Unit 6 A Day in the Life 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Unit 6发音教学，核心为八个摩擦音（/s/,/z/,/ʃ/,/ʒ/,/tʃ/,/dʒ/,/θ/,/ð/）及句子重音规则。导入通过复习日常活动词汇、图片描述旧知，结合含目标音的英文歌曲热身，搭建生活情境与发音学习的衔接支架。 特色在于生活化词汇贯穿始终，如“shower”“job”等贴近学生日常，通过单词分类、同伴互练提升语言能力，区分/s/与/θ/等易混音及归纳重音规则培养思维品质，录音作业与自主找词任务发展学习能力。助力学生准确发音、流利表达，也为教师提供系统教学流程与实用活动设计。

Unit 6 A Day in the Life Section A Pronunciation 教学设计 This section mainly focuses on the teaching of pronunciation. It introduces eight fricative sounds, namely /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/. Students will learn the pronunciation methods, vocal cord vibration conditions of these sounds, and the letters and letter combinations that represent them. In addition, the basic rules of sentence stress in English are also covered. The words and examples involved are closely related to daily life vocabulary, which helps students improve their pronunciation accuracy while enhancing their understanding of daily English expressions. 教学目标 1. Students will be able to master the correct pronunciation of the eight fricative sounds: /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/. 1. Students can identify the letters and letter combinations corresponding to these fricative sounds in words. 1. Students will understand the basic rules of sentence stress in English and be able to apply them in reading and speaking. 教学重难点 2. The correct pronunciation methods of the eight fricative sounds: /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/. 2. Recognizing and correctly pronouncing words with these fricative sounds, and being able to identify the corresponding letters and letter combinations. 2. Understanding the basic rules of sentence stress, such as that content words are usually stressed and function words are usually unstressed. 2. Distinguishing between easily - confused fricative sounds, such as /s/ and /θ/, /z/ and /ð/. 2. Helping students master the pronunciation skills through practice and make them able to use the correct pronunciation in sentences fluently. 1. Pronunciation of Fricative Sounds 3. /s/: A voiceless consonant. The tip of the tongue touches the lower gum lightly, the sides of the tongue are in close contact with the upper molars, and the air flows through the space between the blade of the tongue and the gum, making a fricative sound. The vocal cords do not vibrate when pronouncing. For example, "sun", "bus". 3. /z/: A voiced consonant. The tip of the tongue touches the lower gum lightly, the sides of the tongue are in contact with the upper molars, and the air flows through the space between the blade of the tongue and the gum, making a fricative sound. The vocal cords vibrate when pronouncing. For example, "zoo", "his". 3. /ʃ/: The lips protrude slightly forward, the tip and blade of the tongue rise to the upper gum, and a narrow passage is formed near the palate. The air passes through this passage, and the vocal cords do not vibrate when pronouncing. For example, "she", "fish". 3. /ʒ/: The lips protrude slightly forward, the tip and blade of the tongue rise to the upper gum, and a narrow passage is formed near the palate. The air passes through this passage, and the vocal cords vibrate when pronouncing. For example, "pleasure", "vision". 3. /tʃ/: The lips are slightly pouted, the tip and blade of the tongue rise to the upper gum, and the air rushes out from the gap between the tongue and the teeth. The vocal cords do not vibrate when pronouncing. For example, "teach", "match". 3. /dʒ/: The lips are slightly pouted, the tip and blade of the tongue rise to the upper gum, and the air rushes out from the gap between the tongue and the teeth. The vocal cords vibrate when pronouncing. For example, "job", "orange". 3. /θ/: The tip of the tongue touches the edge of the upper front teeth slightly, only 2 - 3 millimeters are extended, and the air is sent out from the narrow gap between the tongue and the teeth, forming a fricative sound. The vocal cords do not vibrate when pronouncing. For example, "thin", "thick". 3. /ð/: The tip of the tongue touches the edge of the upper front teeth slightly, only 2 - 3 millimeters are extended, and the air is sent out from the narrow gap between the tongue and the teeth, forming a fricative sound. The vocal cords vibrate when pronouncing. For example, "that", "these". 1. Sentence Stress Rules 4. Generally, content words such as nouns, main verbs, adjectives, and adverbs are stressed in a sentence. For example, in the sentence "I like 'English 'books", the words "like", "English", and "books" are stressed. 4. Function words such as articles (a, an, the), prepositions (in, on, at), conjunctions (and, but, or), and personal pronouns (I, you, he, she, etc.) are usually unstressed. For example, in the sentence "He goes 'to'school 'by 'bike", the words "to" and "by" are unstressed. 教学过程 I. Lead - in (5 minutes) 1. Greeting and Review 0. Greet the students with enthusiasm. Briefly review some daily - activity words from the previous class, like "get up", "have breakfast", "go to school". Write these words on the blackboard and randomly point to them, asking students to read them aloud quickly. This review can not only activate students' prior knowledge but also lead them into the context of daily life, which is closely related to this pronunciation class. 