人教精通版（2024）三年级上册（2024）Unit 1 Greetings教学设计及反思

这是一份人教精通版（2024）三年级上册（2024）Unit 1 Greetings教学设计及反思，共33页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
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《Lessn 1》。主要围绕日常问候语“Hell!”“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。《Lessn 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，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：hell，hi，I'm。
2. 学生能理解并运用句型：Hell! / 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hell，hi，I'm的发音和书写。
2. 熟练运用句型Hell! / 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Hell!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-up
1. Greetings
T: Hell, bys and girls! Nice t meet yu!
Ss: Hell, teacher! Nice t meet yu, t!
T: Hw are yu tday?
Ss: I'm fine, thank yu. And yu?
T: I'm very well, t.
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 sng
Play the sng "Hell" n the multimedia. The teacher leads the students t sing alng with the music and d sme simple actins.
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）Presentatin
1. Learn the new wrds
Shw the wrd card "hell" n the multimedia. The teacher reads the wrd clearly and slwly: "hell", and asks the students t listen and watch carefully. Then the teacher uses the gesture f waving hands t demnstrate the meaning f "hell", and says "Hell! I'm greeting yu." Let the students imitate the prnunciatin and the gesture several times.
Use the same way t teach the wrd "hi". Explain that "hi" and "hell" have the same meaning, but "hi" is mre infrmal and used in mre casual situatins.
Teach the phrase "I'm..."
Hld up a ty bear and say: "Hell, I'm Bear. I'm very happy t meet yu." Then pint t myself and say: "I'm Miss/Mr. [Teacher's name]. Nw, yu say 'I'm...'" Encurage the students t say their names after "I'm". Fr example, a student says: "I'm Li Ming." The teacher crrects the prnunciatin if necessary and praises the student: "Very gd, Li Ming!"
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. Text learning
Open the textbk t Page 2. Shw the pictures f the textbk n the multimedia. Lk at the first picture, there are tw children meeting n the way t schl. The teacher asks: "What are they saying? Let's listen." Then play the dialgue recrding: "Hell! I'm Li Yan." "Hi! I'm Peter."
After listening, the teacher asks the students sme questins:
Wh are they in the picture? (Li Yan and Peter)
What d they say when they meet? (Hell! / Hi!)
Hw des Li Yan intrduce herself? (I'm Li Yan.)
Hw des Peter respnd? (Hi!)
Let the students repeat the dialgue after the recrding sentence by sentence. Then ask sme students t rle-play the dialgue in pairs, with ne student acting as Li Yan and the ther as Peter. The teacher walks arund the classrm t prvide 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）Practice
1. Grup practice
Divide the students int grups f fur. Each grup has a name card with a character's name n it, such as "Alice", "Bb", "Cindy", "David". The students in the grup take turns t greet each ther using the learned sentences. Fr example, Student A: "Hell! I'm Alice." Student B: "Hi! I'm Bb." Student C: "Hell! I'm Cindy." Student D: "Hi! I'm David." Then they can change the rder and practice several times.
The teacher ges t each grup t listen and give guidance. Encurage the students t use big vices and clear prnunciatin. After a few minutes, ask sme grups t perfrm in frnt f the class. Praise and reward the grups that perfrm 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. Game: Pass the ball
The teacher prepares a sft ball. The students sit in a circle. The teacher starts the game by saying "Hell! I'm [Teacher's name]" and passing the ball t a student. The student wh catches the ball shuld say "Hell! / Hi! I'm..." and then pass the ball t anther student. If a student hesitates r makes a mistake, the teacher can give a little hint r ask ther students t help. Keep playing the game until mst students have had a chance t 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）Prductin
1. Make a dialgue
Shw sme pictures n the multimedia with different situatins, such as meeting a new friend in the park, greeting a classmate in the classrm, saying hell t a teacher in the hallway. Ask the students t chse ne f the pictures and make a dialgue with their partners accrding t the situatin. They shuld use the sentences learned in this lessn.
After a few minutes, invite sme pairs t cme t the frnt f the class and act ut their dialgues. Encurage ther students t listen carefully and give cmments.
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. Rle-play
Divide the class int several grups. Each grup assigns rles and creates a shrt scene abut greeting and intrducing themselves. Fr example, in a birthday party, the children meet and greet each ther. They can add sme simple actins and expressins t make the scene mre vivid.
