【课件教案】人教版PEP英语五年级上册课件教案免费下载
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一、资料目录
一、资料目录
二、课件
篇幅有限，展示部分内容，含课件、flash、超链接视频
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二、课件
篇幅有限，展示部分内容，含课件、flash、超链接视频
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三、教案
Unit 4 第一课时
课时内容
A. Let’s talk；Let’s play
课时分析
在Let’s talk部分，Amy向Sarah介绍自己的宠物猫，告诉Sarah自己的猫非常可爱。Sarah想看看它。然后两个人在客厅、书房等地方都没有找到它，最后发现它在厨房的冰箱顶上。在这个过程中，学生可以了解三个居室的名称：living room, study, kitchen，同时可以了解询问人物或物品的位置的句子：Where is she? Is she in the living room? 以及回答：She’s in the kitchen. No, she isn’t. 要注意提醒学生的是，在西方，宠物被视为家庭成员，所以在课文中没有用it，而是用的人称代词she来代指猫。
Let’s play是个猜物品位置的游戏。一个同学把自己的文具藏起来，让另外一个同学找一找。在找的过程中，要使用句式：Where is my...? Is it in...? Is it on...? 等。使学生在相对真实的语境中理解重点句式，感受重点句式的含义和用法。同时，在游戏中做到可以自由地表达。
课时目标
1. 能够听懂、会说句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen.
2. 能够听懂、会说以下词汇：living room, study, kitchen
3. 能够听懂、会读对话，并能分角色表演
4. 能够在真实或模拟的情景中正确使用句型Is she in the ...? Yes, she is./ No, she isn’t. 询问物品或人物的位置
5. 能够大胆表达，乐于使用英语与他人进行交流
课时重难点
1.重点
能够听懂、会说句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen.
能够听懂并使用词汇：living room, study, kitchen
能够听懂、会读对话，并能分角色表演
2. 难点
能够在真实或模拟的情景中正确使用句型Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. 来询问并人物、物品位置
教学准备
1. 多媒体课件、录音机、磁带
2. 单词图片
教学过程
µ Step 1 Warm up
1. 播放歌曲：Finger family. 学生先倾听，再学唱。
Teacher：Boys and girls, let’s listen to a song, finger family.
Father finger, father finger, where are you?
Here I am, here I am, how do you do?
Mother finger, mother finger, where are you?
Here I am, here I am, how do you do?
Brother finger, brother finger, where are you?
Here I am, here I am, How do you do?
Sister finger, sister finger, where are you?
Here I am, here I am, how do you do?
Baby finger, baby finger, where are you?
Here I am. Here I am. How do you do?
Teacher: Now sing with it. And show me your hand. Let’s sing and do.
设计意图：这首歌以五个手指作为一个家人，既在歌声中复习并巩固了家庭成员类的称呼，又熟悉了询问位置的句式：Where are you?为本课时的学习奠定基础。此外，这首歌在演唱时可以利用手指进行动作演示，充满了乐趣，能够极大地激发学生的学习兴趣，为英语学习营造良好的氛围。
µ Step 2 Lead in
1. 询问自己物品的位置，请学生来回答。
Teacher：Where is my book? Is it in the desk? Is it in your schoolbag? Is it under the desk? Is it on the desk. 引导学生回答：No, it isn’t. Yes, it is.
设计意图：通过询问自己的教材的位置来引导学生理解本课时重点句式。并学习如何使用Yes, it is. No, it isn’t来回答。
2. 展示猫的部分图片，请学生猜一猜它是什么，讲授单词cute。
Teacher: Look at this picture. Guess, what is it? Is it a book? Is it a key? Is it a candy? Try to guess, please.
Teacher: Yes, it’s a cat. Is it cute? Yes, it is very cute. And look at this cute dog. This tiger is cute, too. Do you like the cute cat?
设计意图：以猜测使学生来练习一般疑问句及其回答。同时通过猫的形象来使学生理解词语cute的含义。
µ Step 3 Presentation
1. 提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the question, please. Yes, Amy’s cat is cute. The cat is in the kitchen.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3. 出示教材中的图片，使学生理解新词含义和拼写方法。
Teacher：Look at this picture. Where is it? Is it the kitchen? No, it’s the living room. （板书单词）Read it together, please, living room. Look at this one, is it a living room? No, it’s the study. （板书单词）Read it one by one, please. And where is it? Yes, it’s the kitchen. （板书单词）Girls read it, please. Boys read it, please.
设计意图：以一般疑问句的形式来讲授居室类单词。
µ Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.
2. 学生分角色朗读课文。
Teacher: Now, who wants to be Amy? Who wants to be Sarah? Let’s read it in roles.
3. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.
设计意图：通过以上三个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
4. 出示不同房间的图片，学生快速说出单词。
Teacher：Look at the pictures of the rooms. What is it? Say the word quickly.
设计意图：帮助学生将语音与语义结合起来进行记忆。
5. 做动作，让学生猜猜看这是在哪个房间。
Teacher：Look at me, what am I doing? I am watching TV. So what room am I in? Yes, I am in the living room.
Teacher: Can you do some actions? Where is he? Where is she? Guess
设计意图：通过动作来猜测房间名称，使学生更好地理解房间的意思，并能够更好地理解重点句式的问答。
6. 完成Let’s play. 活动。
Teacher: Now, let’s play. Let’s play hide and seek. You, please.（请学生闭上眼睛）Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk.
Teacher: Who wants to play this game?
设计意图：以这种游戏来练习本课的重点句式。
µ Step 5 Summary
1.再次播放歌曲Finger family，学生齐唱歌曲并表演。
Teacher: Let’s sing the song finger family together. Please sing and do the actions.
