北师大版小学英语五年级(上册)全套教案.doc

小学英语五年级（上册）
全册备课
对新课标理解：
现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都　是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。
本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，　倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。
总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching contents:
本册书共六个单元，其中五个单元是精读课文，一个复习单元,而且每个单元都有听、说、读、写 等多项练习。书后有分类清晰的词汇表，更有利于教师的教和学生的学。
Teaching Aims:
知识技能：
1、Listening:
充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多的可能更直观的学习方式。掌握部分常用的日常用语，如：能够用过去式描述过去所发生的事情，能够询问对方的身高以及能够正确的回答，能够询问对方的生日以及正确的回答。
2、Speaking:
根据册书的教学要求，作为一个主导方向，指导学生在一定的教学情境中，能够正确用过去式讲发生的事情，问生日的日期，问身高等，并能对所提问的句子做出适当的回答。
3、Reading:
正确，流利的朗读课文对话及功能操练中的对话，正确读出与课文相关的单词，认读感带有字母组合的单词和一些带有辅音字母的单词。
4、Writing:
以听、说、读的基础上，培养学生写的能力。正确使用英语中的标点符号。正确对所学句子进行排序。
过程方法：
1、 发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识，且提高他们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，不能一味的任学生自己发展。
2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。这样不但可以提高学生的学习兴趣，又可以丰富学生对新事物的接触机会，从而更直观方便的教和学，在潜移默化中培养学生学习英语的兴趣。
3、在英语的教学过程中，加入适当的对英、美等国家一些风俗习惯在日常生活中的应用。主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。使学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说，多练，尤其注意日常口语在生活中的应用。
情感态度与价值观：
1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问题，因此更应引起我们的重视。于此教师可以采取多种方式，比如：多采纳、听取学生的意见，抵制学英语给学生带来的负面压力，努力创设一个轻松的学习环境。
2、在英语教学中也应时刻渗透思想道德教育的重要性。确立良好的价值观和积极向上的人生观，形成同样积极的学习态度。
3、对于申奥成功，无疑是北京对世界张开怀抱的一个机会，学生作为未来世界的主动力，在学习中提倡培养学生的创新意识。这样才能在竞争如些激烈的社会中立足，做一个社会主义新人。
Teaching Emphasis:
1、对于一些日常用语的应用，如：
①Where are you from ? 及回答.
②Where were you yesterday afternoon? I was at home.
③What’s the matter? 及应答.
④Congratulations. Thank you.
⑤What are you doing? 及应答。
⑥表示“身高”的问句及应答。
⑦有关日期的询问及应答。
2、掌握比较级的用法。
3、叙述词的用法。
4、重点提高学生对单词的掌握。
Teaching Difficulty:
1、对日常用语的应用和学生听力的培养。
2、一般过去时的运用和比较级的运用。
Teaching planning:
周次
五年级
内容
课时
1
Unit1 Ann’s dream
3
2
Unit1 Ann’s dream
3
3
Unit2 Mocky’s bad day
3
4
Unit2 Mocky’s bad day
3
5
十一假
3
6
复习
(月考)
3
7
Unit3 School sports day

3
8
Unit3 School sports day
3
9
Unit4 Mocky’s birthday
3
10
Unit4 Mocky’s birthday

3
11
复习
（期中考试）
3
12
Unit5 I’m taller than
mocky
3
13
Unit5 I’m taller than
mocky
3
14
Unit6 Review
3
15
复习（月考）
3
16
Unit6 Review
3
17-19
Review

UNIT One
Ann’s dream
新课标体现：
本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间的住所。让学生对一般过去时有一个初步的认识。引导学生形成与人为善的态度。本单元能够丰富学生的天文知识，激发学生乐于观察的热情。
Teaching Aims:
知识技能：
1、 Listening:
能够理解本单元的故事。
2、 Speaking:
能用过去时简单的描述在过去发生的事情，能用本单元主要句式询问对方或他人在过去时间的住所。
3、 Reading:
能正确、流利的朗读课文和一些辅音的读法。
4、 Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。
过程方法：
1、利用现有的教设备资源使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:
1． Where are you from? 及回答.
2． Where were you yesterday afternoon? I was at home.
3． 过去时was, were, had 的表达

Teaching Difficulty:
1． 过去时的用法及表达。
2． 如何用过去时描述自己的梦和过去所在的场所。
3． 一些单词的记忆。

UNIT ONE
Ann’s dream
重点课时备课
The 1st per
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1. How can use “had, was, were” in dialogue. Answer it.
Teaching Difficulty
1. How to use past tense.
2. Emphasis new words.
Teaching process:
Step1:
T: Introduce myself and let student introduce themselves (name, age, hobby and so on) （困）
S: Introduce themselves about name, age etc.
Step2:
To review what has been learned last semester.
Step3:
Set the scene
T: Let the children talk about what they did during the summer vacation. Ask some questions: Where you went? Who you saw? What you did?
Let them share their experience with each other.
S: Try to answer the questions.
T: Ask the children the question, “Where were you?”
S: Try to answer the question.
Step4:
Get prepared
T: Ask children if they had any dream at night these days. Let them talk about their dreams.
S: Try to talk about their dreams
T: let them read about Ann’s dream.
S: Read Ann’s dream.

