Unit 2 What's your name（Story Time）-译林版-说课逐字稿

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

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

for the second period of "Unit 2 What's your name?", namely "Story Time". I will elaborate on

this plan from multiple aspects to demonstrate a comprehensive and effective teaching

approach.

I. Analysis of the Teaching Material

The "Story Time" in "Unit 2 What's your name?" depicts a scene of new classmates greeting

and introducing themselves to each other. It involves characters such as Mike Brown, Yang

Ling, Liu Tao, and Wang Bing. The students introduce themselves to Mike and greet him

warmly. They also exchange greetings with Mr. Green before class.

The purpose of this text is to help students learn how to introduce themselves to new friends

and ask for others' names in a real - life context while revisiting greeting expressions. It

enables students to master basic daily communication phrases, enhancing their social skills

and facilitating their ability to make friends and adapt to new environments. The post -

reading question "How does Mike get to know other students' names?" at the end of the text

further reinforces students' l 's core sentence patterns

based on the previous less d paving the way for

subsequent learning.

In terms of the presentation ne with simple and clear

dialogues. Students use se ." for self - introduction and

"What's your name?" to ask it's theme and reinforcing

the key language points. They also use greetings such as "Hi/Hello!", "Nice to meet you.",

"Nice to meet you too." among themselves and "Good morning" when greeting the teacher,

revisiting the greeting expressions from the previous unit and demonstrating politeness and

respect.

II. Analysis of the Students

Having studied the first - period "Cartoon Time", students have already mastered basic

vocabulary for asking names, such as "what's", "your", "name", "my", and have practiced

dialogues in various scenarios. This prior knowledge reduces the difficulty of learning this

lesson, helping to build their confidence in English learning and motivating them to use

English in daily communication. However, they may still face challenges in applying these

sentence patterns fluently in real - life situations and need more opportunities for practice

and guidance.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to identify new characters, acquire and

organize common sentence patterns for self - introduction and asking others' names

through activities like watching, listening, reading, and speaking. They will also be able to

use these sentence patterns accurately and fluently in dialogues.

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

self - introduction etiquette in English - speaking cultures, enhancing their cross - cultural

communication skills.

3. Thinking Quality: Through activities such as predicting dialogues, creating new

dialogues, and group cooperation, students will develop their logical thinking, creative

thinking, and collaborative problem - solving abilities.

4. Learning Ability: Students will learn to observe, analyze, and summarize language

knowledge from texts. They will improve their self - learning ability by applying what they

have learned to new situations and independently exploring more expressions.

IV. Teaching Key and Difficult Points

Key Points:

•Master the sentence patterns "What's your name?" for asking others' names and "I'm... /

My name is..." for self - introduction.

•Read the "Story Time" dialogue smoothly with correct pronunciation and intonation.

Difficult Points:

•Apply the learned vocab ew friends and introduce

themselves in real - life s

•Retell the story accuratel of the text.

V. Teaching Methods

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

simulate real - life communication scenarios, allowing students to experience and use

English in context. The task - based teaching method will assign various tasks, such as

predicting dialogues, completing exercises, and creating new dialogues, to guide students to

actively participate in learning. The question - leading method will stimulate students'

thinking by asking relevant questions, helping them understand the text more deeply and

discover language rules.

VI. Learning Methods

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

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

intonation by listening to the audio, practice using sentence patterns through reading,

dialoguing, and creating new dialogues, and cooperate with group members to complete

tasks, which will improve their language application and communication skills.

VII. Teaching Procedures

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