人教PEP版小学英语五年级下册Unit 5 Part B 第5课时 教学设计
新版PEP五年级下册unit5教案
Unit 5 Whose dog is it?单元概述教材解读本单元学习的主题是寻找动物的主人。
主情境图通过展示Miss White 班级的学生在自然游玩时间询问图画、小动物和蔬菜的主人的情境呈现本单元要学习的核心词汇和句型及其语用情境。
学生通过看图，了解本单元话题及相关文化知识，为A、B部分的各个板块的学习做好准备。
学生通过A部分的学习，掌握核心句型“The yellow picture is mine. Are these all ours? Whose is this? It’s Zhang P eng’s.”，和“Is he drinking water? No，he isn’t . He is eating.”在此过程中，学生能够根据正确的语音、语调、意群朗读对话，并能进行角色表演，此外还掌握了名词性物主代词的用法和字母组合ng/nk的发音规则，总之通过本单元的学习学生的听、说、读、写能力都得到了进一步的提升。
单元目标一、知识及技能1. 能够听、说、读、写六个名词性物主代词：mine，yours，his，hers，theirs，ours，和六个动词现在分词：climbing，eating，playing，jumping，drinking，sleeping和词组each other。
并能在语境中正确运用以上词汇。
2. 能够听说、读、写句型：The yellow picture is mine. Are these all ours? Whose is this? It’s Zhang Peng’s. Is he drinking water? No，he isn’t. He is eating.3. 能够在情景中运用句型The yellow picture is mine. Are these all ours? Whose is this? It’s Zhang Peng’s.询问并回答某物属于某人。
新课标PEP小学英语五年级下册《Unit5 PartB Let’s Learn》教学案例
新课标PEP小学英语五年级下册《Unit5 PartB Let’sLearn》教学案例新课标PEP小学英语五年级下册《Unit5 PartB Let’s Learn》教学案例一、教学目标1、能够听、说、读、写动词和动词短语的ing形式:如:sleeping、climbing、fighting、swinging、drinking water。
2、能够听懂、认读句子“What are the elephants doing?They’re drinking.”。
二、教学重、难点重点:五个四会动词(短语)的ing形式。
难点;掌握五个四会动词(短语)的ing形式。
三、课前准备1、教师准备录音机和录音带。
2、教师准备Let’s LearnB部分的动词(短语)词卡。
3、教师准备Let’s Learn(A、B)部分挂图。
四、教学过程Step1 Warm-up1、Listen ,let’s chant教师播放录音带，听本单元A部分chant歌谣，教师引导学生边说唱歌谣边做动作，并使学生理解句子意思。
[英语歌谣用于课前欣赏或说唱，营造课堂学习氛围，用于呈现词汇教学，自然引入新课。
]2、 Preview(1)教师播放A部分Let’s Learn的内容，学生跟读。
教师发号指令学生做动作。
T:Fly like a bird./Jump like a rabbit./Run like… [此活动为训练学生的听力及复习学过的单词](2)教师出示A部分Let’s Learn挂图:T:Look at the picture?.What is the bird/tiger/rabbit/ …doing?S:It’s flying?….(师生、生生之间做连锁问答)[通过复习，培养学生积极参与学习，提高学习兴趣,降低新知识学习难度。
] Step2 Presention and prectice1、Let’s Learn教师引导学生看挂图1，问生:“Can you see two elephants?”Where are they going?Look at picture?.Oh,they are coming near the river.They’re drinking water.教师出示词卡教读短语，引导学生拼读并板书“drinking water”。
人教PEP版英语五年级下册Unit 5 第五课时教案-教学设计
第五课时课时内容B Read and write Let’s check课时分析本课时是人教版五年级下册第五单元第五课时。
围绕“Robin 在动物园”这一话题展开，主要通过阅读文本学习词汇dancing, walking, flying, running, excited, like及如何表达动物正在做的动作的句型。
继续培养学生爱护动物的意识，激发学生学习英语的兴趣和树立学好英语的信心。
前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第五单元B 部分知识的整合。
本课时的重点是单词的理解和能够运用核心句型的运用。
本课时包括Read and write和Let’s check两个版块。
Read and write分为阅读和书面回答问题两个部分。
阅读部分通过呈现Robin和Sarah在动物园，Robin看到了许多动物模仿动物的场景，激活相关的背景知识及话题。
话题有趣，接近学生的实际生活。
Let’s check分为两部分，第一部分为听音标号，用于检测本单元核心词汇和句型。
第二部分为听音选择答案，用于考查本单元核心句型和词汇的理解和表达。
本课时的新授单词，教师要结合图片、动作、一定的语境帮助学生理解。
遵循以学生为主体的原则，采用小组合作的方式，全面调动学生的参与，引导学生自主学习，培养良好的阅读习惯和技巧。
课时目标（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。
（2）能够运用现在进行时态的句型描述动物正在做的动作。
（3）能够读懂故事，并按正确的语音、语调、意群阅读。
.（4）能够正确、规范的书写句子。
（5）能够较好的完成Let’s check。
（6）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。
课时重难点1.重点（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。
新人教版PEP版小学英语五年级下册Unit 5 PartB 公开课优质课教学设计.doc
Unit 5 Whose dog is it?第三课时Part B Let's learn教学目标：1.掌握新单: climbing, eating, playing, jumping, drinking, sleeping.2.掌握句型: Fido is sleeping. They are playing with each other.教学重点：1.能掌握新单词，并知道如何在单词的后面加上ing。
2.能用英语表达谁正在做什么。
教学过程：Step1:Warm-up1. Review last lesson's content.2. T: Whose bag is this?S1: It's mine.T: Whose English books are these?S: They are mine.T: Whose cat is that?S: It's Sarah's. / It's hers .（板书句型）3. Read Let's talk part of page 48.Step 2: Presentation1. T: What do you do?S: I eat banana. / I climb mountains.T: Teach and review words: sleep, drink water, climb mountains.2. T: I do, You guess. (我做你猜）Look at me, What am I doing?(老师做睡觉状）S1: 睡觉（sleep)T: Sleeping. I am sleeping.Use the same way to learn the other words: climbing, eating, playing, jumping, drinking.并板书在黑板上同时将每个单词的原形也板书在黑板。
人教版pep五年级英语下册unit5教学设计
