大鼠翻译北京师范大学出版社小学英语五年级(上册)

2021年1月22日发(作者：auby)


北京师范大学出版社小学英语五年级（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:

1
/
20

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。< br>
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。


2
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20

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：

①
Where are you from ?
及回答
.
②
Where were you yesterday afternoon? I was at home.
③
What
’
s the matter?
及应答
.
④
Congratulations. Thank you.
⑤
What 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

内容

1
2
3
4
5
6
7
8
Unit1 Ann
’
s dream
Unit1 Ann
’
s dream
五年级

课时

3
3
3
3
3
3
3
3
Unit2 Mocky
’
s bad day
Unit2 Mocky
’
s bad day
十一假

复习

(
月考
)

Unit3 School sports day

Unit3 School sports day

3
/
20

9
10
11
12
13
14
15
16
17-19

Unit4
Mocky
’
s
birthday
Unit4
Mocky
’
s
birthday

复习

（期中考试）

Unit5 I
’
m taller than
mocky
Unit5 I
’
m taller than
mocky
Unit6 Review
复习（月考）

Unit6 Review
Review
3
3
3
3
3
3
3
3

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
、

2
、

Listening:
Speaking:
能够理解本单元的故事。

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
/
20

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
．

2
．

3
．


Teaching Difficulty:
1
．

2
．

3
．



UNIT ONE
Ann
’
s dream
重点课时备课

The 1
st
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. H
ow can use “had,
was,
were”
in dialogue. Answer it.
Teaching Difficulty
1. How to use past tense.
2. Emphasis new words.
Teaching process:
过去时的用法及表达。

如何用过去时描述自己的梦和过去所在的场所。

一些单词的记忆。

Where are you from?
及回答
.

Where were you yesterday afternoon? I was at home.

过去时
was, were, had
的表达


5
/
20

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?

6
/
20

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 2
nd
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. H
ow 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)

7
/
20

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.

8
/
20

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 3
rd
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. H
ow can use “had,
was,
were”
to make sentences.
Teaching Difficulty
1. How to use past tense
.


9
/
20

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
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.

10
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20