译林版英语五年级上册教学计划和全册教案

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 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，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。

Unit1 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、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.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, 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 录音。

教学过程：教学随记栏Step1: Pre-reading

1. Free talk

(1)T: OK. It’s 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. Today our class will read a story together. Are you excited? Ss： Yes!

2.Listen and guess

T: Great! First, Let’s go to a place. Try to guess: what place is it? I’ll give you some clues. Now look, 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. (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 video about forest. Do you want to take a look?

Ss: Yes!

T: OK. Let’s 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 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. Who can try? 让学生模仿例句说说There are …

Step2: While-reading

1. 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, it’s 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）She’s very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house? Le t’s 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 it's … 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.

T: Right! It’s the three bears’house. What will happen to Goldilocks and the three bears? Today we’ll 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: 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…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 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. 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 this soup? (PPT显示三碗汤)

学生逐一回答。T: She doesn’t look happy in these two pictures, right? What’s wrong 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’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 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.（贴板书）What’s 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 are n’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 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.

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 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 I’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)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. Try 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-reading

1. 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. I’ll give you some pictures and sentences. You can look at the blackboard too. First, let’s 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? 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 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. Le t’s 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. 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 again. 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.Homework

1.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 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, 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Grammar time中There b e…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(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. 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false

Let’s compete. Boys, you’re team 1. Girls, you’re team 2. Let’s see which team will get more honey and be the winner. Let’s begin! 男女生轮流回答。Step2. Learn the words

1. Brain storm

T: Big hands for yourself! In this story, there’re three bears. 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! Let's say 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 feel? 教师敲击小熊提示学生。S1: It’s very hard.

T: Yes. How about the white one? Is it hard too?

S2: 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 learn

T: 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in front of）

PPT显示图片

4. Look and answer

T: 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 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 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 say

T: Just now we reviewed the story. Now le t’s 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?

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 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?

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’re right.

Look and complete

T: 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 say

T: OK. Grammar 2. The usage of There is / are…

Follow me, there is, there are. 教师带读。

First, le t’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 discuss

T: Look 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 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。

T: Good try! Now listen to me carefully. When we’re talking about only one thing, we use ‘there is’. When we are talking about the things, more than 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 game

T: 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 up and say ‘is’together loudly, otherwise, girls, you stand up and say ‘are’. OK?

Ss: OK.

Look and write

T: 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 the house. There _____ some honey ____ the table. There _____ two balls _____ the table. There ______ a toy car ______ two balls. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like their house?

学生完成后利用幻灯片集体核对答案。

Step5.Fun time

Draw a new house

(1) T: After visiting the bears’ house, Goldilocks feels very sorry, so she writes a letter to the bears.

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.

T: So the bears are coming. This is Goldilocks’ house. What’s in 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 out a new story. I can make an example. I am Goldilocks. I need three bears. Who’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.Homework

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 is …

There 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Cartoon time和搜集Culture time资讯

教学过程：教学随记栏

Step1. Lead-in

1.Quick response “Yes or No”

(1)T-S greetings

(2)T: First, let’s play a game. The game is called ‘Yes or 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 say ‘No, no, no!’学生

试说2遍。Say loudly and quickly, please. Ready? Go!

A There are 55 students in your class.

B There are a lot of books in your bag.

C There is a beautiful teacher in front of you.

D There is a TV in this classroom.

2. 1 minute – non – stop – talk

T: OK. There isn’t a TV in this classroom, then, what’s in this classroom?

Let’s play another game named ‘ 1 minute – non – stop – talk’. We will have a competition between boys and girls. Now each of your team has one minute. Please 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 having 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.

T: Who are they?

S: They’re Bobby and Tina.

T: Yes. What else? What’s in this room?

S: There is a sofa / book …

S: There are some …

T: Who are reading the book?

Ss: Tina.

T: This is Bobby’s house. They’re in the sitting room now. Look at Bobby. Is he happy？

Ss: No.

