英语人教PEP版五年级下册Unit 5 第三课时教案
Unit5第3课时(教学设计)PartALet'sspell五年级英语下册(人教PEP版)(1)
通过老师教学的场景学习新单词和目标音标发音方法。
培养学生的知识整合和应用能力，完善拼读过程，帮助学生进一步掌握拼读方法。
回归课本，但依旧形成情境闭环，保证课堂的完整性。
活动练习的脚手架搭建好，先完整感知对话，造句活动培养学生的模仿能力和创编能力。
跟读录音模仿并角色扮演，培养了学生的口语能力和应用能力。
S: OK....
T: Then let’s chant.
T: Now let’s exercise.
Can you read?
Let’s chant
Sound of ng.
S:OK.
Can you cross the river?
Read, write and listen.
Look, listen and write.
完整感知单词和音标后再通过单词分类游戏活动，和编写句子拓展的形式，在情境中练习和掌握目标知识。
Step2:Presentation
T: Then let’s see the “ n”
S: ....
T: Does the letter “n” make the same sound in the words?
Part 3:Practice
知识练习与巩固
进行知识点讲解后，配合适当练习。
Step 3 : Practice
将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 4: Summary& Homework
进行知识点讲解后，配合适当练习，再通过归纳总结，将本节课内容进行整体梳理。
Unit 5 Whose dog is it?
Pep五年级英语下Unit5-6译文及作文辅导
Unit 5 Main scene迈克：嘿！这是谁的狗？陈杰：哦，是我的。
它在睡觉。
它很累。
子普：哇！多么漂亮的一幅画啊！是你的吗？祖姆：不是。
是他的。
约翰：那是什么？吴一凡：是只兔子。
它是我的。
约翰：我明白了。
它为什么在跳呢？吴一凡：它在和朋友们玩。
约翰：这些是谁的胡萝卜？吴一凡：这些胡萝卜是它们的。
A let’s talk陈杰：那幅黄颜色的画是我的。
这些都是我们的画吗？迈克：是的，它们是。
陈杰：哇！那幅北京的画漂亮。
它是谁的？迈克：是张鹏的。
陈杰：看！还有一幅上海的图画。
迈克：是一凡的。
陈杰：哦，是的！是他的。
Ask and find out萨拉：这些是谁的故事书？陈杰：是我的。
萨拉：这是谁的书？陈杰：是迈克的。
是他的。
Let’s learnIt’s our dog. The dog is ours.它是我们的狗。
这只狗是我们的。
Look！That’s my dog.瞧！那是我的狗。
Yes！It’s your dog. The dog is yours.是的！它是你的狗。
这只狗是你的。
B Let’s talk萨姆在陈杰家。
萨姆：菲多现在在哪儿？陈杰：它在厨房里。
萨姆：它在喝水吗？陈杰：不是。
它在吃东西。
萨姆：现在我能和它玩吗？陈杰：可以。
你能带她去公园吗？萨姆：当然！菲多，过来！菲多：汪汪，汪汪！Look and say萨姆：狗在吃东西吗？陈杰：不是。
它在……Let’s learn陈杰：哦，菲多在睡觉。
迈克：是的，它很可爱！陈杰：这些兔子在吃东西吗？迈克：不，他们在一起玩耍。
Read and write罗宾在动物园萨拉和罗宾在动物园。
罗宾很兴奋。
萨拉：你在这儿做什么，罗宾？罗宾：我在看熊。
我在像熊那样跳舞。
罗宾：我在看兔子。
我在像兔子那样吃东西。
罗宾：我在看老虎。
我在像老虎那样跑。
罗宾：我在看大象。
我在像大象那样走路。
罗宾：我在看猴子。
我在像猴子那样爬。
罗宾：我在看鸟。
我喜欢飞。
我想成为一只鸟！萨拉：罗宾，你想像鱼一样游泳吗？罗宾：不！不！我不想成为一条鱼！Let’s wrap it up1.埃米：那是谁的英语书？约翰：是怀特小姐的书。
人教PEP版五年级下册英语全册核心素养目标教案
人教PEP版五年级下册英语全册核心素养目标教案教案：人教PEP版五年级下册英语全册核心素养目标Unit 1: My Day1. Develop the ability to talk about daily routines and time.2. Enhance listening and speaking skills through conversations about daily activities.3. Understand and use the present simple tense to describe routines.4. Learn to ask and answer questions about daily activities.5. Develop the ability to use adverbs of frequency to describe routines.6. Learn to use time expressions to talk aboutdaily activities.7. Develop the ability to write simple sentences about daily routines.Unit 2: At the Farm1. Develop the ability to talk about farm animals and their characteristics.2. Enhance listening and speaking skills through