：1. 知识目标：（1）能够听懂、会说、会读本单元的生词和重点句子。
（2）能够运用本单元所学知识进行简单的日常交流。
2. 能力目标：（1）能够正确书写字母Ss和Zz。
（2）能够运用所学生词和句型编写小故事。
3. 情感目标：培养学生热爱生活，关注周围环境的情感。
二、教学重点与难点：1. 教学重点：（1）本单元的生词和重点句子。
（2）字母Ss和Zz的正确书写。
2. 教学难点：（1）字母Ss和Zz的书写。
（2）运用本单元所学知识进行日常交流。
三、教学方法：1. 情景教学法：通过设置真实的生活情境，让学生在实际环境中学习和运用英语。
2. 互动教学法：引导学生参与课堂活动，鼓励学生互相交流、合作学习。
3. 任务型教学法：通过完成具体任务，让学生在实践中掌握英语知识。
四、教学准备：1. 教材：五年级下册英语课本。
2. 课件：与本单元主题相关的课件。
3. 教具：字母卡片、单词卡片、图片等。
五、教学过程：1. 热身（5分钟）（1）引导学生唱英文歌曲，活跃课堂气氛。
（2）老师与学生进行简单的英语对话，检查学生的英语水平。
2. 导入（10分钟）（1）老师出示本单元的生词和重点句子，引导学生朗读。
（2）通过图片和情境，让学生理解生词和句子的含义。
3. 新课呈现（15分钟）（1）老师讲解字母Ss和Zz的书写规则。
（2）学生跟随老师一起书写字母，巩固所学知识。
4. 课堂练习（15分钟）（1）学生分组进行练习，运用本单元所学知识进行日常交流。
（2）老师巡回指导，纠正学生的发音和语法错误。
5. 巩固拓展（10分钟）（1）学生根据本单元所学知识，编写小故事。
（2）学生互相分享故事，提高英语表达能力。
6. 总结与作业（5分钟）（1）老师对本节课的内容进行总结，强调重点。
（2）布置作业：抄写字母Ss和Zz，编写一个小故事。
教学反思：在课后，老师要对自己的教学进行反思，看是否达到了预期的教学目标，学生对新知识的掌握情况如何，教学方法是否恰当等，以便于下次课改进教学。
五年级英语人教版下册第五单元教学设计
五年级英语人教版下册第五单元教学设计教师寄语：（Think today and speak tomorrow .三思而后行。
）Learning aims(学习目标)1. 掌握新单词: his ,hers, theirs, ours, yours, mine .2. 掌握句型: Whose dog is that ? It’s my dog .=The dog is mine.Important &difficult points(重难点)1.能准确的读出和写出新的单词。
2.能理解和运用新单词、句子：W hose dog is it ? It’s your dog ./The dog is yours . 导学探究Step1 :预习温故（用时6分钟）1. Sing a song : When is your birthday ? ( P71)2. T: Which season do you like best ? S: Spring.T: When is April Fool’s Day ? S: It’s on April 1st.T: When is your birthday , Mike ? S1: My birthday is on August 5th.T: Whose birthday is in October? (教师板书这些句型，并强调划线部分)Step 2. 新课内容展示（用时18分钟）1. Learn words : his, her, their, our, my ,your (老师板书在黑板上)T: Read after me :his book, her pen, their dog , our cat, my book.S: his book, her pen, their dog, our cat ,my book.2.T: Do you have a pet ? S: Yes ./ No.T: Look at this picture , This is Mike’s dog. This is his dog . The dog is his .Ok, Everybody, follow me “his “S: “his “Use the same way to learn other words : hers , theirs, ours, yours, mine.3.T: Look ! That is my book . The book is mineT: Whose book is that ? S: It’s Amy’s book .T: The book is hers . (标有下划线的地方可替换其它单词)4. Listen to the tape and follow reading.Step 3. 