Unit 4 My Favourite Subject Section A Pronunciation 教学设计 2025-2026学年人教版（2024）七年级英语上册

该初中英语教学设计聚焦8个双元音发音（/eɪ/,/aɪ/,/ɔɪ/,/əʊ/,/aʊ/,/ɪə/,/eə/,/ʊə/）及句子连读规则，以含双元音单词的“Pronunciation Song”导入，如“name”“bike”，让学生初步感知发音，为后续分组学习双元音和连读搭建情境支架。 资料亮点在于双元音分组教学（按发音特征分三组）与多形式实践，用闪卡图片直观呈现发音要点，绕口令挑战强化记忆，小组竞赛和“Favorite Subject”主题自由交谈促进应用。通过自主观察规则与合作纠错，提升学习能力与合作能力，助力语言能力发展，实用有趣易激发教学热情。

Unit 4 My Favourite Subject Section A Pronunciation 教学设计 Unit 4 My Favourite Subject Section A Pronunciation in the 2025 - 2026 academic year for Grade 7 English (People's Education Press, 2024) is dedicated to improving students' pronunciation skills. This section is divided into two main parts. The first part focuses on eight diphthong phonemes, namely /eɪ/, /aɪ/, /ɔɪ/, /əʊ/, /aʊ/, /ɪə/, /eə/, /ʊə/, along with words containing these diphthongs. Students are required to quickly recognize, read, and spell these diphthong - bearing words. The second part is about identifying and accurately reading the liaison of words in sentences. By learning this section, students can enhance their pronunciation accuracy and fluency in spoken English within the context of discussing school subjects. 教学目标 0. Students can master the correct pronunciation of the eight diphthong phonemes /eɪ/, /aɪ/, /ɔɪ/, /əʊ/, /aʊ/, /ɪə/, /eə/, /ʊə/. They are able to pronounce words, phrases, and sentences containing these diphthongs accurately and fluently. 0. Understand the rules of liaison in sentences. They can identify and correctly read the connected parts between words in sentences, making their spoken English more natural and fluent. 0. Through observing the pronunciation of diphthongs and practicing word - linking, students can develop their self - learning ability in pronunciation. They can gradually find out the pronunciation rules by themselves and apply them to new words and sentences. 0. Improve their cooperative learning ability. In group activities, students can help each other correct pronunciation mistakes and share their experiences in learning pronunciation. 教学重难点 0. Diphthong Pronunciation: Ensure students firmly master the correct pronunciation of the eight diphthong phonemes. Teachers need to clearly explain the pronunciation methods and key points of each diphthong, such as for /eɪ/, it is pronounced by gliding from /e/ to /ɪ/, with the first part /e/ being stressed and longer, and the second part /ɪ/ being lighter and shorter. 0. Liaison Rules: Teach students the basic rules of liaison in sentences, that is, in the same sense group, when the final consonant of the previous word and the initial vowel of the following word are adjacent, they can be linked together and pronounced as one sound. For example, in the phrase "an apple", the /n/ of "an" and the /æ/ of "apple" can be linked. 1. Diphthong Phonemes and Related Words 0. /eɪ/: name /neɪm/, face /feɪs/, date /deɪt/, cake /keɪk/, game /ɡeɪm/. When pronouncing /eɪ/, start with the sound /e/, similar to the "e" in "bed", and then glide smoothly towards the sound /ɪ/, like the "i" in "big". The mouth shape changes from a relatively open position for /e/ to a more closed one for /ɪ/. 0. /aɪ/: nice /naɪs/, bike /baɪk/, like /laɪk/, ice /aɪs/, rice /raɪs/. To pronounce /aɪ/, begin with the sound /a/, similar to the "a" in "car", and then glide to the sound /ɪ/. The mouth opens wide for /a/ and gradually closes for /ɪ/. 0. /ɔɪ/: boy /bɔɪ/, toy /tɔɪ/, joy /dʒɔɪ/, coin /kɔɪn/, voice /vɔɪs/. For /ɔɪ/, start with the sound /ɔ/, similar to the "o" in "dog", and glide to /ɪ/. The mouth shape changes from a round shape for /ɔ/ to a flatter one for /ɪ/. 0. /əʊ/: no /nəʊ/, go /ɡəʊ/, so /səʊ/, home /həʊm/, hope /həʊp/. Pronounce /əʊ/ by starting with the sound /ə/, like the "a" in "about", and then gliding to /ʊ/, similar to the "oo" in "book". The mouth moves from an open - neutral position for /ə/ to a more rounded one for /ʊ/. 0. /aʊ/: now /naʊ/, how /haʊ/, cow /kaʊ/, down /daʊn/, brown /braʊn/. To say /aʊ/, start with the sound /a/, as in "car", and glide to /ʊ/. The mouth opens wide for /a/ and then rounds for /ʊ/. 