Unit 3 My School Section A Pronunciation 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 3 My School Section A Pronunciation 教学设计 This part of Unit 3 My School in the 2025 - 2026 academic year for Grade 7 English textbook (People's Education Press, 2024) focuses on pronunciation. It mainly involves two key aspects: specific vowel sounds and word stress patterns. Regarding vowel sounds, students will learn two pairs of back vowels, namely /ɔː/, /ɒ/, /uː/, /ʊ/. These vowel sounds are fundamental for accurate English pronunciation, as they are frequently used in a wide range of words. Understanding the differences between long and short vowels, like the distinction between /ɔː/ and /ɒ/, /uː/ and /ʊ/, is crucial. For word stress, students will explore the stress rules in multi - syllable words, which helps them read words more naturally and improves their overall speaking rhythm. 教学目标 0. Students should be able to accurately distinguish and pronounce the four back vowels /ɔː/, /ɒ/, /uː/, /ʊ/. They can correctly pronounce words containing these vowels, such as "sport" /spɔːt/, "dog" /dɒg/, "ruler" /ˈruːlə(r)/, "book" /bʊk/. 0. Master the stress rules of multi - syllable words. For example, in three - syllable words, they can identify and correctly read words with different stress patterns, like "library" /ˈlaɪbrəri/ (the first syllable is stressed), "computer" /kəmˈpjuːtə(r)/ (the second syllable is stressed). 0. By learning accurate pronunciation, students can better understand the native - like intonation and rhythm in English - speaking cultures. This helps them communicate more effectively with native speakers and understand English - language media, such as English movies, songs, and podcasts, thus enhancing their cross - cultural communication ability. 教学重难点 0. The correct pronunciation of the two pairs of back vowels /ɔː/, /ɒ/, /uː/, /ʊ/. Teachers need to guide students to feel the different positions of the tongue, lips, and the degree of mouth opening when pronouncing these vowels. 0. The stress rules of multi - syllable words. Teach students how to identify the stressed syllables in words according to certain patterns, which is crucial for their correct pronunciation of words. 0. Distinguishing between long and short vowels, such as the subtle differences between /ɔː/ and /ɒ/, /uː/ and /ʊ/. These differences are not always obvious, especially for beginners, and may cause confusion in pronunciation. 0. Helping students with weak foundation and low confidence to actively participate in pronunciation practice and overcome pronunciation difficulties. Some students may be shy or lack confidence in pronouncing English, so teachers need to provide more encouragement and individualized guidance. 1. Vowel Sounds 0. /ɔː/: This is a long vowel. The tongue is in a relatively low and back position, and the lips are rounded. Letters or letter combinations like "or", "oor", "our", "ar", "al" often make this sound. For example, "short" /ʃɔːt/, "door" /dɔː(r)/, "four" /fɔː(r)/. 0. /ɒ/: It is a short vowel. The tongue is also in the back, but the position is a bit higher than when pronouncing /ɔː/. In American English, this sound is often pronounced as /ɑː/. The letter "o" in many words is pronounced as /ɒ/. For example, "hot" /hɒt/ (in British English), /hɑːt/ (in American English). 0. /uː/: A long vowel. The tongue is retracted and the back part of the tongue is raised high. The lips are tightly rounded and protruded. Letter combinations "oo", "o", "u" often make this sound. For example, "do" /duː/, "move" /muːv/, "ruler" /ˈruːlə(r)/. 0. /ʊ/: A short vowel. The tongue is relaxed, and the back part is slightly raised and retracted. Letters "u" and letter combination "oo" often make this sound. For example, "put" /pʊt/, "push" /pʊʃ/. 1. Word Stress 0. In three - syllable words, there are mainly three common stress patterns: 12. The first syllable is stressed, and the second and third syllables are unstressed. For example, "favourite" /ˈfeɪvərɪt/, "vegetable" /ˈvedʒtəbl/, "interesting" /ˈɪntrəstɪŋ/. 12. The second syllable is stressed, and the first and third syllables are unstressed. For example, "computer" /kəmˈpjuːtə(r)/, "tomato" /təˈmɑːtəʊ/, "December" /dɪˈsembə(r)/. 12. In some words, the last syllable is stressed, and the first syllable is a secondary stressed syllable, while the second syllable is weakly stressed. For example, "afternoon" /ˌɑːftəˈnuːn/. When a word has two stress levels, the main stress is marked with a "ˈ" before the stressed syllable, and the secondary stress is marked with a "ˌ" before the secondary - stressed syllable. 教学过程 1. Warming - up (5 minutes) 0. Start the class by playing an English - language song with clear pronunciation, such as "Big Big World" by Emilia. While the song is playing, ask students to listen carefully and try to catch some words they are familiar with. After the song, briefly discuss with students about the words they heard, especially those with vowel sounds relevant to this class, like "world" with the /ɜː/ sound (a vowel sound adjacent to the ones we'll focus on today). This activity not only warms up the class atmosphere but also gets students' ears ready for the upcoming pronunciation learning. 0. Then, show some pictures of common school items on the PPT, such as a book, a ball, a ruler, etc. Point to each picture and quickly ask students to say the English words for them. This is a quick review of vocabulary related to the school theme and also helps students focus their attention on the class. 