五年级下册Unit5B Read and write
B Read and write
Let’s do
Look ! Can you see Robin and Sarah? Where are they?
They are at the zoo. So Robin is very happy. He is excited.
is walking like an Look! Robin ___ _____ ___ __ elephant ________. 正在做什么 像…一样
is climbing a monkey Look! Robin _ _______ like ___ __ ________.
is ______ flying Look! Robin _ ___ like _ a bird ___.
2.What are the animals doing in this story? The bear ___________. is dancing are eating The rabbits ________. is running . The tiger __________ The elephant ________. is walking
am dancing like a _____. I __________
你现在是Robin,用上面的句型说一说！
Answer the questions
1.Where are Sarah and Robin?
Be +V-ing
表示动作正在进行中 They are ___________. at the zoo
Robin 是 “他”还是“它”
他-- he 它-- it
No! No! I don’t want to be a fish.
Is Robin swimming like a fish?
he isn’t. No, ___
Look! Robin ________ like a _____.
自己说一说！
Robin is very excited.
罗宾很兴奋。
Look! Robin is Biblioteka ancing like a bear.
Look! Robin ___ _____ ___ is eating like _ a _____. rabbit
正在做什么 像…一样
run- running
is running Look! Robin ___ _____ ___ like _ a _____. tiger
What is Robin doing?
谁？ Robin
dance- dancing
正在做什么 is dancing 像…一样（how） like a bear
Robin is dancing like a bear.
罗宾正在像熊一样跳舞。 like a cat 像猫一样 like a monkey 像猴子一样 像老虎一样 like a tiger 像鸟儿一样 like a bird like an elephant 像大象一样 like a rabbit 像兔子一样
your
our
Summary
1.描述某物属于某人 2.某人（某物）正在做什么
Homework
1. Read the text for 15 minutes and try to
remember the new words and sentences.
（熟读课文15分钟，记忆新学词汇和句子。）
2. Act the dialogue out with your partner. （和同桌一起演一演对话。）
Now suppose you are Robin. What other animals do you want to see?
I’m looking at a/an_______. I’m ________like a/an_______. I like______. I want to be a/an______.
rabbit pig cat dog duck panda fish…
walking running eating drinking flying jumping swimming…
Let’s check
Let’s check
Let’s wrap it up
hers his
your mine
his our
What animals can Robin see?
He can see a bear, some rabbits, a tiger, an elephant, a monkey, a bird and some fish.
Read and answer the questions.
What are the animals doing?
五下Unit5_B_Read_and_write教案
Unit5 B Read and write教案一、教学目标1. Pupils can understand the passage of Read and write and finish the exercises.2. Pupils can use the st ructures “I’m looking at the … I’m dancing like a /an /the …描述正在做的事情。
3. Pupils can write a passage finally.二、学情分析本课时为第四学时，学生已基本掌握现在进行时的用法，在此基础上，学生可以通过语篇的学习，理解文章大意，并能够熟练运用句式，完成相关的练习与写作。
三、重难点1. Key points: Understand the passage and finish the exercises.2. Difficult points: Pupils can use the structures in real situation.四、教学过程活动1【导入】A Preparation & Warm up1. Greeting to each other.2. Let’s play. “Chicken dance”.（设计意图：通过欢快的音乐和模仿小鸡的舞蹈动作调动孩子们的兴趣，同时又符合本课的话题。
