牛津小学英语五年级上教案全册

（2017～2018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，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。Storytime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。Funtime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。Cartoontime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。Soundtime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。Songtime和culturetime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。Checkouttime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。Tickingtime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。五、教学进度安排：单元内容教时进度Unit1Goldilocksandthethreebears59/1～9/10Unit2Anewstudent59/11～9/23Unit3Ouranimalfriends59/24～10/9Unit4Hobbies510/10～10/22Project1Ananimalschool310/23～10/29期中复习610/30～11/12Unit5Whatdotheydo?511/13～11/25Unit6Mye-friend511/26～12/4Unit7Attheweekends512/5～12/17Unit8AtChristmas512/18～12/30Project2Ourfriends312/31～1/7期末复习考试81/8～最后Unit1Goldilocksandthethreebears（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“therebe+名词（短语）+地点状语”的句型，表示某地有某人或某事物。therebe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therebe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therebe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Therebe…in/on/beside/infrontof/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storytime和cartoontime.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Therebe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Therebe句型描述场所。课时安排：第一课时：Storytime第二课时：GrammartimeandFuntime第三课时：SoundtimeandCartoontime第四课时：Culturetime,CheckouttimeandTickingtime第五课时：Review&Workbook第1课时(总第1课时)上课时间：9月7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,justright,infrontof。2.能够听懂、会说、会读句型：Thereis…Thereare…并理解句型的意思。3.能够听懂、会说、会读日常用语：Whatabeautiful…!This…istoo…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Storytime录音。教学过程：Step1:Pre-reading1.Freetalk(1)T:OK.It’stimeforclass!Areyouready?Ss:Yes.T:Goodmorning,everyone!Ss:Goodmorning,Misssun.2.Listenandguess(2)T:Boysandgirls,tellme,whatdoyoulikedoingathome?S1:Ilike…(2)T:Boysandgirls,tellme,whatdoyoulikedoingathome?S1:Ilike…（学生个别回答，老师及时回应）T:Children,doyoulikereadingstories?Ss:Yes.T:Good.Todayourclasswillreadastorytogether.Areyouexcited?Ss：Yes!T:Great!First,Let’sgotoaplace.Trytoguess:whatplaceisit?I’llgiveyousomeclues.Nowlook,it’sverybigandbeautiful.Therearemanytreesandflowers.Therearesomestreams.Manywildanimalslivehere.Whatplaceisit?S1:Aforest.((提示学生可以用中文回答。)T:Good.Letmeshowyouapictureofforest.（Teach:forest）Haveyoueverbeentoaforest?Ss:No.T:Well,don’tbesad.HereIgotavideoaboutforest.Doyouwanttotakealook?Ss:Yes!T:OK.LetT:OK.Let’swatchit.Afterwatching,tellme,whatcanyouseeintheforest?全班看视频。3.Lookandsay(1.)T:OK.Istheforestbeautiful?Ss:Yes,itis.T:Whatcanyouseeinthebeautifulforest？S1:Icanseea…S2:IcanseesomeS1:Icanseea…S2:Icanseesome…(2)T:Good!Lookatthispicture.Therearemanytreesintheforest.Let’sreadthesentence.全班跟读句型2遍。