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1、五年级英语教学方案2021 2021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旧保持着深厚的爱好，但有少数学生由于遇到困难，学习爱好可能会开始减退。因此，这个学期在教学中，老师应当以学生的开展为宗旨，以培育学生的创新精神和理论实力为重点，面对全体学生，在激发学生爱好的同时，扎扎实实地从每个学生抓起。五年级的学生学习比较理性。老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运用，设计丰富多彩的教学活动，有效的教学任务。同时留意到学生中存在的两极分化，教学内容留意由简到难，按部就班，在学问的复现中做好刚好补差工作。充分培育学生的听说读写实力，尤其要加
2、强识读，拼法的实力。重视阅读实力和写作实力的同步培育。重视英语作为语言的交际功能。二、全册教材分析： 新教材强调培育学生综合语言运用实力，留意口语表达练习，让学生在阅读故事、做做玩玩、唱唱说说的过程中开展语言实力、思维实力以及沟通合作实力。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，对语法学问进展简洁的总结和归纳。Fun time是句型和词汇的操练板块，通过兴趣性、互动性较强的语言理论活动，进步学生用英语进展简洁对
3、话的实力。Cartoon time是拓展性兴趣阅读板块，通过兴趣小故事扶植学生复习本单元的语言学问，进步阅读理解实力，有方案地呈现即将出现的学问。Sound time是语音教学板块，通过范例单词和节奏感较强的歌谣，扶植学生理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在本册中交换出现。通过歌曲、激发爱好，活泼身心；不断进步语言运用实力和人文素养。Checkout time是检测板块。通过形式多样的综合性语言应用活动，扶植学生复习稳固所学的语言学问。Ticking time是自我评价板块。通过评价，引导学生理解自己对所学主要内容的驾驭状况，反思和
4、调整自己的学习过程，体验进步及成功。每四个单元后有一个综合语言理论工程Project。通过形式多样的综合语言理论活动，引导学生思索、调查、探讨、沟通和合作，综合运用所学的语言学问和语言技能。三、教学总体目的：1能按四会及三会要求驾驭所学的单词。2能按四会要求驾驭所学的句型。3能运用日常交际用语，活用四会句型，进展简洁的沟通，并做到大胆开口，发音正确，所用话语及场合符合。4能在图片、手势，情景等非语言提示的扶植下，听懂清晰的话语及录音。5培育良好的书写习惯，能做到书写标准整齐。6培育良好的听英语、读英语、说英语、用英语的习惯，能自觉的仿照语音、语调，逐步培育语感。7能在任务型学习的过程中运用相关
5、的语言学问，完成某项任务，并促使语言实力的进步。8能演唱以学过的英语歌曲，朗读已学过的歌谣。9能浸透给学生良好的自学英语的方法。四、学期教学措施：1课堂上尽量运用英语组织教学，做到持之以恒，由少积多，以助于创建英语气氛，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，复习稳固融为一体。3多以图片、手势呈现英语单词及对话情景，图片呈现采纳敏捷多样的方法将该单元所学的内容柔软在一起进展综合操练。如师生快速问候和介绍、学生间连续的互相问候和介绍，创设情景进展表演等，让学生将所学的对话用于不同的情景。采纳先听说，后读写，先整体
6、，后部分的方法教学。4在课堂教学中，尽量开展形式多样的活动教学，活泼气氛提快乐趣和学习效率。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，按部就班，留意师生操练、生生操练。6逐步浸透任务型教学，培育学生活用英语，用英语完成任务的本事。7适当增加教学内容量，以滚动式教学，以反复浸透稳固的方法进步学习效率。8语音教学中采纳“分散出现，集中归纳，常常接触的方法。9初步浸透任务型教学的教学理念。五、教学进度支配：单元内容教时进度Unit 1Goldilocks and the three bears59/19/10Unit 2A new student59/119/23Unit 3Our
7、animal friends59/2410/9Unit 4Hobbies510/1010/22Project 1An animal school310/2310/29期中复习610/3011/12Unit 5What do they do511/1311/25Unit 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最终Unit1 Goldilocks and the three bears5课时教材分
8、析： 本单元话题是议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行数名词，老师要提示学生在运用时区分可数名词的单复数形式，从而精确运用be动词的正确形式。在教学中，老师可以旧带新，引出本单元的目的介词词汇，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构造并自如地运用。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，关键是要让学生留意到可数名词的单复数问题，
9、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展教学，老师好好的引导，学生就能更好地承受并驾驭新学问。在单词教学这一块，单词afraid等发音有所难度，只有让学生多进展朗读训练，他们才能更好地将单词发对音。本单元以金发女孩及三只狗熊的故事内容绽开，学生确定很感爱好，学起来主动性要高一些。整个单元的内容老师只要思索一些好的教学方式，学生学起来确定比较轻松、好玩。教学目的：1.能听懂、会说、会读和会拼法形容词 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/betweenc 在
10、单词中的读音。“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、驾驭语篇内容，并能朗读、初步表演对话。2.能正确地听、说、读、写There be句型描绘场所，例如教室、卧房等。3.能运用形容词描绘物体、感受等。教学难点：1.能正确理解、驾驭语篇内容，并能表演对话。2.能正确地听、说、读、写There be句型描绘场所。第1课时教学目的：1.可以听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in fr
11、ont of 。2. 可以听懂、会说、会读句型：There is There are 并理解句型的意思。3. 可以听懂、会说、会读日常用语：What a beautiful! This is too 4. 学生可以阅读、理解故事，并可以在理解的根底上表演出故事。5学生可以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，培育学生阅读的爱好。教学重点:1可以从整体上阅读故事并理解故事。2可以语音语调正确地朗读故事、复述故事。教学难点：可以根据课文内容创编剧本并表演。教学具打算: 1.老师打算：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书。2.学生打算：听5遍Story time 录音。教学
12、过程： 教学随记栏Step1: Pre-reading1. Free talk(1)T: OK. Its time for class! Are you readySs: Yes. T: Good morning, everyone! Ss: Good morning, Miss Zhan.(2)T: Boys and girls, tell me, what do you like doing at home S1: I like 学生个别答复，老师刚好回应 T: Children, do you like reading stories Ss: Yes. T: Good. Today ou
13、r 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 live here. Wha
14、t place is it S1: A forest. (提示学生可以用中文答复。)T: Good. Let me show you a picture of forest. Teach: forestHave 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 can you see in th
15、e 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, there are in the forest
16、. Who can try 让学生仿按例句说说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. What does she see in the
17、 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(2) T: In the forest, there is a h
18、ouse. 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 three bears house.T: Right! Its the three
19、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: What is in the house 让学生自读故事思索问题。(2)T: Wha
20、ts in the big house 提示学生用There is / are 答复。(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) 提示学生留意soup是不行数，some soup。T: Goldilocks is in the house. What time is it Look, theres a clock. Ss: Its tw
21、elve.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. 刚好订正学生发音或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)学生逐一答复。T: She doesnt look happ
