The English Club (顾洁教学设计）

5B Unit9 The English Club (A)

一.    教学内容：牛津小学英语5B  Unit 9 The English Club( Part A )

二.    教学目标：

1．能听得懂，会读，会说，会写单词：visitor, city, country, club, British, French, visit.

2．能听得懂，会读，会说，会写句子：Where are you from? I’m from…

                   Are you from…?  Do you speak…? Yes, I do. / No, I don’t.

3．会用句型来介绍自己和他人来自的国家，国籍和所说的语言。学会通过提问来获取相关信息。

三．教学重点与难点：

1. 英国人British与法语French的读音比较难。

2．会用句型Where are you from?  Do you speak…? 来获取第三者的信息。

四．教学准备：

1．PPT课件

2．Flash动画

3．自制的大表格The English Club一张

4. 小国旗4面

5．学生练习纸50张

6．美国，中国，英国的旗帜卡片与单词卡片

7．磁铁若干

8．课文中的6个人物头像，苹果的头像

五．教学过程：

Step1. Greeting and Free Talk

1. T: Hello, boys and girls, today I’m your new English teacher. So I want to know something about you.

  I have three questions for you.

Question1.(语气一本正经): (笑着,注意前后的语气) What’s your name?

Ss: ….

T: Do you have an English name?

Ss: My English name is…

Question2. This one is difficult. Who’s your good friend?

S1: …

T: (对这个发言的同学在进行追问) Is she /he in the classroom?

S1: Yes, she/he is.

T: Oh, She’s /He’s over there. (示意请这个同学站起来)

   Hello, Nice to meet you.

S2: Nice to meet you, too.

T: How old are you?

S2: I’m…

T: Do you have any hobbies?

S2: Yes, I do. I like…

T: Oh, I like…, too. It’s interesting. We have the same hobby. （和孩子进行简单交流，拉进和他们之间的距离）

2. This time, boys and girls, try to know me.

  Listen carefully.

I have an English name. What is it? Try to guess my English name.

Ss: …

T: No, I’m not Nancy. I’m not Helen.

  It’s a kind of fruit, you can eat it. (这里给孩子提示了)

Look at me.（尤其指着自己的脸）（有启发性，有趣味性）

Ss: …

T: 根据孩子的猜测来进行暗示, (Am I so big? Look at my round face. Banana is yellow, this one is red. 哼着那首苹果的歌)

  Yes, you’re right. (大拇指). My English name is Apple. (将苹果的牌子拿出来展示给孩子看) （这么形象的设计让孩子一下子就记住了我的英文名字Apple）

3.  Look! What’s wrong with my apple? (指着苹果上的疤)

随即撕掉苹果上的疤, 揭示一个数字,6.

Oh, see. Here’s a number! (夸张) This is my lucky number, No.6!

将苹果贴在自己的身上.

 4. T: Now, you know my English name：Apple.

     Hello, boys and girls.

  Ss: Hello, Apple.（至此和孩子有交流，有互动，孩子开始逐渐认识我了）

 5. T: Today we’re having an English lesson. Do you like English?

  Ss: Yes. I do.

  T: I like English very much.

    And I’m the member of the English Club. (揭示标题：The English Club)

 T: Teach: club(单词卡片), the English Club.

Step2. Lead-in

 1. 将English Club的表格展开呈现给孩子们看

T: Look, this is the English Club!

指着空着的English Club, boys and girls, who are the members of the English Club?

First, listen to me. Apple is the member of the English Club.

I’m Apple. (将自己的苹果标记撕下来贴在板子上)

语速慢点, 清楚点. 指着表格对孩子们说:

I’m Apple.

I’m from China.    (设计意图：边说边贴, 就是给孩子呈现新的语言信息)

I’m Chinese.

I live in Nanjing.

I speak Chinese. And I’m an English teacher. So I speak Chinese and English.

2. T: OK, do you know me? Please follow me. (转向黑板)

My name is Apple.

黑板上写下句子并要求孩子和我一起说I’m from…

                             I’m …

                             I live in…

                             I speak…

 This is me. I know you all like English. So do you want to be the members of the English Club?

Ss: Of course, yes.

T: But first, you must introduce yourselves in English , please practice by yourselves like this: (指着黑板上的句子) I’m from… I’m…I live in…  I speak…You can talk to each other in groups.

3. 反馈: Have you finished?

Let’s play an interesting game. Each group has a flag. Listen to music and pass the flag one by one. (出示幻灯片, 播放音乐)

(停止音乐)

Can you introduce yourselves now? 先是一个人说，另外三个一起说

（设计意图：通过听音乐传国旗这个小小的插曲，孩子的学习情绪一下子被调动起来了，而且是传国旗，与本课教学有关，且趣味十足。）

T: Oh, very good. Your English is very good!

  Congratulations. ( You are the member of the English Club, Here’s a card for you.)（设计意图：对学生的正确表达给予及时评价，现场发俱乐部会员卡，让班上的所有孩子都期待加入英语俱乐部）

T: Boy and girls, I know all of you can speak well, now let’s say together.

随即把孩子们(Class Six 贴在板子上, We’re from China. We’re Chinese. We live in Nanjing. We speak Chinese. 其他的卡片可以和上面我的信息共享, 贴在中间的位置.)

4. T: Oh, welcome to my English Club! Are you happy? Let’s sing a song.（设计意图：歌曲在这个环节很重要，起着承上启下的妙用，不仅对前面的总结，还将句型Where are you from? I’m from…很好地在歌曲里呈现了）

先播放flash，flash的第二个来回就可以示意孩子跟着唱起来了

1)     Where are you from?

S: I’m from China.

T: Are you from China? Are you ? Are you? 连续不断地问几个孩子．语气急速．

  Are you from the same country?

将Are you from…?写在黑板上，带读．

China is a country. Is Nanjing a country?

S: No, It’s a city.

T: Yes, Nanjing is a big city in China.

  教授词：country , city

2) Now. you ask: Where are you from? (对着第一,二组的孩子, 并且手上有指挥)

 And you answer: I’m from China. (对着第三,四组的孩子, 并且手上有指挥)

 3) This time , I ask . You answer, please listen carefully. （设计意图：学生对此歌曲还意犹未尽时，教师通过变化句子问，学生答，学生在不知不觉中就已经操练了新的句型Do you speak…?）

T: Where are you from? Where are you from? (节奏可以加快)

 Ss: I’m from China. I’m from China.

 T: Do you speak Chinese? Do you speak Chinese?

 S: 指导学生说:  Yes, I do. Yes, I do.

 T: Do you speak English? Do you speak English?

 S: Yes, I do . Yes. I do.

 T: Do you speak Japanese? Do you speak Japanese?

 S: No, I don’t. No, I don’t.

将Do you speak…? 写在黑板上,带读.然后简单地问几个孩子, Do you speak English? Do you speak Chinese?

Ask one by one.(可以让孩子们简单地开火车问问, 至此句子操练到位)

Step3.Presentation and practice

   1. T: Boys and girls, we’re all Chinese, so we speak Chinese. Chinese is our mother tongue. And we’re learning English. So we also speak English. So we can practice English at the English Club.（设计意图：这段话的设计过度很自然，既是总结，又是正式引入到了课文的学习）

Boys and girls. Today the English Club has a visitor. (过渡得真自然，贴近主题) 

出示词visitor

    T: Now I’m teaching you English. Those are teachers, too. But they aren’t teaching you English. They come to listen to our lesson. So they’re visitors. (设计意图：不是直接告诉孩子visitor的意思是参观者，而是通过用英语来解释这个词，让孩子在语境中理解)

Who’s he?

Let’s listen播放声音: His name is Tony White.

2. T: His name is Tony White.

    把他的头像贴好,继续引导学生听. Where’s he from? Where does he live?

What does he speak?

    Listen（播放声音）: Hello, boys and girls. I’m Tony White. I’m from the USA. I live in New York.

 T: 填写板子上的内容Where is he from?

 S: He’s from the USA.

 T: 教这个单词USA, 然后贴好.

   So he’s American. Where does he live?

 S: He lives in New York.

T: 教这个单词New York, 然后贴好. Is New York a city?

