五下Unit 5 Whose dog is it Part B let's learn
PEP 五年级下册Unit5 Whose dog is it？
5.先读后写，在语境中正确仿写be doing句式
Post-reading
1.Summary. Robin at the zoo.
Discuss in group. If you were Robin, what animal do you want to imitate?
了解动物的可爱有趣的特长，感受仿生在人类生活中的应用
Teaching
Contents
(教学内容)
PEP五年级上册Unit 5 Whose dog is it?PartBRead and write
Period 3Robin’s show
Prior
Knowledge
(已有知识)
1.能运用句型: Is the…/Are these…doing something ?Yes, it is. Yes, they are. No, it is doing something. No, they are doing something. Somebody is doing something.Look at me. Look at the / a…等句型。
2.Read and write. MengWa at the zoo
3.Show time.
讨论并完成续写，if you were Robin ,what animal do you want to imitate.
文本重组，建构小语段：I’m looking at…The…is doing…I’m doing like…
完成个性书写，小组合作完成作品并展示
Assignments
Unit5Whosedogisit？(单元解读)五年级英语下册(人教PEP版)
五下Unit 5 Whose dog is it单元解读一、单元内容体现的新课标理念本单元在英语核心素养的育人价值下进行，单元主题：人与动物。
属于“人与自我”和“人与自然”范畴，涉及“个人喜好与情感表达”和“常见的动物，动物的特征与生活环境”。
二、单元信息三、单元整体分析本单元学习的主题是寻找动物的主人，主要围绕Whose dog is it?弓出A、B、C 三个板块的内容。
A、B部分呈现两组情景对话、重点词汇和小短文等新知识点，C 部分则是以讲趣味故事形式巩固或延续知识面。
本单元是在复习以前学过的现在进行时以及形容词性物主代词的基础上，注重学习物品所属及动词进行时的英语表达方式。
其中形容词性物主代词的理解和运用难度较大，教师应采取灵活多样的方式进行教学。
基于教材主题内容和教学目标，本单元的大任务是讨论物品所属以及每种动物不同的牛活习性，培养学生爱护动物的意识。
单元话题内容设计了五个语篇，分别是两节对话词汇融合课，一节语音课，一节读写课和一节故事课，围绕单元子话题“感知动物的可爱”“树立爱护动物的意识”“人和动物和谐相处”展开，用所学语言询向物品的所属权，描述动物的动作，学会爱护动物、保护动物。
语篇一是小学生日常生活对话。
陈杰和Mike 在参观学校美术展时，看到了来目世界不同的几有标志性的景色,如上海的东方明珠、北京天安门等,学生通过美术展感受到了大自然的美。
Let’s learn 部分通过Zoom 和Zip 在谈论报利墙展出的Dog Show 的情景图呈现了核心词汇mine,his,hers,ours.theirs 的词形和意义，感知小动物的可爱。
语篇二是小学生日常对话。
Sam 去Chen Jie 家做客，遇到了Chen Jie 家的狗Fido,并询间Fido去了哪重，他喝水了吗? 表达Sam 对Fido 的关爱之情。
后面Sam 和Chen Jie 一起带着Fido 去公园遛狗，Fido 在公园里攀爬、喝水、吃东西，后面累了睡着了，同时公园里还有很多的兔子，她们在一起玩耍，跳跃、睡觉。
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。
英语PEP五年级下册Unit5Whose dog is it PartB Let’s learn
Let’s learn
Look! What is Fido doing now?
He’s_______.
Let’s learn
What is Fido doing now?
He’s playing with the rabbits.
Let’s learn
Fido is tired now.
Oh, Fido is sleeping.
课堂小结
词汇
climb-climbing eat-eating
drink-drinking sleep- sleeping
play-playing
jump-jumping
句型
Fido is sleeping.
Are these rabbits eating?
Thanks for watching!
Ask and answer
Are these rabbits …?
No, they aren’t. They’re …
eating climbing drinking sleeping jumping climbing
Let’s play
is climbing is listening to music in the living room
Let’s learn
climbing
eating
drinking
playing
jumping
sleeping
Oh, Fido is sleeping.
Are these rabbits eating?
Yes. He’s so cute!
No. They’re playing with each other.
人教Pep五年级下册英语 Unit5 Whose dog is it六课时
Ask and answer
What is Robin doing? What does he want to be?
I want to be a bird.
Ask and answer
Do you want to be a fish? ….
Read and write
Robin is excited. He is looking at a bear. He is dancing like a bear.
It’s_h_e_r_s .
Amy: Whose storybook is this?
John: It’s Mr. Zhang’s. It's _h__is_.
Unit 5 Whose dog is it?
人教版(三年级起点)五年级下册
Part B
t's wrap it up
Warm-up/Revision Presentation
● Read and write ● Let’s check ● Let’s wrap it up
Let’s wrap it up
Complete the sentences.
his
her
my
their our
his
hers
mine theirs ours
your yours
1. Amy: Whose English book is that?
John: It's Miss White’s book.
What is he doing?