22、y in these two pictures, right Whats wrong with this soup Lets listen to her. (音频：This soup is too cold.)指导学生仿照跟读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, boys and girls. I have some soup for you. Oh, Im hungry
23、and thirsty. Im going to eat the soup. This soup is too cold. This soup is too hot.This soup is just right. 老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位学生分别上台仿照表演。(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 ro
24、om. 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. 老师敲击讲台。Oh, its very hard. (Teach: hard) What about the second bed Listen. 播放音频音效。Oh, it is soft. (Teach: soft) 老师拿出熊掌道具 Look, I have a toy bear claw. How is it 让学生捏一捏试一试并形容：Its soft. T: OK. Look at t
25、he 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老师肢体语言提示。 Ss: No. T: She is afraid now(Teach: afraid) Why is she afraid R
26、ead the story, then, tell me. 学生自读故事并思索问题。(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 front of you, would you be happy Ss: No! T: Of course not. You must
27、 be afraid. (6) T: What did the bears say Ss: Who are youT: Goldilocks shouted: Ss: Help! Help! 说明意思。让男生和女生分角色读一读最终一幅图，老师指导afraid心情。4. Look and order(1)T: Now Id 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，学生描绘每副图片。T: Lets read
28、 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，老师指导朗读。(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 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)1. Retell the story(1)T:
29、 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, lets try together. 比照PPT或板书全班复述故事。(2) Now you can use your own language to retell the st
30、ory, 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 question about this story. At last, does the girl arrive home safely We dont know. Here I have
31、 an ending of the story. Lets see if you like it or not. 老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 so sad. We all want a happy ending. So, what will happen at last Whats your idea Maybe Goldilo
32、cks and the three bears become friends. 学生发挥想象，给出一个美妙的结尾。(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
33、 like todays story Ss: Yes.T: You can read many interesting stories after class. Reading is great fun.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 Goldi
34、locks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课时教学目的：1. 进一步稳固并驾驭故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between 。2. 进一步稳固并驾驭四会句型：There is There are 3学生可以精确运用故事中出现的新词汇。
35、4. 学生可以娴熟驾驭There be句型描绘某处存在某样东西。5. 学生可以理解并驾驭Grammar time中There be句型的用法和规那么以及单词too的用法。6. 学生可以完成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：根据所描绘的对象正确运用There be句型。教学具打算: 1.老师打算：PPT，一硬一软两个玩具熊，板书。2.学生打算：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, c
36、lass. 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 play a game. Lets try to judge. Ill give you some sentences. You just to judge if it is true or false. 带着学生说一说true和fal
37、seLets compete. Boys, youre team 1. Girls, youre team 2. Lets see which team will get more honey and be the winner. Lets begin! 男女生轮番答复。Step2. Learn the words1. Brain stormT: Big hands for yourself! In this story, therere three bears. But in our classroom, therere two bears. Where are they 老师从讲台下拿出两
38、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, this white bear is big, and this brown bear is small. Can you try 学生试着描绘一下两只玩具熊。T: Good job! Look at this brown bear. Ho
39、w does it feel 老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soft2.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 an
40、d 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 ofPPT显示图片4. Look and answer T: Where is the 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
41、 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 something like this 学生仿照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
42、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 soupSs: No. T: Why Whats the matterS: This soup is too cold. T: Whats wrong with this soupS: This soup is too hot.T: Look at this bed. Why
43、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 to 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
44、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 apple. 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
45、 at this baby. Can he go to schoolS: 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 of There is / areFollow me, there is, there are. 老师带读。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 学生选择书上的宠爱的图片用There be句型描绘, 老师板书句型。Look and discussT: Look at these four sentences. Lets read them together. 适时提示缩写Theres / Therere 的用法。Who can tell me the difference between there is and there are You can discuss in pai