Unit 3 Same or Different-Section A-Pronunciation 教案-2025-2026学年人教版（2024）英语八年级上册

教学设计 课题 Unit 3 Same or Different-Section A-Pronunciation 课时 1 教学目标 Language Competence: Identify and practice pronunciation rules of "-ed" endings (e.g., /t/, /d/, /ɪd/) and stress patterns in comparative adjectives. Cultural Awareness: Recognize how intonation reflects attitudes in English-speaking cultures, e.g., rising tone for comparisons. Thinking Quality: Analyze pronunciation patterns logically and summarize rules through examples. Learning Ability: Develop self-correction skills via listening and imitation, and apply pronunciation rules to new words. 重难点 Key Points: Pronunciation of "-ed" suffixes in past tense verbs and comparative forms (e.g., "played"/d/, "wanted"/ɪd/). Difficult Points: Distinguish between /t/ and /d/ sounds in "-ed" endings and master stress shifts in multi-syllabic adjectives (e.g., "outgoing" /ˈaʊtɡoʊɪŋ/). Apply intonation correctly in comparative sentences to convey meanings accurately. 教学环节 学习活动 新课教学 1. Greetings and Introduction Teacher: Good morning/afternoon, class! How are you all today? Did you have a great time since our last English class? Students: (Respond with greetings and various answers) Teacher: Wonderful! Today, we are going to continue with Unit 3 - Same or Different? But this time, we will focus on pronunciation. You know, pronunciation is a key part of learning English. It helps us to communicate more clearly and understand others better. So, are you ready to explore the world of pronunciation with me? Students: Yes! 2. Review of Key Words Teacher: First, let's quickly review some key words from our previous study in this unit. I will show you some words on the screen, and I want you to read them out loudly. (Show words like “outgoing”, “shy”, “loud”, “quiet”, “hard - working” on the screen) Students: (Read the words one by one) Teacher: Great job! Now, let's think about the pronunciation of these words. Notice the vowel sounds and the consonant combinations. For example, in the word “outgoing”, the “ou” makes a /aʊ/ sound, just like in “house”. And in “shy”, the “y” at the end sounds like /aɪ/. Can you think of other words with similar vowel sounds as these? Students: (Offer words like “mouse” for /aʊ/ and “fly” for /aɪ/) Teacher: Excellent! This kind of comparison helps us remember the pronunciation better. 3. Pronunciation of Vowel and Consonant Combinations Teacher: Now, let's move on to some specific vowel and consonant combinations. Look at this group of words: “term”, “person”, “first”. What sound do you notice in the stressed syllables of these words? Listen carefully as I read them again: /tɜːm/, /ˈpɜːsn/, /fɜːst/. Students: /ɜː/ Teacher: Exactly! This /ɜː/ sound is very common in English when we have “er”, “ir”, “ur” in the stressed part of a word. Can you think of one more word that has this /ɜː/ sound? Student 1: “nurse” Teacher: Perfect! “nurse” is a great example. Now, let's look at another group: “dirty”, “Thursday”. The “ir” and “ur” here also make the /ɜː/ sound. Let's read these words together a few times to get used to this sound. Students: (Read the words in unison) Teacher: Now, let's consider the word “early”. The “ear” in “early” has a different sound from what we just learned. Listen to how I say it: /ˈɜːli/. It's a combination of /ɜː/ and /i/. And for “learn”, it's /lɜːn/. The “ear” in “learn” also makes the /ɜː/ sound. Let's practice these two words. Students: (Read “early” and “learn”) Teacher: Good. Now, let's talk about some consonant combinations. Take the word “China”. The “ch” in “China” makes a /tʃ/ sound. Can you think of other words with the /tʃ/ sound? Student 2: “chair” Student 3: “teacher” Teacher: Right! These are very common words with the /tʃ/ sound. Another important combination is in the word “together”. The “th” here makes a /ð/ sound, which is voiced. Notice how your tongue touches the back of your top teeth when you make this sound. Let's read “together” and another word with “th” like “this”. Students: (Read “together” and “this”) Teacher: Great. And for the word “number”, the “mb” is silent. So we say /ˈnʌmbə/, not /ˈnʌmbɪ/. Remember this silent letter rule. Now, let's practice reading some more words with these combinations. I will show them on the screen, and you read them out. (Show words like “further”, “certain”, “cheese”, “mother”, “climb”) Students: (Read the words) Teacher: Wonderful. You are all doing a great job in mastering these pronunciation rules. 