0. /ɪə/: near /nɪə(r)/, dear /dɪə(r)/, hear /hɪə(r)/, year /jɪə(r)/, clear /klɪə(r)/. When pronouncing /ɪə/, start with the sound /ɪ/, like the "i" in "big", and then glide to /ə/. Keep the mouth in a semi - open position. 0. /eə/: hair /heə(r)/, chair /tʃeə(r)/, pair /peə(r)/, bear /beə(r)/, wear /weə(r)/. For /eə/, begin with the sound /e/, as in "bed", and glide to /ə/. The mouth remains in a semi - open state. 0. /ʊə/: sure /ʃʊə(r)/, tour /tʊə(r)/, poor /pʊə(r)/. Pronounce /ʊə/ by starting with the sound /ʊ/, similar to the "oo" in "book", and gliding to /ə/. The mouth shape changes from a small - rounded one for /ʊ/ to a semi - open one for /ə/. 1. Liaison Rules 0. Consonant - Vowel Liaison: When a word ends with a consonant sound and the next word begins with a vowel sound in the same sense group, they are usually linked. For example, "put it on" is pronounced as /pʊt ɪt ɒn/, where the /t/ of "put" and the /ɪ/ of "it" are linked, and the /t/ of "it" and the /ɒ/ of "on" are also linked. 0. "r" - Linking: In some words ending with the letter "r" or "re", when the next word begins with a vowel, the "r" is pronounced and linked with the following vowel. For example, "far away" is pronounced as /fɑːr əˈweɪ/, where the "r" in "far" is pronounced and linked to the /ə/ in "away". 教学过程 1. Warming - up (5 minutes) 0. Activity: Start the class by playing an energetic "Pronunciation Song" that includes some simple words with the diphthongs to be learned. For example, the song could have lines like "Say 'name' with /eɪ/, it's not so hard, 'bike' with /aɪ/, let's all start". After the song, engage students in a quick chat. Ask, "Guys, did you notice any new sounds in the song? Which words do you think had a different kind of vowel sound?" Encourage students to share their initial observations. 0. Purpose: This warm - up activity aims to quickly draw students' attention, create an active classroom atmosphere, and make students unconsciously exposed to the diphthong sounds, thus arousing their curiosity and interest in the following pronunciation learning. 3. Presentation (5 minutes) 0. Diphthong Introduction: Use large - sized flashcards with colorful illustrations. On one side of the flashcard, there is a picture related to a word with a specific diphthong, like a picture of a birthday cake for the word "cake" with the /eɪ/ diphthong. On the other side, write the word, the phonetic symbol, and a simple explanation of the pronunciation. For example, for the /eɪ/ diphthong, write "Start with the sound /e/, like in 'bed', then smoothly glide to /ɪ/, like in 'big'. The mouth shape changes from semi - open for /e/ to a bit more closed for /ɪ/". Show each flashcard one by one, teach the pronunciation slowly, and let students repeat after you several times. 0. Grouping Diphthongs: Divide the eight diphthongs /eɪ/, /aɪ/, /ɔɪ/, /əʊ/, /aʊ/, /ɪə/, /eə/, /ʊə/ into three groups based on their pronunciation characteristics. Group 1: /eɪ/, /aɪ/, /ɔɪ/ (diphthongs with a glide to /ɪ/); Group 2: /əʊ/, /aʊ/ (diphthongs with a glide to /ʊ/); Group 3: /ɪə/, /eə/, /ʊə/ (diphthongs with a glide to /ə/). Explain the grouping reasons to students, which can help them better understand and remember the pronunciation rules. 0. Purpose: Presenting diphthongs in an intuitive and grouped way can help students clearly understand the pronunciation methods and key points of each diphthong, making the learning process more organized and easier to follow. 4. Practice (5 minutes) 0. Word - Reading Practice: Distribute small cards with words containing different diphthongs to students. Each student gets 3 - 4 cards. Instruct them to read the words on their cards aloud, focusing on the correct pronunciation of the diphthongs. Then, ask them to walk around the classroom, find other students, and take turns reading their words to each other. They can correct each other's pronunciation mistakes. For example, if a student reads "bike" with an incorrect pronunciation of the /aɪ/ diphthong, the partner can gently correct, "Remember, start with /a/ like in 'car', then quickly glide to /ɪ/". 