五年级英语人教版下册第五单元教学设计
五年级下册英语教案-Unit 5《Have a Great Trip》(Fun Time)｜人教(新
五年级下册英语教案－Unit 5《Have a Great Trip》（FunTime）｜人教（新起点）课程背景本篇教案是针对五年级下册英语课程中的第五单元《Have a Great Trip》（Fun Time）编写的。
本单元教学内容主要围绕旅游和交通方式展开，通过丰富的图片、音频、视频等多媒体手段增强学生对英语学习的兴趣，提高学生的英语听说能力和交际能力，并且培养学生的思维能力和解决问题的能力。
教学目标•能够听懂、会说并正确运用本单元的基本词汇和句型；•能够阅读简单的旅游介绍信息，并能够提取有效信息；•通过本单元学习，能够培养学生的思维能力和解决问题的能力；•鼓励学生进行自主探究和思考，提高学生的学习兴趣和能动性。
教学过程1. Warming up教师出示旅游海报和图片，引导学生进行情景交际，如：T: Good morning, class. How are you today?Ss: Good morning, Miss. We’re fine, thank you.T: Class, do you like to travel?Ss: Yes, we do.T: Where would you like to go?S1: I would like to go to Beijing.S2: I would like to go to Shanghai.S3: I would like to go to Guangzhou.T: Great! Now let’s learn some English words about travel. Look at the pictures and repeat after me.2. Presentation教师通过PPT、图片、视频等多媒体手段向学生展示本单元中的重点词汇和句型，如：•transportation: bus, train, plane, ship, car, bicycle, taxi•How do you get to…? I go by…•Where are you going? I’m going to…3. PracticeA. Listening and speaking教师通过录音、视频等方式播放旅游介绍信息，引导学生听取有关旅游信息并回答问题。
人教版小学五年级英语下册第五单元教案
人教版小学五年级英语下册第五单元教案TTA standardization office【TTA 5AB- TTAK 08- TTA 2C】U n i t F i v e L o o k a t t h e M o n k e y s 【单元学习内容】1. 本单元的教学重点是有关动物正在做什么的英语表达，主要句型是：“What is she/it doing She/It’s....What are they/the tigers …doing They are....”难点是A、B部分的Read and write和Let’s learn部分的十个动词ing形式的四会掌握。
本单元的动物名称和要求掌握的动词在前五册学生用书中都已经出现过，教师要注意以旧引新，降低教学难度。
本册书第四单元的教学难点也是现在进行时，教师在教学时应注意联系第四单元，指导学生温故而知新。
2. 五年级的学生对一些常见的动物的特征、习性都有一些了解。
如果条件允许，教师在引导学生准确运用现在进行时进行英语表述的基础上，可以结合他们已有的知识丰富对话内容，增加课堂语言的信息量。
另外，本单元要求四会掌握的单词、短语和句型都有一定的难度，教师必须及时进行巩固操练，争取达到满意的教学效果。
【单元学习目标】（一）能力目标：1．能够使用现在进行时询问动物正在做什么并作答，如What is it doing It’s eating bananas. What is the mother kangaroo doing She’s jumping. What are the tigers doing They are swimming.2．能够从篇章中获取关键信息并完成句子的填写。
3．能够根据要求用简单的英语完成Let’s play, Write and ask等活动。
4．能够听懂、会唱歌曲：Animals, Animals Are Everywhere。
人教版pep五年级英语下册unit5教学设计
人教版pep五年级英语下册unit5教学设计全文共3篇示例，供读者参考篇1Unit 5 of the People's Education Press (PEP) Fifth Grade English textbook covers the topic of "What did you do on vacation?" This unit focuses on past tense verbs and the concept of recounting past events. In this teaching design, I will outline a nine-lesson plan to cover the content of Unit 5 in an engaging and effective manner.Lesson 1: Introduction to Past TenseObjective: Introduce the concept of past tense verbs.Activities: Present sentences in present and past tense, have students identify the differences.Lesson 2: Past Tense Verbs (Simple Past)Objective: Teach the simple past tense of regular verbs.Activities: Practice regular past tense verbs through exercises and games.Lesson 3: Past Tense Verbs (Irregular Verbs)Objective: Introduce irregular past tense verbs.Activities: Have students memorize common irregular verbs and use them in sentences.Lesson 4: Asking and Answering QuestionsObjective: Teach students to ask and answer questions about past events.Activities: Role-play conversations about vacation activities using question words.Lesson 5: Writing about VacationsObjective: Practice writing short paragraphs about past vacation experiences.Activities: Provide prompts for students to write about their own vacations.Lesson 6: What