T: No, he’s kind of hungry, I think. How do I know? Because he says: 引导学

生回答I’m hungry. Can Tina help him? Let’s listen.

(出音频You can have some cakes. There are some in the kitchen.) So, can Tina help Bobby?

Ss: Yes, she can.

T: What does Tina say? Let’s listen again. Who can have a try?

S：…

T: Let’s try together. 教师指导朗读。

Watch and think

T: 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.

T: What does Bobby say? Listen. （出音频：There aren’t any cakes here. 教师

板书句型，带读3遍）

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案。

S: Tina and Bobby’s cousin eats the cakes.

T: That’s right! The cakes are in their cousin’s mouth. Look at Picture4. Tina is very surprised, so she says ‘Here are the cakes!’ Who can be Tina?

指导学生模仿Tina 说一说句子。

(2)T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks? Bobby’s cousin is ___________. Bobby is ________. Guess. What are they saying? You can talk about it in pairs. 同桌间猜测他们会说些什么。

T: Well, if you were Bobby, what would you say? And how about the cousin? 引导学生揣摩不同卡通人物的心理和语言。

Imitate and remember

(1)T: This time, let’s read the story after the computer together. 跟电脑一句句齐读。

(2)T: Please read loudly by yourselves. 大声自读。

(3)T: This time, I’d like to be Tina, boys, you could be Bobby, and girls, you’re the narrator. OK? （师生间分角色朗读对话）

(4)Read in roles. 学生间分角色朗读。

Act in groups

(1)师生间示范表演故事。可以请一位学生扮演cousin，运用之前创编的故事结尾使表演更完整。

(2)T: Now please act the story in groups.

(3)Act.

Step3. Presentation(Culture time)

Learn to say

T: Look, Bobby’s cousin eats so many cakes. Now he’s very thirsty, I think. Here’s a cup of coffee, a cup of tea, and a glass of juice. Which one would he like? Guess. 学生猜一猜。

T: I guess he’d like a glass of juice. Look at the coffee and the tea. Maybe our parents like them. Which is popular in China, coffee or tea?

Ss: Tea.

T: Yes. Follow me: Tea is popular in China. How about coffee? Oh, coffee is popular in Western countries. (Teach: popular, China, Western countries)

Say something more

T: Different food and drinks are popular in different countries. Now let’s talk about more popular food and drinks in China and in Western countries. For example, noodles are popular in China, and hamburgers are popular in Western countries. Can you say something more? You may discuss in pairs first. 学生同桌间讨论并汇报：

____________ is popular in China, and _______ is popular in Western countries. 教师反馈。

3.Enjoy the video

T: All of you did a good job. I have a video about popular food and drinks in China and Western countries. Shall we watch together?

Ss: OK.（观看视频）

T: Let’s enjoy different food and drinks. Let’s enjoy our wonderful lives. Step4. Homework

(1)Read and act Cartoon time.

(2)Dub for the story.

(3)Take a picture or draw one about your favorite room in your house.

板书设计：

Unit1 Goldilocks and the three bears ( Cartoon time & Culture time)

第4课时

教学目标：

1. 能够正确、流利、生动地讲故事Goldilocks and the three bears。

2. 了解字母c在单词中的发音。

3. 能正确并熟练地运用本课词句谈论某处的物品。

4．学生能够熟练掌握There be…句型描述某处存在某样东西；

5. 学生能熟练掌握字母c在单词中的发音。

6. 学生能够运用较丰富的语言介绍自己的房间。

7．让学生体会到介绍家居的乐趣。

教学重点: 能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。

教学难点：能运用比较丰富的语言介绍房间并完成相应短文的写作。

教学具准备:

1.教师准备：PPT，房间的照片，打印的练习，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.Free talk

1. Talk about the students’ things.

T: Look, boys and girls, there are many things on your desk. Right? What’s

on your desk? (T&Ss)

2. Talk about the teacher’s things.

T: I have a bag. What’s in my bag? Can you guess? Let me show you, OK? Look ,

there’s an English book, y es, it’s my book. And there are some sweets. Maybe

some sweets are for you. And there’re some cakes too.Maybe you’re hungry.

