Unit 3 Welcome to our school!-Pronunciation 教学设计 2025-2026学年译林版英语七年级上册

Unit 3 Welcome to our school!-Pronunciation This Pronunciation section in Unit 3 of the 2024 Yilin English textbook for Grade 7 focuses on 14 consonant sounds. It consists of three audio materials, a table listing 14 groups of words with corresponding consonant letter phonetic symbols (each group contains three words with the same consonant letter or combination pronunciation), and three different forms of exercises. The exercises include differentiating between words with similar sounds, completing words, and reading sentences related to school topics. The content aims to help students accurately pronounce the consonant sounds, distinguish the pronunciation of consonant letters and their combinations, and apply this knowledge in reading words and sentences related to the school context. 教学目标 Students will be able to master the pronunciation of the following consonants: /p/, /b/, /t/, /d/, /k/, /g/, /h/, /m/, /n/, /ŋ/, /l/, /r/, /j/, /w/. Students can correctly read words containing these consonants according to the pronunciation rules. 教学重难点 Key Points Guide students to accurately pronounce the 14 consonants: /p/, /b/, /t/, /d/, /k/, /g/, /h/, /m/, /n/, /ŋ/, /l/, /r/, /j/, /w/. Help students identify and read words with these consonants correctly. Difficult Points Enable students to clearly distinguish between voiceless and voiced consonants, such as /p/ and /b/, /t/ and /d/, /k/ and /g/, through practical methods. Assist students in mastering the different pronunciations of some consonant letters or combinations in various positions, like the different pronunciations of “l” at the beginning, middle, and end of words, and the combined pronunciations of “w” with “r” and “h”. 1. Consonant Pronunciations /p/: The lips are tightly closed and then opened quickly, allowing the air to rush out of the mouth, producing a plosive sound, but the vocal cords do not vibrate. For example, in words like “pen”, “happy”, “cap”. /b/: Similar to /p/, but the vocal cords vibrate. Words like “bed”, “about”, “club”. /t/: The tip of the tongue touches the upper gum, holds the air, and then flicks the tip of the tongue, letting the air spray out of the mouth, with no vocal cord vibration. E.g., “tea”, “pretty”, “cat”. /d/: Similar to /t/, but with vocal cord vibration. Such as “day”, “under”, “red”. /k/: The back of the tongue presses against the soft palate, holds the air, and then suddenly releases, sending out the air like a cough, without vocal cord vibration. For instance, “cup”, “kite”, “back”. /g/: Similar to /k/, but the vocal cords vibrate. Words like “get”, “big”, “egg”. /h/: The lips open naturally, exhaling air naturally, with no vocal cord vibration. E.g., “home”, “behind”, “who”. /m/: The two lips are tightly closed, the tongue is flat, and the air comes out from the nasal cavity, with the vocal cords vibrating. Such as “maths”, “name”, “room”. /n/: The two lips are slightly open, the tip of the tongue touches the upper gum, and the air comes out from the nostrils, with the vocal cords vibrating. For example, “night”, “know”, “run”. /ŋ/: The two lips open, the tip of the tongue touches the lower gum, the back of the tongue naturally rises and presses against the upper part, and the air comes out from the nasal cavity, with the vocal cords vibrating. Words like “drink”, “English”, “sing”. /l/: The tip of the tongue touches the upper gum, the tip of the tongue bends slightly with a little force, and the air comes out from the side of the tongue, with the vocal cords vibrating. E.g., “learn”, “play”, “pencil”. /r/: The tip of the tongue curls upward, not touching any part, the two lips protrude slightly, and the vocal cords vibrate. Such as “read”, “ready”, “room”. /j/: The two lips are slightly parted, the tongue is flat, and the air passes through the narrow space between the tongue and the hard palate, with the vocal cords vibrating. For example, “year”, “yes”, “you”. /w/: The two lips shrink and protrude forward, the back of the tongue rises, and the mouth slowly slides apart to the sides, with the vocal cords vibrating. Words like “week”, “swim”, “which”. 2. Distinguishing Voiceless and Voiced Consonants Voiceless consonants: /p/, /t/, /k/, /h/. When pronouncing these consonants, the vocal cords do not vibrate. Voiced consonants: /b/, /d/, /g/, /m/, /n/, /ŋ/, /l/, /r/, /j/, /w/. The vocal cords vibrate when pronouncing these consonants. One way to distinguish them is to place the fingers on the vocal cords and pronounce the consonant sounds simultaneously. If the vocal cords vibrate, it is a voiced consonant; if not, it is a voiceless consonant. 教学过程 1. Warming - up (5 minutes) Greet the students and have a short free talk about their school life, such as “Do you like your school? What is your favorite place in the school?” Play a short English song related to school, like “School Days”. While playing the song, ask students to listen carefully and try to find some words they are familiar with. After the song, invite several students to share the words they heard. This can create a relaxed learning atmosphere and lead in to the topic of school, also getting students ready for the pronunciation learning. 