Unit 3 Same or Different-Section A Pronunciation 教学设计 2025-2026学年人教版英语八年级上册

Unit 3 Same or Different-Section A Pronunciation This unit focuses on the topic of "Same or Different?". The pronunciation section in this unit is designed to help students master the correct pronunciation of certain vowels and vowel combinations, as well as the intonation rules in comparative dialogues. Specifically, students will learn to distinguish and pronounce the sounds of /ɜː/ (produced by letters and letter combinations such as er, ir, ur, ear) and /ə/ (produced by letters like a, e, o, er, or, and sometimes u/ur). They will also understand how to use proper intonation in sentences when making comparisons, which is crucial for effective communication in English. 教学目标 Knowledge Objectives Students will be able to correctly identify and pronounce words containing the sounds /ɜː/ and /ə/, such as "term", "first", "about", "moment". They can also list additional words with the same vowel sounds. Students will understand the intonation rules in comparative dialogues, for example, the rising intonation in yes - no questions and the falling intonation in statements. Ability Objectives By the end of the class, students should be able to accurately distinguish the two vowel sounds in listening materials and pronounce them correctly in speaking. Students can use the correct intonation to read and create comparative dialogues, improving their oral communication skills. 教学重难点 Key Points The correct pronunciation of the vowel sounds /ɜː/ and /ə/. Mastery of intonation rules in comparative dialogues. Difficult Points Distinguishing between the long vowel /ɜː/ and the short vowel /ə/ accurately, as their pronunciation differences are subtle. Applying intonation rules appropriately in various contexts during real - life communication. 1. Vowel Sounds /ɜː/: Letters and letter combinations that often produce this sound include er (e.g., "term", "her"), ir (e.g., "first", "bird"), ur (e.g., "turn", "nurse"), ear (e.g., "early", "learn"). /ə/: Letters such as a (e.g., "about", "China"), e (e.g., "open", "student"), o (e.g., "today", "tomato"), er (e.g., "teacher", "worker"), or (e.g., "doctor", "actor") can produce this sound. Sometimes, u/ur can also make this sound in words like "suppose", "Saturday". 2. Intonation Rules in Comparative Dialogues Rising intonation: Usually used in yes - no questions when making comparisons, for example, "Is Ella taller than Emma?" It indicates uncertainty and the speaker is seeking confirmation. Falling intonation: Used in statements, such as "Emma is more outgoing than Ella." It gives a sense of certainty and completion. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, play a short English song that contains words with the vowel sounds /ɜː/ and /ə/, like "Big Big World". While playing the song, ask students to listen carefully and try to pick out some words they are familiar with. After the song, briefly discuss with students some of the words they heard and write them on the blackboard. This activity aims to create a relaxed English - learning atmosphere and arouse students' interest in the class. 2. Presentation (10 minutes) Vowel Sound Introduction Write the two vowel symbols /ɜː/ and /ə/ on the blackboard. Explain to students that these two vowel sounds are very common in English but are often mispronounced. Use simple diagrams to show the different mouth and tongue positions when producing these two sounds. For /ɜː/, the tongue is in a relatively high and tense position, and the sound is a long vowel. For /ə/, the tongue is in a more relaxed and lower position, and it is a short vowel. Provide some example words for each sound. For /ɜː/, write "term", "first", "turn", "learn" on the blackboard. For /ə/, write "about", "open", "today", "teacher". Read these words slowly and clearly, asking students to watch your mouth and tongue movements carefully. Then, let students imitate your pronunciation in unison. Intonation Introduction Write two simple comparative sentences on the blackboard: "Is Peter more hard - working than Mary?" (a yes - no question) and "Peter is more hard - working than Mary." (a statement). Read the first sentence with a rising intonation at the end and the second sentence with a falling intonation. Explain to students the basic meaning and usage of rising and falling intonations in these two types of sentences. Let students repeat after you several times to get a feel for the intonation changes. 3. Practice (15 minutes) Vowel Sound Practice Hand out a worksheet to each student. The worksheet contains a list of words, some with the /ɜː/ sound and some with the /ə/ sound. Students are required to read each word carefully and mark it with the correct vowel symbol. After they finish, go through the answers together in class. Divide students into pairs. Each pair takes turns reading a set of words (prepared in advance, including both /ɜː/ and /ə/ words) to their partner. The partner listens carefully and judges whether the pronunciation is correct. If incorrect, they correct each other. Intonation Practice Write a series of comparative questions and statements on the blackboard, such as "Is your sister more outgoing than you?", "Your brother runs faster than you.", "Are you better at math than at English?" etc. Ask students to read these sentences aloud, paying attention to the intonation. Call on several students to read in front of the class and let the rest of the class evaluate their intonation. Play a short dialogue recording that contains various comparative sentences with different intonations. Students listen and mark the intonation (rising or falling) for each sentence in their textbooks. Then, play the recording again, and students repeat the sentences, imitating the intonation. 4. Production (10 minutes) Dialogue Creation Ask students to work in pairs. They need to create a short dialogue about comparing two people, such as their classmates, family members, or friends. In the dialogue, they should use at least three sentences with the /ɜː/ or /ə/ sounds and apply the correct intonation rules. Walk around the classroom to provide guidance and help as students are creating their dialogues. After they finish writing, ask several pairs to come to the front of the class and perform their dialogues. The rest of the class listens carefully and pays attention to their pronunciation and intonation. After each pair's performance, give some positive feedback and also point out areas for improvement if necessary. 5. Summary and Homework (5 minutes) Summary Briefly review the key points of this class with students, including the pronunciation of /ɜː/ and /ə/ and the intonation rules in comparative dialogues. Ask students to share what they have learned in this class. Homework Ask students to record themselves reading a passage (selected by the teacher, which contains many words with /ɜː/ and /ə/ sounds and comparative sentences) with correct pronunciation and intonation. They can use a mobile phone recording app. Then, send the recording to the class group chat. Require students to find at least five English sentences in English - language books, newspapers, or online articles that contain the /ɜː/ or /ə/ sounds and analyze the intonation used in these sentences if they are comparative sentences. 教学反思 After this class, I found that students showed a relatively high level of enthusiasm during the warm - up and practice stages. The use of songs and pair - work activities effectively engaged students in the learning process. However, some students still had difficulty accurately distinguishing between the /ɜː/ and /ə/ sounds, especially when the words were pronounced quickly. In future classes, more targeted listening and pronunciation drills are needed. Regarding the intonation practice, although students seemed to understand the basic rules, applying them naturally in real - life communication still posed a challenge for many. To address this, I plan to incorporate more role - play and real - life - like scenarios in subsequent lessons, so that students can have more opportunities to practice intonation in context. Overall, this class laid a foundation for students' pronunciation learning in this unit, but continuous improvement and adjustment of teaching methods are required to better meet students' learning needs. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$