You can get some cakes. Now, my bag is empty.

Step2.Presentation

1．Show teaching aims

In this lesson, we’ll have some learning aims. Look at the learning aims. First,

I can understand “Goldilocks and the three bears.” The second , I know the

sound of the letter “C” .The third, I can use “There is/are...”to talk about

things in a place. (PPT出示teaching aims)

2. Act the story in pairs

Now, first, let’s come to the first aim. Can you understand “Goldilocks and the three bears”?Yes, I’m happy to hear that. Now,let’s play a game.Who’s the best story teller? Are you the best story teller? Here’re some pictures of the story. If you can tell the story fluently , correctly and vividly you can get three stars. Not very fluently or vividly you can get two stars. Some mistakes you can get one star. ((PPT出示ticking form)

Maybe you can retell the story like this. (One day, Goldilocks is in the forest. There is/are....) 1.Work in groups 2. If you can finish, you can tick the form.

3.Ask some students to act the story

3.Talk about the picture

You can understand “Goldilocks and the three bears” .Let’s come to the second aim. Look at the picture. What’s in the picture? Whose coats are they? Look, they are their coats. They are Liu Tao, uncle and cousin. Are they happy? What’s the matter? Who’s come? What’s the doctor saying? Let’s listen.

4. Follow the tape

(1)Answer the questions.

(2)Follow the T

(3)Clap your hands

(4)Follow the music

(5)Practice in pairs

(6)Ss say together

5. c/k/

Look at the words, uncle, cold, cousin . What’s the pronunciation of the letter c? Can you write more words? This time, let’s try to read the new words. Can you read them? card, camel, cage, candy. What do they mean? Look here, here are some sentences and pictures .Maybe you can know their meanings from these sentences, please read by yourselves. So we finished the second aim. You can tick the form.

6. Look and say

Let’ s come to the third aim.Let’s have a try. Look at the picture. What’s wrong with Goldilocks? She sees three bears. She’s afraid. She runs away. She runs into another room. Look ,what’s in t his room? Now try to say something about the room. Use “there is or there are ...”. You can say in pairs. If you say fluently, you can get two stars. 1.Work in pairs 2. Show us 3. Say together ((PPT出示房间图片)

7. Look and write

You can say correctly. Can you write correctly? If you can write correctly, you can get one star. Now open your books, turn to page 15 and write down. Let’s check. ((PPT出示答案) 2.Let’s read together.

Step3.Output

1. T shows the room

We can talk about these pictures by using “there is /there are...”Now look, this time I’ll show you my house.Let’s try to use “there is /there are...”to talk about our house. This is the living room. This is the dining room. This is my bedroom. This is my son’s bedroom. Is it nice? Look at four rooms. Which

room do I describe? OK, listen. T: It’s very big. There is a sofa. There is

a TV.I usually watch TV on the sofa. There are some flowers. They are green.

Which room is it? Yes, it’s living room. Look at my living room. If you want

to say something about the room, you can tell us “What’s in the room?” . We

can say “There is /there are...”.And “How is it ?”Maybe you can say “It’s

/They’re nice/hard/soft”And“What do you like doing in this room?” I

like/can...

2. Listen and point

This is my living room. How about your room? Have you got a picture? First, talk

about your picture with your partner. Tell your partner what’s in the room?

1.Ss practice

2. T随意拿学生的几张图片 Whose photos are they? Come here,

please. This time , let’s listen and guess. Which picture is it ?(投影仪出

示图片)

3.Write something about your room

Now you can describe your rooms very well. This time let’s try to write about

your rooms. Take out your paper. Write down.

This is _________. There is_______. It’s_________.I often__________.

There are_________.

________________________.

Step4.Homework.

Finish your passage of your favorite room

Finish the exercise in workbook.

板书设计：

Unit1 Goldilocks and the three bears

( Sound time & Checkout time& ticking time)

C/k/ There is/ are...

