译林版小学英语五上教案

1、九年制学校20172018学年度第一学期五年级英语备课批注区（20172018学年第一学期）五年级英语教学计划一、班情学情分析：经过两年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由 于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，教师应该以学 生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激 发学生兴趣的同时，扎扎实实地从每个学生抓起。五年级的学生学习比较理性。教 师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化 使用，设计丰富多彩的教学活动，有效的教学任务。同时注意到学生中存在的两极 分化，教学内容注意由简到难，循序

2、渐进，在知识的复现中做好及时补差工作。充 分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作 能力的同步培养。重视英语作为语言的交际功能。二、全册教材分析：新教材强调培养学生综合语言运用能力，注重口语表达练习，让学生在阅读故 事、做做玩玩、唱唱说说的过程中发展语言能力、思维能力以及交流合作能力。英 语（五年级上册）共八个新授单元，每个新授单元都有八个板块。Story time 借助插图和故事情节，以对话或语篇的形式呈现单元词汇 、句型和日常用语。Grammartime 是五六年级新增的板块，通过直观易懂的表格和语言提示的方式，对语法知识进行 简单的总结和归纳。Fun ti

3、me 是句型和词汇的操练板块，通过趣味性、互动性较强 的语言实践活动，提高学生用英语进行简单对话的能力。Cartoon time 是拓展性趣味阅读板块，通过趣味小故事帮助学生复习本单元的语言知识，提高阅读理解能力， 有计划地呈现即将出现的知识。Sound time是语音教学板块，通过范例单词和节奏感较强的歌谣，帮助学生了解字母在单词中的发音，本册教材还有部分语调的训练。 Song time和culture time在本册中替换出现。通过歌曲、激发兴趣，活跃身心；不断提高语言运用能力和人文素养。Checkout time是检测板块。通过形式多样的综合性语言应用活动，帮助学生复习巩固所学的语言知识

4、。Ticking time 是自我评价板块。通过评价，引导学生了解自己对所学主要内容的掌握情况，反思和调整自己 的学习过程，体验进步与成功。每四个单元后有一个综合语言实践项目Project。通过形式多样的综合语言实践活动，引导学生思考、调查、讨论、交流和合作，综合 运用所学的语言知识和语言技能。三、教学总体目标：1 .能按四会与三会要求掌握所学的单词。2 .能按四会要求掌握所学的句型。3 .能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音 正确，所用话语与场合符合。4 .能在图片、手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。5 .培养良好的书写习惯，能做到书写规

5、范整洁。6 .培养良好的听英语、读英语、说英语、用英语的习惯，能自觉的模仿语音、语调， 逐步培养语感。7 .能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力 的提高。8 .能演唱以学过的英语歌曲，朗诵已学过的歌谣。9 .能渗透给学生良好的自学英语的方法。 四、学期教学措施：1 .课堂上尽量使用英语组织教学，做到持之以恒，由少积多，以助于创造英语气氛， 养成学生听英语，用英语思维的习惯。2 . 根据学生的特征，臼将每，卜单兀，啰;单兀的教学内容重新组合，科学合埋的把单词教学，对话操练，复习巩固融为一体。3 .多以图片、手势呈现英语单词及对话情景，图片呈现采用灵活多样的方法将

6、该单元所学的内容柔和在一起进行综合操练。如师生快速问候和介绍、学生间连续的相互问候和介绍，创设情景进行表演等，让学生将所学的对话用于不同的情景。采用先听说，后读写，先整体，后局部的方法教学。4 .在课堂教学中，尽量开展形式多样的活动教学，活跃气氛提高兴趣和学习效率。5 .词汇教学上，尽量利用实物和图片，增加复现次数，反复循环，循序渐进，注重师生操练、生生操练。6 .逐步渗透任务型教学，培养学生活用英语，用英语完成任务的本领。7 .适当增加教学内容量，以滚动式教学，以反复渗透巩固的方法提高学习效率。8 .语音教学中采用“分散出现，集中归纳，经常接触”的方法。9 .初步渗透任务型教学的教学理念。五

7、、教学进度安排：单元内容教时进度Unit 1Goldilocks and the three bears59/1 9/10Unit 2A new student59/11 9/23Unit 3Our animal friends59/24 10/9Unit 4Hobbies510/10 10/22Project 1An animal school310/23 10/29期中复习610/30 11/12Unit 5What do they do?511/13 11/25Unit 6My e-friend511/26 12/4Unit 7At the weekends512/5 12/17Unit

