最新PEP五年级下册第五单元教案
Unit 5 Whose dog is it第一课时一、教学目标1．掌握名词性物主代词-his，hers，mine，yours，ours，theirs。
2．能运用句子“It's mine/yours/hers/his.”来表明物品的所属情况。
二、教学重难点1．重点：掌握名词性物主代词的拼读与用法。
2．难点：(1)能正确区分形容词性物主代词和名词性物主代词的不同。
(2)能在语境、合作、交流中体会并理解物主代词的用法。
三、教学准备动物的图片、动物的头饰、实物投影仪、录音机及录音带。
四、教学过程（一）、热身（Warm-up）1．学生欣赏Unit 5中的歌曲《Animals，animals are everythere》。
2．教师出示歌曲中提及的动物图片，然后进行抢答活动。
活动方式：教师叫四名学生带上自己的钢笔到讲台上来并举起自己的钢笔介绍：It-s my pen。
然后教师让这几名学生背对大家，互相交换手中的钢笔，并迅速交换所站的位置。
然后请其中一个凭自己的记忆猜测钢笔的所属。
如：This is his pen. Thisis her pen. This is my pen. This is your pen.等。
（二）、新课呈现（Presentation）1．Let's learn(1)教师介绍犬展天下-Dog Show2015年犬展开始了，让我们去看看各类高端大气上档玖的狗狗们是谁家的？(2)学习单词his和hers课件出示Let's learn部分的画面，教师指着第一只狗说：Look! This is his dog.It's his．That’s her dog. lt's hers.然后出示单词卡片his和hers，并请全班跟读。
板书：his dog=his her dog=hers(3)学习单词ours和theirs教师指着课本第二幅图说：This is their dog. It's theirs.然后指着某张课桌对全班说：This is their desk. It’s theirs.PPT出示校长的照片，指着照片说：She's /He's our headmaster. He's ours.然后出示单词ours和theirs卡片，全班进行跟读和拼写。
(4)教学单词mine和yours教师指着自己的书包说：This is my bag. It's mine.指着某个人的书包并对他／她说：This is your bag. It’s yours.然后出示卡片进行单词操练。
(5)教师总结：请学生们看课件，找出两种物主代词的区别。
my pen - mine - This pen is mine.her bag= hers - This bag is hers.his eraser - his - This eraser is his.your ruler—yours - This ruler is yours.(6)活动：指指点点说说活动方式：教师随手拿起自己的一本书说：This book is mine. Can you show me your things or his／her things and say this…is mine/hers／his] yours/theirs等。
女口：教师让学生依次拿起自己的物品或别人的物品说：It's mine/ hers/ his/ ours/theirs/ yours.进一步帮助学生熟悉和理解物主代词的含义及其用法。
2.Look,say and complete教师出示教材第49页表格，要求学生认真阅读并填写表格内容，然后模仿例句完成一问一答练刁。
如：Whose book is that? It's Amy's book. The book is hers.Whose pen is that? It's John's pen. The pen is his.（三）、巩固与拓展（Consolidation and extension）活动：物归原主教师把“失物招领”中的物品展示给学生看，请学生帮忙寻找这些物品的主人，完成“物归原主”的任务。
如：Is this your…?Yes,it's mine.或No,it isn’t. It's...（四）、家庭作业（Homework）1．完成本课时活动手册配套的练习。
2．找出家中最珍贵的几件物品，向同桌炫耀一下这些物品的归属。
五、板书设计Unit 5 Whose dog is it?his dog -his her dog-hers their dog-theirsOur dog-ours my dog-mine your dog-yours六、教后反思我在教学中关注学生新旧知识的融合与贯通，帮助学生构成自己的词汇体系，培养学生的自我学习能力。
同时，通过游戏式的教学活动，激发与保持学生的学习兴趣；让学生在游戏的过程中，理解、学习与初步掌握所要求的英语语言知识。
课堂教学后，学生基本会听、说、读、写本课时所要掌握的名词性物主代词，并用其来描述物品的归属。
第二课时一、课时目标1．能在语境中灵活应用名词性物主代词。
2．能运用句子“Whose is it?”或“Whose+名词（复数）are these?”来询问物品的所属情况。
二、教学重难点1．重点：能运用句子“Whose is it?”或“Whose+名词（复数）are these?”来询问物品的所属情况。
2．难点：掌握whose所引导的两种句型。
三、教学准备玩具、学习用品、录音机及录音带。
四、教学过程（一）、热身（Warm-up）1.Sing the song My weekend.2．活动：晒一晒，说一说活动方式：教师在讲台上晒出学生事先准备的玩具，如：泰迪熊、熊猫、汽车、自行车等，教师指着玩具逐一说：This is not mine．然后问：Whose is it?玩具的主人听到后要立刻站起来说：It's mine．老师接着说：Oh，it,s yours．Here you are.然后全班同学指着主人说一说：It's his.或It's hers．说完，继续游戏。
（二）、新课呈现（Presentation）1．Let’s try(1)教师播放Let’s try部分的录音，学生完成听音打勾练习。
