Unit 4 Lesson 23Good-bye! 教案（含教学反思）

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. Don’t 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. 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! It’s 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 Ming’s 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, let’s look.(播放微课)
Hear and Listen are different. Now, are you clear Let’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: 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. Let’s 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. Let’s 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！Let’s 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, it’s 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 it’s a good luck for Jenny. Yes Ss: Yes.
T: Oh, it’s 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: Don’t 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 Let’s begin. Ss:学生大声朗读课文。
T: Ok, stop here. Now it’s 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, it’s your turn. Here are some rules for you. Task1…Task2…Task3…(教师读) Are you clear Let’s 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 Let’s 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. Let’s 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. That’s all for today. Who is the winner Congratulations! Today’s homework: Share your mind map for the surprise party with your classmates, A Party for Miss Tao。It’s 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。