8、 8At Christmas512/18 12/30Project 2Our friends312/31 1/7期末复习考试81/8最后Unitl Goldilocks and the three bears（5 课时）教材分析：本单元话题是谈论客观存在的人或事物。教学重点是“ there be+名词（短语）+地点状语”的句型，表示某地有某人或某事物。there be句型涉及到可数名词和不可数名词，教师要提醒学生在运用时区分可数名词的单复数形式，从而准确运用be动词的正确形式。在教学中，教师可以旧带新，引出本单元的目标介词词汇，可以 利用图片、简笔画或实物等教学用具来教授方位介词，还可以利用教

9、室中的物品和 场景创设情境，教授和操练there be句型，使学生更好地理解句型的结构并自如地运用。学情分析：本单元所学的there be句型对学生来说并不是很困难，在之前的学习中也接触 了一些，关键是要让学生注意到可数名词的单复数问题，以便让学生能正确地运用 be动词。在教学时，只要老师多创设情境进行教学，老师好好的引导，学生就能更 好地接受并掌握新知识。在单词教学这一块，单词 afraid 等发音有所难度，只有让 学生多进行朗读训练，他们才能更好地将单词发对音。本单元以金发女孩与三只狗 熊的故事内容展开，学生一定很感兴趣，学起来积极性要高一些。整个单元的内容 教师只要思考一些好的教学方式，

10、学生学起来一定比较轻松、有趣。 教学目标： 1.能听懂、会说、会读和会拼写形容词 hard、soft、hot、cold、afraid 等。 2.能听懂、会说、会读和会写句型There be- - in/on/beside/in front of/between 3 .了解字母c在单词中的读音。4 . 了解“茶”和“咖啡”的文化。5 .能正确理解、朗读 story time 和cartoon time. 教学重点：1 .能正确理解、掌握语篇内容，并能朗读、初步表演对话。2 .能正确地听、说、读、写 There be句型描述场所，例如教室、卧室等。3 .能使用形容词描述物体、感受等。教学难点：1

11、.能正确理解、掌握语篇内容，并能表演对话。2 .能正确地听、说、读、写 There be句型描述场所。 课时安排：第一课时：Story time第二课时： Grammar time and Fun time第三课时： Sound time and Cartoon time第四课时： Culture time, Checkout time and Ticking time第l课时： Review & workbook第1课时(总第1课时)上课时间：9月4 日课型：新授课教学目标：1 .能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house,soup,

12、 hard, soft, afraid, just right, in front of。2 .能够听懂、会说、会读句型： There is There are 并理解句型的意思。3 .能够听懂、会说、会读日常用语：What a beautiful ！ This is too 4 .学生能够阅读、理解故事，并能够在理解的基础上表演出故事。5 .学生能够改编故事并试着表演出来。6 .让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。 教学重点：1 .能够从整体上阅读故事并理解故事。2 .能够语音语调正确地朗读故事、复述故事。教学难点：能够根据课文内容创编剧本并表演。 教学具准备：1 .教师准备：P

13、PT,三副碗勺，熊掌道具，词汇卡和图片，板书。2 .学生准备：听 5遍Story time 录音。教学过程：Step1: Pre-reading1. Free talkT: OK. It s time for class! Are you ready?Ss: Yes.T: Good morning, everyone!Ss: Good morning, Miss sun.2.Listen and guessT: Great! First, Let s go to a place. Try to guess: what place is it? I ll give you some clues.

14、 Nowlook, it s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it?S1: A forest.T: Good. Let me show you a picture of forest.(Teach: forest ) Have you ever been to a forest? Ss: No.T: Well, don t be sad. Here I got a video a

15、bout forest. Do you want to take a look?Ss: Yes!3. Look and say(1.)T: OK. Is the forest beautiful? Ss: Yes, it is.T: What can you see in the beautiful forest?(2)T: Good! Look at this picture. There are many trees in the forest. Let s read the sentence.全班跟读句型 2 遍。T: Now, look, there are in the forest

16、. Who can try?让学生模仿例句说说 There are Step2： While-reading学生跟读1) Watch and answer T: Wow, there is a girl in the forest. Right?句子 2 遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, its so surprising. Goldilocks is in the forest. What does she see in

17、the forest?Ss: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.(拿出人物图片)She s very happy.(贝占板书) Because she sees a big house.(贝占板书)Howdoes she think about this house? Let s listen.(音频：What a beautifulhouse! ) Is it a nice house?Ss： Yes.T: Now, read it together.(指导朗读)2) ) T: In the fore

18、st, there is a house. Whose house is it?Maybe its Can you guess?S1: Maybe it s s house.学生猜一猜。T: OK. Here s a video. After watching, tell me, whose house is it? 学生看视频。T: Is the story interesting?Ss: Yes, it is.T: OK. Answer my question. Question1: Whose house is it?Ss: It s the three bears house.2. R

19、ead and answer(1)T: Nowplease open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house? 让学生自读故事思考问题。(2)T: What s in the big house?提示学生用 There is / are 回答。(3)T: In this big house there are three beds. There are three bears. There are/is T: Goldil

20、ocks is in the house. What time is it? Look, there s a clock.Ss: It s twelve.T: Yes. It s 12 o clock. It s time for lunch. And how is Goldilocks?Ss: She s hungry and thirsty.(贴板书)T: What s on the table?S1: There is some soup.3. Look and guess(1)T: Look at Goldilocks. Guess, which soup does she like?

