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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。
Unit 5 Whose dog is it?单元概述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及其语用情境。
学生通过看图，了解本单元话题及相关文化知识，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 drinking water? 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、知识及技能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。
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）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.。
Unit 5 Look at the Monkeys第一课时教学目标1、能够听、说、认读句子：Look at the tiger! It’s jumping ! The rabbit is running .2、能够听、说、读、写动词短语的ing 形式：flying , jumping , walking , running , swimming3、能够听懂、说唱歌谣Koalas are sleeping教学重点1、本课时的教学重点是掌握五个动词的ing形式，并用现在进行时进行简单表达。
2、本课时的教学难点是running和swimming的拼写。
教学过程1、热身教师放三年级上册第四单元A、B部分Let’s do的录音，适时出示各种动物的词卡，学生边说边做相应的动作。
2、预习（1）教师将“jump , walk , fly”三个词写在黑板上，然后手指相应的单词发指令，如: Jump like a rabbit , Walk like an elephant , Fly like a bird ，学生边跟读边做相应的动作。
（2）教师继续发指令，学生做动作。
适时提问：What are you doing ? 引导学生回答：I’m jumping like a rabbit 。
教师在黑板上的jump后面加上ing , 呈现新词：jumping。
同法引入walking 和flying 。
3、新课呈现Let’s start教师向学生展示本部分的挂图，问：What is the …doing?引导学生作答。
Let’s learn（1）教师作小鸟状，一边挥动手臂一边说: I am a bird !I am fly ! The bird is flying 。
引导学生说句子。
（2）教师出示walking 的词卡，说Look at the ..! What is it doing ? 引导学生回答：It’s walking . The…is walking。
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。
pep五年级英语下册第五单元教案pep五年级英语下册第五单元教案Unit L at the nes第一时教学重点：Let’s learn部分的单词：fling, aling, running, uping, siing在情景中使用对话中的句子，并能恰当的替换句中的单词。
听、说、读、写单词：fling, aling, running, uping, siing。
教学难点：al, run, up, si的末尾字母与ing连读的发音。
running和siing的单词拼写。
前准备：教学过程中所需的图片（let’s start）、录音（let’s learn, Let’s hant）、、动画素材。
本时的五张单词图片和卡片。
教学过程：ar up （热身）活动一：唱一唱教师播放三年级上册第四单元A部分Let’s d的录音。
教师适时出示各种动物的词卡，学生边说边做相应的动作。
教师播放三年级上册第四单元B部分Let’s d 的录音，方法同上。
活动二：做一做（1）教师将up, al, fl三个词写在黑板上，然后手指相应的单词发指令，如：up lie a rabbit al lie an elephant Fl lie a bird学生边跟读边做相应的动作。
（2）教师继续发指令，学生做动作，适时提问：hat are u ding?，引导学生回答：I’(uping) (lie a rabbit)。
教师在黑板上的up后面加上ing，呈现新词：uping。
同法引入aling和fling。
2、Presentatin （新呈现）活动三：学一学教师出示Let’s learn部分的教学，提问：hat anials an u see in the piture?让学生回答。
教师指着大象说：L at the elephant! It’s aling! The elephant is aling 教师让学生重复句子。
分别指着一只鸟和小兔子，让学生模仿句子说出：L at the bird! It’s fling! The bird is fling L at the rabbit! It’s uping! The rabbit is uping让学生看图回答：h is the rabbit uping? hat anial is after the rabbit?引导学生回答：A tiger 教师再问：hat is the tiger ding? 引导学生回答：It’s running The tiger is running教师板书：running。
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，培养学生的情感态度和价值观。
2. 能力目标：（1）能够正确书写字母Nn和Mm。