4. Intonation in English Teacher: Next, we are going to learn about intonation in English. Intonation is very important as it can change the meaning of what we say. There are two main types of intonation we will focus on today: rising intonation and falling intonation. Let's start with rising intonation. Rising intonation is often used when we are asking yes - no questions. For example, listen to how I say this sentence: “Are you happy?” Notice how my voice goes up at the end. Let's all say this sentence together and try to raise our voices at the end. Students: (Say “Are you happy?” with rising intonation) Teacher: Excellent. Another case where we use rising intonation is when we are listing things, except for the last item. For example, “I like apples, bananas, and oranges.” When I say “apples” and “bananas”, my voice goes up a little, but when I say “oranges”, it goes down. Let's try this sentence. Students: (Say the sentence with proper intonation) Teacher: Now, let's talk about falling intonation. Falling intonation is used in statements. For example, “I am going to school.” My voice goes down at the end of this sentence. Let's say this sentence together. Students: (Say the sentence with falling intonation) Teacher: Falling intonation is also used in the last item of a list, as I mentioned before. And when we give commands, like “Sit down.”, we use falling intonation. Let's practice some more sentences. I will say a sentence, and you tell me whether it should have rising or falling intonation. “Do you want to play football?” Student 4: Rising intonation. Teacher: Correct. And “I have a new book.” Student 5: Falling intonation. Teacher: Very good. Now, let's listen to some conversations and try to notice the intonation. (Play a short conversation recording) Teacher: So, in that conversation, when the first person asked “Are you going to the party tonight?”, what kind of intonation did they use? Student 6: Rising intonation. Teacher: Right. And when the second person answered “Yes, I am.”, what intonation was used? Student 7: Falling intonation. Teacher: Perfect. Let's practice some more by role - playing some short conversations. I will pair you up. One person asks a yes - no question, and the other answers. Make sure to use the correct intonation. 5. Practice with Text - related Pronunciation Teacher: Now, let's connect what we've learned about pronunciation and intonation to our text. Open your books to the conversation in 2a where Han Lin is interviewing Emma and Ella. First, let's read this conversation silently and try to mark the words or parts where you think the pronunciation might be tricky or where there should be a certain intonation. Students: (Read the conversation silently and mark the text) Teacher: Alright, let's go through it together. Look at this sentence: “There are more students and more activities this year.” Notice the word “activities”. The stress is on the second syllable, /ækˈtɪvɪtiz/. Let's read this word together. Students: /ækˈtɪvɪtiz/ Teacher: Great. Now, in the question “As twins, you look very similar. How are you different?”, the first part “As twins, you look very similar.” has a falling intonation because it's a statement. And the question “How are you different?” has a rising intonation. Let's read this whole part together, paying attention to the intonation. Students: (Read the sentences with correct intonation) Teacher: Now, let's role - play this conversation in pairs. Try to use the correct pronunciation and intonation we've just discussed. I will walk around and listen to you. Students: (Role - play the conversation) Teacher: (Walk around, listen to students, and give feedback) Very good. I heard some great pronunciation and intonation. Some of you need to be a little more careful with the stress in words like “activities” and “different”. Let's practice those words one more time. Students: (Practice the words again) Teacher: Now, let's do one more thing. I will show you some sentences from the conversation on the screen, but with some words missing. You need to fill in the blanks and then read the sentences aloud, focusing on pronunciation and intonation. (Show sentences like “Ella is _ than Emma.” and “Emma likes _.” on the screen) Students: (Fill in the blanks and read the sentences) Teacher: Wonderful. You are all making great progress in improving your pronunciation and intonation. 6. Summary and Homework Teacher: Today, we've learned a lot about pronunciation. We reviewed key words, learned about vowel and consonant combinations, and also studied intonation in English. Remember, pronunciation is something that needs continuous practice. For your homework, I want you to record yourself reading the conversation in 2a. Pay attention to the pronunciation of each word and the correct intonation. You can send the recording to our class group or bring it to our next class. Also, try to find more examples of words with the vowel and consonant combinations we learned today. Can you all do that? Students: Yes! Teacher: Great. I'm looking forward to hearing your recordings and seeing your examples in the next class. 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