冀教版（三起）六下-Unit 4 Li Ming Comes Home-Lesson 23 Good-bye!-ppt课件-(含教案)-市级优课-(编号：401ca).zip

教学目教学目读 语言知识和技能目标语言知识和技能目标： 1 1 、学生能听懂、会说、认读并书写下列词汇、学生能听懂、会说、认读并书写下列词汇: : good-bye,good-bye, hearhear 2 2、 、 学生能听认读、理解并运用学生能听认读、理解并运用: : HaveHave a a goodgood trip.trip. DontDont forgetforget to to write.write. 情感态度目标情感态度目标 ： 1 1 、能体会到英语学习的快乐，积极参加各种课堂学习活动。、能体会到英语学习的快乐，积极参加各种课堂学习活动。 2 2、乐于接触外国文化，在小组活动中能够于其他同学积极、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。配合和合作。 学习策略目标学习策略目标 ： 1 1 、学生能够积极于同学合作，共同完成任务。、学生能够积极于同学合作，共同完成任务。 2 2、通过观察、思考在相关知识间建立关联。、通过观察、思考在相关知识间建立关联。 3 3 、能够利用寻读等阅读策略寻找相应信息。、能够利用寻读等阅读策略寻找相应信息。 文化意识目标文化意识目标 1 1 、道并了解英语中简单的告别祝福语。、道并了解英语中简单的告别祝福语。 2 2、在学习和日常交际中，能初步注意到中外文化差异。、在学习和日常交际中，能初步注意到中外文化差异。 LessonLesson 23:23: Good-bye!Good-bye! B Bookook 8 8 UnitUnit 4 4 Li Li MingsMings SurpriseSurprise Party.Party. （猜）（猜）Guess:Guess: Is Is hehe ? ? . ? At At thethe AirportAirport 微课 : listen and hear CheckCheck 1. I lo ove e to o to o mmusic. 2. I a baby cr rying. word list: hear listen listen hear WhatWhat did did theythey hear?hear? Listen!Listen! ListenListen andand Answer.Answer. Does Li Ming have surprises for Jenny and Danny? What are surprises? Yes. He has surprises for them. A kite for Danny. A little, red dragon for Jenny. FindFind thethe answer.answer. Why does Li Ming give Danny a kite? Why does Li Ming give Jenny a little red dragon? Because he wants Danny to learn to fly a kite. Because he wants Jenny to remem ber China . Tip:Tip: 寻读寻读 （scanning)scanning) 有明确的目的性有明确的目的性 ，有针对地寻找问题的答案。，有针对地寻找问题的答案。 A A boutbout D Dragonragon 龙龙 dr rago on Evil 凶残的 Ferocious 邪恶的 United 团结的 Lucky 吉祥的 Happy 快乐的 Power 力量。 WhatWhat do do theythey say?say? “ A ll the best! （一切都好！） God bless you!（上帝保佑你！） Take care! （保重！） Good luck!（祝你好运！） I will miss you.（我会想你的。） Keep in touch.（保持课 系。） Task 1： ：Read the dialogue in your group. 小小读 内分角色内分角色朗朗读 。 。 Task 2： ： Make a role play in your group. 小小读 内分角色内分角色表演表演。 。 Group work: Its time for me to go. But first, I have something for you. You do? I love surprises. What is it? Open it! Oh! Its a kite. Yes! Its a good Chinese kite, Danny! You can fly it. I know you can. Thanks, Li Ming! You are a good friend! This is for you, Jenny! Oh! Its a little, red dragon! Yes! I want you to remember China. Thanks, Li Ming! I wont forget China. Have a good trip! Dont forget to write! Good-bye! Retell (复述) Task 1: Retell some parts of the passage by yourself , or with your partners in your group. 你自己或和你 的课课 一起复述文章的一部分。 Task 2: Retell the hole passage with your partners in your group. 和你的 课课 一起复述整篇文章。 Task 3: Retell the hole passage by yourself.你自己复述整篇文章。 A A PartyParty forfor MissMiss zhaozhao Its time to say good-bye. What do you want to do？ a surprise for Miss Zhao when where who what HomeworkHomework Share your mind map for the surprise party with your classmates, then get ready for it! Thanks!Thanks! Book8 Unit4 Lesson23: Good-bye! 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 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 ? 语言知识和技能： 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. Dont forget to write. ? 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 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 1） 使学生知道并了解英语中简单的告别祝福语。 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、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 教学难点：学生能听认读、理解并运用: Have a good trip. Dont forget to write. 五、教学用具 课件、多媒体、单词和句子卡片、奖励贴纸等。 六、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! First, 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, maybe. S4: Is he T: Thank you, good answer. T: Now, please listen! (机场广播） Where is Li Ming? 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 Danny, 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 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.(播放微课) Hear and Listen are different. Now, are you clear? Lets make a check. 微课: listen and hear 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. Today, does Li Ming have a surprise for them? Now, please listen. And answer the questions. OK. Let check the answers. 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 Jenny? 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. 设计意图通过 listen and answer, read and find 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 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. T: This red dragon is from China. So its a good luck 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) S2: (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. Now, three in pairs. Practice the dialogue. Ss:学生三人一组分角色 T: OK, stop here. “ All thebest!（一切都好！）God bless you!（上帝保佑你！） Take care!（保重！）Good luck!（祝你好运！）Iwill miss you.（我会 想你的。 ）Keep in touch.（保持联系。 ） Task 1：Read the dialogue in your group. 小组内分角色朗读。 Task 2：Make a role play in your group. 小组内分角色表演。 S1: S2: Step III: Drill 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 rules 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 Zhao, OK? （出图） 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 closing 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, A Party for Miss Tao。Its time to say good-bye. What do you want to do？ Retell (复述) Task 1: Retell some parts of the passage by yourself , or with your partners inyour group. 你自己或和你的组员一起复述文章的一部分。 Task 2: Retell the hole passage with your partners in your group. 和你的 组员一起复述整篇文章。 Task 3: Retell the hole passage by yourself.你自己复述整篇文章。 then get ready for it! OK? Ss: OK! T:Thank you! Good-bye! 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 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。