Unit 11 Who was first? 教案

Unit
11
Who
was
first？
1教学目标
1.知识与能力：
　（1）能够听懂、会说、会用序数词fir
( http: / / www.21cnjy.com )st,
second,
third，fourth,fifth,sixth,seventh,eighth,ninth,tenth；能够听懂、会读单词last,race,
metre,
sports；
　（2）能够听懂、会说、会用句型Who
was
first/second
...
...
was
first/second.......
（3）能在生活中运用所学开展交际活动；
2．
过程与方法：
　　（1）提高和发展学生的听说能力；
　　（2）激发学生的学习兴趣；
　　（3）培养学生的交际能力。
3．情感态度与价值观：
培养学生的团队合作精神和良性竞争的意识。
2学情分析
本课所教的是湘少版小学五年级英语下
( http: / / www.21cnjy.com )册Unit
5的第一课时。本课共有ABCDEF六个部分，按教材编排分三个课时完成。这对还只学习了五年级上册的学生有点难度，于是我结合实际情况将教学内容加以整合，A、B为第一课时。（在教学B部分单词的基础上，初步感知A部分的文本。）同时，由于五年级上册的学生还未接触be动词的过去式，因此，我提前对学生教授了“was”这个单词，为本课的学习做好铺垫。
本课的A、B部分既要学习10个序数词，又要
( http: / / www.21cnjy.com )学习对话句型，内容有点多，同时课文中有几个句子较长，生词也较多，稍有难度。如果让学生所有知识都同时掌握，将难以消化，会挫伤他们的学习积极性，因此要打破部分与部分之间的教学内容。我把B部分的序数词学习调整为第一课时的重点教学内容，先学序数词，再让学生接触、操练本单元主要句型。这样由点到面，由易到难，易于学生接受。
3重点难点
1.
新单词的理解与掌握，课文的初步感知；
2.
英语听、说、读能力的培养与提高。
4教学过程
活动1【导入】Step　1　Warming　up　
1.Greeting
T：Class
begins!
Good
morning，boys
and
girls.
I’m
Miss
Wang.
Ss:Good
morning,Miss
Wang!
T：Thank
you.S
( http: / / www.21cnjy.com )it
down,please.Today,there
are
4
teams
in
our
class.
T1,T2,T3,T4.
Let’s
have
a
competition.When
class
over,who
is
highest,who
are
first!And
then,
you
will
get
these
gifts,ok
Ss:OK!
2.Enjoy
the
song
T:At
first,let’s
en
( http: / / www.21cnjy.com )joy
a
number
song.All
stand
up,please!Let’s
have
a
magic.Look!This
is
zero,and
this
is
five!And
this
is
ten!Ok,now,show
me
your
hands.Follow
me!
T：So
good!
设计意图：和学生进行简单的问候交流，拉近师生关系。通过数字歌的律动激发学生学习的兴趣并为序数词的学习做铺垫。
活动2【讲授】Step　2　Presentation　and　drill
1.Learn
new
words
first、second、third、fourth（14分钟）
T:
Now,
let’s
count
the
numbers
1-10
together!
show
me
your
hands.
T:Cool!Then,let’s
( http: / / www.21cnjy.com )
have
a
competition.Each
team,I
want
one
student.
You
should
count
the
numbers
1-10
as
quickly
as
you
can.
Who
can
try
Ss:Count
the
numbers
1-10.
出示/认读单词：
1).first（强调/ir/发音）
T：Thank
you!So,who
was
first
(师揭示课题问，并举起单词卡。)
Ss:XXX.
T:Yeah!So,T...was
first.
T：Read
after
me.
( http: / / www.21cnjy.com )Who
was
first!Ok,today,let’s
learn
Unit
5,
who
was
first!谁是第一？
T：Now,Team
1,read
it!
T:And
T2/T3/T4.
T:So,in
this
competition,...
was
first.
(板书句子)
T：Read
after
me.
T:First.
/ir/,の
T:First↗，first↘.
T:Now,let’s
play
the
high
and
low.OK
（举单词卡读）
T:You
are
so
samart!Who
can
read
it
(师拿着单词卡，请5个孩子读)
T:Read
it
together!
T:So
good!Look,this
is
“first”,too.(1st)
T:
First,
first↗，first↘.Read
it
together!
2).second
T:And
who
was
second （举起单词卡）
Ss:XXX.
T:So,XXX
was
second.
(板书单词)
T:Second.
T:Second↗，second↘.
T:High
and
low.
（举单词卡读）
T:Who
can
read
it
(师拿着单词卡，请5个孩子读)
T:Together!
T:
Good
job！And
this
is
“second”,too.(2nd)
T:Second.，second↗，second↘.
Read
it
together!
3).third（/th/和/ir/发音）
T:And
who
was
third？（举起单词卡）
Ss:XXX.
T:So,XXX
was
third.
（板书单词）
T:Ok!Now,read
it
again.
Ss:First.
T:So,try
to
read
it!