conversations about farm animals.3. Understand and use the present simple tense to describe animals and their actions.4. Learn to ask and answer questions about farm animals.5. Develop the ability to use adjectives todescribe animals.6. Learn to use prepositions to talk about location.7. Develop the ability to write short paragraphs about farm animals.Unit 3: Sports Meeting1. Develop the ability to talk about differentsports and their rules.2. Enhance listening and speaking skills through conversations about sports.3. Understand and use the present continuous tenseto describe ongoing actions.4. Learn to ask and answer questions about sports.5. Develop the ability to use prepositions of place to describe sports activities.6. Learn to use imperatives to give instructions in sports.7. Develop the ability to write simple sentences about sports activities.Unit 4: A Trip to the Countryside1. Develop the ability to talk about nature and countryside activities.2. Enhance listening and speaking skills through conversations about countryside trips.3. Understand and use the past simple tense to describe past activities.4. Learn to ask and answer questions aboutcountryside trips.5. Develop the ability to use adverbs of time to describe past activities.6. Learn to use conjunctions to connect ideas in writing.7. Develop the ability to write short paragraphs about countryside trips.Unit 5: At the Supermarket1. Develop the ability to talk about food and shopping.2. Enhance listening and speaking skills through conversations about shopping.3. Understand and use the present continuous tenseto describe actions in progress.4. Learn to ask and answer questions about shopping.5. Develop the ability to use quantifiers to talk about quantities.6. Learn to use comparative and superlative formsof adjectives to describe food.7. Develop the ability to write simple sentences about shopping.Unit 6: My Dream Job1. Develop the ability to talk about different occupations and job preferences.2. Enhance listening and speaking skills through conversations about dream jobs.3. Understand and use the future tense to describefuture plans and aspirations.4. Learn to ask and answer questions about dream jobs.5. Develop the ability to use modal verbs to express possibility and preference.6. Learn to use possessive pronouns to talk about personal belongings.7. Develop the ability to write short paragraphs about dream jobs.以上是人教PEP版五年级下册英语全册核心素养目标的教案。