Did You Do on Vacation?Objective: Teach the structure of past tense questions.Activities: Have students ask and answer questions about their vacations in pairs.Lesson 7: Listening ComprehensionObjective: Practice listening for specific information.Activities: Play recordings of vacation stories and ask questions based on the content.Lesson 8: Vocabulary ReviewObjective: Review key vocabulary words from Unit 5.Activities: Play vocabulary games like charades or Pictionary to reinforce learning.Lesson 9: Unit TestObjective: Assess students' understanding of Unit 5 content.Activities: Administer a written test covering past tense verbs, question formation, and vocabulary.Overall, this nine-lesson plan aims to help students grasp the concept of past tense verbs and effectively communicate about their past experiences. By incorporating interactive activities and games, students will stay engaged and motivated throughout the unit. The activities are designed to cater to different learning styles and promote active participation in the classroom.篇2PEP (Primary English Program) is a teaching material issued by the People's Education Press in China. PEP English textbooks are widely used in primary schools across the country. In thislesson plan, I will focus on Unit 5 from the fifth grade of the PEP English textbook.Unit 5 is titled "What Does She Look Like?" and the main topic of the unit is describing people's physical appearances. This unit includes vocabulary related to physical appearance such as hair, eyes, nose, etc. It also covers grammar points such as the verb "to be" and adjectives.Here is a detailed breakdown of the lesson plan for Unit 5:1. Warm-up (10 minutes)Start the lesson by reviewing the vocabulary related to physical appearances. Use flashcards or pictures to help students remember the words. You can also ask students to describe their own physical appearances to practice the vocabulary.2. Presentation (15 minutes)Introduce the grammar point "to be" and adjectives to describe people. Show examples on the board and explain how to use them in sentences. Encourage students to create their own sentences using the grammar point.3. Practice (20 minutes)Divide the class into pairs or small groups and ask them to describe each other's physical appearances using the vocabulary and grammar they've learned. Monitor and provide feedback to each group.4. Listening (15 minutes)Play a recording of a dialogue where two people are describing a third person. Ask students to listen carefully and answer comprehension questions based on the dialogue. This will help them improve their listening skills.5. Speaking (15 minutes)Have students work in pairs and take turns describing a picture of a person to their partner. The partner must listen carefully and draw what they hear. This activity will test students' speaking and listening skills.6. Writing (15 minutes)Ask students to write a short paragraph describing a person's physical appearance. Encourage them to use the vocabulary and grammar they've learned in the unit. Review their writing and provide feedback on grammar and vocabulary usage.7. Review and Homework (10 minutes)Summarize the key points of the lesson and