合作交流，师生共建（用时6分钟）1.Who is faster? (谁最快）For example :T: It’s your bag . S: The bag is yours .T: It’s my pen . S: The pen is mine .(…) 2. Finish P49 of Look, say and complete. Write two sentences .Example : It’s her book. The book is hers .Step 4. 达标检测（用时7分钟）一、连一连，并读一读。
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。
五年级英语下册第五单元教案
五年级英语下册第五单元教案一、教学目标1. 知识目标：（1）能够听懂、会说、会读本单元的生词和重点句子。
（2）能够运用所学知识进行简单的日常交流。
（3）了解本单元的主题内容，掌握相关的语言表达。
2. 能力目标：（1）能够正确书写字母A-H。
（2）能够根据图片和提示，运用所学知识进行创编对话。
（3）提高学生的团队合作能力和口语表达能力。
3. 情感目标：（1）培养学生对英语学习的兴趣和积极性。
（2）培养学生热爱生活、关注周围环境的美好情感。
二、教学重点与难点1. 教学重点：（1）本单元的生词和重点句子。
（2）字母A-H的正确书写。
（3）根据图片和提示，运用所学知识进行创编对话。
2. 教学难点：（1）字母H的书写。
（2）运用所学知识进行创编对话。
三、教学方法1. 情境教学法：通过设定真实的生活情境，让学生在实践中学习英语。
2. 互动教学法：引导学生参与课堂互动，提高学生的口语表达能力。
3. 任务型教学法：通过完成任务，让学生在实际操作中运用所学知识。
四、教学准备1. 教师准备：（1）备好本单元的教学课件和教学素材。
（2）准备好字母H的书写模板。
（3）准备相关的生活情境道具。
2. 学生准备：（1）预习本单元的生词和句子。
（2）准备好英语书写本。
五、教学过程1. 课堂导入（5分钟）（1）教师与学生用英语进行简单的交流，营造轻松的课堂氛围。
（2）引导学生回顾上一单元的内容，为新课的学习做好铺垫。
2. 字母教学（10分钟）（1）教师通过课件展示字母A-H，引导学生跟读。
（2）重点讲解字母H的书写方法，让学生进行书写练习。
3. 生词教学（5分钟）（1）教师展示本单元的生词，引导学生跟读。
（2）学生进行单词拼写练习。
4. 情境对话（10分钟）（1）教师设定生活情境，引导学生进行角色扮演。
（2）学生运用所学知识进行创编对话。
5. 课堂小结（5分钟）（2）学生进行课堂反馈，分享学习心得。
6. 作业布置（5分钟）（1）抄写本节课的生词，每个单词写5遍。
五年级下册英语教案-Unit 5 I'm cleaning my room Lesson 25 人教
五年级下册英语教案-Unit 5 I’m cleaning my room Lesson 25人教精通版一、教材分析本课是五年级下册英语教材中的第五单元，是“Let’s clean up”主题下的第二十五课，教材出自人教精通版，该单元旨在帮助学生掌握有关清洁卫生的基本英语词汇，培养学生的卫生意识和好习惯。
本课的重点是通过听力、口语和阅读训练学生掌握一些常用的动词和物品名称。
二、教学目标1.语言目标：学生能够听懂、运用并掌握课文中的词汇和句子，能够流利地描述自己的清洁卫生活动。
2.情感目标：培养学生的卫生意识和好习惯，强化他们的自理能力。
3.学习策略：通过听、说、读等方式，培养学生的学习策略意识和操作能力。
三、教学重难点1.语言重点：掌握本课所学的常用动词和物品名称，运用简单的句式描述清洁卫生活动。
2.语言难点：理解和运用课文中的主干句式，如“I’m cleaning my room.”、“I’m putting away some clothes.”等。
四、教学内容与过程A. 观看视频1.引入新知识。