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。
(完整word版)PEP人教版小学英语五年级下册课堂同步练习试题全册,推荐文档
五年级（下）第一单元第1课时学案Unit 1 My dayPart A Let’s talk【学习目标】1．能够听懂、会说句型：When do you finish class in the morning? We finish class at 1o’clock.并能在实际情景中运用。
能够正确使用usually这个频度副词。
2．能在Role play部分用本课时目标语言询问同学的作息时间，并能对结果做简单的反思。
【重点难点】重点：能够熟练使用句型：―When do you finish class in the morning? We finish class at 1o’clock.问答活动时间。
难点：能够在情境中熟练使用句型：―When do you …?问答活动时间。
【新知预习】写出下列单词或词组的意思。
1. finish class ______________2. after lunch_________3. start _____________4. Spain__________5. too late_____________【课堂探究】探究1 根据汉意写单词。
1. 吃午餐__________________2. 回学校_____________3. 吃晚餐________________4.什么时候_____________5. 或者________________探究2 翻译下列句子。
When do you finish class in the morning? ___________________________________Classes start at 3 o’clock. __________________________________【针对练习】单项选择。
1.---________ do you go to bed?--- At 9:00.A.WhatB. whenC. When2.I eat dinner _____ 6 o’clock.A. aB. atC. on【达标练习】Ⅰ. 选择正确答案。
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 Whose dog 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。
新人教版五年级下册英语全册教案
新人教版（PEP）五年级下册英语全册教案Unit 1 My Day单元教学目标类别教学目标知识与能力目标1.能够听、说、读、写A、B部分中Let’s talk和Let’s learn的重点句子和单词。
2.掌握A部分Let’s spell中所给单词的字母组合的发音规律以及音标，并能熟读这些单词。
3.理解B部分Read and write中的短文，并能根据短文内容完成题目，回答问题。
4.理解B部分Let’s check和Let’s wrap it up中的题目内容，并能正确地答题。
情感态度、文化意识、学习策略目标1.能够在生活中主动询问别人或对别人的询问能热情应答,相互了解各自的日常学习及生活情况。
2.能够了解学校中及社会生活中相关活动的名称，激发学生热爱学习、热爱生活的美好情感。
3.能够合理地安排日常学习和周末活动。
单元课时分配第1课时A部分Let’s try Let’s talk第2课时A部分Let’s learn Ask and write第3课时A部分Let’s spell第4课时B部分Let’s try Let’s talk第5课时B部分Let’s learn Do a survey第6课时B部分Read and write Let’s check Let’s wrap it up C部分Story time课时第一课时教学重难点1. 掌握重点句型When do you…及回答。
2. 理解句子When do you finish class in the morning?的相关语法点。
教学准备1.课本录音2.多媒体课件Ⅰ.Warm-up (Revision) 备注教师带领学生复习上一学期中与本课时相关的情景对话。
Ⅱ.Presentation教学步骤Let’s try1.在听Let’s try部分的录音之前，教师告诉学生题目要求。
2.教师按课本上三张图片的顺序进行提问：What is it in the first/second/thirdpicture?(学生的回答只要大概符合图片内容即可)3.学生审题完毕后，教师播放录音，学生注意听对话所描述的图片，完成听力题目，教师核对答案，并对该听力题目进行讲解。
pep(人教)五年级英语下册 unit5 Part B 第三课时 2 优质教案.doc
1.能听懂“Let’s check”部分的听力，并完成相应的选择练习。
2.复习巩固名词性物主代词和形容词性物主代词的用法。
3.能读懂“Story time”部分的故事，完成“Let’s wrap it up”。
1.能灵活运用英语描述正在进行的动作。
2.能听懂、说、认、读“某人/物正在做什么”的句子。
1.能听、说、读、写句型“What+be+主语+v. ing?”“主语+be+v. ing”。
2.掌握形容词性和名词性物主代词的区别。
教学光盘，单词卡片。
