Unit5Whowasfirst.doc

窗体顶端Unit 5 Who was first？的教学设计 执教：长沙市天心区仰天湖小学 刘习 【教学内容】湘少版 五年级下册Unit 5 Who was first？ 第一课时 【设计思路】采用任务型教学模式，注重真实的教学情境，并运用多媒体所提供的学习资源来组织本课的教学。整堂课的设计都基于“以学生为本”的新课程理念，注重主体性、探索性和协作性，积极地运用已有的知识来构建学习体系。 【教学时数】第一课时40分钟 【教学目标】知识目标：1、听懂会说表示运动成绩排名的单词：first， second，third， fourth， fifth。 2、了解过去时态，理解yesterday的时间概念及动词的变化。 能力目标：能正确认读单词，并说出绕口令；能复述课文内容。 情感目标：学生在真实的情境中学习，了解和掌握有关比赛排名的常识，理解友谊第一比赛第二的意义。 【教学重点】学习单词：first， second，third， fourth， fifth 句型：A: What was first? B: Peter was first . 【教学难点】 1表达在不同的时态动词的变化. 2正确使用目标知识，并运用到生活中来。 【教学准备】教具跳绳、毽子，多媒体课件，板书设计。 【评价方案】每个环节进行大组比赛，分为苹果队、桃子队和香蕉队，共同为大树增添果实。最后比一比，哪一队的果实最多就算胜利。 【教学过程】 Step.Lead-in T: Hello，boys and girls. How are you? Whats the date today? Today is Sports Day. Can you guess the meaning? 设计意图 简单问候导入，着重强调时间today，并让学生理解Sports Day(运动会)的含义。导入方式简单明快。 Step. Presentation 1、Match T： Lets have a skipping match. First, Ill choose 6 students for two rounds. Second, youll have a skipping match in ten seconds. At last, Ill write down your scores. 2、Praise T： The game is over. Who is first second thirdfourthfifthlast? XX is first. Congratolations! 3、Words 1）T write down the words，Spell them. 2) T ask Ss to read the words. 3) Game: T hand out 6 words, then ask Ss to put the words on a line. 4) Read the words. 设计意图 通过设计真实的比赛情境，让学生深切理解单词含义，并在连续的句型问答中不断输入提问的语言，即本课的新授句型，大大地增加了学生模仿说语言的机会。单词学习结合句型，做到词不离句，学生对新授语言有整体的直观理解和认读。 4、Sentences 1) Change the time T: Look at the date, Is it today? No, it was yesterday. Yesterday was Sports Day, too. Peter、Lingling and Anne in the race. 2) (CAI) Look and listen to the story 3) Ask and answer, then fill the blank. T: Who was first? S1: Peter was first. one-hundred metre race Name Peter Anne Lingling the rabbit Price first second third last 5、Chant Use the sentences to make a chant. Ss: Who was first? Peter was first. Who was second? Anne was second. Who was third? Lingling was third. Who was last? The rabbit was last. 6、Practice and act 设计意图 学生在形式多样的操练形式中，愉快、主动地进行模仿及语言的运用。在课件创设的情境帮助下，学生准确地理解所学语言的意义，同时边学边用，大大的增加了语言的实践量。 Step.Consolidation 1、Make a dialogue T: There were many other matches in Sports Day. E.G: Skipping match, long jump. Lets make a dialogue about the match. 设计意图 通过直观手段创设情景，学生饶有兴趣地在表演中感知语言、运用语言，学生的这种创造能力的体现是对语言形式、语言意义及语用场所的综合思考，在这种创造过程中，学生的综合语言运用能力得到较好的培养。 2、The end T：Friendship comes before competition. In a competition, the friendship that you get is more important than winning or losing the competition. Whether you win or lose, you will still get a friendship. Step . Homework Write down the dialogue about the match. Handwriting Unit 5 Who was first? (课堂评价) yesterday A: Who was first? yesterday B: Peter was first. 2nd first 3rd second third 1st one-hundred metre race Name Peter Anne Lingling the rabbit Price first second third last 【教学反思】 我和同年级执教的另外一位英语老师共同参与了这次学校组织的“同课异构”的教学活动。我们所用的教材均为湘少版五年级下册Unit 5 Who was first？的第一课时，是新授课。 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。整堂课都被设计成运动会的形式，学生亲身参与各种比赛，得到成绩排名，学习新授