北師大版小學(xué)英語五年級(上冊)全套教案

1、找教案 小學(xué)英語五年級（上冊）全冊備課對新課標理解：現(xiàn)在的社會是向著全球化，社會化發(fā)展的，將來的地球不管是哪一個角落都是一我們地球林的一個村民，那么語言就成了一個統(tǒng)一交流的媒介，尤其是英語的重要性在這一進程中日益突出。本次對于課程標準的重新更定是一次符合社會發(fā)展進程和基礎(chǔ)教育進程的改革。重點是要改革英語課程的教學(xué)，過分重視語法和詞匯知識的講解與傳授，忽視對學(xué)生實際語言運用能力的培養(yǎng)傾向，強調(diào)課程應(yīng)從學(xué)生的學(xué)習(xí)興趣、生活體驗和認知水平出，倡導(dǎo)學(xué)生體驗、實踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的必學(xué)途徑，發(fā)展學(xué)生的綜合語言運用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度，主動思維和大膽實踐，提

2、高跨文化意識和形成自主學(xué)習(xí)能力的過程。做到這些要求，首先需要的就是學(xué)生濃厚的對英語學(xué)習(xí)的興趣，那怎么樣培養(yǎng)學(xué)生學(xué)習(xí)興趣就成了一個基礎(chǔ)話題，這一問題要面向全體學(xué)生，特別是要關(guān)注學(xué)生的個別差異引起的情感問題。幫助學(xué)生建立成就感和自信心。在教學(xué)中注意創(chuàng)設(shè)能引導(dǎo)學(xué)生主動參與的教學(xué)環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性。使每個學(xué)生都能得到充分的發(fā)展。在這一過程中教學(xué)模式的轉(zhuǎn)變起到了一定的作用，一定要從以老師為中心的教學(xué)模式身以學(xué)生為中心的教學(xué)模式轉(zhuǎn)變。強調(diào)學(xué)生的參與和體驗，強調(diào)采用多種形式的教學(xué)活動。比如可以利用我們學(xué)校已有的良好電教資源，聽原版錄音帶練習(xí)發(fā)音，也可以利用網(wǎng)絡(luò)找一些貼近課堂學(xué)習(xí)的情境對話或小動畫，以

3、更直接的方式引導(dǎo)學(xué)生學(xué)習(xí)英語，對英語產(chǎn)生濃厚的興趣。利用聽、說促進學(xué)生寫單詞，寫短語，寫句子，寫對話，不能反其道而行，又造成以往我們說的“啞吧英語”?？偟膩碚f，新課標對發(fā)展學(xué)生自我主觀能動性起到了很積極的作用。素質(zhì)教育在其中深有體現(xiàn)。并且由升學(xué)教育向終身教育的轉(zhuǎn)變等等都是很好的突破。在這一新課標的指導(dǎo)下，希望在英語教學(xué)中可以達到更好的效果。Teaching contents: 本冊書共六個單元，其中五個單元是精讀課文，一個復(fù)習(xí)單元,而且每個單元都有聽、說、讀、寫 等多項練習(xí)。書后有分類清晰的詞匯表，更有利于教師的教和學(xué)生的學(xué)。Teaching Aims:知識技能：1、Listening:充分利

4、用學(xué)校的電教資源，在發(fā)展學(xué)生自主學(xué)習(xí)的基調(diào)上，讓學(xué)生可以接觸到更多的可能更直觀的學(xué)習(xí)方式。掌握部分常用的日常用語，如：能夠用過去式描述過去所發(fā)生的事情，能夠詢問對方的身高以及能夠正確的回答，能夠詢問對方的生日以及正確的回答。2、Speaking:根據(jù)冊書的教學(xué)要求，作為一個主導(dǎo)方向，指導(dǎo)學(xué)生在一定的教學(xué)情境中，能夠正確用過去式講發(fā)生的事情，問生日的日期，問身高等，并能對所提問的句子做出適當?shù)幕卮稹?、Reading:正確，流利的朗讀課文對話及功能操練中的對話，正確讀出與課文相關(guān)的單詞，認讀感帶有字母組合的單詞和一些帶有輔音字母的單詞。4、Writing:以聽、說、讀的基礎(chǔ)上，培養(yǎng)學(xué)生寫的能力。

