Unit 1 Hello! Period 3 Wrap - up Time-译林版-说课逐字稿

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"Unit 1 Hello!" Period 3: Wrap - up Time

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

for the third period of "Unit 1 Hello!", namely "Wrap - up Time". This plan is designed to

systematically review and expand students' knowledge of greetings, integrating multiple

teaching elements for an effective learning experience.

I. Analysis of the Teaching Material

As the review section of "Unit 1 Hello!", "Wrap - up Time" plays a vital role in consolidating

students' previous learning. It focuses on reinforcing students' ability to choose appropriate

greetings based on different times, objects, and scenarios through picture - based dialog

creation. The content is presented in a practical and interactive way, which not only reviews

the knowledge learned in the previous two lessons but also extends students' understanding

of greetings. Additionally, it broadens students' cultural horizons by introducing greeting

styles from different countries, making it a comprehensive and meaningful part of the unit.

II. Analysis of the Students

These third - grade student expressions in the previous

two lessons. They have a c tings but may still struggle

with applying them flexibly i tage, they are highly

interested in visual and pra r self - exploration and

independent learning abiliti age. They need more

opportunities to practice an e to expand their cultural

understanding.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to accurately select and use suitable

greeting expressions according to various real - life situations, improving their language

application ability in daily communication.

2. Cultural Awareness: Develop an understanding of greeting customs in different

countries, enhancing students' awareness of cultural diversity and the universality of

friendship expressed through language.

3. Thinking Quality: Through group cooperation in creating dialogues, students will

cultivate a friendly and polite attitude, as well as improve their creative thinking and

collaborative problem - solving skills.

4. Learning Ability: Strengthen students' ability to extract information from pictures,

stimulate their imagination, and encourage independent exploration of additional greeting

expressions.

IV. Teaching Key and Difficult Points

Key Points:

•Master and flexibly use the learned greeting expressions in different scenarios.

•Understand and appreciate the diversity of greeting ways in various countries.

Difficult Points:

•Enable students to apply greeting expressions accurately and appropriately in complex

and real - life contexts.

•Guide students to independently collect and understand more greeting expressions

beyond the textbook.

V. Teaching Methods

I will mainly use the situational creation method to build vivid and realistic greeting scenarios,

the task - based teaching method to assign practical tasks for students to complete, and the

question - leading method to stimulate students' thinking and exploration during the learning

process. These methods aim to make the review process more engaging and effective.

VI. Learning Methods

Students will learn through d exploration. They will

observe information from pi s to create dialogues,

practice greeting expressio ore more greeting

knowledge on their own initi

VII. Teaching Pro

Step 1: Warming up

I will start the class by saying, "Class, today we are going to watch an interesting video.

Please pay attention and observe how the bear greets others." Then, I will play a picture -

book video. This video introduction can quickly attract students' attention, arouse their

interest, and help them review the previously learned greeting knowledge while observing

the bear's greetings.

Step 2: Presentation

First, I will present a mind - map on the PPT and ask, "How many greetings do you

remember? Let's share them together." After students answer, I will expand on related

knowledge, such as the specific usage and cultural background of different greetings. This

mind - map summary helps students clearly distinguish the application of different greetings

at various times, forming a systematic knowledge structure.

Next, I will show a series of pictures with different scenes and say, "Now, look at these

pictures carefully. Think about the situations and create dialogues. You can work in pairs or

groups to act out these dialogues and greet each other as if you were in these scenes. You

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