Unit 1 Animal friends-Section A Pronunciation 教学设计 2024-2025学年人教版英语七年级下册

Unit 1 Animal friends-Section A Pronunciation This section from Unit 1 “Animal friends” of the 2024 PEP English textbook for Grade 7 focuses on pronunciation. It mainly involves the pronunciation of new animal-related vocabulary, the pronunciation rules of -(e)s in noun plurals, and the pronunciation of unstressed words in sentences. By learning this section, students are expected to improve their pronunciation accuracy when talking about animals, which lays a solid foundation for better communication in the following learning of the unit. The new vocabulary includes “fox”, “giraffe”, “eagle”, “wolf”, “penguin” etc. Also, students will explore how different letters and letter combinations like “a”, “ai”, “ay”, “al”, “aw” are pronounced in these words. 教学目标 Students will be able to recognize and accurately pronounce new animal-related vocabulary, such as “fox”, “giraffe”, “eagle”, “wolf”, “penguin”. Students will master the pronunciation rules of -(e)s in noun plurals: /s/ after voiceless consonants (e.g., “books” /b ks/), /z/ after voiced consonants and vowels (e.g., “dogs” /d z/), and / z/ when the word ends with “s”, “sh”, “ch”, “x” (e.g., “boxes” / b ks z/). Students will understand and correctly pronounce words with different pronunciations of letters and letter combinations “a”, “ai”, “ay”, “al”, “aw”. For example, “a” in “cat” /k t/ has a different sound from “a” in “cake” /ke k/; “ai” in “rain” /re n/ and “ay” in “day” /de / have the same /e / sound; “al” in “walk” /w k/ and “aw” in “draw” /dr /. Students will learn to pronounce unstressed words in sentences correctly, such as “let’s” /lets/, “and” / nd/. 教学重难点 1. Teaching Key Points Mastering the accurate pronunciation of new animal vocabulary. Understanding and applying the pronunciation rules of -(e)s in noun plurals, letters and letter combinations “a”, “ai”, “ay”, “al”, “aw”, and unstressed words in sentences. Using the learned pronunciation knowledge to read and speak sentences and dialogues about animals. 2. Teaching Difficult Points Distinguishing and correctly pronouncing some similar sounds, such as the different pronunciations of “a” in various words. Applying the pronunciation rules accurately in continuous speaking, especially for students who are not familiar with English phonetics. Making students aware of the importance of pronunciation in English communication and helping them form good pronunciation habits. New Animal Vocabulary fox /f ks/ giraffe /d r f/ eagle / i l/ wolf /w lf/ penguin / pe w n/ Pronunciation Rules of -(e)s in Noun Plurals /s/ after voiceless consonants: maps /m ps/, hats /h ts/ /z/ after voiced consonants and vowels: dogs /d z/, boys /b z/ / z/ when the word ends with “s”, “sh”, “ch”, “x”: buses / b s z/, dishes / d z/, watches / w t z/, boxes / b ks z/ Pronunciation of Letters and Letter Combinations “a” has different pronunciations: / / in “cat” /k t/, /e / in “cake” /ke k/, / / in “car” /k / “ai” and “ay” are usually pronounced as /e /: rain /re n/, day /de / “al” is often pronounced as / / or / l/: walk /w k/, talk /t k/, always / lwe z/ “aw” is pronounced as / /: draw /dr /, saw /s / Unstressed Words in Sentences Words like “let’s” /lets/, “and” / nd/, “to” /t / are usually unstressed in sentences. 教学过程 1. Warming-up (5 minutes) Greet the students and show them some pictures of cute animals on the PPT, such as a cat, a dog, a bird. Ask students to say the English names of these animals they see immediately. Then play a short video of different animals making sounds. While playing the video, ask students to imitate the sounds of the animals and say their English names at the same time. This activity can quickly arouse students' interest and create a lively classroom atmosphere. 2. Presentation (12 minutes) New Vocabulary Pronunciation Show the new animal vocabulary “fox”, “giraffe”, “eagle”, “wolf”, “penguin” one by one on the PPT. Read each word slowly and clearly, and ask students to watch the mouth shape carefully. Then lead students to read the words several times in chorus. Divide students into pairs. Each pair takes turns to read the new words to each other, and the partner checks the pronunciation. Walk around the classroom to offer help and guidance. Pronunciation Rules of -(e)s in Noun Plurals Write some simple noun plurals on the blackboard, such as “books”, “dogs”, “boxes”. First, read these words aloud and ask students to listen carefully. Then explain the three pronunciation rules of -(e)s in noun plurals as mentioned in the knowledge list. Give more examples for each rule and ask students to read them. For example, for the /s/ sound: desks /desks/, caps /k ps/; for the /z/ sound: bags /b z/, pigs /p z/; for the / z/ sound: buses / b s z/, brushes / br z/. Pronunciation of Letters and Letter Combinations Use the PPT to show some words with different pronunciations of “a”. Group them according to the pronunciation, like words with / / sound: cat, hat, map; words with /e / sound: cake, face, name; words with / / sound: car, far, star. Read these words one by one and let students find the pattern of the pronunciation of “a”. Do the same for “ai”, “ay”, “al”, “aw”. Show relevant words, read them, and guide students to summarize the pronunciation rules. For example, for “ai” and “ay” (e.g., rain, play), point out that they are pronounced as /e /; for “al” (e.g., walk, tall) and “aw” (e.g., draw, saw), they are pronounced as / /. 