译林版小学英语说课稿Unit1SchoolThings_(Period2_StoryTime)

Unit 1 School Things"(Period 2:Story Time)Good morning/afternoon,esteemed interviewers!I am truly honored to present my teachingplan for the second period of "Unit 1 School Things",specifically the "Story Time".In thispresentation,I will comprehensively elaborate on my teaching design,aiming to create anengaging and effective English learning experience that integrates language acquisition,cultural understanding,and emotional cultivation.I.Analysis of the Teaching MaterialThe"Story Time"in Unit 1 presents a dialogue among classmates centered around schoolsupplies.The story unfolds with Su Hai and Mike drawing school supplies while theirclassmates ask guessing questions.Su Hai helps Mike make a short pen longer,and Mikeappreciates this idea and expresses his gratitude.Regarding "What",the story clearly shows the interaction process of students talking aboutschool supplies,with the plot of drawing,guessing,and helping as the main line.For "Why",through the situational dialogue among Mike,Su Hai,and their classmates,students canmaster the common school supplies and relevant question-answer expressions in daily lifeMoreover,this story reflects the values of cherishing school supplies and making the bestuse of them,as well as the importance of using one's brain to solve problems in study life,which helps cultivate students'positive attitude towards study life.In tems of "How",thestory echoes the unit theme of "school things"through the way of drawing and discussingschool supplies.The sentence patterns "Is it a/an...?"and "Are they...?"are used for object-questioning,and "Yes,it is./No,it isn't."and "Yes,they are./No,they aren't."are used foranswering,which are the core language of this lesson.This text is a continuation of theprevious lesson,further deepening students'understanding and application of knowledgeabout school supplies.ll.Analysis of the StudentsThird-grade students are lively,curious,and mainly rely on concrete-image thinking.Theyare good at imitation and enjoy learning through activities and experiences.After theprevious lesson,they have initially recognized common school supplies and can activelycommunicate about them in class.They are highly interested in the unit theme and have acertain degree of observation ability.However,they still need teachers'guidance and peerinteraction to improve their ability to imitate and output core sentence patterns,and to deeplyunderstand and apply the learned knowledge.Ill.Four -Dimensional Objectives of Core Competencies1.Language Competence:Students will comprehensively understand the dialogue throughlistening,speaking,reading,and viewing activities.They will be able to master andflexibly use the sentence patterns "Is it a/an...?"and "Are they...?"to talk about schoolsupplies,improving their language communication ability.