0. After that, show a simple picture of a student's morning routine on the PPT. Ask students to describe what the student is doing in the picture using the words they reviewed. For example, "The student is brushing teeth." or "He is getting dressed." This oral practice can warm up students' speaking muscles and prepare them for the following learning. 1. Warming - up for Pronunciation 0. Play a short and lively English - language song that contains some words with the fricative sounds to be learned in this class, such as /s/, /z/, /ʃ/, etc. While playing the song, ask students to listen carefully and try to catch any words they are familiar with. After the song, ask a few students to share the words they heard. This activity can arouse students' interest in pronunciation learning and create a relaxed learning atmosphere. II. Introduction of Fricative Sounds (8 minutes) 1. Presentation of Fricative Sounds 0. Write the eight fricative sounds /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/ on the blackboard. Use a pronunciation chart or a simple mouth - shape diagram to explain the pronunciation methods of each sound. For example, when introducing /s/, show students how to place the tip of the tongue slightly behind the upper teeth, and let the air flow out through the narrow gap, creating a hissing sound. Demonstrate the pronunciation several times, and ask students to watch your mouth shape carefully. 0. For each sound, give some simple example words. For /s/, words like "sun", "bus", "six"; for /z/, words like "zoo", "his", "has". Write these words on the blackboard next to the corresponding sounds. 1. Initial Practice 0. Ask students to imitate the pronunciation of the sounds and the example words after you. Walk around the classroom to monitor their pronunciation. If you notice students making mistakes, correct them immediately and give more demonstrations. 0. Then, divide students into pairs. Each pair takes turns to pronounce the sounds and the words. The partner listens and gives feedback. This pair - work can give students more opportunities to practice and also encourage peer - to - peer learning. III. Practice with Words and Phrases (10 minutes) 1. Word - reading Practice 0. Show a set of words on the PPT that contain the eight fricative sounds. These words can be related to daily life, such as "shower" (/ʃ/), "job" (/dʒ/), "thing" (/θ/), "these" (/ð/). Ask students to read these words aloud one by one. You can call on individual students to read to check their pronunciation. 0. After reading the words, group them according to the sounds. For example, put all the words with /s/ in one group, and those with /z/ in another. This classification can help students better distinguish and remember the sounds in different words. 1. Phrase - making and Pronunciation 0. Ask students to make phrases using the words they just read. For example, if they read "shower", they can make a phrase like "take a shower". Then, ask them to pronounce these phrases. This activity can not only reinforce the pronunciation of the sounds but also help students connect the words to real - life expressions. 0. Select some students to share their phrases and pronunciations with the class. Encourage other students to listen carefully and imitate. IV. Sentence Stress Introduction and Practice (8 minutes) 1. Explanation of Sentence Stress Rules 0. Write a simple sentence on the blackboard, such as "I like 'English 'books." Explain to students that in English sentences, not all words are pronounced with the same stress. Content words, like nouns ("English", "books"), main verbs, adjectives, and adverbs, are usually stressed. Function words, such as articles (a, an, the), prepositions (in, on, at), conjunctions (and, but, or), and personal pronouns (I, you, he, she, etc.), are usually unstressed. 0. Use a colored chalk or a marker to mark the stressed words in the sentence on the blackboard to make it more visible for students. 1. Sentence - reading Practice 0. Show several more sentences on the PPT. These sentences can be related to daily routines, like "I 'usually 'get up at'six 'o'clock." or "She 'has 'breakfast 'at 'home." Ask students to read these sentences, trying to stress the content words and unstress the function words. 0. Play the recording of these sentences. Let students listen carefully and imitate the stress patterns. After that, ask them to read the sentences again, and you can walk around to listen and give guidance. V. Summary (4 minutes) 1. Quick Review 0. Briefly review the eight fricative sounds and their pronunciation methods with students. Ask them to recall some example words for each sound. Then, summarize the basic rules of sentence stress in English. 0. Write the key points on the blackboard again for students to take notes if they need to. 1. Homework Assignment 0. Assign homework to students. Ask them to find at least 5 words with each of the eight fricative sounds in their English textbooks or other reading materials. They should write down these words and practice pronouncing them. 0. Also, ask them to record themselves reading 3 - 5 sentences with correct sentence stress. They can send the recordings to you via a learning - platform app or play them for their parents at home. This homework can help students further practice and consolidate the pronunciation knowledge they learned in this class. 学科网（北京）股份有限公司 $$