五·四制 * 鲁科版 * 小学英语三年级上册
Unit 1 Greetings
Lesson 2 How are you?
教材分析
Unit 1 Greetings
Lesson 2 How are you?教材分析
我执教的《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。21世纪教育网版权所有
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（2011年版）》，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。21教育网
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。21cnjy.com
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.”21·cn·jy·com
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Danny等。
4．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。www.21-cn-jy.com
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。
五·四制 * 鲁科版 * 小学英语三年级上册
Unit 1 Greetings
Lesson 2 How are you?
教学反思
《How are you?》教学反思
瑞士著名教育家皮亚杰说过：“所有智力方面的活动都要依赖于兴趣”。 当英语以其陌生的面孔，异样地走进学生当中，他带给学生全身心的好奇感。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。21世纪教育网版权所有
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。
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关系，这也正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，所以让每一位学生通过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喜羊羊、灰太狼等卡通角色，创设情景，制造矛盾冲突，学生不仅合理地将知识运用到了小故事中，故事本身也深深吸引着学生，让他们融为一体，如灰太狼的狼叫声，抓住小羊时“Let’s go!”脱口而出。这些即兴表演，学生在创编过程中，已然将内心情感真实地反映在故事的表演中。21教育网
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。21cnjy.com
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。
五·四制 * 鲁科版 * 小学英语三年级上册
Unit 1 Greetings
Lesson 2 How are you?
教学设计
Unit 1 Greetings
Lesson 2 How are you?教学设计
Analysis of the lesson:
In this lesson, pupils are expected to greet each other with “Good morning” “How are you?” “I’m fine, thank you. And you?”, and say goodbye to their friends.【来源：21·世纪·教育·网】
Analysis of the learners:
This is the second lesson for them. And in unit 1 they have learned how to greet each other with “Hello / Hi” and how to introduce themselves. For most of the learners, it’s difficult for them to say the long sentences and keep learning by heart. In order to cultivate their interests of learning English, doing some interesting or funny activities are necessary.21cnjy.com
Teaching goals:
1) Knowledge goal: They can read the words and sentences correctly.21·世纪*教育网
2) Ability goal: They can greet each other with “Good morning” “How are you? ---I’m fine, thank you. And you?” and say goodbye with “Goodbye / Bye.”【来源：21cnj*y.co*m】
3) Emotion goal: Cultivate the pupils’ good habits of politeness. 21教育名师原创作品
Key points:
The words: good, morning how, are, you, thank, and, goodbye, bye
The sentences: Good morning.
—How are you?
— I’m fine, thank you. And you?
Goodbye.
Difficult points:
The pronunciation of the letters “i” “th”.
Greet each other with the sentences they learn in this class.21*cnjy*com
Procedure:
Step 1: warm-up:
Greetings:
Hello, boys and girls. I’m very happy to see you again.
Free talk:
Hello.
Hi.
Please say hello to your friends.
You’re friendly. We can be good friends.
Look, these are cartoons, and we have so many cartoon friends. Let’s say hello to them.
Hi! I’m Dora.
Hello! I’m Mickey.
Hello! My friends. Hello, xx…
Good morning, I’m Pluto.
Watch a cartoon:
T: You’re friendly. Now let’s watch a cartoon. Then, I will ask you some questions.
That’s funny. 他们之间认识吗？ 对，他们可是非常熟悉的朋友了，那他们是怎样互相问候的？
Ss: …
【Purpose: Review the original knowledge and lay a foundation for the new lesson.】
Topic:
Today let’s have a new lesson, lesson 2 How are you?
Read the topic.
Step2: Presentation:
Introduction:
T: Look, our good friends Li Ming and Jenny are coming. Let’s say hello to them.
Ss: Hello, …
T: In the morning, they meet at the school gate. They are greeting each other. What do they say? Here are 3 pictures. Please watch the cartoon and number the pictures.2·1·c·n·j·y
【Purpose: Lead students to have a general idea of the text.】【版权所有：21教育】
Watch, listen and number the pictures.
Look, I have 3 big pictures. Who wants to come here and number these pictures on the blackboard? Any volunteers? Others can take out your paper and number the pictures.21世纪教育网版权所有
This is …’s answer. Let’s check it. This is number 1… Yes, she’s right. Are you right? Good job.
Li Ming and Jenny are so polite. Let’s learn from them.
Learn:
good, morning, Good morning---g oo d ---morning----good morning
When we meet our friend in the morning, we often say good morning.
Watch, listen again and answer:
In this picture, they greet each other warmly. What do they say to each other? Please watch again.
Learn the sentences.
What do they say in this picture?(p3) Yes, today they have a nice day. Now they are going home. They should say goodbye.
Learn: goodbye, bye
【Purpose: Students can grasp the main idea of the text. 】21*cnjy*com
Listen and repeat.
Let’s listen and repeat.
You’re good listeners.
【Purpose: Practice reading and imitate the pronunciation and intonation. 】
Step 3 Practice:
Read by yourselves.
Please open your books and read by yourselves.
Read in roles.
Look, I’m Jenny now. Who wants to be Li Ming?
Now please practice in pairs and act it out.