5、正確使用英語中的標點符號。正確對所學(xué)句子進行排序。過程方法：1、 發(fā)揮老師的指導(dǎo)做用的同時，充分發(fā)揮學(xué)生的自我主觀調(diào)動意識，且提高他們自主學(xué)習(xí)的能力，但要注意教師在教的過程中，對學(xué)生思想的指導(dǎo)方向，不能一味的任學(xué)生自己發(fā)展。 2、充分運用學(xué)校已有資源，如：電子媒體進行多方位教學(xué)，網(wǎng)絡(luò)教學(xué)等。這樣不但可以提高學(xué)生的學(xué)習(xí)興趣，又可以豐富學(xué)生對新事物的接觸機會，從而更直觀方便的教和學(xué)，在潛移默化中培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。3、在英語的教學(xué)過程中，加入適當?shù)膶τ?、美等國家一些風(fēng)俗習(xí)慣在日常生活中的應(yīng)用。主要采取同學(xué)之間互相幫助的方法，可以形成一幫一小組等方式。使學(xué)生可以在一起分享學(xué)習(xí)英語給大家?guī)淼臉啡?/p>

6、。鼓勵學(xué)生多說，多練，尤其注意日常口語在生活中的應(yīng)用。情感態(tài)度與價值觀：1、在英語教學(xué)的過程中注意培養(yǎng)學(xué)生的學(xué)習(xí)興趣是一個老生常談的問題，因此更應(yīng)引起我們的重視。于此教師可以采取多種方式，比如：多采納、聽取學(xué)生的意見，抵制學(xué)英語給學(xué)生帶來的負面壓力，努力創(chuàng)設(shè)一個輕松的學(xué)習(xí)環(huán)境。2、在英語教學(xué)中也應(yīng)時刻滲透思想道德教育的重要性。確立良好的價值觀和積極向上的人生觀，形成同樣積極的學(xué)習(xí)態(tài)度。3、對于申奧成功，無疑是北京對世界張開懷抱的一個機會，學(xué)生作為未來世界的主動力，在學(xué)習(xí)中提倡培養(yǎng)學(xué)生的創(chuàng)新意識。這樣才能在競爭如些激烈的社會中立足，做一個社會主義新人。Teaching Emphasis:1、對于

7、一些日常用語的應(yīng)用，如：Where are you from ? 及回答.Where were you yesterday afternoon? I was at home. Whats the matter? 及應(yīng)答.Congratulations. Thank you.What are you doing? 及應(yīng)答。表示“身高”的問句及應(yīng)答。有關(guān)日期的詢問及應(yīng)答。2、掌握比較級的用法。3、敘述詞的用法。4、重點提高學(xué)生對單詞的掌握。Teaching Difficulty:1、對日常用語的應(yīng)用和學(xué)生聽力的培養(yǎng)。2、一般過去時的運用和比較級的運用。Teaching planning:周次五年級

8、內(nèi)容課時1Unit1 Anns dream32Unit1 Anns dream33Unit2 Mockys bad day34Unit2 Mockys bad day 35十一假36復(fù)習(xí)(月考)37Unit3 School sports day38Unit3 School sports day39Unit4 Mockys birthday310Unit4 Mockys birthday311復(fù)習(xí)（期中考試）312Unit5 Im taller than mocky313Unit5 Im taller than mocky314Unit6 Review315復(fù)習(xí)（月考）316Unit6 Revi

9、ew317-19ReviewUNIT OneAnns dream新課標體現(xiàn)： 本單元主要是要求學(xué)生能夠用過去時表達過去發(fā)生的一些事情，能夠用本單元主要句式詢問對方或他人在過去時間的住所。讓學(xué)生對一般過去時有一個初步的認識。引導(dǎo)學(xué)生形成與人為善的態(tài)度。本單元能夠豐富學(xué)生的天文知識，激發(fā)學(xué)生樂于觀察的熱情。Teaching Aims:知識技能：1、Listening:能夠理解本單元的故事。2、Speaking:能用過去時簡單的描述在過去發(fā)生的事情，能用本單元主要句式詢問對方或他人在過去時間的住所。3、Reading:能正確、流利的朗讀課文和一些輔音的讀法。4、Writing:能正確、規(guī)范地拼寫本單

