Unit 4 Lesson 23Good-bye! 教案（含教學(xué)反思）

1、Book8 Unit4 Lesson23: Good-bye!一、教材分析 本課作為六年級(jí)下冊(cè)第4單元最后一課的新授內(nèi)容，講述了Li Ming, Danny和Jenny在機(jī)場(chǎng)要分別了。上一課學(xué)習(xí)了大家為李明準(zhǔn)備了派對(duì)，為本節(jié)課事情的發(fā)展做了鋪墊，本節(jié)課中四會(huì)單詞good-bye, hear，和句型Have a good trip. Dont forget to write.對(duì)學(xué)生難度不大，但本課中出現(xiàn)了中西方文化的對(duì)比，這需要幫助學(xué)生了解，除此之外，學(xué)生在學(xué)習(xí)本課時(shí)應(yīng)該具備“英語(yǔ)課程標(biāo)準(zhǔn)”中義務(wù)教育階段所規(guī)定的全部二級(jí)目標(biāo)要求。 二、學(xué)情分析 本課的教學(xué)對(duì)象是小學(xué)六年級(jí)的學(xué)生，這些學(xué)生從小學(xué)三

2、年級(jí)開(kāi)始學(xué)習(xí)英語(yǔ)，已經(jīng)有了一定的英語(yǔ)基礎(chǔ)，并且具備了一定的語(yǔ)言組織能力。本課的四會(huì)單詞good-bye, hear，和句型Have a good trip. Dont forget to write.對(duì)學(xué)生難度不大，所以在掌握本課重點(diǎn)詞句后要關(guān)注引發(fā)學(xué)生思考，培養(yǎng)學(xué)生的思維能力，并關(guān)注培養(yǎng)學(xué)生學(xué)習(xí)策略，幫助學(xué)生提高學(xué)習(xí)能力。 三、教學(xué)目標(biāo) ? 語(yǔ)言知識(shí)和技能： 1）學(xué)生能聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀并書(shū)寫(xiě)下列詞匯: good-bye, hear 2）學(xué)生能聽(tīng)認(rèn)讀、理解并運(yùn)用: Have a good trip. Dont forget to write. ? 情感態(tài)度 1） 使學(xué)生能體會(huì)到英語(yǔ)學(xué)習(xí)的快樂(lè)，

3、積極參加各種課堂學(xué)習(xí)活動(dòng)。 2） 使學(xué)生樂(lè)于接觸外國(guó)文化，在小組活動(dòng)中能夠于其他同學(xué)積極配合和合作。 ? 學(xué)習(xí)策略 1)學(xué)生能夠積極于同學(xué)合作，共同完成任務(wù)。 2)通過(guò)觀察、思考在相關(guān)知識(shí)間建立關(guān)聯(lián)。 3)能夠利用尋讀等閱讀策略尋找相應(yīng)信息。 文化意識(shí) 1） 使學(xué)生知道并了解英語(yǔ)中簡(jiǎn)單的告別祝福語(yǔ)。 2） 使學(xué)生在學(xué)習(xí)和日常交際中，能初步注意到中外文化差異。 四、教學(xué)重、難點(diǎn) 教學(xué)重點(diǎn)：學(xué)生能聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀并書(shū)寫(xiě)下列詞匯: good-bye, hear 教學(xué)難點(diǎn)：學(xué)生能聽(tīng)認(rèn)讀、理解并運(yùn)用: Have a good trip. Dont forget to write. 五、教學(xué)用具 課件、多

4、媒體、單詞和句子卡片、獎(jiǎng)勵(lì)貼紙等。 六、教學(xué)過(guò)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!（出圖） T: OK! First, look at the picture. Yesterday was Li Mings surprise party. Do you remember? Ss:

5、 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! (機(jī)場(chǎng)廣播） Where is

6、Li Ming? 設(shè)計(jì)意圖迅速激活舊知，并通過(guò)機(jī)場(chǎng)的廣播和提問(wèn)來(lái)激發(fā)學(xué)生興趣，引發(fā)學(xué)生思考，引出本課的場(chǎng)景) Step II: New Concepts Ss: At the airport. T: Yes. He is at the airport.(出示單詞卡，板書(shū)) Look！ Who are they? Ss: Danny, Jenny and Li Ming. T: Yes. They are Danny, Jenny and Li Ming.(出示圖片，板書(shū)) Did you hear that? Please listen again! (機(jī)場(chǎng)廣播） (板書(shū)：hear) Ok!

