一、教材內(nèi)容
（一）教學(xué)內(nèi)容
本課時(shí)是人教精通版（2024）小學(xué)英語三年級上冊Unit1《Greetings》中的《Lessn 1》。主要圍繞日常問候語“Hell!”“Hi!”以及自我介紹“I'm...”展開。教材通過生動(dòng)的圖片和簡單的對話情境，引導(dǎo)學(xué)生學(xué)習(xí)用英語打招呼和介紹自己。
（二）教材分析
本單元是小學(xué)英語學(xué)習(xí)的起始單元，對于培養(yǎng)學(xué)生的學(xué)習(xí)興趣和初步的英語語感具有重要意義。《Lessn 1》作為單元的開篇，重點(diǎn)在于讓學(xué)生熟悉基本的問候語和自我介紹方式，為后續(xù)的學(xué)習(xí)打下基礎(chǔ)。教材內(nèi)容貼近學(xué)生生活實(shí)際，易于理解和接受，能夠激發(fā)學(xué)生的學(xué)習(xí)積極性。
二、教學(xué)目標(biāo)
（一）知識目標(biāo)
1. 學(xué)生能聽懂、會(huì)說、會(huì)認(rèn)讀單詞：hell，hi，I'm。
2. 學(xué)生能理解并運(yùn)用句型：Hell! / Hi! I'm...進(jìn)行簡單的問候和自我介紹。
（二）能力目標(biāo)
1. 學(xué)生能夠在實(shí)際情境中準(zhǔn)確運(yùn)用所學(xué)的問候語和自我介紹句型與他人交流。
2. 培養(yǎng)學(xué)生的聽說能力和口語表達(dá)能力，使其能夠用簡單的英語進(jìn)行日常交際。
（三）情感目標(biāo)
1. 激發(fā)學(xué)生學(xué)習(xí)英語的興趣，培養(yǎng)學(xué)生積極參與課堂活動(dòng)的意識。
2. 引導(dǎo)學(xué)生在人際交往中學(xué)會(huì)禮貌問候，培養(yǎng)友好待人的良好品質(zhì)。
三、教學(xué)重難點(diǎn)
（一）教學(xué)重點(diǎn)
1. 掌握單詞hell，hi，I'm的發(fā)音和書寫。
2. 熟練運(yùn)用句型Hell! / Hi! I'm...進(jìn)行問候和自我介紹。
（二）教學(xué)難點(diǎn)
1. I'm的正確發(fā)音，特別是/I'm/中/m/的發(fā)音要清晰。
2. 讓學(xué)生理解并區(qū)分Hell!和Hi!的使用場景，能夠在合適的情境中自然運(yùn)用。
四、教學(xué)準(zhǔn)備
1. 教師準(zhǔn)備多媒體課件、單詞卡片、頭飾、教學(xué)道具（如玩具小熊等）、獎(jiǎng)勵(lì)小貼紙。
2. 學(xué)生準(zhǔn)備英語課本。
五、教學(xué)過程
（一）Warming-up
1. Greetings
T: Hell, bys and girls! Nice t meet yu!
Ss: Hell, teacher! Nice t meet yu, t!
T: Hw are yu tday?
Ss: I'm fine, thank yu. And yu?
T: I'm very well, t.
設(shè)計(jì)意圖：通過日常問候，拉近師生距離，營造輕松愉快的課堂氛圍，同時(shí)復(fù)習(xí)已學(xué)的問候語，為新課學(xué)習(xí)做好鋪墊。
2. Sing a sng
Play the sng "Hell" n the multimedia. The teacher leads the students t sing alng with the music and d sme simple actins.
設(shè)計(jì)意圖：利用歌曲激發(fā)學(xué)生的學(xué)習(xí)興趣，讓學(xué)生在歡快的氛圍中初步感受英語的節(jié)奏和韻律，同時(shí)也引出本節(jié)課的主題“問候”。
（二）Presentatin
1. Learn the new wrds
Shw the wrd card "hell" n the multimedia. The teacher reads the wrd clearly and slwly: "hell", and asks the students t listen and watch carefully. Then the teacher uses the gesture f waving hands t demnstrate the meaning f "hell", and says "Hell! I'm greeting yu." Let the students imitate the prnunciatin and the gesture several times.
Use the same way t teach the wrd "hi". Explain that "hi" and "hell" have the same meaning, but "hi" is mre infrmal and used in mre casual situatins.
Teach the phrase "I'm..."
Hld up a ty bear and say: "Hell, I'm Bear. I'm very happy t meet yu." Then pint t myself and say: "I'm Miss/Mr. [Teacher's name]. Nw, yu say 'I'm...'" Encurage the students t say their names after "I'm". Fr example, a student says: "I'm Li Ming." The teacher crrects the prnunciatin if necessary and praises the student: "Very gd, Li Ming!"
設(shè)計(jì)意圖：運(yùn)用直觀教學(xué)法，通過展示單詞卡片、示范發(fā)音和動(dòng)作，幫助學(xué)生理解和記憶新單詞。利用玩具熊進(jìn)行情境創(chuàng)設(shè)，讓學(xué)生更直觀地感受“I'm...”的用法，激發(fā)學(xué)生的學(xué)習(xí)興趣和參與度。
2. Text learning
Open the textbk t Page 2. Shw the pictures f the textbk n the multimedia. Lk at the first picture, there are tw children meeting n the way t schl. The teacher asks: "What are they saying? Let's listen." Then play the dialgue recrding: "Hell! I'm Li Yan." "Hi! I'm Peter."
After listening, the teacher asks the students sme questins:
Wh are they in the picture? (Li Yan and Peter)
What d they say when they meet? (Hell! / Hi!)
Hw des Li Yan intrduce herself? (I'm Li Yan.)
Hw des Peter respnd? (Hi!)
Let the students repeat the dialgue after the recrding sentence by sentence. Then ask sme students t rle-play the dialgue in pairs, with ne student acting as Li Yan and the ther as Peter. The teacher walks arund the classrm t prvide guidance and help.
