人教版小学英语说课稿《U3PBLetstalkPlayaguessinggame》

Dear judges,Good [morning/afternoon]!It is my great honor to present my teaching plan for "Part B Let'stalk Play a guessing game"in Unit 3"Learning better"of Grade 3 English textbook,People's Education Edition.Now,I will elaborate on my teaching design from the followingaspectsI.Analysis of the Teaching MaterialThis teaching period integrates two interconnected parts.The "Let's talk"section sets thescene with a classroom dialogue between Wu Binbin and Mike Black.Centered on thetheme of inguiring and quessing what items are,it introduces the vocabulary "these"andessential sentence patterns like "What's this?","What are these?","It's ...""They're...".These language elements are presented in a natural conversational context,enablingstudents to grasp their practical usage in daily communication.The"Play a guessing game"part extends the learning by engaging students in an interactiveactivity.Students describe the characteristics of school supplies or other objects,and theirpeers guess the corresponding words based on the descriptions.This not only reinforces thenewly-learned vocabulary and sentence patterns but also hones students'listeningcomprehension,oral expression,and logical thinking skills.Together,these two componentsform a comprehensive learning module that guides students from language acquisition topractical application,promoting the development of their language proficiency.ll.Analysis of the StudentsThird-grade students are at the early stage of English learning,characterized by strongcuriosity and a preference for interactive and playful learning experiences.The teachingmaterial features a progressive structure,starting with dialogue learning and followed bypractical application.The "Let's talk"dialogue is presented in a straightforward Q&A format with clear roles,mirroring real-life social interactions.The simple sentence structures and everydaylanguage used are highly accessible for students to understand and imitate.The "Play aguessing game"activity serves as a practical extension,leveraging various prompts such aspictures,texts,and sensory cues to facilitate students'understanding.During the game,students actively apply the learned vocabulary and sentence patterns,creating a dynamiclanguage interaction cycle.This process gradually enhances their ability to transition fromrecognizing words to using them effectively in communication.However,due to individualdifferences in language learning speed and aptitude,some students may face challenges inusing these language elements flexibly and accurately in real-world scenarios.lll.Four-Dimensional Goals of Core Competencies1.Language Knowledge