第一篇：人教版（PEP）小學英語五年級下冊Unit,4,Part,A同步練習A卷

人教版（PEP)小學英語五年級下冊Unit 4 Part A同步練習A卷 姓名:________ 班級:________ 成績:________ 小朋友們，經過一段時間的學習，你們一定進步不少吧，今天就讓我們來檢驗一下！一、單選題(共5題；

共10分)1.（2分）We have Chinese ??????9:30 am.A.on???? B.in???? C.at???? 2.（2分）選出較大的數(shù)字（）A.twenty-three???? B.thirty-three???? 3.（2分）(2019五下·商丘期末)It＇s on the ______________ Monday in September.A.second???? B.two???? C.four???? 4.（2分）Look ????????the elephants.A.at???? B.in???? C.on???? 5.（2分）(2019六下·龍崗期末)Let＇s protect our earth!In 3R rules,????????is the most important.A.reusing???? B.recycling???? C.reducing???? 二、情景交際(共4題；

共8分)6.（2分）情景選擇，選擇正確的答語。

A.Fine.B.Good evening,Jiamin!C.My name is Lily.D.Nice to meet you,Ms White.E.Bye!F.Nice to meet you,too.（1）What＇s your name?（2）How are you?（3）Nice to meet you.（4）Hi,Mum!This is Ms.White,my teacher.（5）Goodbye,Ms.White!（6）Good evening,Grandpa!7.（2分）Do you like eating potatoes? 8.（2分）(2018·韶關)—What did you do in Xinjiang,Xiaohua? —________.9.（2分）選出對應的答語。

⑴How much is it? ________???????????A.A book about space travel.⑵What did you buy? ________??????????????????B.Thank you!⑶When was she born?________?????????????????C.It＇s thirteen dollars.⑷Who can help me? I can＇t carry it!________??????D.She was born in 1990.⑸Here you are!________???????????????E.Sorry,I can＇t.I＇m on the phone.三、單詞拼寫（詞匯運用）(共1題；

共5分)10.（5分）—How many ________? ? —There is one.參考答案 一、單選題(共5題；

共10分)1-1、2-1、3-1、4-1、5-1、二、情景交際(共4題；

共8分)6-1、6-2、6-3、6-4、6-5、6-6、7-1、8-1、9-1、三、單詞拼寫（詞匯運用）(共1題；

共5分)10-1、

第二篇：PEP小學英語三年級下冊Unit 4 Part A全英文說課稿

Part A ,Unit4, PEP Primary English, Book 2

I.Contents:

Today I’m going to talk about Part A of Unit4, PEP Primary English, Book 2.This lesson includes two parts: Let’s talk and let’s practice.In section 1, it mainly deals with the dialogue about Do you like……？Yes, I do./ No, I don’t.I like……very much.What about……？And in section 2, it provides a real situation for the Ss to practice the pattern: Do you like +n.(pl.)fruits? And the answer: Yeah, very much.Here you are.Thanks.II.Teaching aims

1.Aims on the knowledge:

(1)To enable the Ss to master the new words: pear, peach, orange, apple, banana, grape and some.(2)To enable the Ss to understand and speak : Do you like……？Yes, I do./ No, I don’t.I like……very much.What about……？

Make sure that Ss can use these sentences in real situations.2.Aims on the ability:

(1).To develop Ss’ abilities of listening and speaking.(2).To train the Ss’ ability of working in groups.3.Aims on the emotion:

To foster Ss’ consciousness of good cooperation and proper competition.III.Key points and difficult points:

The key-points of this lesson is:

(1)To help Ss ask and answer the question: Do you like…?and the answer: Yes, I do./ No, I don’t.(2)To enable Ss to study in groups and co-operate skillfully.(3)To develop Ss’ interest in English.Difficult points here:

To help the Ss ask and answer the question “Do you like…?” and make sure they can use these sentences in real situations..IV Teaching methods:

As we all know, the main instructional aims of learning English inprimary school is to cultivate pupil’s basic abilities of listening and speakingand their good sense of the English language.So in this lesson I’ll mainly use “Task-based” teaching method.That is to say, I’ll let the Ss learn in realsituations, finish a task by making a survey to help the Ss to get a betterunderstanding of the key structure of the dialogue.I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition.And in this lesson a recorder, CAI, school things and a printed form will be needed.V.Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1.Warm-up and preview

1.Free talk between T and Ss about food and fruits.2.Do some TPR activities, for example: Show me the hamburger.Drink some tea.3.Review the numbers by asking: “How many crayons do you have?”Step 2.Presentation