設(shè)計(jì)意圖：通過教材圖片和錄音，讓學(xué)生直觀地感受對話情境，理解課文內(nèi)容。提問環(huán)節(jié)幫助學(xué)生梳理對話中的關(guān)鍵信息，加深對新知識的理解。角色扮演活動(dòng)讓學(xué)生在實(shí)際情境中運(yùn)用所學(xué)語言，提高口語表達(dá)能力和交際能力。
（三）Practice
1. Grup practice
Divide the students int grups f fur. Each grup has a name card with a character's name n it, such as "Alice", "Bb", "Cindy", "David". The students in the grup take turns t greet each ther using the learned sentences. Fr example, Student A: "Hell! I'm Alice." Student B: "Hi! I'm Bb." Student C: "Hell! I'm Cindy." Student D: "Hi! I'm David." Then they can change the rder and practice several times.
The teacher ges t each grup t listen and give guidance. Encurage the students t use big vices and clear prnunciatin. After a few minutes, ask sme grups t perfrm in frnt f the class. Praise and reward the grups that perfrm well with small stickers.
設(shè)計(jì)意圖：小組練習(xí)可以讓學(xué)生有更多的機(jī)會(huì)開口說英語，互相交流和學(xué)習(xí)。通過使用角色卡片，增加練習(xí)的趣味性和情境性，讓學(xué)生更好地掌握問候語和自我介紹的用法。教師的巡視和指導(dǎo)有助于及時(shí)糾正學(xué)生的發(fā)音和語法錯(cuò)誤，提高練習(xí)效果。表演環(huán)節(jié)可以增強(qiáng)學(xué)生的自信心和表現(xiàn)力，同時(shí)也為其他學(xué)生提供學(xué)習(xí)的榜樣。
2. Game: Pass the ball
The teacher prepares a sft ball. The students sit in a circle. The teacher starts the game by saying "Hell! I'm [Teacher's name]" and passing the ball t a student. The student wh catches the ball shuld say "Hell! / Hi! I'm..." and then pass the ball t anther student. If a student hesitates r makes a mistake, the teacher can give a little hint r ask ther students t help. Keep playing the game until mst students have had a chance t participate.
設(shè)計(jì)意圖：通過游戲的方式進(jìn)行練習(xí)，能夠增加課堂的趣味性和活躍度，激發(fā)學(xué)生的學(xué)習(xí)積極性。在游戲過程中，學(xué)生需要快速反應(yīng)并準(zhǔn)確說出問候語和自我介紹，既鍛煉了他們的口語表達(dá)能力，又加深了對所學(xué)知識的記憶。同時(shí)，游戲中的互動(dòng)和合作也有助于培養(yǎng)學(xué)生的團(tuán)隊(duì)精神和交際能力。
（四）Prductin
1. Make a dialgue
Shw sme pictures n the multimedia with different situatins, such as meeting a new friend in the park, greeting a classmate in the classrm, saying hell t a teacher in the hallway. Ask the students t chse ne f the pictures and make a dialgue with their partners accrding t the situatin. They shuld use the sentences learned in this lessn.
After a few minutes, invite sme pairs t cme t the frnt f the class and act ut their dialgues. Encurage ther students t listen carefully and give cmments.
設(shè)計(jì)意圖：創(chuàng)設(shè)不同的情境讓學(xué)生進(jìn)行對話創(chuàng)編，能夠培養(yǎng)學(xué)生的語言運(yùn)用能力和創(chuàng)造力，讓他們學(xué)會(huì)在實(shí)際生活中靈活運(yùn)用所學(xué)的英語知識進(jìn)行交流。表演和評價(jià)環(huán)節(jié)可以提高學(xué)生的自信心和口語表達(dá)能力，同時(shí)也讓學(xué)生從他人的表現(xiàn)中學(xué)習(xí)和借鑒。
2. Rle-play
Divide the class int several grups. Each grup assigns rles and creates a shrt scene abut greeting and intrducing themselves. Fr example, in a birthday party, the children meet and greet each ther. They can add sme simple actins and expressins t make the scene mre vivid.
Give the students sme time t prepare and rehearse. Then each grup perfrms their scene in frnt f the class. After each perfrmance, the teacher and the students can discuss and give suggestins fr imprvement.
設(shè)計(jì)意圖：角色扮演活動(dòng)可以讓學(xué)生深入體驗(yàn)語言在實(shí)際情境中的運(yùn)用，提高學(xué)生的綜合語言運(yùn)用能力和表演能力。通過小組合作，培養(yǎng)學(xué)生的團(tuán)隊(duì)協(xié)作精神和創(chuàng)新思維。討論和建議環(huán)節(jié)有助于學(xué)生不斷完善自己的表現(xiàn)，提高語言表達(dá)的準(zhǔn)確性和流暢性。
（五）Summary
1. Review the wrds and sentences
The teacher shws the wrd cards and asks the students t read the wrds alud: hell, hi, I'm. Then the teacher asks sme students t cme t the frnt f the class and use the wrds t make sentences, such as "Hell! I'm [Student's name]." "Hi! I'm [Student's name]."
Summarize the usage f the greeting sentences: "Hell!" and "Hi!" are bth used t greet thers, but "Hell!" is mre frmal and can be used in varius situatins, while "Hi!" is mre casual and ften used amng friends r in a relaxed atmsphere. "I'm..." is used t intrduce neself.
設(shè)計(jì)意圖：通過復(fù)習(xí)單詞和句子，鞏固學(xué)生所學(xué)的知識，強(qiáng)化記憶。同時(shí)，總結(jié)問候語和自我介紹句型的用法，幫助學(xué)生更好地理解和運(yùn)用，避免在實(shí)際交流中出現(xiàn)錯(cuò)誤。
2. Emphasize the imprtance f pliteness
Tell the students that greeting thers plitely is an imprtant part f interpersnal cmmunicatin. It can make peple feel friendly and respected. Encurage the students t use the learned greeting sentences in their daily lives and be plite children.
設(shè)計(jì)意圖：在語言教學(xué)的同時(shí)，注重培養(yǎng)學(xué)生的品德修養(yǎng)和文化意識，引導(dǎo)學(xué)生認(rèn)識到禮貌待人的重要性，將英語學(xué)習(xí)與實(shí)際生活相結(jié)合，培養(yǎng)學(xué)生的跨文化交際意識。
（六）Hmewrk
1. Listen and repeat the dialgue n Page 2 f the textbk fr five times. Try t imitate the prnunciatin and intnatin accurately.
設(shè)計(jì)意圖：通過聽讀課文對話，鞏固課堂所學(xué)知識，培養(yǎng)學(xué)生的語感和語音語調(diào)。
2. Use the learned greeting sentences "Hell! / Hi! I'm..." t greet yur family members and friends at least three times after schl.