T:Now,look,thereare…intheforest.Whocantry?让学生模仿例句说说Thereare…Step2:While-reading1.Watchandanswer(1)T:Wow,thereisagirlintheforest.Right?学生跟读句子2遍。Whoisthisgirl?Whatishername?Letmetellyou.HernameisGoldilocks.(Teach:Goldilocks)Oh,it’ssosurprising.Goldilocksisintheforest.Whatdoessheseeintheforest?Ss:Sheseesabighouse.(Teach:house)T:Yes.LookatGoldilocks.（拿出人物图片）She’sveryhappy.（贴板书）Becausesheseesabighouse.(贴板书)Howdoesshethinkaboutthishouse?Let’slisten.（音频：Whatabeautifulhouse!）Isitanicehouse?Ss：Yes.T:Now,readittogether.（指导朗读）(2)T:Intheforest,thereisahouse.Whosehouseisit?Maybeit's…Canyouguess?S1:Maybeit’s…’shouse.学生猜一猜。T:OK.Here’savideo.Afterwatching,tellme,whosehouseisit?学生看视频。T:Isthestoryinteresting?Ss:Yes,itis.T:OK.Answermyquestion.Question1:Whosehouseisit?Ss:It’sthethreebears’house.T:Right!ItT:Right!It’sthethreebears’house.WhatwillhappentoGoldilocksandthethreebears?Todaywe’llreadthisstory.Andthenameofthestoryis:（揭题，全班读题目2遍）2.Readandanswer(1)T:Nowpleaseopenyourbooksandturntopage6,readthestorybyyourselves,then,answermyquestion:Whatisinthehouse?让学生自读故事思考问题。(2)T:What’sinthebighouse?提示学生用Thereis/are回答。(3)T:Inthisbighousetherearethreebeds.Therearethreebears.Thereare/is…答案并引出：答案并引出：Andalsothereissomesoup.Followme:soup.(Teach:soup)提示学生注意soup是不可数，somesoup。T:Goldilocksisinthehouse.Whattimeisit?Look,there’saclock.Ss:It’stwelve.T:Yes.It’s12o’clock.It’stimeforlunch.AndhowisGoldilocks?Ss:She’shungryandthirsty.（贴板书）T:What’sonthetable?S1:Thereissomesoup.及时纠正学生发音或be动词。及时纠正学生发音或be动词。3.Lookandguess(1)T:LookatGoldilocks.Guess,whichsoupdoesshelike?Doesshelikethissoup?(PPT显示三碗汤)学生逐一回答。T:Shedoesn’tlookhappyinthesetwopictures,right?What’swrongwiththissoup?Let’slistentoher.(音频：Thissoupistoocold.)指导学生模仿跟读2遍，重点重复toocold.T:Andwhat’swrongwiththissoup?(同法读toohot).Andhowaboutthissoup?(Teach:justright)指导学生3句话连在一起读1遍。(2)Look,boysandgirls.Ihavesomesoupforyou.Oh,I’mhungryandthirsty.I’mgoingtoeatthesoup.Thissoupistoocold.Thissoupistoohot.Thissoupisjustright.教师示范表演喝汤的三种感觉。DoyouwanttobeGoldilocksandhaveatryhere?Thissoupisjustright.教师示范表演喝汤的三种感觉。DoyouwanttobeGoldilocksandhaveatryhere?请2-3位学生分别上台模仿表演。(3)T:Aftereatingthesoup,Goldilocksisverytired.（贴板书）What’sintheroomnow?S1:Therearethreebedsintheroom.指导读2遍。T:Lookatthethreebeds.Aretheythesame?Ss:No,theyaren’t.T:Howisthisbed?Listen.教师敲击讲台。Oh,it’sveryhard.(Teach:hard)Whataboutthesecondbed?Listen.播放音频音效。Oh,itissoft.(Teach:soft)教师拿出熊掌道具Look,Ihaveatoybearclaw.Howisit?让学生捏一捏试一试并形容：It’ssoft.T:OK.Lookatthepicture,ifyouwereGoldilocks,Whatwouldyousay?S1:ThisbedistooT:OK.Lookatthepicture,ifyouwereGoldilocks,Whatwouldyousay?S1:Thisbedistoo…学生个别说完，全班跟读三句话。(4)T:Oh,thisbedisjustright,soGoldilockswillhaveasweatdreaminthisbed,Ithink.出音效“Help!Help!”Howisshenow?Isshehappy?教师肢体语言提示。Ss:No.T:Sheisafraidnow(Teach:afraid)Whyissheafraid?Readthestory,then,tellme.学生自读故事并思考问题。(5)T:Becausetherearethreebearsinfrontofher.