•
9、 人的价值，在招收诱惑的一瞬间被决定 。21.5.1 021.5.1 0Monday, May 10, 2021
人教版PEP五年级下册Unit 5 Whose dog is it B let's learn 2课件等
other.
play--playing ing- - /iŋ /
Let’s find out： 现在进 行时 1、试着翻译下列句子并找出共同点。
I am eating .
He is
sleeping .
They are playing .
2、小组讨论并试着总结出规律。
be + 动词的ing
语法知识：
1、现在进行时：表示现在或现阶段正在 进行或发生的动作或存在的状态。
2、现在进行时的构成： 主语+be动词（is/am/are）+现在分词
口诀：我用am，你用are；is连着他她它； 单数名词用is ；复数名词要用are。
3、标志词：look,listen,now等。
4、Look! The monkey is C bananas.
A、eat B、drink C、eating
Flash game
August 22nd
twentieth
April 16th
April 21st
April 15th twelfthJanuary 21st May 3rd twenty-third
April 26th December 12th
July 20th
twenty-first
June 26th thirtieth
April 17th
When is Teacher’s Day ? It’s on September 10th.
When is Christmas? It’s on December 25th
1.一般在动词词尾加-ing，如：
pep(人教)五年级英语下册Unit 5 Whose dog is it？ 优质课件.ppt
Let's wrap it up
his her my his hers mine
their theirs
our ours
your yours
1. Amy:Whose English book is that? John:It's Miss White's book. It's __h_er_s__. Amy:Whose storybook is this? John:It's Mr Zhang's. It's _h_i_s___.
Look and write.
1
2
3
4
1. Zoom is eating.
2. _H_e__is_j_u_m_p_in_g_._____
3. _S_h_e_i_s_d_r_in_k_in_g_.___ 4._S_h_e__is_s_i_ng_i_n_g._____
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Part B Let's learn
返回导航
Let's play
Mike is sleeping at school.
Mike Chen Jie
Oliver Wu Yifan
John Zhang Peng
is sleeping
is running is climbing
is reading is listening to music is jumpings
Mike:Yes,Mum. He's ___o_u_r dog.
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单元小结
重点词汇：
பைடு நூலகம்
1.名词性物主代词
mine 我的
yours 你（们）的
Unit5WhosedogisitPartBLet'stryLet'stalk(教案)人教PEP版英
—No, he isn’t. He’s eating.
教学
反思
本节课是一节对话课。导入部分，我通过歌曲视频激发学生参与的热情，随后通过自然谈话导入本课的主题。因为本课时的重难点是要求学生能运用一般疑问句来问答他人是否正在做某事，所以在教学时，我主要通过对话的形式加深学生对该知识点的理解和运用。不足之处是部分学生在回答“No, he/she isn’t. He/She is ...”时，很容易把be动词弄丢。在今后的教学中，我还需适时渗透语法知识的讲解和训练。
Ss:No, he isn’t. He is eating.
T:Excellent! Can Sam play with Fido? What will Sam do?
Ss:Yes. Sam will take Fido to the park.
3. Listen and repeat.
教师逐句播放Let’s talk部分的录音，学生模仿并跟读。提醒学生在跟读的过程中注意模仿录音中的语音、语调，注意停顿。
Unit5Whose dog is it?教案
第四课时(B. Let’stry＆Let’s talk)
教学目标
1.能听懂Let’s try部分的听力内容；能运用句子“Is he/she...?”询问他人是否正在做某事并能对该一般疑问句作肯定或否定回答；能描述他人正在做的事情。（语言能力）
2.能根据图片对内容进行预测，培养学生的归纳与推断能力。
Let’s try
1.课件呈现Chen Jie和她的狗的图片，引入该部分的题目。
T: (课件出示小狗的图片)What is it?
Ss: It’s a dog.
T: Do you remember the Dog Show? Whose dog is this? Can you say? Ss: It’s Chen Jie’s dog.
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.。
新版PEP五年级下册Unit5 Whose dog is it-B let's learn课件
Unit 5 Whose dog is it？
Part B let’s learn
Hi！ I’m Fido.
Oh! Fido is eating
They are eating.
They are drinking
They are drinking.
cliare jumping
It’s sleeping
They are sleeping.
They’re playing with each other.
Chant
Climbing,climbing,climbing,the monkey is climbing. Drinking,drinking,drinking,the dog is drinking. Eating,eating ,eating,the cat is eating. Jumping,jumping,jumping,the rabbits are jumping. Sleeping ,sleeping ,sleeping,the tigers are sleeping. Playing,playing,playing,the bears are playing.
Sing a song
I am eating,I’m _ea_t_in_g.What are you doing? What are you doing? Do you like_dr_in_ki_ng ? Do you like drinking? Yes,I do.Yes,I do. I am jumping,I’m j_um__pi_ng.What are you doing? What are you doing? Do you likec_li_m_b_ing? Do you like climbing? Yes,I do.Yes,I do. I am playing,I’m p_l_ay_in_g.What are you doing? What are you doing? Do you like_sl_ee_p_ing? Do you like sleeping? No,I don’t.No,I don’t.