冀教版（三起）六下Unit 4 Li Ming Comes Home-Lesson 23 Good-bye!-教案、教学设计-部级优课-(配套课件编号：5000a).docx

1、1 Book8 Unit4 Lesson23: Good-bye! 教学设计 一、教材分析一、教材分析 本课作为六年级下册第 4 单元最后一课的新授内容，讲述了 Li Ming, Danny 和 Jenny 在机场要分别了。上一课学习了大家为李明准备了派对，为本节课事情 的发展做了铺垫，本节课中四会单词 good-bye, hear，和句型 Have a good trip. Dont forget to write.对学生难度不大，但本课中出现了中西方文化的对比，这需 要帮助学生了解，除此之外，学生在学习本课时应该具备“英语课程标准”中义务 教育阶段所规定的全部二级目标要求。 二、学情分析二

2、、学情分析 本课的教学对象是小学六年级的学生， 这些学生从小学三年级开始学习英语， 已经有了一定的英语基础，并且具备了一定的语言组织能力。本课的四会单词 good-bye, hear，和句型 Have a good trip. Dont forget to write.对学生难度不大， 所以在掌握本课重点词句后要关注引发学生思考，培养学生的思维能力，并关注 培养学生学习策略，帮助学生提高学习能力。 三、教学目标三、教学目标 语言知识语言知识和技能：和技能： 1）学生能听懂、会说、认读并书写下列词汇: good-bye, hear 2）学生能听认读、理解并运用: Have a good trip

3、. Dont forget to write. 情感态度情感态度 1） 使学生能体会到英语学习的快乐，积极参加各种课堂学习活动。 2） 使学生乐于接触外国文化，在小组活动中能够于其他同学积极配合和合 作。 学习策略学习策略 1)学生能够积极于同学合作，共同完成任务。 2)通过观察、思考在相关知识间建立关联。 3)能够利用寻读等阅读策略寻找相应信息。 文化意识文化意识 1） 使学生知道并了解英语中简单的告别祝福语。 2 2） 使学生在学习和日常交际中，能初步注意到中外文化差异。 四、四、教学重、难点教学重、难点 教学重点：学生能听懂、会说、认读并书写下列词汇: good-bye, hear 教学

4、难点： 学生能听认读、 理解并运用: Have a good trip. Dont forget to write. 五、五、教学用具教学用具 课件、多媒体、单词和句子卡片、奖励贴纸等。 六六、教学过程：、教学过程： StepI: Class Opening and Review 1.Class Opening: T:Hello, boys and girls! Its time to learn English. Are you ready? Ss: Yes! T: You are Team One, you are Team Two, OK? Ss: OK!（出图） T: OK! Firs

5、t, look at the picture. Yesterday was Li Mings surprise party. Do you remember? Ss: Yes! T: Where was Li Ming yesterday? Ss: He was at home. T: Yes. Today, where is Li Ming? Who can guess? S1: Is he on the train? T: Ok, maybe. S2: Is he at school? T: OK, maybe. S3: Is he in the restaurant? T: Good,

6、maybe. S4: Is he T: Thank you, good answer. T:Now, please listen! (机场广播） Where is Li Ming? 3 设计意图设计意图 迅速激活旧知， 并通过机场的广播和提问来激发学生兴趣， 引发学生 思考，引出本课的场景) Step II: New Concepts Ss: At the airport. T: Yes. He is at the airport.(出示单词卡，板书) Look！ Who are they? Ss: Danny, Jenny and Li Ming. T: Yes. They are Dann

7、y, Jenny and Li Ming.(出示图片，板书) Did you hear that? Please listen again! (机场广播） (板书：hear) Ok! What do you hear? Who can try? S1: The plane for Beijing will leave soon. T: Good. One star for you!Who can try again? S2:The plane for Beijing will leave soon. T: Yes. One star for you. The plane for Beijing

8、 will leave soon. (出示句子，板书) Look at this word. Follow me, please. “hear” Who can read? S1:Hear. S2:Hear. S3:Hear. S4:Hear. T: Now, this group ,please read one by one. Yes! We hear that: The plane for Beijing will leave soon. T: Look at hear and listen. Are they the same? Ss: No. T: Ok, lets look.(播放

9、微课) Hear and Listen are different. Now, are you clear? Lets make a check. 设计意图设计意图 通过微课的形式向同学们介绍了 hear 和 listen 的不同， 解决了本课 的重点） T: Yesterday, Danny and Jenny had a surprise for Li Ming. 4 Today, does Li Ming have a surprise for them? Now, please listen. And answer the questions. OK. Let check the an

10、swers. No.1.Who can try? S1: Yes, he does. T: Yes, you are right. One star for you. No2. Who can? S2: A kite for Danny and a dragon for Jenny. T: Excellent! Tow stars for you. Do you know why? Now, let look at the questions. No1. Lets read it together. Ss: Does Li Ming have surprises for Danny and J