（2）能够运用本单元所学知识进行阅读理解和听力理解。
（3）培养学生的团队合作能力和口语表达能力。
二、教学重点与难点1. 教学重点：（1）本单元的生词和重点句子。
（2）字母Nn和Mm的正确书写。
（3）运用本单元所学知识进行日常交流。
2. 教学难点：（1）字母Nn和Mm的正确书写。
（2）运用本单元所学知识进行阅读理解和听力理解。
三、教学过程1. 热身（5分钟）（1）与学生进行简单的英语对话，检查学生的英语水平。
（2）引导学生回顾上一单元所学内容，为新单元的学习做好铺垫。
2. 导入（10分钟）（1）利用图片或实物引入本单元的主题。
（2）引导学生观察图片或实物，激发学生的学习兴趣。
3. 课堂活动1（15分钟）（1）教授本单元的生词和重点句子。
（2）通过例句和练习，让学生掌握生词和句子的用法。
（3）进行小组活动，让学生互相练习使用生词和句子。
4. 课堂活动2（15分钟）（1）教授字母Nn和Mm的正确书写。
（2）通过示例和练习，让学生掌握字母Nn和Mm的书写方法。
（3）进行书写练习，巩固学生对字母Nn和Mm的掌握。
5. 课堂活动3（10分钟）（1）进行阅读理解活动，让学生运用本单元所学知识。
（2）引导学生理解文章内容，回答相关问题。
（3）进行听力理解活动，让学生运用本单元所学知识。
6. 总结与作业布置（5分钟）（1）对本单元所学内容进行总结，让学生巩固所学知识。
（2）布置作业，让学生课后巩固本单元的内容。
四、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，了解学生的学习状态。
2. 作业完成情况：检查学生作业的完成质量，了解学生对课堂所学知识的掌握程度。
Unit 5 Look at the Monkeys第一课时教学目标1、能够听、说、认读句子：Look at the tiger! It’s jumping ! The rabbit is running .2、能够听、说、读、写动词短语的ing 形式：flying , jumping , walking , running , swimming3、能够听懂、说唱歌谣Koalas are sleeping教学重点1、本课时的教学重点是掌握五个动词的ing形式，并用现在进行时进行简单表达。
2、本课时的教学难点是running和swimming的拼写。
教学过程1、热身教师放三年级上册第四单元A、B部分Let’s do的录音，适时出示各种动物的词卡，学生边说边做相应的动作。
2、预习（1）教师将“jump , walk , fly”三个词写在黑板上，然后手指相应的单词发指令，如: Jump like a rabbit , Walk like an elephant , Fly like a bird ，学生边跟读边做相应的动作。
（2）教师继续发指令，学生做动作。
适时提问：What are you doing ? 引导学生回答：I’m jumping like a rabbit 。
教师在黑板上的jump后面加上ing , 呈现新词：jumping。
同法引入walking 和flying 。
3、新课呈现Let’s start教师向学生展示本部分的挂图，问：What is the …doing?引导学生作答。
Let’s learn（1）教师作小鸟状，一边挥动手臂一边说: I am a bird !I am fly ! The bird is flying 。
引导学生说句子。
（2）教师出示walking 的词卡，说Look at the ..! What is it doing ? 引导学生回答：It’s walking . The…is walking。
教师板书: walking ，引导学生拼读单词。
（3）教师在黑板上画一只蹦蹦跳跳的兔子，说：Look at the rabbit . What is it doing?引导学生回答：It’s jumping . The rabbit is jumping . 教师板书并知道学生拼读单词jumping。
（4）教师向学生展示Let’s learn部分的挂图，说：Look at this picture . What is the bird doing ? 引导学生回答：It’s flying . 同法操练其他的几个单词。
（5）引导学生看图说话。
（6）开火车拼写单词。
Let’s play（1）教师请一名男生和一名女生上台，女生做一个动作，其他学生根据动作猜动物的名称。
（2）同桌或四人一组做该游戏。
Let’s chant（1）教师放第五十六页上的歌谣的录音，学生跟录音说唱，教师做必要的讲解。
（2）学生听录音边做动作边说唱歌谣。
4、巩固（1）活动手册配套游戏。
教学反思Unit 5 Look at the Monkeys第二课时教学目标1．能在Let’s find out 部分用本课时目标语言询问同学的作息时间，并能对调查结果做简单的反思。
2．能够听懂Let’s try部分的录音，完成听音找对应作息时间表的练习。
3、能够听懂、会说“What is she / it doing ? She / It’s running / …”并能在情景中运用。
4、了解一些有关考拉、袋鼠的知识。
5、能够结合字母a和字母组合ar , sm ,sl的发音规律，并能朗读Pronunciation部分的例词。
教学重点1、重点：句型“What is she / it doing ? She / It’s running/….”。
2、难点：在实际情景中正确运用所学对话。
教学过程1、热身（1）教师放第四单元C部分的歌曲What are you doing？的录音，学生一起进行表演唱。
（2）教师放歌谣Koalas are sleeping的录音，学生听录音，边做动作边有节奏地说唱。
（3）教师发指令，如：The bird is flying . The rabbit is jumping . Two bears are fighting，学生一边跟说一边做动作。
2、预习（1）教师放A Let’s learn部分的录音，学生跟读。
