英语人教PEP版五年级下册Unit 6 第二课时教案
第二课时 课时内容 A Let’s learn Look and say 课时分析 本课时是人教版五年级下册第六单元的第二课时。围绕“陈杰一天的日常生活”这一话题展开，主要通过对话学习五个词组doing morning exercises, having ... class, eating lunch, reading a book, listening to music及询问并回答某人是否正在做某事的句型What is ... doing? She’s /He’s ...的表达。激发学生学习英语的热情，树立学好英语的信心。第一课时核心句型的学习为本课时的教学奠定了基础，本课时的重点是四会词组的掌握以及能够在语境中正确的运用。 本课时包括Let’s learn 和Look and say两个版块。Let’s learn通过Amy 和吴一凡讨论陈杰一天的日常生活的场景，呈现了五个词组。此情境是与学生的生活息息相关的，很能激起学生学习的兴趣。Look and say 版块是一个综合性的语用活动，用于操练A部分的词组和核心句型。 本课时虽然是新授课，但是四会词组的原形do morning exercises, have...class, eat lunch, read a book, listen to music在第一单元已经学过，所以学生会很容易掌握新知，在设计教学过程中，重在通过任务型教学法、合作探究教学法等教学方法引导学生自主学习，培养学生独立学习的意识。 课时目标 （1）能够听、说、读、写词组：doing morning exercises, having ... class, eating lunch, reading a book, listening to music （2）能够在语境中正确运用上述五个词组。 （3）能够听、说、认读、运用句型What is ... doing? She’s /He’s ... （4）激发学生学习英语的热情，树立学好英语的信心。 课时重难点 1.重点 （1）能够听、说、读、写词组：doing morning exercises, having ... class, eating lunch, reading a book, listening to music （2）能够在语境中正确运用上述五个词组。 （3）能够听、说、认读、运用句型What is ... doing? She’s /He’s ... 2.难点 四会词组在语境中的正确运用。 教学准备 多媒体课件、卡片、图片、录音机、磁带 教学过程 Step 1 Warm up Greeting T: Hi, everyone. How are you today? Ss: I’m fine, thanks. And you? T: Very well, thanks. Do you like weekends? Ss: Yes. T: What do you do on the weekend? S1: I often read a book. S2: I often watch TV. ... 设计意图：通过和学生聊天，拉近与学生的距离，引出和本课有关的词组。 2. Lead in 1.Play a game. 玩“我来比划，你来猜”的游戏。教师依次做出“听音乐、做早操、吃晚饭、看书、上课”的动作，学生猜出短语。 2.呈现“听音乐、做早操、吃晚饭、看书、上课”的短语卡片，学生认读并做动作。 （学生边认读，教师边张贴listen to music, do morning exercises, ear dinner, read a book, have...class卡片。） 3.呈现陈杰的图片。 T: Who is she? Ss: Chen jie. T: What’s Chen Jie doing?（板书句子。）Let’s have a look. 教学资源：卡片 设计意图：通过游戏、卡片认读，复习和本课有关的词组，为学习新知做好准备。 Step 3 Presentation 1. Teaching “doing morning exercises, having ... class, eating lunch, reading a book, listening to music” (1)Teaching “doing morning exercises” a. 呈现陈杰做早操的图片。 T: Chen Jie does many things every day. Look at picture 1. What time is it? S1: It’s six o’clock. T: What’s Chen Jie doing? Ss: She’s doing morning exercises.（引导学生说出。在板书上do morning exercises的do的后面+-ing，用红色粉笔标注。带读do, doing。） b. 课件呈现操场、公园等场地，学生用下面的句型练习说话。 She is doing morning exercises in the park. (2) Teaching “having ... class” a. 