T: To describe what illustrated in each picture and the main plot is.
S: Listen and think.
T: Play the tape for the story.
S: Listen to the tape. （困）
Step5:
Tell the story
T: Have the children look at the pictures .The teacher tells the story to the children.
S: Listen and look at the picture.
T: Have the children read the text by themselves.
S: Read the text.
T: Listen to the tape. Play the tape again. Ask some questions.
Who had a dream?
Who were in her dream?
Where were they?
Where were they now?
Was it cold on Mars?
Were there Martians on Mars? How do you think Ken and Ann fell?
Were the Martians friendly?
S: Try to answer the questions.
Step6:
Homework: Have the children create their own image of Martians.
Blackboard writing:
Ann had a dream last night.
She and Ken were in her dream.
They were in the space.
They were on Mars.
It was very cold on Mars.
There were Martians on Mars. Ken and Ann were afraid.
Yes, the Martians were friendly.
课后反思：学生对句子都能理解，并能自己说出一些句子，只是个别学生不能完整地回答问题，应该多锻炼学生说完整的句子。

The 2nd per
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1. How can use “had, was, were” in dialogue. Answer it.
Teaching Difficulty
1. How to use past tense.
2. Emphasis new words.
Teaching process:
Step1:
Review :( plays a game)
T: Take a card and hide it. I had a dream last night. In my dream I was…
S: Guess it.
Step2:
Learn the new words.
T: Have the children open their books at page4. Draw their attention to the top half of the page. Point to the picture and ask: “What can you see in the picture?”
S: Open the book and answer the question.
T: Model the word and have the children repeat. Use the same procedure with the other words in the picture.
S: Read the words after the teacher.
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape. 困
Step3:
Listen and number.
T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures describes a different dream of Ann.
S: Look at the picture.
T: Let the children talk about where Ann was and what she was in each dream.
S: Answer it.
T: Play the tape. Let the children point the picture.
S: Listen to the tape and point the picture.
T: Play the tape again. Let children write the corresponding sentence number in the box next to the matching picture.
S: listen and match.
T: Point to each picture and elicit sentences from the children.
Step4:
Talk together
T: Have the children open the books at page 5 and look at the picture on top of the page.
S: Open the books look at the picture.
T: Explain that Sue and Peter are talking about where they were yesterday. Ask the children where they think Sue and Peter were yesterday.
S: Answer the question.
T: Read the text and ask the children repeat.
S: Listen and repeat.
T: Pair works. For example, where was Ann yesterday? She was at the swimming pool.
S: Practice the dialog.
Step5:
Listen and practice.
T: Draw their attention to the picture at the bottom of the page. Have them talk about the picture and then practice reading the sentence by them.
S: Talk about the picture.
T: Play the tape and let student read after the tape.
S: Listen and read. 困
Step6:
Homework: Read the story.
Blackboard writing:
Dream, Last night, air, afraid, yesterday, were, was, had, space, a spaceship, a space suit, an astronaut, a planet, the moon, stars.
教学反思：学生默写单词很好，只有Thursday 这个单词的错误率还是相对比较高。

