2015湘少版五下Unit 11 Who was first教案集体备课.doc

五下英语Unit11 Who was first?教案（湘少版）‎ Period 1‎ 教学目标 ‎ ‎1 能熟练地运用新单词。‎ ‎2能掌握序数词的规律，并能灵活地运用序数词。‎ 学情分析 ‎ 学生们对基数词，已经有初步的认识，可能对序数词可能会出现混淆的情况，通过开运动会让学生们对序数词有清楚的认识。再通过做游戏来巩固序数词。‎ 重点难点 ‎ 重点：课文A部分和B部分的短语和单词。‎ 难点：用序数词准确地描述顺序。‎ 教学过程 ‎ Step1 Warming up ‎1 Greetings.‎ ‎2 Let’s sing.‎ ‎3 Review ‎1 T: I count numbers “one two three….”‎ ‎2 Let’s play games.‎ I’ll devide class into three groups.which group can count numbers and get the first.‎ Step2 Presentation and drill ‎1,Teacher shows a picture abut Sports Day.‎ ‎2,T;Look at this picture ,What were they doing?‎ Ss:They were having sports meeting. ‎ Preset new words ;one-hundred- metre race Sports ‎3,Read the new words one by one.‎ ‎4,Show a picture and then ask students: “Who was first?”‎ Teacher write the sentence on the blackboard.‎ Teacher help students answer:Amy was first.‎ Lingling was second. Anne was thirst.‎ ‎5,Teacher presents:1st--first 2nd--second 3rd---third 4th—fourth 5th—fifth 6th—six 7th—seventh 8th –eighth 9th—ninth 10th--tenth Ask students to read the words.‎ Step3 practice Teacher prepares some word cards.‎ Let’s play a game --- I can say.‎ Teacher show first. I can say:“I am first.”‎ T: Here are some word cards. They are first , second, third ,fourth ,fifth. I will take a picture from there. If I take first , I can say :I am first. Maybe I take fifth, I am last. Are you clear?‎ Step4 Consolidation ‎1 Let’s chant.‎ 基变序，有规律。‎ 词尾加上-th。(fourth, sixth, tenth)‎ 一、二、三，特殊例，‎ 结尾字母t, d, d。(first, second, third)‎ 八去t,九去e, (eighth, ninth)‎ ve要用f 替。(fifth)‎ Step 5 Homework Copy the new words.‎ Read the text.‎ ‎ ‎ Period 2‎ Part　B 教学目标 ‎ ‎（一）语言目标 ‎1. 词汇：能听懂、会说、认读单词：first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, race。‎ ‎2. 句型：能用‘ Who was first?’‘ The tiger was first.’陈述森林动物赛跑的结果。‎ ‎（二）应用目标 能在所创设的情境或游戏环节中理解、运用序数词。‎ 教学准备 ‎ 序数词的单词卡片、动物图片、教学课件 重点难点 ‎（一） 重点 序数词的认读、理解和运用。‎ ‎（二） 难点 序数词first, second, third, fifth的读音。‎ 教学过程 ‎ ‎【导入】（一）Greetings T: Hello，boys and girls.‎ ‎ Are you ready for class?‎ ‎【导入】（二）Lead－in　 1.T: I’ve got four questions for you.‎ ‎ The first question: What day is it today? Then what day was it yesterday?‎ ‎ Yesterday was very special day for the animals, do you know why? I will tell you later.‎ ‎（设计目的： 设置悬念，激发学生的好奇心，为后面动物运动会的情境创设蓄势。）‎ ‎2.The second question: Do you know any animals? What animals do you know?‎ ‎3.The third question: What animals can run very fast?‎ ‎（设计目的：本节课是以动物运动会为情境开展教学，当中会涉及到很多的动物名称，为后面的教学环节做好铺垫）‎ ‎4.The fourth question: Please guess this word. It’s got four letters.‎ ‎（1） The first letter is in tiger bear rabbit. What is it? Yes, it’s ‘r’.‎ ‎（2） The second letter is in animal lizard kangaroo. What is it? Yes, it’s ‘a”.‎ ‎（3） The third letter is in cow cat crocodile. What is it? Yes, it’s ‘ c’.‎ ‎（4） The fourth letter is in elephant monkey forest. What is it? Yes, it’s ‘e’.