人教精通版（2024）三年级上册英语Unit1 Greetings Lesson 3 教案

第第页人教精通版（2024）三年级上册英语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.Theteacherandotherstudentscanwatchandevaluatetheperformancesbasedontheuseoflanguage,creativity,andtheoverallpresentation.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）Summary1.ReviewthewordsandsentencesTheteachershowsthewordcardsof"evening"and"night"againandasksthestudentstoreadaloudandspellthem.Thenasksomestudentstousethesewordstomakesentences,suchas"Goodevening.I'mgoingtowatchTVwithmyparentsthisevening."or"Goodnight.I'mgoingtosleepnow."Reviewallthegreetingsentenceslearnedinthisunit:Hello!/Hi!Goodmorning./Goodafternoon./Goodevening./Goodnight.I'm...Thisis...Havethestudentssummarizethesituationsinwhicheachgreetingsentenceisused.Forexample,theycansaythat"Hello!"and"Hi!"canbeusedatanytimewhenmeetingpeoplecasually,"Goodmorning."isusedinthemorning,"Goodafternoon."intheafternoon,"Goodevening."intheeveningbeforebedtime,and"Goodnight."whengoingtosleeporsayinggoodbyeatnight.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.CulturalawarenessDiscusswiththestudentstheculturaldifferencesingreetingcustomsbetweendifferentcountries.Forexample,insomeWesterncountries,peopleusuallykissorhugwhengreetingclosefriendsorfamilymembers,whileinChina,wemayshakehandsornod.Also,theappropriatedistanceandeyecontactwhengreetingmayvaryindifferentcultures.Encouragethestudentstobeawareoftheseculturaldifferencesandrespectthemwhencommunicatingwithpeoplefromdifferentbackgrounds.Remindthemthatlearningalanguagealsomeanslearningabouttheculturebehindit.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