設(shè)計(jì)意圖：將英語學(xué)習(xí)延伸到課外，讓學(xué)生在實(shí)際生活中運(yùn)用所學(xué)語言，增強(qiáng)語言實(shí)踐能力，同時(shí)也增進(jìn)與家人和朋友的交流。
六、板書設(shè)計(jì)
六、板書設(shè)計(jì)
設(shè)計(jì)意圖：板書設(shè)計(jì)簡潔明了，重點(diǎn)突出。將單詞、句子和相關(guān)圖片展示在黑板上，有助于學(xué)生直觀地理解和記憶所學(xué)內(nèi)容。單詞部分呈現(xiàn)了本節(jié)課的重點(diǎn)詞匯，句子部分展示了主要的句型結(jié)構(gòu)，圖片部分則可以幫助學(xué)生更好地理解問候和自我介紹的情境。通過合理的布局和設(shè)計(jì)，使板書成為學(xué)生學(xué)習(xí)的有效輔助工具。
Unit1 Greetings Lessn 2 教案
一、教學(xué)內(nèi)容
（一）教材內(nèi)容
本課時(shí)是人教精通版（2024）小學(xué)英語三年級上冊Unit1《Greetings》中的《Lessn 2》。主要學(xué)習(xí)內(nèi)容包括新的問候語“Gd mrning.”“Gd afternn.”以及用“This is...”介紹他人。教材通過生動(dòng)的圖片和情境對話，引導(dǎo)學(xué)生在不同的時(shí)間場景下運(yùn)用合適的問候語，并學(xué)會(huì)向他人介紹身邊的朋友或同學(xué)。
（二）教材分析
本單元圍繞“問候”這一主題展開，《Lessn 2》在前一課的基礎(chǔ)上進(jìn)一步豐富了問候語的表達(dá)，同時(shí)引入了介紹他人的句型，使學(xué)生能夠在更多的日常情境中進(jìn)行簡單的英語交流。教材內(nèi)容注重情境創(chuàng)設(shè)，貼近學(xué)生生活實(shí)際，有助于學(xué)生理解和運(yùn)用所學(xué)知識。
二、教學(xué)目標(biāo)
（一）知識目標(biāo)
1. 學(xué)生能聽懂、會(huì)說、會(huì)認(rèn)讀單詞：mrning，afternn，this，is。
2. 學(xué)生能理解并運(yùn)用句型：Gd mrning. / Gd afternn. This is...進(jìn)行問候和介紹他人。
（二）能力目標(biāo)
1. 學(xué)生能夠在實(shí)際情境中準(zhǔn)確運(yùn)用不同的問候語與他人交流，根據(jù)時(shí)間選擇合適的表達(dá)。
2. 培養(yǎng)學(xué)生運(yùn)用“This is...”句型介紹他人的能力，提高學(xué)生的口語表達(dá)和人際交往能力。
（三）情感目標(biāo)
1. 培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，鼓勵(lì)學(xué)生積極參與課堂活動(dòng)，大膽開口說英語。
2. 引導(dǎo)學(xué)生在日常生活中養(yǎng)成禮貌待人的良好習(xí)慣，學(xué)會(huì)用英語與他人友好交往。
三、教學(xué)重難點(diǎn)
（一）教學(xué)重點(diǎn)
1. 掌握單詞mrning，afternn，this，is的發(fā)音和書寫。
2. 熟練運(yùn)用句型Gd mrning. / Gd afternn. This is...進(jìn)行問候和介紹他人。
（二）教學(xué)難點(diǎn)
1. 區(qū)分“Gd mrning.”和“Gd afternn.”的使用時(shí)間，并能正確運(yùn)用。
2. “this”的發(fā)音，以及“This is...”句型的語用功能和正確表達(dá)方式。
四、教學(xué)過程
（一）Warming-up
1. Greetings
- T: Hell, bys and girls! Hw are yu tday?
- Ss: Hell, teacher! I'm fine, thank yu. And yu?
- T: I'm very well, t. Befre we start ur new lessn, let's review what we learned last time. Wh can say hell r hi t me and intrduce yurself?
- Several students raise their hands and say, fr example, "Hell! I'm Li Ming." r "Hi! I'm Wang Mei." The teacher respnds with a smile and gives praise.
設(shè)計(jì)意圖：通過日常問候和復(fù)習(xí)上節(jié)課的內(nèi)容，喚起學(xué)生的記憶，鞏固所學(xué)知識，同時(shí)營造輕松的課堂氛圍，為新課的學(xué)習(xí)做好準(zhǔn)備。
2. Sing a sng
- Play the sng "Hell" again. The teacher and students sing tgether and d the actins as they did in the previus lessn.
設(shè)計(jì)意圖：歌曲能夠活躍課堂氣氛，讓學(xué)生在歡快的節(jié)奏中進(jìn)入英語學(xué)習(xí)狀態(tài)，同時(shí)也再次強(qiáng)化了問候語的學(xué)習(xí)。
（二）Presentatin
1. Learn the new wrds
- Shw a picture f a beautiful sunrise n the multimedia and say, "Lk at this picture. It's mrning. We say 'Gd mrning' when we meet peple in the mrning." Then write the wrd "mrning" n the blackbard and read it clearly: "mrning", emphasizing the prnunciatin f the "r" sund. Let the students repeat several times.
- Use a similar way t teach the wrd "afternn". Shw a picture f the sun in the sky at abut 2 r 3 pm and say, "Nw it's afternn. We say 'Gd afternn' at this time." Write the wrd "afternn" n the blackbard and read it: "afternn", paying attentin t the stress n the first syllable. Have the students imitate the prnunciatin.
- Teach the wrds "this" and "is"
- Hld up a pencil and say, "This is a pencil." Pint t the pencil and say "this" clearly, then say "is" and emphasize the /?z/ sund. Let the students understand the meaning and prnunciatin f "this" and "is" thrugh this example. Have them repeat "This is a pencil." several times.
- Then pint t ther bjects in the classrm, such as a bk, a desk, etc., and ask the students t say "This is a..." fllwing the teacher's example.
