【教案】人教版英语PEP五年级下册Unit 5 第三课时
人教版英语五年级下册
第三课时
课时内容
B let’s try Let’s talk
课时分析
本课时是人教版五年级下册第五单元第三课时。
围绕“小狗Fido”这一话题展开，主要通过对话学习句型Is he drinking water? No, he isn’t. He’s eating.的表达。
增强学生热爱动物的美好情感，激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。
本课时在B部分中起到了引领的作用。
本课时的重点是能够在情景中运用询问并回答某人正在做某事的句型。
本课时包括Let’s try 和Let’s talk 两个版块。
Let’s try呈现了Sam到陈杰家做客时所发生的问答的场景，使学生初步感知核心句型。
Let’s talk呈现了Sam在陈杰家做客，两人讨论小狗Fido的情景，引出核心句型Is he drinking water? No, he isn’t. He’s eating. 情景的设置，很贴近学生的实际生活，更能激起学生学习的兴趣。
本课时的新授知识学生比较容易理解，教师在教学中充分利用教材已设定的情境展开教学，引导学生在合作学习中和任务学习中正确表达所学句型。
课时目标
1.能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’s eating.
2.能够理解对话大意。
3.能够用正确的语音、语调朗读课文。
4.增强学生热爱动物的美好情感。
课时重难点
1. 重点
（1）能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’s eating.
（2）能够理解对话大意。
（3）能够用正确的语音、语调朗读课文。
2. 难点
句型Is he/she v-ing? Yes, he/she is. No, he/she isn’t. He/She is v-ing.的灵活运用。
教学准备
课件、图片、词卡、录音机、磁带
教学过程
Step 1 Warm up
1. Greeting
T: How are you, everybody?
Ss: I’m fine, thanks. And you?
T: Very well, thanks.
2. Let’s chant.
T: Boys and girls, I have a chant for you. Look!(课件呈现自编儿歌。
) Are you ready?
Ss: Yes, I’m ready.
T: Ok. Let’s chant together.
教学资源：课件
设计意图：美妙的旋律，朗朗上口的儿歌，既活跃了课堂气氛，吸引了学生的注意力，又巩固了上节课所学的知识。
Step 2 Lead in
T: Good. Look at the PPT. Whose cat is that?
Ss: It’s John’s.
T: Whose dog is that?
Ss: It’s Chen Jie’s.
T: The dog’s name is Fido. How do you like this dog?
S1: It’s small/cute/...
S2: It’s...
T: Do you like her dog?
Ss: Yes.
T: Sam likes Fido, too. Today he is at Chen Jie’s home. He wants to play with Fido. Where is the dog? （呈现教材中let’s try的三幅图片。
）Guess!
S1: In the kitchen.
S2: In the bedroom.
S3: In the living room.
T: Now let’s listen and tick the right picture.（播放录音。
）
教学资源：课件、录音机、磁带
设计意图：用儿歌中的图片很自然的引出主人公Fido,然后课件呈现教材中Let’s try的三幅图片，让学生猜测Fido在哪，引起学生的求知欲望，并为引出正文做准备。
Step 3 Presentation
1. 呈现完整对话
(1) T: Fido is sleeping in the living room. Fido is drinking water in the kitchen. Fido is sitting in
the bedroom.（教师依次介绍Let’s try图中内容，学生跟读，初步感知现在进行时的表达，板书sleeping, drinking water, sitting，红色着重于-ing。
）
(2)T: Fido is so cute. Sam wants to play with him. But where is he? What is he doing? Guess!
S1: Is he...?（引导学生用Is he v-ing猜测，板书句子，教学句子，理解句子。
）
T: No, he isn’t.（板书回答。
）
S2: Is he...?
...
(3)T: Now let’s listen to the tape and find out the answers.
设计意图：猜测Fido在干什么，初步理解现在进行时的表达。
2. 教学对话
(1)呈现Let’s talk的图片
T: Where is Fido now?
Ss: In the kitchen.
T: What is he doing?
Ss: He’s eating.（板书句子，教学句子。
）
T: Is Fido drinking water?
Ss: No, he isn’t.
(2)Listen to the tape again.
T: Then what is Sam going to do with Fido?
Ss: He’s going to take Fido to the park.
(3)Read aloud.
理解Can you take him to the park?
(4) Listen to the tape and follow the tape.
