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Unit 1 Animal friends. Section Pronunciation (1-3)教学设计
I. Analysis of New Curriculum Standards Theme
According to the "Compulsory Education English Curriculum Standards",
language knowledge serves as a fundamental cornerstone for the development
of language skills. This teaching session zeroes in on the pronunciations of
vowels (a, ai, ay, al, aw) and the end - sound -(e)s, which fall within the realm
of phonetic knowledge in the language knowledge segment.
Language Competence
1. Students should be capable of accurately identifying and imitating the target
vowel sounds as well as the pronunciation of the end - sound -(e)s.
2. They are expected to correctly read relevant words and sentences, and
employ appropriate intonation and pronunciation in oral expressions.
Cultural Awareness
1. Enable students to understand the significance of English pronunciation in
cross - cultural communication.
2. Foster students' awareness of the cultural connotations embodied by different
pronunciation variants, thereby cultivating their cultural tolerance.
Thinking Quality
1. During the process of comparing and inducing pronunciation rules, students
can exercise their abilities of observation, analysis, and summarization.
2. This helps to enhance the logicality and agility of their thinking.
Learning Ability
1. Guide students to master effective phonetic learning strategies, thus
improving their self - learning and cooperative learning capabilities.
2. Boost students' self - confidence and enthusiasm in English learning.
III. Teaching Key and Difficult Points
Teaching Key Points
1. Students need to master the pronunciations of vowels a (/e /, / /), ai (/e /), ay
(/e /), al (/ /), aw (/ /), and be able to accurately read words containing these
vowels, such as "game", "make", "fat", "cat", "rain", "brain", "way", "play",
"walk", "small", "draw", "law".
2. They should correctly pronounce the end - sound -(e)s in different situations
and skillfully read related words like "sharks", "lions", "boxes", "cats",
"birds", "giraffes", "monkeys", "foxes", "elephants", "toads".
Teaching Difficult Points
1. The accurate discrimination between easily - confused vowel sounds, such as
/e / and / /, remains a challenge for students to avoid pronunciation
confusion.
2. Teaching students to fluently and naturally handle the pronunciation of
unstressed words in sentences to improve the fluency and naturalness of their
oral expressions is also a difficult task.
IV. Teaching and Learning Methods
Teaching Methods
1. Situational Teaching Method
2. Comparative Teaching Method
3. Demonstration and Imitation Method
Learning Methods
1. Self - exploration Method
2. Cooperative Learning Method
V. Teaching Procedures
Teaching Steps Teacher's Activities Students' Activities
Lead - in 1. Play the audio of 1. Listen attentively to the audio
animal sounds and ask, and say the names of the
"What animals can you animals they hear.2. Look at the
hear "2. Show pictures pictures, say the animal names,
of animals in the zoo, and read the sentences aloud.
lead in sentences like "Let’s go and see the monkeys." Write them on the blackboard and invite students to read.
New Teaching - 1. Present words 1. Observe the teacher's mouth -
Vowel containing target shapes intently and listen to the
Pronunciations vowels, demonstrate pronunciations carefully.2. Try
the pronunciations to imitate the pronunciations
slowly and clearly, following the teacher.3. Accept
show the mouth - the teacher's comments and
shapes, and emphasize corrections, and experience the
the key points of differences between different
pronunciation. For pronunciations to improve their
example, when own pronunciation. teaching the vowel /e /
in "game", open the mouth slightly, stretch the corners of the mouth, and make the sound glide from /e/ to / /. 2. Read the words again and let students observe carefully and imitate.3. Comment on students' imitated pare and explain the easily - confused
pronunciations, such as
the differences between /e / and / / in
terms of mouth - opening degree and
tongue position.
