Unit 6 A Day in the Life Section A Pronunciation 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 6 A Day in the Life-Section A-Pronunciation Students will be able to accurately distinguish and pronounce the four pairs of consonant phonemes: /s/ and /z/, /ʃ/ and /ʒ/, /tʃ/ and /dʒ/, /θ/ and /ð/. They will master the rules of word stress in sentences and be able to identify stressed and unstressed words. Students will learn some words and phrases containing the target phonemes, such as "bus", "zoo", "sheep", "pleasure", "chair", "job", "think", "this", etc. Key Points The accurate pronunciation of the four pairs of consonant phonemes: /s/ and /z/, /ʃ/ and /ʒ/, /tʃ/ and /dʒ/, /θ/ and /ð/. Understanding and applying the rules of word stress in sentences. Mastering words and phrases containing the target phonemes. Difficult Points Helping students distinguish and pronounce the easily - confused phonemes, especially /ʃ/ and /ʒ/, /θ/ and /ð/. Guiding students to use proper word stress in different sentences to convey the correct meaning and tone. This pronunciation section in Unit 6 focuses on four pairs of consonant phonemes: /s/ and /z/, /ʃ/ and /ʒ/, /tʃ/ and /dʒ/, /θ/ and /ð/. It helps students distinguish and pronounce these sounds accurately through listening and reading exercises. Additionally, it involves the recognition of word stress in sentences. Students will learn to identify which words are stressed in a sentence and understand how this affects the overall rhythm and meaning of the sentence. The teaching material provides relevant words, phrases, and short dialogues for practice. Having studied English in primary school, Grade 7 students have already grasped some basic English knowledge, including certain phonetic, vocabulary, syntactic, and grammatical elements. They are familiar with the pronunciation of the 26 English letters and can read and write some simple words and sentences. Regarding the content of this unit, students have learned the expressions of numbers from 1 - 30 and the forward reading method of time in the past. They also know some English expressions of daily activities, such as "get up", "have breakfast", etc. In addition, they have had initial exposure to special interrogative sentences like "What time...?" and "When...?" and their responses. 教学环节一 Warming - up Warming - up Greet the students as usual and then play a short English song related to daily activities, such as "The School Day Song". While playing the song, ask students to listen carefully and try to catch some words they know. After the song, have a simple discussion with students about the words they heard and what daily activities they describe. This can not only create a relaxed learning atmosphere but also arouse students' interest and recall their prior knowledge related to the unit topic. 教学环节二 Teaching Procedures Presentation Phoneme Introduction Write the four pairs of consonant phonemes /s/ and /z/, /ʃ/ and /ʒ/, /tʃ/ and /dʒ/, /θ/ and /ð/ on the blackboard. Explain the pronunciation features of each phoneme one by one. For example, for /s/ and /z/, show students that /s/ is a voiceless sound, and when pronouncing it, the air comes out through the teeth and the vocal cords do not vibrate. Demonstrate the pronunciation by making the "ssss" sound. Then for /z/, it is a voiced sound, with the vocal cords vibrating while making the "zzzz" sound. Use simple words like "bus" (/bʌs/) and "zoo" (/zuː/) to illustrate. For /ʃ/ and /ʒ/, explain that /ʃ/ is made by putting the tongue close to the roof of the mouth and blowing air out, like in the word "sheep" (/ʃiːp/). /ʒ/ is the voiced counterpart, as in "pleasure" (/ˈpleʒə(r)/). Show students the mouth - shaping differences through slow - motion demonstrations. Similarly, introduce /tʃ/ and /dʒ/, using words like "chair" (/tʃeə(r)/) and "job" (/dʒəʊb/), and /θ/ and /ð/, with examples like "think" (/θɪŋk/) and "this" (/ðɪs/). Word Stress Introduction Write a simple sentence on the blackboard, such as "I go to school every day." Underline the stressed words "go" and "school". Explain to students that in English sentences, not all words are pronounced with the same force. Content words like nouns, verbs, adjectives, and adverbs are usually stressed, while function words like prepositions, articles, and conjunctions are usually unstressed. Use more examples to illustrate, and let students feel the difference in stress by reading the sentences aloud. Practice Individual Practice Hand out a worksheet with a list of words containing the target phonemes to each student. For example: /s/: sun, star, desk, pencil /z/: zip, zebra, nose, rose /ʃ/: fish, shirt, wash, shop /ʒ/: measure, television, garage, massage /tʃ/: China, watch, chicken, much /dʒ/: juice, bridge, age, large /θ/: three, thin, tooth, mouth /ð/: the, that, mother, father Ask students to read the words aloud by themselves, paying attention to the correct pronunciation of the target phonemes. Walk around the classroom to monitor and correct students' pronunciation mistakes in time. Group Practice Divide students into groups of four. In each group, students take turns to read the words on the worksheet. The other group members listen carefully and give feedback. If there are pronunciation errors, they can discuss and correct them together. After that, each group selects a few words to present in front of the class. The whole class can then evaluate their pronunciation. Sentence Practice Write some sentences on the blackboard that contain words with the target phonemes and have different word stress patterns, such as: She takes a shower every morning. (/ʃ/, /z/) He goes to the zoo on weekends. (/z/) The teacher is teaching English now. (/tʃ/) I like watching TV in the evening. (/ʃ/, /ð/) Ask students to read the sentences in groups, focusing on both the correct pronunciation of the phonemes and the proper word stress. Encourage students to try to read the sentences with natural intonation. Game Play the "Phoneme Bingo" game. Prepare bingo cards for each student. On each card, there are 9 squares with different words (each word contains one of the target phonemes). The teacher reads out the words randomly. When students hear a word that matches one on their card, they can mark it. The first student to get a bingo (a row, column, or diagonal of marked squares) wins. This game can make the learning process more interesting and help students reinforce their knowledge of the target phonemes in a fun way. Summary Summarize the key points of this class with students, including the pronunciation of the four pairs of consonant phonemes and the rules of word stress in sentences. Ask students to share what they have learned and what difficulties they still have. Provide additional explanations and clarifications for students' questions. Homework Ask students to record themselves reading the words and sentences learned in class and send the recordings to the teacher through the class learning platform. This can help the teacher further monitor students' pronunciation progress. Let students find at least five more words in their English books or other reading materials that contain the target phonemes and write them down with their pronunciations. VII. Teaching Resources Textbook: The relevant pages of the Grade 7 English textbook for Unit 6 Section A - Pronunciation. Multimedia Resources: An English song related to daily activities for warming - up, pronunciation demonstration videos of the target phonemes, and audio materials for listening and imitation during the teaching process. Teaching Aids: Blackboard, chalk, worksheets for individual and group practice, and bingo cards for the game. Teaching Reflection After this class, carefully reflect on the teaching process. Evaluate whether students have achieved the teaching objectives, especially in terms of accurately pronouncing the four pairs of consonant phonemes and using proper word stress. Analyze students' performance in class activities, such as group work and the game. Consider which teaching methods were effective and which parts may need improvement. For example, if many students still have difficulty distinguishing certain phonemes, think about how to design more targeted practice activities in future classes. Also, pay attention to students' feedback on the homework to further adjust the teaching plan and help students better master English pronunciation. 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$