湘少版五年级下册英语-Unit 11 Who was first？-ppt课件-(含教案+音频)--(编号：60714).zip

湘少版五年级Unit11 Who was first? Part A & Part B Lets sing a song Ten little Indians One little, two little, Three little Indians. Four little, five little, Six little Indians.Seven little, eight little, Nine little Indians, Ten little Indian boys. Ten little, nine little, Eight little Indians. Seven little, six little, five little Indians. Four little, three little, Two little Indians, One little Indian boy. Lets learn or forfortyhorn pork northorange sports Lets learn Lets learn Lets learn Lets learn 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) 八减t,九去e, (eighth, ninth) ve要用f 替。(fifth) Lets learn MingMing Peter Tom Game Practice Summary 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) 八减t,九去e, (eighth, ninth) ve要用f 替。(fifth) Saying Sports make us fit!Sports make us fit! 生命在于运动生命在于运动! ! We should do more sports!We should do more sports!Unit11 Who was first? 一、教学目标： （1） 能听懂，会熟练表达新词：sport , race, metre 以及十个序数词。 （2）能熟练运用本课的句型： Who was first? Amy was first. 二、情感目标： 通过多样性的活动，激发学生学习英语的兴趣，调动积极性，了解生命的 意义在于运动。 三、教学重点、难点： (1)能听懂，会熟练表达新词：sport , race, metre 以及十个序数词。 (2)能熟练运用本课的句型： Who was first? Amy was first. 四、教学过程四、教学过程 Step1 Warming up 1. Greetings. 2. Lets sing a song: Ten Little Indians. 3. Review the numbers 1-10. 【设计意图】营造轻松活泼的课堂气氛，同时又复习数字 1-10. Step2 Lead-in T: I count numbers “one two three.” Lets play games. Ill devide class into three groups. which group can count numbers and get the first.（通过游戏引出今天的课题） Step3 Presentation and drill 1 Teacher shows letters or and pronounce it. Then show then other words with letters or . Read them. Next show a picture abut Sports Day. 【设计意图】：通过自然拼读法来教学生们学习新单词，让学生在潜移默 化中知道英语当中一些字母组合的发音。 2动物们百米跑步的场景，T 说：There was a one hundred metre race. Who was first? Wow! Mouse was first.边说边在黑板上老鼠的图片下板书 first。接着，提问： Who was second? Cow was second. Who was third? Tiger was third.同样在牛和老虎的图片下板书 second 和 third.朗读 这三个序数词，齐读，分组读，开火车读。表扬读的好的组。 3.T 接着根据幻灯片出示以十二生肖的顺序依次说：Rabbit is the fourth. Dragon is the fifth. Snake is the sixth. Horse is the seventh. Sheep is the eighth. Monkey is the ninth. Cock is the tenth. 教师边说边板书 7 个序数词与相应的动物对 应，讲解读音后领读。 设计意图：用十二生肖来学习序数词，既能让孩子们感兴趣，又能不知不觉的让孩子们 掌握序数词的读法以及写法，也为后面的练习打下了基础。 4.领读完后，让学生自己把序数词与基数词对比，找规律。指名回答，答对的同学给予表 扬加星。最后，老师小结，课件演示： 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) 八减 t,九去 e, (eighth, ninth)，f 来把 ve 替。(fifth) 【设计意图】：这个部分是巩固学生对序数词写法。通过顺口溜能更快的记住序数词的变 化规律。 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 third. Step3 Lets listen 1. Just listen to the vedio and answer: Who was first? 2. Follow the vedio. 3. Show time. 【设计意图】听课文录音，并让学生大声朗读课文，加深熟悉和理解。 Step4 practice Teacher prepares some word cards. 1. T：Great! Its time to play games. Ok! Here are some pictures for you, Lets find out who is the first and who is the last.把黑板上的十张动物图片拿下 来发给十个同学。然后让这十个扮演的同学按照十二生肖的顺序出场依次说：I am fist. I am second. I am third. I am fourth.I am tenth. 介绍完了后，表扬表达流利的同学。然后让全班同学按顺序齐读序数词。同时扮演动物的 学生依次举起手中的动物图片。 【设计意图】这部分游戏能让孩子们玩游戏的同时又巩固所学的知识。 2. Ask and answer. 让这十个学生背对着其他学生，然后开始发问，问到是谁谁就转身回答。例如：Whos first? 那么，扮演老鼠的那个同学就转身回答：I am first.可以老师先提问，然后让学生 再提问。适当给提问的同学和答对的同学表扬和奖励。 【设计意图】这一部分让孩子们能在游戏中完成练习，激发了孩子们学习英语的积极性， 真正做到让孩子们在玩中学，学中玩。 Step5 Consolidation 1. Lets 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) 八减 t,九去 e, (eighth, ninth) ve 要用 f 替。(fifth) 2.Saying: Sports makes us fit. We should do more sports. Step6 Homework Copy the new words. Read the text. 板书设计 Unit11 Who was first? Who was first? Amy was first. first second third fourth fifth sixth seventh eighth ninth tenth 五、教学反思 小学英语的学习需要充分调动学生学习兴趣，如果能够创设真实的情境 教学，就更能引起学生有身临其境之感，达到轻松的理解所学知识，从而能够 积极有效的运用所学句型进行表达沟通。基于这一教学理念，我设计了这堂课。 本课英语教学以故事和游戏贯穿整个课堂，一方面让学生在学中玩，玩中学， 创造一个轻松愉快的课堂，另一方面以个人的表现来进行奖励，训练学生独立 学习的能力，也提高学生学习英语的能力。在教学中，我还运用了个人与小组 相结合的评价机制，充分调动学生的学习热情。教学方法有效，预期教学目标 基本达到。 当然，在教学过程中还是有不足的。比如课堂活动中语言操练的实效性不足； 单词拼写突破不够；句子拓展较单调，参与面不广等。这些我将在今后的教学 中逐步调整，期待更大的进步。