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第第頁人教精通版(2024)三年級上冊英語Unit1~6全冊教案Unit1GreetingsLesson1教案一、教材內容(一)教學內容本課時是人教精通版(2024)小學英語三年級上冊Unit1《Greetings》中的《Lesson1》。主要圍繞日常問候語“Hello!”“Hi!”以及自我介紹“I'm...”展開。教材通過生動的圖片和簡單的對話情境,引導學生學習用英語打招呼和介紹自己。(二)教材分析本單元是小學英語學習的起始單元,對于培養(yǎng)學生的學習興趣和初步的英語語感具有重要意義?!禠esson1》作為單元的開篇,重點在于讓學生熟悉基本的問候語和自我介紹方式,為后續(xù)的學習打下基礎。教材內容貼近學生生活實際,易于理解和接受,能夠激發(fā)學生的學習積極性。二、教學目標(一)知識目標1.學生能聽懂、會說、會認讀單詞:hello,hi,I'm。2.學生能理解并運用句型:Hello!/Hi!I'm...進行簡單的問候和自我介紹。(二)能力目標1.學生能夠在實際情境中準確運用所學的問候語和自我介紹句型與他人交流。2.培養(yǎng)學生的聽說能力和口語表達能力,使其能夠用簡單的英語進行日常交際。(三)情感目標1.激發(fā)學生學習英語的興趣,培養(yǎng)學生積極參與課堂活動的意識。2.引導學生在人際交往中學會禮貌問候,培養(yǎng)友好待人的良好品質。三、教學重難點(一)教學重點1.掌握單詞hello,hi,I'm的發(fā)音和書寫。2.熟練運用句型Hello!/Hi!I'm...進行問候和自我介紹。(二)教學難點1.I'm的正確發(fā)音,特別是/I'm/中/m/的發(fā)音要清晰。2.讓學生理解并區(qū)分Hello!和Hi!的使用場景,能夠在合適的情境中自然運用。四、教學準備1.教師準備多媒體課件、單詞卡片、頭飾、教學道具(如玩具小熊等)、獎勵小貼紙。2.學生準備英語課本。五、教學過程(一)Warming-up1.GreetingsT:Hello,boysandgirls!Nicetomeetyou!Ss:Hello,teacher!Nicetomeetyou,too!T:Howareyoutoday?Ss:I'mfine,thankyou.Andyou?T:I'mverywell,too.設計意圖:通過日常問候,拉近師生距離,營造輕松愉快的課堂氛圍,同時復習已學的問候語,為新課學習做好鋪墊。2.SingasongPlaythesong"Hello"onthemultimedia.Theteacherleadsthestudentstosingalongwiththemusicanddosomesimpleactions.設計意圖:利用歌曲激發(fā)學生的學習興趣,讓學生在歡快的氛圍中初步感受英語的節(jié)奏和韻律,同時也引出本節(jié)課的主題“問候”。(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!"設計意圖:運用直觀教學法,通過展示單詞卡片、示范發(fā)音和動作,幫助學生理解和記憶新單詞。利用玩具熊進行情境創(chuàng)設,讓學生更直觀地感受“I'm...”的用法,激發(fā)學生的學習興趣和參與度。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.設計意圖:通過教材圖片和錄音,讓學生直觀地感受對話情境,理解課文內容。提問環(huán)節(jié)幫助學生梳理對話中的關鍵信息,加深對新知識的理解。角色扮演活動讓學生在實際情境中運用所學語言,提高口語表達能力和交際能力。(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.設計意圖:小組練習可以讓學生有更多的機會開口說英語,互相交流和學習。通過使用角色卡片,增加練習的趣味性和情境性,讓學生更好地掌握問候語和自我介紹的用法。教師的巡視和指導有助于及時糾正學生的發(fā)音和語法錯誤,提高練習效果。表演環(huán)節(jié)可以增強學生的自信心和表現力,同時也為其他學生提供學習的榜樣。2.Game:PasstheballTheteacherpreparesasoftball.Thestudentssitinacircle.Theteacherstartsthegamebysaying"Hello!I'm[Teacher'sname]"andpassingtheballtoastudent.Thestudentwhocatchestheballshouldsay"Hello!/Hi!I'm..."andthenpasstheballtoanotherstudent.Ifastudenthesitatesormakesamistake,theteachercangivealittlehintoraskotherstudentstohelp.Keepplayingthegameuntilmoststudentshavehadachancetoparticipate.