T: Who wants to be Li Ming / Jenny?(戴头饰)
Let’s talk:
Li Ming and Jenny are friends. Look, this is our good friend, Danny. Let’s say hello to Danny. Jenny and Danny are friends, too. Now they meet in the park. What do they say? Please think and talk with your friends.
Who wants to try?
What do they say?
Maybe they can say…
Can they say “ Hello, I’m Jenny / Danny”?------No, they can’t. Why? They are friends. They know each other.21·cn·jy·com
Now I’m Jenny, who wants to be Danny?
Practice in pairs.
Who is Jenny / Danny?
T: Are you happy? Ss: Yes.
Look, they are so happy, too. They have a nice day in the park.21教育网
Learn: have a nice day.
【Purpose: Consolidate and evaluate the learning effect.】
Sing:
Listen, they are singing. Please listen carefully.
Now let’s sing together.
【Purpose: Cultivate their interests of learning English.】
Let’s say.
This class we learned how to greet our friends. Here are some cartoon friends.
Can you greet him? What can you say?
…
You’re friendly. Look, another friend. Maybe you like him.
Listen, what does it say?
Good morning, my friends.----
How are you?-------
I’m not fine.
Learn: I’m not fine.
Xiyangyang is happy, he says I’m fine. But Huitailang says I’m not fine. What’s the matter? What happened?
Step 4 Production:
Let’s make a story.
T: 你喜欢灰太狼的故事吗？现在你们来当小编剧小演员吧! You can use the sentences “hello, good morning. How are you? I’m fine. / I’m not fine… goodbye.”
First, you should take out the poster, stick the sentences on the poster. Then show your poster here.
Show the poster:
Which group wants to show? Any volunteers?
T: I like your story. Thank you. You worked hard just now.
Act it out in groups:
T: Next, please choose the roles you like, act it out in groups, then show your story in class.
Group show:
T: Which group wants to show your story?
Maybe you like the story. You can go on after class.www.21-cn-jy.com
【Purpose: Practice and consolidate the words, phrases and sentences they learned in this class, and achieve the learning goals.】www-2-1-cnjy-com
Step 5 Summary:
This class we learned how to greet our friends. When we meet our friends in the morning, we often say good morning. And we can greet each other with “ How are you?”…
【Purpose: Lead students to summarize the words, phrases and sentences they learned in this class.】
Step 6 Homework:
Listen and repeat.
Greet your friends with the sentences every day.
【Purpose: Consolidate the words, phrases and sentences through some extensive exercises after class.】2-1-c-n-j-y
T: Try to be a polite person, so much for today. Have a nice day. ( You, too.)Bye.
Blackboard design:
Lesson 2 How are you?
How are you?
Good morning. I’m fine, thank you. And you? Goodbye.【出处：21教育名师】
Fine, thank you. Bye.
五·四制 * 鲁科版 * 小学英语三年级上册
Unit 1 Greetings
Lesson 2 How are you?
评测练习
评测练习
I. Watch, listen and number the pictures.（看动画，给图片排序。）www.21-cn-jy.com
II. Think and choose: What can they say?想一想，选一选：他们会说什么？（√）
Hello.□ I’m Jenny.□ Hi.□ I’m Danny.□ Good morning.□
How are you? □ I’m fine, thank you. And you? □Fine, thank you.□ Goodbye.□ Bye.□
…
设计意图：
任务一：学生初升入三年级，刚开始接触英语学习，对听音任务还没有掌握很好的学习方法，他们对活动的认知还停留在动画、图片等视觉层面，所以此项任务的设置，能够面向全体学生，让学生通过观看动画，按照对话内容对图片对话进行排序，对课文对话内容能形成一个初步的、整体的理解。同时给图片配上文字，对有能力的学生，通过阅读初步读懂大意，给他们提供一个更好的平台，促使他们听音、读图、辨音甚至是阅读能力的发展。21世纪教育网版权所有
任务二：通过课文的学习，学生已经学会了在早上见面、关心对方时的问候及道别，本任务的设置旨在巩固所学知识，让学生进一步了解在不同场合、不同时机如何问候。比如I’m Jenny. / I’m Danny.作为混淆项，学生需要稍动脑筋就会明白，他们已经认识并且是好朋友，不需再做自我介绍。同时，也让学生体会到How are you?用于熟人之间的问候。选项后胡省略号，能够充分发挥学生的想像力，对有能力的同学提供展示和提升的机会。21教育网
效果分析：
任务一：通过测试卷课后批阅来看，正确率为100%，但是从课堂做题情况观察来看，有个别孩子做得比较慢，他们是通过读句子来完成的，而做得非常快的孩子大部分是通过读图来完成的，由此可见，在老师没有做具体要求的情况下，不同层次的学生能根据自己的实际情况来完成学习任务，本活动设计意图基本圆满达成。21cnjy.com
任务二：本活动从做题情况来看，比较理想，正确率为98.75%。错误点比较集中，体现是否两个小朋友应该互为介绍。而这也正是本题的设计意图所在，教师在针对学生出现的问题，适时提出为什么不能选这两个选项，由学生自己说出理由更能说服他们，而学生也能非常精准地找出问题所在：他们是朋友，不需要再自我介绍了。从课堂反映和做题情况来看，学生基本能够理解并掌握本课的学习内容。21·cn·jy·com
