英语人教版五年级下册Unit 5 B Let's learn

第三课时（B. Let's learn B. Let’s play)学习目标1.掌握新单词: climbing, eating, playing, jumping, drinking, sleeping.2.掌握句型: Fido is sleeping.运用What are these rabbits doing?询问正在做什么并回答They are playing with each other. Are these rabbits eating? Yes, they are./No, they aren’t.教学重难点重点1.能掌握新单词，并知道如何在单词的后面加上ing。

2.能用英语表达谁正在做什么.(注意单复数的变化)难点:掌握现在进行时的一般疑问句及肯否定回答.评价任务1、小组竞赛，快速拼读单词和简单的句子。

3、同桌合作对话，在班级展示。

教学课件多媒体课件教学过程一．热身（Warm-up）1.复习上一课的句型2. T: Whose bag is this ? S1: It’s mine . T: Whose English books are these ? S: They are mine .T: Whose cat is that ? S: It’s Sarah’s ./ It’s hers .二．新课呈现（Presentation）1.教师出示课件图片,引出新单词eating , jumping , drinking , climbing ,sleeping , playing 。

2.引导学生学会询问某人\物正在干什么。

3．教师引导学生结合课件熟悉掌握四会要求词汇和提出问句，询问他们正在干什么。

T: What is Fido doing ?S1：睡觉（sleep)T: Sleeping . Fido is sleeping .用同样的方法学习其他的单词: eating, jumping, drinking , climbing , sleeping , playing并板书在黑板上同时将每个单词的原形也板书在黑板。

五年级英语下册Unit5 Whose dog is it?B Let’s learn教学设计一、教学内容分析。

1．本部分学习单词的六个动词的现在分词：climbing,eating,playing,jumping,drinking,sleeping.教材通过Mike和陈杰在农场歇息时交谈小动物的情景图呈现了单词的词性和意义。

2．本部分的教学目标是：学生能听、说、读、写上述单词；能在语境中正确运用这六个单词。

3．教学本部分时可渗透情感教育，引导学生产生热爱小动物的美好情感。

二、教学重点和难点。

重点：能用一般现在进行时来询问别人正在做什么及作出适当回答。

难点：在真实情境中运用所学句型进行交流。

三、教具准备。

教学ppt、单词卡片、录音机等。

四、教学过程。

（一）热身（Warm-up）1.师生相互问答。

2．Listen the song《 Animals,animals are everywhere. 》教师播放歌曲，让学生边听边复习所学过的动物类单词：bear，tiger，rabbit，monkey，elephant，fish，bird。

3．以动物为主题说话教师：Oh,animals are so cute.I love many animals.What about you?What’s your favourite animal?学生们自由回答。

之后，教师介绍自己最喜欢的几种动物（小猫、熊猫、小兔子）。

（设计意图：歌曲的播放，集中了学生们的注意力。

通过师生谈论动物单词，为今天知识学习做了铺垫。

）（二）新课呈现（Presentation）教学Let’s learn1.T:（点击幻灯片中小猫的动物图片)， Look！ This is a cat.The cat eats.（点击另外一只小猫的动态吃的图片）比较学习eating。

(引出词汇eating，并板书。

)同时教学学生看图表达：The cat is eating。

PEP人教版小学英语五年级下册全册各课时教学反思Unit 1 My day第一课时：A部分Let’s try Let’s talk教学反思：本课时侧重于对动作发生的时间的提问，所以在本课时中既有新的知识点，也有涉及上一学期所学知识的地方。

教师在进行本课时的情景对话时，尽量引导学生回顾上学期学过的动词词组，让学生穿插一些学过的动词词组在句型中进行练习，这样不仅让学生巩固了学过的动词词组，也使学生能够更加灵活地运用所学句型，真正运用到了生活情景中。

第二课时：A部分Let’s learn Ask and write教学反思：本课时主要学习动词词组，大多数动词词组对于学生来说都是比较新的知识点，教师通过做动作，学生猜短语的方式，使学生比较容易理解，也比较容易记住这些词组。

再通过小组对话，同桌之间一问一答等方式进行大量的练习，将词组的记忆融入在句子的学习当中，做到了词不离句，句不离词的有效结合。

第三课时：A部分Let’s spell教学反思：本课时的字母组合“cl”和“pl”都与辅音连缀有关，这是一个新的知识点，教师通过出示图片，讲解句子，引导学生拼读句中的单词，使学生初步掌握字母组合的发音。