設計意圖:通過游戲的方式進行練習,能夠增加課堂的趣味性和活躍度,激發(fā)學生的學習積極性。在游戲過程中,學生需要快速反應并準確說出問候語和自我介紹,既鍛煉了他們的口語表達能力,又加深了對所學知識的記憶。同時,游戲中的互動和合作也有助于培養(yǎng)學生的團隊精神和交際能力。(四)Production1.MakeadialogueShowsomepicturesonthemultimediawithdifferentsituations,suchasmeetinganewfriendinthepark,greetingaclassmateintheclassroom,sayinghellotoateacherinthehallway.Askthestudentstochooseoneofthepicturesandmakeadialoguewiththeirpartnersaccordingtothesituation.Theyshouldusethesentenceslearnedinthislesson.Afterafewminutes,invitesomepairstocometothefrontoftheclassandactouttheirdialogues.Encourageotherstudentstolistencarefullyandgivecomments.設計意圖:創(chuàng)設不同的情境讓學生進行對話創(chuàng)編,能夠培養(yǎng)學生的語言運用能力和創(chuàng)造力,讓他們學會在實際生活中靈活運用所學的英語知識進行交流。表演和評價環(huán)節(jié)可以提高學生的自信心和口語表達能力,同時也讓學生從他人的表現中學習和借鑒。2.Role-playDividetheclassintoseveralgroups.Eachgroupassignsrolesandcreatesashortsceneaboutgreetingandintroducingthemselves.Forexample,inabirthdayparty,thechildrenmeetandgreeteachother.Theycanaddsomesimpleactionsandexpressionstomakethescenemorevivid.Givethestudentssometimetoprepareandrehearse.Theneachgroupperformstheirsceneinfrontoftheclass.Aftereachperformance,theteacherandthestudentscandiscussandgivesuggestionsforimprovement.設計意圖:角色扮演活動可以讓學生深入體驗語言在實際情境中的運用,提高學生的綜合語言運用能力和表演能力。通過小組合作,培養(yǎng)學生的團隊協(xié)作精神和創(chuàng)新思維。討論和建議環(huán)節(jié)有助于學生不斷完善自己的表現,提高語言表達的準確性和流暢性。(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.設計意圖:通過復習單詞和句子,鞏固學生所學的知識,強化記憶。同時,總結問候語和自我介紹句型的用法,幫助學生更好地理解和運用,避免在實際交流中出現錯誤。2.EmphasizetheimportanceofpolitenessTellthestudentsthatgreetingotherspolitelyisanimportantpartofinterpersonalcommunication.Itcanmakepeoplefeelfriendlyandrespected.Encouragethestudentstousethelearnedgreetingsentencesintheirdailylivesandbepolitechildren.設計意圖:在語言教學的同時,注重培養(yǎng)學生的品德修養(yǎng)和文化意識,引導學生認識到禮貌待人的重要性,將英語學習與實際生活相結合,培養(yǎng)學生的跨文化交際意識。(六)Homework1.ListenandrepeatthedialogueonPage2ofthetextbookforfivetimes.Trytoimitatethepronunciationandintonationaccurately.設計意圖:通過聽讀課文對話,鞏固課堂所學知識,培養(yǎng)學生的語感和語音語調。2.Usethelearnedgreetingsentences"Hello!/Hi!I'm..."togreetyourfamilymembersandfriendsatleastthreetimesafterschool.設計意圖:將英語學習延伸到課外,讓學生在實際生活中運用所學語言,增強語言實踐能力,同時也增進與家人和朋友的交流。六、板書設計六、板書設計Words:hellohiI'mSentences:Hello!I'm...

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

(Drawasimplestickfiguretorepresentapersonintroducingoneself)設計意圖:板書設計簡潔明了,重點突出。將單詞、句子和相關圖片展示在黑板上,有助于學生直觀地理解和記憶所學內容。單詞部分呈現了本節(jié)課的重點詞匯,句子部分展示了主要的句型結構,圖片部分則可以幫助學生更好地理解問候和自我介紹的情境。通過合理的布局和設計,使板書成為學生學習的有效輔助工具。Unit1GreetingsLesson2教案一、教學內容(一)教材內容本課時是人教精通版(2024)小學英語三年級上冊Unit1《Greetings》中的《Lesson2》。主要學習內容包括新的問候語“Goodmorning.”“Goodafternoon.”以及用“Thisis...”介紹他人。教材通過生動的圖片和情境對話,引導學生在不同的時間場景下運用合適的問候語,并學會向他人介紹身邊的朋友或同學。(二)教材分析本單元圍繞“問候”這一主題展開,《Lesson2》在前一課的基礎上進一步豐富了問候語的表達,同時引入了介紹他人的句型,使學生能夠在更多的日常情境中進行簡單的英語交流。教材內容注重情境創(chuàng)設,貼近學生生活實際,有助于學生理解和運用所學知識。二、教學目標(一)知識目標1.學生能聽懂、會說、會認讀單詞:morning,afternoon,this,is。2.學生能理解并運用句型:Goodmorning./Goodafternoon.Thisis...進行問候和介紹他人。(二)能力目標1.學生能夠在實際情境中準確運用不同的問候語與他人交流,根據時間選擇合適的表達。2.培養(yǎng)學生運用“Thisis...”句型介紹他人的能力,提高學生的口語表達和人際交往能力。(三)情感目標1.培養(yǎng)學生學習英語的興趣,鼓勵學生積極參與課堂活動,大膽開口說英語。2.引導學生在日常生活中養(yǎng)成禮貌待人的良好習慣,學會用英語與他人友好交往。三、教學重難點(一)教學重點1.掌握單詞morning,afternoon,this,is的發(fā)音和書寫。2.熟練運用句型Goodmorning./Goodafternoon.Thisis...進行問候和介紹他人。(二)教學難點1.區(qū)分“Goodmorning.”和“Goodafternoon.”的使用時間,并能正確運用。2.“this”的發(fā)音,以及“Thisis...”句型的語用功能和正確表達方式。四、教學過程(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.設計意圖:通過日常問候和復習上節(jié)課的內容,喚起學生的記憶,鞏固所學知識,同時營造輕松的課堂氛圍,為新課的學習做好準備。2.Singasong-Playthesong"Hello"again.Theteacherandstudentssingtogetheranddotheactionsastheydidinthepreviouslesson.設計意圖:歌曲能夠活躍課堂氣氛,讓學生在歡快的節(jié)奏中進入英語學習狀態(tài),同時也再次強化了問候語的學習。(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/?z/sound.Letthestudentsunderstandthemeaningandpronunciationof"this"and"is"throughthisexample.Havethemrepeat"Thisisapencil."severaltimes.-Thenpointtootherobjectsintheclassroom,suchasabook,adesk,etc.,andaskthestudentstosay"Thisisa..."followingtheteacher'sexample.設計意圖:利用圖片創(chuàng)設情境,直觀地展示單詞所代表的時間概念,幫助學生理解和記憶。通過實物舉例教授“this”和“is”,使學生能夠在具體的語境中感受這兩個詞的用法和意義,增強學習的趣味性和實用性。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...".設計意圖:通過教材圖片和錄音,引導學生進入對話情境,理解課文內容。提問環(huán)節(jié)幫助學生梳理關鍵信息,加深對新知識的理解。角色扮演活動讓學生在實際情境中運用所學的問候語和介紹他人的句型,提高口語表達能力和交際能力。(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.設計意圖:小組練習可以增加學生的參與度和開口說英語的機會。通過時間卡和名字卡的設置,創(chuàng)設不同的情境,讓學生在實踐中熟練掌握不同時間的問候語以及介紹他人的句型,同時培養(yǎng)學生的合作能力和語言運用能力。