呈现陈杰上课的图片。 T: Look at picture 2. It’s 9:00. Where is Chen Jie? Ss: In the classroom. T: What are the students doing? Ss: They are having class.（引导学生说出。在板书上have... class的have的后面去e+-ing，用红色粉笔标注。然后分因素教学发音，ha-ving，强调v-ing的发音。） b. 出示各学科上课的图片，学生用下面的句型练习说话。 They’re having _____ class. (3)Teaching “eating lunch” a. 呈现陈杰吃午饭的图片。 T: What time is it? S1: It’s t11:30 a.m. T: It’s time for... Ss: Lunch.（引导学生说出。把板书上的dinner，换成lunch，领读短语，齐读短语。） T: What’s Chen doing? Ss: She’s eating lunch.（指名说eat如何变，教师再用红粉笔在板书上标注。然后领读eat, eating.） b. T: What is she eating for lunch? Guess. S1: She is eating fish. S2: She is eating... ... (4) Teaching “reading a book” a. 呈现陈杰读书的图片。 T: It’s 4:00. Chen Jie is... Ss: Reading a book /Reading books.(指名说reading怎么写，教师再用红粉笔在板书上标注。然后带读read, reading,齐说句子。) b. 呈现不同的书，引导学生说话。 She is reading a Chinese book/ a maths book/ a storybook... (5)Teaching “listening to music” a.呈现陈杰听音乐的图片。 T: What time is it now? S1: It’s 7: 30. T: What is Chen Jie doing? Ss: She is listening to music.（指名拼写listening，教师用红色粉笔作标注，然后分音节li-sten-ing教读。） b. 呈现不用形式的歌曲，引导学生说话。 She is listening to pop music/the ABC song... (5) listen to the tape and follow the tape. (6) 练读单词。 do-doing, have\having, eat-eating, read-reading, listen-listening 教学资源：课件 设计意图：教学每个词组，引导学生自主学习，然后拓展词组，进一步操练词组的音、形、义。 2. Listen to the tape and learn the sentences. (1) Follow the tape. (2)板书朗读。 (3) Make a dialogue in pairs. It’s ... a.m./p.m. What’s Chen Jie doing? She’s .... 教学资源：录音机、磁带 设计意图：模仿跟读后，板书朗读，然后编读对话，做到听、说、读相结合。 Step 4 Practice 1. Look and say. 学生们看书，了解图意，然后同桌互相描述Mike正在进行的动作。 设计意图：此活动用于操练本节课所学的核心词汇和句型。 2. Play a game. 三人一组，一人表演动作，另外两人做问答练习。 参考动作：doing morning exercises, having ... class, eating lunch, reading a book, listening to music, playing football, playing ping-pong, dacing 参考句型：What is... doing?
【人教pep版】五年级下册英语教案：Unit 2 教案(二)
教学过程
批注
一、Warm-up & Revision
1.Oral practice.题为“My favourite season”。
2.Recite the text.
练习学生口语表达能力，检查学生任务完成情况。
二、Presentation & Practice
学习Let’s spell。
1.Activity.快乐传真。
(2)课件呈现单词。听录音学生跟读。
(3)Activity：我是小画家。
让学生拿出课前准备好的画画笔和纸，在纸上画出你心目中的春夏秋冬，并涂上合适的颜色。
(4)Game：Show and guess.
教师抽取几名学生的作品，让学生本人随机抽出其作品，台下学生看图用英语说说该作品是什么季节。
S1:Which season is it? Ss:Spring?
