(整理)新苏教版译林英语小学五年级上册教案全册

1、精品文档五年级英语教学计划学年第一学期）一、班情学情分析：经过四年的学习，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，

2、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 time 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

3、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。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

4、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

5、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，可将每个单元，该单元的教学内容重新组合，科学合理的把单词教学，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

6、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。精品文档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、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 stu

7、dent59/11 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 8At Christmas512/18 12/30Project 2Our friends312/31 1/7期末复习考试81/8最后精品文档精品文档

8、（5课时）Unitl Goldilocks and the three bears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

9、 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，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

10、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 .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。第1课时教学目标：1 .能够听懂、会说、会读故事

11、中出现的词汇： Goldilocks, bear, forest, house, soup, 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

12、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：PPT,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：教学随记栏Step1: Pre-reading 精品文档1. Free talk(1) T: OK. It ' s time for class! Are you ready?Ss: Yes.T: Good morning, everyone!Ss: Good morning, Miss Zhan.(2)T: Boys and girls, tell me, what do you like

13、doing at home?S1: I like (学生个别回答，老师及时回应)T: Children, do you like reading stories?Ss: Yes.T: Good. Today our class will read a story together. Are you excited?Ss： Yes!2.Listen and guessT: Great! First, Let ' s go to a place.Try to guess: what place is it? Igive you some clues. Nowlook, it ' s

14、 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.( 提示学生可以用中文回答。 )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

15、 video about forest. Do you want to takea look?Ss: Yes!T: OK. Let ' s watch it. After watching, tell全班看视频。3. Look and say(1.)T: OK. Is the forest beautiful?Ss: Yes, it is.T: What can you see in the beautiful forest51: I can see a 52: I can see some me, what can you see in theforest?(2)T: Good! L

16、ook at this picture. There are many trees in the forest. Letread the sentence.全班跟读句型 2遍。T: Now, look, there are in the forest.Whocan try?让学生模仿例句说说 ThereareStep2: While-reading1. Watch and answer(1)T: Wow, there is a girl in the forest.girl? What is her name? Let me tell Goldilocks) Oh, it ' s so

17、 surprising. see in the forest?Right? 学生跟读句子2遍。Whois this you. Her name is Goldilocks. (Teach: Goldilocks is in the forest. What does sheSs: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.(拿出人物图片)She' s very happy.(贴板书)Becauseshe sees a big house.(贝占板书)Howdoes she think about thi

18、s house? Let' s listen.(音频： What a beautiful house! ) Is it a nice house?精品文档精品文档Ss： Yes.T: Now, read it together.(指导朗读)(2) T: In the forest, there is a house. Whose house is it? Maybe it's Canyou guess?S1: Maybe it ' s 's house.学生猜一猜。T: OK. Here ' s a video. After watching, tell

19、 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.T: Right! It ' s the three bears' house. What will happen to Goldilocks and the three bears? Today we ' ll read this

20、story. And the name of the story is :(揭题，全班读题目2遍)2. Read and answerT: 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 th

21、ree beds. There are three bears. Thereare/is 总结学生的答案并弓I 出： And also there is some soup. Follow me: soup.(Teach: soup)提示学生注意 soup是不可数，some soup。T: Goldilocks 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 lun

22、ch. And how is Goldilocks?Ss: She ' s hungry and thirsty.(贴板书)T: What ' s on the table?S1: There is some soup. 及时纠正学生发音或 be动词。3. Look and guess(1)T: Look at Goldilocks. Guess, which soup does she like? Does she like thissoup? (PPT显示三碗汤)学生逐一回答。T: She doesn' t look happy in these two pictu

23、res, right? What' swrong with this soup? Let ' s listen to her.( 音频： This 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3句话连在一起读1遍。(2)Look, boys and girls. I have some soup for you. Oh, I '

24、; m hungry and thirsty.I ' m going to eat the soup. This soup is too cold. This soup is too hot.This soup is just right.教师示范表演喝汤的三种感觉。Do you want to beGoldilocks and have a try here? 请2-3位学生分别上台模仿表演。(3)T: After eating the soup, Goldilocks is very tired.(贴板书)What' s in the room now?S1: There

25、are three beds in the room.指导读 2 遍。T: Look at the three beds. Are they the same?精品文档精品文档Ss: No, they aren ' t.T: How is 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

26、is it?让学生捏一捏试一试并形容：It ' s soft.T: OK. Look at the picture, if you were Goldilocks, What would you say? S1:This bed is too 学生个别说完，全班跟读三句话。(4) T: Oh, this bed is just right, so Goldilocks 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

27、.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 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

28、 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?T: Goldilocks shouted:Ss: Help! Help!解释意思。让男生和女生分角色读一读最后一幅图，教师指导 afraid 情绪。4. Look and order(1)T: NowI ' d like you to read the whole story again, and try to put the pictures in

29、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。(3)T: Now le t' s read it together. T

30、ry to remember the story. (Picture1,学生齐读一遍填入所缺单词，同法练习后面的图片)Step3.Post-reading1. Retell the storyT: Children, do you like this story?Ss: Yes.T: Maybe you can tell the story to your parents. This time, try to retell thestory. I' ll give you some pictures and sentences. You can look at the blackboa

