Unit 1 This is me!Pronunciation 教案-2024-2025学年译林版（2024）英语七年级上册

Unit 1 This is me!-Pronunciation 【教学目标】 In terms of the four - dimensional core literacy, it enhances students' language ability by training them to correctly pronounce English words and sentences. This helps them communicate more clearly in English. Culturally, accurate pronunciation enables better understanding of English - speaking cultures. Regarding thinking quality, students need to analyze and imitate different sounds, which sharpens their cognitive skills. Also, it promotes learning ability as they explore pronunciation rules on their own. 【教学重难点】 The key points include teaching the correct pronunciation of new words in this unit, such as words with specific vowel or consonant sounds. Difficulties lie in mastering intonation and connected speech. For example, students often struggle with linking words smoothly in sentences and using appropriate intonation to convey meaning, which requires continuous practice and guidance. 【教学过程】 一、开场热身 T（Teacher）: Good morning, class! How are you all today? Are you ready to have some fun with English? S（Students）: Good morning, teacher! Yes, we are! T: Great! Before we start our new pronunciation journey, let's do a little warm - up. I will say a word, and you need to repeat it as quickly as you can and make a funny face while saying it. For example, if I say “cat”, you say “cat” and make a cat - like face. Are you ready? Here we go! “Dog”. S: Dog. [Students make dog - like faces] T: “Bird”. S: Bird. [Students make bird - like gestures and faces] T: Wonderful! This is a great way to wake up our mouths and get ready to pronounce some English words. Now, let's move on to our main topic for today - pronunciation in Unit 1 “This is me!”. 二、元音发音讲解 T: First of all, let's focus on some important vowel sounds. Look at the screen. [Show the vowel sound symbols on the PPT, such as /æ/, /ɑː/, /ɔː/, /əʊ/, /uː/] I will show you a picture for each sound and explain how to pronounce it. Let's start with /æ/. [Show a picture of an apple] This is an “apple”. The first sound in “apple” is /æ/. To pronounce /æ/, open your mouth wide, almost as if you are about to say “ah”, but keep the corners of your mouth pulled slightly back. Watch me. /æ/ [Demonstrate the pronunciation several times]. Now, you try. Repeat after me. S: /æ/ T: Very good. Let's practice some more words with /æ/. “cat”, “hat”, “map”. Say these words with me, paying attention to the /æ/ sound. S: cat, hat, map T: Great job. Now, let's move on to /ɑː/. [Show a picture of a car] This is a “car”. The vowel sound in “car” is /ɑː/. To pronounce /ɑː/, open your mouth very wide, wider than for /æ/, and make a long “ah” sound. Listen and imitate. /ɑː/ S: /ɑː/ T: Excellent. Let's try some other words with /ɑː/, like “star”, “far”, “bar”. S: star, far, bar T: Well done. Next is /ɔː/. [Show a picture of a horse] Here is a “horse”. The vowel sound we want is /ɔː/. To make this sound, round your lips and make a long “o” sound, but a bit more open than the normal “o”. Watch and repeat. /ɔː/ S: /ɔː/ T: Good. Practice this sound with words like “dog”, “box”, “hot”. Notice the /ɔː/ sound in them. S: dog, box, hot T: Now, for /əʊ/. [Show a picture of a boat] This is a “boat”. The sound /əʊ/ is in “boat”. To pronounce /əʊ/, start with a short “ə” sound and then glide into an “o” sound. Like this, /əʊ/. S: /əʊ/ T: Perfect. Try words such as “go”, “no”, “so”. S: go, no, so T: Finally, /uː/. [Show a picture of a ruler] This is a “ruler”. The sound in “ruler” we are interested in is /uː/. To make the /uː/ sound, round your lips tightly and make a long “oo” sound, like when you say “too”. Listen and say. /uː/ S: /uː/ T: Great. Practice with words like “blue”, “ruler”, “juice”. S: blue, ruler, juice T: Now, I will show you some words randomly on the screen. You need to quickly tell me which vowel sound is in each word. Are you ready? [Show words like “bag”, “car”, “dog”, “go”, “ruler” one by one on the PPT] S: [Students answer the vowel sounds for each word] 三、Consonant 发音讲解 T: Well done with the vowels. Now, let's turn our attention to consonant sounds. Consonants are sounds made by blocking or restricting the air flow in our mouths. Let's start with some basic consonants. [Show the consonant sound symbols /p/, /b/, /t/, /d/, /k/, /g/ on the PPT] For /p/, it's a voiceless sound. Put your lips together, build up air pressure, and then release it suddenly with a little puff of air. Like when you say “pen”. /p/ [Demonstrate]. Now you try. S: /p/ T: Good. Practice with words like “pig”, “map”, “cap”. S: pig, map, cap T: Now, /b/. This is a voiced sound. The position of your lips is the same as for /p/, but you need to vibrate your vocal cords when you release the air. Listen to the difference between /p/ and /b/. /p/ - /b/. Say “big”. S: /b/ big T: Excellent. Try some more words with /b/, such as “bag”, “bed”, “book”. S: bag, bed, book T: Moving on to /t/. This is a voiceless sound. Put the tip of your tongue against the ridge behind your upper teeth, build up air, and release it with a little explosion. For example, in “table”. /t/ S: /t/ T: Great. Practice with words like “cat”, “hat”, “ten”. S: cat, hat, ten T: And /d/. It's a voiced sound. The tongue position is the same as for /t/, but with vocal cord vibration. Listen to /t/ - /d/. Say “dog”. S: /d/ dog T: Well done. Now, words with /d/ like “door”, “red”, “hand”. S: door, red, hand T: Next is /k/. It's a voiceless sound. The back of your tongue touches the soft part at the back of your mouth, build up air, and release it. For example, in “cat”. /k/ S: /k/ T: Good. Try words like “kite”, “cake”, “book”. Notice the /k/ sound. S: kite, cake, book T: Finally, /g/. A voiced sound with the same tongue position as /k/ but with vocal cord vibration. Listen to /k/ - /g/. Say “go”. S: /g/ go T: Perfect. Practice with words like “bag”, “big”, “girl”. S: bag, big, girl T: Now, I will say some words, and you tell me which consonant sound comes first. For example, if I say “pen”, you say /p/. Ready? “ball” S: /b/ T: “table” S: /t/ T: “goat” S: /g/ 四、单词发音练习 T: Now that we have learned some basic vowel and consonant sounds, let's practice pronouncing some words from Unit 1. Look at the words on the screen. [Show words like “new”, “student”, “slim”, “tall”, “hobby” on the PPT] First, let's break down the word “new”. It has two sounds. The first sound is /n/, which we learned just now as a consonant. The second sound is /juː/. /n/ - /juː/, new. Now you try. S: new T: Good. For “student”, we have /st/ - /juː/ - /d/ - /ənt/. /st/ is a combination of two consonants we learned. Listen and repeat. student S: student T: Great. “slim” has /s/ - /l/ - /ɪ/ - /m/. Pay attention to the /ɪ/ vowel sound we learned before. Say it with me. S: slim T: Well done. “tall” is simple, /t/ - /ɔː/ - /l/. Pronounce it. S: tall T: Perfect. And “hobby” has /h/ - /ɒ/ - /b/ - /i/. Notice the /ɒ/ vowel sound, similar to the /ɔː/ but a bit shorter. Say “hobby”. S: hobby T: Now, I will divide you into pairs. Each pair takes turns to pronounce these words to each other. Make sure to correct your partner if there is a wrong pronunciation. After five minutes, we will have some pairs come to the front and show us their pronunciation. Start now. S: [Students practice in pairs] T: [Walk around the classroom, listening to students' pronunciation and giving guidance] T: Time's up. Which pair wants to be the first to come to the front and show us how to pronounce these words? S: [Some pairs volunteer to come to the front and pronounce the words] T: Excellent job, everyone. You are all getting better at pronunciation. 