设计意图：利用热身的歌曲来总结本课，让学生在歌声中熟悉本课询问位置的句式。
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三、教案
Unit 4 第一课时
课时内容
A. Let’s talk；Let’s play
课时分析
在Let’s talk部分，Amy向Sarah介绍自己的宠物猫，告诉Sarah自己的猫非常可爱。Sarah想看看它。然后两个人在客厅、书房等地方都没有找到它，最后发现它在厨房的冰箱顶上。在这个过程中，学生可以了解三个居室的名称：living room, study, kitchen，同时可以了解询问人物或物品的位置的句子：Where is she? Is she in the living room? 以及回答：She’s in the kitchen. No, she isn’t. 要注意提醒学生的是，在西方，宠物被视为家庭成员，所以在课文中没有用it，而是用的人称代词she来代指猫。
Let’s play是个猜物品位置的游戏。一个同学把自己的文具藏起来，让另外一个同学找一找。在找的过程中，要使用句式：Where is my...? Is it in...? Is it on...? 等。使学生在相对真实的语境中理解重点句式，感受重点句式的含义和用法。同时，在游戏中做到可以自由地表达。
课时目标
1. 能够听懂、会说句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen.
2. 能够听懂、会说以下词汇：living room, study, kitchen
3. 能够听懂、会读对话，并能分角色表演
4. 能够在真实或模拟的情景中正确使用句型Is she in the ...? Yes, she is./ No, she isn’t. 询问物品或人物的位置
5. 能够大胆表达，乐于使用英语与他人进行交流
课时重难点
1.重点
能够听懂、会说句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen.
能够听懂并使用词汇：living room, study, kitchen
能够听懂、会读对话，并能分角色表演
2. 难点
能够在真实或模拟的情景中正确使用句型Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. 来询问并人物、物品位置
教学准备
1. 多媒体课件、录音机、磁带
2. 单词图片
教学过程
µ Step 1 Warm up
1. 播放歌曲：Finger family. 学生先倾听，再学唱。
Teacher：Boys and girls, let’s listen to a song, finger family.
Father finger, father finger, where are you?
Here I am, here I am, how do you do?
Mother finger, mother finger, where are you?
Here I am, here I am, how do you do?
Brother finger, brother finger, where are you?
Here I am, here I am, How do you do?
Sister finger, sister finger, where are you?
Here I am, here I am, how do you do?
Baby finger, baby finger, where are you?
Here I am. Here I am. How do you do?
Teacher: Now sing with it. And show me your hand. Let’s sing and do.
设计意图：这首歌以五个手指作为一个家人，既在歌声中复习并巩固了家庭成员类的称呼，又熟悉了询问位置的句式：Where are you?为本课时的学习奠定基础。此外，这首歌在演唱时可以利用手指进行动作演示，充满了乐趣，能够极大地激发学生的学习兴趣，为英语学习营造良好的氛围。
µ Step 2 Lead in
1. 询问自己物品的位置，请学生来回答。
Teacher：Where is my book? Is it in the desk? Is it in your schoolbag? Is it under the desk? Is it on the desk. 引导学生回答：No, it isn’t. Yes, it is.
设计意图：通过询问自己的教材的位置来引导学生理解本课时重点句式。并学习如何使用Yes, it is. No, it isn’t来回答。
2. 展示猫的部分图片，请学生猜一猜它是什么，讲授单词cute。
Teacher: Look at this picture. Guess, what is it? Is it a book? Is it a key? Is it a candy? Try to guess, please.
Teacher: Yes, it’s a cat. Is it cute? Yes, it is very cute. And look at this cute dog. This tiger is cute, too. Do you like the cute cat?
设计意图：以猜测使学生来练习一般疑问句及其回答。同时通过猫的形象来使学生理解词语cute的含义。
µ Step 3 Presentation
1. 提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher: Answer the question, please. Yes, Amy’s cat is cute. The cat is in the kitchen.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3. 出示教材中的图片，使学生理解新词含义和拼写方法。
Teacher：Look at this picture. Where is it? Is it the kitchen? No, it’s the living room. （板书单词）Read it together, please, living room. Look at this one, is it a living room? No, it’s the study. （板书单词）Read it one by one, please. And where is it? Yes, it’s the kitchen. （板书单词）Girls read it, please. Boys read it, please.
设计意图：以一般疑问句的形式来讲授居室类单词。
µ Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.
2. 学生分角色朗读课文。
Teacher: Now, who wants to be Amy? Who wants to be Sarah? Let’s read it in roles.
3. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.
设计意图：通过以上三个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
4. 出示不同房间的图片，学生快速说出单词。
Teacher：Look at the pictures of the rooms. What is it? Say the word quickly.
设计意图：帮助学生将语音与语义结合起来进行记忆。
5. 做动作，让学生猜猜看这是在哪个房间。
Teacher：Look at me, what am I doing? I am watching TV. So what room am I in? Yes, I am in the living room.
Teacher: Can you do some actions? Where is he? Where is she? Guess
设计意图：通过动作来猜测房间名称，使学生更好地理解房间的意思，并能够更好地理解重点句式的问答。
6. 完成Let’s play. 活动。
Teacher: Now, let’s play. Let’s play hide and seek. You, please.（请学生闭上眼睛）Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk.
Teacher: Who wants to play this game?
设计意图：以这种游戏来练习本课的重点句式。
µ Step 5 Summary
1.再次播放歌曲Finger family，学生齐唱歌曲并表演。
Teacher: Let’s sing the song finger family together. Please sing and do the actions.
设计意图：利用热身的歌曲来总结本课，让学生在歌声中熟悉本课询问位置的句式。
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四、单元测试&课时练
篇幅有限，说课稿、教学反思等内容拉至文末下载
四、单元测试&课时练
篇幅有限，说课稿、教学反思等内容拉至文末下载
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