引出“We are dancing like a chicken.”）3. Let’s enjoy a movie.T: Let’s enjoy a movie.Ss: Watch the movie carefully.T: Are you excited? What animals do you see? What are the animals doing?Ss: Yes. I see many fish … The fish are swimming.（设计意图：通过观看动物世界的画面，带孩子们进入动物的世界，并观察动物们的动作。
PEP人教版小学英语五年级下册全册各课时教学反思
PEP人教版小学英语五年级下册全册各课时教学反思Unit 1 My day第一课时：A部分Let’s try Let’s talk教学反思：本课时侧重于对动作发生的时间的提问，所以在本课时中既有新的知识点，也有涉及上一学期所学知识的地方。
教师在进行本课时的情景对话时，尽量引导学生回顾上学期学过的动词词组，让学生穿插一些学过的动词词组在句型中进行练习，这样不仅让学生巩固了学过的动词词组，也使学生能够更加灵活地运用所学句型，真正运用到了生活情景中。
第二课时：A部分Let’s learn Ask and write教学反思：本课时主要学习动词词组，大多数动词词组对于学生来说都是比较新的知识点，教师通过做动作，学生猜短语的方式，使学生比较容易理解，也比较容易记住这些词组。
再通过小组对话，同桌之间一问一答等方式进行大量的练习，将词组的记忆融入在句子的学习当中，做到了词不离句，句不离词的有效结合。
第三课时：A部分Let’s spell教学反思：本课时的字母组合“cl”和“pl”都与辅音连缀有关，这是一个新的知识点，教师通过出示图片，讲解句子，引导学生拼读句中的单词，使学生初步掌握字母组合的发音。
然后教师在字母组合发音的基础上向学生讲解辅音连缀及其读时需要注意的地方，并让学生跟读录音、观看音标教学视频，有利于学生理解并掌握所学字母组合的发音。
第四课时：B部分Let’s try Let’s talk教学反思：本课时的知识点与Part A部分以及上学期的知识点联系紧密，且上几个课时中，学生已经熟知大量的动词词组，所以在本课时的学习过程中，教师通过提问、讲解知识点的方式将新旧知识点融会贯通，帮助学生达到温故知新的目的。
通过小组接力对话的练习，教师与学生之间的互动有利于学生巩固所学内容。
第五课时：B部分Let’s learn Do a survey教学反思：1.本课时学习了更多的动词词组，教师从动词词组的词意下手，辅以讲解动词词组的相关知识点，引导学生掌握动词词组。
PEP五年级下Unit5_Look_at_the_monkeys_B_read_and_write
Can you be the doctor and find the illness from the pictures.当医生,找出病根。
The cat is jumping. A B C
The cat is walking. A B C
What is it doing? The dog is runing. A B C
Choose the title(题目） A At the zoo
√
B In the nature park
Reading Skills(阅读技巧）
Step
2 Reading in details（细读） tips(提示）： ①Read carefully .(仔细读） ②Read silently.(自己默读） ③Three minutes for you.(时间为3分钟） ④Discuss in groups after reading(自己读完 后4人一组讨论答案）
____ ______
_____
1.Group reading(小组分角色读） S: What a big nature park! ________________ 2.Act out the dialogue. A: But where are the animals? S: Do you see any animals? (表演对话） __________________ A: Yes! Here come two tigers. 3.Make the new dialogue. What are they doing? S: (创编新对话） A: They’re swimming. S: Can tigers really swim? A: Yes, they can. _______________ C: I see some pandas. A: What are they doing? C: They are climbing trees. A: They are good climbers. C: Yes, they are.
最新人教pep版小学英语毕业课本知识点单元复习第17课时五年级下册 Unit 5
是你的。
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4. A: Is he drinking water? 他在喝水吗?
重 B: No, he isn't. He's eating.
不是。他在吃东西。
点 句 5. A: Are these rabbits eating? 这些兔子在吃东西吗？
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8. eating （eat的-ing形式） （正在）吃 重 9. playing （play的-ing形式） （正在）玩耍 点 单 10. jumping （jump的-ing形式） （正在）跳 词 11. drinking （drink的-ing形式） （正在）喝（水）
12. sleeping （sleep的-ing形式） （正在）睡觉
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单元整体提升
一、Read and write.写出下列单词的名词性物主代词。
1.my→___m_i_n_e_____
2. your→y_o_u_r_s______
3. his→__h_i_s______ 5. our→__o_u__rs_____
4.her→_h_e_r_s______ 6. their→___th__ei_r_s___
store is ___t_h_e_ir_s___.