然后教师在字母组合发音的基础上向学生讲解辅音连缀及其读时需要注意的地方，并让学生跟读录音、观看音标教学视频，有利于学生理解并掌握所学字母组合的发音。

第四课时：B部分Let’s try Let’s talk教学反思：本课时的知识点与Part A部分以及上学期的知识点联系紧密，且上几个课时中，学生已经熟知大量的动词词组，所以在本课时的学习过程中，教师通过提问、讲解知识点的方式将新旧知识点融会贯通，帮助学生达到温故知新的目的。

通过小组接力对话的练习，教师与学生之间的互动有利于学生巩固所学内容。

第五课时：B部分Let’s learn Do a survey教学反思：1.本课时学习了更多的动词词组，教师从动词词组的词意下手，辅以讲解动词词组的相关知识点，引导学生掌握动词词组。

Unit 5 Whose dog is it?B Let’s learn 教学设计一、教学目标1、知识目标:(1)听、说、读、写以下单词或词组:yours, his, hers, theirs, mine, ours, 并在具体情境中理解对话。

(2)学生能够在图片与教师得帮助下理解对话,并能在情景中熟练运用以上六个单词进行交谈: It’s your dog、 The dog is yours、2、技能目标:(1)能听、说、读、写以下单词:yours, his, hers, theirs, mine, ours得发音及使用,并运用到真实情境中,并能在情景中熟练地运用名词性物主代词。

(2)能够在具体语境中正确使用新词汇,并正确书写。

3、情感目标:(1)感受英语得乐趣。

(2)感受中西方文化得异同,了解西方文化中得关于某件物品就是谁得表达。

二、教学重点1、句型:It’s your dog、 The dog is yours、2、词汇:yours, his, hers, theirs, mine, ours三、教学难点1、能听、说、读、写以下单词:yours, his, hers, theirs, mine, ours得发音及使用,并运用到真实情境中,并能在情景中熟练地运用名词性物主代词。

2、并能在情境中运用句型It’s your dog、 The dog is yours、及其她相关形式得句子。

四、教具准备教师准备与本课时相关音视频、单词卡片及课件。

五、教学过程Step1:板书课题:1、情境导入师:Today we will have a school trip、Please guess where will we go?Look at some pictures and guess where is it?生:The nature park!师:Yes, this class we will visit the nature、Are you happy?Let’s sing a song and begin our trip、2、呈现新课（1）Let’s go to the nature park、What can you see in the nature park?生:I can see a panda?师:What is he doing?生:He is eating、（2）What can you see this time?生:I can see two pandas、师:What are they doing?生:They are drinking、（3）Let’s chantPanda,panda,a cute cute panda、What is he doing?What is he doing?He is eating,eating,eating,eating、Pandas,pandas, cute cute pandas、What are they doing?What are they doing?They are drinking,drinking,drinking, drinking、3、Let’s go on our trip师:What can you see?生:I can see a monkey、师:What is he doing?生:He is climbing、师:What are these monkeys doing?生:They are playing、4、Let’s chant、Monkey, monkey,a funny ,funny monkey、What is he doing? What is he doing?He is climbing, climbing, climbing,climbing、 Monkeys, monkeys, funny ,funny monkeys、What are they doing? What are they doing?They are playing, playing,playing, playing、5、Let’s go to the next place、师:Who is she?生:She is a squirrel、师:What is she doing?生:She is jumping、师:What are they doing?生:They are sleeping、6、Let’s make a chant、Squirrel, squirrel, a lovely ,lovely squirrel、She is , , , 、Squirrels, squirrels, lovely ,lovely squirrels、They are , , , 、7、Repeat the words8、Let’s talkA: What is the ___ doing?B: It’s ____、A:What are these ___s doing?B:They are____、9、Look and Guess10、Is the ___ ____ing?Yes,it is、/No,it isn't、Are these ___(s) ____ing?Yes,they are、/No,theyaren't、11、Our school trip is over、What have you seen in the nature?What are they doing?Let’s talk about that、 M:Wele to the nature park、What can you see?S1:I can see a _________、M:What is it doing?S1:It's __________、M:What can you see?S2:I can see _________、M:What _____ _____ doing?S2:They ____ ________、M:Is the _____ _______?S3:_________M:Are these ___ _______?S3:___________________12、板书设计:Unit5 Whose dog is it?What is he/she/it doing?He/She/It is jumpingsleepingeatingdrinkingplayingclimbingWhat are they doing?They are jumpingsleepingeatingdrinkingplayingclimbing六、教学反思:本节课得设计力求以学生为主体,以任务为中心,以活动为方式,放手让学生自己去发现问题、分析问题、解决问题。