Step 1:Warm up拿出上一课时的动作单词卡片，同桌两人对话，运用句型，一个人拿卡片，另一人猜正在进行的动作，按照如下范例进行对话：S1：Is he drinking?S2：No,he isn’t.S1：What is he doing?S2：He is eating.Step 2:Presentation（1）完成“Let’s check”部分的听力任务。
在听的过程中要注意本单元重点句型，描述正在进行的动作的句子，以及表示名词性物主代词的词汇；听第一遍时，可跟读，学习语音语调，并初步感知大意；听第二遍时，完成图片排序练习；听第三遍时，完成单项选择。
（2）完成“Let’s wrap it up”部分。
①寻找小伙伴，教师选出10个人，从小组里平均选人，每人发一张名词性或形容词性物主代词，然后比一比看哪两个人最先找到自己的小伙伴，最先找到的获胜。
②将配成对的搭档站在一起，让学生辨认。
③选词填空，通过做题理解意思，理解形容词性物主代词和名词性物主代词的区别。
（3）课堂小练习。
①This is my book.The book is mine (me).②The students are doing their homework.(they)③—That picture is Amy’s.—Ah,it’s hers .(she)Step 3:Consolidation and extension完成“Story time”，注意本单元的重点句型，描述正在进行的动作。
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。
(新)人教PEP版英语五下《Unit 5 第三课时》精品教案
第三课时课时内容A Let’s spell课时分析本课时是人教版五年级下册第五单元第三课时。
围绕“本单元的音标、核心词汇和句型”展开。
Let’s spell 学习字母组合ng和nk在单词中的发音规则。
本课时的重点是音标的学习。
Let’s spell包括Read, listen and chant. Read, write and listen.和Look, listen and write.三个部分，让学生感知、归纳和运用字母组合ng和nk的发音规则。
Let’s spell引导学生自己总结，培养学生的思维能力。
课时目标（1）能够掌握字母组合ng/nk的发音规则，即ng/nk在单词中发/ŋ// ŋk/。
（2）能够读出符合ng/nk的发音规则的单词，并能根据发音拼写出符合ng/nk发音规则的单词。
课时重难点1.重点（1）能够掌握字母组合ng/nk的发音规则，即ng/nk在单词中发/ŋ// ŋk/。
（2）能够读出符合ng/nk的发音规则的单词，并能根据发音拼写出符合ng/nk发音规则的单词。
2.难点能够读出符合ng/nk的发音规则的单词，并能根据发音拼写出符合ng/nk发音规则的单词。
教学准备课件、录音机、磁带、词卡教学过程Step 1 Warm up1.GreetingT: Good morning, everybody.Ss: Morning, Miss/ Mr....T: How are you today?Ss: I’m fine, thanks.T: What’s the weather like today?S1: It’s ...T: Do you like listening to music?Ss: Yes.T: Now let’s enjoy a song.（播放一首学生熟悉的简短的歌曲，师生欣赏。
）设计意图：通过与学生之间互相问好，询问天气、爱好等话题，拉近与学生之间的距离，为正式进入学习而准备。
PEP人教版小学五年级下册英语教案 全册
英语五年级下册教案学校PEP小学英语五年级下册全册备课一、教材分析:本册教材共6个单元、2个复习单元。
每个单元分“A、B、C”三个部分，共12页。
复习单元为6页。
A、B两部分主要教学单词和对话。
通过各种形式教学生字和单词，并培养学生的阅读能力；C部分作为扩展内容主要通过填色、画图、填充问卷以及手工制作等形式复习并适当扩展所学语言，通过听力活动，评价学生的学习效果。
二、学情分析我校五年级的学生已学过两年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已基本养成。
但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重，口语能力较差。
因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣，注意加强口语、阅读能力的训练。
三、教学目标1．养成良好的听英语、读英语、说英语的习惯，继续培养五年级学生对英语的学习兴趣。
2．初步养成良好的书写习惯。
3.能掌握本册所学三会、四会词语,如：do morning exercises, eat breakfast, have English class等。
4．能掌握本册所学功能句型，如:When is your birthday? It’s in May. My birthday is in June. Uncle Bill’s birthday is in June,too.等。
5．能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
6．能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。
7．能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
8．能演唱已学的英语歌曲，能诵读已学过的英语歌谣。
四、教学重点难点。
1．重点：①四会句型、单词如do morning exercises, eat breakfast, have English class等。