(Teach:infrontof)Now,lookatme.Iamstandinginfrontofyou.Andyou’reveryhappy.But,ifthereisatigeroralionstandinginfrontofyou,wouldyoubehappy?Ss:No!T:Ofcoursenot.Youmustbeafraid.(6)T:Whatdidthebearssay?Ss:Whoareyou?T:Goldilocksshouted: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T:Goldilocksshouted: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.Lookandorder(1)T:NowI’dlikeyoutoreadthewholestoryagain,andtrytoputthepicturesinthecorrectorder.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’sreadtheshortpassagetogether.5.Readingtime(1)T:Verygood.Thistime,let’sreadthestoryafterthecomputer.学生跟电脑齐读故事，教师指导朗读。(2)T:OK.Thistime,youcanreadinagroup.四人一组自由读。(3)T:Nowlet’sreadittogether.Trytorememberthestory.(Picture1,(3)T:Nowlet’sreadittogether.Trytorememberthestory.(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.Retellthestory(1)T:Children,doyoulikethisstory?Ss:Yes.T:Maybeyoucantellthestorytoyourparents.Thistime,trytoretellthestory.I’llgiveyousomepicturesandsentences.Youcanlookattheblackboardtoo.First,let’strytogether.对照PPT或板书全班复述故事。(2)Nowyoucanuseyourownlanguagetoretellthestory,andalsoyoucansaysomethingmore.OK?I’llgiveyousomeminutes.(2)Nowyoucanuseyourownlanguagetoretellthestory,andalsoyoucansaysomethingmore.OK?I’llgiveyousomeminutes.四人一组练习。2.Makeashortplayandactitout.(1)T:Wow,doyouthinkit’salovelystory?Youcantellthestorynow,butIstillhaveaquestionaboutthisstory.Atlast,doesthegirlarrivehomesafely?Wedon’tknow.HereIhaveanendingofthestory.Let’sseeifyoulikeitornot.教师给出一种结局示范。Goldilocksisafraid.Sherunsaway.Thebearsrunfasterthanher.Theycatchherandeather.Doyoulikeit?Ss:No!T:Meneither.It’ssosad.Weallwantahappyending.So,whatwillhappenatlast?What’syouridea?MaybeGoldilocksandthethreebearsbecomefriends.学生发挥想象，给出一个美好的结尾。(2)T:Oh,Iliketheending.Thenextday,Goldilocksandherfriendsvisitthehouseagain.Whatwillhappen?Iwantyoutodiscussingroups,andtrytoactthestory.OK?Ss:OK.学生分组练习表演故事。(3)T:Doyouliketheirhappystory?Ss:Yes.T:Doyouliketoday(3)T:Doyouliketheirhappystory?Ss:Yes.T:Doyouliketoday’sstory?Ss:Yes.T:Youcanreadmanyinterestingstoriesafterclass.Readingisgreatfun.Step4.Homework1.Copythenewwords.2.Readandrecitethestory.3.Readmorebooks,watchthecartoons,then,thinkandwrite.板书设计：Unit1Goldilocksandthethreebears(Storytime)Goldilocks头像Goldilocks头像Goldilocks头像Goldilocks头像单词条：happyhungry&thirstytiredafraid图片：ahousethreebowlsofsoupthreebedsthreebears教学后记：教学中，正确优美的示范，能激发学生的朗读兴趣。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，增加学生英语实践的时间与机会。第2课时(总第2课时)上课时间：9月8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,justright,infrontof,beside,between。2.进一步巩固并掌握四会句型：Thereis…Thereare…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Therebe…句型描述某处存在某样东西。5.学生能够理解并掌握Grammartime中Therebe…句型的用法和规则以及单词too的用法。6.学生能够完成Funtime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Therebe…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Storytime，熟读、会复述，会合作表演。