译林版小学英语说课稿Unit3SchoolRules_(Period3_Wrap-upTime)

Unit 3 School Rules"(Period 3:Wrap-up Time)Good morning/afternoon,esteemed interviewers!It is my great privilege to present theteaching plan for the third period of "Unit 3 School Rules",namely the "Wrap -up Time".Inthis presentation,I will meticulously elaborate on every aspect of my teaching design,aimingto create a comprehensive and impactful learning experience that integrates knowledgeconsolidation,practical application,and value cultivation.I.Analysis of the Teaching MaterialThe "Wrap-up Time"of Unit 3 is structured with three integral components:comprehensivelearning activities,"Assessment Time",and "Picture Book Integration",each contributinguniquely to the overall learning objectives.The comprehensive learning activities,encompassing "Make class rules"and "Think andshare",serve as the cornerstone of this lesson.The sub-activities "A.Listen and circle"and"B.Draw and write"prompt students to apply the knowledge acquired in previous lessons,understand the significance of rules in diverse settings,and fommulate class rules.This notonly hones their language organization and expression skills but also fosters planningabilities,rule-abiding awareness,and a sense of responsibility for maintaining public order.The "Think and share"segment encourages students to review the unit content and respondto the Big Question,facilitating a deeper comprehension of the theme.The"Assessment Time"acts as a self-evaluation module,aligning with the "Learningobjectives"in the "Lead-in"section.Students assess themselves based on specific criteriaregarding their proficiency in discussing school rules,requesting others to follow rules,andcontributing to class rule-making.This module can function as either a formative orsummative assessment,enabling students to monitor their learning progress effectively.The"Picture Book Integration"is an enriching extension of the unit.By engaging with thepicture book,students expand their vocabulary related to rule -following,perceive theimportance of rules in different scenarios,and develop positive emotional attitudes towardsthe role of rules in enhancing life quality.ll.Analysis of the StudentsThird-grade students are characterized by their vibrant curiosity,preference for concrete-image thinking,and strong inclination towards imitation.They thrive in hands-on learningenvironments and have,through prior lessons,developed a basic understanding of ruleimportance and the ability to express related concepts.However,while they showenthusiasm for the unit theme and possess some observational skills,they still requireguidance in accurately applying language in real-life situations,internalizing rule-followingbehaviors,and translating theoretical knowledge into practical actions.Their potential forgrowth in these areas can be effectively tapped through well -designed teaching activities.Ill.Four -Dimensional Objectives of Core Competencies