Unit 2 We're Family! Section A Pronunciation 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 2 We're Family! Section A Pronunciation 教学设计 It starts with an exploration of specific vowel sounds. Students are introduced to the pronunciation of /ɜ:/, /ə/, /ʌ/, and /ɑ:/. They study words containing these vowel sounds, such as "her" /hɜː(r)/, "about" /əˈbaʊt/, "cup" /kʌp/, "car" /kɑː(r)/. By comparing and repeating these words, they learn to distinguish and produce these vowel sounds accurately. Subsequently, the focus shifts to the pronunciation rules of the letter "s" at the end of words. When "s" is added to form the third - person singular of verbs (e.g., "likes" /laɪks/) or to make nouns plural (e.g., "books" /bʊks/), it has different pronunciation rules. Students need to understand when "s" is pronounced as /s/, /z/, or /ɪz/. For example, in "likes", "s" is pronounced /s/ because the verb ends with a voiceless consonant; in "loves" /lʌvz/, "s" is pronounced /z/ as the verb ends with a vowel sound. 教学目标 0. Students should be able to accurately pronounce the vowel sounds /ɜ:/, /ə/, /ʌ/, and /ɑ:/. They can recognize these vowel sounds in words and know which letters or letter combinations typically represent these sounds. For example, they know that the letter "u" in "cup" often makes the /ʌ/ sound, and the letter combination "ar" in "car" usually makes the /ɑ:/ sound. 0. Master the pronunciation rules of the letter "s" at the end of words in the context of verb third - person singular forms and noun plurals. Be able to correctly pronounce "s" as /s/, /z/, or /ɪz/ according to the preceding sound. 0. Understand the concept of stressed syllables in words. Be able to identify stressed syllables in family - related vocabulary and simple sentences, and know how to pronounce words with proper stress to make their speech more natural and fluent. 教学重难点 0. Mastering the pronunciation of vowel sounds /ɜ:/, /ə/, /ʌ/, and /ɑ:/. These vowel sounds are fundamental in English pronunciation, and students need to be able to produce them accurately to pronounce words correctly. 0. Understanding and applying the pronunciation rules of the letter "s" at the end of words. Since this is a common aspect in English grammar forms (verb third - person singular and noun plurals), correct pronunciation is crucial for clear communication. 0. Identifying and correctly pronouncing stressed syllables. Proper stress in words and sentences can significantly improve the naturalness and comprehensibility of students' spoken English. 0. Applying the "s" pronunciation rules correctly in various contexts. Determining whether "s" should be pronounced as /s/, /z/, or /ɪz/ requires students to analyze the preceding sound, which can be complex, especially for beginners. For instance, in words like "washes" /ˈwɒʃɪz/, students need to understand the rule for adding the "-es" and its pronunciation. 1. Vowel Sound Pronunciation 0. /ɜ:/: This sound is often represented by the letter "e" in words like "her" /hɜː(r)/, "person" /ˈpɜːsn/, the letter combination "ir" in "girl" /ɡɜːl/, "bird" /bɜːd/, "ur" in "turn" /tɜːn/, "nurse" /nɜːs/, and "ear" in "learn" /lɜːn/. Practice words: "work" /wɜːk/, "word" /wɜːd/, "serve" /sɜːv/. 0. /ə/: It is a very common sound, often called the "schwa" sound. It can be represented by many letters or letter combinations. For example, the letter "a" in "about" /əˈbaʊt/, "again" /əˈɡen/, "e" in "open" /ˈəʊpən/, "o" in "today" /təˈdeɪ/, "u" in "autumn" /ˈɔːtəm/. Practice words: "sofa" /ˈsəʊfə/, "banana" /bəˈnɑːnə/, "China" /ˈtʃaɪnə/. 0. /ʌ/: The letter "u" usually makes this sound in words like "cup" /kʌp/, "bus" /bʌs/, "duck" /dʌk/. The letter combination "oo" can also make this sound in some words, such as "blood" /blʌd/, "flood" /flʌd/. Practice words: "fun" /fʌn/, "run" /rʌn/, "sun" /sʌn/. 0. /ɑ:/: Represented by the letter combination "ar" in most cases, like "car" /kɑː(r)/, "star" /stɑː(r)/, "far" /fɑː(r)/. In some words, the letter "a" can also make this sound, such as "class" /klɑːs/, "glass" /ɡlɑːs/. Practice words: "park" /pɑːk/, "dark" /dɑːk/, "hard" /hɑːd/. 