10、元要求掌握的生詞和短語；能聽寫本單元功能句，并做出應(yīng)答。過程方法：1、利用現(xiàn)有的教設(shè)備資源，使學(xué)生可以更加直觀的對所要學(xué)習(xí)的內(nèi)容有整體了解，并且可以培養(yǎng)學(xué)生良好的發(fā)音習(xí)慣，為以后的學(xué)習(xí)打下基礎(chǔ)。 2、在教授對話的同時，把單詞或重點句型出示給學(xué)生，這樣可以使學(xué)生更方便于學(xué)習(xí)，掌握，和運用。3、在教學(xué)時多采取同學(xué)之間互相幫助的功能，可以加深同學(xué)之間的感情，還可以幫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 過去時

11、was, were, had 的表達Teaching Difficulty:1 過去時的用法及表達。2 如何用過去時描述自己的夢和過去所在的場所。3 一些單詞的記憶。 UNIT ONEAnns dream重點課時備課The 1st perTeaching 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, w

12、ere” in dialogue. Answer it. Teaching Difficulty1. 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 semes

13、ter.Step3:Set the sceneT: 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 a

14、nswer the question.Step4:Get preparedT: Ask children if they had any dream at night these days. Let them talk about their dreams.S: Try to talk about their dreamsT: let them read about Anns dream.S: Read Anns dream.T: To describe what illustrated in each picture and the main plot is.S: Listen and th

15、ink.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 th

16、e 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 i

17、mage 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.課后反思：學(xué)生對句子都能理解，并能自己說出一些句子，只是個別學(xué)生不能完整地回答問題，應(yīng)該多鍛煉學(xué)生說完整的句子。

18、The 2nd perTeaching 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 Difficulty1. How to use past tense.2. Emphasis new words.Teaching proc

19、ess:Step1:Review :( plays a game)T: Take a card and hide it. I had a dream last night. In my dream I wasS: 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 pictu

20、re?” 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 word

21、sS: 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

22、 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

23、from the children.Step4:Talk togetherT: 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 yesterda

24、y.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 ta

25、lk 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

26、space suit, an astronaut, a planet, the moon, stars.教學(xué)反思：學(xué)生默寫單詞很好，只有Thursday 這個單詞的錯誤率還是相對比較高。The 3rd perTeaching 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 sentenc

27、es. Teaching Difficulty1. 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

28、 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 r

29、ead each sentences.S: Read the sentences after the teacher.Step2:Uncle Bookys BlackboardT: 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

30、all possible combinations.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

31、 bottom of the page. Let them tell the Mockys 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 Mockys dream? Where were they?S: Try to answer the questions.T: Point to the picture and elicit descriptions from the children. S:

32、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 complete the letter.S: Try to complete the letter.T: If the children cannot do it, discuss with your partner.S: Do it

33、and discuss.T: Let the children read the letter together.S: Read the letter.T: Have the children write about Uncle Bookys 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:

34、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.課后反思：大多學(xué)生能掌握過去時用法， 但是有部分學(xué)生在回答時經(jīng)常忘記was與were的用法，還有的同學(xué)丟了the ，說明學(xué)生對知識掌握的還是不熟練，需要反復(fù)練習(xí)。The

35、4th perTeaching 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 soundsTeaching Difficulty1. How to pronounce the special sounds.2. Listening and match and interview the

36、 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 th

37、ey 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 (

38、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

39、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 picturesT: Have the children interview the other students for

40、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.學(xué)生對英文歌曲非常感興趣，學(xué)習(xí)的也非?？欤挥凶詈笠痪涑牟皇呛苁炀?，對字母組合發(fā)音部分掌握的也很好，第一遍就能辨別字母的發(fā)音，并且能夠根據(jù)發(fā)音規(guī)則自己讀出新單詞。The 5th perTeaching Aims:1. The students can rea

41、d 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 answerTeaching Difficulty1. How to read the story.2. How to answer the questions and write the wordsTeaching process:Step1:Read the story.T: Ha

42、ve 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 questionsT: Play the tape and have the children listen carefully.S: Listen to the tape.

