Unit5AmazingPlacesPreparingfortheTopicPronunciationThisPronunciationpartinUnit5oftheRen’aiScienceEdition(2024)EnglishtextbookforGrade8focusesonhelpingstudentsidentifysensegroupsandpausesinoralEnglishexpressions.Throughaseriesofactivities,studentswillenhancetheirpronunciationskillsandmaketheiroralEnglishmorenaturalandfluent.Itconsistsofthreemainactivities.InActivity1,studentsarerequiredtolookatpicturesandreadwords,payingattentiontosoundsandstresses.Activity2involveslisteningandreadingsentences,withanemphasisonrecognizingsensegroupsandpauses.Activity3furtherdeepensstudents'understandingandpracticeofsensegroupsandpausesinsentences.教學目標KnowledgeAimStudentswillbeabletorecognizeandunderstandtheconceptofsensegroupsandpausesinEnglishsentences.Masterthecorrectpronunciationandstressofkeywordsrelatedtofamouslandmarks,suchas“MountHuangshan,”“thePalaceMuseum,”“NiagaraFalls,”etc.AbilityAimDevelopstudents'abilitytoidentifysensegroupsandpauseswhilelisteningtoEnglish.EnablestudentstousepropersensegroupsandpauseswhenreadingandspeakingEnglish,improvingtheiroralfluency.EmotionalAimCultivatestudents'interestinlearningEnglishpronunciationandenhancetheirconfidenceinspeakingEnglish.Raisestudents'awarenessoftheimportanceofcorrectpronunciationineffectivemunication.教學重難點TeachingKeyPointsTeachstudentshowtoaccuratelyidentifysensegroupsandpausesinEnglishsentences.Guidestudentstomasterthepronunciationandstressrulesofnewwordsrelatedtogeographicalfeaturesandlandmarks.HelpstudentspracticeandapplytheknowledgeofsensegroupsandpausesinoralEnglish.TeachingDifficultPointsEnablestudentstointernalizetherulesofsensegroupsandpausesandusethemspontaneouslyinreallifemunication.Overestudents'existingincorrectpronunciationhabitsandmaketheirEnglishpronunciationmorenativelike.KeyWordse.g.raphicalfeatures:mountain(e.g.,MountHuangshan,MountQomolangmae.g.ake(e.g.,BaiyangLake),river,desert,etc.Landmarks:theGreatWall,thePalaceMuseum,theEiffelTower,BigBen,NiagaraFalls,theBird'sNest,etc.Pronunciationrelatedterms:sensegroup,pause,stressPronunciationRulesWordStress:Inmultisyllablewords,onesyllableisusuallystressed.Forexample,in“'PalaceMuseum,”thestressisonthefirstsyllableof“Palace”andthefirstsyllableof“Museum.”SenseGroups:Asensegroupisagroupofwordsthatmakeupasinglethoughtorideainasentence.Forexample,“MountTaishan/liesinShandongProvince.”Here,“MountTaishan”and“l(fā)iesinShandongProvince”aretwosensegroups.Pauses:Pausesusuallyoccurattheendofasensegrouporwherethereisamainawrittensentence.Forexample,“Asweknow,/thePalaceMuseum/isthegreatestpalace/inChina.”教學過程Warmingup(5minutes)Greetthestudentsandshowsomepicturesoffamouslandmarksaroundtheworld,suchastheGreatWall,theEiffelTower,andtheSydneyOperaHouse.AskstudentstonametheselandmarksinEnglish.Leadinquestion:“DoyouknowthatthewaywepronounceandgroupwordsinEnglishsentencescanaffectthemeaningweconvey?Let'sstartourexplorationofpronunciationtoday.”Presentation(15minutes)Activity1:WordPronunciationandStressShowthepicturesinActivity1ofthetextbookonthescreen,including“BaiyangLake,”“MountTaishan,”“thePalaceMuseum,”“theEiffelTower,”“MountQomolangma,”“theHongheHaniRiceTerraces.”Readeachwordorphrasealoud,emphasizingthestress.Forexample,whenreading“'Mount'Taishan,”stressthefirstsyllableof“Mount”and“Taishan.”Letstudentslistencarefullyandimitate.Askstudentstoreadthewordsandphrasesinpairs,takingturnstoreadandcorrecteachother'spronunciationandstress.Selectseveralpairsofstudentstoreadinfrontoftheclassandgivefeedback.Activity2:IntroductiontoSenseGroupsandPausesPresenttheconceptofsensegroupsandpausestothestudents.ExplainthatinEnglishsentences,wegroupwordsintosensegroupsaccordingtotheirmeaning,andwepauseattheendofasensegrouporwherethereisama.ShowthesentencesinActivity2onthescreen:“Hangzhou/isbeautiful.”