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新人教版八年级上册英语Unit 2 Home Sweet Home Section B Pronunciation (2a-2e)教学设计
Core Competencies Objectives
Language Competence: Correctly pronounce the sounds / :/, / /, /u:/, / /, /a /, and / /, and apply these sounds accurately in words and phrases.
Learning Autonomy: Strengthen the ability to listen for detailed pronunciation features and imitate them precisely.
Critical Thinking: Clearly express personal thoughts and feelings about pronunciation learning and topics related to "family" .
Cultural Awareness: Foster a sense of love for home, family members, and friends by integrating pronunciation practice with the theme of "family life."
Teaching Key and Difficult Points
Key Points: Help students master the accurate pronunciation of the six target sounds and recognize their corresponding spellings.
Difficult Points: Develop students’ ability to distinguish subtle differences between similar sounds through listening, and use the sounds correctly in context.
Teaching Procedures
1. Warm up — Think and Say: Do You Do Chores at Home
Design Intention: This opening activity connects the new pronunciation content to the prior lesson’s theme of "home chores"—a topic students are familiar with. It encourages students to speak up about their daily experiences , activating their existing vocabulary and interest. This smooth transition helps students feel more comfortable before moving into formal pronunciation practice.
2. Pronounce — 1. Listen and Repeat; Watch and Learn; 2. Listen and Read
Design Intention: "Listen and Repeat" lets students first absorb the target sounds through auditory input, building basic familiarity with how each sound is spoken. "Watch and Learn" addresses common pronunciation mistakes by linking sounds to physical movements, improving accuracy. "Listen and Read" bridges sounds to spellings , reinforcing sound-spelling correspondence and enhancing both listening and reading skills.
3. Pre-listening — 2a: Read and Find Out the Main Idea
Design Intention: Before playing the listening material, having students skim the text to identify the main idea helps them set a clear purpose for listening. This step prevents students from feeling overwhelmed by focusing only on pronunciation; instead, they first grasp the overall context, which makes it easier to notice how target sounds are used in real speech later.
4. While-listening — 2a: Fill in the Blanks
Design Intention: This task requires students to listen attentively for specific words or phrases that fit the blanks. By focusing on pronunciation within meaningful context, students learn to associate sounds with real communication, rather than isolated drills. It also trains them to catch details in listening, improving their overall listening precision.
5. Post-listening — 2b: Answer the Questions; 2c: Complete the Mind Map; Retell; 2d: Listen and Role-play It; 2e: Finish the Task; Emotional Guidance: Home is a Place Full of Love
Design Intention: Answering questions (2b) and completing the mind map (2c) help students deepen their understanding of the listening content and organize information logically. Retelling the content encourages students to use the target sounds in connected speech, turning passive listening into active speaking practice. Role-play (2d) promotes communicative use of language, making pronunciation practice more engaging. The emotional guidance links the lesson to positive values—reminding students that helping with chores shows love for family, which aligns with the cultural awareness objective.
6. Language Points
Design Intention: This section focuses on reinforcing key vocabulary and grammar that relate to the target sounds. By clarifying these language points, students can use the sounds more accurately in different contexts and avoid common errors .
7. Exercise
Design Intention: Targeted exercises provide students with additional practice to consolidate the target sounds and related knowledge. These exercises also allow teachers to check students’ learning progress—identifying which sounds or tasks students struggle with and providing timely support.
Homework
Must-do: Read the tape scripts aloud twice, paying attention to the target sounds. Record your reading (optional) and check your pronunciation against the tape.
Choose-to-do: Write a short paragraph (3-5 sentences) about what you usually do for your grandparents. Use at least three words with the target sounds .
Teaching Reflection
Student Engagement: Most students were actively involved in the warm-up and role-play activities—they enjoyed talking about their own chores and acting out conversations. However, 2-3 students were hesitant to repeat the target sounds aloud, especially /a / and / / . This suggests that some students lack confidence in their pronunciation and need more individual encouragement and guided practice.
Objective Achievement: Around 80% of students could correctly pronounce 5 out of the 6 target sounds after the "Listen and Repeat" and "Watch and Learn" activities. The pre-listening and while-listening tasks were effective in helping students connect sounds to context, but a few students struggled with the fill-in-the-blank task because the listening material’s speed was slightly fast. Adjusting the playback speed (slowing down by 10%) next time may help these students catch more details.
Activity Effectiveness: The mind-mapping task (2c) was particularly useful—students could clearly organize the listening content and recall key words with target sounds. However, the "Language Points" section took 2 minutes longer than planned, leaving less time for the exercise. Simplifying the explanations would help balance time better.
Improvement Directions:
Prepare visual aids to help students with pronunciation difficulties visualize how to make each sound.
For the listening material, provide two playback speeds (normal and slow) to meet the needs of different students.
Add a quick "peer check" activity in pronunciation practice—having students listen to each other and give feedback to boost confidence and engagement.

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