人教版pep五年级英语下册unit5教学设计全文共3篇示例，供读者参考篇1Unit 5 of the People's Education Press (PEP) Fifth Grade English textbook covers the topic of "What did you do on vacation?" This unit focuses on past tense verbs and the concept of recounting past events. In this teaching design, I will outline a nine-lesson plan to cover the content of Unit 5 in an engaging and effective manner.Lesson 1: Introduction to Past TenseObjective: Introduce the concept of past tense verbs.Activities: Present sentences in present and past tense, have students identify the differences.Lesson 2: Past Tense Verbs (Simple Past)Objective: Teach the simple past tense of regular verbs.Activities: Practice regular past tense verbs through exercises and games.Lesson 3: Past Tense Verbs (Irregular Verbs)Objective: Introduce irregular past tense verbs.Activities: Have students memorize common irregular verbs and use them in sentences.Lesson 4: Asking and Answering QuestionsObjective: Teach students to ask and answer questions about past events.Activities: Role-play conversations about vacation activities using question words.Lesson 5: Writing about VacationsObjective: Practice writing short paragraphs about past vacation experiences.Activities: Provide prompts for students to write about their own vacations.Lesson 6: What Did You Do on Vacation?Objective: Teach the structure of past tense questions.Activities: Have students ask and answer questions about their vacations in pairs.Lesson 7: Listening ComprehensionObjective: Practice listening for specific information.Activities: Play recordings of vacation stories and ask questions based on the content.Lesson 8: Vocabulary ReviewObjective: Review key vocabulary words from Unit 5.Activities: Play vocabulary games like charades or Pictionary to reinforce learning.Lesson 9: Unit TestObjective: Assess students' understanding of Unit 5 content.Activities: Administer a written test covering past tense verbs, question formation, and vocabulary.Overall, this nine-lesson plan aims to help students grasp the concept of past tense verbs and effectively communicate about their past experiences. By incorporating interactive activities and games, students will stay engaged and motivated throughout the unit. The activities are designed to cater to different learning styles and promote active participation in the classroom.篇2PEP (Primary English Program) is a teaching material issued by the People's Education Press in China. PEP English textbooks are widely used in primary schools across the country. In thislesson plan, I will focus on Unit 5 from the fifth grade of the PEP English textbook.Unit 5 is titled "What Does She Look Like?" and the main topic of the unit is describing people's physical appearances. This unit includes vocabulary related to physical appearance such as hair, eyes, nose, etc. It also covers grammar points such as the verb "to be" and adjectives.Here is a detailed breakdown of the lesson plan for Unit 5:1. Warm-up (10 minutes)Start the lesson by reviewing the vocabulary related to physical appearances. Use flashcards or pictures to help students remember the words. You can also ask students to describe their own physical appearances to practice the vocabulary.2. Presentation (15 minutes)Introduce the grammar point "to be" and adjectives to describe people. Show examples on the board and explain how to use them in sentences. Encourage students to create their own sentences using the grammar point.3. Practice (20 minutes)Divide the class into pairs or small groups and ask them to describe each other's physical appearances using the vocabulary and grammar they've learned. Monitor and provide feedback to each group.4. Listening (15 minutes)Play a recording of a dialogue where two people are describing a third person. Ask students to listen carefully and answer comprehension questions based on the dialogue. This will help them improve their listening skills.5. Speaking (15 minutes)Have students work in pairs and take turns describing a picture of a person to their partner. The partner must listen