第三课时Read and write Let’s check
教学目标
【知识目标】1.能听、说、读、写重点词汇。eg: pick apples,go on a picnic,make a snowman,go swimming…
2.能正确认读句型“—Which season do you like best?—I like …best.”“—Why?—Because…”，并利用句型询问他人和表达自己季节喜好及其原因。
4.教师说明br/br/与gr/gr/的发音方法。
5.多媒体动态图展示发音时口腔变化。
6.教师带读，找个别学生读，教师纠正。
7.Game：大家来找茬。
六人一组，依次对含有br或gr的单词发音，台下学生找出并记下发音不标准的同学，举手说出自己的答案，回答完全正确得一分，得分最高者获胜。可得到奖品。
人教版PEP小学英语五年级下册Unit 2教案
Unit2 My favourite season单元分析一、单元教学分析本单元学习的主题是描述最喜欢的季节并陈述原因。
在内容上和四年级下册第四单元有相似之处，描述天气情况的形容词，如：cool，cold，riny， windy，snowy，suny等单词皆已学过，因此教师在教学过程中可以以旧带新，降低学习难度，又做到滚动复习语言知识。
课本中的主情景图通过在美术教室，Amy，John，Zoom和zip的对话场景呈现了本单元要学习的部分核心词汇。
这既可以作为对B部分对话的后续复习，又可以用来导入 Lets learn部分的新词学习。
教学时，教师可以利用教材情境图和相关视频，帮助学生感知和理解语言运用的情境。
本单元的学习重点是问答某人最喜欢的季节并陈述原因，其内容与学生的生活实际、休闲活动联系紧密。
因此，课堂教学要从学生的生活实际出发，鼓励学生积极参与活动，真实地表达对季节的喜好及原因。
在对话和读写教学中，可以渗透以wh开头的疑问词的用法这一语法点，并且在单元总结中再一次强化这一知识点。
本单元将学习字母组合br和gr的发音规则，通过听音拼读、书写等活动培养学生的语音意识，帮助学生借助语音知识提升认读和识记单词的效果。
同时要求学生在单线上完成抄写句子的活动，做到书写规范。
C部分的 Story time综合呈现了本单元的主要词汇和句型，同时还渗透了白色圣诞节的习俗和南北半球气候存在差异的常识。
学生在完成阅读、理解故事的基础上，可以分小组对故事内容进行分角色模仿表演。
二、单元教学目标（一）知识与能力目标：1.句型目标：（1）能够听、说、读、写句型Which season do you like best? Winter. Why? Because I like summer vacation！（2）能够在情景中运用句型 Which season do you like best? Winter.Why? Because I like summer vacation！询问并回答对季节的喜好，并简单陈述喜欢某个季节的理由。
人教PEP版五年级下册英语全册核心素养目标教案
人教PEP版五年级下册英语全册核心素养目标教案教案：人教PEP版五年级下册英语全册核心素养目标Unit 1: My Day1. Develop the ability to talk about daily routines and time.2. Enhance listening and speaking skills through conversations about daily activities.3. Understand and use the present simple tense to describe routines.4. Learn to ask and answer questions about daily activities.5. Develop the ability to use adverbs of frequency to describe routines.6. Learn to use time expressions to talk aboutdaily activities.7. Develop the ability to write simple sentences about daily routines.Unit 2: At the Farm1. Develop the ability to talk about farm animals and their characteristics.2. Enhance listening and speaking skills through conversations about farm animals.3. Understand and use the present simple tense to describe animals and their actions.4. Learn to ask and answer questions about farm animals.5. Develop the ability to use adjectives todescribe animals.6. Learn to use prepositions to talk about location.7. Develop the ability to write short paragraphs about farm animals.Unit 3: Sports Meeting1. Develop the ability to talk about differentsports and their rules.2. Enhance listening and speaking skills through conversations about sports.3. Understand and use the present continuous tenseto describe ongoing actions.4. Learn to ask and answer questions about sports.5. Develop the ability to use prepositions of place to describe sports activities.6. Learn to use imperatives to give instructions in sports.7. Develop the ability to write simple sentences about sports activities.Unit 4: A Trip to the Countryside1. Develop the ability to talk about nature and countryside activities.2. Enhance listening and speaking skills through conversations about countryside trips.3. Understand and use the past simple tense to describe past activities.4. Learn to ask and answer questions aboutcountryside trips.5. Develop the ability to use adverbs of time to describe past activities.6. Learn to use conjunctions to connect ideas in writing.7. Develop the ability to write short paragraphs about countryside trips.Unit 5: At the Supermarket1. Develop the ability to talk about food and shopping.2. Enhance listening and speaking skills through conversations about shopping.3. Understand and use the present continuous tenseto describe actions in