31、rd too. First, let ' s try together. 对口PPT或板书全班复述故事。(2) Now you can use your own language to retellthe story, and also you can saysomething more. OK? I ' ll give you some minutes. 四人一组练习。2. Make a short play and act it out.(1) T: Wow, do you think it ' s a lovely story? You can tell the

32、story now, but精品文档精品文档I still have a question about this story. At last, does the girl arrive homesafely? We don ' t know. Here I have an ending of the story. Let' s see if youlike it or not. 教师给出一种结局示范。Goldilocks is afraid. She runs away. Thebears run faster than her. They catch her and eat

33、 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? Maybe Goldilocks 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 and her friends visit the house a

34、gain. What will happen? I want you to discuss in groups, and try to act the story. OK?Ss: OK.学生分组练习表演故事。(3)T: Do you like their happy story?Ss: Yes.T: Do you like today ' s story?Ss: Yes.T: You can read many interesting stories after class. Reading is great fun.Step4.Homework1 .Copy the new word

35、s.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 bears ( Story time)Goldilocks 头像 Goldilocks 头像 Goldilocks 头像 Goldilocks 头像 单词条： happy hungry & thirsty tiredafraid图片： a house three bowls of soup three beds three bear

36、s第2课时教学目标：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 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 Grammar time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

37、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 Story time ,熟读、会复述，会合作表演。精品文档精品文档教学随记栏教学过程：Stepl. 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:

38、 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. I ' ll give you some带领学生说一说true和're team 2. Let ' s see which's begin!男女生轮流回答。re three bears. But in our教师从讲台下拿出两个玩具熊。sentences. You just to judge if it

39、 is true or false. falseLet ' s compete. Boys, you ' re team 1. Girls, you team will get more honey and be the winner. Let Step2. Learn the words1. Brain stormT: Big hands for yourself! In this story, there classroom, there ' re two bears. Where are they?They' re here! Let's say

40、hello to them.Ss: 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。T: Good job! Look at this brown bear. How does it fee

41、l?教师敲击小熊提示学生。51: It ' s very hard.T: Yes. How about the white one? Is it hard too?52: No, it ' s soft.T: Yes. Touch it.让学生说一说然后摸一摸感受一下。(复习hard和soft )2.Look and learnT: I have some picturesfor you. Try to tell mewhich is hard, and which is soft.S:is hard.is soft.The opposite.T: Hard and soft,

42、 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.T: Now, where is the baby bear?S: It ' s beside the moth

43、er bear.T: Now, where is the baby bear? (Teach: between)全班说到个别说。Ss: It ' s between the father bear and the mother bear.精品文档精品文档T: Look, I am standing between XX and XXX.Do you understand me? Can you say something like this?学生模仿老师说出自己在谁和谁的中间。Step3.Grammar time（ too 的运用）Look and sayT: Just now we

44、reviewed the story. Now let' s move on to the Grammar time ofthis unit. Follow me. Grammar time.（读一读） OK. Task 1 here, we should knowthe usage of the word' too ' . Look at this picture. Does Goldilocks like thissoup?Ss: No.T: Why? What ' s the matter?S: This soup is too cold.T: What

45、' 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 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 d

46、o 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?Ss: Yes.Look at the picture. Can the man reach the apple? Why not?S: The apple tree is too high. He can' t reach the apple.T: You '

47、; re right.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

48、. The usage of There 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 学生选择书上的喜欢的图片用There be句型描述，教师板书句型。Look and discussT: Look

49、at these four sentences. Let' s read them together.适时提醒缩写There' s / There ' re 的用法。Who can tell me the difference between'there is ' and 'there are ' ? You candiscuss in pairs first.学生同桌间讨论区别。T: OK. What ' s your opinion? Let ' s listen.精品文档精品文档学生可以用中文总结他们发现的规律。T:

50、 Good try! Nowlisten to mecarefully.Whenwe' re talking about only one thing,we use 'there is ' . Whenwe are talkingabout the things, morethan one thing,we use 'there are ' . But, when we are talking about the uncountable words, we use 'there is '.解释不可数名词，举例说明。Play a gameT

51、: Nowlet ' 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 up and say 'is ' together loudly, otherwise, girls, you stand up and say 'are ' . OK?

52、Ss: OK.Look and writeT: Look! This is another picture of the bears' house. Look at it. Do you likeit? 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 the house. There some honey the table. Theretwo ball

53、s the table. There a toy car two balls. There a clock the window. There a cap the clock. Do you liketheir 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 feels very sorry, so shewrites a letter to the bears.Dear Bear Family,Sorry for bother

54、ing 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.T: So the bears are coming. This is Goldilocks' house. What ' s i

55、n the house?Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it.指导学生完成书上第10页内容。(2) T: Who can come here to show your picture to us, and talk about it?请学生上台介绍图画内容。(教师及日反馈)2.Make a short play and act it out(1)T:

56、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. Whatwill happen? Will they be happy? I think we can figure out a new story. I can make an example. I am Goldilocks. I need three bears. Who' d

57、 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.Homework精品文档精品文档T: Today, you' ve done a very good job! I like your story so much. Here' s your homework.1 .Draw a picture of your room and talk about it in the next English 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第3课时 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