②在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
人教版pep五年级下册英语全册教案教学设计
1全册教学计划本学期我将担任五年级下册的英语教学工作。
根据学生的实际情况，拟定以下教学计划。
指导思想全面贯彻“三个面向”战略指导思想，渗透和灌输可持续发展的战略思想。
以素质教育为根本宗旨，坚持以德育为首、教学为中心的原则，紧紧围绕构建“高效课堂”这一主题，狠抓常规教学，推进课程改革，加强教育科研，全面推进素质教育，与时俱进，以培养学生创新精神和实践能力为重点，充分发挥学生的潜能，提高学生的全面素质和自学能力。
教材分析本册教材的编写思路是：话题——功能——结构——任务，以话题为纲，以交际为主线，兼顾语言结构，逐步引导学生运用英语，完成有实际意义的语言任务。
本册教材共6个单元加2个复习单元，每个单元分A\B\C三部分，A\B部分要求掌握，B部分是A部分的语言扩展，C部分是选学部分。
A、B部分的Let's learn/ Let's talk是每个单元的重点。
本册教材的特点是：1．强调语言运用。
2．注重能力培养3．突出兴趣激发4．重视双向交流5．融合学科内容6．重视灵活扩展7．实现整体设计。
学习目标1、能听、说、读、写69个短语和单词以及14组句子和6个谚语句子。
（包括日常活动、季节、生日、电话用语、动物和野营等几个话题）。
要求能在真实语境中正确运用并能读懂简短语篇。
2、能听、说、认读85个单词。
3、能听懂、会唱6首歌曲。
4、能理解6个幽默小故事。
5、能了解6项简单的语法知识。
学习重点难点1.重点：（1）四会句型、单词。
（2）在任务型教学的过程中运用相关的语言知识和技能，完成某项任务。
（3）运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
2．难点：养成良好的听英语、读英语、说英语的习惯。
学情分析.五年的班容量大，每班学生数均在65以上。
学生已学过两年多的英语，具备了一定的听、说、读、写英语的能力。
通过两年半的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事。
新人教PEP版五年级英语下《Unit 5 第一课时》教案(优秀课)
第一课时课时内容A Let’s try Let’s talk课时分析本课时是人教版五年级下册第五单元的第一课时，围绕“学校画展”这个话题展开。
主要是通过对话的情景学会询问和回答某物属于某人的句型The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.。
培养学生学习英语的兴趣和树立学好英语的信心。
本课时是整个单元的首课时，在本单元中起引领与铺垫作用.本课时的重点是核心句型的灵活运用。
本课时包括Let’s try 和Let’s talk 两个板块。
Let’s try是听力训练，通过陈杰和Mike 在参观学校美术展时的问答，帮助学生初步理解A部分Let’s talk 的核心句型。
Let’s talk通过呈现陈杰和Mike 参观学校画展的情景，引出句型The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s. 此版块的话题贴近学生的生活，学生们都非常感兴趣，很能激发学生求知的欲望。
在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，借助师生照片、图片等多种方式呈现，采用猜一猜、找一找等多种教学活动，全面调动学生的积极性，培养学生灵活运用语言的能力。
本课时的教学内容是四年级下册第五单元教学内容的延续，Whose... is/are this/these? It’s/They’re...’s . Are these yours? 的句型学生们在四年级已经接触过，为本单元的教学打下了很好的基础。
课时目标1. 能够听、说、读、写句型：The yellow picture is mine. Are these all ours? Whose is it?It’s Zhang Peng’s.2. 能够在教师和图片的帮助下理解对话大意。
2023学年人教PEP版五年级英语下册 Unit 5 第3课时 公开课说课稿
2023学年人教PEP版五年级英语下册 Unit 5 第3课时公开课说课稿一、教学背景本课是人教PEP版五年级英语下册Unit5的第三课时，主要内容是学习询问和回答时间与日常生活相关的词汇和句型。
本节课为一节阅读课，教师需要通过朗读、解释、演示等方法，帮助学生理解文本并训练其阅读和口语表达能力。
二、教材分析教材选取的是《人教PEP版五年级英语下册》中的第五单元第三课。
本课主要围绕“询问和回答时间”的话题展开，通过介绍主人公Tina的日常生活来让学生学习相关的词汇和句型，并通过理解及复述故事情节来提高学生的阅读和口语表达能力。
三、教学目标1.能够听懂并理解询问日期、时间和日常生活的对话；2.能够正确地表达时间、日期以及日常生活相关的词汇；3.能够流畅地复述故事内容；4.能够通过朗读、模仿等方式，提高口语表达能力。
四、教学过程1. 导入引导学生回顾最近学过的时间和日期相关的词汇，如小时、分钟、日、周、月、年等，并问学生知道如何询问和回答时间和日期吗？2. 展示通过课件或实物等展示一些日常生活中与时间、日期相关的图片，如钟表、日历、闹钟等，让学生可以形象地理解和记忆相关词汇。
3. 阅读教师通过阅读故事《Tina’s Day》，引导学生理解故事情节。
教师可以边读边向学生介绍一些生词和句型，并让学生跟读、模仿。
