Unit 5 Whose dog is it Part B
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。
人教版五年级下册《单元 5 Whose dog is it？(Part B 2)》 同步练习卷
人教版五年级下册《Unit 5 Whose dog is it？（Part B 2）》2020年同步练习卷一、写出下列动词的-ing 形式．1. 写出下列动词的现在分词．（1）climb________（2）eat________（3）play________2. 写出下列动词的现在分词．（1）drink________（2）sleep________（3）jump________二、按要求写一写．按要求写一写．（1）we （形容词性物主代词）________（2）she （宾格）________（3）they （名词性物主代词）________（4）you （名词性物主代词）________（5）do （动名词形式）________按要求写一写．（1）run （动词的现在分词）________（2）four （序数词）________（3）sleeping （原形）________（4）his（主格）________（5）look（动词的现在分词）________三、给下列问句选择正确的答语．给下列问句选择正确的答语．判断下列句子与图片是（T）否（F）一致．________ My brother is climbing like a monkey．判断下列句子与图片是（T）否（F）一致．________ They′re playing with each other．判断下列句子与图片是（T）否（F）一致．________ ﹣ Is this rabbit eating？﹣Yes，it is．五、按要求完成下面各题．This is Oliver's hat．（改为一般疑问句并作肯定回答）﹣﹣﹣________﹣﹣﹣________It's her English book．（改为同义句）________Is he sleeping？（作否定回答）________She is eating．（根据例句仿写句子）________（我弟弟正在看书．）六、找出下列句子中的错误并改正．I'm looking at a elephant．（改错）将________改为________I are listening to music．（改错）将________改为________Where is mine pencil？（改错）将________改为________I want be a doctor．（改错）将________改为________七、选择合适的选项补全短文．（有多余的选项）选择合适的选项补全短文．（有多余的选项）It's 8 p．m． My family are at home．I'm still（1）_______ my homework． My mother is （2）_______ clothes in the（3）_______． My father is（4）_______ in the living room． My baby brother is（5）_______ on the bed now． Tomorrow is Saturday． We can（6）_______TV and（7）_______ shopping together．八、写作．写作．假设现在是周末，你在家里观察你的家人都在干什么．以"Our Weekend"为题，写一篇小短文．要求：（1）语句通顺；（2）不少于40个单词．Our Weekend________．参考答案与试题解析人教版五年级下册《Unit 5 Whose dog is it？（Part B 2）》2020年同步练习卷一、写出下列动词的-ing 形式．1.【答案】climbing,eating,playing【考点】物主代词【解析】（1）攀爬（2）吃（3）玩【解答】考查动词的现在分词．（1）climbing．climb的现在分词是climbing．故填：climbing．（2）eating．eat的现在分词是eating．故填：eating．（3）playing．play的现在分词是playing．故填：playing．2.【答案】drinking,sleeping,jumping【考点】物主代词【解析】（1）喝（2）睡觉（3）跳跃【解答】考查动词的现在分词．（1）drinking．drink的现在分词是在词尾直接加ing，变为：drinking．故填：drinking．（2）sleeping．sleep的现在分词是在词尾直接加ing，变为：sleeping．故填：sleeping．（3）jumping．jump的现在分词是在词尾直接加ing，变为：jumping．故填：jumping．二、按要求写一写．【答案】our,her,theirs,yours,doing【考点】物主代词动名词人称代词【解析】（1）we我们．（2）she她．（3）they他们．（4）you你，你们．（5）do做．【解答】（1）our．考查形容词性物主代词．由题，we为第一人称复数"我们"的主格形式，其对应的形容词性物主代词"我们的"为our．故答案为：our．（2）her．考查人称代词．she"她"为人称代词主格．宾格是her"她"．故答案为：her．（3）theirs．考查名词性物主代词．they的名词性物主代词为theirs"他们的"．故答案为：theirs．（4）yours．考查名词性物主代词．you的意思是"你，你们"，主格形式；名词性物主代词是yours"你的，你们的"．故答案为：yours．（5）doing．考查动名词形式．do做，其动名词形式是doing．故答案为：doing．【答案】running,fourth,sleep,he,looking【考点】物主代词序数词动词原形人称代词【解析】（1）跑（2）四（3）睡觉（4）他的（5）看【解答】（1）running．考查动词的现在分词．run跑．动词现在分词形式是running．故答案为：running．（2）fourth．考查序数词．four四．序数词是fourth第四．故答案为：fourth．（3）sleep．考查动词原形．sleeping睡觉．动词原形去掉ing是sleep．故答案为：sleep．（4）he．考查人称代词主格．his他的，物主代词．主格是he他．故答案为：he．（5）looking．考查动词的现在分词．look看．动词现在分词形式是looking．故答案为：looking．三、给下列问句选择正确的答语．【答案】E,C,B,A,D【考点】固定搭配【解析】（1）你可以帮助我吗？当然了．（2）这是什么？它是一个洋娃娃．（3）她的书包在哪里？它在卧室里．（4）他们正在看电视吗？是的，他们是．（5）这些是她的吗？不，它们是我的．【解答】（1）E．考查一般疑问句．问句意思为：你可以帮助我吗？答语可以用sure表示肯定回答．E选项意思为：当然了．符合句意．故选：E．（2）C．考查特殊疑问句．问句意思为：这是什么？what提问物体是什么，答语用it is…回答物体属性．