carefully and draw what they hear. This activity will test students' speaking and listening skills.6. Writing (15 minutes)Ask students to write a short paragraph describing a person's physical appearance. Encourage them to use the vocabulary and grammar they've learned in the unit. Review their writing and provide feedback on grammar and vocabulary usage.7. Review and Homework (10 minutes)Summarize the key points of the lesson and review the vocabulary and grammar covered in Unit 5. Assign homework for students to practice describing people's physical appearances.By following this lesson plan, students will be able to effectively describe people's physical appearances using the vocabulary and grammar they've learned in Unit 5 of the PEP English textbook. It's important to provide a variety of activities to engage students and help them practice their language skills. With the right guidance and support, students will be able to master the content of the unit and improve their English proficiency.篇3Unit 5 of the People's Education Press (PEP) Grade 5 English textbook focuses on the theme of "What Would You Like?" This unit covers vocabulary related to food and drinks, as well as phrases and sentences to express preferences. In this lesson plan, I will outline a series of activities and exercises to help students practice and engage with the material in a fun and interactive way.Lesson Objectives:1. To introduce and teach new vocabulary related to food and drinks.2. To practice using phrases and sentences to express preferences.3. To engage students in speaking and listening activities to reinforce new vocabulary and language structures.4. To promote group work and collaboration among students.Warm-up:To start the lesson, I would begin with a warm-up activity to introduce the theme of the unit. I would show pictures of various food and drink items and ask students to identify them. This will help activate prior knowledge and get students thinking about the topic of the lesson.Vocabulary Presentation:Next, I would introduce the new vocabulary related to food and drinks. I would use flashcards, realia, and other visual aids to help students understand and remember the words. I would also provide pronunciation practice to ensure students are comfortable using the new vocabulary.Practice Activities:After introducing the vocabulary, I would engage students in a series of practice activities to reinforce their understanding. This could include matching games, role-plays, and group discussions. For example, students could work in pairs to practice ordering food and drinks at a restaurant using the new vocabulary.Language Structures:In this section of the lesson, I would focus on teaching students phrases and sentences to express preferences. This could include sentences like "I would like a hamburger, please" or "I don't like broccoli." I would provide examples and opportunities for students to practice using these language structures in context.Speaking and Listening Activities:To promote speaking and listening skills, I would design activities where students can communicate with their peers using the new vocabulary and language structures. For example, students could participate in a role-play where they take on different roles in a restaurant setting and practice ordering food and drinks.Group Work:Finally, I would incorporate group work activities to encourage collaboration and teamwork. Students could work together to create a menu for a restaurant, with each group member contributing different food and drink items. This will allow students to practice using the new vocabulary in a creative and engaging way.Assessment:Throughout the lesson, I would assess students' understanding through observation, participation, and informal assessment tasks. At the end of the lesson, I would provide feedback to students on their progress and encourage them to continue practicing and using the new vocabulary and language structures outside of the classroom.By following this lesson plan, students will have the opportunity to engage with the material in a variety of ways and develop their language skills in a fun and interactive environment. This will help them build confidence in using English to express their preferences and communicate effectively in real-world situations.。
