新人教版五年级下册英语Unit5教案
人教PEP版英语五年级下册Unit 5 第二课时教案-教学设计
第二课时课时内容A Let’s learn Look, say and complete课时分析本课时是人教版五年级下册第五单元第二课时。
围绕“Dog Show”这一话题展开，主要通过对话学习词汇mine, yours, his, hers, theirs, ours，培养学生爱护动物的意识。
第一课时为本课时打下了一定的基础，本课时的重点是四会单词的掌握以及灵活运用。
本课时包括Let’s learn 和Look, say and complete两个板块。
Let’s learn通过呈现Zoom 和Zip谈论报刊墙展出的Dog Show的场景，体现了单词的词形和意义。
此版块设计的学生们比较感兴趣的动物的话题，非常符合学生的心理，贴近学生的生活，更能激发学生学习的兴趣。
Look, say and complete版块是一个综合性的语用活动，通过这个活动操练A 部分Let’s learn所学的词汇和句型，做到学以致用。
本课时虽然是新授课，但是四会单词mine, his, yours, ours在第一课时已经接触过，所以在设计教学过程时，遵循以学生为主体的原则，采用听、说、读、写、玩等多种方法调动全体学生的积极参与。
通过任务型教学法、合作探究教学法等引导学生自主学习。
课时目标（1）能够听、说、读、写单词：mine, yours, his, hers, theirs, ours。
（2）能够在语境中正确运用这六个单词。
（3）能够对物主代词进行总结归纳。
（4）培养学生爱护动物的意识。
课时重难点1.重点（1）能够听、说、读、写单词：mine, yours, his, hers, theirs, ours。
（2）能够在语境中正确运用这六个单词。
（3）能够引导学生对物主代词进行总结归纳。
2.难点（1）能够在语境中正确运用mine, yours, his, hers, theirs, ours这六个单词。
（2）物主代词的归纳。
PEP英语五年级下册第五单元《Unit 5 Whose dog is it》教案含反思
PEP英语五年级下册第五单元《Unit 5 Whose dog is it》教案含反思一. 教材分析PEP英语五年级下册第五单元《Unit 5 Whose dog is it》的主题是关于动物和物主代词的运用。
通过本节课的学习，学生能够掌握有关动物的词汇，以及使用物主代词来描述动物的主人。
教材通过图片和对话的形式，引导学生进行观察、思考、交流和合作，从而达到提高学生英语听、说、读、写的能力。
二. 学情分析五年级的学生已经具备一定的英语基础，对于动物的词汇和物主代词已经有了一定的了解。
但部分学生对英语学习的兴趣不足，课堂参与度不高。
因此，在教学过程中，需要教师创设有趣的情景，激发学生的学习兴趣，提高他们的学习积极性。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇，如cat,dog, bird等；学生能够正确使用物主代词it和whose来描述动物的主人。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的交流。
3.情感目标：培养学生热爱动物，保护环境的意识。
四. 教学重难点1.重点：学生能够正确说出动物的名称和物主代词的运用。
2.难点：学生能够在实际情景中灵活运用所学知识进行交流。
五. 教学方法采用情境教学法、互动式教学法和任务型教学法，通过图片、对话、游戏等形式，引导学生进行观察、思考、交流和合作，从而达到提高学生英语听、说、读、写的能力。
六. 教学准备1.准备相关动物的图片和视频。
2.准备物主代词的图片或卡片。
3.准备录音机或多媒体设备。
七. 教学过程1.导入（5分钟）通过展示动物的图片，引导学生进行观察，激发学生的学习兴趣。
如：展示一张狗的图片，问学生：“What’s this? It’s a dog. Whose dog is it?”学生可以用“I don’t know”或“It’s mine”等进行回答。
2.呈现（10分钟）教师通过展示对话，引导学生学习本节课的主要词汇和句型。
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)五年级英语下册教案 Unit 5(14) 第六课时
重点难点
swimming的拼写
教学方法
Teaching method
教具
Tape recorder
教 学 过 程 及 内 容
（2）看本单元的词卡，用本单元的主要句型练习说话。
3.新课呈现
Read and write
（1）出示该部分的挂图，让学生看挂图自学文章，并在小黑板上出示几个自学问题
a. Where are Sarah , Amy and Chen Jie ?
b. How many tigers do they see ?