C选项意思为：它是一个洋娃娃．符合句意．故选：C．（3）B．考查特殊疑问句．问句意思为：她的书包在哪里？where提问地址，答语回答地址．B选项意思为：它在卧室里．符合句意．故选：B．（4）A．考查一般疑问句．问句意思为：他们正在看电视吗？用Yes，they are或者No，they aren't作答．A选项意思为：是的，他们是．符合句意．故选：A．（5）D．考查一般疑问句．问句意思为：这些是她的吗？用Yes或者No作答．D选项意思为：不，它们是我的．符合句意．故选：D．四、判断下列句子与图片是（T）否（F）一致．【答案】T【考点】看图完成句子【解析】我弟弟爬起来像只猴子．【解答】考查看图完成句子．句意：我弟弟爬起来像只猴子．根据图示：是在爬树．据此可判断句子与图片相符．故答案为：T．【答案】F【考点】看图完成句子【解析】他们在互相玩耍．【解答】考查看图完成句子．句意：他们在互相玩耍．根据图示：是在看电视．据此可判断句子与图片不符．故答案为：F．【答案】T【考点】看图完成句子【解析】﹣这只兔子在吃吗？﹣是，是的．【解答】考查看图完成句子．句意：﹣这只兔子在吃吗？﹣是，是的．根据图示：兔子在吃．据此可判断句子与图片相符．故答案为：T．五、按要求完成下面各题．【答案】Is this Oliver's hat？,Yes，it is．【考点】一般疑问句日常用语、谚语【解析】这是奥利弗的帽子．这是奥利弗的帽子吗？是，是的．【解答】考查转一般疑问句．分析原句，句子中有系动词 is，变一般疑问把Is提前即可，放于句首，其余部分按顺序放在Is之后，句末加问号．原句变为的一般疑问句就是：Is this Oliver's hat？Is引导的一般疑问句的肯定回答的结构为：Yes，主语（相应的人称代词）+is．问句的主语是this"这"，则肯定否定回答的主语用相应的人称代词it来回答，肯定回答就是Yes，it is．故答案为：Is this Oliver's hat？Yes，it is．【答案】TheEnglishbookishers【考点】同义句转换【解析】这是她的英语书．这本英语书是她的．【解答】考查同义句转换．题干译为：这是她的英语书．也可以表达为：这本英语书是她的．即：The English book is hers．故填：The English book is hers．【答案】No，he isn't．【考点】日常用语、谚语【解析】他在睡觉吗？不，他没在睡觉．【解答】本题考查应答．题干是be动词引导的一般疑问句，时态是现在进行时．其否定回答遵循：No，主语+be动词+not．主语是he，be动词用is，与not缩写为isn't．故答案为：No，he isn't．【答案】My brother is reading．【考点】仿写，造句汉译英【解析】她在吃东西．我弟弟正在看书．【解答】考查仿写．例句She is eating．是一般现在进行时，句子结构是主语+is +动词的ing形式．我弟弟My brother，第三人称单数作主语，故正在看书要用is reading．故填：My brother is reading．六、找出下列句子中的错误并改正．【答案】a,an【考点】句子改错【解析】我正在看一头大象．【解答】考查句子改错．由题，elephant为元音音素开头的单词，其搭配不定冠词要用an．故答案为：a，an．【答案】are,am【考点】句子改错【解析】我正在听音乐．【解答】考查句子改错．由题，句中主语I搭配be动词要用am．故答案为：are，am．【答案】mine,my【考点】句子改错【解析】我的铅笔在哪？【解答】考查句子改错．由题，句意为"我的铅笔在哪？"，此处的"我的"后搭配了名词pencil，要用形容词性物主代词my．故答案为：mine，my．【答案】be,to be【考点】句子改错【解析】我想要成为一名医生．【解答】考查句子改错．由题，want表示"想要做某事"其后搭配的动词要用不定式的形式，即to+动词原形，此处应为to be．故答案为：be，to be．七、选择合适的选项补全短文．（有多余的选项）【答案】C,E,D,A,G,B,F【考点】选词填空【解析】现在是晚上八点钟．我的家人都在家里．我仍然在写我的作业．我的妈妈在浴室里洗衣服．我的爸爸在客厅里工作．我的小弟弟现在正在床上睡觉．明天是星期六．我们可以看电视，一起购物．【解答】（1）C．考查现在分词．homework家庭作业，常与do（做）搭配，句中有am，后面搭配do的现在分词doing构成现在进行时．故选：C．（2）E．考查现在分词．clothes衣服，常与wash（洗）搭配，句中有is，后面搭配wash的现在分词washing构成现在进行时．故选：E．（3）D．考查名词．根据句意，洗衣服应该在浴室，即，bathroom．故选：D．（4）A．考查现在分词．is是系动词，与现在分词构成现在进行时，working工作，符合题意．故选：A．（5）G．考查现在分词．根据on the bed（在床上）推测弟弟在睡觉，用sleep的现在分词sleeping与is构成现在进行时．故选：G．（6）B．考查动词原形．can是情态动词，后面跟动词原形，watch TV（看电视）是固定搭配．故选：B．（7）F．考查动词原形．and连接两个并列的结构，也用动词原形，go shopping（去购物）是固定搭配．故选：F．八、写作．【答案】My grandpa is watering the flowers．My grandma is watching TV．My mother is cooking in the kiechen．My father is cleaning the room．I am doing my homework．My little brother is playing with a ball．【考点】作文【解析】写作思路：以"Our Weekend"为题，观察家人正在进行的活动，时态是现在进行时，注意主谓一致并掌握动词现在分词的正确表达．重点词汇和短语：watering the flowers浇花，watching TV看电视， cooking做饭，cleaning the room打扫房间，doing my homework写作业， playing玩耍．重点句子：My grandpa is watering the flowers．我爷爷在浇花．My mother is cooking in the kiechen．我妈妈在厨房做饭．I am doing my homework．我在做作业．【解答】Our WeekendMy grandpa is watering the flowers．My grandma is watching TV．My mother is cooking inthe kiechen．My father is cleaning the room．I am doing my homework．My little brother is playing with a ball．我们的周末我爷爷在浇花．我奶奶在看电视．我妈妈在厨房做饭．我父亲在打扫房间．我在做作业．我弟弟在玩球．。
Unit 5 Whose dog is it