5. A: Look! That's my dog.
B: Yes, It's ___y_o_u__r___ dog. The dog is ___y_o_u_r_s___.
6. A: Sam and Peter, wash ____y_o_u_r___ hands.
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Unit 5 dinner's ready B Read and write 课件
A. beef
B. beef and noodles
Guide2.Read and tick (√) (勾出对话中谈论到的图片.)
√
√
√
√
(John: I’d like some noodles. But I can’t use chopsticks.)
Guide3.Pair work
John: Can I have a knife and fork, please? Yes, John, but try chopsticks for noodles. Mom: ______________________
Unit 5 Dinner's ready
B Read and write
王芹
1.掌握句型：What would you like for dinner? I'd like some... Would you like...? Can I have..., please? Yes. 2.能懂得不同的食物应该使用不同的餐具。 3.提高阅读能力、口语表达能力和英语学习能 力。
beef
noodles vegetables
chicken soup
rice
fish milk bread
juice
Balance food is good for you! 注意合理饮食!
Read and write
For breakfast（早餐）, I’d like a cup of milk and some bread. For lunch（午餐）, I’d like some noodles. For dinner, I’d like some soup, rice and beef. I like healthy （健 康的）food.
2019年人教pep版五年级英语下册全册教学反思
Unit 1 A Let's learnUnit 1单元教学反思Unit 2 第一课时Unit 2单元教学反思Unit 3 A Let’s learnUnit 3 B Let’s learnUnit 3 B Let's learn&Ask and write Unit 4 A Let's spellUnit 4 B Let's talkUnit 4 When is Easter？Unit 5 B Let's learnUnit 5 B Read and writeUnit 6 B Let's talk &Let's learn Unit 6 Part AUnit1 My day A Let’s learn教学反思本课时教学内容为五年级下册一单元My day 第二课时要求学生能够听、说、读、写五个有关日常作息活动的词组，能够运用核心词汇和句型询问并回答关于日常作息和周末安排的问题。
教学主要围绕以下几点进行设计。
1．围绕教学目标的活动设计英语课堂教学中的活动是围绕教学目标，热身/复习活动，运用学生熟知的节奏激活学生已有的知识能力；呈现活动，旨在让学生马上将关注点转移到学习内容上来；巩固活动，旨在提高语言运用能力的教学；拓展活动，开阔学生的视野，为学生的发展服务。
2．基于生活的活动设计在教学设计中，教师通过充实课堂教学中生活化的因素，创设一种再现生活、表达生活的情景，使书本知识与生活世界相沟通。
亮点之一是在谈论日常生活的作息时间时，学生们在起床、上学、作业和睡觉几个环节，差异较大。
教师鼓励学生说出自己的真实情况，适时引导学生展开讨论。
3．渗透文化的活动设计培养孩子的时间观念，养成孩子合理的生活习惯非常重要。
要让孩子知道什么时间该做什么事情，把家庭同学校的作息制度衔接起来，这有助于他们有序的生活和学习，更有助于锻炼他们的独立性。
通过了解国外学生的生活学习、情况，可开阔学生视野，培养他们的世界意识。
PEP5 五年级上册Unit5第五单元 B read and write教案
PEP英语五年级上册Unit5 There is a big bedB Read and write教学设计教学目标：知识目标：1.学生能够读懂邮件，了解邮件大意。
2.学生能够在语境中理解新单词和新词组dirty，nature park，hurry等。
3. 学生能够能够用正确的语音、语调、意群朗读邮件。
能力目标：1.学生能够在教师的帮助和图片的提示下，选出正确的房间图片，并找出依据。
2. 学生能运用核心句型，描述自己房间的物品。
3.学生能够仿写电子邮件。
情感目标：1.学生学会合理布置自己的房间，养成讲卫生的好习惯。
教学重点：1.学生能读懂邮件，并正确朗读。
2.掌握There is和There are句型的用法区别。
教学难点：1.能够用正确的格式写电子邮件。
2.运用核心句型写出句子There is和There are，描述房间的物品。
一．Warming up & revision1.Let’s singA photo of me2.Look and sayPPT: What’s in Zhang Peng’s room?There is a.../There are...T: So how is Zhang Peng’s room?PPT：The room is _______. (nice, clean, big, beautiful...)3.Show another picture of a roomT：Zhang Peng’s room is nice! But how is this room? （show the mouse）Oh, no! There is a mouse!PPT: The room is ______. (show and learn ‘dirty’)二．Presentation1.LeadT: Do you like this room?( No.)Mr jones doesn’t like the mouse. He wants a clean and nice room. And he just moved into an old house.(Show the old house and Mr Jones’s luggage, stick the pictures on the blackboard)1)Listen: I just moved into an old house.2)read：moved, into2.Read quicklyT: How is the room like? Is it clean? Read quickly and underline.