The 3rd per
Teaching Aims:
1. The students can tell the story.
2. The students like to learn English.
3. The students can be writing and speaking.
Teaching Emphasis:
1. How can use “had, was, were” to make sentences.
Teaching Difficulty
1. How to use past tense.
2. How to tell the story..
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children. Point to the first picture and say, “In this picture, Ann had a…” Elicit from the children Ann had a dream. Repeat with other pictures and highlight the sentences They were on Mars. They were in a spaceship.
S: Follow the teacher and retell the story.
T: Ask the questions, “Where were you yesterday?”
S: I was at school. I was at home. I had an English class etc.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher.
Step2:
Uncle Booky’s Blackboard
T: Tell the children to look at the blackboard on the top of page 6. Model the structures by reading them aloud to the class.
S: Listen and think. 困
T: Have the children repeat the structures in a class drill. Use all possible binations.
S: Repeat the structures.
T: Explain that we use was/were to describe things that happened in the past. Give an example, He was in Shanghai yesterday. He is in Beijing now.
S: Make the sentences by themselves.
Step3:
Touch and say.
T: Let the children look at the pictures at the bottom of the page. Let them tell the Mocky’s dream and that they only to say one sentence for each picture.
S: Try to tell the dream.
T: Ask some questions, “Who were in Mocky’s dream? Where were they?
S: Try to answer the questions.
T: Point to the picture and elicit descriptions from the children.
S: Try to describe the pictures.
Step4:
Read and write.
T: Have the children open the books at page 7. Explain to the children that the letter was written by a girl called Jane. Have them plete the letter.
S: Try to plete the letter.
T: If the children cannot do it, discuss with your partner.
S: Do it and discuss.
T: Let the children read the letter together.
S: Read the letter.
T: Have the children write about Uncle Booky’s dream.
S: Try to write it by them. 困
Step5:
Tell the dream.
T: Have the children to tell each other their dreams like two children on the book. Put them into pairs and practice.
S: Try to tell the dream about them.
Step6:
Homework: Tell the dream to their parents.
Blackboard writing:
I was at home. We were at home.
I was at school. We were at school.
I had an English class. We had an English class.
课后反思：大多学生能掌握过去时用法， 但是有部分学生在回答时经常忘记was与were的用法，还有的同学丢了the ，说明学生对知识掌握的还是不熟练，需要反复练习。

The 4th per

Teaching Aims:
1. The students can read the special sounds.
2. The students like to learn English.
3. The students can be listening and match.
Teaching Emphasis:
1. How to pronounce the special sounds
Teaching Difficulty
1. How to pronounce the special sounds.
2. Listening and match and interview the students..
Teaching process:
Step1:
Special sounds.
T: Have the children look at the pictures and try to read the words.
S: Look at the picture and try to read.
T: Play the tape and have the children repeat.
S: Listen and repeat.
Step2:
Decode the message
T: Have the children open the book and ask them if they can read the message.
S: Look at the message.
T: Have the children look at the code and ask the children to decipher the message by themselves.
S: Decipher the message.
Step3:
Write the message
T: Have the children write the message to the Martians.
S: Write the message.
T: Have the children pair work (They give their message to each other and decode the message)
S: Decode the message.
Step4:
Listen and match.
T: Have the children look at the pictures on top of page9.
S: Open the books.
T: Have the children talk about the pictures.
S: Talk about the pictures.
T: Play the tape and have the children listen and match.（ 困）
S: Listen to the tape and match.（困）
T: Have the children tell the teacher the name of the children was in the pictures.
Step5:
Ask and find out.
T: Have the children look at the pictures at the bottom of the page.
S: Look at the pictures
T: Have the children interview the other students for where they were yesterday.
S: Interview and write the sentences on the book.
When they finished have them report their findings.
Homework:
Write the message to the Martians.
学生对英文歌曲非常感兴趣，学习的也非常快，只有最后一句唱的不是很熟练，对字母组合发音部分掌握的也很好，第一遍就能辨别字母的发音，并且能够根据发音规则自己读出新单词。

The 5th per
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be listening and match.
Teaching Emphasis:
1. How to read the story and choose the right answer
Teaching Difficulty
1. How to read the story.
2. How to answer the questions and write the words
Teaching process:
Step1:
Read the story.
T: Have the children open their books at page 10 and explain the new words.
S: Read the new words.
T: Have the children read the story by themselves.
S: Read the story.
T: Ask some questions about the story.
S: Answer the questions
T: Play the tape and have the children listen carefully.
S: Listen to the tape. 困
Step2:
Number the picture.
T: Have the children look at the pictures and read the story again and number the pictures.
S: Read the story and number.
T: Have the children point to the pictures and find the sentences in the story.
S: Point and find.
T: Have the children read the story again and number the pictures.
S: Read the story and number.
Step3:
Check the correct answer.
T: Have the children read the story and find the correct answer.
S: Read the story and do it.
T: Have the children pair work.
S: Pair work.
Step4:
Listen and write the words.
T: Explain the words.
S: Look at the form.
T: Play the tape and have the children plete the story.
S: Listen to the tape and do exercise.
T: Correct the answer.困
Homework:
Tell the story to the parents.
这节课上学生几乎能够默写单词，并且大部分学生能理解课文并能基本读准新单词。但是还需要下节课继续巩固。

The 6th per
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be listening and match.
Teaching Emphasis:
1. How to read the story and choose the right answer
Teaching Difficulty
1. How to read the story.
2. How to answer the questions and write the words
Teaching process:

Step1:
Review the Ann’s dream
T: Have the children try to retell the Ann’s dream.
S: Try to retell.
T: Have the children retell the dream together.
S: Do it.
Step2:
T: Have the children try to read Lane’s dream, and try to write the missing words.
S: Read the Lane’s dream and try to write the missing words.
T: Have the children try to read the dream and check the an