(5)分角色朗读。
同桌两人分角色读。
男女生分角色读。
师生分角色读。
(6)表演对话。
教学资源：课件、录音机、磁带
设计意图：表演对话，展示了学生们的语言才能，表演才能，提高学生运用语言的能力。
Step 4 Practice
Let’s play a game
(1)教师事先准备好小猫Mimi做不同事情的图片，请一名学生到讲台前，面向黑板，教师随意抽出一张，学生用句型Is the cat v-ing?猜测，其他学生给出相应的回答Yes, she is. / No, she isn’t.
(2)两人一组，拿出事先自己准备好的动物的图片，进行猜测问答。
教学资源：图片
设计意图：通过游戏的活动，让学生在玩中巩固所学知识。
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
1. 学习了词汇：drinking water, sleeping, eating
2. 学习了句型：Is he /she +v-ing?
Yes, he /she is. No, he/she isn’t.
设计意图：将本节课所学的主要内容，知识结构进行归纳，帮助学生理解和记忆本课时所学的知识。
课堂作业
一、英汉连线。
1.play with A. 和……玩
e here B. 喝茶
3.drink tea C. 当然可以
4.of course D. 过来
二、单项选择。
( ) 1.—Is Sarah ________ water?
—Yes, she is.
A. drink
B. drinking
C. Drinks
( ) 2. —Can you take ________ to the park?
—Sure.
A. he
B. him
C. his
( ) 3. —________is Tom?
—He’s at home.
A. Whose
B. Where
C. Who
三、选择合适的句子补全对话。
Mary: Where is Mimi?
Lily: 1.________________
Mary: 2. ________________
Lily: No, she isn ’t. 3. ________________ Mary: 4. ________________
Lily: Of course.
板书设计
Unit 5 Whose dog is it?
Is he/she + drinking water? v -ing
Yes, he/she is. No, he/she isn ’t. He ’s eating。
pep(人教)五年级英语下册 unit5 Part A 第三课时 2 优质教案.doc
1.读准“Let’s spell”部分中的例词，完成练习。
2.通过大量的听读操练，掌握鼻辅音//在单词中的发音。
3.看图片，自主编写句子。
1. 读准“Let’s spell”部分中的例词，并完成练习。
2.能区分形容词性和名词性物主代词，并能灵活运用。
鼻辅音的发音。
单词卡片，教学光盘。
Step 1:Warm up（1）教师出示代词，学生两人一组搭档，一人说形容词性物主代词，一人说名词性物主代词，比一比，看看哪组搭档配合得最完美。
（2）Free talk，教师拿一个学生的一本书并问：“Whose book is it?”Ss:“It’s …’s. It’s hers/his.”练习句型。
Step 2:Presentation（1）直接以展示图片和让学生猜单词的方式展示出两组例词，并板书：ng: long ,sing ,ring ,youngnk: think ,ink ,trunk ,pink（2）播放教学光盘，学生跟读例词，模仿发音，尽量读准例词。
（3）小组间，成员轮流读例词，相互纠正错误发音，教师巡视指导。
（4）教师写出两组词的音标，并让学生仔细观察“ng”“nk”的发音有何异同。
（5）展示成果，交流讨论，教师点拨，并指导鼻辅音的发音，舌后软颚辅音，发音时软颚下垂，堵住口腔通道，气流从鼻腔送出，声带振动。
（6）教师范读，引导学生正确发音。
Step 3:Consolidation and extension（1）完成“Read,write and listen”练习。
①教师先找出学生“开火车”读所给练习单词，学生一边听一边画出发的字母组合“ng”以及发//的字母组合“nk”，教师一边听一边纠正错误发音，全班同学一起体会的发音。
②写出发的字母组合“ng”单词，以及发//的字母组合“nk”单词。
如：ng: song, ring, sing, thing, morning, longnk: trunk, think, drink, pink, thank, bank（2）运用句型sb.+is+v.ing完成“Look and write”。
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。
(完整word版)PEP人教版小学英语五年级下册课堂同步练习试题全册,推荐文档
五年级（下）第一单元第1课时学案Unit 1 My dayPart A Let’s talk【学习目标】1．能够听懂、会说句型：When do you finish class in the morning? We finish class at 1o’clock.并能在实际情景中运用。
能够正确使用usually这个频度副词。
2．能在Role play部分用本课时目标语言询问同学的作息时间，并能对结果做简单的反思。
【重点难点】重点：能够熟练使用句型：―When do you finish class in the morning? We finish class at 1o’clock.问答活动时间。
难点：能够在情境中熟练使用句型：―When do you …?问答活动时间。
【新知预习】写出下列单词或词组的意思。