‎ ‎（设计目的：让学生再次感知序数词和复习动物名称，同时，引入新单词race。）‎ ‎（5） Then how to read this word? face → race ‎（设计目的：从face 到race, 以旧带新，巧妙解决race的读音问题）‎ ‎5.You see today you are also in a race. I’d like to see who will be the winner. So come on.‎ ‎（设计目的：让学生再次理解race的含义，同时与本节课的评价方式相结合）‎ ‎【讲授】（三）Presentation　and　practice 1. T: Just now, I said that yesterday was a very special for the animals. Why? Let’s have a look.(播放动物运动会开幕式视频) ‎ ‎（设计目的：渲染情境，给学生以视觉的冲击力，为动物的‎100米赛跑做好铺垫。）‎ ‎2. T: Wow, how exciting! There were Animal Games yesterday.‎ ‎ there was a one hundred meter race. Who were in the race? Please look.‎ ‎ T: Horse, tiger, rabbit, elephant, giraffe were in the race.‎ ‎3.（1） T： Who was first? Can you guess?‎ S1: The horse was first. ‎ S2: The tiger was first.‎ T: Now let’s check the answers. The tiger was first. Which word is first? （拿单词卡带读：f ir st, first. The tiger was first.并用同样的方法教second, third, fourth, fifth）‎ ‎ （2） T: Who was second? The horse was second.‎ ‎ （3） T: Who was third? The giraffe was third.‎ ‎ （4） T: Who was fourth? The elephant was fourth.‎ ‎ （5） T： Who was fifth? The rabbit was fifth.‎ ‎（设计目的：用动物的赛跑引入序数词的学习，增强学生学习的趣味性，给学生留下深刻的印象。将单词事先贴在黑板上，让学生根据老师的读音选择相应的单词，增强学生辨别单词，认读单词的能力。）‎ ‎4【练习】（四）Production　　‎ Little　reporter 1. T: Who’s he? ‎ ‎ Ss: He’s Li Ping.‎ ‎ T: What’s he?‎ ‎ Ss: He’s a reporter from CCTV.‎ ‎ T： Do you want to be a reporter? Let me show you how to give a report about race.‎ ‎ Yesterday, there was a one-hundred meter race. The tiger was first.‎ ‎ …‎ ‎ Li Ping, CCTV. ‎ ‎ 2. T: Please practice in groups. Try to help each other.‎ ‎ 3. T: Now show time. Who will be the first.‎ ‎（设计目的：通过我是小记者的环节，让学生不仅能说出所学的序数词，还能有出完整语篇的输出。这样就将单词教学融入了情境，融入了语篇。接下来的拓展环节， 还是在运动会的情境中，引出long jump, high jump, swimming ‎800m等项目，并将运动的比赛成绩单发个各个小组，请各组派一位小记者就比赛结果进行报道。）‎ Period 3‎ Part　D 教学目标 ‎ ‎1.Use the new words well. ‎ ‎2.Able to understand Part D, and finish the exercise ‎3.Able to use ordinal numbers to describe the orders 学情分析 ‎1.学习兴趣不是很高，部分学生甚至有厌恶感，同时，许多学生还是为学习而学习，谈不上兴趣问题；‎ ‎2.部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，有作业就写，无作业就玩。‎ 重点难点 ‎ 重点：Part D 难点：Describe the orders well.‎ 教学过程 ‎ Step1.　Warming　up ‎1. Greetings ‎2. Sing English song ‎3.Report the homework of last lesson Step　2.　Presentation　and　drill ‎ ‎1. Group activity. Finish Part C.‎ ‎2. Show part D T: How many squares are there in the picture? What’s on the second square?‎ S: There is a school on the second square.‎ Step　3.　Practice ‎ ‎1. Talk about Part D, discuss in groups ‎2. Finish Part D, fill the blanks.‎ Step　4.　Consolidation ‎ Game---Guess, guess, guess ‎ Play the game by teams. One student describe another one about his/ her appearance, wearing, hobby and order of seats and so on, others guess who is student.‎ Give assessment. ‎ Homework ‎ 量一量自己家人的身高，并说说谁第一，谁第二，谁第三……‎