Now I’ll mainly talk about this step.1.I show the pictures about different fruits.Encourage students to say the names of the fruits.List the fruits on the blackboard and write the plurals of the words.Focus on the pronunciation of the words.Make sure everyone can read the words fluently.Invite some students to come to the front to read.Then in order to guide students to state their likes, I express the fruit Ilike.The teacher can use the key structure “What about……？”“ I like ……very much.” Explain the sentences in detail.Ask students to use them to ask and answer.Let students recall the sentence “Do you like hamburgers?” Then askstudents to make replacement practice.Encourage the students who have done a good job.Say, are you tired? Let’s watch a cartoon, OK? Let us have a look what kinds of fruits Amy likes? Play the cartoon.After finishing the cartoon, let them answer.Encourage the students who gave the correct answer first.Show the dialogue, let students read it in different forms.Give a few minutes to prepare the conversation, then act out the conversation.Help the students to correct their pronunciation if it’s necessary.Step3 Let’s Practice

Show the dialogue, explain the sentences.Invite some students toread the conversation, make sure everyone can read and understand.Invite some students to come to the blackboard and make their own dialogues using the pictures according to the target language.Step4 Consolidation and extension

1.Do a survey.In this part, I’ll divide Ss into groups of four children.Each one wouldfinish the survey form by asking and answering: Do you like…? What about…? Find out which fruit does your group like best.Purpose: Task-based teaching method is used here to develop Ss’ abilitiesof communication and co-operation.Revision in this part plays a importantrole in consolidation.2.Homework

Listen and read the dialogue to ours parents.Purpose:Revision is so important that Ss should speak English as much as they as in class or after class.It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.It’s my great honor to share my teaching idea with you.Thank you foryour attention!

第三篇：(人教PEP)五年級英語下冊《 Unit 4 第一課時》教案設計

一、教學目標

1、能夠聽、說、讀、寫動詞短語的ing 形式：drawing pictures , doing the dishes , cooking dinner , reading a book , answering the phone。

2、能運用句子“What are you doing ? I am doing the dishes/?”詢問別人正在做什么 并作答。

3、通過說唱Let’s chant 部分的歌謠鞏固復習Let’s learn 部分的動詞短語和句子。

4、學唱歌曲“What are you doing ?”。

二、教學重、難點

1、本課時的重點是掌握五個動詞短語的ing 形式，能夠理解下一課時的主要句型：

What are you doing 并能夠用I am doing the dishes/?作答。

2、難點是：動詞短語ing 形式的讀音。

三、課前準備

教師準備各種動詞短語卡片、圖片等。準備鍋、鏟、電話、碗碟等小道具。準

備實物投影儀、錄音機及錄音帶。

四、教學步驟

1、熱身

（1）教師放歌曲“What are you doing ”的錄音。

（2）日常口語練習。

2、預習

教師出示一個動作短語卡片，如: do the dishes 說I can do the dishes，引導學生

說Me too，然后教師用其他的動詞短語卡片進行替換，帶領學生繼續(xù)操練。，3、新課呈現(xiàn)

Let’s lean

（1）教師再次拿出do the dishes 的卡片,同時在黑板上寫下do the dishes,教師邊做洗 碗的動作,邊對學生說: I am doing the dishes.然后在黑板上的短語后面加上ing 變成 doing the dishes.教師引導學生做洗碗的動作,并跟說:Me too.然后繼續(xù)用其他的卡 片進行替換,通過適當?shù)膭幼饕龑W生理解現(xiàn)在進行時表達的含義.（2）出示動作卡片,通過讓學生說動作短語,并將動作短語轉換成ing 的形式.（3）給學生提供調色盤、電話、碗碟等小道具，教師問：What are you doing ?引導

學生邊做動作邊回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a book

（4）讓學生聽錄音，跟讀Let’s learn 部分的詞匯，要求學生邊聽邊指，力求做到“眼 到、手到、口到、心到”。

（5）教師把本部分的五張動詞卡片面朝上貼在黑板、窗戶、門、墻等上面，然后說

一張卡片上的短語，如: drawing pictures , 學生迅速指向該圖片，指得又快又準確的 學生為勝者。

（6）教師依次出示本部分的五張短語ing 形式的卡片并提問：What are you doing?，學生做出相應的動作并回答：I am?。

Let’s chant

教師播放該部分的錄音，讓學生聽錄音跟讀兩遍后試著分組說唱歌謠。

--1--

第四篇：(人教PEP)五年級英語下冊《 Unit 4 第四課時》教案設計

一、教學目標

1、能夠聽、說、讀、寫動詞短語的ing 形式：listening to music, washing clothes,cleaning the room, writing a letter , writing an e-mail.2、能夠運用句型What is your father doing? He’s writing an e-mail 等詢問并表述他人 正在進行的動作。