2.Listenanddo-Theteachersayssomeinstructions,suchas"Goodmorning,standup.""Goodafternoon,sitdown.""ThisisLiMei,waveyourhands."Thestudentslistenanddothecorrespondingactions.Thisactivitycanhelpstudentsbetterunderstandandrespondtothelearnedphrasesinareal-lifecontext.Italsotrainstheirlisteningandreactionskills.-Afterseveralrounds,askindividualstudentstogiveinstructionsandtherestoftheclasstofollow.Thiscanfurtherenhancestudents'participationandtheirabilitytousethelanguageindependently.設計意圖:通過聽指令做動作的活動,讓學生將所學的語言知識與實際行動相結合,加深對問候語和“Thisis...”句型的理解和記憶。同時,這種互動方式可以增加課堂的趣味性和活躍度,提高學生的學習積極性和注意力。(四)Production1.Createasituationdialogue-Showsomepicturesonthemultimediathatdepictdifferentsituations,suchasmeetinganewteacherinthemorning,introducingafriendtoyourparentsintheafternoon,orgreetingclassmatesontheplayground.Askthestudentstochooseoneofthepicturesandcreateadialoguewiththeirpartnersbasedonthesituation.Theyshouldusethesentenceslearnedinthislesson,includingtheappropriategreetingandtheintroductionofothers.-Givethestudentsenoughtimetoprepareanddiscuss.Theninviteseveralpairstocometothefrontoftheclassandperformtheirdialogues.Encourageotherstudentstolistencarefullyandgivecommentsorsuggestions.設計意圖:創(chuàng)設情境對話活動,讓學生在真實或模擬的情境中運用所學知識進行語言表達,培養(yǎng)學生的創(chuàng)造力和語言綜合運用能力。通過表演和評價,提高學生的自信心和口語表達能力,同時也讓學生從他人的表現中學習和借鑒。2.Role-playgame:"MeetandGreet"-Dividetheclassintoseveralsmallgroups.Eachgroupassignsroles,includingsomestudentsasnewclassmates,onestudentastheteacher,andoneortwostudentsasparentsorvisitors.Setupascenariowherenewclassmatesareintroducedtotheclassortoothersindifferentsituationsduringtheday(morningorafternoon).-Thestudentsineachgroupneedtousethelearnedgreetingsentencesand"Thisis..."tointeractandintroduceeachother.Theycanalsoaddsomesimpleconversationsandactionstomaketherole-playmorevividandinteresting.-Afterthegroupshavepreparedandrehearsed,theytaketurnstoperforminfrontoftheclass.Theteacherandotherstudentscanwatchandevaluatetheirperformances,focusingontheuseoflanguage,communicationskills,andcreativity.設計意圖:通過角色扮演游戲,讓學生更加深入地體驗語言在實際生活中的運用,提高學生的語言運用能力和人際交往能力。在游戲中,學生需要根據不同的角色和情境進行對話,培養(yǎng)學生的應變能力和團隊合作精神。評價環(huán)節(jié)可以促進學生不斷改進和提高自己的表現。(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.設計意圖:通過復習單詞和句子,鞏固學生所學的知識,強化記憶。