人教精通版（2024）三年级上册（2024）Unit 1 Greetings教案设计

这是一份人教精通版（2024）三年级上册（2024）Unit 1 Greetings教案设计，共12页。教案主要包含了教学内容，教学目标，教学重难点，教学过程，课堂总结，教学反思等内容，欢迎下载使用。
（一）教材内容
本课时是人教精通版（2024）小学英语三年级上册Unit1《Greetings》中的《Lessn 2》。主要学习内容包括新的问候语“Gd mrning.”“Gd afternn.”以及用“This is...”介绍他人。教材通过生动的图片和情境对话，引导学生在不同的时间场景下运用合适的问候语，并学会向他人介绍身边的朋友或同学。
（二）教材分析
本单元围绕“问候”这一主题展开，《Lessn 2》在前一课的基础上进一步丰富了问候语的表达，同时引入了介绍他人的句型，使学生能够在更多的日常情境中进行简单的英语交流。教材内容注重情境创设，贴近学生生活实际，有助于学生理解和运用所学知识。
二、教学目标
（一）知识目标
1. 学生能听懂、会说、会认读单词：mrning，afternn，this，is。
2. 学生能理解并运用句型：Gd mrning. / Gd afternn. This is...进行问候和介绍他人。
（二）能力目标
1. 学生能够在实际情境中准确运用不同的问候语与他人交流，根据时间选择合适的表达。
2. 培养学生运用“This is...”句型介绍他人的能力，提高学生的口语表达和人际交往能力。
（三）情感目标
1. 培养学生学习英语的兴趣，鼓励学生积极参与课堂活动，大胆开口说英语。
2. 引导学生在日常生活中养成礼貌待人的良好习惯，学会用英语与他人友好交往。
三、教学重难点
（一）教学重点
1. 掌握单词mrning，afternn，this，is的发音和书写。
2. 熟练运用句型Gd mrning. / Gd afternn. This is...进行问候和介绍他人。
（二）教学难点
1. 区分“Gd mrning.”和“Gd afternn.”的使用时间，并能正确运用。
2. “this”的发音，以及“This is...”句型的语用功能和正确表达方式。
四、教学过程
（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.
设计意图：通过日常问候和复习上节课的内容，唤起学生的记忆，巩固所学知识，同时营造轻松的课堂氛围，为新课的学习做好准备。
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.
设计意图：歌曲能够活跃课堂气氛，让学生在欢快的节奏中进入英语学习状态，同时也再次强化了问候语的学习。
（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 /ɪz/ 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.
设计意图：利用图片创设情境，直观地展示单词所代表的时间概念，帮助学生理解和记忆。通过实物举例教授“this”和“is”，使学生能够在具体的语境中感受这两个词的用法和意义，增强学习的趣味性和实用性。
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...".
设计意图：通过教材图片和录音，引导学生进入对话情境，理解课文内容。提问环节帮助学生梳理关键信息，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的问候语和介绍他人的句型，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 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.
设计意图：小组练习可以增加学生的参与度和开口说英语的机会。通过时间卡和名字卡的设置，创设不同的情境，让学生在实践中熟练掌握不同时间的问候语以及介绍他人的句型，同时培养学生的合作能力和语言运用能力。
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.
设计意图：通过听指令做动作的活动，让学生将所学的语言知识与实际行动相结合，加深对问候语和“This is...”句型的理解和记忆。同时，这种互动方式可以增加课堂的趣味性和活跃度，提高学生的学习积极性和注意力。
（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.
设计意图：创设情境对话活动，让学生在真实或模拟的情境中运用所学知识进行语言表达，培养学生的创造力和语言综合运用能力。通过表演和评价，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 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.
设计意图：通过角色扮演游戏，让学生更加深入地体验语言在实际生活中的运用，提高学生的语言运用能力和人际交往能力。在游戏中，学生需要根据不同的角色和情境进行对话，培养学生的应变能力和团队合作精神。评价环节可以促进学生不断改进和提高自己的表现。
（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.
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，对问候语和介绍他人句型的用法进行总结归纳，帮助学生梳理知识要点，明确语言规则，以便更好地运用。
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.
设计意图：在语言教学中渗透文化知识，培养学生的跨文化交际意识。让学生了解不同文化中问候和介绍他人的方式可能存在差异，引导学生尊重多元文化，拓宽国际视野，提高学生的文化素养。
（六）Hmewrk
1. Listen t the dialgue n Page 4 f the textbk fr five times and imitate the prnunciatin and intnatin.
设计意图：通过听读课文对话，巩固课堂所学的语音、语调知识，培养学生的语感，提高学生的听力和口语表达能力。
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."
设计意图：将英语学习延伸到家庭生活中，让学生在实际生活情境中运用所学知识，增强语言实践能力，同时也增进与家人的交流和互动。
五、课堂总结
在本节课中，我们学习了新的问候语“Gd mrning.”和“Gd afternn.”，以及用“This is...”介绍他人的句型。通过图片、情境对话、小组练习、角色扮演等多种教学方法，同学们积极参与课堂活动，较好地掌握了这些知识。希望同学们在日常生活中能够灵活运用所学的英语问候语和介绍他人的方式，与他人友好交往，做一个有礼貌的好孩子。同时，我们也了解了不同文化中问候和介绍他人的差异，要尊重不同的文化习俗。大家在课后要认真复习所学内容，多听、多说、多读、多写，不断提高自己的英语水平。
六、教学反思
在教学过程中，学生对新知识的接受程度较好，通过多种互动活动，大部分学生能够积极参与并掌握所学内容。但在区分“Gd mrning.”和“Gd afternn.”的使用时间上，仍有少数学生容易混淆，需要在今后的教学中加强巩固练习。在介绍他人的句型练习中，部分学生对“This is...”的发音不够准确，需要进一步纠正和强化。在教学活动的组织上，小组活动和角色扮演活动的效果较好，但在时间把控上还需要更加合理，确保每个学生都有足够的机会参与和展示。在今后的教学中，我将继续关注学生的学习情况，及时调整教学方法和策略，提高教学质量，让学生在轻松愉快的氛围中更好地学习英语。