（人教PEP）五年级英语下册教案
Unit 5 Look at the monkeys第六课时
课 题
Unit 5 Look at the monkey
课型
New lesson
改进内容
教
学
目
的
1.能够听、说、读、写句型What are they doing? They are swimming。They are climbing trees.
c. What are the tigers doing ?
d. What are the pandas doing ?
e. Are pandas good climbers ?
就上述问题展开讨论。
（2）教师放该部分生跟读，仿写。
（4）完成短文后的练习。
1.热身
（1）放歌谣：第四单元let’s chant部分的歌谣What are you doing? ,学生边说边做相应的动作。
五年级英语下册 Unit5 第三课时教案 人教新版
Unit5 How much is it? 第三课时【教学重点】听说认读掌握生词：skirt shirt jacket dress T-shirt【教学难点】单词拼读；书写指导【教具准备】1、本课生词的单词卡片2、配套的教学课件3、相配套的教学录音带4、学生自己的衣物5、课文主题图6、大小写字母卡片【教学过程】（一）热身／复习（Warm-up/Revision）1、Free talkWhat color do you like?What color is your /…?2、Let’s chantB部分的Let’s chant.的歌谣，边说边出示单词。
（二）呈现新课（Presentation）1、教师准备好一些大小不一的衣服。
说：“I think this skirt is pretty.”然后教师穿一下，说：“But it’s too big.”然后再拿起一件，说：“This one, it’s nice. It’s fits me well.”2、教师请一个孩子上来选衣服，指导孩子运用句子：This shirt is …, but it’s too ….3、然后多请上几个孩子上来说。
4、小组活动孩子们把自己的衣服带来，在小组中每个孩子轮流挑选衣服，在这一过程中运用This shirt is …, but it’s too ….5、观看课件，认读句子，让孩子逐句认读，小组认读。
6、教师指读生词，让孩子抢答认读。
小组比赛拼读，抽查孩子的拼读。
7、两人一小组，一个拼，一个写。
单词的抄写练习。
8、出示句子的句卡，然后孩子试读，教师提示学生注意第一个单词第一个字母大写，提示孩子注意标点和占格。
（三）趣味操练（Practice）1、拼一拼，猜一猜教师拼一个单词，让孩子迅速说出词。
孩子小组做游戏2、听一听，拼一拼每个小组一套字母卡片，请一个孩子说词，小组拼，比比谁最快。
3、教师请几个孩子穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。
人教版PEP五年级英语下册unit 5 part A let's learn优秀教案
Unit Five Whose dog is it? 教学目标：1.能够听、说、读、写16个单词。
2.学会句型①单数This / That/It is....复数They/ These/ Those....②单数-Whose ...is this?-It’s mine/his/hers/yours/theirs/ours.复数-Whose...are these/those?-They are mine/his/hers/yours/theirs/ours.③Are these/those/they....?Yes,they are./ No they aren’t根据所学单词进行回答。
课时安排五课时第一课时教学目标：1.能够听、说、读、写六个单词。
2.学会句型①This is....②There is a...?③Whose ....is that/this?并会根据所学单词进行情景对话。
一、板题、示标。
同学们，今天我们来一起学习第5单元Part A let’s learn 部分。
首先，明确本节课的学习目标（投影显示）。
有信心完成学习目标的同学请举手，（好，请放下。
）为了更好地完成学习目标，本节课我们将进行四场比赛，先看第一场比赛。
二、第一次“先学后教”比正确翻译词组意思。
师：请同学们看自学指导自学指导要求：默看P49页，结合单词表，2分钟后比谁能正确翻译出词组意思。
师：时间到，停，随机提问。
（接下来进行第二场比赛）三、第二次“先学后教”比正确读出词组。
师：请同学们看自学指导自学指导要求：请小组讨论，单词正确读音，4分钟后比谁能最准确读出词组。
师：时间到，停，分组抽测（接下来进行第三场比赛）个性化设计：强调：his dog 他的狗-his他的，his对应boy; her-对应girltheir dog 他们的狗-theirs他们的拓展：The lovely boy is from Class 1.______name is John.A HerB HisC Your.三、第三次“先学后教”比正确读出词组。
人教版五年级下册英语教案Unit-5--Whose-dog-is-it
Unit 5 Whose dog is it?单元备课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与其语用情境。