It’s/ They’re nice/ hard/ soft.

I like/can...

第5课时

教学目标：

1．能综合运用本单元所学单词和句型。

2．能熟练掌握本单元四会内容。

3．完成本单元书面练习，查漏补缺。

4．锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。

教学重点：复习本单元词汇与句型。

教学难点：熟练运用本单元所学内容。

教学具准备：

1.教师准备：PPT，房间的照片，打印的练习，板书，听力资料。

2.学生准备：复习，熟读，会复述，会合作表演。

教学过程：教学随记栏Step1.Learning aims

1.能综合运用本单元所学单词和句型。

2.能熟练掌握本单元四会内容。

3.完成本单元书面练习，查漏补缺。

4.锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。Step2.Presentation

1．小组比赛，拼写四会单词。

2. 重点句型问答。

3. 综合练习总体情况分析。

Step3.Practice & Production

1．小组内讨论解决听力中的难点。

2. 各小组展示问题。

3. 在教师的指导下讨论并解决。

4. 校对所有笔试练习。

5. 学生订正练习。

6. 总结归纳笔试中的语言点。

Step4. Checkout

1. 听力和笔试中的重难点及学生易错的题目。

2. 练习。

3. 评价订正。

Step5: Homework

1．复习U1词汇和句型。

2．整理、复习错题。

板书设计：

Unit1 Goldilocks and the three bears

本单元主要单词和句型

Unit 2 A new student（5课时）

教材分析：

本单元围绕的主要话题是一位新同学Nancy来到了一所新的学校，她将认识新同学和新的校园。Yang Ling带领着她参观新的学校，并向她介绍校园中的班级及其专用教室。在Yang Ling和Nancy的对话里，我们学习本单元新的单词和句型。教师可根据学生的兴趣爱好，布置任务给学生，让他们介绍一下自己的校园，以此来操练句型，进行问答。教师也可以开发学生的聪明才智，让他们设计一所自己心目中理想的校园，最后可以根据自己的图片进行展示并介绍。

学情分析：

本单元的语法重点是学习“there be”句型结构的一般疑问句Is/ Are there…？和特殊疑问句How many…are there?及其答语。学生对这些句型已经有所接触，因此学起来并不会太困难。在词汇教学方面，根据学生的学习情况，老师可以结合学生四年级下册所学科目类词汇进行教学，并呈现一些学校内各场所的照片，让学生在真实的情境下理解和运用这些词汇，这样教学对学生比较有益，学生掌握得也会比较快些。总之多为学生创设真实的情境，让他们在情境中多进行操练与运用，那么学生对所学知识会掌握得更好。

教学目标：

1. 能听懂、会说、会读单词：art room, classroom, computer room, library, music room, playground

2. 能听懂、会说、会读句型：Can you show her around? How many…?Is there a …?Yes. There is. No. there isn’t.Are there any…?Yes, there are. No, there aren’t. Let’s go and…

3. 能运用所学单词和句型进行交流。帮助学生掌握Be there…? 的问句及其回答；How many…？的问句及其回答。

教学重点：

1.学习句型：How many…are there…?Is/Are there…?

2.学习词汇：student, classroom, computer, second, third, first, stop

3.学习语音：字母C在单词中的读音。

教学难点：

1. 句型：How many…are there…?Is/Are there…?的语调。

2. 掌握词汇first, second, third的用法。

3. 掌握语音：字母C在单词中的读音。

第1课时

教学目标：

1.能听懂、会说、会读词汇show…around, floor.

2.能听懂、会说、会读和会拼写art room, classroom, computer room, library, music room, playground student, second, third, first.

3.正确运用日常交际用语和句型Can you show her around? How many…?Is there a …?Yes. There is. No. there isn’t.Are there any…?Yes, there are. No, there aren’t. Let’s go and…

4.理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。

教学重点；

1.能听懂、会说、会读词汇show…around, floor.

2.能听懂、会说、会读和会拼写art room, classroom, computer room, library, music room, playground student, second, third, first.

