Unit 4 This is my friend - Wrap - up Time-译林版-说课逐字稿

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Unit 4 This is my friend" (Period 3: Wrap - up Time)

Good morning/afternoon, esteemed interviewers! I am greatly honored to present my

teaching plan for the third period of "Unit 4 This is my friend", namely the "Wrap - up Time".

In this presentation, I will comprehensively elaborate on my teaching design from multiple

perspectives to demonstrate its scientificity, systematicness, and effectiveness.

I. Analysis of the Teaching Material

The "Wrap - up Time" of "Unit 4 This is my friend" is composed of two key parts: "Introduce a

friend" and "Think and share", along with the "Assessment Time" for self - evaluation.

The "Introduce a friend" activity, divided into "Look and say" and "Do a role - play", provides

students with practical opportunities to apply the core sentence patterns related to

introducing friends, such as "Dad / Mum, this is...", "He's / She's my friend", and "Nice to

meet you". By simulating real - life scenarios of introducing friends to family members, it

bridges the gap between classroom learning and real - world communication, promoting the

transfer of knowledge and enhancing students' language core competencies.

The "Think and share" section serves as a crucial link for students to review and summarize

the learning content of this on what they have learned

about introducing friends an unit, deepening their

understanding of the theme aluation module that

echoes the Learning objecti help of an evaluation form,

it guides students to use m elf - assessment, peer -

assessment, and teacher - in introducing friends to

peers and family members. This section can function as either a formative assessment

during the learning process or a summative assessment at the end, providing

comprehensive feedback for teaching and learning adjustment.

II. Analysis of the Students

As this is the review section of the unit, students have already grasped the expressions for

introducing friends and making new friends from the previous lessons. They possess a

certain foundation in language knowledge and communication skills, which enables them to

complete the consolidation activities in this lesson more smoothly. However, although they

can use basic sentence patterns, they may still struggle with using diverse expressions to

vividly describe friends and lack a deep - seated awareness of polite communication in

social interactions. At this stage, students are more receptive to practical and interactive

learning activities, and they have the potential to further improve their language application

ability through targeted exercises and evaluations.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to review and systematically master the

language knowledge related to introducing friends, including key sentence patterns and

relevant vocabulary. They will be able to use these language elements accurately and

fluently to introduce friends and greet others politely.

2. Cultural Awareness: Cultivate students' awareness of polite communication and friendly

interaction norms in English - speaking cultures. Help students understand the

importance of respect, courtesy, and appropriate expressions in socializing, and enhance

their cross - cultural communication awareness.

3. Thinking Quality: Through activities such as summarizing knowledge, creating

dialogues, and evaluating learning outcomes, students will enhance their logical thinking,

creative thinking, and critical thinking abilities. They will learn to analyze problems from

different perspectives and solve practical communication problems.

4. Learning Ability: Develop students' self - assessment and peer - assessment abilities,

guiding them to reflect on their learning process and results. Students will learn to use

various learning strategies to continuously improve their language learning efficiency and

autonomous learning ability.

IV. Teaching Key and Difficult Points

Key Points:

•Enable students to skillfu tence patterns to introduce

friends in different situati munication.

Difficult Points:

•Cultivate students' awar aking them internalize

polite communication co in daily life.

•Guide students to use di ce friends, enriching their

language output and improving their communication quality.

V. Teaching Methods

I will mainly adopt the situational creation method and the task - based teaching method.

The situational creation method will create realistic scenarios, such as family gatherings or

friend - meeting occasions, to immerse students in practical communication environments,

motivating them to use English actively. The task - based teaching method will assign clear

and challenging tasks, such as completing dialogues, role - playing, and self - evaluating, to

drive students' active participation in learning, enabling them to achieve learning goals

through task - completion.

VI. Learning Methods

Students will learn through observation, practice, cooperation, and self - assessment. They

will observe pictures, scenarios, and teacher demonstrations to understand the context and

requirements of language application. Through repeated practice in dialogue creation, role -

playing, and self - evaluation, they will master language skills. Group cooperation activities

will allow them to communicate, collaborate, and learn from each other. Self - assessment

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