21、Does she like this soup? (PPT显示三碗汤)学生逐一回答。T: She doesn t look happy in these twopictures, right? What s wrong with this soup? Let s listen to her.( 百捌：inis soup is too cold.) 指导学生模仿跟读 2遍，重点重复too cold.T: And what s wrong with this soup?( 同法读 too hot). And how about this soup? (Teach: just right) 指导学生

22、3句话连在一起读1遍。(2)Look, boys and girls. I have some soup for you. Oh, Im hungry and thirsty. I m going to eat the soup. This soup is too cold. This soup is too hot.(3)T: After eating the soup, Goldilocks is very tired.(贝占板书)What s in the room now?S1: There are three beds in the room.指导读 2 遍。T: Look at t

23、he three beds. Are they the same?Ss: No, they aren t.T: Howis this bed? Listen.教师敲击讲台。Oh, it s very hard.(Teach: hard) What about the second bed? Listen.播放音频音效。Oh, it is soft. (Teach: soft)教师拿出熊掌道具 Look,I have a toy bear claw. How is it?让学生捏一捏试一试并形容：It s soft.(4) T: Oh, this bed is just right, so Go

24、ldilocks will have a sweat dream in this bed, I think.出音效 “Help! Help! ”How is she now? Is she happy?教师肢体语言提示。Ss: No.T: She is afraid now(Teach: afraid) Why is she afraid? Read the story, then, tell me.学生自读故事并思考问题。(5)T: Because there are three bears in front of her. (Teach: in front of) Now, look at

25、 me. I am standing in front of you. And you re very happy. But, if there is a tiger or a lion standing in front of you, would you be happy?Ss: No!T: Of course not. You must be afraid.(6) T: What did the bears say? Ss: Who are you?4. Look and order(1)T: Now I d like you to read the whole story again,

26、 and try to put the pictures in the correct order.指导学生完成书上第8页的排序。(2) PPT出示答案，学生描述每副图片。T: Let s read the short passage together. 5. Reading time (1)T: Very good. This time, let s read the story after the computer.学生跟电脑齐读故事，教师指导朗读。(2)T: OK. This time, you can read in a group.四人一组自由读。Step3.Post-reading

27、1. Retell the story(i)t: Children, do you like this story?Ss: Yes.T: Maybe you can tell the story to your parents. This time,try to retell the story. I ll give you some pictures andsentences. You can look at the blackboard too. First, lets try together. 对照PPT或板书全班复述故事。2. Make a short play and act it

28、 out.(1) T: Wow, do you think it s a lovely story? You can tellthe story now, but I still have a question about this story.At last, does the girl arrive home safely? We don t know.Here I have an ending of the story. Let s see if you likeit or not.教师给出一种结局示范。Goldilocks is afraid. Sheruns away. The be

29、ars run faster than her. They catch her andeat her. Do you like it?Ss: No!T: Me neither. It s so sad. We all want a happy ending. So, what will happen at last? What s your idea? MaybeGoldilocks and the three bears become friends.学生发挥想象，给出一个美好的结尾。(2)T: Oh, I like the ending. The next day, Goldilocks

30、andher friends visit the house again. What will happen? I wantyou to discuss in groups, and try to act the story. OK?Ss: OK.学生分组练习表演故事。Step4.Homework1 .Copy the new words.2 .Read and recite the story.3 .Read more books, watch the cartoons, then, think and write.板书设计：Unit1 Goldilocks and the three be

31、ars ( Story time)Goldilocks 头像 Goldilocks 头像 Goldilocks 头像 Goldilocks 头像 单词条：happy hungry & thirsty tired afraid图片： a house three bowls of soup three beds three bears教学后记：教学中，正确优美的示范，能激发学生的朗读兴趣。教师必须 不断学习，以自身优美、纯正的语音、语调感染、熏陶学生，给学生美的 享受，从而引起学生的朗读欲望。在教师示范的时候要让学生静听并注意 观察口形。但由于小学生年龄小，理解能力相对较低，让学生真正用心听 录音

32、就显得比较困难，这就需要教师在日常教学中从小处、细处入手，培 养学生的倾听能力。在练习的过程中，内容不要局限于本课学习的几个单 词，教师可根据学生已学的知识情况，设置情景对练习内容进行拓展。但 值得注意的是，拓展的内容应做到与学生的生活经验紧密联系，实现语言 从课内到课外的延伸。开展综合性学习活动，拓宽学生的学习空间，增加 学生英语实践的时间与机会。弟2课时(总弟2课时)上课时间：9月5日课型：新授课教学目标：1 .进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup,hard, soft, afraid, just right, in

33、front of, beside, between。2 .进一步巩固并掌握四会句型：There is There are3 .学生能够准确运用故事中出现的新词汇。4 .学生能够熟练掌握 There be句型描述某处存在某样东西。5 .学生能够理解并掌握Grammartime中There be句型的用法和规则以及单词 too的用法。6 .学生能够完成 Fun time中的任务。7 .让学生体会到亲自设计家居的乐趣。教学重点：对词汇和句型的学习和运用。教学难点：根据所描述的对象正确运用There be句型。教学具准备：1 .教师准备：PPT, 一硬一软两个玩具熊，板书。2 .学生准备：复习 Sto

34、ry time ,熟读、会复述，会合作表演。 教学过程：Step1. Review the story(Let s judge.)T: Good morning, class. In the last class, we have learned an interesting story. What is the name of the story?Ss: Goldilocks and the three bears.T: Do you like the story? Ss: Yes!T: Good. First, let s play a game. Let s try to judge.

35、I ll give you some sentences. You just to judge if it is true or false.带领学生说一说 true和falseStep2. Learn the words 1. Brain stormT: Big hands for yourself! In this story, there re threebears. But in our classroom, there re two bears. Where are they? 教师从讲台下拿出两个玩具熊。They re here! Lets sayhello to them.Ss:

36、 Hello, bears!T: Are these bears the same?Ss: No, they aren t.T: They re different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try?学生试着描述一下两只玩具熊。2.Look and learnT: I have some pictures for you. Try to tell mewhich is hard, and

37、which is soft.S:is hard.is soft.The opposite.T: Hard and soft, they re antonym. What is the antonym word of hot?S： Cold.学生练习学过的反义词，以此引出：T: What about behind ? Ss: In front of.（复习词组in front of ）PPT显示图片4. Look and answerT: Where is the baby bear?5. It s in front of the mother bear.6. Now, where is the

38、 baby bear?S: It s beside the mother bear.T: Now, where is the baby bear? （Teach: between）Ss: It s between the father bear and the mother bear.全班说到个别说。Step3.Grammar time（ too 的运用）Look and sayT: Just now we reviewed the story. Now let s move on to theGrammar time of this unit. Follow me. Grammar time

39、.（读一读）OK. Task 1 here, we should know the usage of the wordtoo. Look at this picture. Does Goldilocks like this soup?Ss: No.T: Why? What s the matter?S: This soup is too cold.T: What s wrong with this soup?S: This soup is too hot.T: Look at this bed. Why doesn t Goldilocks like it?S: This bed is too

40、 hard.T: What about this one?S: This bed is too soft.T: Let s read these sentences together. 齐读四句话 1 遍。T: We use too to modify some adjective words. How do we use these words? Let me make some samples for you. Look, I want to carry this teacher s desk, but it s too heavy. I can t move it. Understand

41、?Ss: Yes.Look and completeT: Does the boy look smart in this sweater? What s wrong?S: The sweater is too big. He can t wear it.T: Oh, look at this baby. Can he go to school?S: The baby is too young. He can t go to school.Step4.Grammar time（ There be句型）Think and sayT: OK. Grammar 2. The usage of Ther

42、e is / areFollow me, there is, there are.教师带读。First, let s think and say. Tell me, what s in the forest?What s on the table? You may say: There is / are You can choose any pictures you like.s: There is / are 学生选择书上的唐欢的图片用 There be 句型描述，教师板书句型。Whocan tell methe difference between there is and there a

43、re ? You can discuss in pairs first.学生同桌间讨论区别。T: OK. What s your opinion? Let s listen.学生可以用中文总结他们发现的规律。Play a gameT: Now let s play a game. All the boys are is , and all the girls are are . I ll show you some pictures or sentences. If you think the word is is , boys, stand upand say is together lou

44、dly, otherwise, girls, you stand up and say are . OK?55: OK.Look and writeT: Look! This is another picture of the bears house. Look at it. Do you like it? Can you complete the sentences with the right words?Welcome to the bears house! Look! There a picture of them the wall. There a table in thehouse

45、. Theresome honey the table. There two balls the table. There a toy car two balls. Therea clock the window. There a cap theclock. Do you like their house?学生完成后利用幻灯片集体核对答案。Step5.Fun timeDraw a new house(1) T: After visiting the bears house, Goldilocks feelsvery sorry, so she writes a letter to the be

46、ars.Dear Bear Family,Sorry for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends!Goldilocks.Do you think that they can be friends? Will the bears be happy to get this letter?Ss: Yes.(2) T: Whocan come here to show your

47、picture to us, and talk about it? 请学生上台介绍图画内容。 (教师及时反馈)2.Make a short play and act it out(1)T: Oh, I like your pictures, and I know all of your houses are ready for the bears. It s time for visiting. The bears are at Goldilocks home now. What will happen? Will they be happy? I think we can figure ou

48、t a new story. I can makean example. I am Goldilocks. I need three bears. Wh6 d like to try?邀请三名学生上台扮演bears ,示范表演对话。(2)t: Now you can practice in four.(3)Ss act in groups.Step6.HomeworkT: Today, you ve done a very good job! I like your storyso much. Here s your homework.1 .Draw a picture of your roo

49、m and talk about it in the nextEnglish class.2 .Finish the exercise book.3 .Recite the new words and the story.板书设计：Goldilocks and the three bears ( Grammar time & Fun time)This soup is too hot / cold.This bed is too hard / soft.There isThere are教学后记：在新课标中，倡导将英语的学习生活化，将课本知识与生活经 历融为一体。让学生成为课堂的中心和主角，大

50、胆充分地演绎、发展自我。 使学生真正感受到英语学习在生活中的乐趣，体验运用英语进行交际活动的成功喜悦。此外，我们还要实现语言从课内到课外的延伸，充分利用学校、家庭和社会等教育资源，拓宽学生的学习空间，增加学生英语实践的 时间与机会第 3课时(总第3课时)上课时间：9月6日课型：新授课教学目标：1 .能够听懂、会说、会读卡通故事中出现的词汇：really, then, find, their。2 .能够流利地表达 There is There are 的意思。3 .能够理解并掌握 There are 句型的否定句式 There aren t any 。4 能够听懂、会说、会读日常用语：Reall

51、y?5 .能够整体理解并简单表演卡通对话。6 .学生能熟练运用本单元所学的词句谈论某处的物品。7 .学生能正确理解、朗读 Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。8 .学生能了解中西方传统的饮食，并能用英语作简单介绍。9 .让学生体会到卡通故事的乐趣，通过了解中西方传统饮食的区别增加一些人文知 识。教学重点：能正确理解、朗读卡通故事，了解中西方传统的饮食。教学难点：1 .能正确并且熟练地运用本单元所学的词句谈论某处的物品。2 .能用简单的英语介绍中西方传统的饮食。教学具准备：1 .教师准备：PPT,卡通人物头饰，板书。2 .学生准备：提前预习 Cart

52、oon time 和搜集Culture time 资讯教学过程：Step1. Lead-inQuick responseYes or no(1)T-S greetings(2)T: First, let s play a game. The game is calledYesor No . Now you will see some sentences on the screen. Read and try to judge. If it is right, you may say Yes, yes,yes! If it is wrong, you may sayNo, no, no! 学生试

53、说 2 遍。Say loudly and quickly, please. Ready? Go!2. 1 minute non stop talkT: OK. There isn t a TV in this classroom, then, what sin this classroom? Let s play another game named 1 minute -non - stop - talk . Wewill have a competition between boys and girls. Noweach of your team has one minute. Please

54、 try to say the things in the classroom as many as possible.You should use There is / are .Let s see who can win.教师在黑板上示意比赛规则。男女生分别在1分钟内用There be- 句型说出教室里的物品，说得又对又多的胜利。教师给予评价。Step2. Presentation (Cartoon time) Talk about the pictures.T: You see, there are many things in our classroom. Do you like ha

55、ving lessons in this room?Ss: Yes.T: I m happy to hear that. Now look at this picture. What s in this picture?Ss: There are two mice.Ss: Tina.T: This is Bobby s house. They re in the sitting room now. Look at Bobby. Is he happy ?Ss: No.T: Let s try together.教师指导朗读。Watch and thinkT: So Bobby goes to the kitchen and try to find some cakes, but can he find any cakes there? Let s watch the cartoon. 集体看卡通。T: OK. Can Bobby find the cakes in the fridge? Ss: No, he can t.Read and learn(1)T:Where are the cakes then? Open your books, read the story by yourselves and try to find the answer.学生自读故事找出答