Unit 2 What's your name Period 1 Cartoon Time-译林版-说课逐字稿

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Unit 2 What's your name?" (Period 1: Cartoon Time)

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

for the first period of "Unit 2 What's your name?", specifically the "Cartoon Time" section. I

will comprehensively elaborate on this lesson from multiple aspects to demonstrate an

effective and engaging teaching approach.

I. Analysis of the Teaching Material

This "Cartoon Time" in "Unit 2 What's your name?" features a simple yet vivid dialogue

scene. Besides the familiar characters Bobby and Sam, it introduces a new character, Beibei

the panda, along with a hidden character, Feifei, Beibei's sister. Set in the afternoon, the

dialogue starts with Bobby and Sam greeting each other, then they notice Beibei in the tree.

Sam takes the initiative to greet, introduce himself, and ask for Beibei's name. After learning

Beibei's name, Bobby also introduces himself. The story gets interesting when Beibei gets

caught by a branch on the way down, leading to an awkward greeting among the three.

The purpose of this text is two - fold. It helps students review the greeting expressions

learned in the previous unit while teaching them how to introduce themselves and ask

others' names when meetin to apply these sentence

patterns flexibly in daily life, ge skills. Moreover, it

cultivates students' awaren ing new friends.

In terms of the teaching app e patterns related to self -

introduction and asking na t uses vivid contexts to help

students understand and int is unit, thus stimulating

their learning interest and enhancing their comprehensive language application ability.

II. Analysis of the Students

Having studied the first unit, students have already grasped basic greeting expressions. This

unit further progresses by teaching them sentence patterns for asking and answering

names, which is a logical step - up in difficulty. This gradual increase in learning content is

beneficial for building students' confidence in English learning. The situational dialogues in

"Cartoon Time" closely resemble real - life scenarios, which can effectively arouse students'

enthusiasm and interest in learning English. However, as beginners, they may still face

challenges in mastering new sentence patterns and expressing themselves fluently, and

they need more practice and guidance.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to perceive and understand sentence

patterns related to self - introduction and asking names through various activities such as

watching, listening, reading, and speaking. They will also be able to accurately and

fluently read the dialogue, master key vocabulary and sentence patterns, and use them to

communicate in similar situations.

2. Cultural Awareness: Cultivate students' awareness of polite communication in English -

speaking cultures, and let them understand the importance of greeting and getting to

know others when making new friends.

3. Thinking Quality: Through activities like guessing dialogue content and creating

dialogues, students will enhance their logical thinking and creative thinking abilities.

Group cooperation activities will also improve their collaborative thinking and problem -

solving skills.

4. Learning Ability: Students will learn effective ways to acquire new knowledge, such as

observing pictures, listening to audio, and participating in group activities. They will be

able to independently explore and summarize language rules, and gradually improve their

self - learning ability.

IV. Teaching Key and Difficult Points

Key Points:

•Master core vocabulary like "what", "is", "your", "name" in the sentence patterns for

asking others' names.

•Learn how to introduce oneself and ask others' names, and be able to use related

sentence patterns correc

•Imitate and read the sent attention to pronunciation,

intonation, and rhythm.

•Grasp the pronunciation, f letters Ee, Ff, Gg.

Difficult Points:

•Encourage students to be brave enough to make new friends and actively use English for

communication in real - life situations.

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

requires them to fully understand the story content and master the key language points.

V. Teaching Methods

I will adopt a combination of teaching methods. The situational creation method will be used

to immerse students in real - life - like English communication scenarios, making the learning

process more vivid and interesting. The task - based teaching method will guide students to

complete various tasks, such as guessing dialogues, role - playing, and creating dialogues,

so as to promote their active participation and language practice. The question - leading

method will stimulate students' thinking by asking relevant questions, helping them explore

and understand the text content more deeply.

VI. Learning Methods

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

observe pictures and videos to understand the context, imitate the pronunciation and

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