译林版小学英语五年级上教案

1、（ 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，

2、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 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

3、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 。Ticking time 是自我评价板块 。通过评价

4、，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、

5、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1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

6、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、教学进度安排：单元内容教时进度Unit 1Goldilocks and the three59/1 9/10bearsUnit 2A ne

7、w 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 11/122Unit 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U

8、nit1 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 ther

9、e 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，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 、 afr

10、aid 等。2. 能听懂、会说、会读和会写句型There be in/on/beside/in frontof/between 33. 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。课时安排：第一课时： Stor

11、y 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第五课时： 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, hard, soft, afraid, just right, in front of。2.能够听懂、会说、会读句型：

12、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： 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：Step1: Pre-r

13、eading1. Free talk(1)T: 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:4what place is it?I llgive you someclues.Nowlook,it s very big and beautiful. There are many treesandflowers.

14、Therearesome streams.Many wildanimals 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 about forest. Do you want to take a look?Ss: Yes!3. Look and say(1.)T: OK. Is

15、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 manytrees in the forest. Lets read the sentence.全班跟读句型 2 遍。T: Now, look,there are inthe forest.Whocan try?让学生模仿例句说说There areStep2: While-reading1. Watch and answer(1)T: Wow, th

16、ere is a girl in the forest. Right?学生跟读句子 2 遍。 Who is this girl? What is her name?Let me tell you. Her name is Goldilocks. (Teach:Goldilocks) Oh, it s so surprising. Goldilocks isin the forest. What does she see in the forest?Ss: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks. （拿出人物图

17、片） Shes veryhappy. （贴板书） Because she sees a big house.(贴板书 ) How does she think about this house? Let slisten. （音频： What a beautiful house! ）Is ita nicehouse?Ss：Yes.T: Now, read it together.（指导朗读）(2) T: In the forest, there is a house. Whose houseis it? Maybe it's Can you guess?S1: Maybe it s s

18、house. 学生猜一猜。T: OK. Heres a video. Afterwatching, tell me, whosehouse is it?学生看视频。T: Is the story interesting?Ss: Yes, it is.T: OK. Answer my question. Question1: Whosehouse isit?Ss: Its the three bears house.52. Read and answer(1)T: Now please open your books and turn to page6,readthestorybyyoursel

19、ves,then,answermyquestion: 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. Thereare three bears. There are/isT: Goldilocksis in the house. What time is it?Look,there s a clock.Ss: Its twelve.T: Yes. It s 12 oclock. I

20、t 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 shelike? Does she like this soup? (PPT显示三碗汤 )学生逐一回答。 T: She doesnt look happy in these twopictures, right? Whats w

21、rong with this soup? Lets 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 whats wrong with thissoup? ( 同法读 toohot).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 m hungry and thirsty. Im going to eat

22、thesoup. This soup is too cold. This soup is too hot.(3)T: After eating thesoup,Goldilocks isverytired. （贴板书） Whats in the room now?S1: There are three beds in the room.指导读 2 遍。T: Look at the three beds. Are they the same?Ss: No, they aren t.T: How is this bed? Listen.教师敲击讲台。 Oh, its veryhard. (Teac

23、h: hard)What about the second bed?Listen.播放音频音效。 Oh, itissoft.(Teach:soft)教师拿出熊掌道具 Look, I have a toy bear claw. Howis it?让学生捏一捏试一试并形容： Its soft.(4) T: Oh, this bed is justright,so Goldilockswillhave a sweat dream in thisbed, Ithink.出音效“ Help!Help! ”How is she now? Is she happy? 教师肢体语言提示。6Ss: No.T:S

24、heisafraidnow(Teach:afraid)Why issheafraid? Read the story, then, tell me.学生自读故事并思考问题。(5)T: Because thereare three bears infrontofher.(Teach:infront of)Now, lookat me. I am standinginfrontof you. And youre veryhappy. But,ifthereis a tiger or a lion standing in front ofyou, wouldyou be happy?Ss: No!T

25、: Of course not. You must be afraid.(6) T: What did the bears say?Ss: Who are you? 4. Look and order(1)T: NowI d like you to read the whole story again, 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

26、)T: Very good. This time, lets read the storyafterthecomputer.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-reading1. Retell the story(1)T: Children, do you like this story?Ss: Yes.T: Maybe you can tellthe story toyourparents.Thistime, try to retell the story. I ll

27、 give you somepicturesand sentences.Youcanlookattheblackboard too. First, let s try together.对照PPT或板书全班复述故事。2. Make a short play and act it out.(1) T: Wow, do you think its a lovely story? Youcan tell the story now, but I still have a questionaboutthisstory.Atlast,does the girlarrivehomesafely? Wedo

