Unit 5 Fun ClubsSection A Pronunciation 教学设计- 2025-2026学年人教版（2024）七年级英语上册

Unit 5 Fun Clubs-Section A Pronunciation This section of Unit 5 focuses on pronunciation. It mainly introduces three pairs of plosive consonant phonemes /p/ and /b/, /t/ and /d/, /k/ and /g/, as well as a pair of fricative consonant phonemes /f/ and /v/. Students will learn to distinguish and accurately pronounce these consonant phonemes, and also understand the phenomenon of incomplete plosion in connected speech. Through various activities, such as listening, reading, and speaking, students will practice and master the correct pronunciation of words and sentences containing these phonemes. 教学目标 Students are able to distinguish and accurately pronounce the three pairs of plosive consonant phonemes /p/ and /b/, /t/ and /d/, /k/ and /g/, and the pair of fricative consonant phonemes /f/ and /v/. Students can accurately read common words containing these consonant phonemes. Students can understand the causes and pronunciation characteristics of the incomplete plosion phenomenon in connected speech, and consciously use this pronunciation skill through repeated imitation and shadowing. 教学重难点 Key Points The accurate pronunciation of the three pairs of plosive consonant phonemes /p/ and /b/, /t/ and /d/, /k/ and /g/, and the pair of fricative consonant phonemes /f/ and /v/. Understanding and applying the incomplete plosion phenomenon in connected speech. Difficult Points Distinguishing between the subtle differences in the pronunciation of some consonant phonemes, such as /p/ and /b/, /t/ and /d/, /k/ and /g/. Mastering the application of the incomplete plosion rule in different words and sentences, and being able to use it naturally in speaking. 1. Plosive Consonant Phonemes /p/: The lips are closed tightly, and then suddenly opened to let the air in the oral cavity rush out, forming a plosive sound. The vocal cords do not vibrate during pronunciation. For example, in words like “pen” /pen/, “map” /mæp/, “cup” /kʌp/. /b/: The pronunciation position and method are the same as /p/, but the vocal cords vibrate when pronouncing /b/. For example, “bag” /bæg/, “big” /bɪg/, “book” /bʊk/. /t/: The tip of the tongue presses tightly against the upper gum to form an obstruction, and then suddenly releases, allowing the air in the oral cavity to rush out. The vocal cords do not vibrate. For example, “table” /ˈteɪbl/, “cat” /kæt/, “hat” /hæt/. /d/: The pronunciation position and method are the same as /t/, but the vocal cords vibrate when pronouncing /d/. For example, “dog” /dɒg/, “desk” /desk/, “hand” /hænd/. /k/: The back of the tongue rises and sticks tightly to the soft palate to form an obstruction, and then suddenly releases, allowing the air in the oral cavity to rush out, forming a plosive sound. The vocal cords do not vibrate. For example, “kite” /kaɪt/, “cake” /keɪk/, “book” /bʊk/. /g/: The pronunciation position and method are the same as /k/, but the vocal cords vibrate when pronouncing /g/. For example, “game” /geɪm/, “girl” /gɜːl/, “bag” /bæg/. 2. Fricative Consonant Phonemes /f/: The lower lip touches the upper teeth gently, and the air in the oral cavity passes through the gap between the lips and teeth, forming a fricative sound. The vocal cords do not vibrate. For example, “fun” /fʌn/, “fish” /fɪʃ/, “five” /faɪv/. /v/: The pronunciation position and method are the same as /f/, but the vocal cords vibrate when pronouncing /v/. For example, “visit” /ˈvɪzɪt/, “very” /ˈveri/, “love” /lʌv/. 3. Incomplete Plosion When two plosive consonants /p/ and /b/, /t/ and /d/, /k/ and /g/ are adjacent in a word or sentence, the first plosive consonant only forms an obstruction at the pronunciation position, but does not burst. It pauses slightly and then immediately pronounces the second plosive consonant. For example, in “stop talking” /ˈstɒp ˈtɔːkɪŋ/, the /p/ in “stop” does not burst completely; in “goodbye” /ˌɡʊdˈbaɪ/, the /d/ in “good” has incomplete plosion. 教学过程 Step 1: Warming - up (5 minutes) Greet the students and start a simple free - talk. For example, ask students: “What did you do yesterday?” or “Do you like sports?” This can help students relax and get into the English - speaking atmosphere. Show some pictures of different school clubs on the PPT, such as art club, music club, sports club, etc. And ask students: “What clubs can you see in the pictures? Do you want to join these clubs? Why or why not?” This activity can arouse students' interest in the topic of this unit and lead in the content of this class. Step 2: Presentation of Consonant Phonemes (12 minutes) On the PPT, show the three pairs of plosive consonant phonemes /p/ and /b/, /t/ and /d/, /k/ and /g/, and the pair of fricative consonant phonemes /f/ and /v/. First, explain the pronunciation positions and methods of /p/ and /b/ to students. Demonstrate the pronunciation of /p/ by saying “pen” slowly, emphasizing the closure and sudden opening of the lips and the non - vibration of the vocal cords. Then demonstrate the pronunciation of /b/ by saying “bag”, showing the same lip movement but with vocal cord vibration. Let students watch carefully and imitate several times. Use the same method to teach the pronunciation of /t/ and /d/, /k/ and /g/, /f/ and /v/. After each pair of phonemes is