Unit 8 Let's celebrate! Pronunciation 教学设计 2025-2026学年译林版（2024）七年级英语上册

Unit 8 Let's celebrate!-Pronunciation This unit focuses on the topic of celebration, aiming to enable students to express their favorite festivals, reasons, and celebration methods. The "Pronunciation" part in this unit mainly focuses on helping students master the pronunciation rules of the consonant phonemes /w/ and /v/, and be able to distinguish their pronunciations in different words. Through various forms of practice such as word reading, sentence reading, and tongue twisters, students can improve their pronunciation accuracy and speaking fluency. 教学目标 Students can accurately identify and pronounce the consonant phonemes /w/ and /v/. Students are able to distinguish the different pronunciations of the letters and letter combinations w, wh, v in words. Students can correctly read words, sentences, and dialogues containing the phonemes /w/ and /v/. Through continuous practice, students' speaking fluency and pronunciation accuracy are improved, and their language sense is enhanced. 教学重难点 1. Teaching Key Points Master the correct pronunciation methods of the consonant phonemes /w/ and /v/. Be able to accurately distinguish and pronounce words with the letters and letter combinations w, wh, v. 2. Teaching Difficult Points Differentiate the similar pronunciations of /w/ and /v/, and avoid mispronunciations in actual speaking. Enable students to use the correct pronunciation to express themselves fluently in the context of festival discussions. 1. Pronunciation of /w/ The letter "w" and the letter combination "wh" often make the /w/ sound. For example: wait /weɪt/, walk /wɔːk/, wet /wet/, went /went/, warm /wɔːm/, what /wɒt/, worry /ˈwʌri/, water /ˈwɔːtə(r)/. When pronouncing /w/, push your lips forward and make your mouth round, and let the air flow out smoothly through the small gap between the lips. The vocal cords vibrate during pronunciation. 2. Pronunciation of /v/ The letter "v" usually makes the /v/ sound. For example: volleyball /ˈvɒlibɔːl/, violin /ˌvaɪəˈlɪn/, very /ˈveri/, view /vjuː/, van /væn/, video /ˈvɪdiəʊ/, voice /vɔɪs/, visit /ˈvɪzɪt/. When pronouncing /v/, the upper teeth gently touch the lower lip, and the air flows out through the gap between the upper teeth and the lower lip, causing friction. /v/ is a voiced consonant, and the vocal cords vibrate during pronunciation, with relatively weak air flow. 教学过程 1. Warming-up (5 minutes) Play an English song related to festivals, such as "Jingle Bells" for Christmas. While playing the song, show some pictures of festival celebrations on the PPT, including New Year's Day, Spring Festival, Christmas, etc. Let students enjoy the song and pictures, and feel the festive atmosphere. After that, randomly ask some students: "What festival do you see in the picture? Do you like this festival? Why?" Encourage students to express their opinions briefly in English. 2. Presentation (10 minutes) Presentation of /w/ sound Show a picture of a person waiting at a bus stop on the PPT, and ask students: "What is the person doing?" Guide students to answer "waiting", and then write the word "wait" on the blackboard. Read the word slowly and clearly, emphasizing the /w/ sound at the beginning, and let students listen carefully and imitate. Present more words with the /w/ sound one by one, such as "walk", "wet", "went", "warm", "what", "worry", "water", and lead students to read these words in groups. Explain the pronunciation method of /w/ again: push your lips forward and make your mouth round, and let the air flow out smoothly through the small gap between the lips. The vocal cords vibrate during pronunciation. Let students observe the words and find out the letters or letter combinations that make the /w/ sound. Guide them to conclude that the letter "w" and the letter combination "wh" often make the /w/ sound. Presentation of /v/ sound Show a picture of a person playing volleyball on the PPT, and ask students: "What sport is he playing?" Guide students to answer "volleyball", and then write the word "volleyball" on the blackboard. Read the word slowly, emphasizing the /v/ sound at the beginning, and let students listen and imitate. Present other words with the /v/ sound, like "violin", "very", "view", "van", "video", "voice", "visit", and lead students to read them. Explain the pronunciation method of /v/: the upper teeth gently touch the lower lip, and the air flows out through the gap between the upper teeth and the lower lip, causing friction. /v/ is a voiced consonant, and the vocal cords vibrate during pronunciation, with relatively weak air flow. 3. Practice (15 minutes) Word reading practice Write a series of words on the PPT, including some with the /w/ sound and some with the /v/ sound, such as "wait", "van", "walk", "voice", "wet", "visit", "went", "volleyball", "warm", "violin", "what", "very", "worry", "view", "water". Divide