译林版小学英语说课稿Unit5Fruit-StoryTime_(Period2)

Unit 5 Fruit-Story Time"(Period 2)Good morning/afternoon,esteemed interviewers!I am delighted to present my teaching planfor the second period of"Unit 5 Fruit",specifically the "Story Time".This lesson is designedto build on students'prior knowledge and further enhance their language skills andunderstanding of the unit theme.I will now elaborate on my teaching design from multipleaspectsI.Analysis of the Teaching MaterialThe"Story Time"in Unit 5 presents a vivid dialogue during a labor class,centered aroundmaking and sharing fruit salads.The labor teacher initiates the activity,and students inquireabout the fruits each other has brought.Through cooperation,they create the fruit salad andultimately enjoy it together.Regarding the "What",the story unfolds the entire process of making fruit salads,from theinitial gathering of fruits to the final sharing moment.For the "Why",by setting the scene in afamiliar classroom environment,it naturally introduces dialogues about asking and statingthe possession of fruits,sparking students'learning interest and facilitating languagecomprehension.The ending emphasizes the importance of cooperation and sharing,as wellas the health benefits of fruits,guiding students to develop healthy eating habits.The post-reading question"What do the students think of the fruit salad?"encourages students todelve deeper into the unit theme,laying a foundation for answering the Big Question.Interms of the "How",the story uses common fruit names and various sentence patterns forasking and answering about fruits,such as"What fruit do you have?"and "I have...".With asimple and relatable plot,it is easy for students to understand and has practical educationalsignificance.ll.Analysis of the StudentsThird-grade students are lively,curious,and mainly rely on concrete-image thinking.Theyare highly receptive to new things,good at imitation,and prefer leaming through engagingactivities.Given the differences in their language foundation,learning abilities,and interests,it's essential to design diverse teaching activities.For students with a weaker foundation,thefocus will be on mastering basic vocabulary and simple sentence patterns,while those with astronger foundation will be challenged to retell the story or engage in more complex role-playing.Group cooperation and role-playing activities will be employed to help studentsconsolidate knowledge and apply English in real-life-like situations.Ill.Four -Dimensional Objectives of Core Competencies1.Language Competence:Students will comprehensively understand the story content,master fruit-related vocabulary,and proficiently use sentence patterns for asking andstating fruit possession.They will be able to express themselves accurately in relevantcontexts.