1. finish class ______________2. after lunch_________3. start _____________4. Spain__________5. too late_____________【课堂探究】探究1 根据汉意写单词。
1. 吃午餐__________________2. 回学校_____________3. 吃晚餐________________4.什么时候_____________5. 或者________________探究2 翻译下列句子。
When do you finish class in the morning? ___________________________________Classes start at 3 o’clock. __________________________________【针对练习】单项选择。
1.---________ do you go to bed?--- At 9:00.A.WhatB. whenC. When2.I eat dinner _____ 6 o’clock.A. aB. atC. on【达标练习】Ⅰ. 选择正确答案。
pep(人教)五年级英语下册 unit5 Part B 第三课时 1 优质教案.doc
1.能够流利地运用“What is the bear/…doing?”和“It’s dancing/…”等句型，询问与描述动物正在做的事情。
2.能够正确理解和运用“I’m dancing like a bear.”和“Do you want to swim likea fish? No，I don’t want to be a fish.”等句型。
3.能够正确地书写“The bear is dancing.”等句型，以及书面询问与描述动物正在做的事情。
能够流利地运用“What is the bear /…doing?”和“It’s dancing／…”等句型，描述动物正在做的事情。
能在真实的情境中灵活应用现在进行时来询问和描述身边正在发生的事情。
教学光盘，单词卡片，多媒体课件。
Step 1:Warm-up1.全班合唱《Animals，animals are everywhere》。
2.活动：听声音或看动作，猜动物。
教师播放各种动物的叫声，让学生快速地猜出动物，猜对者对该单词进行拼读。
复习与本课时有关的动物类单词：bear，tiger，rabbit，monkey，elephant，fish。
3.活动：最佳《动物世界》解说员。
教师播放从网络上下载的《动物世界》的片段做成PPT，要求学生用现往进行时来描述画中动物正在做的动作。
例如：“熊猫在爬树”或“猴子在吃西瓜”，学生抢答：The panda is climbing. The monkey is eating.得分最多的学生为最佳《动物世界》解说员。
Step 2: Presentation1. Read and write.(1)教师导入：Do you like animals? Do you want to go to the zoo to see the animals with me? Now let’s go.(2)布置阅读中的任务。
请学生认真阅读Robin at the zoo部分，思考对话中谈到几种动物？各种动物各自在做什么？(3)检查学生阅读的结果。
人教版英语(PEP)五年级下册 Unit 5 知识点、1-6课时 课课练含答案
人教版PEP英语五年级下册Unit 5 知识点、1-6课时课课练含答案Unit 5 Whose dog is it? 知识点一、核心词汇1.名词性物主代词: mine 我的yours 你(们)的his 他的hers 她的theirs 他们的;她们的;它们的ours 我们的2.动词: climbing (正在)攀登;攀爬eating (正在)吃playing (正在)玩耍jumping (正在)跳drinking (正在)喝(水)sleeping (正在)睡觉二、了解词汇1. 单词:each 每一;各个other 其他excited 兴奋的;激动的like 像……那样2. 短语: each other 相互三、核心句型1.The yellow picture is mine. 那幅黄颜色的画是我的。
解读:这是表达某物是某人的句型。
举一反三: This bag is hers. 这个包是她的。
2.Are these all ours? 这些都是我们的画吗? 解读:这是询问某物是不是某人的一般疑问句。
举一反三: — Is the pencil yours? 这是你的铅笔吗?— Yes, it is. 是的。
3.— Whose is it? 它是谁的? — It ’s Zhang Peng ’s. 是张鹏的。
解读:当表示物品的从属关系时用名词性物主代词或名词所有格来表示。
人称代词表名称主格 宾格 形容词性 物主代词 名词性 物主代词I(我) me(我) my(我的) mine(我的) you(你;你们) you(你;你们) your(你的;你们的) yours(你的;你们的)he(他) him(他) his(他的) his(他的) she(她)her(她) her(她的) hers(她的) it(它) it(它) its(它的) its(它的) we(我们) us(我们) our(我们的) ours(我们的) they [他(她;它)们]them [他(她;它)们]their [他(她;它)们的]theirs [他(她;它)们的]4.— Is he drinking water? 他在喝水吗?— No, he isn’t. He’s eating. 不,不是。
人教版PEP五年级英语下册《Unit 5 第三课时》教案
2020人教版PEP五年级英语下册精编教案第三课时课时内容B let’s try Let’s talk课时分析本课时是人教版五年级下册第五单元第三课时。