students into groups, and each group takes turns to read a word. The other groups listen carefully and judge whether the pronunciation is correct. If correct, give a "thumbs up"; if wrong, give a "thumbs down" and correct it. Organize a word - reading competition. Show words on the PPT quickly, and ask students to stand up and read them as fast as possible. The first student to read correctly gets a point for their group. The group with the most points at the end wins. Sentence reading practice Present some sentences containing the /w/ and /v/ sounds on the PPT, such as "I like to watch the volleyball game on TV." "Wendy is waiting for her friend very patiently." "We went to visit a very beautiful place last week." First, play the recording of these sentences, and let students listen and imitate, paying attention to the pronunciation of /w/ and /v/ in the sentences. Then, ask several students to read the sentences aloud. The rest of the students listen and evaluate their pronunciation, especially focusing on the correct pronunciation of /w/ and /v/. The teacher gives timely guidance and corrections. Tongue twister practice Show the tongue twister "Wendy and I are watching a New Year show. Two artists, Violet and William, are singing at the Window of the World. Both Violet and William have a very wonderful voice. They sing very well. Their song is about warm wishes for the new year." on the PPT. Play the recording of the tongue twister first, and let students listen and try to follow. Then, divide students into pairs. Each pair practices reading the tongue twister together, and tries to read it as fast and accurately as possible. Select several pairs to perform in front of the class, and the whole class votes for the pair with the best performance. 4. Consolidation (10 minutes) Dialogue practice Present a dialogue on the PPT about talking about favorite festivals. For example: A: Which festival in winter is your favorite? B: I like the Lantern Festival best. I like to visit the park very much. I can enjoy the colorful lantern show! First, play the recording of the dialogue, and let students listen and imitate, paying attention to the pronunciation of /w/ and /v/ in the dialogue. Then, ask students to form pairs, role - play the dialogue, and then create their own dialogues about favorite festivals. Encourage them to use as many words with /w/ and /v/ sounds as possible. Select several pairs to come to the front of the class and perform their dialogues. The rest of the students listen and evaluate whether they use the correct pronunciation of /w/ and /v/. Game - "Find the Difference" Prepare two sets of cards. One set of cards has words with the /w/ sound, and the other set has words with the /v/ sound. Divide students into two large groups. Each group sends a representative to come to the front. The teacher shows a card from one of the sets, and the two representatives need to quickly identify whether the word on the card has a /w/ or /v/ sound. The one who answers correctly first gets a point for their group. 5. Summary (3 minutes) Review the pronunciation methods of /w/ and /v/ with students. Invite some students to come to the blackboard and write down some words with /w/ and /v/ sounds respectively, and then read them aloud. Emphasize the importance of correct pronunciation in English learning, which can help them better understand and communicate with others. 6. Homework (2 minutes) Ask students to go home and record themselves reading a passage containing words with /w/ and /v/ sounds. They can choose a passage from the textbook or find one by themselves. Then send the recording to the class group for mutual listening and evaluation. Let students make a list of at least 10 words with /w/ and /v/ sounds respectively, and write down their pronunciations and Chinese meanings. 教学反思 After this class, students showed great interest in learning the pronunciation of /w/ and /v/. Through various forms of practice such as word reading, sentence reading, tongue twister practice, and dialogue practice, most students were able to master the correct pronunciation methods of these two phonemes to a certain extent. However, there were still some problems. For example, in the dialogue practice, some students still made mistakes in the pronunciation of /w/ and /v/ when expressing quickly, which indicated that they had not fully internalized the pronunciation rules. In future teaching, more targeted practice should be designed for students with pronunciation difficulties, such as individual tutoring and more intensive practice. In addition, more real - life situations can be created to let students use the correct pronunciation to communicate, so as to further improve their speaking ability and pronunciation level. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$