学生通过看图，了解本单元话题与相关文化知识，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 drinkingwater?No，he isn’t . He is eating.”在此过程中，学生能够根据正确的语音、语调、意群朗读对话，并能进行角色表演，此外还掌握了名词性物主代词的用法和字母组合ng/nk的发音规则，总之通过本单元的学习学生的听、说、读、写能力都得到了进一步的提升。
单元目标一、知识与技能1. 能够听、说、读、写六个名词性物主代词：mine，yours，his，hers，theirs，ours，和六个动词现在分词：climbing，eating，playing，jumping，drinking，sleeping和词组each other。
并能在语境中正确运用以上词汇。
2. 能够听说、读、写句型：The yellow picture is mine. Are these all ours?Whose is this?It’s Zhang Peng’s. Is he 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。
最新人教版五年级英语下册第五单元unit 5 part A let's talk先学后教模式教案
Unit Five Whose dog is it?教学目标：1.能够听、说、读、写16个单词。
2.学会句型①单数This / That/It is....复数They/ These/ Those....②单数-Whose ...is this?-It’s mine/his/hers/yours/theirs/ours.复数-Whose...are these/those?-They are mine/his/hers/yours/theirs/ours.③Are these/those/they....?Yes,they are./ No they aren’t根据所学单词进行回答。
课时安排五课时第二课时教学目标：1.能根据所学句型对人物性格进行询问，并会回答.2.能够理解let's talk的大意，会读，并能小组内进行情景对话.一、板题、示标。
同学们，今天我们来一起学习第5单元Part A let’s talk 部分。
首先，明确本节课的学习目标（投影显示）。
有信心完成学习目标的同学请举手，（好，请放下。
）为了更好地完成学习目标，本节课我们将进行四场比赛，先看第一场比赛。
二、第一次“先学后教”比正确翻译短文意思。
师：请同学们看自学指导自学指导要求：默看P4页，结合单词表，5分钟后比谁能正确翻译出短文意思。
师：时间到，停，随机提问。
（接下来进行第二场比赛）个性化设计：强调：Are. These + 名词性物主代词...? 表示这些是某人的吗Yes，they are 肯定回答/ No, they aren’t 否定回答拓展: Are these hamburgers yours? (做肯定回答)三、第二次“先学后教”比哪个小组能最准确读出短文。
师：请同学们看自学指导自学指导要求：请小组讨论，短文正确读音，5分钟后比哪个小组能最准确读出短文。
师：时间到，停，分组抽测（接下来进行第三场比赛）个性化设计：强调: yellow 黄色，beautiful 漂亮的，Beijing 等城市地名首字母大写。
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。
新人教五年级英语下册unit5Whosedogisit教案
五年级英语下册Unit 5 Whose dog is it ?单元备课单元教学目标：知识与能力目标：句型：1、能够听、说、读、写句型：The yellow picture is mine. Are theseoaiirs? Whoses this?ItSZhangPeg'sJshedrinking waterNo, he isn ' t. He ' s eating.2、能够在情景中运用句型：The yellow picture is mine. Are these all ours? Whose is this?ItsZhang Fe@ s询问和回答某物属于某人。
3、能够在情景中运用句型：Is he drinking water? No, he isn ' t. Hating的问和回答某人正在做某事。
4、能够在图片的帮助下读懂韵文，并能正确地朗读；能够运用核心句型完成句子，描述动物正在做的动作。
词汇：1、能够听、说、读、写六个名词性物主代词：mine, yours ,his, hers ,theirs, ours能够听、说、读、写六个动词现在分词:climbing, eating, playing, jumping, drinking, sleeping 和词组each other2、能够在语境中正确使用上述六个名词性物主代词的单词和六个动词现在分词的单词。
语音：1、能够掌握字母组合ng/ nk的发音规则，即ng/ nk在单词中发/ /和/ /。
谭光海2、能够读出符合ng/ nk的发音规则的单词，并能够根据发音拼写出符合ng/nk发音规则的单词。
情感目标：培养学生爱护动物的意识。