教学过程：Step1.Reviewthestory(Let’sjudge.)T:Goodmorning,class.Inthelastclass,wehavelearnedaninterestingstory.Whatisthenameofthestory?Ss:Goldilocksandthethreebears.T:Doyoulikethestory?Ss:Yes!T:Good.First,let’splayagame.Let’strytojudge.I’llgiveyousomesentences.Youjusttojudgeifitistrueorfalse.带领学生说一说true和falseLet’scompete.Boys,youLet’scompete.Boys,you’reteam1.Girls,you’reteam2.Let’sseewhichteamwillgetmorehoneyandbethewinner.Let’sbegin!男女生轮流回答。Step2.Learnthewords1.BrainstormT:Bighandsforyourself!Inthisstory,there’rethreebears.Butinourclassroom,there’retwobears.Wherearethey?教师从讲台下拿出两个玩具熊。They’rehere!Let'ssayhellotothem.Ss:Hello,bears!T:Arethesebearsthesame?Ss:No,theyaren’t.T:They’redifferent.Canyoutrytodescribethesetwobears?Forexample,thiswhitebearisbig,andthisbrownbearissmall.Canyoutry?学生试着描述一下两只玩具熊。T:Goodjob!Lookatthisbrownbear.Howdoesitfeel?教师敲击小熊提示学生。S1:ItT:Goodjob!Lookatthisbrownbear.Howdoesitfeel?教师敲击小熊提示学生。S1:It’sveryhard.T:Yes.Howaboutthewhiteone?Isithardtoo?S2:No,it’ssoft.T:Yes.Touchit.让学生说一说然后摸一摸感受一下。（复习hard和soft）2.LookandlearnT:Ihavesomepicturesforyou.Trytotellmewhichishard,andwhichissoft.S:_________ishard.________issoft.Theopposite.T:Hardandsoft,they’reantonym.Whatistheantonymwordofhot?S:Cold.学生练习学过的反义词，以此引出：T:Whatabout‘behind’?Ss:Infrontof.（复习词组infrontof）PPT显示图片4.LookandanswerT:Whereisthebabybear?S:It’sinfrontofthemotherbear.T:Now,whereisthebabybear?S:It’sbesidethemotherbear.T:Now,whereisthebabybear?(Teach:between)Ss:It’sbetweenthefatherbearandthemotherbear.全班说到个别说。T:Look,IamstandingbetweenXXandXXX.Doyouunderstandme?Canyousaysomethinglikethis?学生模仿老师说出自己在谁和谁的中间。T:Look,IamstandingbetweenXXandXXX.Doyouunderstandme?Canyousaysomethinglikethis?学生模仿老师说出自己在谁和谁的中间。Step3.Grammartime(too的运用)LookandsayT:Justnowwereviewedthestory.Nowlet’smoveontotheGrammartimeofthisunit.Followme.Grammartime.（读一读）OK.Task1here,weshouldknowtheusageoftheword‘too’.Lookatthispicture.DoesGoldilockslikethissoup?Ss:No.T:Why?What’sthematter?S:Thissoupistoocold.T:What’swrongwiththissoup?S:Thissoupistoohot.T:Lookatthisbed.Whydoesn’tGoldilockslikeit?S:Thisbedistoohard.T:Whataboutthisone?S:Thisbedistoosoft.T:Let’sreadthesesentencestogether.齐读四句话1遍。T:Weuse‘too’tomodifysomeadjectivewords.Howdoweusethesewords?Letmemakesomesamplesforyou.Look,Iwanttocarrythisteacher’sdesk,butit’stooheavy.Ican’tmoveit.Understand?Ss:Yes.Lookatthepicture.Canthemanreachtheapple?Whynot?S:Theappletreeistoohigh.Hecan’Lookatthepicture.Canthemanreachtheapple?Whynot?S:Theappletreeistoohigh.Hecan’treachtheapple.T:You’reright.LookandcompleteT:Doestheboylooksmartinthissweater?What’swrong?S:Thesweateristoobig.Hecan’twearit.T:Oh,lookatthisbaby.Canhegotoschool?S:Thebabyistooyoung.Hecan’tgotoschool.Step4.Grammartime(Therebe…句型)ThinkandsayT:OK.Grammar2.TheusageofThereis/are…Followme,thereis,thereare.教师带读。First,let’sthinkandsay.Tellme,what’sintheforest?What’sonthetable?Youmaysay:Thereis/are…Youcanchooseanypicturesyoulike.S:Thereis/are…学生选择书上的喜欢的图片用Therebe…句型描述,教师板书句型。