4. 重点讲解在故事中，Tina会询问、回答什么问题，以及用哪些句型表达时间和日期等。
教师可以挑选重点内容进行讲解，并通过实例让学生明白用法和要点。
5. 引导学生复述故事情节让学生尝试从头到尾复述故事情节，引导他们在语言表达上不断完善。
6. 学生合作练习学生分组进行练习，通过模拟对话的形式进行练习，增强对所学知识点的理解和掌握。
7. 拓展让学生自行组织与时间、日期相关的对话，并展示给全班同学分享。
教师可以根据学生表现进行点评和指导。
8. 小结教师通过提问与总结等方式，检查学生的掌握情况，并进一步巩固和加深所学知识。
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PEP版英语五年级上册Unit 5教案第3课时
第三课时一、课时内容教科书第51页：B. Let’s try Let’s talk二、课时分析本课时是义务教育灵通版（pep）小学英语教科书五年级上册的第五单元第三课时,围绕核心句型There are…展开内容。
包括Let’s try和Let’s talk二个板块。
Let’s try是听力训练,是为Let’s talk部分做铺垫的,是为让学生初步感知新句型而设计的。
教师在开始听力训练之前,可以先带领学生复习A部分所出示的There is…这一句型,然后阅读指令语,着重指出其中的三个复数名词pictures、flowers和toys,让学生对即将听到的听力内容有所推测。
Let’s talk是围绕B部分核心句型There are…而展开的一个对话场景,依然延续了A部分中Mike、Sarah参观张鹏家这一背景,通过他们三人之间的对话,呈现了There are…here,There are…in…的句型,让学生在参观完张鹏的卧室之后,又看到了张鹏家客厅的摆设——许多图片,许多植物,等等。
对话之后设计了一个自主练习,目的是让学生仿照对话中的表达方式,同时观察Let’s talk中的对话配图,用There are…和There is…句型继续讨论张鹏家客厅的其它陈设,比如两只小狗,两把椅子,许多书,一台电视机,一个书架等,通过这种对话练习,实现灵活运用新学句型,同时综合练习了A部分已学句型There is…,将本单元的两个主要句型在同一对话场景中展示出来,形成A、B两部分教学内容的整合,让学生在一个比较宏观的背景中体会这两个句型的相同点以及不同之处。
本课时是本单元B部分的首课时,是对A部分所学话题和知识点的深入,在整个单元中起推进与拓展的作用,重点掌握用There are…句型来描述家居陈设。
对话中呈现了三个There are…句型,加深了学生对该句型的认知度,接下来的自主练习,学生们看图片继续描述张鹏家客厅的陈设,从听对话到主动参与对话,从而达到熟练运用新句型There are…、巩固复习已学句型There is…的目的,本课时在情景对话中学习重点单词和重点句型,教师在讲授新课时应首先帮助学生们理解情景对话内容,明白什么时候运用什么句型。
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第三课时
课时内容
B let’s try Let’s talk
课时分析
本课时是人教版五年级下册第五单元第三课时。
围绕“小狗Fido”这一话题展开，主要通过对话学习句型Is he drinking water? No, he isn’t. He’s eating.的表达。
增强学生热爱动物的美好情感，激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。
本课时在B部分中起到了引领的作用。
本课时的重点是能够在情景中运用询问并回答某人正在做某事的句型。
本课时包括Let’s try 和Let’s talk 两个版块。
Let’s try呈现了Sam到陈杰家做客时所发生的问答的场景，使学生初步感知核心句型。
Let’s talk呈现了Sam在陈杰家做客，两人讨论小狗Fido的情景，引出核心句型Is he drinking water? No, he isn’t. He’s eating. 情景的设置，很贴近学生的实际生活，更能激起学生学习的兴趣。
本课时的新授知识学生比较容易理解，教师在教学中充分利用教材已设定的情境展开教学，引导学生在合作学习中和任务学习中正确表达所学句型。
课时目标
1.能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’s eating.
2.能够理解对话大意。
3.能够用正确的语音、语调朗读课文。
4.增强学生热爱动物的美好情感。
课时重难点
1. 重点
（1）能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’s eating.
（2）能够理解对话大意。
（3）能够用正确的语音、语调朗读课文。
2. 难点
句型Is he/she v-ing? Yes, he/she is. No, he/she isn’t. He/She is v-ing.的灵活运用。
教学准备
课件、图片、词卡、录音机、磁带
教学过程
Step 1 Warm up
1. Greeting
T: How are you, everybody?
Ss: I’m fine, thanks. And you?
T: Very well, thanks.
2. Let’s chant.
T: Boys and girls, I have a chant for you. Look!(课件呈现自编儿歌。
) Are you ready?
Ss: Yes, I’m ready.
T: Ok. Let’s chant together.
