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Unit 4 Eat Well
Section A Pronunciation教案
I. Teaching Objectives
1. Language Knowledge Objectives:
(1)Students will be able to correctly identify and pronounce vocabulary related to food, such as "carrot," "onion," "cookie," "mutton," "cabbage," and "watermelon."
(2)Students will master correct pronunciation and intonation, including word pronunciation and sentence intonation.
2. Language Skill Objectives:
(1)Students will be able to understand and respond correctly to questions about dietary preferences and daily diets through listening and speaking exercises.
(2)Students will use sentence patterns like "What do you usually have for breakfast/lunch/dinner " to inquire about others' diets and provide corresponding answers.
3. Affective Objectives:
(1)Foster students' interest in learning English through interactive and engaging activities.
(2)Encourage students to think critically about different dietary choices.
Learning Strategy Objectives:
(3)Guide students to develop their listening and speaking skills through group cooperation and communication.
4. Cultural Awareness Objectives:
(1)Raise awareness of the differences between Chinese and Western dietary cultures.
(2)Cultivate students' cross-cultural communication awareness.
II. Teaching Key Points and Difficulties
1. Teaching Key Points:
(1)Mastering the pronunciation of food-related vocabulary.
(2)Applying learned sentence patterns in real-life situations to inquire about and describe diets.
2. Teaching Difficulties:
(1)Achieving accurate pronunciation and natural intonation in sentences.
(2)Effectively using learned vocabulary and sentence patterns in communicative contexts.
III. Teaching Methods
Task-Based Language Teaching: Designing various tasks to help students grasp grammatical knowledge and language skills through task completion.
Situational Language Teaching: Creating authentic dietary situations to allow students to experience and use language in context.
Interactive Language Teaching: Engaging students in interactive activities to enhance their language practice and communication skills.
IV. Teaching Procedures
Step1. Lead-In (5 minutes)
Activity1: Display pictures of various foods, including both Chinese and Western cuisine, such as dumplings, pizza, noodles, and hamburgers.
Teacher's Question: "What can you see in the pictures "
Purpose: Guide students to name the foods in the pictures, thereby introducing the theme of the lesson – diet.
Activity2: Ask students, "Do you like these foods Why or why not "
Purpose: Allow students to freely express their preferences and reasons for liking or disliking different foods, stimulating their interest and enthusiasm.
Step2. Presentation (10 minutes)
Activity1: Show the pictures in 1a and ask students to write the food vocabulary below the corresponding pictures.
Teacher's Role: Lead the reading of the words, with students following along and correcting their pronunciation.
Activity2: Pair students up to ask each other, "Which food(s) do you like " and provide answers.
Purpose: Practice using the target vocabulary in simple sentences.
Step3. Listening and Pronunciation (15 minutes)
Activity1: Play the recording in 1b. Students listen and tick off the topics discussed by Ella and Peter in a table.
Repetition: Play the recording again, check answers, and explain key sentence patterns and vocabulary.
Activity2: Play the recording in 1c. After listening, students fill in Jane's diet table.
Teacher's Role: Review answers with students, guiding them to understand the dialogue content.
Step4. Practice (15 minutes)
Activity1: Based on 1d's requirements, students write down what they usually eat for breakfast, lunch, and dinner.
Pair Work: Students inquire about each other's diets using the sentence pattern "What do you usually have for breakfast/lunch/dinner " and respond.
Presentation: Invite several pairs of students to present, giving praise and encouragement.
Step5.Homework
Recite the words and sentence patterns learned in this lesson.
Use learned countable and uncountable nouns to write a short passage about their daily three meals.
V. Teaching Reflection
Through this lesson, students have gained a certain mastery of vocabulary and sentence patterns related to food and have been able to use what they have learned to communicate to a certain extent. In the teaching process, more opportunities for language practice should be created for students to improve their language use ability in real situations. Meanwhile, pronunciation training needs to be strengthened to make students' pronunciation more accurate and natural.

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