二、教學重點、難點

１、重點是掌握五個動詞短語的ing 形式。

２、難點是以不發(fā)音的字母e 結尾的動詞ing 形式的變化。

三、課前準備

１、Let’s chant 部分的插圖，本課時的五張詞卡和圖卡，準備錄音機和錄音帶

四、教學步驟

１、熱身

（１）教師放本單元第一頁上歌謠的錄音，讓學生跟錄音說唱。

（２）日常會話。

２、預習

做“動作接力賽”游戲：全班學生分成若干小組。每個小組第一名學生看同一

個動詞短語，如：reading a book , 然后分別向各組的第二名學生做看書的動作。

３、新課呈現(xiàn)

Let’s learn

（１）在動作接力賽的最后引出本課第一個動詞短語：listening to music 教師板書并 帶讀。

（２）教師出示cleaning the room 的圖片，提問：What’s he / she doing？引出新詞

（３）采用做動作、描述等方式引出washing clothes , writing a letter , writing an e-mail（４）做“高低音”游戲：教師指著黑板上的圖片帶讀短語，如果教師聲調高，學

生就大聲跟讀，反之則不跟讀。

（５）教師向學生展示Let’s start 部分的掛圖，提問：What is he/she doing?引導學 生按照提示說話。

（６）教師放Let’s learn 部分的錄音，學生聽錄音認讀短語。

Let’s chant

教師放第四十九頁的歌謠錄音，學生認真聽。教師再放一遍錄音，學生跟讀。

然后師生一起說唱歌謠。

--1--

第五篇：(人教PEP)五年級英語下冊《 Unit 4 第三課時》教案設計

一、教學目標

1、能夠聽、說、讀、寫句型: This is Zhang Peng.What are you doing ? I am doing the dishes/ reading a book.2、能用What are you doing? I am…互相通電話，詢問對方正在做什么并作答。

3、了解字母組合oo , ou , tr , tw 的發(fā)音規(guī)律及其例詞的讀音。

二、教學重點、難點

1、重點是：What are you doing ? I am….的書寫。

2、難點是句子Do you want to go to the Children’s Center ?的理解和朗讀，以及字母 組合oo, ou, tr, tw 的發(fā)音規(guī)律。

四、教學步驟

1、熱身

（1）教師播放本單元第一頁歌謠的錄音，學生跟錄音說唱。

（2）日常用語會話。

2、預習

（1）做拼寫游戲：教師提供一些打亂字母順序的單詞，讓學生排序并正確拼讀單詞，如：r,I,a,d,e,n,g

（2）請幾組學生表演Let’s talk 部分的會話。

3、新課呈現(xiàn)

Read and write

（1）教師指著黑板上的簡壁畫，問：What is he/she doing? 引導學生回答：He /she’s singing/ dancing/playing ping-pong/drawing pictures/playing the piano.（2）教師在簡壁畫的外圍畫一幢房子的輪廓，提問：Do you know where it is? Where are the children?自然引出Children’s Center

（3）教學：Do you want to go to the Children’s Center

the Children’s Center

go to the Children’s Center

want to go to the Children’s Center

Do you want to go to the Children’s Center ?

（4）教師說：Now, Zhang Peng calls John.What are they talking about ? Listen.教師 放Read and write 部分的錄音，學生跟讀。

（5）教師向學生展示本部分的掛圖，對This is Zhang Peng 的用法作必要解釋。告 訴學生打電話時若想告訴對方你是誰，不能說I am…而應該說This is /It’s…。

（6）教師指導學生書寫四會句子，看誰寫得又快又好。

Pronunciation

（1）出示單詞：cool , goose , school ,boots 讓學生讀一讀，試著找出oo 的發(fā)音規(guī)律，然后教師出示字母組合ou 和單詞soup，一起歸納發(fā)音規(guī)則。同法學習字母組合tr , tw 的發(fā)音規(guī)律。

（2）教師放該部分的錄音，學生跟讀。引導學生看圖片理解句意。然后，請幾名學

生試著朗讀饒口令。

（3）教師出示一些包含字母組合oo,ou,tr,tw 的單詞，讓學生試著讀一讀，檢測學生 掌握字母組合發(fā)音規(guī)律的情況。

--1--