7、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，板書(shū)) Look at this word. Follow me, please. “hear” Who can read? S1:H

8、ear. 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.(播放微課) Hear and Listen are different. Now, are you clear? Lets make a check. 微課: listen and he

9、ar 設(shè)計(jì)意圖通過(guò)微課的形式向同學(xué)們介紹了hear和listen的不同，解決了本課的重點(diǎn)） 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.

10、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

11、 can help you. Who can read? S1: “Tip: 尋讀（scanning) 有明確的目的性，有針對(duì)地尋找問(wèn)題的答案?！?T: Good! Now, open your books. Look at this part by yourselves. Then find the answers. Lets begin. 設(shè)計(jì)意圖通過(guò)listen and answer, read and find環(huán)節(jié)，運(yùn)用閱讀技巧和策略幫助學(xué)生有效閱讀。 Ss: 學(xué)生默讀。 T: Now, talk about the answers in your groups. Ss: 學(xué)生小組討論

12、。 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.(多媒體出示答案1，板書(shū)單詞卡) 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.（多媒體出示答案2，板

13、書(shū)單詞卡） T: Dragon is a lucky animal in China. But in western country, its different. Let look. (課件呈現(xiàn)dragon在東西方國(guó)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.(板書(shū)) What do th

14、ey 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: (出圖) T: Look!(課件呈現(xiàn)告別時(shí)的常用語(yǔ)）They are all good wishes. Follow me

15、 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:學(xué)生大聲朗讀課文。 T: Ok, stop here. Now its your show time. Look at the task. Now, three in pairs. Practice the dialogue. Ss:學(xué)生三人一組分角色 T: OK, stop here. “All thebest!（一切都好

16、?。〨od bless you!（上帝保佑你?。㏕ake care!（保重！）Good luck!（祝你好運(yùn)?。㊣will miss you.（我會(huì)想你的。）Keep in touch.（保持聯(lián)系。）Task 1：Read the dialogue in your group. 小組內(nèi)分角色朗讀。Task 2：Make a role play in your group. 小組內(nèi)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. I

17、t can help you to retell the passage. First, let try together. Ss:教師引導(dǎo)，師生一起復(fù)述 T: Now, its your turn. Here are some rules for you. Task1Task2Task3(教師讀) Are you clear? Lets begin! Ss:學(xué)生準(zhǔn)備 T: Ok. Stop here. Who can try? S1: S2: 設(shè)計(jì)意圖運(yùn)用思維導(dǎo)圖“Mind Map”的形式，分析文本內(nèi)容，以發(fā)散性的思維方式培養(yǎng)學(xué)生思維能力。并關(guān)注培養(yǎng)學(xué)生的學(xué)習(xí)策略，進(jìn)一步滲透文化意識(shí)。 T:

18、 Excellent! Boys and girls, we will finish our school very soon. So Lets have a surprise for Miss Zhao, OK? （出圖） 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! 設(shè)計(jì)意圖此環(huán)節(jié)為大家為英語(yǔ)陶老師設(shè)計(jì)一個(gè)Surp

19、rise Party，借助思維導(dǎo)圖的形式幫助孩子們發(fā)散思維來(lái)設(shè)計(jì)自己的計(jì)劃，之后展示paper并用英語(yǔ)描述出來(lái)，培養(yǎng)了孩子們的英語(yǔ)表達(dá)能力，同時(shí)把本節(jié)課情感態(tài)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 T

20、ao。Its time to say good-bye. What do you want to do？Retell (復(fù)述)Task 1: Retell some parts of the passage by yourself , or with your partners inyour group. 你自己或和你的組員一起復(fù)述文章的一部分。Task 2: Retell the hole passage with your partners in your group. 和你的組員一起復(fù)述整篇文章。Task 3: Retell the hole passage by yourself.你自己復(fù)述整篇文章。then get ready for it!