設(shè)計(jì)意圖：利用圖片創(chuàng)設(shè)情境，直觀地展示單詞所代表的時(shí)間概念，幫助學(xué)生理解和記憶。通過實(shí)物舉例教授“this”和“is”，使學(xué)生能夠在具體的語境中感受這兩個(gè)詞的用法和意義，增強(qiáng)學(xué)習(xí)的趣味性和實(shí)用性。
2. Text learning
- Open the textbk t Page 4. Shw the pictures f the textbk n the multimedia. Lk at the first picture, where Miss Liu is greeting the students in the mrning. The teacher says, "Let's see what they are saying. Listen carefully." Then play the dialgue recrding: "Gd mrning, Miss Liu!" "Gd mrning, bys and girls!"
- After listening, the teacher asks sme questins:
- What time is it in the picture? (It's mrning.)
- Wh are they in the picture? (Miss Liu and the students.)
- What d they say when they meet in the mrning? (Gd mrning.)
- Let the students repeat the dialgue after the recrding sentence by sentence. Then ask a few students t rle-play the dialgue, with ne student acting as Miss Liu and the thers as the students.
- Lk at the secnd picture n Page 4. It shws Peter and Li Yan meeting in the afternn. The teacher plays the dialgue recrding: "Gd afternn, Peter!" "Gd afternn, Li Yan! This is Ga Wei." "Nice t meet yu, Ga Wei." "Nice t meet yu, t."
- After listening, ask the students questins like:
- What time is it nw? (It's afternn.)
- Wh are the characters in the picture? (Peter, Li Yan, and Ga Wei.)
- What d they say when they meet in the afternn? (Gd afternn.)
- What des Peter say when he intrduces Ga Wei? (This is Ga Wei.)
- Explain the meaning and usage f "This is..." in the cntext f intrducing smene. Let the students understand that we use this sentence t intrduce a persn t anther persn. Have the students repeat the dialgue several times, paying attentin t the prnunciatin and intnatin. Then ask sme pairs f students t rle-play the dialgue, with ne student intrducing anther student using "This is...".
設(shè)計(jì)意圖：通過教材圖片和錄音，引導(dǎo)學(xué)生進(jìn)入對話情境，理解課文內(nèi)容。提問環(huán)節(jié)幫助學(xué)生梳理關(guān)鍵信息，加深對新知識的理解。角色扮演活動(dòng)讓學(xué)生在實(shí)際情境中運(yùn)用所學(xué)的問候語和介紹他人的句型，提高口語表達(dá)能力和交際能力。
（三）Practice
1. Grup practice
- Divide the students int grups f fur. Each grup is given a set f time cards (with "mrning" and "afternn" written n them) and name cards (with different students' names). The students take turns t pick a time card and a name card, and then greet each ther and intrduce themselves accrding t the time and name n the cards. Fr example, if a student picks the "mrning" card and the name card f "Zhang Hua", he/she can say, "Gd mrning. I'm Zhang Hua. This is Li Ming." (assuming Li Ming is anther student in the grup). The ther students in the grup respnd accrdingly.
- The teacher ges arund the grups t bserve and ffer help if needed. Encurage the students t use crrect prnunciatin and intnatin. After a while, ask sme grups t shw their dialgues in frnt f the class. Give psitive feedback and rewards t the grups that perfrm well.
設(shè)計(jì)意圖：小組練習(xí)可以增加學(xué)生的參與度和開口說英語的機(jī)會(huì)。通過時(shí)間卡和名字卡的設(shè)置，創(chuàng)設(shè)不同的情境，讓學(xué)生在實(shí)踐中熟練掌握不同時(shí)間的問候語以及介紹他人的句型，同時(shí)培養(yǎng)學(xué)生的合作能力和語言運(yùn)用能力。
2. Listen and d
- The teacher says sme instructins, such as "Gd mrning, stand up." "Gd afternn, sit dwn." "This is Li Mei, wave yur hands." The students listen and d the crrespnding actins. This activity can help students better understand and respnd t the learned phrases in a real-life cntext. It als trains their listening and reactin skills.
- After several runds, ask individual students t give instructins and the rest f the class t fllw. This can further enhance students' participatin and their ability t use the language independently.
設(shè)計(jì)意圖：通過聽指令做動(dòng)作的活動(dòng)，讓學(xué)生將所學(xué)的語言知識與實(shí)際行動(dòng)相結(jié)合，加深對問候語和“This is...”句型的理解和記憶。同時(shí)，這種互動(dòng)方式可以增加課堂的趣味性和活躍度，提高學(xué)生的學(xué)習(xí)積極性和注意力。
（四）Prductin
1. Create a situatin dialgue
- Shw sme pictures n the multimedia that depict different situatins, such as meeting a new teacher in the mrning, intrducing a friend t yur parents in the afternn, r greeting classmates n the playgrund. Ask the students t chse ne f the pictures and create a dialgue with their partners based n the situatin. They shuld use the sentences learned in this lessn, including the apprpriate greeting and the intrductin f thers.
- Give the students enugh time t prepare and discuss. Then invite several pairs t cme t the frnt f the class and perfrm their dialgues. Encurage ther students t listen carefully and give cmments r suggestins.
設(shè)計(jì)意圖：創(chuàng)設(shè)情境對話活動(dòng)，讓學(xué)生在真實(shí)或模擬的情境中運(yùn)用所學(xué)知識進(jìn)行語言表達(dá)，培養(yǎng)學(xué)生的創(chuàng)造力和語言綜合運(yùn)用能力。通過表演和評價(jià)，提高學(xué)生的自信心和口語表達(dá)能力，同時(shí)也讓學(xué)生從他人的表現(xiàn)中學(xué)習(xí)和借鑒。
2. Rle-play game: "Meet and Greet"
- Divide the class int several small grups. Each grup assigns rles, including sme students as new classmates, ne student as the teacher, and ne r tw students as parents r visitrs. Set up a scenari where new classmates are intrduced t the class r t thers in different situatins during the day (mrning r afternn).
- The students in each grup need t use the learned greeting sentences and "This is..." t interact and intrduce each ther. They can als add sme simple cnversatins and actins t make the rle-play mre vivid and interesting.
- After the grups have prepared and rehearsed, they take turns t perfrm in frnt f the class. The teacher and ther students can watch and evaluate their perfrmances, fcusing n the use f language, cmmunicatin skills, and creativity.