(2)教师再次播放Let’s try部分的录音，然后问学生：Which is John's picture?要求学生根据所听到的的内容回答。
2．Let’s talk(1)敦师播放Let’s talk部分的录音，请学生认真听，思考以下问题：①Which picture is Chen Jie's?②Whose is the picture of Beijing? Whose is it?③Whose is the picture of Shanghai? Whose is it?(2)教师播放录音，学生回答这三个问题。
①The yellow picture is Chen Jie's. It's his.②It’s Zhang Peng's.lt's his.③It's Yifan's. It-s his.(3)看图说话。
教师指着图片说：What about the picture of Beijing/Shanghai? Whose is it?引导学生看图说话。
如：The picture of Beijing is beautiful．The picture of Beijing is Zhang Peng's. It's his. It's not mine. The picture of Shanghai is beautiful,too. The picture of Shanghai is Yifan's. It's his. It's not yours.(4)小结whose引导的两种句子。
通过练习，让学生归纳whose的用法。
疑问词“whose”主要对句子中的形容词性的物主代词或名词性物主代词提问。
如：That is your watch.那是你的手表。
Whose watch is that?那是谁的手表？These boxes are theirs.这些盒子是他们的。
Whose are these boxes?达些盒子是谁的？(5)教师解释“Are these all ours?”这个句子的意思，然后教师播放录音，并请学生跟读和表演。
(6)Ask and find out．请学生模仿课本中的例句，同桌进行问答练习。
然后教师拿出从学生那里收集来的故事书、钢笔、铅笔等学习用具，要求学生用Whose... are these? Whose ...is this?来询问物品的主人，看谁最先找到物品的主人。
（三）、巩固与拓展（Consolidation and extension）活动：寻找拍卖会上私人珍藏品的主人活动方式：教师将拍卖会竞拍下来的当红明星的私人珍藏品做成PPT，如：1号物品——一个LV包包(Yang Mi)；2号物品——一架钢琴(Zhou Jielun)。
3号物品——一个机器人(Chen Long)。
要求学生俩俩合作，互相询问这些拍卖物的原主人。
如：Whose bag is this? Whose piano is it? Whose robot is this?It's Yang Mi's. It's hers. It’s Zhou Jielun's. It's his. It’s Chen Long's. It's his.（四）、家庭作业（Homework）1．同桌操练Let's talk中的对话。
2．完成本课时活动手册配套的练习。
五、板书设计Unit 5 Whose dog is it?Whose... is it?Whose book is this?It’s Mike's.It's his.教后反思本课时我围绕寻找失物把书本知识融进各种活动中，让学生在活动中不断地吸收，从而内化所学知识。
同时通过对名词性物主代词和形容词性物主代词的比较，使学生对物主代词的用法有了更加明晰的了解。
“寻找拍卖会上私人珍藏品的主人”这一活动更是把课堂气氛推向高潮。
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）能够运用本单元所学知识进行简单的日常交流。
（3）了解本单元的主题内容，培养学生的英语思维能力。
2. 能力目标：（1）能够正确书写本单元的生词和句子。
（2）能够运用本单元所学知识进行简单的阅读理解和写作。
（3）培养学生的听、说、读、写综合能力。
3. 情感目标：（2）通过本单元的学习，培养学生热爱生活、积极向上的态度。
二、教学内容：1. 生词：本单元的生词有：park, zoo, circus, museum, beach等。
2. 重点句子：（1）What's your favorite place to visit?（2）I like going to the park on weekends.（3）Do you like visiting museums?三、教学重点与难点：1. 重点：本单元的生词和重点句子的运用。
2. 难点：正确运用一般现在时进行表达。
四、教学方法：1. 情境教学法：通过创设情境，让学生在实际情境中学习和运用英语。
2. 交际法：通过小组讨论、角色扮演等方式，培养学生的交际能力。
3. 任务型教学法：通过完成具体任务，激发学生的学习兴趣，培养学生的实践能力。
五、教学步骤：1. 热身（5分钟）：（1）引导学生复习上一单元的知识点。
（2）进行简单的听力练习，为本节课做好准备。
2. 引入（10分钟）：（1）利用图片或实物展示本节课的主题，引导学生谈论自己喜欢的场所。
（2）教师出示本节课的生词，引导学生进行认读。
3. 教学新课（20分钟）：（1）教师讲解生词的含义和用法，让学生进行跟读。
（2）教师出示重点句子，引导学生进行朗读和理解。
（3）学生进行小组讨论，用所学知识进行交流。
4. 练习巩固（15分钟）：（1）学生进行听力练习，巩固本节课的知识点。
（2）学生进行口语练习，运用本节课的知识进行交流。
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。
PEP人教版小学数学五年级下册Unit5单元教案
PEP人教版小学数学五年级下册Unit5单元教案一、教学目标：1.了解长方形的基本特点，尺寸及其测量方法。
2.学会推算长方形的周长。
