Unit4ChangingandGrowingPreparingfortheTopicPronunciationThisunitfocusesonthethemeof"ChangingandGrowing".ThepronunciationpartinthisunitisdesignedtohelpstudentsmastertherhythmandstressinEnglishsentences,whichiscrucialfortheiroralEnglishimprovementandbetterunderstandingofEnglishlanguageintonation.Thecontentofthispronunciationsectionincludesaseriesofactivities.StudentswillstartbylisteningtoandreadingsentencestoinitiallyfeeltherhythmofEnglishsentences,thatis,therhythmformedbystressedandunstressedwordsinsentences.Then,theywilllistenandreadsentencesagaintomarkthestressedwordsineachsentence,applyingthenewlylearnedpronunciationknowledgetopracticeandfurtherunderstandwhichwordsneedtobestressedindifferentsentences,thusbettermasteringthestressrulesofEnglishsentencesandimprovingtheaccuracyofexpression.Finally,studentswilllistenandchantalittlepoemtofurtherexperiencethebeautyoftherhythmandrhymeofEnglishandenhancetheirpronunciationskills.教學(xué)目標(biāo)StudentsareabletounderstandtherulesofrhythmandstressinEnglishsentences,andcorrectlyidentifystressedandunstressedwordsingivensentences.Studentscanreadrelevantsentencesandpassageswithproperrhythmandstress,makingtheiroralEnglishmorenaturalandfluent.Throughvariousactivities,students'interestinlearningEnglishpronunciationisstimulated,andtheygainmoreconfidenceinEnglishoralmunication.StudentscanapplytheknowledgeofrhythmandstresstheyhavelearnedtotheirdailyEnglishspeaking,improvingtheoverallqualityoftheirspokenEnglish.教學(xué)重難點(diǎn)1.KeyPointsTherulesofrhythminEnglishsentences:understandinghowtoformrhythmthroughthealternationofstressedandunstressedwords.Thedeterminationofstressedwordsindifferenttypesofsentences,suchasdeclarativesentences,interrogativesentences,andimperativesentences.2.DifficultPointsHelpingstudentsaccuratelydistinguishbetweenstressedandunstressedwordsinplexsentences,especiallywhentherearemultipleclausesandmodifiers.Guidingstudentstoapplytherulesofrhythmandstressflexiblyinactualspeaking,sothattheirpronunciationisnotonlycorrectbutalsonaturalandinlinewiththelanguagehabitsofnativespeakers.1.RhythmEnglishsentenceshaveacertainrhythm,whichismainlymanifestedbythealternationofstressedandunstressedwords.Stressedwordsarepronouncedmoreclearly,withalongerdurationandahigherpitch,whileunstressedwordsarepronouncedmoreweakly,withashorterdurationandalowerpitch.Forexample,inthesentence"I'like'reading'books",thewords"like","reading",and"books"arestressed,andtheword"I"isrelativelyunstressed.2.StressIngeneral,contentwordssuchasnouns,verbs,adjectives,andadverbsareusuallystressed,whilefunctionwordssuchasarticles,prepositions,conjunctions,andpronounsareusuallyunstressed.However,therearealsosomeexceptions.Forexample,inasentenceforemphasis,evenfunctionwordscanbestressed.Forinstance,inthesentence"It'is'himthatI'wantto'see",thepronoun"him"isstressedforemphasis.教學(xué)過程1.Leadin(5minutes)Greetthestudentsandstartasimplefreetalk.Forexample,askstudents"DoyoulikeEnglishsongs?WhydoyouthinksomeEnglishsongssoundsobeautiful?"Guidestudentstothinkabouttheroleofpronunciation,rhythm,andintonationinEnglish.PlayashortEnglishsongclip,suchas"BigBigWorld".Afterplaying,askstudentstosharetheirfeelingsabouttherhythmofthesong.Thiscanarousestudents'interestinthetopicofrhythmandstressinEnglishpronunciation.2.Presentation(10minutes)Writethefollowingsimplesentencesontheblackboard:"He'goesto'schoolevery'day.""She'likes'drawing'pictures.""They'play'footballon'Sundays."Readthesesentencesslowlyandclearly,emphasizingthestressedandunstressedwords.Then,letstudentsreadafteryouseveraltimes,feelingtherhythmofthesentences.ExplainthebasicrulesofrhythminEnglishsentencestostudents:Stressedwordsarelikethe"beats"inmusic,andunstressedwordsarelikethe"connectingparts".ThealternationofstressedandunstressedwordsformstheuniquerhythmofEnglishsentences.3.Practice(15minutes)Activity1:SentenceRhythmPracticeDistributeahandoutwithaseriesofsentencestostudents.Thesentencesincludedifferenttypes,suchasdeclarativesentences,interrogativesentences,andimperativesentences.Forexample:"I'havea'new'book."