人教精通版（2024）三年级上册英语Unit1~6全册教案（按课设计）

第第页人教精通版（2024）三年级上册英语Unit1~6全册教案Unit1GreetingsLesson1教案一、教材内容（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《Lesson1》。主要围绕日常问候语“Hello!”“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。《Lesson1》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：hello，hi，I'm。2.学生能理解并运用句型：Hello!/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hello，hi，I'm的发音和书写。2.熟练运用句型Hello!/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Hello!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-up1.GreetingsT:Hello,boysandgirls!Nicetomeetyou!Ss:Hello,teacher!Nicetomeetyou,too!T:Howareyoutoday?Ss:I'mfine,thankyou.Andyou?T:I'mverywell,too.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.SingasongPlaythesong"Hello"onthemultimedia.Theteacherleadsthestudentstosingalongwiththemusicanddosomesimpleactions.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）Presentation1.LearnthenewwordsShowthewordcard"hello"onthemultimedia.Theteacherreadsthewordclearlyandslowly:"hello",andasksthestudentstolistenandwatchcarefully.Thentheteacherusesthegestureofwavinghandstodemonstratethemeaningof"hello",andsays"Hello!I'mgreetingyou."Letthestudentsimitatethepronunciationandthegestureseveraltimes.Usethesamewaytoteachtheword"hi".Explainthat"hi"and"hello"havethesamemeaning,but"hi"ismoreinformalandusedinmorecasualsituations.Teachthephrase"I'm..."Holdupatoybearandsay:"Hello,I'mBear.I'mveryhappytomeetyou."Thenpointtomyselfandsay:"I'mMiss/Mr.[Teacher'sname].Now,yousay'I'm...'"Encouragethestudentstosaytheirnamesafter"I'm".Forexample,astudentsays:"I'mLiMing."Theteachercorrectsthepronunciationifnecessaryandpraisesthestudent:"Verygood,LiMing!"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.TextlearningOpenthetextbooktoPage2.Showthepicturesofthetextbookonthemultimedia.Lookatthefirstpicture,therearetwochildrenmeetingonthewaytoschool.Theteacherasks:"Whataretheysaying?Let'slisten."Thenplaythedialoguerecording:"Hello!I'mLiYan.""Hi!I'mPeter."Afterlistening,theteacherasksthestudentssomequestions:Whoaretheyinthepicture?(LiYanandPeter)Whatdotheysaywhentheymeet?(Hello!/Hi!)HowdoesLiYanintroduceherself?(I'mLiYan.)HowdoesPeterrespond?(Hi!)Letthestudentsrepeatthedialogueaftertherecordingsentencebysentence.Thenasksomestudentstorole-playthedialogueinpairs,withonestudentactingasLiYanandtheotherasPeter.Theteacherwalksaroundtheclassroomtoprovideguidanceandhelp.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）Practice1.GrouppracticeDividethestudentsintogroupsoffour.Eachgrouphasanamecardwithacharacter'snameonit,suchas"Alice","Bob","Cindy","David".Thestudentsinthegrouptaketurnstogreeteachotherusingthelearnedsentences.Forexample,StudentA:"Hello!I'mAlice."StudentB:"Hi!I'mBob."StudentC:"Hello!I'mCindy."StudentD:"Hi!I'mDavid."Thentheycanchangetheorderandpracticeseveraltimes.Theteachergoestoeachgrouptolistenandgiveguidance.Encouragethestudentstousebigvoicesandclearpronunciation.Afterafewminutes,asksomegroupstoperforminfrontoftheclass.Praiseandrewardthegroupsthatperformwellwithsmallstickers.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:PasstheballTheteacherpreparesasoftball.Thestudentssitinacircle.Theteacherstartsthegamebysaying"Hello!I'm[Teacher'sname]"andpassingtheballtoastudent.Thestudentwhocatchestheballshouldsay"Hello!/Hi!I'm..."andthenpasstheballtoanotherstudent.Ifastudenthesitatesormakesamistake,theteachercangivealittlehintoraskotherstudentstohelp.Keepplayingthegameuntilmoststudentshavehadachancetoparticipate.