Give the students sme time t prepare and rehearse. Then each grup perfrms their scene in frnt f the class. After each perfrmance, the teacher and the students can discuss and give suggestins fr imprvement.
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）Summary
1. Review the wrds and sentences
The teacher shws the wrd cards and asks the students t read the wrds alud: hell, hi, I'm. Then the teacher asks sme students t cme t the frnt f the class and use the wrds t make sentences, such as "Hell! I'm [Student's name]." "Hi! I'm [Student's name]."
Summarize the usage f the greeting sentences: "Hell!" and "Hi!" are bth used t greet thers, but "Hell!" is mre frmal and can be used in varius situatins, while "Hi!" is mre casual and ften used amng friends r in a relaxed atmsphere. "I'm..." is used t intrduce neself.
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 imprtance f pliteness
Tell the students that greeting thers plitely is an imprtant part f interpersnal cmmunicatin. It can make peple feel friendly and respected. Encurage the students t use the learned greeting sentences in their daily lives and be plite 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）Hmewrk
1. Listen and repeat the dialgue n Page 2 f the textbk fr five times. Try t imitate the prnunciatin and intnatin 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 "Hell! / Hi! I'm..." t greet yur family members and friends at least three times after schl.
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
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。
Unit1 Greetings Lessn 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Unit1《Greetings》中的《Lessn 2》。主要学习内容包括新的问候语“Gd mrning.”“Gd afternn.”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，《Lessn 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：mrning，afternn，this，is。
2. 学生能理解并运用句型：Gd mrning. / Gd afternn. 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mrning，afternn，this，is的发音和书写。
2. 熟练运用句型Gd mrning. / Gd afternn. This is...进行问候和介绍他人。
（二）教学难点
1. 区分“Gd mrning.”和“Gd afternn.”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-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. Befre we start ur new lessn, let's review what we learned last time. Wh can say hell r hi t me and intrduce yurself?
- Several students raise their hands and say, fr example, "Hell! I'm Li Ming." r "Hi! I'm Wang Mei." The teacher respnds 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 sng
- Play the sng "Hell" again. The teacher and students sing tgether and d the actins as they did in the previus lessn.
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）Presentatin
1. Learn the new wrds
- Shw a picture f a beautiful sunrise n the multimedia and say, "Lk at this picture. It's mrning. We say 'Gd mrning' when we meet peple in the mrning." Then write the wrd "mrning" n the blackbard and read it clearly: "mrning", emphasizing the prnunciatin f the "r" sund. Let the students repeat several times.
- Use a similar way t teach the wrd "afternn". Shw a picture f the sun in the sky at abut 2 r 3 pm and say, "Nw it's afternn. We say 'Gd afternn' at this time." Write the wrd "afternn" n the blackbard and read it: "afternn", paying attentin t the stress n the first syllable. Have the students imitate the prnunciatin.
- Teach the wrds "this" and "is"
- Hld up a pencil and say, "This is a pencil." Pint t the pencil and say "this" clearly, then say "is" and emphasize the /ɪz/ sund. Let the students understand the meaning and prnunciatin f "this" and "is" thrugh this example. Have them repeat "This is a pencil." several times.
- Then pint t ther bjects in the classrm, such as a bk, a desk, etc., and ask the students t say "This is a..." fllwing the teacher's 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“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 textbk t Page 4. Shw the pictures f the textbk n the multimedia. Lk at the first picture, where Miss Liu is greeting the students in the mrning. The teacher says, "Let's see what they are saying. Listen carefully." Then play the dialgue recrding: "Gd mrning, Miss Liu!" "Gd mrning, bys and girls!"
- After listening, the teacher asks sme questins:
- What time is it in the picture? (It's mrning.)
- Wh are they in the picture? (Miss Liu and the students.)
- What d they say when they meet in the mrning? (Gd mrning.)
- 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 Miss Liu and the thers as the students.
- Lk at the secnd picture n Page 4. It shws Peter and Li Yan meeting in the afternn. The teacher plays the dialgue recrding: "Gd afternn, Peter!" "Gd afternn, Li Yan! This is Ga Wei." "Nice t meet yu, Ga Wei." "Nice t meet yu, t."
- After listening, ask the students questins like:
- What time is it nw? (It's afternn.)
- Wh are the characters in the picture? (Peter, Li Yan, and Ga Wei.)
- What d they say when they meet in the afternn? (Gd afternn.)
- What des Peter say when he intrduces Ga Wei? (This is Ga Wei.)