New Teaching - 1. Present words with 1. Observe the words and think
End - sound the end - sound -(e)s, about the pronunciation rules
Pronunciations guide students to actively, and try to answer the
observe the teacher's questions.2. Listen to
pronunciation rules. the teacher's explanation
Ask, "Do you notice attentively and take notes if
any patterns in the necessary.3. Imitate reading the
pronunciation of these words one by one, and adjust
- (e)s "2. Demonstrate their pronunciations according
reading the words, and to the teacher's feedback.
explain the pronunciation rules in detail. For example, when the word ends with a voiceless consonant, -(e)s is pronounced as /s/; when it ends with a voiced consonant or a
vowel, -(e)s is pronounced as /z/; when it ends with /s/ /z/ / / / / /t / /d /, -(e)s is pronounced as / z/. 3. Let students imitate word - by - word. Walk around the classroom to observe
and give guidance and
feedback in a timely
manner.
Practice - 1. Play the textbook - 1. Listen to the audio and
Imitative matching audio, and quietly follow along, feeling the
Reading ask students to listen correct pronunciation and
and quietly follow intonation.2. Read aloud the
along, reminding them audio content loudly, striving to
to pay attention to the imitate accurately.
pronunciation, intonation, liaison, and pauses. 2. Play the audio again. Pause the audio after each word or sentence is read, and invite students to read
aloud loudly.
Practice - Group 1. Divide the students 1. Practice within the group,
Competition into several groups. correct each other's
Explain the pronunciations.2. Participate in
competition rules: the group competition earnestly,
Each group takes turns read carefully, and strive to
to read the given score points for the group.
words and sentences containing the learned pronunciations. The group with accurate, clear, and fluent pronunciations will score points. 2. Provide words and sentences, such as "make a fat cat", "rainy day", "walk and draw",
etc., and organize the
group competition.3.
Evaluate and score
each group's performance. Select
the "Pronunciation
Expert Group" and
give praise and rewards.
Consolidation 1. Create a dialogue 1. Discuss in groups, create
situation of visiting the dialogues, and use the learned
zoo. For example, A: words and sentences with
Let’s go and see the correct pronunciations.2.
monkeys. They’re my Practice reading the dialogues
favourite animals. B: within the group, paying
Why do you like attention to the pronunciation
them A: Because and intonation.3. Come to the
they’re clever and front of the class to show the
funny. Show relevant dialogues, and listen to and
pictures at the same evaluate the performances of
time. 2. Require other groups.
students to create dialogues containing the learned pronunciations in groups, and they can refer to the situation and examples given by the teacher.3. Walk around each group, provide necessary help
and guidance, and encourage students to use the learned
phonetic knowledge
bravely.4. Invite each
group to come to the
front of the class to
show their dialogues.
The other groups listen
carefully. After the
show, organize students to conduct a
brief evaluation.
Summary 1. Review the 1. Participate in the review
pronunciation rules of actively, recall the learned
the vowels pronunciation knowledge, and
2. Emphasize the importance of accurate pronunciation in English learning and communication. homework: Record the audio of themselves reading the words and sentences learned in this class and send it to the class group. share their gains and experiences.2. Take down the after - class homework requirements clearly.
VI. Teaching Reflection
In this teaching process, the application of various teaching methods, such
as situational teaching and group competition, has effectively stimulated
students' enthusiasm and participation. Most students showed positive attitudes
and made certain progress in learning vowel and end - sound pronunciations.
However, some problems also emerged.
During the teaching of vowel pronunciations, although the comparative
teaching method was used to distinguish between easily - confused vowel
sounds like /e / and / /, a few students still had difficulty in accurately
mastering them. This indicates that the teaching examples and practice intensity
might not be sufficient. In the future, more vivid and diverse teaching materials,
such as short videos specifically demonstrating vowel pronunciations, can be
introduced, and more targeted practice exercises should be designed.
In group activities, it was found that some students were less involved.
This could be due to insufficient group organization or unclear task assignments.
In subsequent teaching, more attention should be paid to the reasonable
grouping of students according to their English levels and personalities. At the
same time, clear task instructions and division of labor should be provided to
ensure that every student can actively participate in group activities.
Moreover, in terms of cultural awareness cultivation, although it was
emphasized in the teaching objectives, the actual teaching content was relatively
scarce. In future teaching, more cultural elements related to English
pronunciation, such as the pronunciation differences in different English -
speaking regions and their cultural backgrounds, can be integrated into the
teaching process to better achieve the goal of cultivating students' core
competencies.

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