围绕“小狗Fido”这一话题展开，主要通过对话学习句型Is he drinking water? No, he isn’t. He’s eating.的表达。
增强学生热爱动物的美好情感，激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。
本课时在B部分中起到了引领的作用。
本课时的重点是能够在情景中运用询问并回答某人正在做某事的句型。
本课时包括Let’s try 和Let’s talk 两个版块。
Let’s try呈现了Sam 到陈杰家做客时所发生的问答的场景，使学生初步感知核心句型。
Let’s talk呈现了Sam在陈杰家做客，两人讨论小狗Fido的情景，引出核心句型Is he drinking water? No, he isn’t. He’s eating. 情景的设置，很贴近学生的实际生活，更能激起学生学习的兴趣。
本课时的新授知识学生比较容易理解，教师在教学中充分利用教材已设定的情境展开教学，引导学生在合作学习中和任务学习中正确表达所学句型。
课时目标1.能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’seating.2.能够理解对话大意。
3.能够用正确的语音、语调朗读课文。
4.增强学生热爱动物的美好情感。
课时重难点1. 重点（1）能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’s eating.（2）能够理解对话大意。
（3）能够用正确的语音、语调朗读课文。
2. 难点句型Is he/she v-ing? Yes, he/she is. No, he/she isn’t. He/She is v-ing.的灵活运用。
新人教版五年级下册英语全册教案
新人教版（PEP）五年级下册英语全册教案Unit 1 My Day单元教学目标类别教学目标知识与能力目标1.能够听、说、读、写A、B部分中Let’s talk和Let’s learn的重点句子和单词。
2.掌握A部分Let’s spell中所给单词的字母组合的发音规律以及音标，并能熟读这些单词。
3.理解B部分Read and write中的短文，并能根据短文内容完成题目，回答问题。
4.理解B部分Let’s check和Let’s wrap it up中的题目内容，并能正确地答题。
情感态度、文化意识、学习策略目标1.能够在生活中主动询问别人或对别人的询问能热情应答,相互了解各自的日常学习及生活情况。
2.能够了解学校中及社会生活中相关活动的名称，激发学生热爱学习、热爱生活的美好情感。
3.能够合理地安排日常学习和周末活动。
单元课时分配第1课时A部分Let’s try Let’s talk第2课时A部分Let’s learn Ask and write第3课时A部分Let’s spell第4课时B部分Let’s try Let’s talk第5课时B部分Let’s learn Do a survey第6课时B部分Read and write Let’s check Let’s wrap it up C部分Story time课时第一课时教学重难点1. 掌握重点句型When do you…及回答。
2. 理解句子When do you finish class in the morning?的相关语法点。
教学准备1.课本录音2.多媒体课件Ⅰ.Warm-up (Revision) 备注教师带领学生复习上一学期中与本课时相关的情景对话。
Ⅱ.Presentation教学步骤Let’s try1.在听Let’s try部分的录音之前，教师告诉学生题目要求。
2.教师按课本上三张图片的顺序进行提问：What is it in the first/second/thirdpicture?(学生的回答只要大概符合图片内容即可)3.学生审题完毕后，教师播放录音，学生注意听对话所描述的图片，完成听力题目，教师核对答案，并对该听力题目进行讲解。
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。
英语五年级下册unit5 第三课时 教案
1.完成Read, write and listen活动。
请学生运用含有“nk, ng”的单词进行分类。以小组为单位进行整理，并以各种形式进行小组比赛。
2.完成Look and write的活动。请学生仔细观察图片，请学生运用含有“nk, ng”的单词进行造句练习。教师之一为学生初步讲解现在进行时句型结构。
教学课题
A Let’s spell
课时
3
主备人
复备人
课标分析
•能够感知并归纳字母组合ng和nk在单词中的发音规则，即ng和nk在单词中分别发/ŋ/和/ŋk/
•能够根据发音规则读出含有字母组合ng和nk的单词，并能够根据单词发音拼写出相应单词，完成句子
•能够在单线上完成书写句子的活动，做到书写规范正确
教学准备
教学课件、自制单词卡片
一次备课（口语交际）
二次备课（口语交际）
教
学
过
程
一、热身（Warm-up）（此环节用时5分钟）
说唱做演，激情引趣
（一）“我行我秀”口语展示（3分钟）
1. Ask and answer.同位对问答问题进行计数。
（结束后，分别帮同做好记录。）
2.师生互致问候，复习含有ch、sh字母组合的单词。
2、鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。关注学生间的合作学习。进一步提高学生对英语的学习热情及学习兴趣。
教学重难点及突破方法
学习重点：掌握元音字母nk、ng在单词中的发音，并且能够根据发音规律拼读学过的语音例词。
学习难点：运用书中所出示的单词进行造句练习。
教学
方法
创设情境、多媒体辅助法