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Unit 1 Happy Holiday Section A Pronunciation 教学设计
This unit belongs to the theme context of "Human and Society", with the topic of "Holiday Activities". The discourse is based on the dialogue between Adam and Peter, presenting the core language structure through a dual - vacation model (traveling in Yunnan vs. staying at home for leisure). The teaching content focuses on three dimensions: language knowledge, listening skills, and cultural awareness. In terms of language knowledge, it mainly focuses on mastering the communicative functions of indefinite pronouns such as "anywhere", "everything", and "nothing", as well as the pronunciation rules of vowel phonemes /e/, /i /, and / /.
教学目标 Master holiday - related vocabulary such as "ancient", "camp", "landscape", "strange", and "vacation". Be able to simply describe holiday activities in the simple past tense, such as "I went to.../I saw...". Complete the filling - in - the - blank task in 1c through listening strategies such as prediction and keyword location. Collaboratively complete dialogue creation to cultivate language transfer ability and teamwork ability. Cultivate students' logical analysis of discourse. Guide students to establish an effective connection between discourse knowledge and life situations.
教学重难点 Master the pronunciation, form, and meaning of core vocabulary, such as "camp /k mp/", "ancient /'e n nt/", "landscape /'l ndske p/". Grasp key sentence patterns, such as "—How was your vacation —It was...", "—Where did you go —I went to...". Master the pronunciation rules of e, i, y, a, ee, and ea in words. For example, /i / can be pronounced by "e", "ee", "ea" as in "he", "see", "beach"; /e/ can be pronounced by "e", "ea" as in "fresh", "bread"; / / is pronounced by "a" as in "camp", "relax". The accurate use of indefinite pronouns in special 疑问句. For example, "Why didn't you buy anything special " implies a sense of disappointment. The discrimination of easily - confused vowel sounds, such as the tongue - position difference between /e/ (bed) and / / (bad), and the mouth - shape difference between /i / (bee) and / / (trip). The coherent application of past - tense sentence patterns in real - life situations.
Vocabulary
Holiday - related nouns: "vacation", "camp", "landscape", "ancient buildings", "mountains", "festival", etc.
Indefinite pronouns: "anywhere", "everything", "nothing", etc.
Sentence Patterns
"—How was your vacation/holiday —It was great/amazing/fantastic...".
"—Where did you go on vacation/holiday —I went to...".
"—What did you do/see... —I saw.../I did...".
Pronunciation Rules
/i /: e (he), ee (see), ea (beach).
/ /: i (trip), e (eraser).
/e/: e (bed), ea (bread).
/ /: a (camp).
教学过程
Step 1: Lead - in (5 minutes)
Write "Happy Holiday" on the blackboard. Then, show some pictures related to holiday activities, such as camping, visiting ancient buildings, and enjoying beautiful landscapes. Point to the pictures and teach new words like "camp /k mp/", "ancient buildings / e n nt b ld z/", "landscape / l ndske p/" with correct pronunciation and ask students to repeat after you several times.
Have a quick free - talk: "Think about your last holiday. What was the most interesting thing you did Share it briefly with your deskmate." This can arouse students' interest and lead them into the topic of holidays.
Step 2: Pre - listening (8 minutes)
Ask students to open their textbooks to page 2 and look at 1a. Give them 2 minutes to tick the holiday activities they have done independently. Then, invite several students to share their holiday experiences related to the ticked activities in front of the class. For example, if a student ticked "visited some ancient buildings", ask him/her to describe what the buildings were like.
Show the pictures in 1c to the students. Say, "Look at these pictures. Emma and Yaming are talking about their summer holidays. What do you think they might say Try to predict some words that might fill the blanks in 1c." Encourage students to think actively and share their predictions in groups. This step can help students get familiar with the context and prepare for the following listening tasks.
Step 3: While - listening (10 minutes)
First listening (1b): Play the recording of Conversation 1&2. Instruct students to listen carefully and circle the holiday activities they hear in 1a. After playing, check the answers together. During the answer - checking process, emphasize the correct pronunciation of some key words. For example, when it comes to "ancient buildings", pronounce it slowly and clearly again, and ask students to repeat.
Second listening (1c): Divide the class into two groups. Group 1 focuses on filling in the blanks about Yaming's part, and Group 2 focuses on Emma's part. Play the recording again. After that, ask students to check their answers in groups first, and then check the answers as a whole class. If there are some difficult points, explain them. For example, if the phrase "Sea of Clouds" appears, show some pictures of the Sea of Clouds in Mount Huang to help students understand this natural wonder. And for "strawberry festival", briefly introduce the Western harvest festivals to expand students' cultural knowledge.
Third listening: Play the recording one more time. This time, ask students to listen and imitate the pronunciation, intonation, and rhythm of the speakers in the conversation. Encourage them to pay attention to how the speakers ask and answer questions, and the stress on different words.
Step 4: Post - listening (7 minutes)
Activity 1: Dialogue practice (1d): Pair up the students. Ask them to use the template to talk about Yaming's or Emma's vacation. For example, A: Where did Yaming go on vacation/holiday B: He went to... Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite some pairs to come to the front of the class and act out their dialogues.
Activity 2: Cultural exploration: Briefly discuss with students the cultural differences reflected in the holiday activities in the dialogue. For example, compare the traditional Chinese holiday activities like visiting ancient buildings with Western holiday activities such as going to festivals. Guide students to think about why these differences exist and how to respect different cultures during holidays.
Step 5: Pronunciation learning (5 minutes)
Show the pronunciation table on the screen, which includes vowel phonemes /i /, / /, /e/, / / and their corresponding example words with letters or letter combinations (e.g., /i /: e - he, ee - see, ea - beach; / /: i - trip, y - city; /e/: e - fresh, ea - bread; / /: a - camp). Explain the pronunciation rules in detail. Demonstrate the mouth shapes and tongue positions for each phoneme several times, and let students watch carefully and imitate.
Play the recording of the words with these vowel phonemes. Ask students to listen and repeat. Then, conduct a small activity. Say a word randomly, and ask students to quickly tell which vowel phoneme it contains. This can help students consolidate their understanding of the pronunciation rules.

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