progress.4. Learn to ask and answer questions about shopping.5. Develop the ability to use quantifiers to talk about quantities.6. Learn to use comparative and superlative formsof adjectives to describe food.7. Develop the ability to write simple sentences about shopping.Unit 6: My Dream Job1. Develop the ability to talk about different occupations and job preferences.2. Enhance listening and speaking skills through conversations about dream jobs.3. Understand and use the future tense to describefuture plans and aspirations.4. Learn to ask and answer questions about dream jobs.5. Develop the ability to use modal verbs to express possibility and preference.6. Learn to use possessive pronouns to talk about personal belongings.7. Develop the ability to write short paragraphs about dream jobs.以上是人教PEP版五年级下册英语全册核心素养目标的教案。
英语人教版五年级下册PEP6 Unit5 A Let's talk 教学设计
PEP6 Unit5 A Let’s talk教学设计教学目标:1.知识目标(1)能正确听说认读对话中出现的单词mine,yours, hers, his,ours(2)通过对话学习能够掌握主要的功能句型: Whose is it? It’s mine/his…Whoseare these? They are …2.能力目标通过语言学习,能正确运用本课时词汇和主要句型询问他人和表达物品归属,并准确地使用于实际当中.3.情感态度目标通过学习绘本“whose hat is it？”，使我们明白一个道理：赠人玫瑰，手留余香。
教学重难点重点:1.能够在实际语境中交流运用句型”Whose is it?”“It’s mine/ yours /his…”2.能够表演并内化Let’s talk的交际内容难点:1.学生能大胆创编和表演有关物品归属的问答小对话2.绘本故事的表演教学准备：课件绘本故事材料词条和词卡四种动物头像大象的帽子教学流程Step1:Warm-up& revision1.Enjoy a song: Whose puppy is this?设计意图:通过课前欣赏歌曲,渗透本课的重点语言点,让学生提前感知所要学习的新知,为新授营造一个活泼有趣的氛围.2.Game: sharp eyes her hat your car his book our friend my picture设计意图:以唱歌谣的形式复习以前学过的形容词性物主代词,为本课名词性物主代词的学习及运用做好铺垫Step2:Presentation & practice1.课件呈现江心屿的图片,教师说: I have a picture for you. There is a picture ofJiangxin Island. What about the other pictures?2.课件呈现其他图片,学生运用句型简单地介绍图片:There is a picture of3.课件一起呈现上面5张图片,教师说: All the pictures are in my wechat.课件呈现自己的微信,教师说:Look, it’s my wechat .It’s mine, 引出mine教读,告诉学生my wechat=mine4.课件呈现Angelababy的微信,教师说:Whose wechat is this?出示词条并教读Whose…is this? It’s AB’s wechat. It’s her wechat. 引出It’s hers. 教读hers,Her wechat=hers 接着再出示她微信中的汽车,Whose car is this? It’s her car. 让学生说出It’s hers .5.以同样的方式出示邓超的微信,引出It’s his wechat. It’s his. his wechat=his 教读his. 接着出示邓超微信中儿子的图片,教师说:whose baby is this? It’s dengchao’s baby. It’s . A. hers B. his6.名词性物主代词新授完后,教师编个chant进行巩固,Whose, whose, whose isthis? It’s her book. It’s hers….最后两句让学生自己编7.出示Chenjie的书本，承接上面的chant问学生：whose,whose,whose book is this?Whose book is this? It’s Chenjie’s. / It’s hers.再出示两本书问：Whose books are these?引出复述形式，出示词条Whose…are these?并教读，引导学生用They are Chenjie’s回答。
新PEP版小学英语五年级下册Unit2精品教案课时2
Unit 2 My favourite season第二课时Part A Let's learn ＆Read and match 教学目标：1. 能听说读写单词season, spring, summer, autumn, winter。
2. 初步掌握句型Which season do you like best?并能回答。
教学重点：1. 掌握单词season, spring, summer, autumn, winter的发音。
2. 掌握Let's learn中如何询问和回答最喜欢的季节，并能试着说出理由。
教学过程：Step1:Warm-up1. 引导学生复习形容天气的单词cold, warm, hot, cool.cold, cold—It's cold.用同样方式复习余下单词。
2. 复习四年级下册询问天气的句型T: What's the weather like in Yan bian?Ss: It's cold/…Step 2: Presentation1. Learn the new words: season, spring, summer, autumn, winter.T: spring, spring spell it pleaseSs: spring, spring S-P-R-I-N-G（其余单词学法同上）2. T: spring, spring, I like spring.Ss: spring, spring, I like spring.（其余单词学法同上）3. Talk about the weather.T: What's the weather like today? Is it cold?Ss: No, it's warm.引出springT: Which season is cold? 引出season，winter.T: Do you know another season? 引出summer, autumn(反复教读单词)4. Let's learn.T: Which season do you like best?S1: Spring. It's warm and sunny.S2: Summer. I can go swimming every day.…反复操练并让学生掌握该句型。
Unit 6 Work quietly(课件)人教PEP版英语五年级下册 (1)
11/20 CNHEEwansehigihnbgohr is
8/20 CNHEEXCTK
WOhha, th’semisy wnaeitgchhbionrg
doTiVn.g?
