Unit 2 What's your name - Wrap - up Time-译林版-说课逐字稿

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Unit 2 What's your name?" (Period 3: Wrap - up

Time)

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

plan for the third period of "Unit 2 What's your name?", namely "Wrap - up Time". In this

presentation, I will meticulously detail my teaching strategies and procedures from multiple

essential aspects, aiming to demonstrate a well - structured and effective teaching approach.

I. Analysis of the Teaching Material

The "Wrap - up Time" of "Unit 2 What's your name?" is a comprehensive review section that

plays a pivotal role in consolidating students' learning. It consists of two main components:

"Make new friends" and "Think and share". The "Make new friends" activity, further divided

into "Listen and order" and "Ask and answer", centers around the theme of "introduction and

inquiry". Students are required to listen to the audio and put the pictures in order, then

engage in dialogues based on the topic "How do you make new friends?". This activity

encourages students to apply the knowledge they've learned throughout the unit in real - life

- like communication scenarios, enhancing their language proficiency and social skills. The

"Think and share" part prom e the language knowledge

related to introduction and i uestion, facilitating a

deeper understanding of th

The "Assessment Time" ser ning with the unit's learning

objectives. It allows student g themselves to new

friends and asking for other either a formative

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

valuable feedback for both students and teachers. Overall, these components work together

to help students solidify their learning, develop practical language skills, and foster self -

reflection.

II. Analysis of the Students

At this stage, students have completed the previous two lessons of this unit and have a

basic understanding of the key vocabulary and sentence patterns related to introductions

and greetings. However, although they can use these expressions in simple contexts, they

may still struggle with applying them flexibly and fluently in more complex real - life

situations. Since this is a review lesson, it provides an excellent opportunity for students to

reinforce their knowledge, fill in any gaps, and improve their language application abilities.

Additionally, students at this age are generally eager to show their learning achievements

and interact with peers, so the interactive and practical activities in this lesson can effectively

stimulate their enthusiasm and initiative in learning.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to review and distinguish the uppercase

and lowercase forms, writing strokes, and grid positions of the key letters learned in this

unit. Moreover, they will master the core vocabulary and sentence patterns, and apply

them proficiently in dialogues to introduce themselves, ask for others' names, and greet

people appropriately.

2. Cultural Awareness: Through exploring different greeting ways and communication

styles, students will develop an awareness of cultural diversity in language use. They will

understand that polite communication is crucial in various cultural contexts and be more

respectful and open - minded towards different cultures.

3. Thinking Quality: By participating in activities like creating dialogues and summarizing

knowledge, students will enhance their logical thinking, creative thinking, and problem -

solving abilities. They will learn to think independently, express their ideas clearly, and

work effectively in groups.

4. Learning Ability: Students will improve their self - learning ability by conducting self -

assessment, reflecting on their learning progress, and identifying areas for improvement.

They will also learn how to organize and summarize knowledge, which is essential for

long - term language learning.

IV. Teaching Key

Key Points:

•Enable students to use t atterns, such as "What's

your name?", "My name s, proficiently in different

communication scenario

•Strengthen students' understanding and memory of the key letters' forms and writing

rules in this unit.

Difficult Points:

•Guide students to actively seek and collect additional greeting and self - introduction

expressions beyond the textbook, expanding their language knowledge.

•Help students understand and appreciate the diverse greeting ways in different countries,

which requires them to go beyond the surface - level language learning and delve into

cultural understanding.

V. Teaching Methods

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

The situational creation method will involve creating realistic and engaging scenarios, such

as 模拟新同学见面的场景 or international communication situations, to immerse students in

real - life - like contexts and encourage them to use English. The task - based teaching

method will assign clear and practical tasks, like the "Listen and order" and "Ask and

answer" activities, to motivate students to actively participate in learning, solve problems,

and achieve learning goals through task completion.

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