設(shè)計(jì)意圖：通過角色扮演游戲，讓學(xué)生更加深入地體驗(yàn)語言在實(shí)際生活中的運(yùn)用，提高學(xué)生的語言運(yùn)用能力和人際交往能力。在游戲中，學(xué)生需要根據(jù)不同的角色和情境進(jìn)行對話，培養(yǎng)學(xué)生的應(yīng)變能力和團(tuán)隊(duì)合作精神。評價(jià)環(huán)節(jié)可以促進(jìn)學(xué)生不斷改進(jìn)和提高自己的表現(xiàn)。
（五）Summary
1. Review the wrds and sentences
- The teacher shws the wrd cards f "mrning", "afternn", "this", "is" ne by ne and asks the students t read alud and spell them. Then the teacher asks sme students t use these wrds t make sentences, such as "Gd mrning. This is my bk." r "Gd afternn. This is my friend, Tm."
- Summarize the usage f the greeting sentences "Gd mrning." and "Gd afternn.", emphasizing that we use "Gd mrning" in the mrning and "Gd afternn" in the afternn. Review the structure and usage f "This is..." fr intrducing thers, and remind the students t pay attentin t the prnunciatin and intnatin when using these sentences.
設(shè)計(jì)意圖：通過復(fù)習(xí)單詞和句子，鞏固學(xué)生所學(xué)的知識，強(qiáng)化記憶。同時(shí)，對問候語和介紹他人句型的用法進(jìn)行總結(jié)歸納，幫助學(xué)生梳理知識要點(diǎn)，明確語言規(guī)則，以便更好地運(yùn)用。
2. Cultural tips
- Tell the students that different cultures may have different ways f greeting and intrducing peple. In English-speaking cuntries, it is cmmn t use these simple and plite expressins. Encurage the students t respect different cultural custms and use apprpriate language when cmmunicating with peple frm different backgrunds.
設(shè)計(jì)意圖：在語言教學(xué)中滲透文化知識，培養(yǎng)學(xué)生的跨文化交際意識。讓學(xué)生了解不同文化中問候和介紹他人的方式可能存在差異，引導(dǎo)學(xué)生尊重多元文化，拓寬國際視野，提高學(xué)生的文化素養(yǎng)。
（六）Hmewrk
1. Listen t the dialgue n Page 4 f the textbk fr five times and imitate the prnunciatin and intnatin.
設(shè)計(jì)意圖：通過聽讀課文對話，鞏固課堂所學(xué)的語音、語調(diào)知識，培養(yǎng)學(xué)生的語感，提高學(xué)生的聽力和口語表達(dá)能力。
2. Use the learned greeting sentences and "This is..." t greet and intrduce peple t yur family members at hme. Fr example, in the mrning, yu can say "Gd mrning, Mm/Dad. This is my ty bear." In the afternn, yu can say "Gd afternn, Grandpa/Grandma. This is my classmate, Zhang Hua."
設(shè)計(jì)意圖：將英語學(xué)習(xí)延伸到家庭生活中，讓學(xué)生在實(shí)際生活情境中運(yùn)用所學(xué)知識，增強(qiáng)語言實(shí)踐能力，同時(shí)也增進(jìn)與家人的交流和互動(dòng)。
五、課堂總結(jié)
在本節(jié)課中，我們學(xué)習(xí)了新的問候語“Gd mrning.”和“Gd afternn.”，以及用“This is...”介紹他人的句型。通過圖片、情境對話、小組練習(xí)、角色扮演等多種教學(xué)方法，同學(xué)們積極參與課堂活動(dòng)，較好地掌握了這些知識。希望同學(xué)們在日常生活中能夠靈活運(yùn)用所學(xué)的英語問候語和介紹他人的方式，與他人友好交往，做一個(gè)有禮貌的好孩子。同時(shí)，我們也了解了不同文化中問候和介紹他人的差異，要尊重不同的文化習(xí)俗。大家在課后要認(rèn)真復(fù)習(xí)所學(xué)內(nèi)容，多聽、多說、多讀、多寫，不斷提高自己的英語水平。
六、教學(xué)反思
在教學(xué)過程中，學(xué)生對新知識的接受程度較好，通過多種互動(dòng)活動(dòng)，大部分學(xué)生能夠積極參與并掌握所學(xué)內(nèi)容。但在區(qū)分“Gd mrning.”和“Gd afternn.”的使用時(shí)間上，仍有少數(shù)學(xué)生容易混淆，需要在今后的教學(xué)中加強(qiáng)鞏固練習(xí)。在介紹他人的句型練習(xí)中，部分學(xué)生對“This is...”的發(fā)音不夠準(zhǔn)確，需要進(jìn)一步糾正和強(qiáng)化。在教學(xué)活動(dòng)的組織上，小組活動(dòng)和角色扮演活動(dòng)的效果較好，但在時(shí)間把控上還需要更加合理，確保每個(gè)學(xué)生都有足夠的機(jī)會(huì)參與和展示。在今后的教學(xué)中，我將繼續(xù)關(guān)注學(xué)生的學(xué)習(xí)情況，及時(shí)調(diào)整教學(xué)方法和策略，提高教學(xué)質(zhì)量，讓學(xué)生在輕松愉快的氛圍中更好地學(xué)習(xí)英語。
Unit1 Greetings Lessn 3 教案
一、教材內(nèi)容
（一）教學(xué)內(nèi)容
本課時(shí)是人教精通版（2024）小學(xué)英語三年級上冊Unit1《Greetings》中的《Lessn 3》。主要圍繞問候語“Gd evening.”“Gd night.”以及復(fù)習(xí)之前學(xué)過的問候語和自我介紹展開。教材通過生動(dòng)有趣的圖片和簡單的對話，引導(dǎo)學(xué)生在不同的時(shí)間段使用恰當(dāng)?shù)膯柡蛘Z，并進(jìn)一步鞏固和運(yùn)用所學(xué)的英語表達(dá)進(jìn)行交流。
（二）教材分析
本單元的主題是“問候”，在前兩課的基礎(chǔ)上，《Lessn 3》繼續(xù)拓展了問候語的學(xué)習(xí)，豐富了學(xué)生在日常生活中用英語進(jìn)行交流的表達(dá)方式。教材內(nèi)容注重情境創(chuàng)設(shè)，貼近學(xué)生的生活實(shí)際，有助于學(xué)生理解和運(yùn)用語言知識。同時(shí)，通過復(fù)習(xí)和鞏固，幫助學(xué)生加深對已學(xué)知識的記憶，提高語言綜合運(yùn)用能力。
二、核心素養(yǎng)目標(biāo)
（一）語言能力目標(biāo)
1. 學(xué)生能夠準(zhǔn)確聽、說、讀、寫單詞：evening，night。
2. 學(xué)生能夠熟練運(yùn)用句型：Gd evening. / Gd night. 以及之前學(xué)過的Hell! / Hi! I'm... This is...在不同的情境中進(jìn)行問候和交流。
（二）文化意識目標(biāo)
1. 了解英語中不同時(shí)間段問候語的文化背景和使用習(xí)慣，增強(qiáng)跨文化交際意識。
2. 培養(yǎng)學(xué)生尊重不同文化差異，學(xué)會(huì)在不同文化背景下正確運(yùn)用語言進(jìn)行交流的能力。
（三）思維品質(zhì)目標(biāo)
1. 通過觀察圖片、分析情境和理解對話內(nèi)容，培養(yǎng)學(xué)生的觀察力、分析力和邏輯思維能力。
