【正文】 e 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 repeat. Step5: Read the story and act. (Group work) Homework: Preview the story. 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(gè)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 。 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(dòng)詞規(guī)則與不規(guī)則的變化以及在肯定，否定句中的運(yùn)用。 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。引導(dǎo)學(xué)生形成吃飯時(shí)的一些好習(xí)慣。但是還需要下節(jié)課繼續(xù)鞏固。 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 pla, the moon, stars. 教學(xué)反思： 學(xué)生默寫單詞很好，只有 Thursday 這個(gè)單詞的錯(cuò)誤率還是相對比較高。 Teaching Emphasis: 1． Where are you from? 及回答 . 2． Where were you yesterday afternoon? I was at home. 3． 過去時(shí) was, were, had 的表達(dá) Teaching Difficulty: 1． 過去時(shí)的用法及表達(dá)。 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。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。 一般過去時(shí)的運(yùn)用和比較級的運(yùn)用。 掌握比較級的用法。這樣才能在競爭如些激烈的 社會中立足，做一個(gè)社會主義新人。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(fù)面壓力，努力創(chuàng)設(shè)一個(gè)輕松的學(xué)習(xí)環(huán)境。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。 過程方法： 發(fā)揮老師的指導(dǎo)做用的同時(shí)，充分發(fā)揮學(xué)生的自我主 觀調(diào)動(dòng)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。 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(rèn)讀感帶有字母組合的單詞和一些帶有輔音字母的單詞。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)。素質(zhì)教育在其中深有體現(xiàn)。強(qiáng)調(diào)學(xué)生的參與和體驗(yàn)，強(qiáng)調(diào)采用多種形式的教學(xué)活動(dòng)。幫助學(xué)生建立成就感和自信心。 小學(xué)英語五年級（上冊） 全冊備課 對新課標(biāo)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(gè)角落都 是一我們地球林的一個(gè)村民，那么語言就成了一個(gè)統(tǒng)一交流的媒介，尤其是英語的重要性在這一進(jìn)程中日益突出。 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(gè)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(gè)別差異引起的情感問題。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。 總的來說，新課標(biāo)對發(fā)展學(xué)生自我主觀能動(dòng)性起到了很積極的作用。 Teaching contents: 本冊書共六個(gè)單元，其中五個(gè)單元是精讀課文，一個(gè)復(fù)習(xí)單元 ,而且每個(gè)單元都有聽、說、讀、寫 等多項(xiàng)練習(xí)。 Speaking: 根據(jù)冊書的教學(xué)要求，作為一個(gè)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(dāng)?shù)幕卮稹Ｕ_對所學(xué)句子進(jìn)行排序。 在英語的教學(xué)過程中，加入適當(dāng)?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。 情感態(tài)度與價(jià)值觀： 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(gè)老生常談的問題，因此更應(yīng)引起我們的重視。 對于申奧成功，無疑是北京對世界張開懷抱的一個(gè)機(jī)會，學(xué)生作為未來世界的主動(dòng)力，在學(xué)習(xí)中提倡培養(yǎng)學(xué)生的創(chuàng)新意識。 ⑦有關(guān)日期的詢問及應(yīng)答。 Teaching Difficulty: 對日常用語的應(yīng)用和學(xué)生聽力的培養(yǎng)。引導(dǎo)學(xué)生形成與人為善的態(tài)度。 Reading: 能正確、流利的朗讀課文和一些輔音的讀法。 在教學(xué)時(shí)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。 UNIT ONE Ann’ s dream 重點(diǎn)課時(shí)備課 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