(共19张PPT)
Unit
11
Who
was
first
Part
B&C
Animals
’
sports
meeting
sports
for
forty
horn
pork
north
orange
sports
race
[reis]
race
face
take
tape
make
lake
bake
first
(1st)
The
mouse
was
first.
Who
was
first
second(2nd)
The
cow
was
second.
Who
was
second
third(3rd)
The
tiger
was
third.
Who
was
third
first
third
sir
bird
thirty
girl
shirt
skirt
fourth(4th)
fifth(5th)
sixth(6th)
seventh(7th)
eighth(8th)
ninth(9th)
tenth(10th)
基数词
序数词
one
two
three
four
five
six
seven
eight
nine
ten
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
基变序，有规律；
词尾加上-th,fourth、sixth、seventh；
一、二、三，特殊记：
结尾字母t、d、d,first、second、third；
八去t,九去e,eighth、ninth;
序数词口诀
ve要用f替，fifth.
Let’s
match!
one
five
ten
two
seven
three
second
seventh
first
fifth
tenth
third
Let’s
do
a
PK
Ask
and
answer!
Who
was
first
XX
was
first.
Who
was
second
XX
was
second.
Who
was
third
XX
was
third..
Chant
First
first,
I
was
first.
Second,
second,
You
were
second.
Third,
third,
He
was
third.
Homework
1、听磁带朗读B部分内容。
2、抄写序数词1——10
各五个。Unit
11
Who
was
first？
教案
1教学目标
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。
2学情分析
本堂课主要学习序数词,对于五年级的学生来说,这是一个新概念,之前他们只学过基数词,并没有接触“序数词”这个名词。虽然基数词学过了,但有的学生还是没有掌握,不能快速反应,有的甚至只能数到1-10,后面的数字就不知道了,所以在基数词都还没有完全记住的情况下,又来学习序数词,对部分学生来说是有点难度的,尤其是序数词中“-th”的发音。
3重点难点
重点
序数词的认读、理解和运用。
难点
序数词first,
second,
third,
fifth的读音。
4教学过程
【导入】(一)Greetings
T:
Hello,
boys
and
girls.
Nice
to
meet
you!
S:
Nice
to
meet
you,
too.
T:
Are
you
ready
for
class
S:
Yes!
【导入】lead－in
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.
And
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。)
【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。)
【作业】(五）Homework
Listen
to
the
tape,
and
read
after
the
tape.
Copy
the
new
words.