review the vocabulary and grammar covered in Unit 5. Assign homework for students to practice describing people's physical appearances.By following this lesson plan, students will be able to effectively describe people's physical appearances using the vocabulary and grammar they've learned in Unit 5 of the PEP English textbook. It's important to provide a variety of activities to engage students and help them practice their language skills. With the right guidance and support, students will be able to master the content of the unit and improve their English proficiency.篇3Unit 5 of the People's Education Press (PEP) Grade 5 English textbook focuses on the theme of "What Would You Like?" This unit covers vocabulary related to food and drinks, as well as phrases and sentences to express preferences. In this lesson plan, I will outline a series of activities and exercises to help students practice and engage with the material in a fun and interactive way.Lesson Objectives:1. To introduce and teach new vocabulary related to food and drinks.2. To practice using phrases and sentences to express preferences.3. To engage students in speaking and listening activities to reinforce new vocabulary and language structures.4. To promote group work and collaboration among students.Warm-up:To start the lesson, I would begin with a warm-up activity to introduce the theme of the unit. I would show pictures of various food and drink items and ask students to identify them. This will help activate prior knowledge and get students thinking about the topic of the lesson.Vocabulary Presentation:Next, I would introduce the new vocabulary related to food and drinks. I would use flashcards, realia, and other visual aids to help students understand and remember the words. I would also provide pronunciation practice to ensure students are comfortable using the new vocabulary.Practice Activities:After introducing the vocabulary, I would engage students in a series of practice activities to reinforce their understanding. This could include matching games, role-plays, and group discussions. For example, students could work in pairs to practice ordering food and drinks at a restaurant using the new vocabulary.Language Structures:In this section of the lesson, I would focus on teaching students phrases and sentences to express preferences. This could include sentences like "I would like a hamburger, please" or "I don't like broccoli." I would provide examples and opportunities for students to practice using these language structures in context.Speaking and Listening Activities:To promote speaking and listening skills, I would design activities where students can communicate with their peers using the new vocabulary and language structures. For example, students could participate in a role-play where they take on different roles in a restaurant setting and practice ordering food and drinks.Group Work:Finally, I would incorporate group work activities to encourage collaboration and teamwork. Students could work together to create a menu for a restaurant, with each group member contributing different food and drink items. This will allow students to practice using the new vocabulary in a