0. Tongue - Twister Challenge: Write some tongue - twisters on the blackboard that are full of diphthong - containing words. For instance, "A nice kite flies high in the sky. /aɪ/" or "The boy with a toy enjoys the joy. /ɔɪ/". Divide students into small groups. Each group tries to read the tongue - twisters as fast and accurately as possible. The group that reads the most clearly and quickly wins a small prize, like a sticker. 0. Purpose: The word - reading practice allows students to have more hands - on practice in pronouncing diphthong - bearing words, and the tongue - twister challenge not only strengthens their pronunciation but also adds fun to the learning process. 5. Liaison Teaching (5 minutes) 0. Rule Explanation: Use a simple sentence on the blackboard, such as "Put it on." Underline the parts where liaison occurs, i.e., the /t/ of "put" and the /ɪ/ of "it", and the /t/ of "it" and the /ɒ/ of "on". Explain the rule of liaison in sentences: "In the same sense group, when the final consonant of the previous word and the initial vowel of the following word are adjacent, they can be linked together and pronounced as one sound." Use different color chalk to mark the consonant and vowel parts that are linked for better visualization. 0. Sentence - Reading Practice: Provide students with a set of sentences that contain liaison. For example, "Look at it.", "An apple a day keeps the doctor away.", "Far away from home." Let students first read the sentences silently, try to identify the liaison parts, and then read them aloud, focusing on linking the words correctly. Walk around the classroom to listen to their reading and give immediate feedback. 0. Purpose: This part helps students understand and master the liaison rules, which is crucial for making their spoken English more natural and fluent. 6. Production (10 minutes) 0. Group Competition: Divide students into several groups. Prepare a set of cards with short passages written on them. The passages should contain both diphthong - rich words and liaison situations. Each group selects a representative to draw a card. The representative then reads the passage aloud in front of the class. The rest of the groups listen carefully and count the number of pronunciation mistakes (including wrong diphthong pronunciation and incorrect liaison). After all representatives have read, the group with the fewest mistakes wins. 0. Free - talk Activity: Set a topic related to school subjects, like "Describe your favorite subject class using as many words with correct diphthong pronunciation and liaison as possible." Students can first think about it individually for 1 - 2 minutes, and then share their ideas in their groups. Encourage them to use the target pronunciation knowledge while speaking. 0. Purpose: The group competition can stimulate students' competitive spirit and improve their pronunciation accuracy under pressure. The free - talk activity gives them a chance to apply what they have learned in a more flexible and communicative way. 7. Summary and Homework (5 minutes) 0. Summary: Summarize the key points of this class, including the correct pronunciation of the eight diphthongs, the rules of liaison in sentences, and the importance of accurate pronunciation in English communication. Emphasize that good pronunciation can help them better understand English speakers and express themselves clearly. 0. Homework: 32. Must - do: Ask students to record themselves reading a passage that contains diphthong - rich words and liaison. They need to send the audio recording to the class - specific online learning platform. For example, they can choose a short paragraph from their English textbook. 32. Optional: Suggest students to find English songs or short stories that have a lot of the diphthongs and liaison they learned today. They can listen to them at home, mark the relevant parts, and try to imitate the pronunciation. 学科网（北京）股份有限公司 $$