五、句子发音练习 T: Now, let's move on to sentence pronunciation. Pronouncing individual words correctly is important, but pronouncing sentences smoothly is also crucial. Look at this sentence on the screen: “I'm a new student.” [Write the sentence on the blackboard or show it on the PPT] First, let's read it word by word. “I'm” /aɪm/, “a” /ə/, “new” /njuː/, “student” /ˈstjuːdnt/. Now, let's read it as a sentence. Pay attention to the connection between words. When we say “I'm a”, the “m” sound in “I'm” and the “ə” sound in “a” kind of blend together. Listen and repeat. I'm a new student. S: I'm a new student. T: Good. Let's look at another sentence: “She is slim and tall.” /ʃiː ɪz slɪm ænd tɔːl/. Notice the “is” is pronounced as /ɪz/ here. And when we say “slim and”, the “m” in “slim” and the “æ” in “and” are connected. Read it with me. S: She is slim and tall. T: Great. Now, here is a more complex sentence: “He likes reading and playing football after school.” /hiː laɪks ˈriːdɪŋ ænd ˈpleɪɪŋ ˈfʊtbɔːl ˈɑːftə skuːl/. Pay attention to the “s” sound in “likes” which is pronounced as /s/ because the word before it ends with a voiceless sound. Also, the “ing” in “reading” and “playing” has a specific pronunciation. Read it together. S: He likes reading and playing football after school. T: Well done. I will give each of you a small slip of paper with a sentence on it. Practice pronouncing your sentence quietly first. Then, find a new partner and read your sentence to each other. Give each other feedback on pronunciation, especially on word connections and stress. S: [Students practice with their new partners] T: [Walk around and listen to students' sentence - level pronunciation practice] T: Now, let's stop. I will randomly call some students to come to the front and read their sentences aloud for the whole class. S: [Students come to the front and read their sentences] T: Wonderful. You all did an amazing job with sentence pronunciation. Remember, practice makes perfect. The more you practice, the more natural your English pronunciation will be. 六、听力与模仿 T: Next, we are going to do some listening and imitation. Listening to native speakers is a great way to improve our pronunciation. I will play a short dialogue from the textbook recording. While listening, try to imitate the pronunciation, intonation, and rhythm in your mind. [Play a dialogue from Unit 1 on the recorder or through the audio system] S: [Listen carefully] T: Now, let's play it again. This time, repeat after the speaker as closely as you can. Try to copy the way they pronounce each word, the rise and fall of their voices (intonation), and how fast or slow they speak (rhythm). [Play the dialogue again, pausing after each sentence for students to repeat] S: [Repeat after the recording] T: Excellent. Let's do one more time. This time, close your eyes and really focus on imitating. Let your mouth and voice follow the native speaker's as accurately as possible. [Play the dialogue for the third time] S: [Repeat with more concentration] T: Well done. You can see how much better your pronunciation becomes just by listening and imitating. After class, you can listen to more English recordings, such as English songs, English stories, or English movies, and keep imitating. 七、课堂总结与作业布置 T: Today, we have learned a lot about pronunciation. We learned basic vowel and consonant sounds, how to pronounce words and sentences, and the importance of listening and imitation. Remember, correct pronunciation is not only important for others to understand you, but also for you to feel more confident when speaking English. For homework, I want you to record yourself reading a short passage from Unit 1. You can choose any passage you like. Use your mobile phone to record it. Pay attention to all the pronunciation rules we learned today. Then, listen to your own recording and try to find any mistakes or areas that need improvement. Tomorrow, we will share some of the recordings in class. Are there any questions? S: No. T: Great. That's all for today's class. Have a wonderful day! See you tomorrow. S: See you, teacher! 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 $$