“MountTaishan/liesinShandongProvince.”“ThePotalaPalace/hasahistory/ofabout1,300years.”“Asweknow,/thePalaceMuseum/isthegreatestpalace/inChina.”“InParis,/thecapitalofFrance,/theEiffelTower/isapopulartouristsite.”Readeachsentencealoud,pausingattheappropriateplaces.Letstudentslistenandfeeltherhythm.Thenaskstudentstoreadthesentencesafteryou,payingattentiontosensegroupsandpauses.Dividestudentsintosmallgroups.Eachgroupisgivenasetofsentences.Theyneedtodiscussandmarkthesensegroupsandpausesinthesentences,andthenreadthemaloud.Walkaroundtheclassroomtoofferguidance.Practice(15minutes)Activity3:FurtherPracticeofSenseGroupsandPausesShowthesentencesinActivity3onthescreen.First,presentthesimplesentence“Itmaybe/aperfectchoice.”Readitaloud,emphasizingthesensegroupandpause.Thengraduallyaddmoreinformationtothesentence:“TheHongheHaniRiceTerraces/maybeaperfectchoice.”“TheHongheHaniRiceTerraces/inYunnanProvince/maybeaperfectchoice.”Letstudentsreadalongandfeelhowthesensegroupschangewiththeaddedinformation.DothesamewiththesentencesabouttheWestLake:“TheWestLake/liesin/thewestof/HangzhouCity.”“TheWestLake/liesin/thewestof/HangzhouCity,/ZhejiangProvince.”Givestudentssomeadditionalsentences.Forexample:“TheGreatWall/whichisoneofthegreatestwondersoftheworld/attractsmillionsoftourists/everyyear.”Askstudentstomarkthesensegroupsandpausesontheirown,andthenreadthesentencesaloudinclass.GrouppetitionDividetheclassintoseveralgroups.Preparesomelongsentenceswithplexstructures.Eachgrouptakesturnstoetothefrontoftheclass.Onestudentfromthegroupreadsthesentence,andtheotherstudentsinthegroupneedtocorrectthesensegroupsandpausesifthereareanymistakes.Thegroupthatmakesthefewestmistakesandreadsthemostfluentlywinsthepetition.Givesomesmallrewardstothewinninggroup,suchasstickersorextracreditpoints.Summary(5minutes)Summarizethekeypointsofthisclasswiththestudents,includingthepronunciationandstressofnewwords,theconceptofsensegroupsandpauses,andhowtoidentifyandusetheminsentences.Askstudentstosharewhattheyhavelearnedinthisclass.EncouragethemtopaymoreattentiontopronunciationintheirdailyEnglishlearning.HomeworkAssignment(5minutes)AskstudentstochoosefivesentencesfromthetextbookorotherEnglishreadingmaterials.Markthesensegroupsandpausesinthesesentences,andthenrecordthemselvesreadingthesesentencesandsendtherecordingstotheteacherviatheclasslearningplatform.LetstudentsfindsomeEnglishshortstoriesordialogues.Whilereadingthem,theyshouldpayattentiontoapplyingtheknowledgeofsensegroupsandpauses,andtrytoreadthemasfluentlyaspossible.教學反思PositiveAspectsTheuseofpicturesinthewarmingupandpresentationstageseffectivelyattractedstudents'attentionandarousedtheirinterestinlearning.Studentswereactivelyinvolvedinnamingthelandmarks,whichhelpedcreateagoodlearningatmosphereatthebeginningoftheclass.Thestepbystepteachingmethodinpresentingtheknowledgeofsensegroupsandpauses,fromsimpletoplex,wasbeneficialforstudentstounderstand.Thegroupactivitiesinthepracticestage,suchasgroupdiscussionofmarkingsensegroupsandthegrouppetition,promotedstudents'cooperationandactiveparticipation.Moststudentsseemedtohaveabetterunderstandingofthekeyknowledgepointsbytheendoftheclass.AreasforImprovementSomestudentsstillhaddifficultyinaccuratelyidentifyingsensegroupsinverylongandplexsentences