LookanddiscussT:Lookatthesefoursentences.Let’LookanddiscussT:Lookatthesefoursentences.Let’sreadthemtogether.适时提醒缩写There’s/There’re的用法。Whocantellmethedifferencebetween‘thereis’and‘thereare’?Youcandiscussinpairsfirst.学生同桌间讨论区别。T:OK.What’syouropinion?Let’slisten.学生可以用中文总结他们发现的规律。T:Goodtry!Nowlistentomecarefully.Whenwe’retalkingaboutonlyonething,weuseT:Goodtry!Nowlistentomecarefully.Whenwe’retalkingaboutonlyonething,weuse‘thereis’.Whenwearetalkingaboutthethings,morethanonething,weuse‘thereare’.But,whenwearetalkingabouttheuncountablewords,weuse‘thereis’.解释不可数名词，举例说明。PlayagameT:Nowlet’splayagame.Alltheboysare‘is’,andallthegirlsare‘are’.I’llshowyousomepicturesorsentences.Ifyouthinkthewordis‘is’,boys,standupandsay‘is’togetherloudly,otherwise,girls,youstandupandsay‘are’.OK?Ss:OK.LookandwriteT:Look!Thisisanotherpictureofthebears’house.Lookatit.Doyoulikeit?Canyoucompletethesentenceswiththerightwords?Welcometothebears’house!Look!There____apictureofthem____thewall.There_____atableinthehouse.There_____somehoney____thetable.There_____twoballs_____thetable.There______atoycar______twoballs.There_____aclock______thewindow.There_____acap______theclock.Doyouliketheirhouse?学生完成后利用幻灯片集体核对答案。Step5.FuntimeDrawanewhouse(1)T:Aftervisitingthebears’house,Goldilocksfeelsverysorry,soshewritesalettertothebears.DearBearFamily,Sorryforbotheringyoulasttime.Iwouldliketoknowifyouhavetimetocomeandvisitmyhouseinthetown.Hopewecanbegoodfriends!Goldilocks.Doyouthinkthattheycanbefriends?Willthebearsbehappytogetthisletter?Ss:Yes.T:Sothebearsarecoming.ThisisGoldilocks’house.WhatT:Sothebearsarecoming.ThisisGoldilocks’house.What’sinthehouse?Canyoudrawsomethinginherhouse?Maybeyoucandrawsomefoodonthetable,orsometoysforthebabybear.Pleasedrawandtalkaboutit.指导学生完成书上第10页内容。(2)T:Whocancomeheretoshowyourpicturetous,andtalkaboutit?请学生上台介绍图画内容。(教师及时反馈)2.Makeashortplayandactitout(1)T:Oh,Ilikeyourpictures,andIknowallofyourhousesarereadyforthebears.It’stimeforvisiting.ThebearsareatGoldilocks’homenow.Whatwillhappen?Willtheybehappy?Ithinkwecanfigureoutanewstory.Icanmakeanexample.IamGoldilocks.Ineedthreebears.Who’dliketotry?邀请三名学生上台扮演bears，示范表演对话。(2)T:Nowyoucanpracticeinfour.(3)Ssactingroups.Step6.HomeworkT:Today,you’vedoneaverygoodjob!Ilikeyourstorysomuch.Here’syourhomework.1.DrawapictureofyourroomandtalkaboutitinthenextEnglishclass.2.Finishtheexercisebook.3.Recitethenewwordsandthestory.板书设计：Goldilocksandthethreebears(Grammartime&Funtime)Thissoupistoohot/cold.Thisbedistoohard/soft.Thereis…Thereare…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9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Thereis…Thereare…的意思。3.能够理解并掌握Thereare…句型的否定句式Therearen’tany…。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Cartoontime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Cartoontime和搜集Culturetime资讯教学过程：Step1.Lead-in1.Quickresponse“YesorNo”(1)T-Sgreetings(2)T:First,let’splayagame.Thegameiscalled‘YesorNo’.Nowyouwillseesomesentencesonthescreen.Readandtrytojudge.Ifitisright,youmaysay‘Yes,yes,yes!’Ifitiswrong,youmaysay‘No,no,no!’