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）Production1.MakeadialogueShowsomepicturesonthemultimediawithdifferentsituations,suchasmeetinganewfriendinthepark,greetingaclassmateintheclassroom,sayinghellotoateacherinthehallway.Askthestudentstochooseoneofthepicturesandmakeadialoguewiththeirpartnersaccordingtothesituation.Theyshouldusethesentenceslearnedinthislesson.Afterafewminutes,invitesomepairstocometothefrontoftheclassandactouttheirdialogues.Encourageotherstudentstolistencarefullyandgivecomments.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.Role-playDividetheclassintoseveralgroups.Eachgroupassignsrolesandcreatesashortsceneaboutgreetingandintroducingthemselves.Forexample,inabirthdayparty,thechildrenmeetandgreeteachother.Theycanaddsomesimpleactionsandexpressionstomakethescenemorevivid.Givethestudentssometimetoprepareandrehearse.Theneachgroupperformstheirsceneinfrontoftheclass.Aftereachperformance,theteacherandthestudentscandiscussandgivesuggestionsforimprovement.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）Summary1.ReviewthewordsandsentencesTheteachershowsthewordcardsandasksthestudentstoreadthewordsaloud:hello,hi,I'm.Thentheteacheraskssomestudentstocometothefrontoftheclassandusethewordstomakesentences,suchas"Hello!I'm[Student'sname].""Hi!I'm[Student'sname]."Summarizetheusageofthegreetingsentences:"Hello!"and"Hi!"arebothusedtogreetothers,but"Hello!"ismoreformalandcanbeusedinvarioussituations,while"Hi!"ismorecasualandoftenusedamongfriendsorinarelaxedatmosphere."I'm..."isusedtointroduceoneself.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.EmphasizetheimportanceofpolitenessTellthestudentsthatgreetingotherspolitelyisanimportantpartofinterpersonalcommunication.Itcanmakepeoplefeelfriendlyandrespected.Encouragethestudentstousethelearnedgreetingsentencesintheirdailylivesandbepolitechildren.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）Homework1.ListenandrepeatthedialogueonPage2ofthetextbookforfivetimes.Trytoimitatethepronunciationandintonationaccurately.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.Usethelearnedgreetingsentences"Hello!/Hi!I'm..."togreetyourfamilymembersandfriendsatleastthreetimesafterschool.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Words:hellohiI'mSentences:Hello!I'm...

Hi!I'm...Pictures:(Drawapictureofasmilingfacetorepresentgreeting)

(Drawasimplestickfiguretorepresentapersonintroducingoneself)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。Unit1GreetingsLesson2教案一、教学内容（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《Lesson2》。主要学习内容包括新的问候语“Goodmorning.”“Goodafternoon.”以及用“Thisis...”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，《Lesson2》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：morning，afternoon，this，is。2.学生能理解并运用句型：Goodmorning./Goodafternoon.Thisis...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“Thisis...”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morning，afternoon，this，is的发音和书写。2.熟练运用句型Goodmorning./Goodafternoon.Thisis...进行问候和介绍他人。（二）教学难点1.区分“Goodmorning.”和“Goodafternoon.”的使用时间，并能正确运用。2.“this”的发音，以及“Thisis...”句型的语用功能和正确表达方式。四、教学过程（一）Warming-up1.Greetings-T:Hello,boysandgirls!Howareyoutoday?-Ss:Hello,teacher!I'mfine,thankyou.Andyou?-T:I'mverywell,too.Beforewestartournewlesson,let'sreviewwhatwelearnedlasttime.Whocansayhelloorhitomeandintroduceyourself?-Severalstudentsraisetheirhandsandsay,forexample,"Hello!I'mLiMing."or"Hi!I'mWangMei."Theteacherrespondswithasmileandgivespraise.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.Singasong-Playthesong"Hello"again.Theteacherandstudentssingtogetheranddotheactionsastheydidinthepreviouslesson.