(PPT shows the reading tips, then write down ‘How’ on the blackboard for the old house)1)Is the room clean?2)What’s the text about? email/diary3) check the answers(show the passage and the sentence ‘The rooms are dirty.’)(An email to Robin, To...From...,get to know the format about an email.)3.Read againT:What’s in Mr Jones’ room? Read again and circle (give reading tips, write down ‘’What’ on the blackboard)1)Students read again and circle2)Check the things. Circle them on the screen. Write down them on the blackboard.4.Read carefully and tickQ: Where are the things? (write ‘Where’ for the old house)1)Read and find the location of the things2)Tick the right picture of Mr Jones’s room3)Let’s act: Oh, no! I see a mouse behind my computer! (stick a picture of a mouse on the Bb)5.Let’s think1)Why there is a mouse in the room?S1：The rooms are dirty.T:Yes, and let’s see. Where does Mr Jones live?S2: I live near the nature park.T: Yes. He lives near the nature park.(Show the picture and sound, read ) There are so many trees and animals in the park. So we can see a mouse in his room. So he says, please help me! Please hurry!3)Listen and imitate:Please help me! Please hurry!6.Read better1)Listen and imitatePay attention to the intonation2)Read better7.Let’s retell1)Teacher and the students retell the email together, using the blackboard drawing2)Students try to retell with the Bb drawing by themselves四．Practice1.Robin’s workT: Robin reads the email and come to help. He cleans the room. He is so helpful. One day later. What’s the room like now?( show the room after cleaning)S: Look! There is... There are...(describe the room now)五．Extension1.Share Mz Zhu’s dream roomT：Oh, the room is clean and nice now! Mr Jones is so happy! (Show Mr Jones：Thank you robin! This is my dream room!) and this is his dream room. And , I have my dream room, too. Look at my room. There is.../There are...2.Design your dream room1)Students design their dream room on the sheet,and finish writhing the email to introduce their room to Mr Jones.2)Students share their pictures and emails. Check the writings together. 六．Homework.1. Read the email for five times2. Complete your design. Write an email to your friend.板书Blackboard WritingUnit5B Read and writeAn email My roomTo: robin@ There is a bed in the room.From:jones@ There are pictures on the wall.Dec. 21st Array Dear______There is a_____________.There are _____________....。
Unit5 Whose dog is it_ Part B Read and write优质课课件
Tips (温馨提示)：
Animals are our friends. Please protect them.
（动物是我们的朋友，请爱护它们）
Summary
这节课我学会了：
绿色圃中小学教育网http://www.Lspj 绿色圃中学资源网http://cz.Lspj
Unit5 Whose dog is it?
Part B Read and write
复习旧知
eating
dancing
(dance)
running (run)
jumping climbing flying
Presention
Let’s go to the zoo
Read and answer the questions.
正在走路
像大象一样
I’m _lo_o_k_i_n_gat a monkey.
Look! I _am__c_li_m_b_i_ng ___ _l_ike__a__m__o_n_k.ey
正在爬
像猴子一样
I’m _lo_o_k_in_g_at a bird.
