2019年秋牛津译林版5A全册教案+教学计划
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1、1五年级英语教学计划(20192020 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
2、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。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
3、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,引导学生了解自己对所
4、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、语调,逐步培养语感。7能
5、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,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
6、。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。25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 1 Goldilocks and the three bears 5 9/19/10Unit 2 A new stu
7、dent 5 9/119/23Unit 3 Our animal friends 5 9/2410/9Unit 4 Hobbies 5 10/1010/22Project 1 An animal school 3 10/2310/29期中复习 6 10/3011/12Unit 5 What do they do? 5 11/1311/25Unit 6 My e-friend 5 11/2612/4Unit 7 At the weekends 5 12/512/17Unit 8 At Christmas 5 12/1812/30Project 2 Our friends 3 12/311/7期末
8、复习考试 8 1/8最后3Unit1 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
9、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,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、co
10、ld、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
11、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: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
12、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。4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 Ren.(2)T: Boys and girls, tell me, what do you like doing at
13、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, Lets go to a place. Try to guess: what place is it? Ill give you some clues. Now look, its very big an
14、d 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, dont be sad. Here I got a video about forest
15、. Do you want to take a look? Ss: Yes! T: OK. Lets watch it. After watching, tell me, what 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 pictur
16、e. There are many trees in the forest. Lets read the sentence. 全班跟读句型 2 遍。 T: Now, look, there 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. He
17、r name is Goldilocks. (Teach: Goldilocks) Oh, its so surprising. Goldilocks is in the forest. What does she see in the forest? Ss: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.(拿出人物图片)Shes very happy.(贴板书)5Because she sees a big house.(贴板书) How does she think about this house? Lets
18、 listen. (音频:What a beautiful house!)Is it a nice house? 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 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 inte
19、resting? Ss: Yes, it is.T: OK. Answer my question. Question1: Whose house is it? Ss: Its the three 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
20、please 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: 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 som
21、e 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, 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
22、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 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 what
23、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, 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
24、 to be 6Goldilocks 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)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 h
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