译林版小学英语说课稿Unit3AreyouSuHai__(Period2_StoryTime)

Unit 3 Are you Su Hai?"(Period 2:Story Time)Good morning/afternoon,esteemed interviewers!I am honored to present my teaching planfor the second period of "Unit 3 Are you Su Hai?",specifically the "Story Time"section.I willelaborate on this plan from multiple aspects to demonstrate a well-structured and effectiveteaching approach.I.Analysis of the Teaching MaterialThe "Story Time"in"Unit 3 Are you Su Hai?"presents a typical daily communicationscenario.Through simple dialogues,it showcases basic etiquette and communication skillsin daily interactions.The dialogue mainly focuses on the identification of twins and classinformation.Mike mistakes Su Yang for Su Hai at first,and later realizes that Su Hai and SuYang are twins.Then,he asks questions to learn more about his new friend Su Yang.The purpose of this text is to teach students how to greet each other and confirm identitieswhen meeting for the first time or when unsure about the other person's identity.It alsoguides students on how to obtain more information about others during communication.Thepost-reading question"What does Mike ask to find out who they are?"at the end of the textfurther stimulates students'thinking based on what they learned in the first period,laying afoundation for answering the unit's Big Question in subsequent lessons.In terms of language,the text includes several types of sentence patterns.For greetings,there are expressions like "Good morning","Nice to meet you","Hi".For identity confirmation,we have sentences such as "Are you...?","No,I'm not.I'm...","Yes,I am!","You're twins!","Yes,we are!".And for class information inquiry and response,"What class are you in?"and"I'm in Class 2"are used.These dialogues cover various aspects of making friends,helpingstudents understand effective communication and showing different interaction methods andskills in daily exchanges.ll.Analysis of the StudentsAfter learning the previous two units,students have gained some knowledge about makingfriends politely.This unit continues the topic of the previous units and guides students tolearn how to confirm others'identities,give affirmative and negative responses,and furtherunderstand others'personal information,aiming to improve their oral English expressionability.At this stage,students are interested in practical and interactive learning activities,but they may still face difficulties in applying new sentence patterns and vocabulary in real-life communication.They need more opportunities to practice and use English in context toenhance their language proficiency.Ill.Four -Dimensional Objectives of Core Competencies1.Language Competence:Students will be able to acquire and organize relevantinformation about the characters in the dialogue,including their identities,classinformation,and other details,through activities such as watching,listening,reading,and