1、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. Don t 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
2、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. Don t 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 writ
3、e. ? 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
4、. Don t 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 s
5、urprise 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
6、, 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 l
7、isten 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,
8、 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?Let
9、s 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: Ye
10、s, 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 su
11、rprises? 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 ab
12、out 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
13、 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 ”
14、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
15、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
16、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 a
17、t 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.Task1Task2 Task3(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
18、，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 yourmind-map of the plan. Lets begin! T: Finish? Who can share your sur
19、prise? 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 th
20、e 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
21、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 ai
22、rport 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。