T:”th”
？
Ss:……
Ss:
Third.
T:Third,third↗，third↘.
教师指读单词时指得不够明确。
T:High
and
low.
（举单词卡读）
T:
Super!
Who
can
read
it
(师拿着单词卡，请3个孩子读)
T:Nice
try！
T:Together!
T:And
this
is
“third”,too.(3rd)
T:
Second.The
boys
read
it!
T:The
girls!
T:Together!
4).fourth（强调/th/发音）
T:And
who
was
fourth
（举起单词卡）
Ss：XXX.
T:So,XXX
was
fourth.
（板书单词）
T:
/th/？
T:So,fourth.
可更多地让学生自主操练单词。
T:
Fourth↗，fourth↘.
T:High
and
low.（举单词卡读）
T:Who
can
read
it
(师拿着单词卡，请3个孩子读)
T:Together!
T:Wonderful!And
this
is
“fourth”,too.(4th)
T:Fourth.The
girls
read
it!
T:The
boys!
T:Together!
5).T:Perfect!Now,look
( http: / / www.21cnjy.com )these
words!You
should
read
them
as
quickly
as
you
can.Are
you
ready
（1.按顺序来指读；
2.乱序指读。）
T:Super!You
are
very
clever!
6).
T:Now,
look！Who
was
first
评价与课题紧密相扣。
T:You
can
answer
me
with
this
sentence.(出示：...was
first.)
T:Is
team
X (故意说错)
T:So,who
was
first （注意加分）
T:Yeah!Team...was
first.
......
T:And
who
was
second/
third/fourth
fifth、sixth、seventh、eigth、ninth、tenth（7分钟）
T:The
words
like
these
we
called“序数词”，它们都表示顺序,“第几”。
T:The
next,look!This
is
a
big
family!（PPT出示）
T:Let’s
be
firends
with
them!Ok
出示、认读单词：
1).fifth
此部分可让学生先将5-10序数词规律找出来，再让去读单词。
T:
At
first,can
you
try
to
read
this
word
(fifth......)
Ss:Try
to
read.
(如果学生不会。T:教”fif”发音，“th” So，try
to
read
it!)
T:Nice!
Read
after
him/her.
(贴单词卡)
让学生根据已有经验自主读单词，锻炼了学生自主学习，同时有效地抓住了学生注意力。
T:OK!Fifth,fifth↗,fifth↘.（指黑板读）
T:Fifth↗,fifth↘.
(举单词卡读)
T:Good
job!And
this
is
“fifth”,too.(5th)
T:Fifth.
fifth↗,fifth↘.
T:Read
it
together!
2).sixth
T:Maybe
it’s
too
easy.Who
can
try
this
one (
sixth)
T:Beautiful!Read
after
him.
(贴单词卡)
T:OK!Sixth,sixth↗,sixth↘.
（指黑板读）
T:Sixth↗,sixth↘.
(举单词卡读)
T:Nice
try!And
this
is
“sixth”,too.(6th)
T:Sixth,sixth↗,sixth↘.
T:Read
it
together!
3).seventh
T:
Wonderful!And
this
one
Read
after
him/her.
(贴单词卡)
T:OK!Seventh,seventh↗,seventh↘.
（指黑板读）
T:Seventh↗,seventh↘.
(举单词卡读)
T:Nice!And
this
is
“seventh”,too.(7th)
T:Seventh.
seventh↗,seventh↘.
T:Together!
4).eighth
T:
And
this
o
( http: / / www.21cnjy.com )ne
T:
Read
after
him.
(贴单词卡)
T:OK!Eighth,eigth↗,eighth↘.
（指黑板读）
T:
Eigth↗,eighth↘.
(举单词卡读)
T:
Beautiful!And
this
is
“eigth”,too.(8th)
T:Eighth.
eigth↗,eighth↘.
T:Together!
5).ninth
T:
And
this
one
T:
Read
after
him/her
.
(贴单词卡)
T:OK!
Ninth,
ninth↗,
ninth↘.
（指黑板读）
T:
Ninth↗,ninth↘.
(举单词卡读)
T:
So
well!
And
this
is
“ninth”,too.(9th)
T:
Ninth.
ninth↗,
ninth↘.
T:
Together!
6).tenth
T:
And
this
one
T:
Read
after
him/her.
(贴单词卡)
T:OK!
Tenth，tenth↗,
tenth↘.
（指黑板读）
T:
Tenth↗,tenth↘.
(举单词卡读)
在让学生找规律的时应引导学生将/th/的发音读出来。
T:Very
good!And
this
is
tenth,too.(10th)
T:Tenth.
tenth↗,
tenth↘.
T:Read
it
together!
T:Perfect!No
( http: / / www.21cnjy.com )w,look
at
them,what
regular
can
you
find (序数词的缩写就是相应的数字加上英文单词末尾的两个字母。)
找金蛋游戏设计巧妙，充分调动了学生的积极性。
2.
Find
the
gold
egg
T:You
are
so
smart!
