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人教版英語Unit 2 “No Rulers, No order” Section A 1a - pronunciation教學設計
I. Four - Dimensional Objectives
(I) Language Competence Objectives
Students can master key vocabulary related to rules, including “rule, arrive, hall, dining hall, listen, fight” and phrases like “on time, listen to”.
Be proficient in using imperative sentences to express rules, such as “Don't run in the hallways.” “You must listen to the teacher.”
Correctly pronounce the new words and sentences, especially pay attention to the pronunciation of “-tion” in “station” and the intonation of imperative sentences.
(II) Learning Ability Objectives
Develop self - learning ability through independent word - learning and sentence - making.
Improve listening and speaking skills by imitating native speakers' pronunciation and intonation.
(III) Thinking Quality Objectives
Analyze and summarize the pronunciation rules of new words, cultivating logical thinking.
Think about the importance of rules in different situations through discussion.
(IV) Cultural Awareness Objectives
Understand the cultural connotations behind school rules in English - speaking countries.
II. Teaching Key and Difficult Points
(I) Key Points
Mastery of vocabulary, sentence patterns and their correct pronunciation.
Comprehension of the usage of imperative sentences.
(II) Difficult Points
Accurately pronounce new words and use imperative sentences in real - life situations.
III. Teaching Methods
Communicative Approach, Audio - lingual Method, Task - based Language Teaching
IV. Teaching Procedures
(I) Lead - in (3 minutes)
Show some pictures of school scenes, like classrooms, hallways, and playgrounds.
Ask students, “What can you see in these pictures What rules do you think we should follow in these places ” in English to arouse their interest in the topic of rules.
(II) Vocabulary Presentation (7 minutes)
Present new words one by one on the PPT. For example, when showing “rule”, display a picture of a rule sign. For “arrive”, show an animation of someone reaching a place.
Read the words aloud with correct pronunciation and ask students to repeat after me. Pay attention to the pronunciation of “hall” /h l/, “dining hall” / da n h l/.
Divide students into groups of two. One student reads the word, and the other writes it down. Then they switch.
(III) Sentence Pattern Teaching (5 minutes)
Write some imperative sentences on the blackboard, such as “Don't eat in class.” “Be quiet in the library.”
Explain the structure and function of imperative sentences. Let students understand that we use imperative sentences to give commands, make requests or give advice.
Ask students to make their own sentences using the new words and the imperative sentence structure.
(IV) Pronunciation Teaching (10 minutes)
Play the recording of the words and sentences in 1a. Students listen carefully and try to imitate the pronunciation and intonation.
Focus on the pronunciation of “-tion” in words like “station”. Show the phonetic symbol / n/ and explain how to pronounce it.
Do some pronunciation exercises. For example, give students a set of words with “-tion” and ask them to read them out. Then play the recording to check.
For imperative sentences, teach students the intonation. Usually, a falling intonation is used to show a strong command. Let students practice reading the sentences with correct intonation.
(V) Listening Practice (5 minutes)
Pre - listening: Let students look at the pictures in 1a. Ask them to predict what they will hear according to the pictures and the words they've learned.
While - listening: Play the recording. Students listen and match the sentences with the pictures.
Post - listening: Check the answers with the class. Ask students to explain why they made the choices.
(VI) Oral Practice (10 minutes)
Pair work: Ask students to work in pairs. One student acts as a teacher, and the other as a student. The “teacher” gives some rules using imperative sentences, and the “student” responds. For example, “Teacher”: Don't be late for school. “Student”: Yes, sir/madam.
Role - play: Create a situation where students are in a new school. They need to introduce the school rules to each other. Walk around the classroom to monitor and help students with their pronunciation and grammar.
(VII) Summary and Homework (5 minutes)
Summary
Review the key vocabulary, sentence patterns and pronunciation points. Write the important words and sentences on the blackboard again and emphasize their pronunciation.
Recap the listening and speaking activities, and remind students of the common mistakes they made in pronunciation.
Homework
Ask students to read the words and sentences in 1a aloud five times and record themselves.
Write five rules for their own bedroom using imperative sentences.
V. Teaching Reflection
In this class, the use of pictures in the lead - in successfully engaged students and led to the topic smoothly. The combination of vocabulary, sentence pattern and pronunciation teaching in an integrated way helped students build a comprehensive understanding. However, during the listening practice, some students still had trouble catching the correct pronunciation due to the fast - paced recording. In future teaching, more listening exercises with step - by - step guidance on pronunciation should be provided. Also, in the oral practice, some students were too shy to speak up. I should create a more relaxed atmosphere and encourage them more. Moreover, the time - management for different activities could be more precise. Some activities took a bit longer than expected, which left less time for in - depth discussion. I need to better balance the time for each part to ensure all teaching objectives are fully achieved.

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