单元重难点：重点：1、能够听、说、读、写句型：The yellow picture is mine. Are these all ours? Whose is this?It ' Zhang Peng' S S he drinking water? No,heisn ' He eating.2、能够听、说、读、写六个名词俾5主代词：mine, yours, his, hers, theirs, ours;够听、说、读、写六个动词现在分词：climbing, eating, playing jumping,drinking, sleepin刑词组each other难点：1、能够在情景中运用句型：The yellow pcture is mine. Are these allours? Whose is tHts?Zhang D eng"询问和回答某物属于某人。
最新人教PEP版 小学英语 五年级下册 Unit 5 第6课时 优质课教学设计
最新人教PEP版小学英语五年级下册 Unit 5 第6课时优质课教学设计一、教学目标1.学习外貌用语，掌握形容外貌的形容词及其用法；2.学习日常礼仪，懂得尊重他人；3.提高语言应用能力。
二、教学内容1. 词汇形容词：tall, short, thin, heavy, strong, fast, slow, clever, kind2. 句型1.What does he/she look like? - He/She istall/short/thin/heavy/strong/fast/slow/clever/kind.2.Thank you./You’re welcome.3. 语法形容词的比较级。
三、教学重难点1.掌握形容外貌的形容词；2.学会运用比较级；3.掌握礼仪用语。
四、教学准备PPT、课件、单词卡片。
五、教学过程1. Warm-up1.Greet students and introduce yourself;2.Ask students to introduce themselves and describe their own appearance.2. Presentation1.Introduce the new vocabulary: tall, short, thin, heavy, strong, fast, slow, clever, kind;2.Pronounce the words and ask students to repeat after the teacher;3.Show pictures of people and ask students to describe their appearance using the new vocabulary.3. Practice1.Ask students to look at the pictures on the screen or the textbook and invite one student to ask the question。
五年级下册英语Unit5《Look at the Monkeys》人教版教案两篇
五年级下册英语Unit5《Look at theMonkeys》人教版教案两篇五年级下册英语Unit5《Look at the Monkeys》人教版教案两篇在教学过程中，耐烦是至关重要的。
它是一位教师良好行为的表达，也就是我们平常所说的教师职业道德的其中重要的一个方面。
我们的工作除了教学上的，还有心灵上的。
对待形形色色的问题，来自不同家庭的学生，都要用一颗热情的心耐烦地去做。
下面和课件网一起看看有关五年级下册英语Unit5《Look at the Monkeys》人教版教案两篇。
《Look at the Monkeys》教案1教学目标1. 句型What are they doing? They are swimming。
They are climbing trees.2. 培育学生语言运用能力与制造力。
能够运用语言去完成一些任务型的活动。
3. 培育学生通过以旧带新的方式自主阅读，同时注重合作学习。
教学重难点重点What are they doing? They are...... Can the animals really do something?难点Here come two tigers . Can tigers really swim? Yes ，they can . Theyre good climbers.教学过程1.Sing the song: 〔rhythm: Happy new year.〕What are they doing〔3〕in the park? They are jumping\walking\flying in the park? What are they doing〔3〕in the park? They are swimmingunning\fighting in the park? What are they doing〔3〕in the park? They are swinging\drinking\sleeping in the park?2.Lets chant:Koalas are sleeping.Kangaroos are leaping〔跳动〕.Two bears are fighting.The small bear is biting〔咬〕.A monkey is climbing.A bird is flying.A lion is snoring.The zoo is never boring〔不无聊〕.3. Show them a park: Do you see any animals?Models: Oh，boys and girl. Just look at the beautifulpark！