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）Presentation1.Learnthenewwords-Showapictureofabeautifulsunriseonthemultimediaandsay,"Lookatthispicture.It'smorning.Wesay'Goodmorning'whenwemeetpeopleinthemorning."Thenwritetheword"morning"ontheblackboardandreaditclearly:"morning",emphasizingthepronunciationofthe"or"sound.Letthestudentsrepeatseveraltimes.-Useasimilarwaytoteachtheword"afternoon".Showapictureofthesunintheskyatabout2or3pmandsay,"Nowit'safternoon.Wesay'Goodafternoon'atthistime."Writetheword"afternoon"ontheblackboardandreadit:"afternoon",payingattentiontothestressonthefirstsyllable.Havethestudentsimitatethepronunciation.-Teachthewords"this"and"is"-Holdupapencilandsay,"Thisisapencil."Pointtothepencilandsay"this"clearly,thensay"is"andemphasizethe/ɪz/sound.Letthestudentsunderstandthemeaningandpronunciationof"this"and"is"throughthisexample.Havethemrepeat"Thisisapencil."severaltimes.-Thenpointtootherobjectsintheclassroom,suchasabook,adesk,etc.,andaskthestudentstosay"Thisisa..."followingtheteacher'sexample.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.Textlearning-OpenthetextbooktoPage4.Showthepicturesofthetextbookonthemultimedia.Lookatthefirstpicture,whereMissLiuisgreetingthestudentsinthemorning.Theteachersays,"Let'sseewhattheyaresaying.Listencarefully."Thenplaythedialoguerecording:"Goodmorning,MissLiu!""Goodmorning,boysandgirls!"-Afterlistening,theteacheraskssomequestions:-Whattimeisitinthepicture?(It'smorning.)-Whoaretheyinthepicture?(MissLiuandthestudents.)-Whatdotheysaywhentheymeetinthemorning?(Goodmorning.)-Letthestudentsrepeatthedialogueaftertherecordingsentencebysentence.Thenaskafewstudentstorole-playthedialogue,withonestudentactingasMissLiuandtheothersasthestudents.-LookatthesecondpictureonPage4.ItshowsPeterandLiYanmeetingintheafternoon.Theteacherplaysthedialoguerecording:"Goodafternoon,Peter!""Goodafternoon,LiYan!ThisisGaoWei.""Nicetomeetyou,GaoWei.""Nicetomeetyou,too."-Afterlistening,askthestudentsquestionslike:-Whattimeisitnow?(It'safternoon.)-Whoarethecharactersinthepicture?(Peter,LiYan,andGaoWei.)-Whatdotheysaywhentheymeetintheafternoon?(Goodafternoon.)-WhatdoesPetersaywhenheintroducesGaoWei?(ThisisGaoWei.)-Explainthemeaningandusageof"Thisis..."inthecontextofintroducingsomeone.Letthestudentsunderstandthatweusethissentencetointroduceapersontoanotherperson.Havethestudentsrepeatthedialogueseveraltimes,payingattentiontothepronunciationandintonation.Thenasksomepairsofstudentstorole-playthedialogue,withonestudentintroducinganotherstudentusing"Thisis...".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）Practice1.Grouppractice-Dividethestudentsintogroupsoffour.Eachgroupisgivenasetoftimecards(with"morning"and"afternoon"writtenonthem)andnamecards(withdifferentstudents'names).Thestudentstaketurnstopickatimecardandanamecard,andthengreeteachotherandintroducethemselvesaccordingtothetimeandnameonthecards.Forexample,ifastudentpicksthe"morning"cardandthenamecardof"ZhangHua",he/shecansay,"Goodmorning.I'mZhangHua.ThisisLiMing."(assumingLiMingisanotherstudentinthegroup).Theotherstudentsinthegrouprespondaccordingly.-Theteachergoesaroundthegroupstoobserveandofferhelpifneeded.Encouragethestudentstousecorrectpronunciationandintonation.Afterawhile,asksomegroupstoshowtheirdialoguesinfrontoftheclass.Givepositivefeedbackandrewardstothegroupsthatperformwell.