taught, let students read some simple words containing these phonemes, such as for /t/ and /d/: “table” and “dog”; for /k/ and /g/: “cake” and “game”; for /f/ and /v/: “fun” and “visit”. Walk around the classroom to listen to students' pronunciation and correct them in time if there are any mistakes. Step 3: Practice of Consonant Phonemes (10 minutes) Play a recording of words containing the target consonant phonemes. The recording will first read each word slowly, and then read a group of words quickly. Students are required to listen carefully and repeat after the recording. After listening and repeating, divide students into pairs. Each pair takes turns to read the words to each other, and the partner needs to judge whether the pronunciation is correct. Design a “phoneme - finding” game. Write some words on the blackboard, such as “apple”, “bed”, “teacher”, “door”, “kite”, “goat”, “fish”, “vase”. Ask students to find out the words containing the target consonant phonemes and mark them. Then ask several students to come to the blackboard and circle the corresponding words. Check the answers together and let students read these words aloud. Step 4: Introduction of Incomplete Plosion (8 minutes) Present the concept of incomplete plosion on the PPT. Explain to students that when two plosive consonants are adjacent in a word or sentence, the first plosive consonant only forms an obstruction but does not burst completely. Show some examples on the PPT, such as “notebook” /ˈnəʊtbʊk/, “big cake” /ˌbɪɡ ˈkeɪk/, “good girl” /ˌɡʊd ˈɡɜːl/. Read these words and phrases slowly first, emphasizing the incomplete plosion part, and then read them at a normal speed. Let students listen carefully and imitate. Play a recording of sentences containing incomplete plosion. For example, “I have a big black bag.” “Let's stop talking and listen carefully.” “He got a good grade in the exam.” Students listen and repeat, paying attention to the pronunciation of the incomplete plosion parts. Then divide students into groups of four. Each group makes up some sentences containing incomplete plosion and reads them to the class. The rest of the class judges whether the pronunciation is correct. Step 5: Consolidation and Extension (8 minutes) Provide students with a short passage on the PPT. The passage contains many words with the target consonant phonemes and some cases of incomplete plosion. First, let students read the passage silently to find the relevant words and phenomena. Then play the recording of the passage, and students listen and imitate. After that, ask several students to read the passage aloud in front of the class, and the rest of the students listen carefully and evaluate their pronunciation. Let students work in pairs. They need to create a short conversation about joining a club. In the conversation, they should use words with the target consonant phonemes and try to apply the incomplete plosion rule. After they finish creating the conversation, ask some pairs to come to the front of the class and perform their conversation. The whole class can learn from their performance and also point out any pronunciation problems. Step 6: Summary and Homework (2 minutes) Summarize the key points of this class with students, including the pronunciation of /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/ and the incomplete plosion phenomenon. Ask students to remember these knowledge points and practice pronunciation more after class. Assign homework: Ask students to record themselves reading the words and sentences with the target consonant phonemes and incomplete plosion, and send the recording to the class group. Let students find more words and sentences with these phonemes and incomplete plosion in their daily reading materials, and write them down in their notebooks. 教学反思 After this class, I need to reflect on the following aspects: Teaching Objectives Achievement: Check whether students can accurately pronounce the target consonant phonemes and use the incomplete plosion rule in speaking. If most students have achieved the teaching objectives, it means the teaching methods and activities are effective. If not, I need to analyze the reasons, such as whether the explanation is not clear enough or the practice time is insufficient. Student Participation: Evaluate the participation degree of students in classroom activities. If some students are less active, think about how to design more interesting and inclusive activities in the future to encourage their participation, for example, by giving more positive feedback and rewards. Teaching Methods and Activities: Consider whether the teaching methods, such as demonstration, imitation, and games, are suitable for students. If some activities do not achieve the expected results, I should adjust or replace them. For example, if the “phoneme - finding” game is too easy or too difficult for students, I can modify the words according to their actual level. Homework Design: Think about whether the assigned homework can effectively help students consolidate what they have learned in class. If the homework is too difficult or too easy, I need to adjust it to ensure that it can promote students' autonomous learning and pronunciation improvement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$