3.掌握长方形与正方形的区别。
4.通过课堂活动，培养学生的观察能力与实践操作能力。
二、教学重点：1.长方形周长的计算方法。
2.长方形与正方形的区分。
三、教学难点：1.长方形周长计算方法的掌握。
2.如何准确分辨长方形与正方形。
四、教学方法:通过讲授、展示、分组讨论等多种教学方法，引导学生参与到探究的过程中，掌握重点难点。
五、学情分析:学生对长方形有一定的了解，但对它的特点、尺寸及测量方法等还不是很清楚。
六、教学过程:1.导入（5分钟）通过展示一些长方形图片和实物，引导学生了解什么是长方形。
2.例子引入（10分钟）通过示范和讲解，引导学生研究长方形周长的计算方法。
3.影视教学（15分钟）播放相关视频，加深学生对长方形特点、周长的理解。
4.设计活动（25分钟）分成小组，让学生实际测量实物长方形的周长及相关尺寸，并给定一些指导性问题进行讨论思考。
5.总结（5分钟）通过梳理今天研究的内容，加深学生对长方形的认识。
七、作业布置：1.完成课堂作业。
2.在家中寻找一些长方形或正方形的实物拍照备课。
八、板书设计：1. 什么是长方形？2. 长方形周长的计算方法。
3. 长方形与正方形的区分。
九、教学反思：通过多种教学方法的运用，引导学生掌握了重点难点内容。
但是在活动设计中，有些学生的配合程度还需要加强，下次教学需要准备更多互动型活动，让学生积极参与到课堂探究中。
PEP小学英语五年级下册Unit5 PartA Let's talk 教学设计
PEP小学英语五年级下册Unit5 PartA Let's talk 教学设计Teaching Plan for PEP Fifth Grade English Unit 5 Part A Let's TalkI. Teaching Objectives1. Know how express their feelings and emotions with others.2. Understand and use words and expressions to describe feelings and emotions.3. Learn adjectives to express positive and negative feelings.4. Practice listening, speaking, reading and writing skills.II. Teaching Contents1. Vocabulary: happy, sad, angry, bored, scared, surprised, worried, interested, tired, and excited.2. Grammar: Simple present tense verbs.3. Skills: Listening, speaking, reading and writing.III. Teaching ProceduresStep 1: Warm-up (7 mins)a) Greet the students, say hello and check the previous knowledge about Unit 5 Part A's objective and vocabulary.b) Introduce the topic of feelings and emotions using real life examples of being happy, sad etc. to create an emotional atmosphereStep 2: Vocabulary Introduction and Practice (15 mins)a) Introduce the ten adjectives describing feelings and emotions.b) Demonstrate the pronunciation and meaning of each word by showing pictures and having a small conversation with the studentsusing the words.c) Practice the vocabulary in a variety of ways, such as sorting out positives and negatives adjectives or using the emotions words in different sentences.Step 3: Listening and Speaking Task - (18 mins)a) Play short audio or video recordings of different people expressing their emotions for the students to listen to.b) Have the students listen carefully and identify the emotion being expressed.c) Encourage the students to practice these emotions themselves by pairing up and taking turns to role-play different emotions.Step 4: Reading and Writing Practice (20 mins)a) Provide some short sentence examples using the different emotion words to the students.b) Have the students practice reading the sentences with the right emphasis on the appropriate words.c) Ask the students to write simple sentences with the related emotions and present