2019-2020学年新人教版PEP版小学英语五年级下册Unit 5 PartB 教案.doc.doc
Unit 5 Whose dog is it?第三课时Part B Let's learn教学目标：1.掌握新单: climbing, eating, playing, jumping, drinking, sleeping.2.掌握句型: Fido is sleeping. They are playing with each other.教学重点：1.能掌握新单词，并知道如何在单词的后面加上ing。
2.能用英语表达谁正在做什么。
教学过程：Step1:Warm-up1. Review last lesson's content.2. T: Whose bag is this?S1: It's mine.T: Whose English books are these?S: They are mine.T: Whose cat is that?S: It's Sarah's. / It's hers .（板书句型）3. Read Let's talk part of page 48.Step 2: Presentation1. T: What do you do?S: I eat banana. / I climb mountains.T: Teach and review words: sleep, drink water, climb mountains.2. T: I do, You guess. (我做你猜）Look at me, What am I doing?(老师做睡觉状）S1: 睡觉（sleep)T: Sleeping. I am sleeping.Use the same way to learn the other words: climbing, eating, playing, jumping, drinking.并板书在黑板上同时将每个单词的原形也板书在黑板。
PEP小学英语五年级下册 Unit5 B Learn教学设计
PEP小学英语五年级下册 Unit5 B Learn教学设计一、背景分析本课是一节词汇课，是小学英语五年级下册第五单元Whose dog is it?B部分的词汇教学。
教材分为Let's learn和Let’s play两部分。
Learn部分主要学习六个现在分词(climbing, drinking, eating, playing, sleeping, jumping)以及句型：Are these...__ing? Yes, they are./No, they’re...ing. 第二部分Let’s play 是典型的连词成句的游戏。
作为拓展在现在进行时句子后面加上方位，丰富句子表达。
本课的主题接近生活，主角生动形象，单词规律性强，能促进学生们英语综合语用能力的发展。
五年级学生经历了两年多的英语学习，已经积累了一定的英语知识，掌握了一定的句型表达。
对本课中心句Are these/those...? Yes,they are./No,they aren’t.已经较熟悉了。
而且六个新授词对学生们来说也不难。
但是由于年龄的增长，更多的学生变得“内向”，举手也没有之前积极，学生们更加关注学习的知识内容是否有趣、有意义。
因此学生们更喜欢有梯度式的学习目标，有挑战性的学习内容，和有趣味性的学习活动，这对教学设计作出了一定挑战。
二、教学目标①能听、说、读、写单词climbing, drinking, eating, playing, sleeping, jumping;并用The...is/are...ing.对正在做的事情进行描述。
②能用-Are these/those ...ing? -Yes,they are. /No, they’re ...ing. They are so....在情境中进行意义对话。
③在听、说、读、写、看的过程中，能养成发散性思维和创造性思维，对Fido at the farm主题有更多的想法和讲法。
人教PEP五年级英语下册教案Unit 5 Part B教案
Unit 5 Whose dog is it?Part B 第一课时教材内容是人教社出版的PEP 新教材五年级下册Unit 5Whose dog is it ？Part B 部分,主要学习一般现在进行时，内容贴近学生的生活，学生较为感兴趣。
【知识目标】1.掌握五个动词的ing 形式：climbing ，eating ，drinking ，playing ，jumping ，sleeping 。
2.能运用句子“What are these rabbits doing?”询问动物正在做什么并回答 “They’re playing with each other.”。
【能力目标】能用现在进行时描述某人或某物正在做什么。
【情感目标】体验学习英语的的快乐，激发学英语的兴趣。
【教学重点】1.掌握五个动词的ing 形式：climbing ，eating ，drinking ，playing ，jumping ，sleeping 。
2.能运用句子“What are these rabbits doing?”询问动物正在做什么并回答 “They’re playing with each other.”。
【教学难点】现在进行时的构成及表示的意义。
教学课件、教学录音带 、单词卡、图片 Step 1. Warm -up1.学生欣赏歌曲《Animals ，animals are everywhere 》。
2.教师第二次播放，全班跟着录音唱。
Step 2. Preview◆教学目标 ◆教学重难点◆ ◆课前准备◆◆教学过程 ◆教学过程◆教材分析教师依次出示下面的动词，全班学生大声说出这些动词的汉语意思并做相应的动作。
play climb drink eat jump sleepStep 3. Presentation学习Let’s learn(1)师生对话。
T:Everybody, please look at me. Can you guess what I am doing?（教师做出看书的状态）Ss: Read a book.T:Yes. I am reading. （教师反复将此句说几遍，并板书）OK，what am I doing now?（教师做出写字的状态）Ss: Write.T:Yeah.I am writing. （教师反复将此句说几遍，并板书）教师要求学生做出写字状态，说：“I am writing.”做出看书状态，说：“I am reading.”(2)教师在PPT上一一呈现课本52页挂图。
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3The fifth period (第五课时) Part B Let’s learn & Let’s play▶教学内容与目标课时教学内容 课时教学目标Let’s learn •能够听、说、读、写以下现在分词：climbing, eating, drinking, playing, jumping, sleeping •能够在语境中正确运用这六个现在分词 Let’s play•操练和巩固Let ’s learn 板块的现在分词•能够运用核心句型完成用三组词组组句的游戏▶能够听、说、读、写以下现在分词： climbing, eating, drinking, playing, jumping, sleeping 。
▶教学难点能在语境中正确运用现在分词。
▶教学准备1.预习。
2.PPT 课件､课文录音、视频、卡片等。
