译林版小学英语说课稿Unit6Isheyourgrandpa__(Period1_CartoonTime)

Unit 6 Is he your grandpa?"(Period 1:Cartoon Time)Good morning/afternoon,esteemed interviewers!It is my great honor to present the teachingplan for the first period of "Unit 6 Is he your grandpa?",specifically the "Cartoon Time".Inthis presentation,I will systematically elaborate on my teaching design from multiple aspectsto demonstrate its effectiveness and innovation.I.Analysis of the Teaching MaterialThe "Cartoon Time"of "Unit 6 Is he your grandpa?"tells a story where Bobby,led by Sam,gets to know Sam's family members.Bobby asks about the people on Sam's photo wall,andSam introduces them one by one.After learning that Sam's grandfather,father,and cousinall have the name John,Bobby mistakenly calls Sam "John".The Lead-in section,as the starting point of this unit,introduces the unit theme with the Bigquestion "What do you think of a big family?"and sets three learning objectives:listing allmembers of a big family,introducing big-family members to friends,and making and talkingabout a family tree.The warm and hamonious theme picture of Liu Tao's family presentsthe learning context,and a rhythmic poem about family members serves as a warm-upactivity,guiding students to observe pictures,listen to and read the poem,and initiallyperceive the unit theme.Regarding the "Cartoon Time"text,in temms of "What",it presents common English words forfamily members and shows the process of inquiring and confirming family relationships.For"Why",it enables students to leam more vocabulary about family members,encouragesthem to think about relationships actively,and helps them discover the cultural phenomenonof name repetition in Western families,thus cultivating cross-cultural awareness.From theperspective of "How",the text is a daily dialogue between friends.It uses core sentencepatterns like "Is he your...?"and "Yes,he is"to ask and confirm family members,along with"who"-led interrogative sentences learned in previous units.The simple and easy to-understand text humorously presents the name-repetition phenomenon in Western families,which is of great cross-cultural significance.ll.Analysis of the StudentsBased on what they learned in "Unit 5 She's my mother",students have mastered sentencepatterns for introducing family members,such as "This is my father/mother."and "He's/She'smy brother/sister."This provides a solid foundation for learning more about family membersin this unit.However,students may still face challenges in understanding more complexfamily relationships and cultural differences related to family names.At this stage,they areeager to explore new knowledge and are more receptive to vivid and interesting learningactivities.Ill.Four -Dimensional Objectives of Core Competencies