Unit 5 Whose dog is it ?第一课时【教学目标】1.能灵活运用名词性物主代词和形容词性物主代词。
2.能灵活运用疑问词“whose”来询问“某物是谁的”。
3.会运用名词的所有格。
【教学重点】能灵活运用疑问词“whose”来询问“某物是谁的”，并能回答。
【教学难点】能灵活运用并区分名词性物主代词和形容词性物主代词。
【教学准备】多媒体视频【教学过程】Step 1:Warm up（1）教师展示狗的图片，运用句型“Whose dog is it？”“It’s …’s.”“Ah!The dog is …”，同桌两人对话，教师展示图片，两人一组“开火车”说句子。
（2）两人一组，一人说形容词性物主代词，另一人说名词性物主代词，比一比哪个小组合作得最顺利，教师点代词，两人一组“开火车”。
Step 2:Presentation（1）介绍“Let’s talk”背景。
Chen Jie and Mike are looking at some beautiful pictures.听一听，看看图片都是谁的。
（2）听“Let’s talk”部分，学习：①听第一遍时，学生跟读正确的语音语调。
②听第二遍时，仔细听，并思考以下问题：a. Whose picture is the yellow one?b. Whose picture is the one of Beijing?c. Whose picture is the one of Shanghai?③师生一起核对答案，并听第三遍，理解对话大意。
（3）同桌两人一组，拿出“Let’s talk”部分图片，带上人物头饰，练习对话，并模仿角色表演对话，比一比，哪个小组表演得最好，教师予以点评。
Step 3:Consolidation and extension（1）替换“Let’s talk”中的关键词，如名词性物主代词，自编对话，自创情景，并将对话表演出来。
Unit5Whosedogisit？(单元解读)五年级英语下册人教PEP版(1)
五下Unit 5 Whose dog is it? 单元解读一、单元信息二、教材分析本单元学习的主题是寻找动物的主人。
分为主情景图和ABC三个部分。
主情景图本单元学习的主题是寻找动物的主人。
主情景图通过展示Miss White班级的学生在自然公园游玩时询问图画、小动物和蔬菜的主人的情景呈现本单元要学习的核心词汇和句型及其语用情景。
学生可以通过看图，了解单元话题及相关文化知识，了解核心词汇与句型出现的语用环境，为学习单元A、B部分的各个板块做好准备。
A部分L et＇s try：本部分通过陈杰和Mike在参观学校美术展时的问答，呈现并帮助学生初步理解A部分Let's talk的核心句型。
本活动要求学生在图片的辅助下听一段包含核心句型“Whose picture is it？It's...'s.”的对话，然后根据录音选出第三幅图片。
Let＇s talk：本部分学习的核心句型是：The yellow picture is mine，Are these all ours？Whose is it？It's Zhang Peng's。
教材通过Mike和陈杰参观学校画展的情景，让学生感知上述核心句型的语义及语用情景。
活动Ask and find out要求学生能够运用核心句型问答图片内容。
Let＇s learn：本部分学习的单词是：mine，yours，his，hers，theirs，ours。
教材通过Zoom和Zip在谈论报刊墙展出的Dog Show的情景图呈现了单词的词形和意义。
Look，say and plete：本活动用于操练A Let's learn板块的六个名词性物主代词。
这个填表活动实际上是引导学生对物主代词进行总结归纳。
例句的呈现帮助学生学习核心句型。
本部分要求学生仿照例句写句子，能够在填表活动中正确运用核心词汇完成表格。
Let＇s spell：Let's spell分为Read，listen and chant；Read，write and listen 以及Look and write三部分。
pep五年级英语下册Unit 5 Whose dog is it教案含作业题及答案
pep五年级英语下册Unit 5 Whose dog is it教案含作业题及答案Unit 5 Whose dog is it?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词性物主代词的基础上，继续学习名词词性物主代词，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）和重点句型，分为两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，分三个课时。
我把A部分的拼读规则、B部分的收集归纳以及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，ea，excited，like等词汇。
（3）能够听说读写本单元出现重点句型Look! Thats my dog! Yes! Its your dog. The dog is youFido is sleeping. Yes. Hes so cute! Aabbits eating? No. Theyre playing with ea（4）能够掌握主要功能句型。
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
PEP小学五年级英语下册U5说课稿
Unit 5 Whose dog is it? Part B Let’s try&Let’s talk说课稿Good morning,everyone. I’m so great honor and pleasure to stand here and share my lesson with you. I’m going to talk about PEP Book 6 Unit 5 Part B Let’s try and Let’s talk. If learning is like a voyage on the sea, students are boats and the teaching material should be this beautiful sea. only by raising the sail of teaching strategies, relying on the teaching objects lighthouse guidance, the boat can ride the wind and waves, sailing to the other side of the ideal. Please join me on this voyage.Teaching material, Students, Teaching Objects, ,Teaching Strategies , and Teaching procedures.