Unit 3 Are you Su Hai - Wrap - up Time-译林版-说课逐字稿

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Unit 3 Are you Su Hai?" (Period 3: Wrap - up Time)

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

for the third period of "Unit 3 Are you Su Hai?", namely the "Wrap - up Time". In this

presentation, I will systematically elaborate on various aspects of my teaching design to

showcase a comprehensive and effective teaching approach.

I. Analysis of the Teaching Material

The "Wrap - up Time" of "Unit 3 Are you Su Hai?" is a crucial component that integrates

review and extension. It consists of two main parts: "Get to know new people" and "Think

and share". The "Get to know new people" activity, divided into "Listen and order" and "Ask

and answer", centers around the theme of "identifying and understanding new friends".

Students are required to listen to the audio, sequence the pictures, complete the story of

finding the owner of a book, and create dialogues using the core language of the unit. These

activities aim to enable students to apply the learned knowledge proficiently in new contexts,

achieving practical application and innovative transfer of knowledge.

The "Think and share" section encourages students to review and summarize the learning

content related to "identifyin it and respond to the Big

Question of the unit. The "A aluation section,

corresponding to the Learni dents can judge whether

they can identify others and es according to the given

criteria. This section can be nt during the learning

process or a summative as le feedback for both

students and teachers to ad

II. Analysis of the Students

As this is the review section of the unit, students have already mastered the expressions for

confirming identities and inquiring about others' classes through the previous lessons.

Therefore, they are expected to complete the consolidation activities in this lesson with

relative ease. However, although they can use the basic sentence patterns, they may still

lack the ability to use diverse expressions to obtain more information and may need further

guidance in cultivating polite communication awareness. At this stage, students are more

willing to participate in interactive and practical activities, and they also have a certain ability

to cooperate and innovate, which provides a good foundation for the teaching activities in

this lesson.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to review and master the language related

to confirming identities and obtaining others' information in this unit. They can accurately

use the core sentence patterns in different contexts, improving their language proficiency

in daily communication.

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

speaking cultures, enabling them to understand and respect different communication

norms and values, and promoting cross - cultural communication ability.

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

knowledge, and evaluating learning outcomes, students will enhance their logical

thinking, creative thinking, and critical thinking abilities. They will learn to think

independently, analyze problems, and solve problems effectively.

4. Learning Ability: Develop students' self - assessment and peer - assessment abilities,

guiding them to reflect on their learning process and results. Students will learn to use

various learning strategies, improve their self - learning ability, and become more

autonomous learners.

IV. Teaching Key and Difficult Points

Key Points:

•Enable students to skillfully use the learned sentence patterns to obtain more information

about new friends, such as identities, classes, and other details, and communicate

effectively in real - life - like situations.

Difficult Points:

•Foster students' awaren ship - building, making

them internalize polite co y them in daily life.

•Guide students to use di n, rather than relying solely

on the basic sentence p xibility and adaptability.

V. Teaching Methods

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

The situational creation method will create real - life - like scenarios, such as a new student

welcome party or a book - sharing activity, to immerse students in practical communication

situations and encourage them to use English. The task - based teaching method will assign

clear and practical tasks, such as listening comprehension, dialogue creation, and role -

playing, to motivate students to actively participate in learning, complete tasks through

cooperation, and achieve learning goals.

VI. Learning Methods

Students will learn through observation, cooperation, practice, and self - assessment. They

will observe pictures, listen to audio, and watch demonstrations to understand the context

and requirements of learning tasks. Through group cooperation, they will share ideas,

discuss problems, and complete tasks together. Repeated practice in dialogue creation and

role - playing will help them master language skills. Self - assessment and peer -

assessment will enable them to identify their own strengths and weaknesses, learn from

others, and continuously improve their learning effectiveness.

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