- Explain the meaning and usage f "This is..." in the cntext f intrducing smene. Let the students understand that we use this sentence t intrduce a persn t anther persn. Have the students repeat the dialgue several times, paying attentin t the prnunciatin and intnatin. Then ask sme pairs f students t rle-play the dialgue, with ne student intrducing anther 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）Practice
1. Grup practice
- Divide the students int grups f fur. Each grup is given a set f time cards (with "mrning" and "afternn" written n them) and name cards (with different students' names). The students take turns t pick a time card and a name card, and then greet each ther and intrduce themselves accrding t the time and name n the cards. Fr example, if a student picks the "mrning" card and the name card f "Zhang Hua", he/she can say, "Gd mrning. I'm Zhang Hua. This is Li Ming." (assuming Li Ming is anther student in the grup). The ther students in the grup respnd accrdingly.
- The teacher ges arund the grups t bserve and ffer help if needed. Encurage the students t use crrect prnunciatin and intnatin. After a while, ask sme grups t shw 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 d
- The teacher says sme instructins, such as "Gd mrning, stand up." "Gd afternn, sit dwn." "This is Li Mei, wave yur hands." The students listen and d the crrespnding actins. This activity can help students better understand and respnd t the learned phrases in a real-life cntext. It als trains their listening and reactin skills.
- After several runds, ask individual students t give instructins and the rest f the class t fllw. This can further enhance students' participatin and their ability t 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）Prductin
1. Create a situatin dialgue
- Shw sme pictures n the multimedia that depict different situatins, such as meeting a new teacher in the mrning, intrducing a friend t yur parents in the afternn, r greeting classmates n the playgrund. Ask the students t chse ne f the pictures and create a dialgue with their partners based n the situatin. They shuld use the sentences learned in this lessn, including the apprpriate greeting and the intrductin f thers.
- Give the students enugh time t prepare and discuss. Then invite several pairs t cme t the frnt f the class and perfrm their dialgues. Encurage ther students t listen carefully and give cmments r suggestins.
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. Rle-play game: "Meet and Greet"
- Divide the class int several small grups. Each grup assigns rles, including sme students as new classmates, ne student as the teacher, and ne r tw students as parents r visitrs. Set up a scenari where new classmates are intrduced t the class r t thers in different situatins during the day (mrning r afternn).
- The students in each grup need t use the learned greeting sentences and "This is..." t interact and intrduce each ther. They can als add sme simple cnversatins and actins t make the rle-play mre vivid and interesting.
- After the grups have prepared and rehearsed, they take turns t perfrm in frnt f the class. The teacher and ther students can watch and evaluate their perfrmances, fcusing n the use f language, cmmunicatin skills, and creativity.
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）Summary
1. Review the wrds and sentences
- The teacher shws the wrd cards f "mrning", "afternn", "this", "is" ne by ne and asks the students t read alud and spell them. Then the teacher asks sme students t use these wrds t make sentences, such as "Gd mrning. This is my bk." r "Gd afternn. This is my friend, Tm."
- Summarize the usage f the greeting sentences "Gd mrning." and "Gd afternn.", emphasizing that we use "Gd mrning" in the mrning and "Gd afternn" in the afternn. Review the structure and usage f "This is..." fr intrducing thers, and remind the students t pay attentin t the prnunciatin and intnatin when using these sentences.
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. Cultural tips
- Tell the students that different cultures may have different ways f greeting and intrducing peple. In English-speaking cuntries, it is cmmn t use these simple and plite expressins. Encurage the students t respect different cultural custms and use apprpriate language when cmmunicating with peple frm different backgrunds.
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）Hmewrk
1. Listen t the dialgue n Page 4 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. Use the learned greeting sentences and "This is..." t greet and intrduce peple t yur family members at hme. Fr example, in the mrning, yu can say "Gd mrning, Mm/Dad. This is my ty bear." In the afternn, yu can say "Gd afternn, Grandpa/Grandma. This is my classmate, Zhang Hua."
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“Gd mrning.”和“Gd afternn.”，以及用“This is...”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“Gd mrning.”和“Gd afternn.”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“This is...”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。
Unit1 Greetings Lessn 3 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《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。
Wrds:
hell hi I'm
Sentences:
Hell! I'm...
Hi! I'm...
Pictures:
(Draw a picture f a smiling face t represent greeting)
(Draw a simple stick figure t represent a persn intrducing neself)