creative and engaging way.Assessment:Throughout the lesson, I would assess students' understanding through observation, participation, and informal assessment tasks. At the end of the lesson, I would provide feedback to students on their progress and encourage them to continue practicing and using the new vocabulary and language structures outside of the classroom.By following this lesson plan, students will have the opportunity to engage with the material in a variety of ways and develop their language skills in a fun and interactive environment. This will help them build confidence in using English to express their preferences and communicate effectively in real-world situations.。
人教PEP版英语五年级下册Unit 5单元全部教案(教学设计)
人教PEP版英语五年级下册Unit 5单元全部教案（教学设计）一、单元整体分析本单元是义务教育灵通版（pep）小学英语教科书五年级下册的第五单元。
主要围绕话题Whose dog is it?引出A、B、C三个板块的内容。
A、B部分呈现新知识点，C部分是以讲故事形式巩固或延展知识面。
本单元是在以前学过的形容词性物主代词的基础上，继续学习名词性物主代词，温故知新，是学习本单元的主要教学策略。
A部分先以对话情景呈现本单元核心词汇与核心句型的适用语境，在集中呈现重点词汇短语（即名词词性物主代词及短语）重点句型和发音学习，分为三个课时进行教学活动。
B部分先以情景对话形式呈现有关正在进行时态的核心词汇和核心句型，然后集中呈现六个表示正在进行时的常用动词形式，再以读写和检查形式呈现经典巩固训练题，分两个课时。
我把B部分的阅读写作，收集归纳以及C部分的趣味故事拼凑成一课时，培养学生在学习过程中养成分类归纳的好习惯，也养成学以致用的好风格。
在教学A部分的名词此行物主代词的时候，我准备采用借助于图画、PPT课件等进行多功能训练，在教学B部分动词正在进行时态形式时，我准备采用动画展示、图卡多种方式进行学习与巩固，鼓励学生积极参与砸金蛋、表演等多种活动，帮助学生培养好的学习心态，提高学习兴趣和学习质量。
二、单元教学目标1.知识目标（1）能够听、说、读、写本单元出现的mine，yours，his，hers，theirs，ours，climbing，eating，playing，jumping，drinking，sleeping等12个重点单词。
（2）能够听说认读本单元出现的each，each other，excited，like等词汇。
（3）能够听说读写本单元出现重点句型Look! That’s my dog! Yes! It’s your dog. The dog is yours. Oh, Fido is sleeping. Yes. He’s so cute! Are these rabbits eating? No. They’re playing with each other.（4）能够掌握主要功能句型。
五年级英语下册第五单元教案
五年级英语下册第五单元教案一、教学目标：1. 知识目标：（1）能够听懂、会说、会读本单元的生词和重点句子。
（2）能够运用所学知识进行简单的日常交流。
2. 能力目标：（1）能够正确书写字母N-Z。
（2）能够运用所学生词和句子进行写作。
3. 情感目标：培养学生的团队协作精神，提高他们对英语学习的兴趣。
二、教学重点与难点：1. 教学重点：（1）字母N-Z的正确书写。
（2）本单元生词和句子的掌握。
2. 教学难点：（1）字母N-Z的书写顺序和笔顺。
（2）运用所学知识进行日常交流。
三、教学方法：1. 情境教学法：通过设置各种情境，让学生在实际环境中运用所学知识。
2. 互动教学法：引导学生参与课堂活动，激发他们的学习兴趣。
3. 任务型教学法：通过完成各种任务，巩固所学知识。
四、教学步骤：1. 热身（5分钟）（1）引导学生唱英文歌曲，活跃课堂气氛。
（2）进行简单的口语交流，复习所学知识。
2. 课堂导入（10分钟）（1）讲解字母N-Z的书写顺序和笔顺。
（2）让学生跟随老师一起书写，确保他们掌握正确的书写方法。
3. 新课呈现（15分钟）（1）呈现本课的生词和句子，让学生听懂、会说、会读。
（2）通过情境教学，让学生在实际环境中运用所学知识。
4. 课堂练习（10分钟）（1）进行小组活动，让学生互相练习本课的生词和句子。
（2）老师巡回指导，纠正发音和书写错误。
（2）布置作业，让学生巩固所学知识。
五、课后反思：1. 学生对字母N-Z的书写是否掌握正确？2. 学生是否能熟练运用本课的生词和句子进行交流？3. 课堂活动是否激发了学生的学习兴趣？4. 针对学生的不同需求，如何进行个性化教学？六、教学评价：1. 课堂表现评价：观察学生在课堂上的参与程度、发音准确性以及与同学互动的情况。
2. 作业评价：检查学生作业的完成质量，包括书写、语法和句子的正确性。
3. 口语交流评价：通过角色扮演或小组讨论，评估学生运用所学知识进行日常交流的能力。
人教版小学英语五年级下册Unit5第5,6课时教案
人教版小学英语五年级下册Unit 5 第5，6课时教案第五课时（ A. Let’s spell B. Read and write)一、学习目标1.能拼读含有字母组合 ing 和nk的单词。
2.能理解 Read and Write 的主要内容，并完成相关的练习题。
二、教学重难点1.能拼读包含字母组合 ng 和nk 。
2.能理解Read and write部并熟读。
三、评价任务1、小组竞赛，快速拼读含有字母组合ing 和nk的单词 .（检测目标 1的达成情况）。
2、同桌合作对话，在班级展示( 询问动物正在做什么并回答) （检测目标 2的达成情况）。
四、教学过程一．复习1.复习 A .B 两部分的单词和 talk 部分2.师生对话T: Whose pen is that ?S: It’s Mike’s pen . /It’ s his .T: Whose pencil is this ? S: It’s my pencil. / It’s mine .T: Are these dogs running ? S: Yes，they are ./ No, they aren’t.T: Is he eating ?S: Yes, he is . / No, he isn’t.（强调划线部分）二．新课呈现（ Presentation）1.学习字母组合 ng 和 nk 的发音 / N / / Nk/2.拼这些单词 : long sing ring youngthink ink trunk pink3.给下列单词加 ing 。