11、enny? T: Ok! No.2. Together. Ss: What are the surprises? T: Now, look at the tip, it can help you. Who can read? S1: “Tip: 寻读（scanning) 有明确的目的性，有针对地寻找问题的答案。” T: Good! Now, open your books. Look at this part by yourselves. Then find the answers. Lets begin. 设计意图设计意图 通过 listen and answer, read and fin

12、d 环节，运用阅读技巧和策 略帮助学生有效阅读。 Ss: 学生默读。 T: Now, talk about the answers in your groups. Ss: 学生小组讨论。 T: Ok！Lets check your answer. No.1, Why does Li Ming give Danny a kite? S1: Because he wants Danny to learn to fly a kite.(多媒体出示答案 1，板书单词卡) S2: Because he wants Danny to remember China. T: No.2, Why does Li

13、 Ming give Jenny a little red dragon? S1:Because he wants Jenny to remember China.（多媒体出示答案 2，板书单词卡） T: Dragon is a lucky animal in China. But in western country, its different. Let look. (课件呈现 dragon 在东西方国家不同的象征) T: Now, are you clear? Ss: Yes. 5 T: This red dragon is from China. So its a good luck

14、for Jenny. Yes? Ss: Yes. T: Oh, its time to say ”good-bye ”. Li Ming says good-bye.(板书) What do they say? Please listen! OK! What does Danny say? S1: Have a good trip! T: Yes. What about Jenny? S2: Dont forget to write. T: Great! They are good wishes. What else can we say to Li Ming? S1:(good try) S

15、2:(good answer) S3:(good job) S4: (出图) T: Look!(课件呈现告别时的常用语）They are all good wishes. Follow me please. Please remember them. OK！ T: Now look at your books. Please read the passage by yourselves. Let me hear you. Ok? Lets begin. Ss:学生大声朗读课文。 T: Ok, stop here. Now its your show time. Look at the task

16、. Now, three in pairs. Practice the dialogue. Ss:学生三人一组分角色 T: OK, stop here. S1: S2: Step III: Drill 6 T: Excellent! Now, look at the blackboard. This is a mind-map of this lesson. It can help you to retell the passage. First, let try together. Ss:教师引导，师生一起复述 T: Now, its your turn. Here are some rul

17、es for you. Task1Task2Task3(教师读) Are you clear? Lets begin! Ss:学生准备 T: Ok. Stop here. Who can try? S1: S2: 设计意图设计意图 运用思维导图“Mind Map”的形式，分析文本内容，以发散性的思维 方式培养学生思维能力。并关注培养学生的学习策略，进一步渗透文化意识。 T: Excellent! Boys and girls, we will finish our school very soon. So Lets have a surprise for Miss Tao, OK? （出图）

18、Look! We can make a plan. Now, take out your paper and finish your mind-map of the plan. Lets begin! T: Finish? Who can share your surprise? S1: T:Wonderful idea! 设计意图设计意图 此环节为大家为英语陶老师设计一个 Surprise Party，借助思维导 图的形式帮助孩子们发散思维来设计自己的计划， 之后展示 paper 并用英语描述 出来，培养了孩子们的英语表达能力，同时把本节课情感态度推向高潮。) Step IV Class c

19、losing T: OK! All of you did a good job. Thats all for today. Who is the winner? Congratulations! Todays homework:Share your mind map for the surprise party with your classmates, then get ready for it!OK? Ss: OK! T:Thank you! Good-bye! 7 Ss: Good-bye! 教学反思： 本课作为六年级下册第 4 单元最后一课的新授内容，学生应该具备“英语课 程标准”中义

20、务教育阶段所规定的全部二级目标要求。 基于本课的教学目标而言， 通过教学过程的反馈、课前教师的预设、学生的评价测验的结果来看，本节课的 教学目标基本达到。 在本课教学过程中，首先创设了一个真实的语言环境at the airport 激发学 生兴趣。通过 Listen and Guess，层层递进，引发学生思考。其次，运用思维导图 “Mind-Map”的形式分析文本，以发散性的思维方式培养学生思维能力。通过先 确定中心话题 goodbye,再以 where, what, who, how 开展教学， 为学生自主学习搭 建了学习平台。 第三、 关注培养“学习策略”， 进一步渗透文化意识。 教师通过

21、 listen and answer, read and find.等环节巧妙地渗透阅读策略帮助学生有效阅读。同时， 在多次小组合作中，培养学生合作精神和自主学习能力，自我评价和学生互评有 效的提高了学生学习的积极性。另外，语言上有丰富的文化内涵，通过对东西方 “dragon”的对比，既开阔了学生视野，又对中华民族的优秀传统文化有了更深 刻的认识和热爱。第四，结合实际，激发并强化学习兴趣。教师通过提议“在毕 业前给陶老师举办一场惊喜的派对”，用思维导图引发学生思考，制定派对的计 划，把本课的情感态度推向高潮。最后，师生在歌曲中结束本课的学习。 以上就是我对本节课的反思，请各位老师多提宝贵意见。