同時,對問候語和介紹他人句型的用法進行總結歸納,幫助學生梳理知識要點,明確語言規(guī)則,以便更好地運用。2.Culturaltips-Tellthestudentsthatdifferentculturesmayhavedifferentwaysofgreetingandintroducingpeople.InEnglish-speakingcountries,itiscommontousethesesimpleandpoliteexpressions.Encouragethestudentstorespectdifferentculturalcustomsanduseappropriatelanguagewhencommunicatingwithpeoplefromdifferentbackgrounds.設計意圖:在語言教學中滲透文化知識,培養(yǎng)學生的跨文化交際意識。讓學生了解不同文化中問候和介紹他人的方式可能存在差異,引導學生尊重多元文化,拓寬國際視野,提高學生的文化素養(yǎng)。(六)Homework1.ListentothedialogueonPage4ofthetextbookforfivetimesandimitatethepronunciationandintonation.設計意圖:通過聽讀課文對話,鞏固課堂所學的語音、語調知識,培養(yǎng)學生的語感,提高學生的聽力和口語表達能力。2.Usethelearnedgreetingsentencesand"Thisis..."togreetandintroducepeopletoyourfamilymembersathome.Forexample,inthemorning,youcansay"Goodmorning,Mom/Dad.Thisismytoybear."Intheafternoon,youcansay"Goodafternoon,Grandpa/Grandma.Thisismyclassmate,ZhangHua."設計意圖:將英語學習延伸到家庭生活中,讓學生在實際生活情境中運用所學知識,增強語言實踐能力,同時也增進與家人的交流和互動。五、課堂總結在本節(jié)課中,我們學習了新的問候語“Goodmorning.”和“Goodafternoon.”,以及用“Thisis...”介紹他人的句型。通過圖片、情境對話、小組練習、角色扮演等多種教學方法,同學們積極參與課堂活動,較好地掌握了這些知識。希望同學們在日常生活中能夠靈活運用所學的英語問候語和介紹他人的方式,與他人友好交往,做一個有禮貌的好孩子。同時,我們也了解了不同文化中問候和介紹他人的差異,要尊重不同的文化習俗。大家在課后要認真復習所學內容,多聽、多說、多讀、多寫,不斷提高自己的英語水平。六、教學反思在教學過程中,學生對新知識的接受程度較好,通過多種互動活動,大部分學生能夠積極參與并掌握所學內容。但在區(qū)分“Goodmorning.”和“Goodafternoon.”的使用時間上,仍有少數學生容易混淆,需要在今后的教學中加強鞏固練習。在介紹他人的句型練習中,部分學生對“Thisis...”的發(fā)音不夠準確,需要進一步糾正和強化。在教學活動的組織上,小組活動和角色扮演活動的效果較好,但在時間把控上還需要更加合理,確保每個學生都有足夠的機會參與和展示。在今后的教學中,我將繼續(xù)關注學生的學習情況,及時調整教學方法和策略,提高教學質量,讓學生在輕松愉快的氛圍中更好地學習英語。Unit1GreetingsLesson3教案一、教材內容(一)教學內容本課時是人教精通版(2024)小學英語三年級上冊Unit1《Greetings》中的《Lesson3》。主要圍繞問候語“Goodevening.”“Goodnight.”以及復習之前學過的問候語和自我介紹展開。教材通過生動有趣的圖片和簡單的對話,引導學生在不同的時間段使用恰當的問候語,并進一步鞏固和運用所學的英語表達進行交流。(二)教材分析本單元的主題是“問候”,在前兩課的基礎上,《Lesson3》繼續(xù)拓展了問候語的學習,豐富了學生在日常生活中用英語進行交流的表達方式。教材內容注重情境創(chuàng)設,貼近學生的生活實際,有助于學生理解和運用語言知識。同時,通過復習和鞏固,幫助學生加深對已學知識的記憶,提高語言綜合運用能力。二、核心素養(yǎng)目標(一)語言能力目標1.學生能夠準確聽、說、讀、寫單詞:evening,night。2.學生能夠熟練運用句型:Goodevening./Goodnight.以及之前學過的Hello!/Hi!I'm...Thisis...在不同的情境中進行問候和交流。(二)文化意識目標1.了解英語中不同時間段問候語的文化背景和使用習慣,增強跨文化交際意識。2.培養(yǎng)學生尊重不同文化差異,學會在不同文化背景下正確運用語言進行交流的能力。(三)思維品質目標1.通過觀察圖片、分析情境和理解對話內容,培養(yǎng)學生的觀察力、分析力和邏輯思維能力。2.鼓勵學生在交流中積極思考,大膽表達自己的想法,培養(yǎng)創(chuàng)新思維和批判性思維能力。(四)學習能力目標1.