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.Listenanddo-Theteachersayssomeinstructions,suchas"Goodmorning,standup.""Goodafternoon,sitdown.""ThisisLiMei,waveyourhands."Thestudentslistenanddothecorrespondingactions.Thisactivitycanhelpstudentsbetterunderstandandrespondtothelearnedphrasesinareal-lifecontext.Italsotrainstheirlisteningandreactionskills.-Afterseveralrounds,askindividualstudentstogiveinstructionsandtherestoftheclasstofollow.Thiscanfurtherenhancestudents'participationandtheirabilitytousethelanguageindependently.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“Thisis...”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）Production1.Createasituationdialogue-Showsomepicturesonthemultimediathatdepictdifferentsituations,suchasmeetinganewteacherinthemorning,introducingafriendtoyourparentsintheafternoon,orgreetingclassmatesontheplayground.Askthestudentstochooseoneofthepicturesandcreateadialoguewiththeirpartnersbasedonthesituation.Theyshouldusethesentenceslearnedinthislesson,includingtheappropriategreetingandtheintroductionofothers.-Givethestudentsenoughtimetoprepareanddiscuss.Theninviteseveralpairstocometothefrontoftheclassandperformtheirdialogues.Encourageotherstudentstolistencarefullyandgivecommentsorsuggestions.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.Role-playgame:"MeetandGreet"-Dividetheclassintoseveralsmallgroups.Eachgroupassignsroles,includingsomestudentsasnewclassmates,onestudentastheteacher,andoneortwostudentsasparentsorvisitors.Setupascenariowherenewclassmatesareintroducedtotheclassortoothersindifferentsituationsduringtheday(morningorafternoon).-Thestudentsineachgroupneedtousethelearnedgreetingsentencesand"Thisis..."tointeractandintroduceeachother.Theycanalsoaddsomesimpleconversationsandactionstomaketherole-playmorevividandinteresting.-Afterthegroupshavepreparedandrehearsed,theytaketurnstoperforminfrontoftheclass.Theteacherandotherstudentscanwatchandevaluatetheirperformances,focusingontheuseoflanguage,communicationskills,andcreativity.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）Summary1.Reviewthewordsandsentences-Theteachershowsthewordcardsof"morning","afternoon","this","is"onebyoneandasksthestudentstoreadaloudandspellthem.Thentheteacheraskssomestudentstousethesewordstomakesentences,suchas"Goodmorning.Thisismybook."or"Goodafternoon.Thisismyfriend,Tom."-Summarizetheusageofthegreetingsentences"Goodmorning."and"Goodafternoon.",emphasizingthatweuse"Goodmorning"inthemorningand"Goodafternoon"intheafternoon.Reviewthestructureandusageof"Thisis..."forintroducingothers,andremindthestudentstopayattentiontothepronunciationandintonationwhenusingthesesentences.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.Culturaltips-Tellthestudentsthatdifferentculturesmayhavedifferentwaysofgreetingandintroducingpeople.InEnglish-speakingcountries,itiscommontousethesesimpleandpoliteexpressions.Encouragethestudentstorespectdifferentculturalcustomsanduseappropriatelanguagewhencommunicatingwithpeoplefromdifferentbackgrounds.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）Homework1.ListentothedialogueonPage4ofthetextbookforfivetimesandimitatethepronunciationandintonation.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.Usethelearnedgreetingsentencesand"Thisis..."togreetandintroducepeopletoyourfamilymembersathome.Forexample,inthemorning,youcansay"Goodmorning,Mom/Dad.Thisismytoybear."Intheafternoon,youcansay"Goodafternoon,Grandpa/Grandma.Thisismyclassmate,ZhangHua."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“Goodmorning.”和“Goodafternoon.”，以及用“Thisis...”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“Goodmorning.”