( http: / / www.21cnjy.com )So,let’s
have
a
game
:“Find
the
gold
egg.”谁猜中金蛋，谁就赢！OK
(注意控制分数)
设计意图：通过数1-10的比赛顺利导入
( http: / / www.21cnjy.com )到序数词的学习，创设真实情境，提高学生的积极性；通过游戏巩固单词,并进一步激发学生的学习热情；通过总结每组的分数情况初步操练新句型。
活动3【讲授】Step3　Let’s　listen　and　read
1.Let’s
listen
and
say.
T:Good
job!Now，who
was
first
Ss:Team
X
was
first.（注意加分）
T:Yeah!
Team
X
wa
( http: / / www.21cnjy.com )s
first.And
Peter
was
first,too.
But
why Let’s
meet
him
togrther!
T:At
first,let’s
listen
and
choose.根据录音内容选答案，OK
1.Yesterday
was
_____Day.
A.Sports
B.music
2.There
was
a
one-hundred_____________.
A.
jins
weight
lifting
B.metre
race）
T:Who
can
answer
the
Q1
T:Woo!You
are
right!It’s
A.Sports.Read
after
me.（指着屏幕上的单词读）
T:Sports,sports↗,sports↘.
Sports
means......
T:And
who
can
answer
the
Q2
T:Yes!You
are
right!It’s
B.
Metre
race.
T:Metre，metre↗，metre↘.
Metre
means......
T:Race,race↗，race↘.Race
means......
T:So,100
metre
race
means......
T:
Metre
race.
Metre
race.
2.Let’s
read
and
say.
T:OK!In
this
metre
race,Peter
was
first.Let’s
see!
T:Look
at
your
paper
( http: / / www.21cnjy.com )
at
partA.Please
read
after
the
video
sentence
by
sentence.Are
you
ready
T:
Beautiful!Now,I
( http: / / www.21cnjy.com )
am
a
repoter.Please
listen
my
report.Look!(指着课本图片)
Yesterday
was
Sports
Day……..
T:…….who
was
first
Ss:Peter
was
first.
T:Who
was
second
Ss:Anne
was
second.
T:Who
was
third
Ss:Lingling
was
third.
T:Who
was
last？
Ss:The
rabbit
was
last.
T:
So
good!Last
means“最后的”
设计意图：带着任务有目的地听读，与老师合作读，培养学生的听说能力及提高其学习兴趣。
Step
4
Extension
Show
the
pictures.
(2组图片)
T:
The
next,let’s
meet
some
friends.Look!
Do
you
know
them
Ss:Yes!
T:Woo!This
is《Where
papa
go》.I
love
them!Do
you
love
them
T:Let’s
say
hello
to
them!
T:So,can
you
talk
about
them
You
can
use
these
2
sentences.(出示句子)
T:Now,practice
with
your
partner!
Ss:Practise.
T:Now,who
can
try
T:You
please.
设计意图：通过学生耳熟能详的《爸爸去哪
( http: / / www.21cnjy.com )儿》的图片，提高学生的兴趣，利用图片操练句型，能很大程度地激发学生表达的欲望。通过与图片中的人物打招呼，让学生知道读其中的人物名。
活动4【练习】Step　5　Develop
T:Perfect!I
lov
( http: / / www.21cnjy.com )e
you!Now,I
want
to
know,in
our
class,in
running,who
was
first
Ss:XXX
was
first.
T:Woo!You
are
first.You
are
so
good!
T:And,
how
about
ping-pong
Who
was
first
Ss:
XXX
was
first.
T:
Woo!
You
are
first.
You
are
nice!
联系学生实际再次操练句型，层层递进。
T:And,
how
about
playing
basketball
Who
was
first
Ss:
XXX
was
first.
T:
Woo!
You
are
first.So
well!
T:And
when
you
are
( http: / / www.21cnjy.com )in
a
race,
try
to
remember--Friendship
is
the
first,
and
competition
is
the
second.
(友谊第一，比赛第二)
设计意图：结合学生的实际情况进一步操练巩固句型，同时让第一名的那些学生心中有自豪感，又巧妙渗透“友谊第一，比赛第二”的情感教育。一举三得。
活动5【活动】Step　6　Summary
T:
Now,
the
class
is
over.
Let’s
look！Who
was
first
T:
Congragelation!(带头鼓掌，并PPT示)So,
you
will
get
these
gifts.
设计意图：及时总结评价，让学生体验成就感，也能巩固本课句型。
活动6【作业】　Step　7　Homework
T:Look
your
homework!
You
can
choose
one
to
do!
能用“Who
was
first/second/... ”和“...was
first/second/...”编一个简单对话；
能用这两个句子编几个简单对话；
加入其他所学，与这两个句子一起编一个较丰富的对话；
能用这两个句型自创情境，演出故事。
设计意图：作业分星级，学生可以根据自己的实际情况选择适合自己的作业，培养学生的自主性，也促进了学生的个性发展。