3. Presentation (10 minutes) 0. Introduce the two pairs of back vowels: /ɔː/, /ɒ/, /uː/, /ʊ/. Use the tongue - position and mouth - shape diagrams on the PPT to clearly show students how to form these vowel sounds. For example, when presenting /ɔː/, point to the diagram and explain that the tongue is in a relatively low and back position, and the lips are rounded, just like when you want to blow out a candle from a distance. Demonstrate the pronunciation of /ɔː/ several times, saying words like "sport" /spɔːt/, "horse" /hɔːs/. Ask students to watch your mouth carefully and imitate. 0. Do the same for /ɒ/. Show the difference in tongue and lip positions compared to /ɔː/. Explain that /ɒ/ is a short vowel, and the tongue position is a bit higher. Demonstrate words like "dog" /dɒg/, "box" /bɒks/. Let students practice repeating these words after you. 0. Next, introduce /uː/ and /ʊ/. Use the diagrams to show the high - back tongue position for /uː/ with tightly rounded lips (like whistling), and a more relaxed, slightly raised back - tongue position for /ʊ/. Demonstrate words such as "ruler" /ˈruːlə(r)/ for /uː/ and "book" /bʊk/ for /ʊ/. Have students repeat and compare the two sounds. 0. After introducing the vowel sounds, move on to word stress. Select some simple multi - syllable words related to school, like "library" /ˈlaɪbrəri/, "computer" /kəmˈpjuːtə(r)/. Write them on the blackboard and mark the stressed syllables with a "ˈ" symbol. Explain that in "library", the first syllable is stressed, so we say it louder and with a bit more emphasis. Read the words aloud, emphasizing the stressed syllables, and ask students to follow. 4. Practice (15 minutes) 0. Vowel Sound Practice 19. Conduct a "listen - and - repeat" activity. Play a recording of words containing the four vowel sounds we just learned. The recording should include words like "door" /dɔː(r)/, "hot" /hɒt/, "blue" /bluː/, "look" /lʊk/. After each word is played, pause the recording and ask students to repeat the word loudly. Walk around the classroom to listen to students' pronunciation and correct any mistakes promptly. 19. Group students into pairs. Give each pair a set of flashcards. On one side of the flashcard is a word with one of the four vowel sounds, and on the other side is a picture related to the word. One student shows the word side to the partner, and the partner has to pronounce the word correctly. Then, they switch roles. For example, if one student shows the word "foot" /fʊt/, the partner should pronounce it correctly, and then the partner can ask, "What's the picture on the back?" They can check the picture side together. 0. Word Stress Practice 20. Write a series of multi - syllable words on the blackboard, such as "classroom" /ˈklɑːsruːm/, "playground" /ˈpleɪɡraʊnd/, "telephone" /ˈtelɪfəʊn/. Divide students into small groups. Each group takes turns to read one word aloud, emphasizing the correct stressed syllable. The other groups listen and judge if the stress is correct. If incorrect, they can offer corrections. 20. Play a word - stress game called "Stress Bingo". Prepare bingo cards for students with multi - syllable words written on them without stress marks. Read words aloud, emphasizing the correct stressed syllable. Students mark the words on their bingo cards when they hear them. The first student to get a bingo (a row, column, or diagonal of marked words) wins. 5. Production (10 minutes) 0. Group Activity 21. Divide students into groups of four or five. Give each group a short passage related to school. The passage should contain words with the target vowel sounds and different stress patterns. For example: "Our school has a big library. It is full of interesting books. We can read books and do our homework there. Next to the library is the computer room. Many students like to go there after class." 21. In the group, students take turns to read the passage aloud. The others in the group listen carefully and pay attention to the pronunciation of vowel sounds and word stress. If someone makes a mistake, the group members can help correct it. After each student finishes reading, the group can discuss how to improve the pronunciation. 21. Select several groups to come to the front of the class and perform the passage reading. The whole class listens and can give positive feedback and suggestions for improvement. 6. Summary (3 minutes) 0. Summarize the key points of this class with students. Review the four back vowel sounds /ɔː/, /ɒ/, /uː/, /ʊ/, emphasizing the differences in tongue and lip positions for each sound. Also, review the basic rules of word stress in multi - syllable words. 0. Ask students to share any difficulties they still have with pronunciation. Address these questions and clarify any misunderstandings. Encourage students to keep practicing pronunciation in their daily English - learning. 7. Homework (2 minutes) 0. Ask students to record themselves reading a short passage about their school. They should pay attention to the correct pronunciation of vowel sounds and word stress. Then, send the audio recording to the class group chat or submit it through the learning platform. In this way, students can listen to each other's recordings and learn from their peers. 0. Suggest that students listen to English - language podcasts or watch English - language cartoons at home. While listening or watching, they should focus on the pronunciation of words, especially those with the vowel sounds and stress patterns learned in class. They can try to imitate the native speakers' pronunciation. 学科网（北京）股份有限公司 $$