▶教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Lead-in.T: Today we will have a school trip. Look at the picture and guess where we will go. (课件出示:农场图片)Ss: A farm!T: Yes, we will visit a farm in t his class. Are you happy? Let’s begin our trip!Step 2: Presentation1. Let’s learn .T: Now we are at the farm. Let ’s walk around and have a look.(1)Learn the word “eating ”. (课件出示：Let ’s learn eating 图片) T: Look ！ What can you see? Ss: I can see a dog.T: What is the dog doing? Ss: He is eating(吃东西). T: Yes, he is eating.Students read “eat—eating” after the teacher. （2）Learn the word “climbing ”. (课件出示：Let ’s learn climbing 图片)T: Look! Is the dog eating now?Teaching purpose以自由谈话形式，引出“farm ”,创设情境，为观察农场上的动物正在做什么做好准备。
Teaching purpose创设情境，让学生观察农场里的动物们正在做什么，以此引出现在进行时。
在教学过程中，注意从“提供支架”到“去支架”。
Ss: No, he isn’t.T: What is he doing?Ss: He is climbing.Students read “climb—climbing” after the teacher.(3)Learn the word “drinking”. (课件出示：Let’s learn drinking 图片)T: Look！Is the dog eating now?Ss: No, he isn’t.T: What is he doing?Ss: He is drinking.Students read “drink—drinking” after the teacher.(4)Learn the word “sleeping”. (课件出示：Let’s learn sleeping 图片)T: Look！What can you see?Ss: I can see three rabbits.T: What are they doing?Ss: They are sleeping.Students read “sleep—sle eping” after the teacher.(5)Learn the word “playing”. (课件出示：Let’s learn playing图片)T: Look！Are these rabbits sleeping now?Ss: No, they aren’t.T: What are they doing?Ss: They are playing with each other.Students read “play—playing” after the teacher.The teacher explains the meaning of “each other”.(6)Learn the word “jumping”. (课件出示：Let’s learn jumping 图片)T: Look！Are they playing now?Ss: No, they aren’t.T: What are they doing?Ss: They are jumping.Students read “jump—jumping” after the teacher.2.Let's chant.T: Now, let’s chant together!43. Read and act.(1)Students read after the recording of “Let’s learn” and pay attention to the pronunciation and the intonation.(2)Let students practise the dialogue in groups.(3)Act out.Step 3: Practice1. Play games.(1)What’s missing?Show the six words on the PPT. Let students read them for a while. Then let the words disappear one by one. Students find out the missing word and say it out quickly.(2)Let's say and do.Students read the six words loudly. At the same time, they do the actions. Then the teacher says the words one after another and students do the actions. After finishing the six words, exchange the roles. The teacher does the actions, students say out the words.2. Look and say.“What are they doing?”Show a picture of the zoo. (课件出示:动物园图片)Students make sentences according to the picture like this:The _______ is _______. The _______ are _______.Lead students to make a sentence. Then let them do by themselves. Step 4: Consolidation &Extension1. Look and guess. Teaching purpose教师播放录音，学生听录音跟读。
引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。
Teaching purpose设计琅琅上口的chant,让学生在韵律中加深印象。
此chant 较长，教师可以采取男生问、女生答或女生问、男生答等多形式展开，使学生积极参与进来。
Teaching purpose通过两个难度递增的趣味游戏，检测学生对六个现在分词的认读和掌握情况。
Teaching purpose要求学生根据图片表达句子，操练的内容从单数过渡到复数。
教师进行示范，给予句型支架，学生经过思考，进行语言的模仿与输出，锻炼学生语言运用的能力。
5Use pictures to practice the target language more times.2.Let’s play.（1）Group work.Put the cards with the words and phrases in “Let’s play” on Page 52 into three boxes. Four students work in a group. Three of them pick one card from his/her own box each time and says out their words or phrases. The fourth one combines the words or phrases and says out the sentence. Students try to make new sentences as many as possible.Make a model:S1: Zhang PengS2: is listening to the musicS3: under the treeS4: Zhang Peng is listening to the music under the tree.(2)Show time.3. Summary.Summarize the changing rules of the present participle.▶板书设计▶作业设计1. Read the words and recite the dialogue.2. Do the exercises.▶教学反思Teaching purpose通过遮住一部分图片内容，制造“信息差”，引导学生多回合操练核心句型。
教师不断减少支架，让学生能够逐渐实现语言的完整输出。
Teaching purpose以小组合作方式，尽可能多地说出完整、正确的句子，提高学生的语言运用能力。
671.注重旧知联系新知。
在前几册教材中学生已掌握了动词原形drink, eat, play, sleep, jump, climb 的音、形、义。
在本课的教学中，教师要唤起学生的旧知，做到前后联系，实现知识的升华和迁移。