Unit1 Greetings Lesson2 How are you(教学设计）-2023-2024学年鲁科版(五四学制) (三起)英语三年级上册

鲁科版小学英语三年级上册Unit1 Greetings Lesson2 How are you？教学设计 教材分析 本人执教的《How are you？》是鲁科版五四制小学英语三年级上册第一单元 Greetings的第二课时。 一、教材背景分析 这套小学《英语》教材是根据国家义务教育《英语课程标准》，由国内知名英语教育专家和一线骨干教师共同编写，为五、四制地区量身打造的英语教材，教材供九年义务教育五年制小学三至五年级使用。本套教材共六册，每学期一册，以 Unit---Lesson的结构编排，以话题单位（Unit）的形式编写：第一、三、五册每册8个单元（含一个复习单元），第二、四、六册每册 7个单元（含一个复习单元），除复习单元外，每单元 4 课（Lesson），本套教材的语言活动以系列化的交际活动方式发展，注重多种学习方式和手段的运用，教材内容以中国男孩 Li Ming、加拿大女孩 Jenny、小恐龙 Danny三个卡通式人物的生活经历为主线贯穿全书，呈现英语国家现实生活中最常用的词和最常用的口语，同时又自然的将数字、月份、星期、时间表达法等《标准》规定的词汇和语法内容包容进去。重点词汇和表达法在课文中反复重现。其他的词则先让学生接触，再逐步成为重点，词汇量和句子是以滚雪球的方式扩大的。 二、单元教材分析 本单元为三年级上册，第一单元 Greetings。 1）功能：学习用英语问候和道别；学会简单的自我介绍。 2）教学重点：能听懂、会说并认读句子：“Hello／Hi．”“Good morning／afternoon．”“How are you？”“Nice to meet you.”“Goodbye／Bye.”并运用所学句型互致问候和道别。 3）教学难点：单词中 fine中元音字母／ai／和 thank中“th”的发音。 4）单元教学目标： 1．能听懂、会说本单元的主要问候语和道别语“Hello！＂＂Hi！”“How are you？”＂Nice to meet you." "Good morning / afternoon.""Goodbye." 2．能听懂、会说句型“I＇m．．．”并能实际运用该句型做自我介绍。 3．初步认识教材中出现的主要任务 Li Ming，Jenny和 Danny4．能够用所学英语互致问候，养成文明礼貌的习惯，逐步形成学习兴趣。 三、课时教材分析 1）课时定位： 本课时的话题属于“Greetings”单元。功能：问候和道别，做简单的自我介绍。通过第一课时的学习，同学们认识了教材中的主要人物 Li Ming，Jenny和 Danny，学习新朋友见面后打招呼及简单自我介绍。本课，在互相了解的基础上，学习作为朋友在早上见面后打招呼，关心问候对方以及放学后互相道别。通过学习，使学生能够养成文明礼貌的习惯，根据不同的时间或场合选择恰当的问候语或道别语。 2）课时教学目标： 1．知识目标：学生能听懂、会说并认读单词：good. morning. how. are，you，thank，and. goodbye. bye.学生能听懂、会说并认读句子：Good morning. How are you? I'm fine. Goodbye. 2．能力目标：学生能用所学英语互致问候和道别。 3．情感目标：养成学生文明礼貌的习惯，培养学生逐渐形成学习兴趣。 4．教学重难点：运用所学英语互致问候。 Step1：Greetings T：Hello，boys and girls，I’m Mrs Li. S：Hello，Mrs Li. T：Say hello to 3-5 students and shake hands with them. Then shake hands with all students in the air. T：Please say hello to your partner. S:Say hello to each other. Step2：Lead-in T：Let’s meet our friends. Let’s say hello to them. S: Students say together, the order is : Hello, Tom and Jerry; Hello, Peppa; Hello, George; Hello, Zhu bajie; Hello, Sun Wukong; Hello, Snow White. T：Class, today we will learn Unit1 Lesson 2 How are you?. Follow me please, Lesson 2, S:Lesson 2. T：How are you, S:How are you. Step3：Presentation Look, Li Ming and Jenny is coming. Let’s say hello to them. All Students: Hello, LiMing; Hello, Jenny. T：In the morning, they meet at the schoolgate. What do they say to each other? Do you want to know? S:Yes.Watch and answer T：OK. Let’s watch and answer.(Students watch the video) T ： What do they say to each other? Let’s check answer. What do they say in the morning?(choose some students answer) S:Good morning. T：Yes, smart girl.(use word card teach and stick on the whiteboard) T Let students follow. Good, Good, Morning, Morning, Good morning, Good morning. Use different tones .Choose two lines one by one read[Good morning]and judge it. T ： Class, Let’s read together. Show me your hands please, left hand say Good, right hand say Morning, then put them together[Good morning]. S:Use hands to practice[Good morning].Watch again and answer T：Let’s watch again and answer. What do they say to each other? S:Students watch the video again. T：Let’s check answer, Choose some students answer. S1:How are you? S2:How are you? S3:How are you? T：Yes, follow me please. How are you? How are you means“你好吗”。Correction each word How、are、you. Choose two lines One by one read. Let’s read together. S:How are you? T：How to answer How are you? I ask you How are you, You can answer? Check answer S:I’m fine, thank you.