28、n tknow. Here I have an endingof thestory. Let s see if you like it or not.教师给出一种结局示范。 Goldilocksis afraid.She runsaway.The bearsrun fasterthan her. They catchherand eather. Do you like it?Ss: No!T: Me neither. It s so sad. We all want a happyending. So, what will happen at last? Whats your7idea? Ma

29、ybe 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 again. What will happen? I want you to discuss in groups, and try toact the story. OK?Ss: OK.学生分组练习表演故事。Step4.Homework1.Copy the new words.2.Read

30、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：happyhungry& thirstytiredafraid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

31、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8学生英语实践的时间与机会。第 2课时(总第 2课时)上课

32、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 front of, beside, between 。2.进一步巩固并掌握四会句型：There is There are 3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

33、 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 Story 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 havelearnedan interestingstory.What is the nameof thestory?Ss: Goldilock

34、s 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 sentences. You just to judge ifit is true or false.带领学生说一说true 和 falseStep2. Learn the words1. Brain stormT: Big hands for yourself! In this story, therere three bears. But

35、 in our classroom, there re twobears. Where are they?教师从讲台下拿出两个玩具熊。 Theyre here! Let's say hello to them.Ss: Hello, bears!T: Are these bears the same?Ss: No, they arent.9T: Theyre different. Can you try to describe these two bears? For example, this white bear is big, andthis brown bear is small

36、. 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 me which is hard, and 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 i

37、n front of）PPT显示图片4. Look and answerT: Where is the baby bear?S: It s in front of the mother bear.T: Now, where is the baby bear?S: It s beside the mother bear.T: Now, where is the baby bear? (Teach: between)Ss: It s between the fatherbear and the mother bear.全班说到个别说。Step3.Grammar time( too的运用 )Look

38、 and sayT: Just now we reviewed the story. Now lets moveon to the Grammar timeofthis unit.Follow me.Grammartime. （读一读） OK. Task 1 here,weshould knowthe usage of the word too . Look atthis picture.Does Goldilocks like this soup?Ss: No.T: Why? What s the matter?S: This soup is too cold.T: What s wrong

39、 with this soup?S: This soup is too hot.T: Look at thisbed. Whydoesnt Goldilockslikeit?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: Weuse too tomodify someadjectivewords. Howdo we use these words? Let me make some samples f

40、oryou. Look, I want to carrythisteacher s desk, butit s too heavy. I can t move it. Understand?10Ss: Yes.Look and completeT: Does the boy look smart in this sweater? Whats 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

41、t go to school.Step4.Grammar time( There be句型 )Think and sayT: OK. Grammar 2. The usage of There is / areFollow me, there is, there are.教师带读。First,let s think and say.Tell me, whats intheforest? What s on the table? You may say: There is/ are You can choose any pictures you like.S: There is / are 学生

42、选择书上的喜欢的图片用 There be 句型描述 , 教师板书句型。Who can tell me the difference between there is and there are ? You can discuss in pairs first.学生同桌间讨论区别。T: OK. What s your opinion? Lets 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 areare . I ll show you some

43、pictures or sentences.Ifyou thinktheword is is ,boys,standupandsay is togetherloudly,otherwise, girls, you stand up and say are . OK?Ss: OK.Look and writeT: Look! Thisisanother pictureof the bears house.Look at it. Do you like it? Can you complete thesentences with the right words?Welcome to the bea

44、rs house! Look! There _ apicture of them _ the wall. There _ a tablein thehouse. There _ some honey _ thetable.There _ two balls _ the table. There _a toy car _ two balls.There _ a clock_the window. There _ a cap _the clock.Do youlike 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:

45、 Aftervisitingthebears house,Goldilocksfeelsvery sorry,so she writesa lettertothe bears.Dear Bear Family,Sorry for bothering you last time. I would like to11know if you have time to come and visit my house in the town. Hope we can be good friends!Goldilocks.Do you thinkthat theycan be friends?Will t

46、hebearsbe happy to get this letter?Ss: Yes.(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。( 教师及时反馈 )2.Make a short play and act it out(1)T: Oh, Ilike your pictures, and Iknow allofyourhousesareready forthe bears.It stime forvisiting. The bears are at Goldilocks hom

47、e now.What willhappen? Willthey be happy? I think we canfigure out a new story. I can make an example. I amGoldilocks. I need three bears. Whod 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

48、story so much. Here s your homework.1.Draw a picture of your room and talk about it inthe 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

49、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12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： Really?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