(Declarativesentence)"Doyou'like'apples?"(Interrogativesentence)"e'here'quickly!"(Imperativesentence)Letstudentsreadthesesentencesinpairs.Onestudentreadsthesentence,andtheotherstudentlistensandtriestomarkthestressedwordsaccordingtotherhythmtheyfeel.Then,theyswitchroles.Afterafewminutes,askseveralpairsofstudentstoetothefrontoftheclassandshowtheirmarkedsentences.Thewholeclassdiscusseswhetherthemarkedstressedwordsarecorrect.Theteachergivesguidanceandcorrectionsintime.Activity2:StressMarkingPracticeOnthePPT,showsomemoreplexsentences,suchas:"The'boywho'wearsa'red'hatismy'classmate.""We'wenttothe'parkand'played'games'yesterday."Letstudentslistentotherecordingofthesesentencescarefully,andthenreadthesentencesaloudandmarkthestressedwordsontheirown.Dividestudentsintogroupsoffour.Ineachgroup,studentsparetheirmarkedresultsanddiscussthereasonsfortheirmarkings.Theteacherwalksaroundtheclassroom,participatinginstudents'discussionsandprovidingnecessaryhelp.Selectseveralgroupstoreporttheirdiscussionresultstothewholeclass.Theteachersummarizesandemphasizesthekeypointsofstressdeterminationinplexsentences.4.Production(10minutes)Activity3:PoemChantingPresentasimpleandinterestingEnglishpoemonthePPT,suchas"Twinkle,Twinkle,LittleStar".First,playtherecordingofthepoemchantingforstudentstolistento,allowingthemtofeeltherhythmandrhymeofthepoem.Then,dividetheclassintotwoparts.Onepartchantsthefirstline,andtheotherpartchantsthesecondline,andsoon,graduallyincreasingthespeed.Afterseveralroundsofchanting,askstudentstoworkingroupstorewritethepoemslightlyaccordingtotheirownideas,whilekeepingtheoriginalrhythm.Forexample,theycanchangesomenounsoradjectives.Then,eachgroupchantstheirrewrittenpoeminfrontoftheclass.Activity4:FreeSpeakingSetatopic,suchas"MyWeekend".Askstudentstotalkabouttheirweekendactivitiesinpairs,usingthecorrectrhythmandstressintheirspeech.Walkaroundtheclassroom,listeningtostudents'conversationsandgivingonthespotevaluationsandsuggestions.Encouragestudentstouseavarietyofsentencestructuresandrichvocabulary.Selectseveralpairsofstudentstosharetheirconversationswiththewholeclass.Otherstudentslistencarefullyandevaluatetherhythmandstressintheirspeeches.5.SummaryandHomework(5minutes)SummarySummarizethekeypointsofthisclasswithstudents,includingtherulesofrhythmandstressinEnglishsentences.Reviewtheimportantsentencesandwordspracticedinclass.EmphasizetheimportanceofcontinuouspracticeofpronunciationinimprovingEnglishprehensiveability.EncouragestudentstopayattentiontorhythmandstressintheirdailyEnglishlistening,speaking,reading,andwriting.HomeworkAskstudentstorecordthemselvesreadingashortEnglishpassage(about100150words)withproperrhythmandstress,andsendtherecordingtotheteacherthroughtheclasslearningplatform.ThepassagecanbeselectedfromtheirEnglishtextbooksorotherEnglishreadingmaterials.LetstudentsfindanEnglishmovieorTVshowtheylike,andpayattentiontotherhythmandstressofthecharacters'lineswhilewatching.Writedownatleastthreesentencesthattheythinkhavetypicalrhythmandstressandanalyzethem.教學(xué)反思Afterthisclass,itisnecessarytoconductaprehensivereflectionontheteachingprocessandresults.PositiveAspectsTheleadinpart,usingEnglishsongs,successfullyarousedstudents'interestandeffectivelyintroducedthetopicofrhythmandstressinEnglishpronunciation.Moststudentswereactivelyinvolvedinthesubsequentlearningactivities.Thepracticeactivities,suchassentencerhythmpracticeandstressmarkingpractice,providedstudentswithsufficientopportunitiestopractice.Throughpairworkandgroupwork,studentsactivelyparticipatedindiscussionsandexchanges,whichdeepenedtheirunderstandingoftheknowledgeofrhythmandstress.Theproductionactivities,poemchantingandfreespeaking,notonlyallowedstudentstoapplytheknowledgetheyhadlearnedbutalsocultivatedtheircreativityandmunicatio