Unit 3 My Hometown-Pronunciation 教学设计 2024-2025学年牛津译林版英语七年级下册

课题 译林版七年级下册英语 Unit 3 My Hometown-Pronunciation 教学设计 Teaching Objectives 1. Enable students to understand the concept of stress in a word. 2. Help students recognize and produce the correct stress in different words. 3. Improve students' pronunciation accuracy and fluency by focusing on word stress. Teaching Key Points 1. Introduce the rules of stressing the first, second, and last syllable of words. 2. Guide students to identify the stressed syllable in given words. Teaching Difficult Points 1. Help students apply the stress rules accurately when pronouncing words. 2. Make students aware of the importance of word stress in communication. Teaching Methods 1. Demonstration: The teacher demonstrates the correct pronunciation and stress of words. 2. Practice: Students have ample opportunities to practice through listening and speaking activities. 3. Pair work: Encourage students to work in pairs to help and correct each other. Teaching Aids Multimedia, audio materials Teaching Procedures Step 1: Warming up (5 minutes) Greet the students and have a brief conversation about their experiences in learning English pronunciation. Then, play a short audio clip of an English speaker and ask students to notice the way words are pronounced, especially the emphasis on certain syllables. Step 2: Presentation (5 minutes) 1. Present the concept of word stress: "When we say words with more than one syllable, we stress one of the syllables. The stressed syllable sounds stronger. The stress can be on the first, second or last syllable of a word." 2. Show examples of words stressing the first syllable: favourite, emperor, opera. Explain that in these words, the first syllable is pronounced more strongly. 3. Present words stressing the second syllable: museum, tradition, delicious. Point out the stress pattern in these words. 4. Introduce words stressing the last syllable: between, today, recommend. Illustrate how the last syllable gets the stress. Step 3: Practice Part A (10 minutes) 1. Play the audio for the words in Part A. Students listen and underline the stressed syllable of each word. 2. Check the answers together. Have students repeat the words with the correct stress. 3. Encourage students to notice the patterns and similarities among the words with the same stress placement. Step 4: Pair Work (5 minutes) 1. Students work in pairs. One student reads the words in Part A aloud, and the other student listens and provides feedback on the stress. 2. Switch roles and repeat the activity. 3. The teacher walks around the classroom to monitor and offer assistance if needed. Step 5: Reading the Poem (10 minutes) 1. Present the poem to the students. Explain that they need to pay attention to the stress of each word when reading aloud. 2. Have students read the poem silently first to familiarize themselves with the content. 3. The teacher reads the poem aloud for the students, emphasizing the word stress. 4. Students read the poem aloud together. Play the audio for them to check their pronunciation and stress. Step 6: Summary (5 minutes) Summarize the main points of word stress: the three possible positions of stress first, second, and last syllable. Remind students of the importance of correct word stress for clear and natural communication. Step 7: Homework (5 minutes) 1. Ask students to find ten words with different stress patterns and write them down with the stressed syllable marked. 2. Read the poem at home and record themselves. Listen to the recording and analyze their own pronunciation and stress. Teaching Reflection After the class, reflect on the teaching process. Consider if students understood the concept well, if the activities were effective, and if there are any areas that need improvement for the next teaching. Make adjustments accordingly to enhance the teaching quality and students' learning outcomes. 学科网（北京）股份有限公司 $$