学生试说2遍。Sayloudlyandquickly,please.Ready?Go!AThereare55studentsinyourclass.BTherearealotofbooksinyourbag.CThereisabeautifulteacherinfrontofyou.AThereare55studentsinyourclass.BTherearealotofbooksinyourbag.CThereisabeautifulteacherinfrontofyou.DThereisaTVinthisclassroom.2.1minute–non–stop–talkT:OK.Thereisn’taTVinthisclassroom,then,what’sinthisclassroom?Let’splayanothergamenamed‘1minute–non–stop–talk’.Wewillhaveacompetitionbetweenboysandgirls.Noweachofyourteamhasoneminute.Pleasetrytosaythethingsintheclassroomasmanyaspossible.Youshoulduse‘Thereis/are…’.Let’sseewhocanwin.教师在黑板上示意比赛规则。男女生分别在1分钟内用Therebe…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(Cartoontime)Talkaboutthepictures.T:Yousee,therearemanythingsinourclassroom.Doyoulikehavinglessonsinthisroom?Ss:Yes.T:I’mhappytohearthat.Nowlookatthispicture.What’sinthispicture?Ss:TherearetwomiceT:Whoarethey?S:They’reBobbyandTina.T:Yes.Whatelse?What’sinthisroom?S:Thereisasofa/book…T:Whoarethey?S:They’reBobbyandTina.T:Yes.Whatelse?What’sinthisroom?S:Thereisasofa/book…S:Therearesome…T:Whoarereadingthebook?Ss:Tina.T:ThisisBobby’shouse.They’reinthesittingroomnow.LookatBobby.Ishehappy？Ss:No.T:No,he’skindofhungry,Ithink.HowdoIknow?Becausehesays:T:No,he’skindofhungry,Ithink.HowdoIknow?Becausehesays:引导学生回答I’mhungry.CanTinahelphim?Let’slisten.(出音频Youcanhavesomecakes.Therearesomeinthekitchen.)So,canTinahelpBobby?Ss:Yes,shecan.T:WhatdoesTinasay?Let’slistenagain.Whocanhaveatry?S：…T:Let’strytogether.教师指导朗读。WatchandthinkT:SoBobbygoestothekitchenandtrytofindsomecakes,butcanhefindanycakesthere?Let’swatchthecartoon.集体看卡通。T:OK.CanBobbyfindthecakesinthefridge?Ss:No,hecan’t.T:WhatdoesBobbysay?Listen.（出音频：TherearenT:WhatdoesBobbysay?Listen.（出音频：Therearen’tanycakeshere.教师板书句型，带读3遍）Readandlearn(1)T:Wherearethecakesthen?Openyourbooks,readthestorybyyourselvesandtrytofindtheanswer.学生自读故事找出答案。S:TinaandBobby’scousineatsthecakes.T:That’sright!Thecakesareintheircousin’smouth.LookatPicture4.Tinaisverysurprised,soshesays‘Herearethecakes!’WhocanbeTina?指导学生模仿Tina说一说句子。(2)T:LookatBobbyandhiscousin.Howdotheyfeel?Canyoufillintheblanks?Bobby’(2)T:LookatBobbyandhiscousin.Howdotheyfeel?Canyoufillintheblanks?Bobby’scousinis___________.Bobbyis________.Guess.Whataretheysaying?Youcantalkaboutitinpairs.同桌间猜测他们会说些什么。T:Well,ifyouwereBobby,whatwouldyousay?Andhowaboutthecousin?引导学生揣摩不同卡通人物的心理和语言。Imitateandremember(1)T:Thistime,let’sreadthestoryafterthecomputertogether.跟电脑一句句齐读。(2)T:Pleasereadloudlybyyourselves.大声自读。(3)T:Thistime,I’dliketobeTina,boys,youcouldbeBobby,andgirls,you(3)T:Thistime,I’dliketobeTina,boys,youcouldbeBobby,andgirls,you’rethenarrator.OK?（师生间分角色朗读对话）(4)Readinroles.学生间分角色朗读。Actingroups(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:Nowpleaseactthestoryingroups.(3)Act.(2)T:Nowpleaseactthestoryingroups.