1. Pronunciation of "s" at the End of Words 0. /s/: When the word ends with a voiceless consonant (such as /p/, /t/, /k/, /f/, /θ/), the "s" at the end is pronounced /s/. For example, "books" /bʊks/, "cats" /kæts/, "maps" /mæps/, "laughs" /lɑːfs/, "months" /mʌnθs/. 0. /z/: If the word ends with a vowel sound or a voiced consonant (such as /b/, /d/, /g/, /v/, /ð/, /m/, /n/, /ŋ/, /l/, /r/), the "s" at the end is pronounced /z/. Examples are "dogs" /dɒɡz/, "bags" /bæɡz/, "days" /deɪz/, "lives" /laɪvz/, "these" /ðiːz/, "rooms" /ruːmz/, "pens" /penz/, "rings" /rɪŋz/, "balls" /bɔːlz/, "cars" /kɑːz/. 0. /ɪz/: When the word ends with a sibilant sound (such as /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/), we add "-es" to form the third - person singular of verbs or noun plurals, and it is pronounced /ɪz/. For example, "buses" /ˈbʌsɪz/, "boxes" /ˈbɒksɪz/, "watches" /ˈwɒtʃɪz/, "washes" /ˈwɒʃɪz/, "bridges" /ˈbrɪdʒɪz/. 教学过程 I. Warm - up (5 minutes) 1. Song Introduction: Start the class by playing a lively English song that contains words related to family members and has clear pronunciation of the target vowel sounds. For example, play "The Family Song" which not only gets students in a good mood but also exposes them to the language environment. Encourage students to sing along as much as they can, and while singing, draw their attention to the pronunciation of words like "father", "mother", "brother", which may contain the vowel sounds they are about to learn. 1. Quick Review: After the song, quickly review some basic family - member vocabulary. Show pictures of family members on the PPT and ask students to shout out the English words as fast as they can. This warms up their memory of family - related words and prepares them for the pronunciation - focused learning ahead. II. Presentation of Pronunciation Knowledge (10 minutes) 1. Vowel Sound Introduction: Display the four vowel sounds /ɜ:/, /ə/, /ʌ/, and /ɑ:/ on the whiteboard. Use pronunciation - showing tools, like a mouth - shaped diagram or an animated video, to clearly demonstrate how to form these sounds. For each sound, give several example words related to family. For /ɜ:/, words like "her" (as in "This is her family photo"), "person" (in the context of talking about family members as people); for /ə/, words like "about" (e.g., "We are talking about our families"), "again" (when repeating family - related information); for /ʌ/, words like "cup" (if a family member likes drinking from a cup), "duck" (if there is a pet duck in the family); for /ɑ:/, words like "car" (if the family travels by car), "far" (when talking about a family member who lives far away). Ask students to watch carefully and imitate the pronunciation after the teacher. 2. "s" Pronunciation Rules: Next, move on to the pronunciation rules of the letter "s" at the end of words. Write some simple sentences on the board, such as "My father likes reading. My mother loves cooking. My sister has a cat." Explain the rules: when the word ends with a voiceless consonant (e.g., /p/, /t/, /k/, /f/, /θ/), "s" is pronounced /s/; when it ends with a voiced consonant (e.g., /b/, /d/, /g/, /v/, /ð/, /m/, /n/, /ŋ/, /l/, /r/) or a vowel sound, "s" is pronounced /z/; when the word ends with a sibilant sound (e.g., /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/), we add "-es" and it is pronounced /ɪz/. Give more examples and let students repeat after you to get familiar with the rules. 3. Stressed Syllables: Use some two - syllable family - related words like "father", "mother", "sister", "brother", "uncle", "aunt" to introduce the concept of stressed syllables. Mark the stressed syllable in each word on the board, for example, "FA - ther", "MOTH - er". Explain that stressed syllables are pronounced louder, longer, and with a higher pitch. Demonstrate the pronunciation of these words with correct stress and ask students to imitate. Then, show some longer family - related words like "grandfather", "grandmother", "grandparent" and help students identify the stressed syllables. III. Practice (15 minutes) 1. Word - reading Practice: Hand out word cards to students. Each card has a word with the target vowel sounds, "s" at the end, or specific stressed syllables. Divide students into pairs. One student reads a word from the card, and the other checks if the pronunciation is correct according to the rules they just learned. They can use the pronunciation - showing tools on the PPT or in the textbook as references. After a few rounds, they switch roles. Walk around the classroom to monitor and offer help when students have difficulties. 