和“Goodafternoon.”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“Thisis...”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。Unit1GreetingsLesson3教案一、教材内容（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《Lesson3》。主要围绕问候语“Goodevening.”“Goodnight.”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，《Lesson3》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：Goodevening./Goodnight.以及之前学过的Hello!/Hi!I'm...Thisis...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Goodevening./Goodnight.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Goodevening.和Goodnight.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-up1.GreetingsT:Hello,boysandgirls!Howareyoutoday?Ss:Hello,teacher!I'mfine,thankyou.Andyou?T:I'mverywell,too.Let'sstartourclasswithalittlegame.I'llsayagreeting,andyouneedtorespondquickly.Areyouready?T:Hello!Ss:Hi!/Hello!(Studentsrespondaccordingtothepreviouslearning)T:Goodmorning!Ss:Goodmorning!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.RevisionShowsomepicturesonthemultimediathatdepictdifferentsituationswithpeoplegreetingeachother,suchasintheclassroom,ontheplayground,inthepark,etc.Eachpictureshowsaspecifictimeoftheday(morning,afternoon).Askthestudentstolookatthepicturesanddescribewhattheyseeusingtheappropriategreetingsentencestheyhavelearned.Forexample,forapictureofstudentsgreetingintheclassroominthemorning,astudentmaysay,"Goodmorning.Thestudentsaregreetingeachotherintheclassroom."Thenasksomestudentstocometothefrontoftheclassandactoutthedialoguesinthepictureswiththeirpartners,usingthecorrectgreetingsentencesandsomesimpleactions.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）Presentation1.LearnthenewwordsShowapictureofthesunsetonthemultimediaandsay,"Lookatthisbeautifulpicture.Thesunissetting,andit'sgettingdarker.Thistimeofthedayiscalled'evening'.Wesay'Goodevening'whenwemeetpeopleintheevening."Thenwritetheword"evening"ontheblackboardandreaditclearly:"e-ve-ning",emphasizingthepronunciationofeachsyllable.Letthestudentsrepeatseveraltimes.Useasimilarwaytoteachtheword"night".Showapictureofadarkskywithstarsandamoon,andsay,"Nowit'sverydark.It'snight.Wesay'Goodnight'whenwegotobedorsaygoodbyetopeopleatnight."Writetheword"night"ontheblackboardandreadit:"n-i-ght",makingsurethestudentspronounceitcorrectly.Havethestudentsimitatethepronunciationandpracticesayingthewordsinpairs.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.TextlearningOpenthetextbooktoPage6.Showthepicturesofthetextbookonthemultimedia.Lookatthefirstpicture,whereLisaisgreetingherfatherintheevening.Theteachersays,"Let'sseewhatLisaandherfatheraresaying.Listencarefully."Thenplaythedialoguerecording:"Goodevening,Dad!""Goodevening,Lisa!"Afterlistening,askthestudentssomequestions:Whattimeisitinthepicture?(It'sevening.)Whoaretheyinthepicture?(Lisaandherfather.)Whatdotheysaywhentheymeetintheevening?(Goodevening.)Letthestudentsrepeatthedialogueaftertherecordingsentencebysentence.Thenaskafewstudentstorole-playthedialogue,withonestudentactingasLisaandtheotherasthefather.LookatthesecondpictureonPage6.ItshowsLisagoingtobedandsayinggoodnighttohermother.Theteacherplaysthedialoguerecording:"Goodnight,Mum!""Goodnight,Lisa!Haveasweetdream!"Afterlistening,askthestudentsquestionslike:WhatisLisadoinginthepicture?(Sheisgoingtobed.)Whattimeisitprobably?(It'snight.)WhatdotheysaywhenLisagoestobed?