Its beautiful，isnt it? So many animals are in it. How many animals can you see? Do you see any animals. Look ！Here come some birds！What are the birds doing? Can the birds really fly? ...... Very well，boys and girls！You did a good job！I have some friends. They are in a big nature park. They are Sarah，Amy，and ChenJie. Lets go and have a look with them！And we can watch what the animals are doing now. OK? NaturePark 适时鼓舞学生所作出的成果，为他们的自信加油打气.为进一步的自主学习打下良好的基础.既然有了上一步的情景的引出，很轻松地引出本课的三个主人翁:Sarah，Amy，and ChenJie. 并准时有效的引导学生去和他们一起观看自然公园中的动物们在做什么4. General reading: Show them four questions，and then let them read the leaning material and find the answers quickly！①: Can tigers really swim?〔〕A:Yes，they cant: No，they arent②: The pandas are〔〕. A: climbing trees B: drinking water 〔When the students find the answers，as a teacher，he should go into with them and help them to find the answers quickly.〕【设计意图】由推想到寻求答案，教师先出示问题，指导学生带着问题阅读并通过快速默读理解语篇大意。
英语人教新起点(一起)五年级下册-Unit 5 Lesson 1教案
英语人教新起点（一起）五年级下册-Unit 5 Lesson 1教案教学目标1.能听、说、读、写单词：flag, drum, trumpet, guitar, piano, club, swim, dance。
2.能听懂并能运用句型：What club do you want to join? I want to join the music club. What can you do? I can swim/dance/play the guitar/play the piano.3.能描述自己的爱好、特长，表达自己的想法和意愿。
教学重点1.重点词汇：flag, drum, trumpet, guitar, piano, club, swim, dance。
2.句型：What club do you want to join? I want to join the music club. What can you do? I can swim/dance/play the guitar/play the piano。
教学难点能够熟练表达自己的想法和意愿，能够描述自己的爱好、特长。
教学准备PPT, 扩音器, 单词卡片。
教学过程Step 1：Warm-up•以“Clubs in My School”为题，展示PPT幻灯片，以课程开始为背景，分别展示出不同种类（如音乐、体育、读书、美术等）的俱乐部，并询问学生们是否有参加校园俱乐部的经历。
此举可提高学生们对主题的兴趣，并利于引领后续内容的引入。
Step 2：Presentation1.老师分别展示unit 5 lesson 1 中的单词，并请学生们跟读，纠正语音发音错误。
2.老师通过图片展示乐器的形状、功能和使用对象，以助于学生理解每个单词的含义。
3.老师向学生们介绍club的概念，并利用PPT展示学校中不同愿望俱乐部的名称和图片。
Step 3：Practice1.让学生们在小组中互相问询，回答“你喜欢什么样的俱乐部”，计时一分钟后，让每组代表回答，并介绍一下自己的俱乐部。
Unit5Whosedogisit？(教案)人教PEP版英语五年级下册
T: Hey, children! Do you remember Mr Brown. He’s Amy’s ________.(出示人物图片) After PE class, children lost a hat and a pair of shoes. Le’s (1)watch the video, and answer:
Lead in:We know Children’s Day is ing.The school will have an art show. John draws a beautiful picture.
’s try
(1) Guess: Which is John’s picture?
出示句型：The ______ picture is John’s.