3. Practice (15 minutes) Listening Practice Play the recording of the textbook for students to listen. In the recording, there are words with different pronunciations of “a”, “ai”, “ay”, “al”, “aw”, noun plurals with -(e)s, and sentences with unstressed words. The first time, let students just listen carefully. The second time, ask students to repeat what they hear immediately after the recording. After that, play the recording again. This time, students need to write down the words they hear in groups according to the pronunciation rules. For example, write words with / / sound of “a” in one group, words with /e / sound of “ai” or “ay” in another group. Oral Practice Design a “Pronunciation Relay” game. Divide students into several groups. The first student in each group starts by saying a word related to the learned pronunciation rules, such as a new animal word or a noun plural. The next student in the group has to say another word following the same rule. If a student makes a mistake in pronunciation or can't come up with a word within 5 seconds, the group gets a minus point. The group with the most points at the end wins. Provide some simple sentences about animals on the PPT, for example, “Let’s go and see the giraffes. They are very tall.” “I like dogs because they are friendly.” Ask students to read these sentences aloud, paying attention to the pronunciation of each word, especially the new vocabulary, noun plurals, and unstressed words. Walk around the classroom to correct students' pronunciation if necessary. 4. Production (8 minutes) Group Work Divide students into groups of four. Each group is required to create a short dialogue about animals. In the dialogue, they need to use at least three new animal vocabulary, two noun plurals, and show the correct pronunciation of unstressed words and relevant letter combinations. Give students 5 minutes to prepare their dialogues. Then each group comes to the front of the classroom to perform their dialogues. The rest of the students listen carefully and evaluate the pronunciation of each group after the performance. The evaluation can be based on the accuracy of pronunciation, the application of pronunciation rules, and the fluency of speaking. Individual Task Ask each student to write down five sentences about their favorite animals on a piece of paper. They should also mark the words related to the pronunciation rules they have learned in this class, such as underlining noun plurals with -(e)s, circling words with special letter combinations. Then ask several students to read their sentences aloud to the class. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the new animal vocabulary, the pronunciation rules of -(e)s in noun plurals, the pronunciation of letters and letter combinations “a”, “ai”, “ay”, “al”, “aw”, and the pronunciation of unstressed words in sentences. Ask students if they have any questions or difficulties, and answer them. Homework Ask students to make a list of ten animal-related words at home. Write down the pronunciation of each word and mark the pronunciation rules they belong to. Require students to record themselves reading a short passage about animals (which can be found in the textbook or other English reading materials). Pay attention to correct pronunciation, especially following the rules learned in this class. They can send the recording to the teacher through the class learning platform. 教学反思 After this class, generally, students showed great interest in the learning content, especially in the game and group work parts. The warm - up activities effectively activated the classroom atmosphere and made students quickly focus on the class. However, there are still some aspects that need improvement. During the practice, some students still had difficulty in accurately applying the pronunciation rules, especially when speaking quickly. For example, some students might mispronounce the -(e)s in noun plurals. In the future, more targeted and intensive practice should be designed for these difficult points, such as more individual - based correction and more practice in real - life - like speaking situations. In the group work of creating dialogues, although most groups completed the task well, some students did not actively participate. In the following teaching, more encouragement and supervision should be given to ensure that every student can fully engage in classroom activities. Also, when evaluating students' performance, more comprehensive evaluation criteria can be adopted, not only focusing on pronunciation but also on the creativity and expressiveness of their dialogues. Overall, continuous improvement of teaching methods and more attention to individual differences are needed to better achieve teaching goals. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$