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13页。教案主要包含了教材内容，核心素养目标，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 3》。主要围绕问候语“Gd evening.”“Gd night.”以及复习之前学过的问候语和自我介绍展开。教材通过生动有趣的图片和简单的对话，引导学生在不同的时间段使用恰当的问候语，并进一步巩固和运用所学的英语表达进行交流。
（二）教材分析
本单元的主题是“问候”，在前两课的基础上，《Lessn 3》继续拓展了问候语的学习，丰富了学生在日常生活中用英语进行交流的表达方式。教材内容注重情境创设，贴近学生的生活实际，有助于学生理解和运用语言知识。同时，通过复习和巩固，帮助学生加深对已学知识的记忆，提高语言综合运用能力。
二、核心素养目标
（一）语言能力目标
1. 学生能够准确听、说、读、写单词：evening，night。
2. 学生能够熟练运用句型：Gd evening. / Gd night. 以及之前学过的Hell! / Hi! I'm... This is...在不同的情境中进行问候和交流。
（二）文化意识目标
1. 了解英语中不同时间段问候语的文化背景和使用习惯，增强跨文化交际意识。
2. 培养学生尊重不同文化差异，学会在不同文化背景下正确运用语言进行交流的能力。
（三）思维品质目标
1. 通过观察图片、分析情境和理解对话内容，培养学生的观察力、分析力和逻辑思维能力。
2. 鼓励学生在交流中积极思考，大胆表达自己的想法，培养创新思维和批判性思维能力。
（四）学习能力目标
1. 培养学生良好的英语学习习惯，如认真听讲、积极参与课堂活动、主动复习和预习等。
2. 引导学生学会运用多种学习方法，如模仿、合作学习、自主探究等，提高学习效率和自主学习能力。
三、教学重难点
（一）教学重点
1. 掌握单词evening，night的发音、拼写和意义。
2. 正确运用Gd evening. / Gd night. 以及其他问候语进行日常交流，并能根据不同的情境选择合适的问候语。
（二）教学难点
1. 理解Gd evening.和Gd night.的使用情境和时间界限，能够准确区分并运用。
2. 引导学生在实际交流中灵活运用所学的问候语和相关句型，做到自然流畅、准确得体。
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. 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!
设计意图：通过日常问候和简单的互动游戏，复习已学的问候语，活跃课堂气氛，调动学生的学习积极性，同时为新课的学习做好铺垫。
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.
设计意图：利用图片复习不同时间段的问候语，帮助学生巩固所学知识，同时培养学生的观察能力和口语表达能力。通过角色扮演，让学生在实际情境中运用语言，增强学习的趣味性和实用性。
（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.
设计意图：通过展示与单词相关的图片，创设直观的情境，帮助学生理解单词的含义和使用场景。同时，引导学生跟读、模仿发音，加强对新单词的记忆。让学生两两练习，有助于互相纠正发音，提高学习效果。
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.
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，提高口语表达能力和交际能力。详细解释“Gd evening.”和“Gd night.”的使用情境和时间界限，有助于学生准确理解和运用，避免在实际交流中出现错误。
（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.
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。通过时间卡片和图片的设置，创设不同的情境，让学生在实践中熟练掌握不同时间段的问候语，培养学生的语言运用能力和合作能力。教师的巡视和指导有助于及时纠正学生的错误，提高练习效果。小组展示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. 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.
设计意图：通过听指令画图的活动，将语言学习与绘画相结合，增加学习的趣味性。学生在听和画的过程中，需要理解并运用与时间相关的词汇和问候语，从而加深对知识的记忆和理解。展示和描述图片的环节可以锻炼学生的口语表达能力和综合运用语言的能力。
（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.
设计意图：让学生创编故事可以培养学生的创造力和语言综合运用能力。通过设定故事的要求，让学生在编写过程中运用不同时间段的问候语和相关句型，将所学知识融会贯通。讲述故事和互动环节可以提高学生的口语表达能力和自信心，同时也能培养学生的倾听和评价能力。
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.
设计意图：通过角色扮演活动，让学生模拟真实生活中的场景，深入体验语言在不同情境中的运用。这种活动可以提高学生的语言运用能力、团队合作能力和表演能力。同时，让学生在活动中感受英语学习的乐趣和实用性，增强学习的动力和兴趣。
（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.
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。让学生总结问候语的使用情境，有助于他们更好地理解和运用这些语言知识，提高语言运用的准确性和得体性。
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.
设计意图：在语言教学中培养学生的文化意识，让学生了解不同文化背景下的问候习俗差异，拓宽学生的国际视野，增强跨文化交际能力。引导学生尊重文化差异，培养学生的文化包容和理解能力，有助于学生在未来的国际交流中更好地适应和融入不同的文化环境。
（六）Hmewrk
1. Listen t the dialgue n Page 6 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. 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.
设计意图：将英语学习延伸到生活实际中，让学生在观察和记录中进一步加深对不同问候语使用情境的理解。同时，鼓励学生在生活中积极运用英语进行交流，提高语言实践能力，增强学习的成就感和兴趣。
五、课堂总结
在本节课中，我们学习了新的问候语“Gd evening.”和“Gd night.”，并复习了之前学过的其他问候语和相关句型。通过多种形式的练习和活动，同学们积极参与，对不同时间段的问候语有了更深入的理解和掌握。我们还了解了英语中问候语的文化背景和使用习惯，知道了在不同文化中问候方式可能存在差异。希望同学们在今后的学习和生活中，能够灵活运用所学的英语问候语，与他人友好交流，同时尊重不同的文化习俗。大家在课后要认真完成作业，继续巩固所学知识，不断提高自己的英语水平。
六、教学反思
在教学过程中，通过图片、情境创设和多种互动活动，学生对新知识的学习兴趣较高，能够积极参与课堂练习和角色扮演等活动。大部分学生能够较好地掌握“evening”和“night”这两个单词以及“Gd evening.”和“Gd night.”这两个问候语的用法，但在实际运用中，仍有部分学生对不同问候语的使用情境区分不够清晰，需要在今后的教学中加强针对性的练习和巩固。在文化意识培养方面，学生表现出了浓厚的兴趣，积极参与讨论，但对于文化差异的理解还需要进一步深化和拓展。在教学活动的组织上，小组活动和创编故事等环节有效地促进了学生的合作学习和语言综合运用能力，但在时间把控上还需要更加精准，以确保每个教学环节都能充分展开。在今后的教学中，我将继续关注学生的学习情况，优化教学方法和活动设计，注重培养学生的语言实际运用能力和跨文化交际意识，提高教学质量。