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。

Unit 1 A Let's learnUnit 1单元教学反思Unit 2 第一课时Unit 2单元教学反思Unit 3 A Let’s learnUnit 3 B Let’s learnUnit 3 B Let's learn&Ask and write Unit 4 A Let's spellUnit 4 B Let's talkUnit 4 When is Easter？Unit 5 B Let's learnUnit 5 B Read and writeUnit 6 B Let's talk &Let's learn Unit 6 Part AUnit1 My day A Let’s learn教学反思本课时教学内容为五年级下册一单元My day 第二课时要求学生能够听、说、读、写五个有关日常作息活动的词组，能够运用核心词汇和句型询问并回答关于日常作息和周末安排的问题。

教学主要围绕以下几点进行设计。

1．围绕教学目标的活动设计英语课堂教学中的活动是围绕教学目标，热身/复习活动，运用学生熟知的节奏激活学生已有的知识能力；呈现活动，旨在让学生马上将关注点转移到学习内容上来；巩固活动，旨在提高语言运用能力的教学；拓展活动，开阔学生的视野，为学生的发展服务。

2．基于生活的活动设计在教学设计中，教师通过充实课堂教学中生活化的因素，创设一种再现生活、表达生活的情景，使书本知识与生活世界相沟通。

亮点之一是在谈论日常生活的作息时间时，学生们在起床、上学、作业和睡觉几个环节，差异较大。

教师鼓励学生说出自己的真实情况，适时引导学生展开讨论。

3．渗透文化的活动设计培养孩子的时间观念，养成孩子合理的生活习惯非常重要。

要让孩子知道什么时间该做什么事情，把家庭同学校的作息制度衔接起来，这有助于他们有序的生活和学习，更有助于锻炼他们的独立性。

通过了解国外学生的生活学习、情况，可开阔学生视野，培养他们的世界意识。

Good morning, dear judges. i'm candidate number 7. It's my great honor to have this opportunity to share my teaching design with you. Today, my topic is let's learn of UNIT 1 what’s he like. i'm going to introduce my lesson from the following 6 aspects. First analysis of teaching materials and students condition. Second analysis of teaching aims. Third key points and the difficult points, fourth teaching method, fifth teaching procedure and the last one blackboard design.The first part is analysis of teaching materials and the students’condition. This topic is from unit one what’s he like of pep primary English book 5. The topic is mainly about to some adjectives about the people's appearance and the characters which is familiar to students. The students have learnt the first part of this unit, so they have mastered some key expressions of the topic, which is of great help to this class.The second part is analysis of teachings aims. According to the New Curriculum Standard, I set 3 teachings aims.Knowledge aims: Students can listen to, speak and recognize words about people's age and the personality. besides they can use the words in real situation.Ability aims: Students can improve their abilities of speaking and listeningMoral aims: Students can evaluate a person properly and not judge a person by his experience.Based on the aims, the teaching key points and the difficult points are as follows. Key points: students can master the words old/young/ funny/ kind and strict. Difficult points: students can listen to, speak, and recognize words about people's age and personality. besides, they can use the words in real situation.About the teaching method, I will mainly use task-based teaching method, communicative approach, situational teaching method and the TPP teaching method. I think only by using various kinds of teaching methods can I let the students focus on my student class. At the same time, I will try my best to diversify the forms of practice and the teaching activities.Now let’s move to the most important part teaching procedure. My teaching procedure can be divided into 4 parts: part 1 warming up, part 2 presentation and practice, part 3 production, part 4 summary and homework.In the first step, I will greet students by reviewing what we have learnt in the last class , have a free talk with them and invite some students describe their friends with the expressions we’ve learnt before. I think this can help students adapt to the new class as soon as possible.In step II presentation and practice, I will teach them the new words by setting up a situation and showing some pictures of different people. In order to help students have a good command of the new words, I set 3 activities.Activity one：I'll show some pictures of different people. Meanwhile, I'll play the tape and let students find the correct pictures thus they can know the meaning of the words vividly.Activity two: I’ll play the recorder and let students read after the tip, which I think is a good way to improve students’ listening and speaking abilitiesActivity three: I’ll arrange a PK game. Ask them to read the words in groups and see which group is better.During this session, I’ll pay attention to their pronunciation and offer help timely as soon as needed.In the production part, I will ask students to do a group work.Ask them to make a dialogue by using the words learned today. Then I will invite some groups to make a performance. The communicative approach is well applied to encourage students' abilities of cooperation and competition.hen I will make a summary about this lesson. when I do that, I will ask the students to read the new knowledge, which I think can make sure that students will be the subject of the class. At the end of the class, I willleave them a task. Let them do a survey and find out what their friends are like and describe them. this can consolidate what they learned today. Last part is blackboard design, I think this kind of blackboard design will make it clear the most important information about the new lesson. And it will make it easier for students to take notes according to the blackboard.This is all for my presentation, thanks for your listening。