2. 鼓勵(lì)學(xué)生在交流中積極思考，大膽表達(dá)自己的想法，培養(yǎng)創(chuàng)新思維和批判性思維能力。
（四）學(xué)習(xí)能力目標(biāo)
1. 培養(yǎng)學(xué)生良好的英語學(xué)習(xí)習(xí)慣，如認(rèn)真聽講、積極參與課堂活動(dòng)、主動(dòng)復(fù)習(xí)和預(yù)習(xí)等。
2. 引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用多種學(xué)習(xí)方法，如模仿、合作學(xué)習(xí)、自主探究等，提高學(xué)習(xí)效率和自主學(xué)習(xí)能力。
三、教學(xué)重難點(diǎn)
（一）教學(xué)重點(diǎn)
1. 掌握單詞evening，night的發(fā)音、拼寫和意義。
2. 正確運(yùn)用Gd evening. / Gd night. 以及其他問候語進(jìn)行日常交流，并能根據(jù)不同的情境選擇合適的問候語。
（二）教學(xué)難點(diǎn)
1. 理解Gd evening.和Gd night.的使用情境和時(shí)間界限，能夠準(zhǔn)確區(qū)分并運(yùn)用。
2. 引導(dǎo)學(xué)生在實(shí)際交流中靈活運(yùn)用所學(xué)的問候語和相關(guān)句型，做到自然流暢、準(zhǔn)確得體。
四、教學(xué)過程
（一）Warming-up
1. Greetings
T: Hell, bys and girls! Hw are yu tday?
Ss: Hell, teacher! I'm fine, thank yu. And yu?
T: I'm very well, t. Let's start ur class with a little game. I'll say a greeting, and yu need t respnd quickly. Are yu ready?
T: Hell!
Ss: Hi! / Hell! (Students respnd accrding t the previus learning)
T: Gd mrning!
Ss: Gd mrning!
設(shè)計(jì)意圖：通過日常問候和簡單的互動(dòng)游戲，復(fù)習(xí)已學(xué)的問候語，活躍課堂氣氛，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，同時(shí)為新課的學(xué)習(xí)做好鋪墊。
2. Revisin
Shw sme pictures n the multimedia that depict different situatins with peple greeting each ther, such as in the classrm, n the playgrund, in the park, etc. Each picture shws a specific time f the day (mrning, afternn).
Ask the students t lk at the pictures and describe what they see using the apprpriate greeting sentences they have learned. Fr example, fr a picture f students greeting in the classrm in the mrning, a student may say, "Gd mrning. The students are greeting each ther in the classrm."
Then ask sme students t cme t the frnt f the class and act ut the dialgues in the pictures with their partners, using the crrect greeting sentences and sme simple actins.
設(shè)計(jì)意圖：利用圖片復(fù)習(xí)不同時(shí)間段的問候語，幫助學(xué)生鞏固所學(xué)知識，同時(shí)培養(yǎng)學(xué)生的觀察能力和口語表達(dá)能力。通過角色扮演，讓學(xué)生在實(shí)際情境中運(yùn)用語言，增強(qiáng)學(xué)習(xí)的趣味性和實(shí)用性。
（二）Presentatin
1. Learn the new wrds
Shw a picture f the sunset n the multimedia and say, "Lk at this beautiful picture. The sun is setting, and it's getting darker. This time f the day is called 'evening'. We say 'Gd evening' when we meet peple in the evening." Then write the wrd "evening" n the blackbard and read it clearly: "e-ve-ning", emphasizing the prnunciatin f each syllable. Let the students repeat several times.
Use a similar way t teach the wrd "night". Shw a picture f a dark sky with stars and a mn, and say, "Nw it's very dark. It's night. We say 'Gd night' when we g t bed r say gdbye t peple at night." Write the wrd "night" n the blackbard and read it: "n-i-ght", making sure the students prnunce it crrectly. Have the students imitate the prnunciatin and practice saying the wrds in pairs.
設(shè)計(jì)意圖：通過展示與單詞相關(guān)的圖片，創(chuàng)設(shè)直觀的情境，幫助學(xué)生理解單詞的含義和使用場景。同時(shí)，引導(dǎo)學(xué)生跟讀、模仿發(fā)音，加強(qiáng)對新單詞的記憶。讓學(xué)生兩兩練習(xí)，有助于互相糾正發(fā)音，提高學(xué)習(xí)效果。
2. Text learning
Open the textbk t Page 6. Shw the pictures f the textbk n the multimedia. Lk at the first picture, where Lisa is greeting her father in the evening. The teacher says, "Let's see what Lisa and her father are saying. Listen carefully." Then play the dialgue recrding: "Gd evening, Dad!" "Gd evening, Lisa!"
After listening, ask the students sme questins:
What time is it in the picture? (It's evening.)
Wh are they in the picture? (Lisa and her father.)
What d they say when they meet in the evening? (Gd evening.)
Let the students repeat the dialgue after the recrding sentence by sentence. Then ask a few students t rle-play the dialgue, with ne student acting as Lisa and the ther as the father.
Lk at the secnd picture n Page 6. It shws Lisa ging t bed and saying gd night t her mther. The teacher plays the dialgue recrding: "Gd night, Mum!" "Gd night, Lisa! Have a sweet dream!"