2. Presentation (15 minutes) Show the table of 14 groups of words with corresponding consonant letter phonetic symbols on the PPT. Point to the first group of words with the /p/ sound, for example, “pen”, “happy”, “cap”. Read the words slowly and clearly, and ask students to watch the mouth shape and listen carefully. Then let students imitate the pronunciation several times. Do the same for each of the 14 consonant sounds, emphasizing the correct pronunciation methods, such as the position of the tongue, lips, and whether the vocal cords vibrate. For some easily - confused consonant sounds, like /p/ and /b/, /t/ and /d/, /k/ and /g/, use the method of comparing and contrasting. Pronounce the pairs of consonants side by side, and ask students to feel the difference by placing their fingers on the vocal cords. Let students practice reading these pairs of consonants in words, for example, “pen - ben”, “tea - day”, “cup - gum”. Use tongue - position diagrams to show the pronunciation positions of some consonants, especially those that are difficult to understand only by listening, such as /ŋ/, /l/, /r/. Explain the diagrams to students and let them observe and imitate the pronunciation according to the diagrams. 3. Practice (15 minutes) Exercise 1: Similar Sound Word Discrimination Play the audio of 10 groups of words with similar sounds. Before playing, tell students to listen carefully and distinguish which consonant sound is different in each group. After playing, ask students to raise their hands to answer. For example, for the group “big - pig”, students should identify the different consonant sounds /b/ and /p/. Check the answers together and let students read the words in each group correctly. Exercise 2: Completing Words Present some incomplete words on the PPT, such as “_ook”, “atch”, “foo”. Ask students to fill in different consonant letters to make up words. Let them work in pairs to discuss and write down the words. Then invite several pairs of students to share their answers on the blackboard. For example, for “_ook”, they may come up with “book”, “look”, “cook”. Check the words and let students read them aloud to reinforce the pronunciation of the filled - in consonant letters. Exercise 3: Reading Sentences Show five sentences related to school on the PPT, such as “We can sing the English song in the music room.”, “Look left, then right, then left when you cross the road in front of the school gate.”. Ask students to read the sentences aloud, paying attention to the sounds of the consonants in bold. Walk around the classroom to listen to students' reading and correct their pronunciation mistakes in time. Then ask some students to read the sentences in front of the class, and give them positive feedback. 4. Consolidation and Extension (8 minutes) Divide students into groups of four. Give each group a set of word cards with words containing the 14 consonants learned today. Each group member takes turns to pick a card, read the word, and say a sentence using the word. For example, if a student picks the word “red”, he/she can say “I have a red pencil.”. The other group members listen and check the pronunciation. Have a competition. Write some words on the blackboard, but leave out some consonant letters. Divide the class into two teams. Team members from each team take turns to come to the blackboard and fill in the missing consonant letters. After filling in, they need to read the word correctly. The team that fills in more words correctly and reads them more accurately within a certain time wins. 5. Summary and Homework Assignment (2 minutes) Summarize the key points of this class, including the 14 consonant sounds, the difference between voiceless and voiced consonants, and the pronunciation rules. Ask students if they have any questions. Assign homework: Ask students to practice reading the words and sentences in the textbook related to this pronunciation part for 15 minutes at home. Ask students to find at least five new words with the 14 consonants learned today in their English reading materials (such as English storybooks or English newspapers) and write them down with their pronunciations and meanings. 教学反思 After this class, it is necessary to reflect on the teaching process. Firstly, in terms of teaching methods, using audio materials, tongue - position diagrams, and comparison methods are effective in helping students understand and master consonant pronunciations. However, for some students with weaker foundation, more individual guidance may be needed during practice. Secondly, in the group activities, most students actively participated, but there were still a few students who were a bit shy and less involved. In future classes, more encouragement and specific guidance should be given to these students to make them more actively engaged. Thirdly, regarding the time arrangement, the practice part might be a bit rushed, resulting in some students not having enough time to fully practice and master the pronunciation. In the next teaching, it is necessary to adjust the time allocation more reasonably to ensure that students can have sufficient practice time. Overall, continuous improvement of teaching methods and better attention to individual differences among students can enhance the teaching effect of English pronunciation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$