老师播放Unit 5 Lesson 25的视频，带领学生进入本节课的学习氛围。
2.观看视频并细节观察。
学生们观看视频并尽可能多地观察细节。
B. 听力训练1.当堂讲解。
老师运用图表和实物，介绍本课所学的常用动词和物品名称，并讲解这些动词和物品名称与清洁卫生的联系。
2.听力训练。
通过听录音，学生们听懂、理解、记忆本课所学的句子和单词，并写出它们的正确发音。
C. 口语训练1.口语练习。
通过问答练习、语音表演等形式，学生们分小组进行互动交流，重点练习使用本课所学的常用动词和物品名称。
2.个人表演。
学生们在老师的指导下分组，利用所学的知识描述自己喜欢做什么，如打扫房间、洗碗、擦窗户等。
D. 阅读训练1.阅读朗读。
学生们阅读英文文本并大声朗读，进一步巩固所学的词汇和句式。
2.阅读理解。
通过互动问答、课堂小测等方式，检查学生们的阅读理解能力，同时帮助他们更好地理解课文内容。
人教版五年级英语下册Unit5教案
Unit 5 Whose dog is it?单元教材及学情分析1.单元教材分析本单元主要通过学习物主代词和现在进行时,让学生掌握名词性物主代词和形容词性物主代词及动词的现在分词,并学习现在进行时态,培养学生日常口语的交际能力。
学会用特殊疑问词whose,会变动词的现在分词和会使用现在进行时态,学会用名词性物主代词和形容词性物主代词,涉及的主要句型有:Whose is this? It's Zhang Peng's. Is he drinking water? No, he isn't. He's eating.教师在教学过程中要注意现在分词的应用,这也是我们这单元的重点。
同时,要注重对学生关爱小动物的思想的渗透,从小培养学生热爱大自然的好习惯。
涉及这方面的内容时,要结合学生已有的认知水平,并进行适当拓展。
本单元涉及了很多动词短语,因此, 我们要把新旧知识融合在一起,学习新知识的时候也要巩固以前的知识,让学生对知识有系统的了解。
本单元的教学重点是学习物主代词和动词的现在分词:my, her, his, your, their, our, mine, hers, his, yours, ours, eating, drinking …以及询问某个物品的归属问题的句型:Whose book is this? It's mine.表达现在正在发生的事情的句型:主语+is/am/are + doing.这些也是本单元的教学难点。
此外A和B部分的Let's talk的对话也是本单元的难点。
教师要给学生提供适当情景,在情景中认知、熟悉新知,在交际中运用新知。
另外,对于Read and write部分,教师要侧重阅读方法的指导,要有目的地引导学生,带着问题去阅读,并适当处理好生词。
Let's wrap it up 为我们归纳了物主代词的基本用法,在学会了应用后,我们可以适当地进行拓展,让学生了解更多的英语知识。
人教版PEP五年级英语下册Unit 5整体 教学设计表格教案
课 题 Unit5 Whose dog is it? 课 型
新授
备课教师
执教教师
1. 掌握四会词汇：mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.
-7-
(2) 教师简单介绍 Let’s learn 重点内容，引出本部
分话题。
如：The students in Chen Jie’s class like dogs.
They are having a dog show now. Look at the
pictures. Many dogs are in the show. The dogs
教具准备 多媒体课件
Unit5 Whose dog is it?
课题
课型
A Let’s try. Let’s talk.
新授
备课教师
执教教师
1. 能够完成听录音选择图片的活动。
2. 能够在图片和教师的帮助下理解对话大意。能够按照正
确的语音、语调及意群朗读对话，并能进行角色表演。
教学目标 3. 能够在情景中运用句型：The … is mine. Are these all
书
The … is mine.
设
Are these all ours?
计
Whose is this?
It’s …
Unit5 Whose dog is it?
课 题 A Let’s learn. Look, say and 课 型
complete.
