译林版小学英语说课稿Unit1SchoolThings”（Period1-CartoonTime）

Unit 1 School Things"(Period 1:Cartoon Time)Good morning/afternoon,esteemed interviewers!It is my great honor to present the teachingplan for the first period of "Unit 1 School Things",specifically the "Cartoon Time".In thispresentation,I will systematically elaborate on my teaching design from multiple aspects,aiming to create an engaging and effective English learning experience for students.I.Analysis of the Teaching MaterialThe "Cartoon Time"in Unit 1 unfolds a vivid and humorous story closely related to students'daily lives.It depicts a series of interactions between Bobby and his father.Bobby's fatherdiscovers Bobby's school supplies scattered on the sofa and dining table and repeatedlyasks "What's this/that?"Bobby answers these questions.However,his father becomesangry due to Bobby's disorganized behavior and instructs him to put the school supplies intothe schoolbag.Regarding the "What"of the story,it clearly presents common school supplies and theconflict caused by Bobby's improper storage of them.For the "Why",this story emphasizesthe significance of organizing school supplies and getting well-prepared for school.It helpsstudents understand the importance of self-reliance and taking responsibility for their ownaffairs,thus cultivating a positive attitude towards study and life.In temms of "How",the storyechoes the unit theme of "school things"through the plot of Bobby's father asking him toorganize his supplies.With a combination of pictures and texts,it vividly shows the dailybehavior norm of tidying up school supplies.The sentence patterns "What's this/that?"and"It's..."are used for object-questioning and answering,which are the core language of thislesson.Moreover,the "Lead-in"section,as the starting point of this unit,uses the Big Question"What do you need for school?"to introduce the unit theme.It sets three learning objectivesand presents a learning context through the unit theme picture,guiding students to initiallyperceive the unit content.ll.Analysis of the StudentsThird-grade students are lively,cute,and mainly think in a concrete-image way.They arefull of curiosity about new things,good at imitation,and prefer to learn through activities andexperiences.After previous English learning in the last semester,they can communicatewith friends and family in daily-life-related scenarios,actively participate in classroomactivities,and complete learning tasks as required,having initially formed English learninghabits.Most of them are highly interested in English learning and have a certain degree ofobservation ability.However,they still need teachers'guidance and peer interaction tofurther improve their English learning ability,especially in imitating and outputting coresentence patterns.lll.Four-Dimensional Objectives of Core Competencies