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Teaching Design for Unit 1 “Animal friends”
Section A 1a - pronunciation
I. Four - Dimensional Objectives
(I) Language Competence Objectives
Students will be able to accurately read, spell and use words describing animals such as “animal, panda, tiger, elephant, koala, lion, giraffe, cute, lazy, smart, beautiful, scary”.
Students will learn to use the sentence pattern “Why do you like... Because they're...” to ask about and express the reasons for liking a certain animal, and be able to apply it proficiently in real - life communication.
Students will master the correct pronunciation of new words and sentence patterns, especially pay attention to the accuracy of vowel and consonant sounds, as well as phonetic phenomena such as liaison and intonation in sentences.
(II) Learning Ability Objectives
Cultivate students' ability to learn new vocabulary independently through previewing, consulting materials, etc., and improve their learning initiative.
Through listening and speaking exercises, train students' ability to imitate pronunciation and summarize pronunciation rules, and enhance their listening and speaking skills.
(III) Thinking Quality Objectives
Guide students to observe the connection between animal characteristics and descriptive words, and cultivate logical thinking ability.
When discussing favorite animals and reasons, stimulate students' critical thinking, and encourage them to think about the value of animals from different perspectives.
(IV) Cultural Awareness Objectives
Enable students to understand the preferences and cultural connotations of animals in different countries, and enhance their understanding and respect for diverse cultures.
II. Teaching Key and Difficult Points
(I) Teaching Key Points
Memorization, spelling and application of key vocabulary.
Proficiency in using the “Why... Because...” sentence pattern.
Master the accurate pronunciation of words and sentence patterns.
(II) Teaching Difficult Points
Use the learned vocabulary and sentence patterns to communicate naturally and fluently in real - life situations.
Correctly grasp the phonetic details such as liaison and intonation in sentences to make the expression more natural.
III. Teaching Methods
Visual Teaching Method: Use multimedia resources such as animal pictures and videos to visually display animal images, helping students understand vocabulary and sentences.
Situational Teaching Method: Create situations such as visiting a zoo, allowing students to communicate in English within the context.
Cooperative Learning Method: Organize students to work in groups to jointly complete tasks such as dialogue practice and discussion, cultivating their cooperation ability.
IV. Teaching Procedures
(I) Lead - in (5 minutes)
Play a video of various animals in the zoo. After the video, ask students, “What animals did you see in the video Do you like animals ” Guide students to recall the video content and introduce the theme of this lesson, “Animal friends”.
Show some partial pictures of animals and let students guess what animals they are to arouse students' interest.
(II) Vocabulary Teaching (10 minutes)
Use pictures to show animals such as “panda, tiger, elephant, koala, lion, giraffe” one by one, teach the corresponding words, and explain the pronunciation and spelling of the words. For example, when teaching “panda”, emphasize the pronunciation of “a”.
Show descriptive words for animals such as “cute, lazy, smart, beautiful, bine pictures and actions to help students understand. For example, show a picture of a panda eating bamboo and say “Pandas are cute.” while making a cute gesture.
Lead students to read the vocabulary. Use various ways, such as reading aloud in chorus, reading in a chain, etc., to ensure that students can pronounce accurately. Then, let students work in pairs to check each other's pronunciation and spelling.
(III) Sentence Pattern Teaching (10 minutes)
Create a situation: Suppose we are in the zoo. The teacher asks a student, “Why do you like pandas ” Guide the student to answer, “Because they're cute.” Repeat this Q&A several times to let students understand the sentence structure.
Write “Why do you like... Because they're...” on the blackboard and explain the usage of the sentence pattern. Emphasize that “Why” is used to ask for reasons, and “Because” is used to answer.
Let students work in pairs to imitate the dialogue. One student asks the reason for liking a certain animal, and the other answers. The teacher walks around and corrects mistakes.
(IV) Pronunciation Teaching (5 minutes)
Play the recording of the words and sentences in 1a. Let students listen for the first time to get an overall sense of the pronunciation and intonation. When listening for the second time, ask students to follow the recording and imitate the pronunciation softly, paying attention to phonetics, intonation, liaison, etc.
Focus on explaining some easily - confused pronunciations in words. For example, the pronunciation of “g” in “giraffe” is /d /. Let students distinguish by comparing similar pronunciations. For liaison in sentences, such as “Why do you” can be pronounced as /wa d ju /, demonstrate and practice.
Let students conduct reading presentations within groups. They listen to each other and point out pronunciation problems to improve together.
(V) Listening Practice (5 minutes)
Let students look at the pictures in 1a and guide them to predict what they may hear, such as “What animals will be mentioned What questions will be asked ”
Play the recording. Students listen and complete relevant tasks, such as matching animals with descriptive words. Remind students to pay attention to keywords such as animal names and descriptive words before playing.
After playing, check the answers. Play the recording again to explain the parts where there are more mistakes to help students understand.
(VI) Oral Practice (5 minutes)
Group Activity: Divide students into groups of four. Suppose they are visiting the zoo and communicate with each other about their favorite animals and reasons. Each student should talk about at least two animals and use the learned sentence patterns for dialogue.
Role - play: Each group selects two representatives, one plays the role of a tourist and the other plays the role of a zoo guide. The tourist asks the guide for information about a certain animal, and the guide introduces it. For example, “Why do people like lions Because they're strong.” Other group members observe and evaluate, and finally the teacher summarizes and comments.
(VII) Summary and Homework (5 minutes)
Summary
Review the key vocabulary, sentence patterns and pronunciation points learned in this lesson with students. Invite students to come to the stage to summarize to strengthen memory.
Review the problems that occurred in classroom activities, such as inaccurate pronunciation and unskilled use of sentence patterns, and emphasize precautions.
Homework
Ask students to write a short passage in English to introduce their favorite animal, including the animal's name, characteristics and reasons for liking it.
Listen to the recording and read aloud the content of 1a. Record their own reading audio, share it with their parents, and ask their parents to give an evaluation.
V. Teaching Reflection
In this teaching process, the introduction through videos and pictures stimulated students' interest in the topic of animals. The combination of various teaching methods was helpful for students to learn vocabulary, sentence patterns and pronunciation. Group activities and role - plays also provided students with language practice opportunities. However, there are still some shortcomings. In pronunciation teaching, some students did not accurately master liaison and intonation. In future teaching, more targeted exercises are needed, such as strengthening phonetic training through tongue - twisters and songs. During oral practice, some students lacked confidence and their expressions were not fluent. In the future, more encouragement should be given to students, and a more relaxed atmosphere should be created to improve students' oral expression ability.

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