（一）教材內(nèi)容
本課時是人教精通版（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。教材通過生動的圖片和情境對話，引導(dǎo)學(xué)生在不同的時間場景下運(yùn)用合適的問候語，并學(xué)會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、會說、會認(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，鼓勵學(xué)生積極參與課堂活動，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)計意圖：利用圖片創(chuàng)設(shè)情境，直觀地展示單詞所代表的時間概念，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。通過時間卡和名字卡的設(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間的問候語以及介紹他人的句型，同時培養(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)計意圖：通過聽指令做動作的活動，讓學(xué)生將所學(xué)的語言知識與實(shí)際行動相結(jié)合，加深對問候語和“This is...”句型的理解和記憶。同時，這種互動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)計意圖：創(chuàng)設(shè)情境對話活動，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，提高學(xué)生的自信心和口語表達(dá)能力，同時也讓學(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，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，同時也增進(jìn)與家人的交流和互動。
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，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，做一個有禮貌的好孩子。同時，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，通過多種互動活動，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)活動的組織上，小組活動和角色扮演活動的效果較好，但在時間把控上還需要更加合理，確保每個學(xué)生都有足夠的機(jī)會參與和展示。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。

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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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