3.正确运用日常交际用语和句型Can you show her around? How many…?Is there a …?Yes. There is. No. there isn’t.Are there any…?Yes, there are. No, there aren’t. Let’s go and…

教学难点：正确运用日常交际用语和句型Can you show her around? How many…?Is there

a …?Yes. There is. No. there isn’t.Are there any…?Yes, there are. No, there aren’t. Let’s go and…并能正确运用。

教学具准备：

1.教师准备：PPT，录音机，磁带，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.Warming-up

1. Greetings.

T：Good morning, class.

S：Good morning, Miss Guo.

2.Sing a song《I love my bedroom》

使用There be句型改编歌曲。

S: Sing together.

3. 回顾已学词汇bedroom, bathroom, living room, kitchen.

S: Try to read.

4. Guessing game：

Guess subjects: Art, Chinese, English, PE, Music…

T: We learn A B C in this lesson, What lesson is it?

S: It’s English.

5. Look and say.

PPT: some pictures of the school

T: There are some pictures in our school. What can you see in our school?

Ss: There are some trees and flowers / students and teachers/ ... in our school.

Step2.Pre-task

Guessing game:

The re are many places in the school. What are they? Let’s guess.

T: There are some desks and chairs in it. We can have lessons in it. Where is

it?

S: Classroom.

T: You are right. Are there any classrooms in our school?

S: Yes, there are.

Step3.Learn the new words （Task1:回忆相关知识，初步运用结构。）

(1)以Guessing game的游戏，同法教授新词：art room, library, playground, computer

room, music room，并且可以拓展词汇：office, toilet, canteen, hall等。

（2）Read the new words.

（3）新授句型：Is/Are there … ?

Yes, there is/are.

No, there is/are not.

教师PPT出示本校学校平面示意图，结合新授单词，对学校场所进行问答。

T: Is there a library?

T: Are there any table tennis rooms?

Ask and answer in pairs.

（4）教授序数词：first, second, third及句型It’s/They’re on the … floor.

T: Yes, there are two computer rooms. They’re on the first floor.

针对以上内容，引导学生对教师进行提问，例如： S：Is there a computer room?

教授新词：first， second，third

（5）揭示课题。

T: Boys and girls, today, a new student joins us.

PPT出示Nancy人物形象，She’ s new here. She’s a new student.Unit2 A new student 揭示课题，带读。

T: Can you show her around?

教师示范：There is a library. It’s on the third floor. There are two computer rooms. They’re on the second floor.

（小组利用学校平面示意图向Nancy介绍自己学校场所具体位置。）

Step4.Task2

1.Listen and answer.

T: Boys and girls, you did a good job. But can Yang Ling show around her school to Nancy?

播放Picture 1课文录音。

Ss: Yes, she can.

2. T: If you’re Nancy, can you ask some questions about new school? 引导学生利用新授句型，进行提问。

S：Is there a …?

S: Are there any …?

3. Watch and circle.

T: What’s in Yang Ling’s school? Let’s watch the cartoon and circle the p lace. Ss: 圈出：Classroom, Computer room, Nancy’s classroom , Library, Music room, Table tennis room

4. Read and match.

T: Which floor? How many? Let’s read and match.

学生自读课文，将学校场所楼层连线，并在文中找出场所的数量。

5.Try to say.

a. Make a sentence

S1:There are 24 clarssrooms in the school.

S2: There are 2 computer rooms in the school.

b. Ask and answer

T: Is there a …?

S: Yes, there is. / No, there isn’t .

6.Read and act.

Step5.Task3

1. Try to retell. 结合板书，尝试复述课文。

给出提示的图片，让学生小组活动完成句子，并表演。

（Group work）

2. I’m a little design er. 小组合作为学校设计，制作平面示意图，并汇报。

Step6.Post –task

1.Ticking time:

I can talk about my school.

I can use “Is / Are there …?” to ask questions.

I can use “first, second, third”.

2.总结所学知识