五年级英语下册：Unit5(5)教案人教新版

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人教PEP版英语五年级下册Unit 5 第五课时教案-教学设计

第五课时课时内容B Read and write Let’s check课时分析本课时是人教版五年级下册第五单元第五课时。

围绕“Robin 在动物园”这一话题展开，主要通过阅读文本学习词汇dancing, walking, flying, running, excited, like及如何表达动物正在做的动作的句型。

继续培养学生爱护动物的意识，激发学生学习英语的兴趣和树立学好英语的信心。

前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第五单元B 部分知识的整合。

本课时的重点是单词的理解和能够运用核心句型的运用。

本课时包括Read and write和Let’s check两个版块。

Read and write分为阅读和书面回答问题两个部分。

阅读部分通过呈现Robin和Sarah在动物园，Robin看到了许多动物模仿动物的场景，激活相关的背景知识及话题。

话题有趣，接近学生的实际生活。

Let’s check分为两部分，第一部分为听音标号，用于检测本单元核心词汇和句型。

第二部分为听音选择答案，用于考查本单元核心句型和词汇的理解和表达。

本课时的新授单词，教师要结合图片、动作、一定的语境帮助学生理解。

遵循以学生为主体的原则，采用小组合作的方式，全面调动学生的参与，引导学生自主学习，培养良好的阅读习惯和技巧。

课时目标（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。

（2）能够运用现在进行时态的句型描述动物正在做的动作。

（3）能够读懂故事，并按正确的语音、语调、意群阅读。

.（4）能够正确、规范的书写句子。

（5）能够较好的完成Let’s check。

（6）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。

课时重难点1.重点（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。

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。

人教版PEP五年级英语下册《Unit 5 第五课时》教案

2020人教版PEP五年级英语下册精编教案第五课时课时内容B Read and write Let’s check课时分析本课时是人教版五年级下册第五单元第五课时。

围绕“Robin 在动物园”这一话题展开，主要通过阅读文本学习词汇dancing, walking, flying, running, excited, like及如何表达动物正在做的动作的句型。

继续培养学生爱护动物的意识，激发学生学习英语的兴趣和树立学好英语的信心。

前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第五单元B部分知识的整合。

本课时的重点是单词的理解和能够运用核心句型的运用。

本课时包括Read and write和Let’s check两个版块。

Read and write分为阅读和书面回答问题两个部分。

阅读部分通过呈现Robin 和Sarah在动物园，Robin看到了许多动物模仿动物的场景，激活相关的背景知识及话题。

话题有趣，接近学生的实际生活。

Let’s check 分为两部分，第一部分为听音标号，用于检测本单元核心词汇和句型。

第二部分为听音选择答案，用于考查本单元核心句型和词汇的理解和表达。

本课时的新授单词，教师要结合图片、动作、一定的语境帮助学生理解。

遵循以学生为主体的原则，采用小组合作的方式，全面调动学生的参与，引导学生自主学习，培养良好的阅读习惯和技巧。

课时目标（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。

（2）能够运用现在进行时态的句型描述动物正在做的动作。

（3）能够读懂故事，并按正确的语音、语调、意群阅读。

.（4）能够正确、规范的书写句子。

（5）能够较好的完成Let’s check。

（6）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。

课时重难点1.重点（1）能够听、说、认读单词：excited, dancing, walking, flying, running, like。

五年级下五单元英语人教版教案

五年级下五单元英语人教版教案教案标题：五年级下五单元英语人教版教案教学目标：1. 掌握并能正确使用本单元的重点词汇和短语。

2. 能正确运用本单元所学语法结构进行口语表达和书面表达。

3. 培养学生的听说读写能力，提高他们的英语综合运用能力。

4. 培养学生的合作学习和思维能力。

教学重点：1. 掌握并能正确运用本单元的重点词汇和短语。

2. 能正确使用本单元所学语法结构进行口语表达和书面表达。

教学难点：1. 能正确使用本单元所学语法结构进行口语表达和书面表达。

教具准备：1. PPT课件2. 单词卡片和图片3. 海报或图片4. 录音机和磁带教学过程：Step 1：导入新课 (Warm-up)1. 利用图片或问题激发学生对本单元话题的兴趣，如"What can animals do?" "What's your favorite animal?"等。

2. 让学生通过小组讨论或个人思考回答问题，激活他们的背景知识。

Step 2：新课讲解 (Presentation)1. 使用PPT或图片呈现本单元的重点词汇和短语，并逐个讲解和示范。

2. 使用图片或实物示范语法结构的用法，并引导学生进行模仿和操练。

Step 3：练习与巩固 (Practice)1. 进行听力练习，播放录音，让学生根据听到的内容判断句子的对错。

2. 制作单词卡片和图片，进行词汇操练，通过猜词游戏或小组比赛等形式加深学生对词汇的记忆和理解。

Step 4：拓展延伸 (Extension)1. 给学生分发海报或图片，让他们根据所学内容设计并介绍自己喜欢的动物，激发他们的创造力和口语表达能力。

2. 利用PPT或实物制作情景对话，让学生根据情景进行角色扮演，巩固和运用所学的句型和词汇。

Step 5：作业布置 (Homework)1. 布置课后作业，如完成练习册的相关练习或写一篇关于自己最喜欢的动物的短文。

2. 为下一堂课做预习，阅读下一课的课文并准备相关问题。

人教版五年级下册英语教案Unit-5--Whose-dog-is-it

Unit 5 Whose dog is it?单元备课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与其语用情境。

