Unit 2 I'll help to clean up the city parks.-Section A-Pronunciation 教案-2025-2026学年人教版（2024）七年级英语上册

Unit 2 I'll help to clean up the city parks.-Section A-Pronunciation 【教学目标】 1.Language Competence: Master stress patterns in phrases like "clean up" and intonation in declarative/imperative sentences. 2. Cultural Awareness: Recognize how native speakers use connected speech in volunteer-related conversations. 3. Thinking Ability: Analyze sound changes (e.g., liaison, reduction) to improve listening comprehension. 4. Practical Communication: Imitate authentic pronunciation to enhance oral fluency in volunteer discussions. 【教学重难点】 Word stress: Differentiate stress in compound nouns ("ˈpark clean-up") vs. phrasal verbs ("clean ˈup"). Connected speech: Liaison (e.g., "help~to"), weak forms ("I'll" /aɪl/), and vowel reduction in "to" /tə/. Intonation patterns: Rising tone in tag questions ("You'll help, won't you?") and falling tone in commands. Pronunciation-meaning connection: Use stress to highlight key information (e.g., "I'll ˈhelp" vs. "I'll help ˈclean up"). 【教学过程】 Teacher: Good morning, class! In the previous classes, we've been learning about different ways to help others in Unit 2. We've studied grammar and vocabulary related to volunteering and offering help. Today, we're going to focus on an important aspect of English learning - pronunciation. Why is pronunciation important, you may ask? Well, good pronunciation helps us communicate more clearly. When we pronounce words correctly, others can understand us better, and we can also understand English speakers more easily. So, are you all ready to improve your pronunciation today? 讲解单词发音 Teacher: Let's start with some key words from this unit. First, look at the word “volunteer”. Notice the stress in this word. It's on the second syllable. So, we say /ˌvɒlənˈtɪə(r)/. Repeat after me. Students: /ˌvɒlənˈtɪə(r)/ Teacher: Very good. Now, let's break it down. The first syllable “vol” is pronounced /ˈvɒl/, like the beginning of “volume”. The second syllable “un” is pronounced /ən/, and the last syllable “teer” is pronounced /ˈtɪə(r)/. Let's say it syllable by syllable. /ˈvɒl/ - /ən/ - /ˈtɪə(r)/. Now, put it all together again. Students: /ˌvɒlənˈtɪə(r)/ Teacher: Great job! Next, we have the word “homeless”. It's pronounced /ˈhəʊmləs/. The stress is on the first syllable. Repeat after me. Students: /ˈhəʊmləs/ Teacher: The “home” part is pronounced as you know, /həʊm/, and then we add “less” which is pronounced /ləs/. So, it's /ˈhəʊm/ - /ləs/. Say it again. Students: /ˈhəʊmləs/ Teacher: Perfect. Another word is “cheer”. It's a short and simple word, pronounced /tʃɪə(r)/. Notice the “ch” sound at the beginning, which is like the “ch” in “chair”. Repeat. Students: /tʃɪə(r)/ Teacher: Now, let's practice a few more words. “Hunger” is pronounced /ˈhʌŋɡə(r)/. Stress on the first syllable. Say it. Students: /ˈhʌŋɡə(r)/ Teacher: “Community” is a bit more complex. It's pronounced /kəˈmjuːnəti/. The stress is on the second syllable. Let's break it down. /kə/ - /ˈmjuː/ - /nəti/. Now, all together. Students: /kəˈmjuːnəti/ 讲解短语发音 Teacher: Moving on to some important phrases. We often use “clean up” in this unit. When we say “clean up”, the two words are stressed equally in normal speech. So, it's /ˈkliːn ʌp/. Repeat. Students: /ˈkliːn ʌp/ Teacher: Now, “give out” is pronounced /ˈɡɪv aʊt/. The stress is also on each word. Try it. Students: /ˈɡɪv aʊt/ Teacher: What about “cheer up”? It's /ˈtʃɪə(r) ʌp/. Notice how the “r” in “cheer” is pronounced softly when we say it in this phrase. Say it again. Students: /ˈtʃɪə(r) ʌp/ Teacher: Another one is “put off”. It's pronounced /ˈpʊt ɒf/. The stress on each word. Let's practice it a few times. Students: /ˈpʊt ɒf/ 讲解句子中的连读和语调 Teacher: Now, let's look at some sentences from our textbook and focus on the pronunciation in context. Consider the sentence “I’d like to help homeless people.” First, the contraction “I’d” is pronounced /aɪd/. Then, when we say “like to”, there's a little bit of a 连读. We don't say “like” and “to” separately as much. It kind of runs together like /laɪk tə/. Let's say the whole sentence together. Teacher: I’d like to help homeless people. Students: I’d like to help homeless people. Teacher: Great. Now, let's talk about intonation. In this sentence, if we are just stating a fact, our voice should go down a little bit at the end. Listen to me again. I’d like to help homeless people. (Said with correct intonation) Now, you try it. Students: I’d like to help homeless people. (Said with correct intonation) Teacher: Perfect. Let's look at another sentence. “You could ask hospitals to let you visit the kids and cheer them up.” When we say “ask hospitals”, there's also a bit of a 连读. It becomes /æsk ˈhɒspɪtlz/. And when we come to “cheer them up”, the “them” is pronounced /ðəm/and it flows smoothly with “cheer” and “up”. Let's say the whole sentence. Teacher: You could ask hospitals to let you visit the kids and cheer them up. Students: You could ask hospitals to let you visit the kids and cheer them up. Teacher: Now, think about the intonation here. Since it's more of an instruction or a suggestion, the voice usually stays a bit more level throughout the sentence until the end where it can go down slightly. Listen again. You could ask hospitals to let you visit the kids and cheer them up. Now, you all try with the correct intonation. Students: You could ask hospitals to let you visit the kids and cheer them up. 练习活动一：单词和短语朗读比赛 Teacher: Now, it's time for some fun. We're going to have a word and phrase pronunciation competition. I'll divide you into two groups. I'll say a word or a phrase, and the first person from each group who stands up and pronounces it correctly gets a point for their group. Let's start. The first word is “volunteer”. (Students from both groups quickly stand up and try to pronounce the word correctly. The teacher judges and gives points.) Teacher: Next phrase, “clean up”. (The competition continues with various words and phrases from the unit) 练习活动二：Sentence Reading with Correct Pronunciation Teacher: For our next activity, I'll give each of you a card with a sentence from the unit. I want you to read the sentence aloud to your partner, focusing on correct pronunciation, 连读，and intonation. Your partner will listen and give you feedback. If there are any mistakes, help each other correct them. Then, we'll have some pairs come to the front and read their sentences for the whole class. (Students start reading sentences to their partners. After a few minutes, the teacher calls on some pairs to come to the front.) Teacher: Okay, [Pair 1's names], come to the front and read your sentences. (Pair 1 reads their sentences, and the class listens and can offer comments or praise) Teacher: Great job. Now, [Pair 2's names], it's your turn. 总结 Teacher: Today, we've focused a lot on the pronunciation of words, phrases, and sentences related to our Unit 2 topic. Remember, pronunciation is something that improves with practice. Every time you read English, speak English, or listen to English, pay attention to how the words are pronounced. Try to imitate native speakers as much as possible. After class, you can practice reading the dialogue in this unit aloud, making sure to use the correct pronunciation, 连读，and intonation. Next class, we'll do some more activities to further improve our pronunciation skills. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$