Look! I _am__fl_y_in_g_ ___ _ lik_e_a_. bird
The
rabbits
are
__e_a_ti_n_g__.
“我”用am, “你”用are,
The tiger is _r_u_n_nin. g
is 跟着 他（he）, 她（she）, 它
沙市区第一小学五年级英语下册 Unit 5 Whose dog is it B Read and w
Unit5 Whose dog is it?B Read and write 教学反思今天, 我执教了小学英语第六册Unit 5 Whose dog is it? B Read and write 一课时。
这一课时的主要任务是：学生能够在图片和教师的帮助下读懂故事，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；能够理解生词excited和like 在语境中的意思；能够按正确的语音、语调、意群阅读故事；能够在单线上正确、规范地书写句子。
课前我认真备课，精心设计教学各环节，课堂上我紧紧围绕教学目标展开教学，采用多种教学活动，取得了很好的教学效果。
具体反思如下：语篇教学中有一种方法叫做“三读法”：即pre-reading , while-reading 和post-reading。
也可谓之“读前、读中和读后”。
在预先阅读部分，我尝试着以听力的形式让学生整体感知该阅读材料，同时配以一到两个简单的问题，引导学生有目的地去听录音，体会整个语篇的魅力，而不是一开始就把全部的精力放在词句上。
一段时间下来，能在听录音的过程中找到答案的学生越来越多了。
限时阅读，提高速度。
为了系统地训练学生的阅读能力，我尝试着采用了限时阅读的发法。
融境于篇，为趣而读。
小学阶段，我们语篇教学的目的就是：Reading for fun.纵观PEP 小学英语的“Read and write”，我们不难发现其形式以对话居多，当然也有以短文形式出现的。
但在仔细分析之后，我发现“Read and write”的对话又有别于“ Let ’s talk”部分的对话。
“ Let ’s talk”部分的对话强调的是句型结构的渗透，而“Let ’s read”的对话则侧重于大信息量的输入与分析。
一段对话之中还是有可做之“文章”的。
但这些语篇总体缺乏与学生生活实际紧密相连的情境，因而尽管学生在一问一答，但兴趣不大，也缺少表演的欲望。
Unit 5 Helping our parents (Period 2)一、教学内容 : Fun time & Cartoon time二、教学目标:1.掌握单词grow , garden ,sweet ,pest ,ladybird , go away2.理解短文大意，大致了解昆虫的知识。
五年级下_Unit5_Look_at_the_monkeys__B__read_and_write
Pronunciation
• • • • a /a:/ :class, glass, pass, vase ar/a:/ :park, star, car, hard sm/sm/: smoke, smile, small, smell sl/sl/:slow, sleep, slippers, slip
What a big nature park!
But where are the animals?
Yes .I see……
Do you see any animals?
Here come two rabbits.
They are jumping.
What are they doing?
Here come
Kangaroo
• 袋鼠是任一种属于袋鼠目的有袋动物 ，主 要分布于澳大利亚大陆和巴布亚新几内亚 的部分地区。其中，有些种类为澳大利亚 独有。不同种类的袋鼠在澳大利亚各种不 同的自然环境中生活，从凉性气候的雨林 和沙漠平原到热带地区。袋鼠是跳得最高 最远的哺乳动物。 • ”袋鼠 “有时候指所有的有袋动物。
two elephants.
They are flying.
What are they doing?
No, they can’t.
Can elephants really fly?
Here come two pandas.
They are climbing trees.
What are they They are good doing? climbers.
Koala bear!
• 树袋熊，又称考拉，是澳大利亚的国宝， 也是澳大利亚奇特的珍贵原始树栖动物。 英文名Koala bear来源于古代土著文字，意 思是“no drink”。因为树袋熊从他们取食 的桉树叶中获得所需的90%的水分，只在 生病和干旱的时候喝水，当地人称它“克 瓦勒”，意思也是“不喝水”。[1] • 树袋熊并不是熊科动物，而且它们相差甚 远。熊科属于食肉目，而树袋熊却属于有 袋目。它每天18个小时处于睡眠状态，性 情温顺，体态憨厚。