译林版英语五年级上册教学计划和全册教案.doc

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1、五年级英语教学计划一、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，拼写的能力。重视阅读能

2、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。Grammar time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话的能力。Cartoon

3、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情况，反思和调整自己的学习过程，体验进

4、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能在任务型学习的过程中运用相关的语言知识，完成某项任务，

5、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。采用先听说，后读写，先整体，后局部的方法教学。4在课

6、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 three bears59/19/10Unit 2A new student59/119/23Unit 3Our animal frien

7、ds59/2410/9Unit 4Hobbies510/1010/22Project 1An animal school310/2310/29期中复习610/3011/12Unit 5What do they do?511/1311/25Unit 6My e-friend511/2612/4Unit 7At the weekends512/512/17Unit 8At Christmas512/1812/30Project 2Our friends312/311/7期末复习考试81/8最后Unit1 Goldilocks and the three bears（5课时）教材分析： 本单元话题是

8、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

9、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.能听懂、会说、会读和会写句型There bein/on/beside/in front of/between3.了解字母c 在

10、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、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right,

11、 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：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

12、 录音。教学过程： 教学随记栏Step1: Pre-reading1. Free talk(1)T: OK. Its time for class! Are you ready?Ss: Yes. T: Good morning, everyone! Ss: Good morning, Miss Guo.(2)T: Boys and girls, tell me, what do you like 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

13、. Today our class will read a story together. Are you excited? Ss： Yes! 2.Listen and guessT: Great! First, Lets go to a place. Try to guess: what place is it? Ill give you some clues. Now look, its very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals li

14、ve 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, dont be sad. Here I got a video about forest. Do you want to take a look? Ss: Yes! T: OK. Lets watch it. After watching, tell me, what

15、can you see in the forest? 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 forest？S1: I can see a S2: I can see some (2)T: Good! Look at this picture. There are many trees in the forest. Lets read the sentence. 全班跟读句型2遍。 T: Now, look, ther

16、e are in the forest. Who can try? 让学生模仿例句说说There are Step2: While-reading1. Watch and answer(1)T: Wow, there 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, its so surprising. Goldilocks is in the forest. W

17、hat does she see in the forest? Ss: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.（拿出人物图片）Shes very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house? Lets listen. （音频：What a beautiful house!）Is it a nice house? Ss：Yes.T: Now, read it together. （指导朗读）

18、(2) T: In the forest, there is a house. Whose house is it? Maybe its Can you guess? S1: Maybe its s house.学生猜一猜。T: OK. Heres 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: Its the thr

19、ee bears house.T: Right! Its the three bears house. What will happen to Goldilocks and the three bears? Today well read this story. And the name of the story is :（揭题，全班读题目2遍）2. Read and answer(1)T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question:

20、What is in the house? 让学生自读故事思考问题。(2)T: Whats 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 总结学生的答案并引出：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

21、 time is it? Look, theres a clock. Ss: Its twelve.T: Yes. Its 12 oclock. Its time for lunch. And how is Goldilocks? Ss: Shes hungry and thirsty.（贴板书）T: Whats 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

22、this soup? (PPT显示三碗汤)学生逐一回答。T: She doesnt look happy in these two pictures, right? Whats wrong 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 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, b

23、oys and girls. I have some soup for you. Oh, Im hungry and thirsty. Im 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 be Goldilocks 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

24、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 arent.T: How is this bed? Listen. 教师敲击讲台。Oh, its 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 to

25、y bear claw. How is it? 让学生捏一捏试一试并形容：Its 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

26、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 me. I am standing in front of you. And youre very happy. But, if there is a tiger or a lion standing in

27、 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?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: Now Id like you to read the whole story again, and try to put the pictures

28、 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: Lets read the short passage together.5. Reading time(1)T: Very good. This time, lets 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 lets read it together. Try to remembe

29、r 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 story(1)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. Ill give you some pictures and sentences. You can look at the blackboard too. First

30、, lets try together. 对照PPT或板书全班复述故事。(2) Now you can use your own language to retell the story, and also you can say something more. OK? Ill 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 its a lovely story? You can tell the story now, but I still have a qu

31、estion about this story. At last, does the girl arrive home safely? We dont know. Here I have an ending of the story. Lets see if you like it or not. 教师给出一种结局示范。 Goldilocks is afraid. She runs away. The bears run faster than her. They catch her and eat her. Do you like it? Ss: No!T: Me neither. Its

32、so sad. We all want a happy ending. So, what will happen at last? Whats 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 again. What will happen? I want you to discuss in groups, and

33、 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 todays story? Ss: Yes.T: You can read many interesting stories after class. Reading is great fun.Step4.Homework1.Copy the new words.2.Read and recite the story.3.Read more books, watch the cartoo

34、ns, 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 tired afraid 图片： a house three bowls of soup three beds three bears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, ha

35、rd, 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：PP

36、T，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： 教学随记栏Step1. Review the story(Lets 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, lets pla

37、y a game. Lets try to judge. Ill give you some sentences. You just to judge if it is true or false. 带领学生说一说true和falseLets compete. Boys, youre team 1. Girls, youre team 2. Lets see which team will get more honey and be the winner. Lets begin! 男女生轮流回答。Step2. Learn the words1. Brain stormT: Big hands

38、for yourself! In this story, therere three bears. But in our classroom, therere two bears. Where are they? 教师从讲台下拿出两个玩具熊。Theyre here! Lets say hello to them. Ss: Hello, bears!T: Are these bears the same? Ss: No, they arent.T: Theyre different. Can you try to describe these two bears? For example, th

39、is 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 feel? 教师敲击小熊提示学生。S1: Its very hard. T: Yes. How about the white one? Is it hard too? S2: No, its 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

40、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, theyre 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 answer T: Where is th

41、e baby bear? S: Its in front of the mother bear.T: Now, where is the baby bear? S: Its beside the mother bear.T: Now, where is the baby bear? (Teach: between)Ss: Its between the father bear and the mother bear. 全班说到个别说。T: Look, I am standing between XX and XXX.Do you understand me? Can you say somet

42、hing 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 reviewed the story. Now lets move on to the Grammar time of this unit. Follow me. Grammar time.（读一读）OK. Task 1 here, we should know the usage of the word too. Look at this picture. Does Goldilocks like this soup

43、?Ss: No. T: Why? Whats the matter?S: This soup is too cold. T: Whats wrong with this soup?S: This soup is too hot.T: Look at this bed. Why doesnt Goldilocks like it? S: This bed is too hard.T: What about this one? S: This bed is too soft.T: Lets read these sentences together. 齐读四句话1遍。T: We use too t

44、o modify some adjective words. How do we use these words? Let me make some samples for you. Look, I want to carry this teachers desk, but its too heavy. I cant 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 cant reach the app

45、le. T: Youre right.Look and completeT: Does the boy look smart in this sweater? Whats wrong? S: The sweater is too big. He cant wear it.T: Oh, look at this baby. Can he go to school?S: The baby is too young. He cant go to school.Step4.Grammar time( There be句型)Think and sayT: OK. Grammar 2. The usage

46、 of There is / areFollow me, there is, there are. 教师带读。First, lets think and say. Tell me, whats in the forest? Whats 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 at these four sentences. Lets read them together. 适时提醒缩写The