Unit 1 Hello! Period 2 Story Time-译林版-说课逐字稿

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"Unit 1 Hello!" Period 2: Story Time

Good morning/afternoon, distinguished interviewers! It’s my privilege to present the teaching

plan for the second period of “Unit 1 Hello!”. I will systematically unfold this lesson from

aspects like teaching material analysis, student characteristics, and detailed teaching

procedures, aiming to create an engaging and effective English learning experience.

I. Analysis of the Teaching Material

As the second period of “Unit 1 Hello!”, this “Story Time” lesson acts as a crucial extension

and deepening of the first - period content. It focuses on teaching students various greeting

expressions used at different times of the day, such as “Good morning,” “Good afternoon,”

and “Goodbye.” The story - based text provides an authentic language context, enabling

students to understand how greetings vary according to time. This lesson not only reviews

the basic greetings learned in the previous “Cartoon Time” but also expands students’

language application scenarios, playing a vital role in building a solid foundation for their

continuous English learning journey.

II. Analysis of the

These third - grade student ning, have some initial

exposure to English throug language awareness and

are filled with curiosity and owever, they are still at a

very early stage in languag anguage knowledge and

practical skills. Their learnin aching forms and

interactive activities. As beginners, they need more guidance, practice, and positive

encouragement to master new knowledge and overcome potential learning difficulties.

III. Four - Dimensional Objectives of Core Competencies

1. Language Competence: Students will be able to accurately use greeting expressions

like “Good morning,” “Good afternoon,” and “Goodbye” in appropriate time - based

contexts, and read the story dialogue fluently with correct pronunciation and intonation.

2. Cultural Awareness: Cultivate students’ initial understanding of diverse greeting cultures

in different countries, fostering an open - minded and inclusive attitude towards

multiculturalism.

3. Thinking Quality: Encourage students to greet others actively, bravely, and confidently,

enhancing their social interaction and communication thinking abilities.

4. Learning Ability: Enable students to master different greeting expressions, and be able

to flexibly choose suitable greetings according to specific time situations, improving their

self - learning and language - application abilities.

IV. Teaching Key and Difficult Points

Key Points:

•Master a variety of greeting expressions including “Hello/Hi,” “Good morning/afternoon,”

and “Goodbye/Bye,” and use them accurately based on different time periods.

•Read the story dialogue smoothly and understand the story content.

Difficult Points:

•Apply the learned greeting expressions accurately and flexibly in real - life communication

scenarios.

•Distinguish and use appropriate greetings without confusion, especially in complex and

changing daily situations.

V. Teaching Methods

I will mainly adopt the situational creation method to build realistic greeting scenarios, the

task - based teaching method to guide students to complete language - related tasks, and

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

learning process. These methods will help students actively participate in class and

effectively acquire knowledge.

VI. Learning Meth

Students will learn through l , practicing continuously,

and cooperating actively. T rrect pronunciation and

intonation, practice greeting m activities, and

collaborate with classmates age - using and

communication skills.

VII. Teaching Procedures

Step 1: Warming up

First, I will initiate a free talk. I’ll greet the students with “Good morning! Boys and girls, how

are you?” and encourage them to respond. Through this simple question - answer

interaction, students can review the greeting expressions learned in the previous lesson,

which smoothly leads into the theme of this class.

Then, I will organize a game activity. I’ll say, “Do you remember the key letters we learned

last time? They are ‘Aa,’ ‘Bb,’ ‘Cc,’ and ‘Dd.’ The ‘A’ is the capital letter, and the ‘a’ is the

lowercase letter. Now, let’s play a game. Try to find three ‘A’s within 20 seconds.” After

starting the countdown, I’ll check their answers. This game not only enlivens the classroom

atmosphere but also helps students reinforce their memory of the letters in an enjoyable

way, laying a better foundation for further learning.

Step 2: Presentation

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