教学资源：课件
设计意图：美妙的旋律，朗朗上口的儿歌，既活跃了课堂气氛，吸引了学生的注意力，又巩固了上节课所学的知识。
Step 2 Lead in
T: Good. Look at the PPT. Whose cat is that?
Ss: It’s John’s.
T: Whose dog is that?
Ss: It’s Chen Jie’s.
T: The dog’s name is Fido. How do you like this dog?
S1: It’s small/cute/...
S2: It’s...
T: Do you like her dog?
Ss: Yes.
T: Sam likes Fido, too. Today he is at Chen Jie’s home. He wants to play with Fido. Where is the dog? （呈现教材中let’s try的三幅图片。
）Guess!
S1: In the kitchen.
S2: In the bedroom.
S3: In the living room.
T: Now let’s listen and tick the right picture.（播放录音。
）
教学资源：课件、录音机、磁带
设计意图：用儿歌中的图片很自然的引出主人公Fido,然后课件呈现教材中Let’s try的三幅图片，让学生猜测Fido在哪，引起学生的求知欲望，并为引出正文做准备。
Step 3 Presentation
1. 呈现完整对话
(1) T: Fido is sleeping in the living room. Fido is drinking water in the kitchen. Fido is sitting in
the bedroom.（教师依次介绍Let’s try图中内容，学生跟读，初步感知现在进行时的表达，板书sleeping, drinking water, sitting，红色着重于-ing。
）
(2)T: Fido is so cute. Sam wants to play with him. But where is he? What is he doing? Guess!
S1: Is he...?（引导学生用Is he v-ing猜测，板书句子，教学句子，理解句子。
）
T: No, he isn’t.（板书回答。
）
S2: Is he...?
...
(3)T: Now let’s listen to the tape and find out the answers.
设计意图：猜测Fido在干什么，初步理解现在进行时的表达。
2. 教学对话
(1)呈现Let’s talk的图片
T: Where is Fido now?
Ss: In the kitchen.
T: What is he doing?
Ss: He’s eating.（板书句子，教学句子。
）
T: Is Fido drinking water?
Ss: No, he isn’t.
(2)Listen to the tape again.
T: Then what is Sam going to do with Fido?
Ss: He’s going to take Fido to the park.
(3)Read aloud.
理解Can you take him to the park?
(4) Listen to the tape and follow the tape.
(5)分角色朗读。
同桌两人分角色读。
男女生分角色读。
师生分角色读。
(6)表演对话。
教学资源：课件、录音机、磁带
设计意图：表演对话，展示了学生们的语言才能，表演才能，提高学生运用语言的能力。
Step 4 Practice
Let’s play a game
(1)教师事先准备好小猫Mimi做不同事情的图片，请一名学生到讲台前，面向黑板，教师随意抽出一张，学生用句型Is the cat v-ing?猜测，其他学生给出相应的回答Yes, she is. / No, she isn’t.
(2)两人一组，拿出事先自己准备好的动物的图片，进行猜测问答。
教学资源：图片
设计意图：通过游戏的活动，让学生在玩中巩固所学知识。
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
1. 学习了词汇：drinking water, sleeping, eating
2. 学习了句型：Is he /she +v-ing?
Yes, he /she is. No, he/she isn’t.
设计意图：将本节课所学的主要内容，知识结构进行归纳，帮助学生理解和记忆本课时所学的知识。
课堂作业
一、英汉连线。
1.play with A. 和……玩
e here B. 喝茶
3.drink tea C. 当然可以
4.of course D. 过来
二、单项选择。
( ) 1.—Is Sarah ________ water?
—Yes, she is.
A. drink
B. drinking
C. Drinks
( ) 2. —Can you take ________ to the park?
—Sure.
A. he
B. him
C. his
( ) 3. —________is Tom?
—He’s at home.
A. Whose
B. Where
C. Who
三、选择合适的句子补全对话。
Mary: Where is Mimi?
Lily: 1.________________
Mary: 2. ________________
Lily: No, she isn ’t. 3. ________________ Mary: 4. ________________
Lily: Of course.
板书设计
Unit 5 Whose dog is it?
Is he/she + drinking water? v -ing
Yes, he/she is. No, he/she isn ’t. He ’s eating。