43、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

44、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

45、have the children complete the story.S: Listen to the tape and do exercise.T: Correct the answer.困Homework:Tell the story to the parents.這節(jié)課上學(xué)生幾乎能夠默寫單詞，并且大部分學(xué)生能理解課文并能基本讀準新單詞。但是還需要下節(jié)課繼續(xù)鞏固。The 6th perTeaching Aims:1. The students can read the story.2. The students like to learn English.3. The students

46、 can be listening and match.Teaching Emphasis:1. How to read the story and choose the right answerTeaching Difficulty1. How to read the story.2. How to answer the questions and write the wordsTeaching process:Step1:Review the Anns dreamT: Have the children try to retell the Anns dream.S: Try to rete

47、ll. T: Have the children retell the dream together.S: Do it.Step2:T: Have the children try to read Lanes dream, and try to write the missing words.S: Read the Lanes dream and try to write the missing words.T: Have the children try to read the dream and check the answer.S: Check the answer.Step3:T: H

48、ave the children write the Uncle Bookys dream.S: Try to write it.困T: Review Anns dream with children.S: Retell the dream.T: Have the children write three sentences about Anns dream.S: Try to do it.Step4:ReflectionT: Explain some sentences to the children.S: Open the books and look at the sentences.T

49、: Have the children read the sentences and try to do it.S: Read the sentences and write the answer about this unit.T: Have the children do the group work.S: Group work and finish the reflection.Homework: Review Anns dream.Homework: Have the children write Anns dream.大部分學(xué)生能掌握做閱讀題的方法，和技巧。UNIT twoMocky

50、s bad day新課標體現(xiàn)： 本單元主要是要求學(xué)生能夠用過去時表達過去發(fā)生的一些事情，能夠用本單元主要句式詢問對方或他人在過去時間在干什么。讓學(xué)生對一般過去時有一個初步的認識。引導(dǎo)學(xué)生形成吃飯時的一些好習(xí)慣。Teaching Aims:知識技能：1、Listening:能夠理解本單元的故事。2、Speaking:能用過去時簡單的描述在過去發(fā)生的事情，能用本單元主要句式詢問對方或他人在過去都干了什么。3、Reading:能正確、流利的朗讀課文和一些輔音的讀法。4、Writing:能正確、規(guī)范地拼寫本單元要求掌握的生詞和短語；能聽寫本單元功能句，并做出應(yīng)答。過程方法：1、利用現(xiàn)有的教設(shè)備資源，使

51、學(xué)生可以更加直觀的對所要學(xué)習(xí)的內(nèi)容有整體了解，并且可以培養(yǎng)學(xué)生良好的發(fā)音習(xí)慣，為以后的學(xué)習(xí)打下基礎(chǔ)。 2、在教授對話的同時，把單詞或重點句型出示給學(xué)生，這樣可以使學(xué)生更方便于學(xué)習(xí)，掌握，和運用。3、在教學(xué)時多采取同學(xué)之間互相幫助的功能，可以加深同學(xué)之間的感情，還可以幫助班主任更好的完成思想道德教育工作。Teaching Emphasis:1 What did you do last night? 及回答.2 Where were you yesterday afternoon? I was at home.3 一般過去式行為動詞規(guī)則與不規(guī)則的變化以及在肯定，否定句中的運用。Teaching D

52、ifficulty:1 去時的用法及表達。2 如何用過去時描述自己所做過的事情。3 一些單詞的記憶。The 1st perTeaching Aims:1. The students can read the story.2. The students like to learn English.3. The students can be listening the story.Teaching Emphasis:1. How to read the story and understand the story.Teaching Difficulty1. How to read the sto

53、ry.2. How to understand the story.Teaching process:Step1:Review the song.T: Play the tape and have the children try to sing.S: Listen and try to sing the song.Step2:Review the story.Ask some questions to the children.T: Where were Ann and Ken in her dream?S: Try to answer.T: Where were they in this

54、picture?S: Try to answer the question.T: Where were you yesterday/last night?S: Try to answer the question. 困Step3: Set the sceneT: Ask the children if any of them have ever chocked on food while they were eating.S: Try to talk their experience in Chinese.T: Tell the children that in this units stor

55、y Mocky eat something too quickly and then chocks on his food.S: Think and listen.Step4:Get preparedT: Have the children listen the story and order.S: Listen to the tape and try to order.T: Play the tape.S: Listen and order.T: Have the children open the book and check the answer.S: Open the book and check.T: Have the children read the story by themselves.S: Read the story.T: Play the tape again and have the children look at the picture.S: Listen to the tape and look at the picture.T: Play the tape and have the children repeat.S: Listen and re