9/20 CNHEEXCTK
WOhhat, athreemy y neiaghrebors dadonicnign?g.
10/20 CNHEEXCTK
WOrnedehhaoia,gdithhn’isbgnem?ogirs.y
A. work; work
B. works; work
C. work; works
( ) 5. Listen! She _______ in the classroom.
A. is singing
B. sing
C. is sing
( ) 6. We _______ our English teacher and often _______ to her.
1.当句中含be动词或情态动词时，在它们后面加not。
I am a student. My father can swim.
I am not a student. My father can not swim.
2.当句中没有be动词和情态动词时，找到动词，在动词前面加don't，动 词是三单形式时加doesn't,动词变原形。
WOhhat, athreemy y anreighhabvoirnsg brdeoaiknfga?st.
4/20 CNHEEXCTK
WOcnodehhooia,gikthhn’isbgenm?ogirs.y
7/20 CNHEEXCTK
WOhha, th’semisy wneaigshbinogr thedodiinsgh?es.
人教版PEP小学五年级下册英语全册教案
人教版P E P小学五年级下册英语全册教案本页仅作为文档页封面，使用时可以删除This document is for reference only-rar21year.March人教版PEP小学五年级下册英语全册教案课题：Unit 1 This Is My Day课时：共 6 课时，第 1 课时Section A. Let’s learn学习目标1、学会do morning exercises, eat breakfast have English class, play sports, eat dinner达到明其意，会听、会说、会写。
2、我能灵活运用五个词组，并与自己的实际相联系。
3、我能理解熟练朗读本课句型When do you…I usually…at…并能进行操练。
4、我能运用本课学习内容和同伴进行真实地交流。
5、我能养成良好的作息习惯。
重点难点灵活运用五个词组，并与自己的实际相联系学习过程导学过程自主学习I can learn by myself我能根据已学过的单词和词组，听录音，看图片，正确地读词组：do morning exercises, have English class，eat breakfast, play sports, eat dinner. I can understand their meanings.我能明其意have English class: ______ do morning exercises: ________ eat break fast:_______ play sports:______ eat dinner:_______ .3、I can read quickly我能快速地朗读（不会的马上做记号，向同伴们、老师求助）4、.I can teach（我能当小老师领读词组检查同学是否读得快、语言正确、熟练程度高，我还能够把自己的好方法告诉我的同学I can read and understand the sentences.（我会理解、朗读句型）我能听录音大声朗读了When do you…I usually…at…when—W-H-E-N意思是：_________I can write（我会写）U-S-U-A-L-L-Y________，意思是：_________A-T---at 用于“__________”前.合作探究Step1、We can read quickly(我们能够快速的朗读) 小组长指挥“环锁链式”读词组由小组长评出最佳学习能手G1_______G2______ G3______ G4______G5______ G6_______Step2、理解、朗读、运用句型我最棒1)、. I can ask and answer我能观看图片和小对子交流了2)、．I can practice我能认真观察问、答句的结构规律，运用句型，结合自己作息时间和小对子交流了3)、．比一比，哪个组最神速，最勇敢、最精彩，今天的超越组是：__________ 4）、Let’s play together(4’) 同学们，你们知道吗？get up意思是：__________我会写I __________当堂检测我会选择：( ) _____ do you do morning exercise? I usually do morning exercis es at 7:30.A. WhereB. WhatC. When( ) I go to bed _____ 9:00. A. in B. on C. at课题：Unit 1 This Is My Day课时：共 6 课时，第2课时Section A. Let’s talk 学习目标1．我能听懂、会说句型When do you…I usually…并能在实际情景中运用。
人教版PEP英语五年级下册《Unit1MydayPartB》(第二课时)教学设计