2. Listening and Identifying Practice: Play a recording that contains a series of words and short sentences. In the recording, some words have the target vowel sounds, different "s" pronunciations, and various stressed syllables. After each word or sentence, pause the recording and ask students to identify which vowel sound, "s" pronunciation, or stressed - syllable pattern they heard. They can raise their hands to answer, and then play the part of the recording again to confirm. 3. Group Chanting Practice: Divide students into small groups. Each group is given a set of sentences related to family, which contain the words with the pronunciation points they are learning. For example, "My brother likes his cup. It's a red cup. My sister has a cat. Its name is Mimi." The groups practice chanting these sentences together, emphasizing the correct pronunciation of vowel sounds, "s", and stressed syllables. They can also add some simple hand - gestures or body movements to make the chanting more interesting. Then, each group takes turns to perform their chanting in front of the class, and the rest of the class listens and evaluates. IV. Application and Extension (10 minutes) 1. Family Storytelling: Ask students to tell a short story about their families. They need to use as many words with the target vowel sounds, correct "s" pronunciations, and proper stressed syllables as possible. They can start by thinking about a simple family event, like a family dinner or a weekend activity. Before they start telling the story, give them a few minutes to organize their thoughts. Then, invite some students to come to the front of the class and share their family stories. The rest of the class listens carefully and can ask questions if they are interested in the story. 2. Role - play Activity: Create a role - play scenario. Suppose there is a family gathering, and different family members are talking about their hobbies, daily activities, or possessions. Assign different family - member roles to students, such as father, mother, son, daughter, grandfather, grandmother. Provide them with some key sentences and words to help them start the conversation. For example, "Father: I like fishing on weekends. What about you, son? Son: I like playing basketball. I have a new basketball." During the role - play, students should pay attention to their pronunciation. After the role - play, the audience can give feedback on the pronunciation performance of the actors. V. Summary and Homework Assignment (5 minutes) 1. Summary: Briefly summarize the key pronunciation points of this class, including the vowel sounds /ɜ:/, /ə/, /ʌ/, /ɑ:/, the pronunciation rules of "s" at the end of words, and the concept of stressed syllables. Write the important rules and example words on the board again for students to copy down if necessary. 2. Homework Assignment: Assign two types of homework. First, ask students to record themselves reading a short passage about family. The passage should contain words with the pronunciation points learned in class. They can use a voice - recording app on their mobile phones and send the recording to the teacher via the class communication platform. Second, ask them to find five new English words related to family or daily life that have the target vowel sounds, "s" pronunciations, or stressed syllables. They need to write down these words, mark the pronunciation features, and practice reading them aloud. This homework helps students further practice and reinforce the pronunciation knowledge they learned in class. 学科网（北京）股份有限公司 $$