译林版小学英语说课稿Unit4Havefunafterclass_(Period2_StoryTime)

Unit 4 Have fun after class"(Period 2:Story Time)Good morning/afternoon,esteemed interviewers!It is my great pleasure to present theteaching plan for the second period of "Unit 4 Have fun after class",specifically the "StoryTime".In this,I will systematically elaborate on every aspect of my teaching design,aiming to create a vibrant,effective,and meaningful English learning experience for students.I.Analysis of the Teaching MaterialThe"Story Time"in Unit 4 unfolds a charming story of students in the art club sketching oncampus after class.During the sketching process,the students spot a butterfly that flitsaround restlessly,flying by the tree,behind Su Hai,and then perching on a duck.Yang Lingand Su Hai chase after the butterfly,while Wang Bing captures this lively scene on paper.Regarding the "What",the story vividly depicts the students'pursuit of the butterfly and theirinteraction with the natural environment during the after-class activity.For the "Why",itserves a dual purpose.On one hand,it showcases the joy and charm of after-classactivities,inspiring students to actively participate in outdoor group activities.On the otherhand,it provides a practical context for students to learn and master the language of askingabout and describing positions.In temms of the "How",the story repeatedly uses corelanguage for position description,such as "Where's the butterfly?""It's by the tree/behindyou/on the duck."These expressions,combined with vivid illustrations,help studentsunderstand and remember how to describe positions.Additionally,through role-playing anddrawing activities,students can apply the learned knowledge in real-life-like situations,further reinforcing their grasp of the core language and deepening their understanding of theunit theme.The simple plot and engaging language are well -suited to the cognitive leveland psychological characteristics of third-grade students,ensuring an enjoyable andproductive learning process.ll.Analysis of the StudentsThird-grade students are inherently lively,curious,and predominantly rely on concrete-image thinking.They are highly receptive to new things,adept at imitation,and thrive inexperiential learning activities.After the previous unit's study,they have developed a basicunderstanding of rules in public places,especially in the classroom and at school,whichenables them to regulate their behavior and actively engage in classroom activities.Theyhave also started to form initial English learning habits.However,due to the heavy studyburden,many students spend most of their after-class time on homework,corrections,andfail to recognize the significance of after-class activities in relaxing and adjusting theirlearning state.Although they show great interest in English and possess certain observationskills,they still need teachers'guidance and peer interaction to enhance their Englishlearning ability,especially in imitating and outputting core sentence patterns effectively.Ill.Four-Dimensional Objectives of Cor