(3)Act.Step3.Presentation(Culturetime)LearntosayT:Look,Bobby’scousineatssomanycakes.Nowhe’sverythirsty,Ithink.Here’sacupofcoffee,acupoftea,andaglassofjuice.Whichonewouldhelike?Guess.学生猜一猜。T:Iguesshe’dlikeaglassofjuice.Lookatthecoffeeandthetea.Maybeourparentslikethem.WhichispopularinChina,coffeeortea?Ss:Tea.T:Yes.Followme:TeaispopularinChina.Howaboutcoffee?Oh,coffeeispopularinWesterncountries.(Teach:popular,China,Westerncountries)SaysomethingmoreT:Differentfoodanddrinksarepopularindifferentcountries.Nowlet’stalkaboutmorepopularfoodanddrinksinChinaandinWesterncountries.Forexample,noodlesarepopularinChina,andhamburgersarepopularinWesterncountries.Canyousaysomethingmore?Youmaydiscussinpairsfirst.学生同桌间讨论并汇报：____________ispopularinChina,and_______ispopularinWesterncountries.教师反馈。3.EnjoythevideoT:Allofyoudidagoodjob.IhaveavideoaboutpopularfoodanddrinksinChinaandWesterncountries.Shallwewatchtogether?Ss:OK.（观看视频）T:Let’senjoydifferentfoodanddrinks.Let’senjoyourwonderfullives.Step4.Homework(1)ReadandactCartoontime.(2)Dubforthestory.(3)Takeapictureordrawoneaboutyourfavoriteroominyourhouse.板书设计：Unit1Goldilocksandthethreebears(Cartoontime&Culturetime)BobbyBobby的话：Therearen’tany…Theircousin的话：Theircousin的话：Ilikecakes!…Tina的话：Youcanhavesomecakes.…教学后记：小学生的年龄特征决定了其自觉用心倾听比较困难，这就需要教师在日常教学中从细微处人手，培养学生的倾听能力，如：游戏“耳灵眼疾手快”。在听课文录音时，教师可以让学生带着问题听录音或边听边标顺序等，听后再回答问题。另外，在实践中还可以经常让学生闭眼听录音，使学生的注意力充分集中在单词的发音，为学生的模仿跟读打下坚实的基础。教师应设计有效的课堂教学活动，引导学生进行发散思维，最大限度的发挥学生的主体性。第4课时(总第4课时)上课时间：9月15日课型：新授课教学目标：1.能够正确、流利、生动地讲故事Goldilocksandthethreebears。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Therebe…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Storytime，熟读、会复述，会合作表演。教学过程：Step1.Freetalk1.Talkaboutthestudents’things.T:Look,boysandgirls,therearemanythingsonyourdesk.Right?What’sonyourdesk?(T&Ss)2.Talkabouttheteacher’sthings.T:Ihaveabag.WhatT:Ihaveabag.What’sinmybag?Canyouguess?Letmeshowyou,OK?Look,there’sanEnglishbook,yes,it’smybook.Andtherearesomesweets.Maybesomesweetsareforyou.Andthere’resomecakestoo.Maybeyou’rehungry.Youcangetsomecakes.Now,mybagisempty.Step2.Presentation1．ShowteachingaimsInthislesson,we’llhavesomelearningaims.Lookatthelearningaims.First,Icanunderstand“Goldilocksandthethreebears.”Thesecond,Iknowthesoundoftheletter“C”.Thethird,Icanuse“Thereis/are...”totalkaboutthingsinaplace.(PPT出示teachingaims)2.ActthestoryinpairsNow,first,let’scometothefirstaim.Canyouunderstand“Goldilocksandthethreebears”?Yes,I’mhappytohearthat.Now,let’splayagame.Who’sthebeststoryteller?Areyouthebeststoryteller?Here’resomepicturesofthestory.Ifyoucantellthestoryfluently,correctlyandvividlyyoucangetthreestars.Notveryfluentlyorvividlyyoucangettwostars.Somemistakesyoucangetonestar.((PPT出示tickingform)Maybeyoucanretellthestorylikethis.(Oneday,Goldilocksisintheforest.Thereis/are)1.Workingroups2.Ifyoucanfinish,youcanticktheform.3.Asksomestudentstoactthestory3.Asksomestudentstoactthestory3.TalkaboutthepictureYoucanunderstand“Goldilocksandthethreebe