After listening, ask the students questins like:
What is Lisa ding in the picture? (She is ging t bed.)
What time is it prbably? (It's night.)
What d they say when Lisa ges t bed? (Gd night.)
Explain the meaning and usage f "Gd evening." and "Gd night." in detail, emphasizing the difference in the time when they are used. Fr example, "Gd evening" is usually used frm arund sunset t bedtime, while "Gd night" is used when peple are ging t sleep r saying gdbye at night.
Have the students repeat the dialgues several times, paying attentin t the prnunciatin and intnatin, and the apprpriate use f the new wrds and sentences.
設(shè)計(jì)意圖：通過教材圖片和錄音，引導(dǎo)學(xué)生進(jìn)入對話情境，理解課文內(nèi)容。提問環(huán)節(jié)幫助學(xué)生梳理關(guān)鍵信息，加深對新知識的理解。角色扮演活動(dòng)讓學(xué)生在實(shí)際情境中運(yùn)用所學(xué)的問候語，提高口語表達(dá)能力和交際能力。詳細(xì)解釋“Gd evening.”和“Gd night.”的使用情境和時(shí)間界限，有助于學(xué)生準(zhǔn)確理解和運(yùn)用，避免在實(shí)際交流中出現(xiàn)錯(cuò)誤。
（三）Practice
1. Grup practice
Divide the students int grups f fur. Each grup is given a set f cards with different times f the day written n them (mrning, afternn, evening, night) and sme pictures that shw peple greeting in different situatins. The students take turns t pick a card and a picture, and then make a dialgue using the apprpriate greeting sentence accrding t the time and situatin n the card and picture. Fr example, if a student picks the "evening" card and a picture f tw friends meeting n the street, he/she can say, "Gd evening. Nice t see yu." The ther student in the grup respnds accrdingly.
The teacher ges arund the grups t bserve and prvide guidance. Encurage the students t use creative dialgues and pay attentin t the crrect prnunciatin and grammar. After a while, ask sme grups t present their dialgues in frnt f the class. Give psitive feedback and rewards t the grups that perfrm well.
設(shè)計(jì)意圖：小組練習(xí)可以增加學(xué)生的參與度和開口說英語的機(jī)會(huì)。通過時(shí)間卡片和圖片的設(shè)置，創(chuàng)設(shè)不同的情境，讓學(xué)生在實(shí)踐中熟練掌握不同時(shí)間段的問候語，培養(yǎng)學(xué)生的語言運(yùn)用能力和合作能力。教師的巡視和指導(dǎo)有助于及時(shí)糾正學(xué)生的錯(cuò)誤，提高練習(xí)效果。小組展示可以增強(qiáng)學(xué)生的自信心和表現(xiàn)力，同時(shí)也為其他學(xué)生提供學(xué)習(xí)的榜樣。
2. Listen and draw
The teacher says sme sentences, such as "It's mrning. Draw a sun rising in the sky." "It's afternn. Draw a by playing ftball in the park." "It's evening. Draw a family having dinner at the table." "It's night. Draw a little girl sleeping in her bed with a teddy bear beside her." The students listen and draw accrding t the teacher's instructins.
After they finish drawing, ask the students t shw their pictures and describe what they have drawn using the apprpriate greeting sentences. Fr example, a student may say, "Gd mrning. I drew a sun rising. It's a beautiful mrning." This activity can help students better understand the meaning and usage f the wrds related t different times f the day, and als train their listening and drawing skills.
設(shè)計(jì)意圖：通過聽指令畫圖的活動(dòng)，將語言學(xué)習(xí)與繪畫相結(jié)合，增加學(xué)習(xí)的趣味性。學(xué)生在聽和畫的過程中，需要理解并運(yùn)用與時(shí)間相關(guān)的詞匯和問候語，從而加深對知識的記憶和理解。展示和描述圖片的環(huán)節(jié)可以鍛煉學(xué)生的口語表達(dá)能力和綜合運(yùn)用語言的能力。
（四）Prductin
1. Make a stry
Ask the students t wrk in pairs and create a shrt stry using the greeting sentences they have learned. The stry shuld have a clear beginning, middle, and end, and invlve different times f the day and peple greeting each ther in different situatins. Fr example, a student may create a stry like this: "In the mrning, Tm ges t schl and meets his friend Jerry. They say 'Gd mrning' t each ther. In the afternn, they play basketball tgether and greet their classmates with 'Hi!' When it's evening, Tm ges hme and says 'Gd evening' t his parents. At night, he ges t bed and says 'Gd night' t his teddy bear."
Give the students enugh time t write and discuss their stries. Then ask sme pairs t cme t the frnt f the class and tell their stries t the whle class. Encurage ther students t listen carefully and ask questins r give cmments.
設(shè)計(jì)意圖：讓學(xué)生創(chuàng)編故事可以培養(yǎng)學(xué)生的創(chuàng)造力和語言綜合運(yùn)用能力。通過設(shè)定故事的要求，讓學(xué)生在編寫過程中運(yùn)用不同時(shí)間段的問候語和相關(guān)句型，將所學(xué)知識融會(huì)貫通。講述故事和互動(dòng)環(huán)節(jié)可以提高學(xué)生的口語表達(dá)能力和自信心，同時(shí)也能培養(yǎng)學(xué)生的傾聽和評價(jià)能力。
2. Rle-play activity: "A Day in My Life"
Divide the class int several grups. Each grup chses a scenari that represents a day in smene's life, such as a schl day, a weekend day at hme, r a day ut with friends. The students in each grup need t act ut the different activities and interactins that happen during the day, using the apprpriate greeting sentences and ther expressins they have learned.
Fr example, in a schl day scenari, students can act ut greeting their teachers and classmates in the mrning, having cnversatins during recess and lunchtime (using Hell! / Hi!), and saying gdbye in the afternn. At hme in the evening, they can shw greeting their family members and ging t bed at night with "Gd night."
After the grups have prepared and rehearsed, they perfrm their rle-plays in frnt f the class. The teacher and ther students can watch and evaluate the perfrmances based n the use f language, creativity, and the verall presentatin.