them.Step 5: Homework (5 mins)a) Assign a reading and writing task for the students to practice what they learned about describing emotions today.b) Ask the students to retell a story or event that they experienced, in which they express their emotions.IV. Teaching Materials1. Pictures of people expressing their emotions.2. Audio or video recordings of different people expressing theiremotions.3. A list of ten adjectives describing feelings and emotions.4. Exercise sheets, paper and pencils.V. ConclusionAs the lesson ends, have the students practice saying their emotions with some positive feedback and guidance. Review the objectives and vocabulary learned today with the students, remind them about their homework task and encourage them to use their newfound vocabulary to talk about their emotions in their daily life.。
新版pep小学英语五年级下册Unit5_教案
共（6）课时主备课人教学内容Unit 5 A Let’s learn第（1）课时使用教师课型词汇课使用日期（）月（）日教学目标知识与技能过程与方法情感态度与价值观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 .=Thedog is mine.任务定位教学重点教学难点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 .教学准备PPT，光盘板书设计Unit 5 Whose dog is it ? Let’s learn p49It’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.教学过程设计二次备课一，Warm-up1. 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)二，Presentation1. 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.三，Practice1.Who is faster? (谁最快）For example :T: It’s your 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 .四，Homework1，听课文录音三遍。
最新pep小学五年级英语下册第五单元教案
Unit Five Look at the Monkeys【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 d oing? 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。
（二）知识目标：1．能够掌握A、B两部分Let’s learn单词和Read and write中的四会单词和句子结构。
2．能够掌握动词ing形式的变化规则及What疑问句句型，并能灵活运用。
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。
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）能听懂、会说、会读本单元的生词和重点句子。
（2）能理解并在适当的情境中运用本单元所学的交际用语。
（3）能运用所学的动词过去式进行简单的描述。
2. 能力目标：（1）能流利地朗读课文，提高语音语调的准确性。
（2）能通过合作学习，提高口语交际能力。
3. 情感目标：（1）激发学生学习英语的兴趣，培养积极的学习态度。
（2）培养学生关爱他人，珍惜时间的优秀品质。
二、教学内容1. 课题：My Birthday2. 重点句子：（1）What did you do yesterday?（2）I played basketball with my friends.（3）We had a party and watched a movie.3. 生词：（1）yesterday：昨天（2）play basketball：打篮球（3）party：聚会（4）watch a movie：看电影三、教学过程1. 热身（5分钟）（1）和学生打招呼，询问他们昨天的活动。
（2）带领学生一起做简单的身体运动，如跳绳、拍手等。
2. 导入（10分钟）（1）通过提问引导学生思考昨天做了什么。
（2）展示课题“My Birthday”，引导学生猜测课文内容。
3. 课堂活动（20分钟）（1）分组进行角色扮演，让学生模拟课文中的对话。
（2）邀请几组学生上台表演，给予评价和鼓励。
4. 巩固练习（10分钟）（1）设计一些关于昨天活动的问题，让学生用英语回答。
（2）让学生用所学的句子和生词编一个小故事，互相分享。
5. 总结与作业（5分钟）（1）总结本节课所学内容，强调重点句子和生词。
（2）布置作业：让学生写一篇关于自己昨天的日记。
四、教学评价1. 课堂参与度：观察学生在课堂上的积极性、主动性。
2. 口语表达能力：评价学生在角色扮演、口语交流中的表现。
3. 作业完成情况：检查学生日记的书写、语法和词汇运用。