（老师板书在黑板上）look _______ dance _______ run ________ walk ________ fly _______4.练习1）.学生读这些单词: like , bear, rabbit, tiger, elephant, monkey , bird , want to be .2）听录音，完成Read ， write and listen的练习.三. 巩固与拓展四.家庭作业（Homework )1 、熟读 Read and write部分。
人教版PEP小学英语五年级下册Unit 5 教案
【标题】PEP 五下 Unit5 A Let’s talk【正文】一、教学内容【正文】二、教学目标(一)知识与技能：1.能够听懂、会说、会认读 Let's talk部分的名词性物主代词his，hers，mine和ours.2.能够理解并运用所学句型来谈论物品的归属。
如：Whose ___is it?It's____'s.It's hers/his/mine/ours或复数形式: Whose____are these? They're_____'s.They're hers /his/mine/ ours.3.能够在情境中合理并灵活运用所学知识，相互之间自如问答。
（二）过程与方法：能通过小组活动与探究，理解名词性物主代词的用法与规律。
并在小组活动中完成任务教学，提高学生的语言运用能力。
（三）情感态度与价值观：通过表达物主代词的概念，培养学生热爱周围物品与保管好自己物品的意识。
三、教学重点难点重点：能运用句型及名词性物主代词进行关于物品归属的话题交流。
难点：能初步了解形容词性物主代词和名词性物主代词的区别，并能正确使用，如：his hat=his;her shoes=hers等。
四、教学准备PPT、学习资源包、词条.学生已有知识储备：（PEP4 Unit5已学部分名词性物主代词）1.Are these yours? No,they aren't.2.Is this John's ? No,it isn't, it's Mike's.3.Whose coat is this? It's mine.4.Whose pants are those?They're your father's.五、教学过程Step1.Warm-up and Revision1.Enjoy a song:Whose hat is this?2.Let’s chant and sing.Whose hat is that? It’s my hat.His hat,her hat,your hat,my hat.Whose coat is that? It’s my coat.His coat,her coat,your coat,my coat. 设计意图:开篇用歌曲和chant,激发学生学习兴趣，同时，通过歌曲唤起学生已有的旧知，为本课要学习的内容做一个铺垫。
人教版(PEP)小学英语五年级下册教案unit5
讲授新课内容
操练阅读
练习巩固
板书设计：
What’s it doing?
It’s eating bananas.
What is she doing?
She’s jumping.
教学反思：
1、教学的成败得失：
2、学生的信息反馈：
3、今后的教学建议：
课题
第四课时Let’s learn Let’s play Story time
课型
New lesson
教
学
目
标
知识
目标：
能够听、说、读、写动词和动词短语的ing形式：sleeping , climbing , fighting, swinging, drinking water .
能力
目标：
能够听懂、认读句子What are the elephants doing ? They’re drinking .能够听懂、理解Story time中的故事。
课型
New lesson
教
学
目
标
知识
目标：
能够听、说、读、写句型What is it doing ? It’s eating bananas . What is she doing? She is running .
能力
目标：
能够听、说、认读句子That elephant is drinking water with its trunk
情感
目标：
培养学生热爱动物，热爱大自然的良好品质。
教学重点
掌握五个动词的ing形式，并用现在进行时进行简单表达。
教学难点
掌握running和swimming的拼写。
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Unit 5 Whose dog is it ?Period 1 Section A Let's learn P49教师寄语：（Think today and speak tomorrow .三思而后行。
）Learning aims(学习目标)1. 掌握新单词: his ,hers, theirs, ours, yours, mine .2. 掌握句型: Whose dog is that ? It’s my dog .=The dog is mine.Important &difficult points(重难点)1.能准确的读出和写出新的单词。
2.能理解和运用新单词、句子：Whose dog is it ? It’s your dog ./The dog is yours . 导学探究Step1 :预习温故（用时6分钟）1. Sing a song : When is your birthday ? ( P71)2. T: Which season do you like best ? S: Spring.T: When is April Fool’s Day ? S: It’s on April 1st.T: When is your birthday , Mike ? S1: My birthday is on August 5th.T: Whose birthday is in October? (教师板书这些句型，并强调划线部分)Step 2. 新课内容展示（用时18分钟）1. Learn words : his, her, their, our, my ,your (老师板书在黑板上)T: Read after me :his book, her pen, their dog , our cat, my book.S: his book, her pen, their dog, our cat ,my book.2.T: Do you have a pet ? S: Yes ./ No.T: Look at this picture , This is Mike’s dog. This is his dog . The dog is his .Ok, Everybody, follow me “his “S: “his “Use the same way to learn other words : hers , theirs, ours, yours, mine.3.T: Look ! That is my book . The book is mineT: Whose book is that ? S: It’s Amy’s book .T: The book is hers . (标有下划线的地方可替换其它单词)4. Listen to the tape and follow reading.Step 3. 合作交流，师生共建（用时6分钟）1.Who is faster? (谁最快）For example :T: It’s yo ur bag . S: The bag is yours .T: It’s my pen . S: The pen is mine .(…)2. Finish P49 of Look, say and complete. Write two sentences .Example : It’s her book. The book is hers .Step 4. 达标检测（用时7分钟）一、连一连，并读一读。