人教新版五年级英语下册第五单元教案
Unit 5 Whose dog is it?第一课时教学目标1．掌握名词性物主代词-his，hers，mine，yours，ours，theirs。
2．能运用句子“It's mine/yours/hers/his.”来表明物品的所属情况。
教学重点掌握名词性物主代词的拼读与用法。
教学难点 (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。
教学准备动作短语卡片、图片、实物投影仪、录音机及录音带。
教学过程（一）、热身（Warm-up） 1．学生欣赏 Unit 5 中的歌曲《Animals，animals are everythere》。
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）（二） 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'slearn 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。
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Unit 5 Whose dog is it ?Period 1 Section A Let's learn P49教师寄语：（Think today and speak tomorrow .三思而后行。
）Learning aims(学习目标)1. 掌握新单词: his ,hers, theirs, ours, yours, mine .2. 掌握句型: Whose dog is that ? It’s my dog .=The dog is mine.Important &difficult points(重难点)1.能准确的读出和写出新的单词。
2.能理解和运用新单词、句子：Whose dog is it ? It’s your dog ./The dog is yours . 导学探究Step1 :预习温故（用时6分钟）1. Sing a song : When is your birthday ? ( P71)2. T: Which season do you like best ? S: Spring.T: When is April Fool’s Day ? S: It’s on April 1st.T: When is your birthday , Mike ? S1: My birthday is on August 5th.T: Whose birthday is in October? (教师板书这些句型，并强调划线部分)Step 2. 新课内容展示（用时18分钟）1. Learn words : his, her, their, our, my ,your (老师板书在黑板上)T: Read after me :his book, her pen, their dog , our cat, my book.S: his book, her pen, their dog, our cat ,my book.2.T: Do you have a pet ? S: Yes ./ No.T: Look at this picture , This is Mike’s dog. This is his dog . The dog is his .Ok, Everybody, follow me “his “S: “his “Use the same way to learn other words : hers , theirs, ours, yours, mine.3.T: Look ! That is my book . The book is mineT: Whose book is that ? S: It’s Amy’s book .T: The book is hers . (标有下划线的地方可替换其它单词)4. Listen to the tape and follow reading.Step 3. 合作交流，师生共建（用时6分钟）1.Who is faster? (谁最快）For example :T: It’s yo ur bag . S: The bag is yours .T: It’s my pen . S: The pen is mine .(…)2. Finish P49 of Look, say and complete. Write two sentences .Example : It’s her book. The book is hers .Step 4. 达标检测（用时7分钟）一、连一连，并读一读。
mine ours his hers whose yours theirs他们的谁的我的你的她的他的我们的二、看图片，选句子。
根据图片内容在方框中选出正确的句子标号，并将代表答案的字母A、B、C、D、填在横线上。
A. Look! That is his dog.B. Whose rulers are these ?C. It’s their dog.D. Zip’s cat is so cute.E. This is her phone .三、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 ).四、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学生小结：这节课我学到了____________________________________Step 5.布置当堂作业（用时2分钟)1、学生正确的抄写单词：hers , theirs, ours, his, yours, mine.2、运用每个单词写出句子。
It’s their book. The book is theirs….Title 板书标题Unit 5 Whose dog is it ? Let’s learn p49Board Design 板书内容设计It’s his dog . = The dog is his . It’s her dog. = The dog is hers.It’s my dog. = The dog is mine. It’s their dog . = The dog is theirs.It’s your dog. = The dog is yours. It’s our dog. = The dog is ours.教学反思：Period 2 Section A Let's learn P48Learning aims(学习目标)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 ?Important &difficult points(重难点)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。
导学探究Step1 :预习温故（用时5分钟）1. 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. 新课内容展示（用时17分钟）1. 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. 合作交流，师生共建（用时8分钟）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. 达标检测（用时7分钟）一、根据课文内容判断正确的用T错误的用F。
( ) 1. The yellow picture is Mike’s .( ) 2. That picture of Beijing is beautiful.( ) 3. That picture of Shanghai is Zhang Peng’s.二、同义句对对碰。
1. Is this your book ? A. This is my red bag .2. The red bag is mine . B. Is the book yours ?3. This is Chen Jie’s chair . C. This is a beautiful picture of spring.4. This picture of spring is beautiful. D. This chair is Chen Jie’s.三、根据短文内容选词填空。