Does he speak Chinese?

S: No, he speaks English. 把English贴好。

3. Listen and repeat

PPT播放声音，学生跟读

4. PPT呈现

T: Now, boys and girls , read and complete.

Now we know the English Club has a _________today.  His name is _____________. The children are talking to him. （设计意图：通过刚才认识的这个参观者，再次带着大家回过头来回顾，我们的俱乐部来了一位参观者，他的名字叫Tony White, 学生正在和他交谈，又很自然地交代了以下重要课文内容：孩子正在和他交流，引出多少个孩子，层层导入！）

4.      T:  How many children are there?

Who are the children? Let’s watch the cartoon. （播放卡通）

（设计意图：先给学生两个简单的问题，却是主要的问题，让学生带着问题整体听一遍课文，做到对课文的整体理解）

Now, discuss in pairs:

1)     How many children are talking to Mr White?

2)     Who are they?

 Ss: …

 T: Check.

 Ss: Nancy, Ben , David, Wang Bing , Liu Tao (听到孩子报哪个名字，我就贴在相应的位置)

T: There are five together. Are they from different countries? (PPT简单呈现这句话) 教授different

5.      T: They’re from different countries. Where are they from? Where do        they live? What do they speak?

Open your books and read by yourselves.(设计意图：让高年级学生自己打开书读，体会整篇课文的完整性)

   Discuss in groups. Two students have a piece of paper, please read the text and try to know something about them. (设计意图：让学生两人合作学习，通过阅读课文做练习，培养孩子的自学能力及其与人协作能力)

反馈：形式以抢答为主, 全班一起开始! 让学生和我一起说, 及时评价!

反馈当中教单词: the USA, New York, the UK, British, French (设计意图：在反馈中教授巩固新单词，有语言情景，不生硬)

6.      Now, choose a boy or a girl , act it.

For example, I want to be Wang Bing. I’m a woman, but now I’m Wang Bing, so I should say:

Hello, my name’s Wang Bing. (男生的声音)

I’m from China. I’m Chinese. I live in Beijing. I speak Chinese and English.

Ss: Choose one and act (表现得好的,也给予奖励)

7．Listen and repeat and read in groups

  （设计意图：课文学完了，还是要再读一遍，这样又是一个巩固的环节，但我在这里是放手让学生自己在组里读，就没有采用全班读）

Step4. Production

1．Read and guess

T: Now, I think you know the children quite well. Close your books, boys and girls. Let’s read and guess

1) Read by yourselves:

I’m a visitor. I’m from the USA. I live in New York. Who am I?

2) This time, Mr White is talking to a child. Who is he talking to?

Please read in pairs:

( A: Where are you from?

  B: I’m from the UK.

  A: Do you speak English?

  B: Yes , and Chinese, too.

  A: Do you have a brother?

  B: Yes, I do.)

  T: Who is it?

(设计意图：这个设计是对课文内容的再次提炼，第一通过自己读，来复习课文左半部分用第一人称介绍自己的句子。第二是通过两个人一问一答，来复习课文右半部分)

2. T: Boys and girls, today the English Club still has four new members.

Here’ re the name cards of them. (四种颜色不同的卡片)

We can know something about them. For example, age, hobbies, city, country, language from these cards.

   First , choose a card, try to act the member on the card.

   Then, you can talk in groups, try to know something about the new member. (设计意图：本项任务的设计有利于培养学生的能力，在学生学完整篇课文的基础上，用已经学过的句子来介绍自己扮演的人物或者是通过提问来获取对方的信息，将本课的所学更加深化，而且更具有生活化)

    And don’t forget to use the sentences on the blackboard!

Feedback:

This time, green cards, stand up! I have two questions.

1.      Where are you from?

2.      Do you speak English?

Boys and girls, do you have any other questions ?

Ss:…

First, what can we say to them?

Ss: welcome to our English Club.

T: What else can we say?

Ss: (show) English is fun.

       Fun with English. (设计意图：最后以此来结尾，突出本课主题，又在无声中给学生潜移默化地影响；英语是有趣的，快乐学英语吧！)

 T: Let’s say together.

 Ss: …

Over!