(Goodnight.)Explainthemeaningandusageof"Goodevening."and"Goodnight."indetail,emphasizingthedifferenceinthetimewhentheyareused.Forexample,"Goodevening"isusuallyusedfromaroundsunsettobedtime,while"Goodnight"isusedwhenpeoplearegoingtosleeporsayinggoodbyeatnight.Havethestudentsrepeatthedialoguesseveraltimes,payingattentiontothepronunciationandintonation,andtheappropriateuseofthenewwordsandsentences.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“Goodevening.”和“Goodnight.”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）Practice1.GrouppracticeDividethestudentsintogroupsoffour.Eachgroupisgivenasetofcardswithdifferenttimesofthedaywrittenonthem(morning,afternoon,evening,night)andsomepicturesthatshowpeoplegreetingindifferentsituations.Thestudentstaketurnstopickacardandapicture,andthenmakeadialogueusingtheappropriategreetingsentenceaccordingtothetimeandsituationonthecardandpicture.Forexample,ifastudentpicksthe"evening"cardandapictureoftwofriendsmeetingonthestreet,he/shecansay,"Goodevening.Nicetoseeyou."Theotherstudentinthegrouprespondsaccordingly.Theteachergoesaroundthegroupstoobserveandprovideguidance.Encouragethestudentstousecreativedialoguesandpayattentiontothecorrectpronunciationandgrammar.Afterawhile,asksomegroupstopresenttheirdialoguesinfrontoftheclass.Givepositivefeedbackandrewardstothegroupsthatperformwell.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.ListenanddrawTheteachersayssomesentences,suchas"It'smorning.Drawasunrisinginthesky.""It'safternoon.Drawaboyplayingfootballinthepark.""It'sevening.Drawafamilyhavingdinneratthetable.""It'snight.Drawalittlegirlsleepinginherbedwithateddybearbesideher."Thestudentslistenanddrawaccordingtotheteacher'sinstructions.Aftertheyfinishdrawing,askthestudentstoshowtheirpicturesanddescribewhattheyhavedrawnusingtheappropriategreetingsentences.Forexample,astudentmaysay,"Goodmorning.Idrewasunrising.It'sabeautifulmorning."Thisactivitycanhelpstudentsbetterunderstandthemeaningandusageofthewordsrelatedtodifferenttimesoftheday,andalsotraintheirlisteninganddrawingskills.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）Production1.MakeastoryAskthestudentstoworkinpairsandcreateashortstoryusingthegreetingsentencestheyhavelearned.Thestoryshouldhaveaclearbeginning,middle,andend,andinvolvedifferenttimesofthedayandpeoplegreetingeachotherindifferentsituations.Forexample,astudentmaycreateastorylikethis:"Inthemorning,TomgoestoschoolandmeetshisfriendJerry.Theysay'Goodmorning'toeachother.Intheafternoon,theyplaybasketballtogetherandgreettheirclassmateswith'Hi!'Whenit'sevening,Tomgoeshomeandsays'Goodevening'tohisparents.Atnight,hegoestobedandsays'Goodnight'tohisteddybear."Givethestudentsenoughtimetowriteanddiscusstheirstories.Thenasksomepairstocometothefrontoftheclassandtelltheirstoriestothewholeclass.Encourageotherstudentstolistencarefullyandaskquestionsorgivecomments.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.Role-playactivity:"ADayinMyLife"Dividetheclassintoseveralgroups.Eachgroupchoosesascenariothatrepresentsadayinsomeone'slife,suchasaschoolday,aweekenddayathome,oradayoutwithfriends.Thestudentsineachgroupneedtoactoutthedifferentactivitiesandinteractionsthathappenduringtheday,usingtheappropriategreetingsentencesandotherexpressionstheyhavelearned.Forexample,inaschooldayscenario,studentscanactoutgreetingtheirteachersandclassmatesinthemorning,havingconversationsduringrecessandlunchtime(usingHello!/Hi!),andsayinggoodbyeintheafternoon.Athomeintheevening,theycanshowgreetingtheirfamilymembersandgoingtobedatnightwith"Goodnight."Afterthegroupshavepreparedandrehearsed,theyperformtheirrole-playsinfrontoftheclass.Theteacherandotherstudentscanwatchandevaluatetheperformancesbasedontheuseoflangua