一、说教材（teaching material）The begin with, I will talk about Teaching Material.This lesson is Part B of Unit 5, it includes two parts: Let’s try and Let’s talk. “Sam is at Chen Jie’s home. They are talking about Fido, Chen Jie’s pet. The key words are: eating, drinking water, sleeping, take...to, and play ...with. The key sentences of this dialogues are” Where is Fido?” “ Is he eating?”And the answers. Help the students understand the present continuous tense in a real situation.二、说学生Students Besides the material, students are the most important part ofa lesson.The students are in Grade 5. They have learned English for about 3 years so far. They have taken more and more interests in English. 1.They are active to share their ideas to each other. 2, They are able to discuss and work in pairs and groups. 3. And they are interested in real and familiar topics. This Unit is about animals. This is an interesting topic for children. So it’s not difficult for them to learn this lesson.三、教学目标(Teaching Objects)The Core competences of English includes 4 dimensions: Language Ability, Thinking Quality, Learning Ability, and Cultural Awareness.According to these, and after studying the teaching material and the facts of the Students, I set up the teaching objective for E words:Enable students to understand , read and role-play the dialogue.Empower students to use the key words and sentences properly.Enhance students abilities of listing, speaking and working in pairs or groups.Enrich students’ understanding about being friendly to animals.四、说教学策略Teaching StrategiesNext, I am talking about Teaching Strategies. It include : Teaching methods and learning methods.1.说教法（teaching methods）In this lesson, I will mainly use “Situational teaching method”and “Task-based teaching method” . Let the Students learn in real situations and in activities. In this lesson,PPT, blackboard and cards will be used.2.说学法(Learning methods)As a teacher , I know “teaching students to fish is better than giving them fish”. So it is more important to Teach the students how to be good language learners.Let the students pass “Observation—Imitation—Practice”to study language.Teach the students how to master dialogues and how to communicate with others.五、教学过程（teaching procedures）Now, we come to the most important part ----Teaching Procedures. I will finish the lesson in4steps.Step 1. Warming-upAfter greeting with the Students, I will begin the lesson by singing the song“walking”and do the actions together with the Students. There are some present participles of the verbs like “walking, sleeping, running ,swimming.”in the song. Then ask “What animals can you see in the video?” Tiger , rabbit, pig ...Purpose(目的意图):To train children’s memory.1.Singing can draw students' attention arouse their interest.and alsolead them to the topic---animals.Step 2. Presentation(1)新授单词和句型Ask Students Do you like animals ? I like animals ,too . With the help of the PPT, I’ll show my pet . Let Students guess,”What’s it?” Maybe a dog? A rabbit? .. It’s a lovely cat. Next I’ll show a picture, “What is he