译林版小学英语说课稿Unit3SchoolRules_(Period1_CartoonTime)

Unit 3 School Rules"(Period 1:Cartoon Time)Good morning/afternoon,esteemed interviewers!I am extremely honored to present myteaching plan for the first period of "Unit 3 School Rules",specifically the "Cartoon Time".Inthis presentation,I will meticulously elaborate on every aspect of my teaching design,aimingto create an engaging,effective,and value-laden English leaming experience for students.I.Analysis of the Teaching MaterialThe"Cartoon Time"in Unit 3 unfolds a vivid and educational dialogue story.The storycenters around a classroom setting,featuring Mrs.Fox and Bobby.Mrs.Fox is conducting aclass when Bobby arrives late.Mrs.Fox gently reminds Bobby not to be late again.Duringthe class,Bobby looks out of the window,and Mrs.Fox asks him to focus.Later,whenBobby starts drawing on the desk,Mrs.Fox allows him to draw on the blackboard instead.Through these interactions,the story emphasizes the significance of classroom rules.Regarding the "What",the story clearly presents Bobby's inappropriate behaviors in classand Mrs.Fox's guidance,which serves as a straightforward illustration of classroom rules.For the "Why",it is designed to teach students the importance of following rules in class.Byshowing Mrs.Fox correcting Bobby's actions,it aims to cultivate students'awareness ofconcentrating in class and abiding by rules.In tems of the "How",the story uses simple anddaily -used language.It includes vocabulary related to classroom rules,such as "Don't belate again","Don't look out of the window","Don't draw on the desk",and the core languagefor making requests like "Don't...".The vivid dialogue and simple plot make it easilyunderstandable for students,with both practical and educational implications.Moreover,the "Lead-in"section plays a crucial role as the starting point of the unit.Itshowcases a scene of students in the library through the unit theme picture,introducing theunit theme with the Big Question "What school rules should you follow?"and setting threelearning objectives.The warm-up activity of listening to and reading a rhythmic poem aboutfollowing rules helps students initially perceive the unit theme,laying a solid foundation forsubsequent learning.ll.Analysis of the StudentsThird-grade students are characterized by their liveliness,curiosity,and preference forconcrete-image thinking.They are highly interested in new things,good at imitation,andenjoy learning through various activities and experiences.Having completed the previousunit,they have developed basic English learning habits and can perform tasks related toclassroom cleaning and making requests.However,when it comes to expressing andunderstanding more abstract concepts like school rules,they still need guidance.Theypossess certain observation skills but require teachers'assistance and peer interaction toimprove their ability to imitate and output core sentence patterns,and to apply languageknowledge in real -life situations.