Unit 3 Are you Su Hai__ (Period 1_ Cartoon Time)-译林版-说课逐字稿

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Unit 3 Are you Su Hai?" (Period 1: Cartoon Time)

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

teaching plan for the first period of "Unit 3 Are you Su Hai?", specifically "Cartoon Time". I

will systematically elaborate on this plan from multiple aspects to demonstrate a well -

structured and effective teaching approach.

I. Analysis of the Teaching Material

The "Cartoon Time" in "Unit 3 Are you Su Hai?" tells an interesting story about Bobby and

his friends playing a guessing - who game. Bobby blindfolds himself, and his friends call out

his name. When Bobby catches one of his friends, he asks "Are you Jake?" After getting a

negative answer, Bobby touches a shoelace and mistakes it for Jake, asking "Are you

Jake?" again. His friends find his mistake funny and all reply "Yes!". Finally, when Bobby

removes the blindfold, he realizes he has caught a shoelace, and the hilarious scene makes

everyone laugh.

The purpose of this text is two - fold. Firstly, the amusing story, which closely resembles real

- life childhood games, can highly arouse students' learning interest. It also stimulates

students' yearning for friend gh this story, students can

learn communication expre petitive use of the sentence

pattern "Are you Jake?" hel nfirm others' identities,

along with its affirmative an ending with "Ha ha! Here I

am!" adds to the fun of the uage, and childlike

scenes, the text is very suit ge characteristics,

integrating education with e

II. Analysis of the Students

Based on the knowledge they have acquired from the previous two units, third - grade

students already have some understanding of expressions related to polite communication

and harmonious friendship. This unit will guide them to further understand their friends,

gradually cultivating their positive attitude towards making friends. At this stage, students are

full of curiosity and have a strong interest in vivid stories and games. However, their English

language foundation is still relatively weak, and they may face difficulties in mastering new

sentence patterns and expressing themselves fluently. They need more interactive and

practical activities to help them understand and apply the knowledge.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to initially perceive the expressions for

confirming identities through activities like imitating and following reading, and deepen

their understanding of the language. They will master the pronunciation, writing strokes,

and grid positions of letters Hh, Ii, Jj, Kk through finding, listening, reading, and writing.

2. Cultural Awareness: Understand the importance of friendly interaction among peers in

English - speaking cultures, and cultivate a positive attitude towards building good

friendships.

3. Thinking Quality: Through activities such as role - playing and story adaptation, students

will enhance their creative thinking and logical thinking abilities. They will learn to think

independently and solve problems in language communication.

4. Learning Ability: Improve students' self - learning ability by guiding them to actively

observe, explore, and summarize knowledge. They will be able to use various learning

methods to acquire and apply new language knowledge.

IV. Teaching Key and Difficult Points

Key Points:

•Master core vocabulary such as "are", "you", "no", "not", "yes" in the sentence patterns for

asking others' identities.

•Learn to use expressions for confirming identities, as well as affirmative and negative

responses correctly.

•Imitate and read the sentences in the story accurately, paying attention to pronunciation,

intonation, and rhythm.

•Grasp the correct pronu rmats of letters Hh, Ii, Jj,

Kk.

Difficult Points:

•Encourage students to h iends, not just in terms of

names but also in personality and other aspects.

•Enable students to retell the story accurately based on their understanding of the text,

which requires them to fully master the story content and language expressions.

V. Teaching Methods

I will mainly use three teaching methods. The situational creation method will be employed to

create real - life - like contexts, such as simulating the guessing - who game in the story, so

that students can learn and use English in practical situations. The task - based teaching

method will assign various tasks, like reading the story, performing roles, and playing

games, to motivate students to actively participate in learning. The question - leading

method will be used to ask relevant questions, guiding students to think actively and explore

the story content and language knowledge.

VI. Learning Methods

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

observe pictures, listen to audio, and watch videos to understand the context and language

usage. By imitating the pronunciation and intonation in the audio, they can improve their oral

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