新版PEP小学五年级下册英语教案(全英)Unit5ALetx27s learn

PEP五年级下Unit5ALetx27stalk教学设计

PEP 五年级下Unit5 A Let's talk 教学设计Teaching contents:PEP 英语五年级下册Unit5 Look at the monkeys PartA Let's talk.Teaching analysis本: 课为会话教学，是继前一课Let's learn 中所学动词ing 形式展开的一组对话。

授课前应对动物单词进行大量巩固，动作单词多种形式拼读记忆书写，以为本课新句型的教学做好铺垫作用。

教学之后还应该创设真实情境，利用各种活动进行操练和使用句型。

Students analysis学: 生在前一课已学习了五个动作单词，初步运用了句型：What is it doing? It is walking⋯⋯.表达各种动物的生活习惯。

这节课只需利用多种活动，如学生自读、同桌读、小老师带读、听录音、看图说句子来操练巩固即可。

Teaching aims:能听懂Let 's try 中的对话录音和读懂Let's talk 中的对话，会说What is she/it doing?She/It is ⋯⋯,并能在情境中运用，了解有关考拉熊和袋鼠的知识。

Teaching difficulties:句型What is she/it doing? She/It is⋯在实际情境中运用所学对话。

Teaching preparation:1.配有动物图片的单词卡片。

3.多媒体班班通。

Teaching procedure:Step1 Warming up1.GreetingsT:Class begin,Good afternoon,boys and girls.S:Good afternoon. Miss Sun.T:How are you? Is everybody here?S:Yes.2.Let 's chant.教师播放P56 Let's chant.学生边跟唱边做。

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。

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.。

(PEP)小学英语五年级下册教案unit5

其他
That baby kangaroo is so cute. That elephant is drinking water with its trunk.They are good climbers......
语法
1、现在进行时，2、形容词的比较级和最高级。
文化
1、一些动物的特点及生活习性。2、关于澳大利亚袋鼠和树袋熊的知识。
教学用具
录音机、录音带、各种动物的词卡、Let’s learn部分的五张单词词卡
教学
方法
讲授法、练习法、游戏法
教学过程设计
教学环节
教学步骤
设计意图
二次备课
Step1：Greetings and idioms
Step2:
Revision（复习）
Step3：Presentation
Step 3: Practice
2
ALet’s try Let’s talk Let’s paly
CPronunciation
3
ARead and writeWrite and ask C Let's sing
4
BLet’s learn Let’s playCStory time
5
BLet’s try Let’s talk Pair work
4)能够了解Story time、Good to know、Task time等部分内容
情感态度
培养学生热爱动物、热爱大自然的良好品质。
学习策略
注重新旧知识的融会贯通，加强小组合作和交流。
文化意识
了解一些有关考拉和袋鼠的知识。
单元教学课时安排
课时
教学内容
目标预定
1
ALet’s startLet’s learn Let’s play Let’s chant

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。

PEP小学英语五年级下册第五单元 A Let’s learn 教学案例

PEP小学英语五年级下册第五单元A Let’s learn 教学案例石湾中心小学周玉芬一、教学目标1.掌握五个动词的ing 形式: walking flying running,jumping 和swimming2.能运用像这样的句子“Look at the tiger, It’s running/The elephant is walking.”来描动物正在做的事情。

二、教学重难点1、重点：掌握五个动词的ing形式，初步掌握句型“What is it/the tiger/…doing?的意义与用法，并能够运用句型It is +动词ing”描述动物正在做的事情。

2.难点:动词run 和swim的ing形式。

三、教学准备晴天雨天图片，动物的头饰，单词卡，字母树，课件四、教学设想在设计这节课时我用的主要手段是故事，具体体现在两方面：一、我编了一个故事承载了本节课的所有重难点内容，并且反复出现这些内容，而且这个故事既简单又有趣，还具有很强的表演性。

二，为了使这节课成为一个整体，我也以故事作为贯穿整节课的线索。

在课堂开始的时候我利用课件营造气氛，带领学生进入神秘的故事世界，这里住着一只鬼（Ghost）和一群可爱的动物，鬼总想抓动物来吃，但它太笨了，总不能如愿。

话说有一天下雨，动物们都不出来，鬼抓不到他们，只能在外面看他们在屋子里做事。

这里实际上就是复习以前学过的一些现在进行时的动词短语。

天晴了，动物们出来玩，鬼就来抓他们，从而引出了今天故事的主要内容。

这部分我采取了现场配音表演的方式，是想更好的展现这个故事，希望更能吸引学生投入到故事情节当中。

接下来，请一些预习较好的同学回答故事里动物们正在做什么，如此引出5个重点词。

再进行教学，期间我采用多种不同的形式来操练读，还设计了一个游戏Bingo来进行拼写训练。

教学完新词后，我带领学生演一次故事，再让他们在小组里操练，然后请他们上台表演故事，其他同学对他们进行评价。

PEP小学英语五年级下册 Unit5说课稿

PEP小学英语五年级下册Unit5说课稿我说课的内容是PEP小学英语五年级下册Unit 5Part B的第五课时。

接下来我主要从以下六个方面来展开我的说课：一、说教材二、说学情三、说教学重难点四、说教法设计五、说学法指导六、说教学过程一、说教材：我主要从以下４个方面来展开：1、说教材地位与作用本课时是PEP小学英语五年级下册Unit5的第五课时。

主要围绕“What are they doing ? ”这个核心话题来展开教学活动，这个话题是小学英语日常交际的重要组成部分，在整个小学英语体系中是必不可少的，它不仅贴近学生的生活实际，而且富有很强的实用性和趣味性，学生容易接受并掌握。

本课时以学生前面学过的动词和动词短语为切入点，进而学习动词的现在分词的构成并展开对话交流，为后面几个单元的教学提供了话题和语境，也为学生的学习打下了良好的基础。

２．说教学内容分析本节课是学生学习现在进行时的课时，要求学生能够听说读What are they doing? They are…针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略，以此来降低学生理解及表达的难度。

３、说教学目标的确定《小学英语新课程标准》指出：基础教育阶段英语课程的总体目标是以学生的语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生语言综合运用能力。

五年级下册四、五、六单元的主要内容就是现在进行时，而本节课是学生学习现在进行时的第一节课，因此，对学生接受现在进行时的概念，理解现在进行时的用法显得尤为重要。

针对本节课的特殊情况，也就是学生第一次接触一种新时态：现在进行时，我将本课教学目标确定为以下三维目标：①知识与技能目标：初步认识现在分词的构成，能够听、说、读、写五个动词短语的ing形式；并通过具体而典型的情景，体会现在进行时的用法，能够运用句子What are they doing ? 询问别人正在做什么，并用They are…. 这一陈述句来做答；通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。

pep五年级英语下册第五单元教案

pep五年级英语下册第五单元教案pep五年级英语下册第五单元教案Unit L at the nes第一时教学重点：Let’s learn部分的单词：fling, aling, running, uping, siing在情景中使用对话中的句子，并能恰当的替换句中的单词。

听、说、读、写单词：fling, aling, running, uping, siing。

教学难点：al, run, up, si的末尾字母与ing连读的发音。

running和siing的单词拼写。

前准备：教学过程中所需的图片（let’s start）、录音（let’s learn, Let’s hant）、、动画素材。

本时的五张单词图片和卡片。

教学过程：ar up （热身）活动一：唱一唱教师播放三年级上册第四单元A部分Let’s d的录音。

教师适时出示各种动物的词卡，学生边说边做相应的动作。

教师播放三年级上册第四单元B部分Let’s d 的录音，方法同上。

活动二：做一做（1）教师将up, al, fl三个词写在黑板上，然后手指相应的单词发指令，如：up lie a rabbit al lie an elephant Fl lie a bird学生边跟读边做相应的动作。