人教版PEP英语五年级下册《Unit 1 My day PartB》（第二课时）教学设计一. 教材分析人教版PEP英语五年级下册《Unit 1 My day Part B》第二课时主要学习日常活动相关的词汇和句子。
通过本节课的学习，学生能够掌握关于日常活动的词汇，如：read books, play soccer, watch TV等，并能运用这些词汇和句型描述自己的日常活动。
二. 学情分析五年级的学生已经具备了一定的英语基础，能听懂并基本能说一些简单的日常英语句子。
但部分学生对于描述自己日常活动的词汇和句子还不够熟练，需要在课堂上加强练习。
三. 教学目标1.知识目标：学生能够掌握关于日常活动的词汇，如：read books, playsoccer, watch TV等，并能运用这些词汇和句型描述自己的日常活动。
2.能力目标：学生能够在日常交流中熟练运用所学词汇和句型，提高自己的英语表达能力。
3.情感目标：培养学生热爱生活，养成良好的生活习惯。
四. 教学重难点1.重点：掌握关于日常活动的词汇和句型。
2.难点：熟练运用所学词汇和句型描述自己的日常活动。
五. 教学方法1.情境教学法：通过设定日常活动的情境，让学生在实际语境中学习和运用词汇和句型。
2.交际法：引导学生进行角色扮演，模拟真实场景，进行实际交流。
3.任务型教学法：通过完成小组任务，激发学生的学习兴趣，提高合作意识。
六. 教学准备1.教学课件：制作与本节课内容相关的课件，包括图片、视频等素材。
2.教学道具：准备与日常活动相关的实物道具，如：书籍、足球等。
3.小组任务单：设计小组任务，让学生在课堂上进行实际操作。
七. 教学过程1.导入（5分钟）利用图片或视频展示日常活动的场景，引导学生进行思考，引出本节课的主题。
2.呈现（10分钟）教师展示日常活动的词汇和句型，如：read books, play soccer, watch TV等，并进行解释和示范。
人教pep五年级英语下册unit2教案
Unit 2 My favourite season第一课时 A Let’s learn一、教学目标：1、能够听、说、读、写单词春夏秋冬：spring, summer, autumn, winter。
2、能够理解并运用句型“Which season do you like best?”提问并回答。
3、完成Read and match部分。
二、教学重难点:1、能够听、说、读、写单词春夏秋冬：spring, summer, autumn, winter。
2、能够理解并运用句型“Which season do you like best?”提问并回答。
三、课前准备:1.教材配套课件2.单词卡片四、教学过程:Step1 Warming-up/Revision活动一:说一说，做一做教师播放四年级下册第四单元的歌谣引导学生边说、边打节奏，表演出形容天气的单词 cold warm cool hot。
Step2 Presentation活动二:谈论天气1、教师提问What’s the weather like today? Is it cold? 学生根据实际做答。
No , it’s warm.引出新词汇 Spring2、询问学生，那个季节最寒冷，Which season is cold? 引出词汇season winter.3、询问学生，还知道那些季节?Do you know another season? 引导学生说自己知道的活动三:猜猜，读读1、教师出示表示四个季节的图片，让孩子说说分别是哪个季节。
孩子说对后教师板书单词:spring summer autumn winter2、教师范读，学生跟读活动四:说一说(Let’s learn)1、教师再次展示表示四个季节的图片，询问学生What’s your favourite season?学生根据实际情况回答,并进一步陈述原因“Spring , it’s warm and sunny”教师板书主句型，指导学生认读2、教师播放配套课件，学生观看，跟读句子。
人教PEP版五年级下册 英语Unit 6 Work quietly课件
What's the cat doing?
The cat is walking towards the door.
What's the cat doing?
The cat is jumping through the big hole.
What's the cat doing?
What's the cat doing?
( ) 8. ---Are you doing Kungfu? --- ____________
A. Yes, I am.
B. I’m cooking rice.
C. Sure.
7:00
9:00
1.It's 7:00 a.m. Wea__r_e___h__a_v_i_n_g___b__r_e_a__k_f__a_s__t at 7 o'clock.
?
eating rabbits
John is jumping under the tree.
jumping John the tree
under
is
.
目标二
What is the cat doing?
Lily
Bert
Jim
Benn
y
It is sleepinng
creep:爬
Come on! Let's go and see what the children are doing.
The baby is sleeping.
目标一
doing morning exercises having ... class
eating lunch
reading a book