Unit 3 Are you Su Hai__ (Period 2_ Story Time)-译林版-说课逐字稿

3.0 农村人丶高调上线 2026-09-28 4 4 157.65KB 5 页 2.9难事币

侵权投诉

Unit 3 Are you Su Hai?" (Period 2: Story Time)

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

for the second period of "Unit 3 Are you Su Hai?", specifically the "Story Time" section. I will

elaborate on this plan from multiple aspects to demonstrate a well - structured and effective

teaching approach.

I. Analysis of the Teaching Material

The "Story Time" in "Unit 3 Are you Su Hai?" presents a typical daily communication

scenario. Through simple dialogues, it showcases basic etiquette and communication skills

in daily interactions. The dialogue mainly focuses on the identification of twins and class

information. Mike mistakes Su Yang for Su Hai at first, and later realizes that Su Hai and Su

Yang 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 identities

when meeting for the first time or when unsure about the other person's identity. It also

guides students on how to obtain more information about others during communication. The

post - reading question "What does Mike ask to find out who they are?" at the end of the text

further stimulates students' n the first period, laying a

foundation for answering th ssons.

In terms of language, the te patterns. For greetings,

there are expressions like " i". For identity

confirmation, we have sent ot. I'm...", "Yes, I am!",

"You're twins!", "Yes, we ar nd response, "What class

are you in?" and "I'm in Class 2" are used. These dialogues cover various aspects of making

friends, helping students understand effective communication and showing different

interaction methods and skills in daily exchanges.

II. Analysis of the Students

After learning the previous two units, students have gained some knowledge about making

friends politely. This unit continues the topic of the previous units and guides students to

learn how to confirm others' identities, give affirmative and negative responses, and further

understand others' personal information, aiming to improve their oral English expression

ability. 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 to

enhance their language proficiency.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to acquire and organize relevant

information about the characters in the dialogue, including their identities, class

information, and other details, through activities such as watching, listening, reading, and

speaking. They will master the core vocabulary and sentence patterns related to identity

confirmation and class information inquiry.

2. Cultural Awareness: Understand the importance of proper etiquette and communication

skills in daily interactions in English - speaking cultures, and develop respect for others'

identities and personal information.

3. Thinking Quality: Through analyzing the differences and similarities between characters,

role - playing, and solving problems in the game, students will enhance their logical

thinking, critical thinking, and creative thinking abilities.

4. Learning Ability: Learn to use reading strategies such as skimming and scanning to

extract information from the text. Improve their self - learning ability through group

cooperation and independent exploration in activities like role - playing and games.

IV. Teaching Key and Difficult Points

Key Points:

•Master the sentence patterns for confirming identities and inquiring about others' class

information, such as "Are you...?", "What class are you in?", and their corresponding

responses.

•Read the "Story Time" di iation, intonation, and

rhythm.

Difficult Points:

•Initially apply the learned confirm others' identities

and further understand t

•Retell the story accurately based on a thorough understanding of the text, which requires

students to remember the details of the dialogue and the development of the story.

V. Teaching Methods

I will mainly adopt three teaching methods. The situational creation method will be used to

create real - life - like communication scenarios, such as simulating a new student meeting in

the classroom, to help students understand and use English in context. The task - based

teaching method will assign tasks, including reading comprehension tasks, role - playing

tasks, and game - playing tasks, to guide students to actively participate in learning and

achieve learning goals through task completion. The question - leading method will be used

to ask questions at different stages of teaching, guiding students to think actively, explore

the text, and solve problems.

VI. Learning Methods

Students will learn through observation, reading, practice, and cooperation. They will

observe pictures and videos to understand the context of the story. Through skimming and

scanning the text, they will extract relevant information. Repeated practice in reading, role -

playing, and games will help them master language knowledge and skills. Group cooperation

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

2.9 难事币 4人已下载

立即下载

Unit 3 Are you Su Hai__ (Period 2_ Story Time)-译林版-说课逐字稿.pdf

共5页,预览2页

还剩页未读，继续阅读

Unit 3 Are you Su Hai__ (Period 2_ Story Time)-译林版-说课逐字稿

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: