Unit 1 You and Me Section A Pronunciation 教学设计2025-2026学年人教版（2024）七年级英语上册

Unit 1 You and Me Section A Pronunciation 教学设计 In Section A Pronunciation of Unit 1 You and Me for the 2025 - 2026 academic year's People's Education Press (2024) English textbook for Grade 7, the focus is on equipping students with fundamental pronunciation skills. This section plays a crucial role in laying a solid foundation for students' future English learning, as accurate pronunciation is essential for effective communication. The content primarily centers around two main aspects. First, it delves into the pronunciation of four key vowel sounds: /i:/, /ɪ/, /e/, and /æ/. Students are introduced to these sounds through various means. They might start by looking at minimal pairs of words that only differ in these vowel sounds, such as "bee" (/biː/) and "big" (/bɪ/), "bed" (/bed/) and "bad" (/bæd/). By comparing and contrasting these words, students can better distinguish the subtle differences in pronunciation. Visual aids like mouth - shape diagrams are often used to show students how to position their tongues, lips, and jaws correctly to produce these sounds. For example, to pronounce /i:/, students are taught to stretch their lips as if they were smiling widely and raise the front part of their tongues towards the roof of their mouths. 教学目标 0. Students should be able to accurately distinguish and pronounce the vowel sounds /i:/, /ɪ/, /e/, and /æ/. They can correctly identify these sounds in words presented to them, both in isolation and within sentences. For example, when given a list of words like "seat", "sit", "set", and "sat", they can clearly state which vowel sound each word contains and pronounce the words accurately. 0. Master the pronunciation of the contracted forms of the verb "be". They can use these contractions naturally in their spoken English, making their speech more fluent and in line with native - speaker norms. For instance, in a conversation, they can say "I'm from China" instead of "I am from China" without hesitation and with the correct pronunciation. 0. Improve their listening comprehension skills related to these specific pronunciation elements. They can understand spoken English better when native speakers use words with the target vowel sounds or contracted forms. For example, in a dialogue, they can catch the meaning even if the speaker uses contractions like "he's" or "we're" in a fast - paced conversation. 教学重难点 0. Ensure students master the correct pronunciation of the vowel sounds /i:/, /ɪ/, /e/, and /æ/. Teachers need to spend sufficient time demonstrating the mouth - shapes, tongue - positions, and air - flow required to produce these sounds accurately. Provide numerous examples of words and sentences containing these sounds for students to practice. 0. Make sure students are familiar with the pronunciation of the contracted forms of the verb "be". Teach them the rules for forming contractions and the common pronunciation changes. Drill students through repeated listening and speaking exercises to reinforce this knowledge. 0. Guide students to complete the various pronunciation - related activities in the textbook, such as listening exercises, repetition tasks, and written identification exercises. These activities are designed to solidify students' understanding and application of the pronunciation concepts. 0. The vowel sounds /i:/ and /ɪ/, as well as /e/ and /æ/, can be particularly challenging for students to distinguish, especially those whose native language does not have similar vowel distinctions. Teachers need to use creative methods to help students differentiate these sounds. For example, using exaggerated mouth - movements, visual aids, and plenty of practice with minimal pairs. 0. Getting students to use the contracted forms of "be" naturally in their speech can also be difficult. They may be accustomed to using the full forms due to their first - language influence or initial learning habits. Teachers need to create real - life - like speaking scenarios where the use of contractions is more appropriate and encourage students to practice using them consistently. 0. Some students may have difficulty imitating the correct intonation and stress patterns associated with the target pronunciation elements. Teachers should model the intonation and stress clearly and provide opportunities for students to practice in context, such as in dialogues or short passages. 1. Vowel Sounds 0. /i:/: This is a long vowel sound. Words like "bee" /biː/, "see" /siː/, "tea" /tiː/, "sheep" /ʃiːp/, and "tree" /triː/ contain this sound. To pronounce it, stretch your lips wide as if you are smiling, and raise the front part of your tongue towards the roof of your mouth, close to the teeth. The sound is long and clear. 0. /ɪ/: A short vowel sound. Examples of words with this sound are "big" /bɪg/, "pig" /pɪg/, "fish" /fɪʃ/, "sit" /sɪt/, and "milk" /mɪlk/. When pronouncing /ɪ/, the mouth is slightly open, the lips are relaxed, and the tongue is in a neutral position, a bit lower than for /i:/. The sound is short and quick. 0. /e/: A mid - front vowel sound. Words such as "bed" /bed/, "red" /red/, "pen" /pen/, "ten" /ten/, and "head" /hed/ have this sound. To make the /e/ sound, open your mouth moderately, with the lips slightly spread. The tongue is in the middle of the mouth, and the tip is behind the lower teeth. 0. /æ/: A short vowel sound. Words like "bad" /bæd/, "cat" /kæt/, "map" /mæp/, "hat" /hæt/, and "bag" /bæɡ/ contain this sound. Pronounce /æ/ by opening your mouth wide, with the lips in a neutral position. The tongue is low in the mouth, close to the bottom. 1. Contracted Forms of "Be" 0. I'm /aɪm/: The contraction of "I am". For example, "I'm happy." 0. you're /jʊə(r)/ or /jɔː(r)/: The contraction of "you are". E.g., "You're my friend." 0. he's /hiːz/: The contraction of "he is". As in, "He's from the UK." 0. she's /ʃiːz/: The contraction of "she is". For instance, "She's a good student." 0. it's /ɪts/: The contraction of "it is". Such as, "It's a nice day." 0. we're /wɪə(r)/ or /wɔː(r)/: The contraction of "we are". E.g., "We're in the same class." 0. they're /ðeə(r)/ or /ðɔː(r)/: The contraction of "they are". For example, "They're playing games." 教学过程 1. Warming - up (5 minutes) 0. Activity: Play a short English - language song with simple and clear pronunciation, such as "ABC Song" or "Bingo". Encourage students to sing along. After the song, ask students, "When we listen to English songs or native speakers, do you notice that some sounds are different from our mother tongue? Today, we are going to focus on some important English pronunciation points." 0. Purpose: This activity aims to create a relaxed and engaging atmosphere at the beginning of the class. By singing an English song, students can get their ears tuned to the English language and be more receptive to the upcoming pronunciation learning. The question posed also piques students' curiosity about the differences in English pronunciation. 3. Presentation of Vowel Sounds (10 minutes) 0. Introduction to Vowel Sounds: Present the four vowel sounds /i:/, /ɪ/, /e/, and /æ/ on the PPT. Use mouth - shape diagrams and slow - motion video demonstrations to show students how to position their tongues, lips, and jaws to produce these sounds. For example, for /i:/, stretch your lips wide as if you are smiling and raise the front part of your tongue high towards the roof of your mouth. Demonstrate each sound several times, and ask students to watch carefully. 0. Minimal Pairs Practice: Write some minimal pairs of words on the blackboard, like "bee" (/biː/) and "big" (/bɪ/), "bed" (/bed/) and "bad" (/bæd/). Read each pair aloud, emphasizing the difference in the vowel sounds. Then, ask students to repeat after you. Divide students into pairs. One student reads a word, and the other guesses whether it contains /i:/, /ɪ/, /e/, or /æ/. Walk around the classroom to monitor and offer help. 0. Purpose: Through visual and auditory demonstrations, students can have a more intuitive understanding of the pronunciation of these vowel sounds. The minimal pairs practice helps students distinguish the subtle differences between the vowel sounds, which is crucial for accurate pronunciation. 4. Listening and Imitation for Vowel Sounds (10 minutes) 0. Listening Exercise: Play a recording that contains words with the target vowel sounds. The recording can be a series of words read by a native speaker. Instruct students to listen carefully and write down the vowel sound they hear for each word in their notebooks. After playing the recording, go through the answers together. 0. Imitation Practice: Play the recording again. This time, ask students to listen and imitate the pronunciation of each word as accurately as possible. Encourage them to focus on the mouth - shape and the sound they produce. After the imitation, select some students to stand up and read several words. The rest of the class can listen and judge whether the pronunciation is correct. 0. Purpose: The listening exercise trains students' ability to identify the vowel sounds in words. Imitation practice allows students to internalize the correct pronunciation by following the native - speaker model. Peer evaluation can also enhance students' awareness of pronunciation accuracy. 5. Presentation of Contracted Forms of "Be" (10 minutes) 0. Explanation of Contracted Forms: Use the PPT to show the contracted forms of the verb "be", such as "I'm", "you're", "he's", "she's", "it's", "we're", and "they're". Explain to students that these contractions are very common in spoken English. Write the full forms and the contracted forms side by side on the blackboard, like "I am - I'm", "you are - you're". Read them aloud, highlighting the difference in pronunciation. 0. Sentence - Level Practice: Write some simple sentences on the blackboard, using both the full forms and the contracted forms of "be", for example, "I am happy. - I'm happy.", "They are students. - They're students." Read each pair of sentences, and ask students to pay attention to the pronunciation change. Then, have students read the sentences in pairs, alternating between the full form and the contracted form. 0. Purpose: By comparing the full forms and the contracted forms, students can better understand the formation and pronunciation of contractions. The sentence - level practice helps students get used to using these contractions in a natural context. 6. Listening and Practice for Contracted Forms (10 minutes) 0. Listening for Contracted Forms: Play a dialogue recording that contains the contracted forms of "be". Instruct students to listen carefully and write down all the contracted forms they hear. After the listening, check the answers with the class. 0. Role - playing with Contracted Forms: Divide students into pairs. Provide each pair with a short dialogue script that has some blanks. The blanks should be filled with the appropriate contracted forms of "be". For example, "A: Hi, _ (you are) new here, right? B: Yes, I _. (I am) from another city." Have students fill in the blanks and then practice the dialogue, focusing on using the contracted forms correctly in pronunciation and intonation. Select some pairs to come to the front of the class and perform their dialogues. 0. Purpose: The listening activity helps students improve their listening comprehension skills in identifying contracted forms. The role - playing activity allows students to apply what they have learned about contracted forms in a real - life - like speaking situation, enhancing their confidence in using these forms in communication. 7. Summary and Homework (5 minutes) 0. Summary: Briefly review the key points of the vowel sounds /i:/, /ɪ/, /e/, and /æ/, as well as the contracted forms of "be". Write the main points on the blackboard, such as the mouth - shapes for vowel sounds and the common contracted forms. Ask students to recall some of the words and sentences they practiced during the class. 0. Homework: 36. Must - do: Require students to record themselves reading a list of words containing the four vowel sounds and several sentences with contracted forms of "be". They can use a mobile app to record and send the audio to the teacher or share it in a group chat. 36. Choose - to - do: Encourage students to find an English - language video, such as a short cartoon or a children's show. While watching, they should write down at least five words with the target vowel sounds and three sentences with contracted forms of "be". 0. Purpose: The summary helps students consolidate the knowledge learned in class. The homework tasks further strengthen students' pronunciation skills. The must - do homework focuses on self - practice and self - evaluation through recording. The choose - to - do homework allows students to apply what they have learned in an authentic English - language context. 学科网（北京）股份有限公司 $$