人教精通版（2024）三年级上册（2024）Unit 1 Greetings教学设计

这是一份人教精通版（2024）三年级上册（2024）Unit 1 Greetings教学设计，共10页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
（一）教学内容
本课时是人教精通版（2024）小学英语三年级上册Unit1《Greetings》中的《Lessn 1》。主要围绕日常问候语“Hell!”“Hi!”以及自我介绍“I'm...”展开。教材通过生动的图片和简单的对话情境，引导学生学习用英语打招呼和介绍自己。
（二）教材分析
本单元是小学英语学习的起始单元，对于培养学生的学习兴趣和初步的英语语感具有重要意义。《Lessn 1》作为单元的开篇，重点在于让学生熟悉基本的问候语和自我介绍方式，为后续的学习打下基础。教材内容贴近学生生活实际，易于理解和接受，能够激发学生的学习积极性。
二、教学目标
（一）知识目标
1. 学生能听懂、会说、会认读单词：hell，hi，I'm。
2. 学生能理解并运用句型：Hell! / Hi! I'm...进行简单的问候和自我介绍。
（二）能力目标
1. 学生能够在实际情境中准确运用所学的问候语和自我介绍句型与他人交流。
2. 培养学生的听说能力和口语表达能力，使其能够用简单的英语进行日常交际。
（三）情感目标
1. 激发学生学习英语的兴趣，培养学生积极参与课堂活动的意识。
2. 引导学生在人际交往中学会礼貌问候，培养友好待人的良好品质。
三、教学重难点
（一）教学重点
1. 掌握单词hell，hi，I'm的发音和书写。
2. 熟练运用句型Hell! / Hi! I'm...进行问候和自我介绍。
（二）教学难点
1. I'm的正确发音，特别是/I'm/中/m/的发音要清晰。
2. 让学生理解并区分Hell!和Hi!的使用场景，能够在合适的情境中自然运用。
四、教学准备
1. 教师准备多媒体课件、单词卡片、头饰、教学道具（如玩具小熊等）、奖励小贴纸。
2. 学生准备英语课本。
五、教学过程
（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.
设计意图：通过日常问候，拉近师生距离，营造轻松愉快的课堂氛围，同时复习已学的问候语，为新课学习做好铺垫。
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.
设计意图：利用歌曲激发学生的学习兴趣，让学生在欢快的氛围中初步感受英语的节奏和韵律，同时也引出本节课的主题“问候”。
（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!"
设计意图：运用直观教学法，通过展示单词卡片、示范发音和动作，帮助学生理解和记忆新单词。利用玩具熊进行情境创设，让学生更直观地感受“I'm...”的用法，激发学生的学习兴趣和参与度。
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.
设计意图：通过教材图片和录音，让学生直观地感受对话情境，理解课文内容。提问环节帮助学生梳理对话中的关键信息，加深对新知识的理解。角色扮演活动让学生在实际情境中运用所学语言，提高口语表达能力和交际能力。
（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.
设计意图：小组练习可以让学生有更多的机会开口说英语，互相交流和学习。通过使用角色卡片，增加练习的趣味性和情境性，让学生更好地掌握问候语和自我介绍的用法。教师的巡视和指导有助于及时纠正学生的发音和语法错误，提高练习效果。表演环节可以增强学生的自信心和表现力，同时也为其他学生提供学习的榜样。
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.
设计意图：通过游戏的方式进行练习，能够增加课堂的趣味性和活跃度，激发学生的学习积极性。在游戏过程中，学生需要快速反应并准确说出问候语和自我介绍，既锻炼了他们的口语表达能力，又加深了对所学知识的记忆。同时，游戏中的互动和合作也有助于培养学生的团队精神和交际能力。
（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.
设计意图：创设不同的情境让学生进行对话创编，能够培养学生的语言运用能力和创造力，让他们学会在实际生活中灵活运用所学的英语知识进行交流。表演和评价环节可以提高学生的自信心和口语表达能力，同时也让学生从他人的表现中学习和借鉴。
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.
设计意图：角色扮演活动可以让学生深入体验语言在实际情境中的运用，提高学生的综合语言运用能力和表演能力。通过小组合作，培养学生的团队协作精神和创新思维。讨论和建议环节有助于学生不断完善自己的表现，提高语言表达的准确性和流畅性。
（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.
设计意图：通过复习单词和句子，巩固学生所学的知识，强化记忆。同时，总结问候语和自我介绍句型的用法，帮助学生更好地理解和运用，避免在实际交流中出现错误。
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.
设计意图：在语言教学的同时，注重培养学生的品德修养和文化意识，引导学生认识到礼貌待人的重要性，将英语学习与实际生活相结合，培养学生的跨文化交际意识。
（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.
设计意图：通过听读课文对话，巩固课堂所学知识，培养学生的语感和语音语调。
2. Use the learned greeting sentences "Hell! / Hi! I'm..." t greet yur family members and friends at least three times after schl.
设计意图：将英语学习延伸到课外，让学生在实际生活中运用所学语言，增强语言实践能力，同时也增进与家人和朋友的交流。
六、板书设计
六、板书设计
设计意图：板书设计简洁明了，重点突出。将单词、句子和相关图片展示在黑板上，有助于学生直观地理解和记忆所学内容。单词部分呈现了本节课的重点词汇，句子部分展示了主要的句型结构，图片部分则可以帮助学生更好地理解问候和自我介绍的情境。通过合理的布局和设计，使板书成为学生学习的有效辅助工具。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)