教学重难点
重点：1.把握四会句子。2.用正确的语音、语调朗读对话文本。
难点：能够在情景中用句型(1)Whose is it? It’s Zhang Peng’s. (2)The yellow picture is mine.
教学环节
教学过程
设计意图
Warming up and Review
1.Sing a song: Whose hat is that?
Watch and answer:
CJ：Aretheseall(全部)ours?
these:A. the art show.B. these pictures
ours:A.我们的B.我们的〔图片〕
〔3〕Listen and imitate.
同上随文理解教学句子：It’s his. (his picture)
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年人教版(PEP)五年级英语下册Unit5 Whose dog is it PartA le
PEP Book6 Unit5 Whose dog is it? Part (A) Let’s talk 教学目标与要求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 a picture of Shanghai . Whose is it ?重点句型：Whose is it?It’s ...难点能熟读对话和灵活的进行句型替换练习。
教具：录音机及录音带，单词卡片和人物卡片教学环节师生活动Preparation准备活动1.Let’s sing.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 .(…)教学环节师生活动Presentation新知呈现1.Let’s try.教师播放Let-s try部分的录音，学生完成听音打勾练习。
教师再次播放Let -s try部分的录音，然后问学生：Which is John's picture?要求学生根据所听到的的内容回答。
2.Let’s talk(1)敦师播放Let -s talk部分的录音，请学生认真听，思考以下问题：①Which picture is Chen Jie's?②Whose is the picture of Beijing? Whose is it?③Whose is the picture of Shanghai? Whose is it?(2)教师播放录音，学生回答这三个问题。
①The yellow picture is Chenjie's. It's his.②It-s Zhang Peng's.lt's his.③It's Yifan's. It-s his.(3)看图说话。
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。
五年级下册英语教案-Unit5《HaveaGreatTrip》(Lesson2)｜人教(新起点)
五年级下册英语教案－Unit 5《Have a Great Trip》（Lesson2）｜人教（新起点）教学内容本课为人教版五年级下册英语《新起点》教材Unit 5《Have a Great Trip》的第二课时。
教学内容围绕“旅行计划”展开，主要目的是让学生能够用英语描述和讨论旅行计划，并能就旅行的相关话题进行简单交流。
教学目标1. 知识与技能：学生能够理解并运用本课的关键词汇和句型，如“plan a trip”、“go to”、“ plane/bus/train”等，来描述和讨论旅行计划。
2. 过程与方法：通过听、说、读、写的实践，学生能够提高英语听说能力，增强语感，培养合作学习的习惯。
3. 情感态度与价值观：激发学生对旅行的兴趣，培养其合作精神，增强跨文化交际意识。
教学难点1. 正确运用本课的关键词汇和句型进行旅行计划的描述和讨论。
2. 学生能够理解并运用不同交通方式的英语表达。
3. 学生能够根据实际情况，灵活运用英语进行旅行计划的交流。
教具学具准备1. 教具：PPT课件、教学录音带、单词卡片、板书工具。
2. 学具：学生自备英语课本、笔记本、彩色笔。
教学过程1. 导入：通过PPT展示一些著名的旅游景点图片，引导学生谈论他们对旅行的看法和经历，激发学生的学习兴趣。
2. 新课内容呈现：通过PPT展示本课的关键词汇和句型，结合教学录音带，让学生听、跟读，并解释单词和句型的含义。
3. 实践活动：学生分组，每组根据教师提供的景点信息，讨论并制定旅行计划，然后向全班汇报。
4. 巩固练习：通过PPT展示不同的旅游景点，学生用英语描述他们的旅行计划，教师给予指导和反馈。
板书设计1. 本课Unit 5《Have a Great Trip》Lesson 22. 关键词汇：plan a trip、go to、 plane/bus/train等。
3. 重点句型：Where do you want to go for a trip?、How do you plan to go there?等。
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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, Ev erybody, 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。
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 .1.________2._______3.________4.________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 talk 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, 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 th e 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 tha t 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）1.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. 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。