译林版小学英语说课稿Unit3SchoolRules_(Period2_StoryTime)

Teaching Plan Presentation for "Unit 3 SchoolRules"(Period 2:Story Time)Good morning/afternoon,esteemed interviewers!I am delighted to present my teaching planfor the second period of "Unit 3 School Rules",specifically the "Story Time".In thispresentation,I will comprehensively explain my teaching design from multiple aspects,aiming to create an engaging,effective,and value-oriented English learning experience forstudents.I.Analysis of the Teaching MaterialThe"Story Time"in Unit 3 unfolds a vivid and educational story set in a library.It depicts theconversations among Liu Tao,Su Hai,and Mike regarding library rules.Liu Tao greets SuHai loudly in the library,and Su Hai reminds him not to shout.When Liu Tao says the bookis interesting,Su Hai asks him to keep quiet and follow the rules.Liu Tao then apologizes forhis behavior.Later,Mike runs over to greet them,and both Liu Tao and Su Hai remind himnot to run or shout.When Mike offers Liu Tao a sweet,Liu Tao refuses and tells him thateating is not allowed in the library.Through these interactions,Mike realizes his mistakesand apologizes.Regarding the "What",the story clearly presents the inappropriate behaviors in the libraryand how the characters remind each other to follow the rules.For the "Why",it aims tocultivate students'spirit of abiding by rules and maintaining public order,encouraging themto understand and respect rules.By showing the characters'conversations and the changesin their attitudes,it emphasizes the importance of rules,reflecting the mutual remindersamong classmates and promoting a positive attitude and good behavior.The post-readingquestion "What are the rules in the library?"at the end of the story prompts students to thinkfurther,deepening their understanding of the unit theme based on the previous lesson.Interms of the"How",the story reinforces the core language related to rules learned in the firstlesson,such as "rule",and introduces new vocabulary like "shout","fun","follow","wouldlike".It also revisits the negative imperative sentence pattern "Don't..."and adds thesuggestion-giving pattern "Would you like...?".The language is simple and straightforward,and the scene is highly relevant to students'real life experiences.ll.Analysis of the StudentsThird-grade students are lively,curious,and mainly rely on concrete-image thinking.Theyare eager to explore new things and enjoy learning through hands-on experiences.However,they often lack careful observation of daily life,and their behaviors are not fullymature.They have limited knowledge about the rules in different places and need constantreminders from parents and teachers.After the previous unit and the first lesson of this unit,students have developed basic English communication skills related to school life and canactively participate in classroom activities.They have formed initial English learning habitsand shown great interest in English.But they still need teachers'guidance and peer