doing?” and help Students say” He is eating .” Then show another picture “Is he eating?” Help them answer,” No, he isn’t. He is drinking. Teach “sleep” as the same way. Help them find and summarize: be ad the present participle of verb show someone is doing something. Then make a chant to practice the new words and sentences. like“doing,doing , what he doing? Eating , eating , he is eating. ...Purpose(目的意图):Using these lovely pictures To rise students learning interest.Help Ss To master new words and sentence patterns in a true situation.Chant can help the Students learn the language easily and naturally.(2)Let’s tryTell Students Chen Jie has a pet too. It’s name is Fido. First , talk about the 3 pictures of this part with Students. “Where is Fido? And What’s he doing”. Play the cassette and do listing exercise. Then check the answer. Then Listen again . “Sam wants to take Fido to the park. But, he can’t. Why? Help Students answer,”Because Fido is sleep.”A moment later, someone is knocking at the door. Guess, who is coming ? Look , It’s Sam.Purpose(目的意图):Through listening test to develop the students listening ability and understanding ability . And it is naturally to lead Ss to learn the nextpart“Let’s talk”.（3）Let’s talkIn this part,I will have some task for the students. First, let the listen to the dialogue. Answer the question”Is Fido sleeping now?”, Students and give the answer quickly.”No, it isn’t.” Then I’ll give them 3 more questions. After watching the video of the text, Students talk with their partner.” Where is Fido now? He’s in the kitchen.What is Fido doing?He’s eating.Can Sam take Fido to the park?Yes, he can.Purpose(目的意图):These tasks help the students understand the dialogue. Solve the meaning of the new words “take ...to”, to train the Students ability to understand the words in the dialogue.After that, Students watch the video and repeat.Pay attention to the pronunciation and intonation.Step 3. Practice1.I will practice the students with a new training method,Dubbing.By using the video, Students dub for Sam, then dub for Chen Jie.Purpose(目的意图):I think dubbing is a new and interesting way to practise the dialogue with correct pronunciation and intonation.2.Work in groups.4Ss in a group. Then have a dubbing show. One student act Fido. So that, Students feel that Fido is a member of the family. Purpose(目的意图):this task can Develop Ss’ ability of cooperation.Step 4. DevelopmentShow the pictures, Where is Fido now? He is in the park. Sam takes Fido to the Park. They are playing in the park.A moment later, Chen Jie is calling Sam. She missed Fido. Listen to the dialogue. Then Students work in pairs. After a few minutes, Students show their dialogue.Purpose(目的意图):To get the structure ready for Ss output.To provide chance to practice target language. Help SS to learn how to communicate with others.Step 5. Show some warm pictures. And say: Animals are our friends, in many People’s eyes, pets are their family members and they are used to describe them with "he" or "she".Purpose(目的意图):Enrich students’understanding about being friendly to animals.Step 6.Homework As for homework, Students need to read and role-play the dialogue. And make the sentences by using the key words and sentences.Purpose(目的意图):1.to consolidate what they have learned in the class. 