mine ours his hers whose yours theirs他们的谁的我的你的她的他的我们的二、看图片，选句子。
根据图片内容在方框中选出正确的句子标号，并将代表答案的字母A、B、C、D、填在横线上。
A. Look! That is his dog.B. Whose rulers are these ?C. It’s their dog.D. Zip’s cat is so cute.E. This is her phone .三、快乐二选一，然后在读一读。
1. The blue pencil is __________ (my，mine )2. This is not my dog .It’s _________ ( she , hers)3. –Whose picture are these ? --They are _________( we ,ours)4. Is this __________ (Amy, Amy’s ) desk ?5. The white cat is _______ (he, his ).四、听音辩词。
（老师念）( )1. A. he B. she C. his( )2. A. first B. theirs C. third( )3. A. ours B. mine C. her( )4. A. May B. yours C. his( )5. A. Whose B. spring C. summer学生小结：这节课我学到了____________________________________Step 5.布置当堂作业（用时2分钟)1、学生正确的抄写单词：hers , theirs, ours, his, yours, mine.2、运用每个单词写出句子。
It’s their book. The book is theirs….Title 板书标题Unit 5 Whose dog is it ? Let’s learn p49Board Design 板书内容设计It’s his dog . = The dog is his . It’s her dog. = The dog is hers.It’s my dog. = The dog is mine. It’s their dog . = The dog is theirs.It’s your dog. = The dog is yours. It’s our dog. = The dog is ours.教学反思：Period 2 Section A Let's learn P48Learning aims(学习目标)1. 听录音完成Let’s try的练习题.2. 熟练掌握对话及重点句型：The yellow picture is mine . Are these all ours ? There is picture of Shanghai . Whose is it ?Important &difficult points(重难点)1. 能听录音完成相应的练习题。
2.能熟读对话和灵活的进行句型替换练习。
导学探究Step1 :预习温故（用时5分钟）1. T: Is this his cat ? S: Yes, it is .T: Is this her bag ? S: No, it isn’t. ( 板书)T: Whose book / pen /ruler is that ? S1: It’s mine/ yours/his .2. Review sentences : T: It’s his dog . S: The dog is his .(用上节课的图片)T: It’s her book. S: The book is hers.T: It’s their dog . S: The dog is theirs .(…)Step 2. 新课内容展示（用时17分钟）1. Listen to the tape of Let’s try part and finish exercises. (老师讲解录音中的重点句子)2. Teach key’s words and sentences: yellow picture, picture of , beautiful, There is …(板书在黑板上)3. T: Is this a yellow picture ? S: Yes, it is .T: That is a picture of Beijing. S: Read it .T: There is a beautiful picture. S: Read it “beautiful “4. Listen the tape of Let’s talk and follow reading .T: Look here .There are so many pictures . S; Yes.T: The yellow picture is ChenJie’s . The yellow picture is hers .T: Whose is that picture of Beijing ? S: It’s Zhang Peng’s .T: Whose is that picture of Shanghai ? S: It’s Yifan’s .5. Students read this part ,and understand this part.Step 3. 合作交流，师生共建（用时8分钟）work. (Lost and found 失物招领)灵活掌握本节课的句型）S1: Whose storybooks are these ? S2: They are mine .S1: Whose book is this ? S2: It’s Mike’s ./ It’s his .2. Role play reading of Let’s talk part .Step 4. 达标检测（用时7分钟）一、根据课文内容判断正确的用T错误的用F。
( ) 1. The yellow picture is Mike’s .( ) 2. That picture of Beijing is beautiful.( ) 3. That picture of Shanghai is Zhang Peng’s.二、同义句对对碰。
1. Is this your book ? A. This is my red bag .2. The red bag is mine . B. Is the book yours ?3. This is Chen Jie’s chair . C. This is a beautiful picture of spring.4. This picture of spring is beautiful. D. This chair is Chen Jie’s.三、根据短文内容选词填空。