（2）教师出示A Let’s learn部分的词卡，学生同桌开火车拼读单词。
3、新课呈现Let’s try学生听录音，做Let’s try部分的练习。
Let’s talk（1）让学生看本单元的主情景图5秒后合上课本，然后教师提问：how many trees/ lakes/ ducks/pandas can you see ? 学生抢答。
（2）学生两人一组根据主情景图的内容进行问答。
（3）放录音，学生跟读该部分的内容。
（4）教师出示Let’s learn部分的词卡和动物词卡，同桌开火车问答操练。
（5）教师将词卡放在教室四周，请学生上台进行对话表演，要求尽量多使用已学过的句子。
Let’s paly按照书本说提示的例子组织学生进行游戏活动。
Pronunciation教师出示该部分的内容（将单词抄在黑板上），带领学生认读单词，并引导学生发现规律。
含有本部分字母组合的常见的单词a : class glass pass vase basket bathroom fast last master taskar: park star car hard garden bar dark far jar mark yardsm: smoke smile small smooth smart smell smithsl: slow sleep slippers slip sled sleeve slotGood to know教师带读Good to know 部分的句子，并让学生看图说说句子的含义，然后教师补充有关考拉和袋鼠的知识。
4、作业（1）活动手册。
（2）抄写单词。
教学反思Unit 5 Look at the Monkeys第三课时教学目标1、能够听、说、读、写句型What is it doing ? It’s eating bananas . What is she doing? She is running .2、能够听、说、认读句子That elephant is drinking water with its trunk3、能够听懂、会唱歌曲Animals , Animals Are Everywhere .教学重点1、本课时的重点是四会掌握句型What is it doing?It’s eating bananas . What is she doing ? She’s running .2、本课时难点是能正确拼写四会句型，并能认读句子That elephant is drinking water with its trunk . 教学过程1、热身（1）教师出示一张Let’s learn部分的词卡，如：Walking，同桌或前后两名学生一边拍手，一边说：Can you see the elephant ? Yes, I can . It’s walking, walking, walking , walking. Shhh 然后继续操练其他的词卡。
（2）放第五十六页的歌谣录音，学生听录音边做动作边有节奏地说唱。
2、预习（1）教师放A Let’s learn部分的录音，学生跟读。
（2）放A Let’s talk部分的录音，学生跟读。
（3）出示A let’s learn部分的词卡，同桌开火车操练句型What is he/she/it doing? He/ She/ It’s…3、新课呈现Read and write（1）教师向学生展示该部分的挂图，先组织学生看图说话。
并逐步引出课文中的难句：That elephant is drinking water with its trunk .trunk = elephant’s nose（2）教师放该部分的录音，学生听录音阅读对话。
（3）教师就课文内容再进一步提问。
（4）板书要求书写的句子，学生问答、拼读、仿写。
（5）教师指导学生完成该部分后的两道题目。
Write and ask（1）要求学生完成作业，动词原形，在动词原形旁写上它的ing形式。
Let’s sing教师放录音，学生听录音跟唱。
教学反思Unit 5 Look at the Monkeys第四课时教学目标1、能够听、说、读、写动词和动词短语的ing形式：sleeping , climbing , fighting, swinging, drinking water .2、能够听懂、认读句子What are the elephants doing ? They’re drinking .3、能够听懂、理解Story time中的故事。
教学重点1、重点是五个动词短语的ing形式。
2、难点是四会掌握五个动词短语的ing形式。
教学过程1、热身（1）歌曲：Animals , Animals Are Everywhere（2）五十六页上的歌谣Koalas Are Sleeping，学生跟录音有节奏地说唱。
2、预习（1）游戏Simon Says .练习一些动词3、新课呈现Let’s learn（1）TPR全身动作反应法。
T: everybody . follow meWalk , Walk WalkI am walking .在黑板上画一只大象，问What is it doing ? 再画一只，问:What are they doing ?（2）类似的方法教其他的几个词组（3）放B Let’s learn部分的录音，学生跟读（4）做游戏：少了什么教师将该部分的单词卡全部放在黑板上，然后学生闭上眼睛，教师快速的拿掉一张，学生睁开眼睛，猜拿掉的是哪一幅图。
并能一句话表达图画的意思。
（5）教师将五张词卡放在讲台上，请一名学生上来随意抽取一张卡片，教师带领其他学生问：What are they? What are they doing？引导学生根据图画的意思回答。
Let’s play教师按照课本提示组织学生进行游戏。
Story time展示该部分的挂图，并放录音，让学生多欣赏几遍。
教学反思Unit 5 Look at the Monkeys第五课时教学目标1、能够听懂、会说：What are they doing ? They are …并能在情景中运用。