1.to meet needs of different studentsThe journey of teaching. I am the captain of the teaching journey. Text and students are my helpful buddies. Objectives and activities are my guiding stars. Let’s set off with joyful hearts.。
人教版小学英语五年级下五单元B教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 5 Whose dog is it?第五课时Part B Let’s learn & let’s play镇赉县建平乡中心小学校李丽丽一、教学目标知识与技能：1．掌握六个动词的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.”。
3．学唱歌曲《Animals，animals are everywhere》。
过程与方法：通过歌曲，多媒体课件等形式；运用直观教学法，举一反三法来进行教学。
情感态度与价值观：1.学生能够积极地与人交流、表达自己观点。
2.学生能够很好地与同学进行协作，合作意识有所提高。
二、学情分析本单元的教学对象是五年级小学生，孩子们学习英语已经将近三年了，已经会用简单的英语打招呼，已经能用英语表达自己的日常生活和喜好等。
对本单元而言，学生对一些常见的动物的特征、习性等都有一定的了解。
但在语言运用的过程中对于综合输出的语言，在词汇量方面还有待提高。
三、教学重难点1．重点：掌握六个动词的ing形式；并能够运用句型“It is/They are+动词ing”描述动物正在做的事情。
2．难点：掌握climbing的读音。
四、教学过程一、热身（Warm-up）学生欣赏歌曲《Animals，animals are everywhere》。
二、新课呈现（Presentation）1．Let’s learn(1) 出示PPT。
Look at the dog. What is it doing? 引导学生回答：It’s climbing. 教师重复：climbing，climbing，教师边说边将climbing写在黑板上，然后带领学生高低声诵读。
蒙自市实验小学五年级英语下册Unit5WhosedogisitPartB第1课时同步练习人教PEP版
Unit 5 Whose dog is itPart B第一课时(Sam is at Chen Jie's home.)(萨姆在陈洁家。
)Sam：Where is Fido now?萨姆：菲多现在在哪？Chen Jie：He is in the kitchen.陈洁：它在厨房。
Sam：Is he drinking water?萨姆：它在喝水吗？Chen Jie：No，he isn't.He's eating.陈洁：不是。
它在吃东西。
Sam：Can I play with him now?萨姆：现在我能和它玩吗？Chen Jie：Yes.Can you take him to the park?陈洁：可以。
你能带它去公园吗？Sam：Of course! Fido，come here!萨姆：当然！菲多，过来！Fido：Woof，woof!菲多：汪汪，汪汪！初识现在进行时1．用法：主要表示正在进行或发生的动作。
2．结构：be动词(am/is/are)＋动词－ing形式。
3．标志词：now(现在)；Listen！(听！)；Look！(看！) 如：I am doing my homework now.我现在正在做作业。
, 01基础过关一、选词填空。
drinking kitchen with ,take 1．My mother is in the ________.2．The cat is ________ water.3．You can ________ it home.4．Can I play ________ him now?二、单项选择。
( )1.Amy is ________ Linda's home.A．in B．at C．on( )2.—________ is Sarah?—She's in the zoo.A．Who B．Whose C．Where( )3.—Is your mother drinking?—________A．Yes，I am. B．No，she isn't. C．Yes，he is. ( )4.—Can you help me?—________A．Of course. B．Yes，I do. C．Yes，you can., 02能力提升三、选择合适的选项，补全对话。
Unit 5 Whose dog is it 第5课时 B Let's learn 教案
创设情境，通过观察动物在做不同的事情，以此引出现在进行时。通过TPR教学法，快速抓住学生的注意力，辅助语言教学，帮助学生更好地理解和掌握语言知识。
将机械的练习变得丰富化和多样化，引导学生即刻使用所学单词进行练习。
Let’s learn
1.通过出示Fido做的不同事情的图片学习生词climbing，eating和
学生分角色读故事，中间故事编写部分，学生根据提示图片完成内容。随后课件出示故事的歌谣部分，师生共同唱歌谣：
Eating, eating, the mother dog is eating.
Climbing, climbing, the mother monkey is climbing.
Drinking, drinking, the mother elephant is drinking.
T: Fido does many things on Saturday. He is so tired!
2.通过兔子做不同事情的图片学习生词jumping和playing。
T: (出示主情景图中P47中的内容) John and Wu Binbin are at the park, too. Look, there is a rabbit! What is it doing?
Ss: He is sleeping.
教师板书单词sleeping并进行教读。
T: Why is Fido sleeping?
Ss: ...
T: He’s very tired. He does many things on Saturday. Look at some photos and find the answer!