設(shè)計(jì)意圖：通過角色扮演活動(dòng)，讓學(xué)生模擬真實(shí)生活中的場景，深入體驗(yàn)語言在不同情境中的運(yùn)用。這種活動(dòng)可以提高學(xué)生的語言運(yùn)用能力、團(tuán)隊(duì)合作能力和表演能力。同時(shí)，讓學(xué)生在活動(dòng)中感受英語學(xué)習(xí)的樂趣和實(shí)用性，增強(qiáng)學(xué)習(xí)的動(dòng)力和興趣。
（五）Summary
1. Review the wrds and sentences
The teacher shws the wrd cards f "evening" and "night" again and asks the students t read alud and spell them. Then ask sme students t use these wrds t make sentences, such as "Gd evening. I'm ging t watch TV with my parents this evening." r "Gd night. I'm ging t sleep nw."
Review all the greeting sentences learned in this unit: Hell! / Hi! Gd mrning. / Gd afternn. / Gd evening. / Gd night. I'm... This is... Have the students summarize the situatins in which each greeting sentence is used. Fr example, they can say that "Hell!" and "Hi!" can be used at any time when meeting peple casually, "Gd mrning." is used in the mrning, "Gd afternn." in the afternn, "Gd evening." in the evening befre bedtime, and "Gd night." when ging t sleep r saying gdbye at night.
設(shè)計(jì)意圖：通過復(fù)習(xí)單詞和句子，鞏固學(xué)生所學(xué)的知識，強(qiáng)化記憶。讓學(xué)生總結(jié)問候語的使用情境，有助于他們更好地理解和運(yùn)用這些語言知識，提高語言運(yùn)用的準(zhǔn)確性和得體性。
2. Cultural awareness
Discuss with the students the cultural differences in greeting custms between different cuntries. Fr example, in sme Western cuntries, peple usually kiss r hug when greeting clse friends r family members, while in China, we may shake hands r nd. Als, the apprpriate distance and eye cntact when greeting may vary in different cultures.
Encurage the students t be aware f these cultural differences and respect them when cmmunicating with peple frm different backgrunds. Remind them that learning a language als means learning abut the culture behind it.
設(shè)計(jì)意圖：在語言教學(xué)中培養(yǎng)學(xué)生的文化意識，讓學(xué)生了解不同文化背景下的問候習(xí)俗差異，拓寬學(xué)生的國際視野，增強(qiáng)跨文化交際能力。引導(dǎo)學(xué)生尊重文化差異，培養(yǎng)學(xué)生的文化包容和理解能力，有助于學(xué)生在未來的國際交流中更好地適應(yīng)和融入不同的文化環(huán)境。
（六）Hmewrk
1. Listen t the dialgue n Page 6 f the textbk fr five times and imitate the prnunciatin and intnatin.
設(shè)計(jì)意圖：通過聽讀課文對話，鞏固課堂所學(xué)的語音、語調(diào)知識，培養(yǎng)學(xué)生的語感，提高學(xué)生的聽力和口語表達(dá)能力。
2. Observe the peple arund yu and recrd the times and situatins when they use different greeting sentences. Yu can write them dwn in a small ntebk. Try t use the English greeting sentences yu have learned t greet yur family and friends at the apprpriate times.
設(shè)計(jì)意圖：將英語學(xué)習(xí)延伸到生活實(shí)際中，讓學(xué)生在觀察和記錄中進(jìn)一步加深對不同問候語使用情境的理解。同時(shí)，鼓勵(lì)學(xué)生在生活中積極運(yùn)用英語進(jìn)行交流，提高語言實(shí)踐能力，增強(qiáng)學(xué)習(xí)的成就感和興趣。
五、課堂總結(jié)
在本節(jié)課中，我們學(xué)習(xí)了新的問候語“Gd evening.”和“Gd night.”，并復(fù)習(xí)了之前學(xué)過的其他問候語和相關(guān)句型。通過多種形式的練習(xí)和活動(dòng)，同學(xué)們積極參與，對不同時(shí)間段的問候語有了更深入的理解和掌握。我們還了解了英語中問候語的文化背景和使用習(xí)慣，知道了在不同文化中問候方式可能存在差異。希望同學(xué)們在今后的學(xué)習(xí)和生活中，能夠靈活運(yùn)用所學(xué)的英語問候語，與他人友好交流，同時(shí)尊重不同的文化習(xí)俗。大家在課后要認(rèn)真完成作業(yè)，繼續(xù)鞏固所學(xué)知識，不斷提高自己的英語水平。
六、教學(xué)反思
在教學(xué)過程中，通過圖片、情境創(chuàng)設(shè)和多種互動(dòng)活動(dòng)，學(xué)生對新知識的學(xué)習(xí)興趣較高，能夠積極參與課堂練習(xí)和角色扮演等活動(dòng)。大部分學(xué)生能夠較好地掌握“evening”和“night”這兩個(gè)單詞以及“Gd evening.”和“Gd night.”這兩個(gè)問候語的用法，但在實(shí)際運(yùn)用中，仍有部分學(xué)生對不同問候語的使用情境區(qū)分不夠清晰，需要在今后的教學(xué)中加強(qiáng)針對性的練習(xí)和鞏固。在文化意識培養(yǎng)方面，學(xué)生表現(xiàn)出了濃厚的興趣，積極參與討論，但對于文化差異的理解還需要進(jìn)一步深化和拓展。在教學(xué)活動(dòng)的組織上，小組活動(dòng)和創(chuàng)編故事等環(huán)節(jié)有效地促進(jìn)了學(xué)生的合作學(xué)習(xí)和語言綜合運(yùn)用能力，但在時(shí)間把控上還需要更加精準(zhǔn)，以確保每個(gè)教學(xué)環(huán)節(jié)都能充分展開。在今后的教學(xué)中，我將繼續(xù)關(guān)注學(xué)生的學(xué)習(xí)情況，優(yōu)化教學(xué)方法和活動(dòng)設(shè)計(jì)，注重培養(yǎng)學(xué)生的語言實(shí)際運(yùn)用能力和跨文化交際意識，提高教學(xué)質(zhì)量。
Wrds:
hell hi I'm
Sentences:
Hell! I'm...
Hi! I'm...
Pictures:
(Draw a picture f a smiling face t represent greeting)
(Draw a simple stick figure t represent a persn intrducing neself)

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小學(xué)英語人教精通版（2024）三年級上冊（2024）電子課本 新教材

Unit 1 Greetings

版本： 人教精通版（2024）

年級： 三年級上冊（2024）

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