(Show word card and teach, choose students answer then stick it)Ask and answer T：Let’s ask and answer(different animals ask How are you, teacher use different tone ask). Al Students: I’m fine, thank you. Then follow teacher. T：Teach [and you?],and choose one line read. T：Let’s read together(all text twice). All Students: Follow teacher(all text twice). T：Do a PK. Group1&Group2,find Which group is louder?Group1 students readGroup2 students read Group2 is the winner. T：What do they say each other at last? Watch again and answer S:Watch again and answer. T：Check answer. What do they say each other at last? Check answer S1:Goodbye. S2:Goodbye. S3:Bye. T ： Show word cards teach and stick it on the whiteboard. Listen and repeat S:Listen and repeat .Step4：Practice Read it by yourself T：Take out your paper and Let’s Read the text by yourself. S:Read the text by themselves with 2mins. T：Let’s read together. S:Look at the picture and read. T：Practice with your partner. S:Practice with partner. T：I will choose some students to practice. Who want to try? S:G1、G2、G3、G4、G5、G6、G7 practice in turns and clap for them. T：Read after teacher loudly. S:G8、G9、G10 continue practice. T ： Please Use body language when you read the dialogue. S:Practice with body language with partner and show(3-4 groups).Let’s act T：This time, I’m Jenny, I want a boy to be Liming, Who wants to be LiMing? S1:A boy come to front with teacher to practice. S2:A girl come to front with teacher to practice. T：I will choose two students come to the front to practice the dialogue with body language. T：Some groups come to the front. Step5：Match exercise T：Class, you did really good job. Let’s do some exercise. S1&S2&S3:Answer the match exercise question. Step6：Enjoy the song T：Class, this time Let’s enjoy a song. Please listen carefully. S:Enjoy the song. Follow the song T：This time you can follow it. Show me your hands. S:Follow the song. T：One more try please, Please use your body language and be loudly. S:Follow the song with body language. T：Have a nice day!祝大家都有快乐的一天！ Step7：Moral education T：Class, please be polite to each other.OK? S:OK! Step8：Summary T：Today we have learned...Let’s review together. In the morning, we should say? S:Good morning. T：When you greeting, you can say? S:How are you? T：Yes, and You can answer? S:I’m fine, thank you. T：It’s time to go, you should say? S:Goodbye/Bye. T：Please review quick by yourself. Step9：Homework T：Class, today’s homework is, No.1: Listen and repeat after video. No.2: Greeting with each other in English. T：Thank you for listening, goodbye! S:Bye.Blackboard design 鲁科版小学英语三年级上册Unit1 Greetings Lesson2 How are you？课后反思 当孩子们对所学英语有浓厚兴趣和好奇心时，便会产生情感上的需求，乐于参与其中。在本课的学习中。孩子们积极主动而且身心愉悦地投入学习，从而获得成功体验。 一、有趣导入，准确把握学生的认知基础和规律。《How are you?》为学生进入三年级以来英语学习的第二课时内容，是学习继“Hello/ Hi.”之后另外一种英语问候方式。本课无论是在语句的学习还是词汇量的增加上都较第一课有明显的难度，所以进入新课前，师生间的问候，利用他们喜爱的卡通人物进行互动，激发学习兴趣，并潜意识中强调“We are friends.”，为本课的学习做好铺垫--熟人之间的问候。但他们有意注意的时间较为短暂，其英语学习在很大程度上带有明显的情绪化倾向，再有趣的东西，反复重现，他们也会失去学习积极性，所以师生间的问候，与卡通人物的互动以及动画的内容都以不同的方式呈现，从视觉、听觉冲击学生的大脑思维，让他们产生继续探究的动力与欲望。 二、有效设计，贴近学生生活，引发共鸣。每一篇文章都可以看作一个完整的小故事，看似独立又有着千丝万缕的联系是本教材的魅力所在。想让初学者能听懂、会读、会用，并保持学习热度，需要认真钻研教材本身和学生的学习特点，设计有效的活动，循序渐进地展开学习。在向学生介绍课文背景学设计后，第一次呈现课文动画时，学生关注动画本身可能多过于语言内容，所以让每一位学生动手排一排的方式能更好、更完整的去理解感知小故事的意义，知识来源于生活，也必将更完整的去理解感知小故事的意又。知识来源于生活，也必将走进生活。学生通过走进课文人物学习语言知识，在听读中奠定语言基础，根据先入为主的认知规律，学生在反复的听中学习词汇、语句，在与老师、同学的互动中反复实践，感受词汇、语言的意义在说、唱中以放松、愉悦的心情自然巩固，让学生在猜一猜，读一读，选一选朋友见面后会说些什么，激发学生思维，学会整合所学知识，并合理运用;在编、导、演中升华内心情感，将知识运用到生活中。利用最近学生很喜欢的卡通角色，激发兴趣。 三、有效评价，激发学生的积极参与。中国有句谚语“好孩子是夸出来的”。每一位学生都希望自己的点滴进步能够得到教师的认可，希望听到教师的赞扬，所以在教学过程中师生双方要重视情感上的交流与沟通。我对每一位参与者都给予了及时的评价，如:Good. Excellent. Wonderful. Well done...教师的肯定、同学的赞赏是他们学习的外在动力，同时也促使更多的同学积极踊跃发言。学生初学英语感到新奇有趣，我本着多鼓励表扬，少批评的原则，根据学生学习水平的差异，把握活动的内容、所提问题的难度，以便给学生提供成功的机会，让所有的学生尝到成功的快乐，享受成功体验，逐步培养学习兴趣。 反思自己的教学行为还有很多的不足之处，对专业素质的追求是每一位老师毕生的目标，对学生的研究始终在路上，对学生进行中肯、有针对性地评价，也是我努力的方向。教学，开头容易，过程难。随着学生对英语学习的熟悉，原有的最初的学习高温已急剧下降，语言知识本身具有的魅力，才是学生持久学习的驱动力，才是用之不尽，取之不绝的能源。 学科网（北京）股份有限公司 $$