1、人教精通版（2024）三年级上册英语Unit16全册教案Unit1 Greetings Lesson 1 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Unit1Greetings中的Lesson 1。主要围绕日常问候语“Hello!”“Hi!”以及自我介绍“Im.”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。Lesson 1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
2、，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，Im。2. 学生能理解并运用句型：Hello! / Hi! Im.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，Im的发音和书写。2.
3、熟练运用句型Hello! / Hi! Im.进行问候和自我介绍。（二）教学难点1. Im的正确发音，特别是/Im/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, boys and girls! Nice to meet you!Ss: Hello, teacher! Nice to meet you, too!T: How are you to
4、day?Ss: Im fine, thank you. And you?T: Im very well, 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. Sing a songPlay the song Hello on the multimedia. The teacher leads the students to sing along with the music and do some simple actions.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
5、主题“问候”。（二）Presentation1. Learn the new wordsShow the word card hello on the multimedia. The teacher reads the word clearly and slowly: hello, and asks the students to listen and watch carefully. Then the teacher uses the gesture of waving hands to demonstrate the meaning of hello, and says Hello! Im
6、 greeting you. Let the students imitate the pronunciation and the gesture several times.Use the same way to teach the word hi. Explain that hi and hello have the same meaning, but hi is more informal and used in more casual situations.Teach the phrase Im.Hold up a toy bear and say: Hello, Im Bear. I
7、m very happy to meet you. Then point to myself and say: Im Miss/Mr. Teachers name. Now, you say Im. Encourage the students to say their names after Im. For example, a student says: Im Li Ming. The teacher corrects the pronunciation if necessary and praises the student: Very good, Li Ming!设计意图：运用直观教学
8、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“Im.”的用法，激发学生的学习兴趣和参与度。2. Text learningOpen the textbook to Page 2. Show the pictures of the textbook on the multimedia. Look at the first picture, there are two children meeting on the way to school. The teacher asks: What are they saying? Lets l
9、isten. Then play the dialogue recording: Hello! Im Li Yan. Hi! Im Peter.After listening, the teacher asks the students some questions:Who are they in the picture? (Li Yan and Peter)What do they say when they meet? (Hello! / Hi!)How does Li Yan introduce herself? (Im Li Yan.)How does Peter respond? (
10、Hi!)Let the students repeat the dialogue after the recording sentence by sentence. Then ask some students to role-play the dialogue in pairs, with one student acting as Li Yan and the other as Peter. The teacher walks around the classroom to provide guidance and help.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
11、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. Group practiceDivide the students into groups of four. Each group has a name card with a characters name on it, such as Alice, Bob, Cindy, David. The students in the group take turns to greet each other using the learn
12、ed sentences. For example, Student A: Hello! Im Alice. Student B: Hi! Im Bob. Student C: Hello! Im Cindy. Student D: Hi! Im David. Then they can change the order and practice several times.The teacher goes to each group to listen and give guidance. Encourage the students to use big voices and clear
13、pronunciation. After a few minutes, ask some groups to perform in front of the class. Praise and reward the groups that perform well with small stickers.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.
14、Game: Pass the ballThe teacher prepares a soft ball. The students sit in a circle. The teacher starts the game by saying Hello! Im Teachers name and passing the ball to a student. The student who catches the ball should say Hello! / Hi! Im. and then pass the ball to another student. If a student hes
15、itates or makes a mistake, the teacher can give a little hint or ask other students to help. Keep playing the game until most students have had a chance to participate.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
16、）Production1. Make a dialogueShow some pictures on the multimedia with different situations, such as meeting a new friend in the park, greeting a classmate in the classroom, saying hello to a teacher in the hallway. Ask the students to choose one of the pictures and make a dialogue with their partne
17、rs according to the situation. They should use the sentences learned in this lesson.After a few minutes, invite some pairs to come to the front of the class and act out their dialogues. Encourage other students to listen carefully and give comments.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
18、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-playDivide the class into several groups. Each group assigns roles and creates a short scene about greeting and introducing themselves. For example, in a birthday party, the children meet and greet each other. They can add some simp
19、le actions and expressions to make the scene more vivid.Give the students some time to prepare and rehearse. Then each group performs their scene in front of the class. After each performance, the teacher and the students can discuss and give suggestions for improvement.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
20、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. Review the words and sentencesThe teacher shows the word cards and asks the students to read the words aloud: hello, hi, Im. Then the teacher asks some students to come to the front of the class and use t
21、he words to make sentences, such as Hello! Im Students name. Hi! Im Students name.Summarize the usage of the greeting sentences: Hello! and Hi! are both used to greet others, but Hello! is more formal and can be used in various situations, while Hi! is more casual and often used among friends or in
22、a relaxed atmosphere. Im. is used to introduce oneself.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. Emphasize the importance of politenessTell the students that greeting others politely is an important part of interpersonal communication. It can make people feel frie
23、ndly and respected. Encourage the students to use the learned greeting sentences in their daily lives and be polite children.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. Listen and repeat the dialogue on Page 2 of the textbook for five times. Try to imitate
24、 the pronunciation and intonation accurately.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. Use the learned greeting sentences Hello! / Hi! Im. to greet your family members and friends at least three times after school.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:hello hi ImSent