学生通过看图，了解本单元话题与相关文化知识，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 drinkingwater?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、知识与技能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。

新人教PEP五年级英语下册Unit5 教案

Unit5 教案
一、教学目标与要求
1、能够听懂、会说：What are they doing ? They are …并能在情景中运用。

二、教学重点、难点
1、重点是句型What are they doing ?They are…的教学
2、难点是在实际情景中正确运用所学对话
三、课前准备
录音机和录音带，A、B 部分Let’s learn 的单词词卡和B Let’s talk 的挂图，若干
的头饰
四、教学步骤
1、热身
（1）同第三课时1
（2）播放歌曲Animals , Animals Are Everywhere,学生听录音表演。

2、预习
（1）出示本单元的单词卡片，用What do you see? What is / are the…doing？进行抢答。

（2）拼读单词比赛。

3、新课呈现
Let’s try
指导学生听录音做练习。

Let’s talk
(1)教师依次向学生出示B 部分的let’s learn 部分的词卡，问What are they doing? 学生抢答
（2）出示该部分的挂图，引导学生学习该部分的内容。

（3）放该部分的录音，学生听录音跟读。

（4）看该部分的图画，不看句子，说话。

（5）同桌之间进行对话表演，要求尽量多使用自己的语言。

Pair work
（1）要求学生将自己做的图片展现出来，并看图说话
（2）按照课本上的说明进行活动。

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Unit 3 How much is it?Language in UseI.Teaching aims1.To improve the student’s abilities of listening, speaking, reading andwriting.2.To consolidate the key points in this unit in real situation.II.Teaching important points1.To revise the positive, negative and interrogative forms of “therebe…”sentence structure.2.To train the students to memorize words according to their classificationsof meanings.III. Teaching difficult points1.How to get the students to be able to make a shopping list.2.How to help the students know about the shopping etiquette.IV. Morality Objectives:Make students know about the etiquette between salesmen and customers.V. Teaching Approachtask-based approach，audio-lingual method, communicative approach and situational language teachingVI.Teaching procedureStep 1 Revision and lead-inAsk a pair of students to act out Dialogue B for the whole class on the stage.Play a game with the whole class by showing the video named W hat’s in Sam’s room? to check if the students are able to use “there be…”.Step 2 Grammar focusShow the video “What’s in Sam’s room?”. Ask the students to describe Sam’s room with “there be…” sentence structure.Show another video with the positive example sentences of “there be…”. Ask the students to read the video. Teach the students how to use the positive form of “T here be…”sentence structure by showing the following example sentences on the screen. Ask some individual students to read them aloud. Ask the class to pay attention to the relationship between the noun and the main verb in each sentence There is a house in the picture.There is a clock on the wall.There are many clothes in the shop.There are three books in the bag.Ask the students to change the sentences into the negative form and read aloud.Show a video which shows the interrogative form of “T here be…”and ask the students to read after the video. Ask the students to change the four example sentences into the interrogative form. Get some individual students to read the example sentences.Step3 Looking and writingDescribe Picture 1 as an example, using “T here be…” sentence structure.There is a coffee table in the room.There is a sofa in the room.There are two chairs in the room.There are some books on the coffee table.Ask students to follow the example to write down sentences to describe Pictures 2 and 3. Students should exchange what they’ve written down with their partners and correct the mistakes of each other.Step 4 Talking and thinkingPair work. To get familiar with “T here be…” sentence structure and be able to use it, Students ask questions to each other. And then exchange their roles.Class work. Make some pairs show their dialogues to the whole class.Step 5 Talking and findingPair work. Students are asked to compare the two pictures and find out the differences between them. They are supposed to tell their partners what they have found out with “T here be…” sentence structure.Step 6 Reading and groupingAsk students: What is sold in Downtown Supermaket? ( Suggested answer: Many things such as salad sauce and chicken.) Group work. Every 3 or 4 students make a group and discuss how to sort the goods showed on the poster and put them into the correct shopping baskets. Check the answer with the whole class.Suggested answer:apple → pearjuice → tea, ice cream, milkrice → potato, pizzachicken → fishStep 7 Thinking and writingPair work 1. Show the students the picture of Scene 1. Tell them that Jack is going to hold a birthday party for his classmate Tom and he wants to buy something for the party. Ask students to follow the example of Activity 14 to make a shopping list for Jack according to what the pictures show.Pair work 2. Show the students the picture of Scene 2. Tell them that Jack wants to buy some gifts for his family. Ask students to follow the example of Activity 14 to make a shopping list for Jack according to what the pictures show.Step 8 Looking and talkingPair work. Show pictures in Activity 21 on the screen. Talk about them one by one. Write down the following questions on the blackboard. Ask students to think of them:a)Where is it?b)What are they doing?c)What does the man/woman wants to buy?d)How much is it/are they? Is it/Are they on sale?e)How many/much does the customer buy?Step 9 HomeworkWrite down the dialogues in Activity 21.Blackboard Arrangement (I)Blackboard Arrangement (II)。