（2）教师继续发指令，学生做动作，适时提问：hat are u ding?，引导学生回答：I’(uping) (lie a rabbit)。

教师在黑板上的up后面加上ing，呈现新词：uping。

同法引入aling和fling。

2、Presentatin （新呈现）活动三：学一学教师出示Let’s learn部分的教学，提问：hat anials an u see in the piture?让学生回答。

教师指着大象说：L at the elephant! It’s aling! The elephant is aling 教师让学生重复句子。

分别指着一只鸟和小兔子，让学生模仿句子说出：L at the bird! It’s fling! The bird is fling L at the rabbit! It’s uping! The rabbit is uping让学生看图回答：h is the rabbit uping? hat anial is after the rabbit?引导学生回答：A tiger 教师再问：hat is the tiger ding? 引导学生回答：It’s running The tiger is running教师板书：running。

PEP小学英语五年级下册 Unit5说课稿

PEP小学英语五年级下册Unit5说课稿我说课的内容是PEP小学英语五年级下册Unit 5Part B的第五课时。

接下来我主要从以下六个方面来展开我的说课：一、说教材二、说学情三、说教学重难点四、说教法设计五、说学法指导六、说教学过程一、说教材：我主要从以下４个方面来展开：1、说教材地位与作用本课时是PEP小学英语五年级下册Unit5的第五课时。

主要围绕“What are they doing ? ”这个核心话题来展开教学活动，这个话题是小学英语日常交际的重要组成部分，在整个小学英语体系中是必不可少的，它不仅贴近学生的生活实际，而且富有很强的实用性和趣味性，学生容易接受并掌握。

本课时以学生前面学过的动词和动词短语为切入点，进而学习动词的现在分词的构成并展开对话交流，为后面几个单元的教学提供了话题和语境，也为学生的学习打下了良好的基础。

２．说教学内容分析本节课是学生学习现在进行时的课时，要求学生能够听说读What are they doing? They are…针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略，以此来降低学生理解及表达的难度。

３、说教学目标的确定《小学英语新课程标准》指出：基础教育阶段英语课程的总体目标是以学生的语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生语言综合运用能力。

五年级下册四、五、六单元的主要内容就是现在进行时，而本节课是学生学习现在进行时的第一节课，因此，对学生接受现在进行时的概念，理解现在进行时的用法显得尤为重要。

针对本节课的特殊情况，也就是学生第一次接触一种新时态：现在进行时，我将本课教学目标确定为以下三维目标：①知识与技能目标：初步认识现在分词的构成，能够听、说、读、写五个动词短语的ing形式；并通过具体而典型的情景，体会现在进行时的用法，能够运用句子What are they doing ? 询问别人正在做什么，并用They are…. 这一陈述句来做答；通过说唱Let’s chant部分的歌谣巩固复习Let’s learn 部分的动词短语和句子。

新版pep小学英语五年级下册Unit5-教案

T: Whose cat is that ?
S: It ’Ssarah ’ s I.t/ ’ s
hers .（板书句型）
3. Read Let ’lksptaart of page 48.
二， Presentation
1. T: What do you do ?
S: I eat banana./ I climb
书 I t ’ｓhis dog . = The dog is his . It ’ s her dog=. The dog is hers. 设计 It ’ s my dog=. The dog is mine. It ’ s their dog = The dog is theirs.
It ’ysour dog. = The dog is yours. It ’osur dog. = The dog is
3/9
新版 pep 小学英语五年级下册 Unit5- 教案
Unit 5 Whosesleep-- sleeping
eat--- eating
书
设
Mike
is
play--- playin
jump --- jumping
计
They are
drink --- drinking
教学过程设计
二次备课
一， Warm-up
1. Sing a song : When is your birthday ? ( P71)
2. T: Which season do you like best ? T: When is April Fool ’ s Day ?
S: Spring. S: It ’ s on Apsrt.il 1
S: Read it “ beautiful “