培養(yǎng)學生良好的英語學習習慣,如認真聽講、積極參與課堂活動、主動復習和預習等。2.引導學生學會運用多種學習方法,如模仿、合作學習、自主探究等,提高學習效率和自主學習能力。三、教學重難點(一)教學重點1.掌握單詞evening,night的發(fā)音、拼寫和意義。2.正確運用Goodevening./Goodnight.以及其他問候語進行日常交流,并能根據不同的情境選擇合適的問候語。(二)教學難點1.理解Goodevening.和Goodnight.的使用情境和時間界限,能夠準確區(qū)分并運用。2.引導學生在實際交流中靈活運用所學的問候語和相關句型,做到自然流暢、準確得體。四、教學過程(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!設計意圖:通過日常問候和簡單的互動游戲,復習已學的問候語,活躍課堂氣氛,調動學生的學習積極性,同時為新課的學習做好鋪墊。2.RevisionShowsomepicturesonthemultimediathatdepictdifferentsituationswithpeoplegreetingeachother,suchasintheclassroom,ontheplayground,inthepark,etc.Eachpictureshowsaspecifictimeoftheday(morning,afternoon).Askthestudentstolookatthepicturesanddescribewhattheyseeusingtheappropriategreetingsentencestheyhavelearned.Forexample,forapictureofstudentsgreetingintheclassroominthemorning,astudentmaysay,"Goodmorning.Thestudentsaregreetingeachotherintheclassroom."Thenasksomestudentstocometothefrontoftheclassandactoutthedialoguesinthepictureswiththeirpartners,usingthecorrectgreetingsentencesandsomesimpleactions.設計意圖:利用圖片復習不同時間段的問候語,幫助學生鞏固所學知識,同時培養(yǎng)學生的觀察能力和口語表達能力。通過角色扮演,讓學生在實際情境中運用語言,增強學習的趣味性和實用性。(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.設計意圖:通過展示與單詞相關的圖片,創(chuàng)設直觀的情境,幫助學生理解單詞的含義和使用場景。同時,引導學生跟讀、模仿發(fā)音,加強對新單詞的記憶。讓學生兩兩練習,有助于互相糾正發(fā)音,提高學習效果。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.設計意圖:通過教材圖片和錄音,引導學生進入對話情境,理解課文內容。提問環(huán)節(jié)幫助學生梳理關鍵信息,加深對新知識的理解。角色扮演活動讓學生在實際情境中運用所學的問候語,提高口語表達能力和交際能力。詳細解釋“Goodevening.”和“Goodnight.”的使用情境和時間界限,有助于學生準確理解和運用,避免在實際交流中出現錯誤。(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.設計意圖:小組練習可以增加學生的參與度和開口說英語的機會。通過時間卡片和圖片的設置,創(chuàng)設不同的情境,讓學生在實踐中熟練掌握不同時間段的問候語,培養(yǎng)學生的語言運用能力和合作能力。教師的巡視和指導有助于及時糾正學生的錯誤,提高練習效果。小組展示可以增強學生的自信心和表現力,同時也為其他學生提供學習的榜樣。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.設計意圖:通過聽指令畫圖的活動,將語言學習與繪畫相結合,增加學習的趣味性。學生在聽和畫的過程中,需要理解并運用與時間相關的詞匯和問候語,從而加深對知識的記憶和理解。展示和描述圖片的環(huán)節(jié)可以鍛煉學生的口語表達能力和綜合運用語言的能力。(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.設計意圖:讓學生創(chuàng)編故事可以培養(yǎng)學生的創(chuàng)造力和語言綜合運用能力。通過設定故事的要求,讓學生在編寫過程中運用不同時間段的問候語和相關句型,將所學知識融會貫通。講述故事和互動環(huán)節(jié)可以提高學生的口語表達能力和自信心,同時也能培養(yǎng)學生的傾聽和評價能力。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

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