25、ences:Hello! Im.Hi! Im.Pictures:(Draw a picture of a smiling face to represent greeting)(Draw a simple stick figure to represent a person introducing oneself)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。U
26、nit1 Greetings Lesson 2 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Unit1Greetings中的Lesson 2。主要学习内容包括新的问候语“Good morning.”“Good afternoon.”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，Lesson 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
27、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：Good morning. / Good afternoon. 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
28、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Good morning. / Good afternoon. This is.进行问候和介绍他人。（二）教学难点1. 区分“Good morning.”和“Good afternoon.”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-up1. Greetings- T: Hello, boys and girls! How ar
29、e you today?- Ss: Hello, teacher! Im fine, thank you. And you?- T: Im very well, too. Before we start our new lesson, lets review what we learned last time. Who can say hello or hi to me and introduce yourself?- Several students raise their hands and say, for example, Hello! Im Li Ming. or Hi! Im Wa
30、ng Mei. The teacher responds 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 song- Play the song Hello again. The teacher and students sing together and do the actions as they did in the previous lesson.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
31、的学习。（二）Presentation1. Learn the new words- Show a picture of a beautiful sunrise on the multimedia and say, Look at this picture. Its morning. We say Good morning when we meet people in the morning. Then write the word morning on the blackboard and read it clearly: morning, emphasizing the pronuncia
32、tion of the or sound. Let the students repeat several times.- Use a similar way to teach the word afternoon. Show a picture of the sun in the sky at about 2 or 3 pm and say, Now its afternoon. We say Good afternoon at this time. Write the word afternoon on the blackboard and read it: afternoon, payi
33、ng attention to the stress on the first syllable. Have the students imitate the pronunciation.- Teach the words this and is- Hold up a pencil and say, This is a pencil. Point to the pencil and say this clearly, then say is and emphasize the /z/ sound. Let the students understand the meaning and pron
34、unciation of this and is through this example. Have them repeat This is a pencil. several times.- Then point to other objects in the classroom, such as a book, a desk, etc., and ask the students to say This is a. following the teachers 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“
35、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 textbook to Page 4. Show the pictures of the textbook on the multimedia. Look at the first picture, where Miss Liu is greeting the students in the morning. The teacher says, Lets see what they are saying. Listen carefully. Then pla
36、y the dialogue recording: Good morning, Miss Liu! Good morning, boys and girls!- After listening, the teacher asks some questions:- What time is it in the picture? (Its morning.)- Who are they in the picture? (Miss Liu and the students.)- What do they say when they meet in the morning? (Good morning
37、.)- Let the students repeat the dialogue after the recording sentence by sentence. Then ask a few students to role-play the dialogue, with one student acting as Miss Liu and the others as the students.- Look at the second picture on Page 4. It shows Peter and Li Yan meeting in the afternoon. The tea
38、cher plays the dialogue recording: Good afternoon, Peter! Good afternoon, Li Yan! This is Gao Wei. Nice to meet you, Gao Wei. Nice to meet you, too.- After listening, ask the students questions like:- What time is it now? (Its afternoon.)- Who are the characters in the picture? (Peter, Li Yan, and G
39、ao Wei.)- What do they say when they meet in the afternoon? (Good afternoon.)- What does Peter say when he introduces Gao Wei? (This is Gao Wei.)- Explain the meaning and usage of This is. in the context of introducing someone. Let the students understand that we use this sentence to introduce a per
40、son to another person. Have the students repeat the dialogue several times, paying attention to the pronunciation and intonation. Then ask some pairs of students to role-play the dialogue, with one student introducing another 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
41、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. Group practice- Divide the students into groups of four. Each group is given a set of time cards (with morning and afternoon written on them) and name cards (with different students names). The students take turns to pick a time card
42、and a name card, and then greet each other and introduce themselves according to the time and name on the cards. For example, if a student picks the morning card and the name card of Zhang Hua, he/she can say, Good morning. Im Zhang Hua. This is Li Ming. (assuming Li Ming is another student in the g
43、roup). The other students in the group respond accordingly.- The teacher goes around the groups to observe and offer help if needed. Encourage the students to use correct pronunciation and intonation. After a while, ask some groups to show their dialogues in front of the class. Give positive feedbac
44、k and rewards to the groups that perform 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 do- The teacher says some instructions, such as Good morning, stand up. Good afternoon, sit down. This is Li Mei, wave your hands. The student
45、s listen and do the corresponding actions. This activity can help students better understand and respond to the learned phrases in a real-life context. It also trains their listening and reaction skills.- After several rounds, ask individual students to give instructions and the rest of the class to
46、 follow. This can further enhance students participation and their ability to 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）Production1. Create a situation dialogue- Show some pictures on the multimedia that de
47、pict different situations, such as meeting a new teacher in the morning, introducing a friend to your parents in the afternoon, or greeting classmates on the playground. Ask the students to choose one of the pictures and create a dialogue with their partners based on the situation. They should use the sentences learned in this lesson, including the appropriate greeting and the introduction of others.- Give the students enough time to prepare and discuss. Then invite several pairs to come to the front of the class and perform their dialogues. Encourage other students to listen carefully and
