Unit 2 Neighbourhood Pronunciation 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 2 Neighbourhood-Pronunciation This lesson is from Unit 2 “Neighbourhood” of the 7th grade English textbook published by Yilin Press (2024). It focuses on the pronunciation part, mainly teaching students four different ways of linking sounds in English. Linking sounds is an important aspect of English pronunciation, which can make students' spoken English more fluent and natural. Through this lesson, students will learn to identify, understand and imitate the linking sounds in English texts, and master relevant pronunciation skills through a series of practice activities. 教学目标 Students can correctly identify the four types of linking sounds in English, namely: Linking a consonant sound with a vowel sound. For example, in the phrase “in an hour” /ɪn əˈnaʊə/, the “n” in “in” is linked with the “ə” in “an”. When the first word ends in -r or -re and the next word begins with a vowel sound, joining them together with an /r/ sound between them. Such as “here is” /ˈhɪər ɪz/. When the first word ends with a vowel sound and the next word begins with a vowel sound, joining them as if there were a /j/ or a /w/ sound between them. For instance, “we enjoy” /wiː ˈdʒɔɪ/. When two consonant sounds of two words meet, sometimes not pronouncing the first consonant sound. Like in “best time” /ˈbes(t) taɪm/. Students can accurately pronounce the key words related to the “neighbourhood” theme in this unit, such as “neighbour” /ˈneɪbə/, “community” /kəˈmjuːnəti/, “volunteer” /ˌvɒlənˈtɪə(r)/, etc., and master the stress positions and syllable divisions of these words (e.g., vol - un - teer /ˌvɒl - ən - ˈtɪə(r)/). 教学重难点 The four types of linking sounds rules in English and how to correctly apply these rules in words, phrases and sentences. Standard pronunciation of key words related to the “neighbourhood” theme, including correct pronunciation of vowels, consonants and accurate stress positions. 1 Key Words neighbour /ˈneɪbə/: A person who lives near another. community /kəˈmjuːnəti/: A group of people living in the same area. volunteer /ˌvɒlənˈtɪə(r)/: A person who freely offers to take part in an enterprise or undertake a task. check /tʃek/: To examine (something) in order to determine its accuracy, quality, or condition. broken /ˈbrəʊkən/: Past participle of “break”, meaning damaged and no longer in one piece or in working order. something /ˈsʌmθɪŋ/: An unspecified or unknown thing. 2 Linking Sounds Rules Rule 1: Linking a consonant sound with a vowel sound. For example: “stand up” /ˈstænd ʌp/ → /ˈstæn dʌp/ “look at” /ˈlʊk æt/ → /ˈlʊkæt/ Rule 2: When the first word ends in -r or -re and the next word begins with a vowel sound, join them together with an /r/ sound between them. For example: “far away” /ˈfɑː(r) əˈweɪ/ “for ever” /ˈfɔː(r) ˈevə(r)/ Rule 3: When the first word ends with a vowel sound and the next word begins with a vowel sound, join them as if there were a /j/ or a /w/ sound between them. For example: “go out” /ˈɡəʊ aʊt/ → /ˈɡəʊwaʊt/ (with /w/ sound) “see it” /ˈsiː ɪt/ → /ˈsiːjɪt/ (with /j/ sound) Rule 4: When two consonant sounds of two words meet, sometimes not pronouncing the first consonant sound. For example: “big cake” /ˈbɪɡ keɪk/ → /ˈbɪ(ɡ) keɪk/ “good day” /ˈɡʊd deɪ/ → /ˈɡʊ(d) deɪ/ 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then play a short video about a beautiful neighbourhood, showing various places like parks, supermarkets, libraries in the neighbourhood. While playing the video, the teacher can say some simple sentences related to what is shown, such as “Look, there is a park. It's very beautiful. And here is a supermarket.” After the video, ask students some simple questions about the video, like “What places did you see in the video?” to arouse their interest and lead in the topic of “neighbourhood”. 2 Presentation (12 minutes) First, write the phrase “in an hour” on the blackboard. Read it slowly first “in” /ɪn/, “an” /ən/, “hour” /ˈaʊə/, and then read it quickly “in an hour” /ɪn əˈnaʊə/. Ask students if they notice any difference when reading it quickly. Explain that this is a kind of linking sound in English, which is Rule 1: linking a consonant sound with a vowel sound. Give more examples like “stand up”, “look at” and let students imitate the pronunciation. Write the words “here is” on the blackboard. Read “here” /hɪə/, “is” /ɪz/, and then read them together “here is” /ˈhɪər ɪz/. Introduce Rule 2: when the first word ends in -r or -re and the next word begins with a vowel sound, we join them together with an /r/ sound between them. Provide more examples such as “far away”, “for ever” and have students practice reading. Write “we enjoy” on the blackboard. Read “we” /wiː/, “enjoy” /ɪnˈdʒɔɪ/, and then read “we enjoy” /wiː ˈdʒɔɪ/. Explain Rule 3: when the first word ends with a vowel sound and the next word begins with a vowel sound, we join them as if there were a /j/ or a /w/ sound between them. Give more examples like “go out” (with /w/ sound) and “see it” (with /j/ sound) for students to practice. Write “big cake” on the blackboard. Read “big” /bɪɡ/, “cake” /keɪk/, and then read “big cake” /ˈbɪ(ɡ) keɪk/. Teach Rule 4: when two consonant sounds of two words meet, sometimes we do not need to pronounce the first consonant sound. Offer more examples like “good day” and let students imitate. 3 Practice (15 minutes) Group Work: Divide students into groups of four. Give each group a set of cards with phrases or short sentences written on them. The phrases and sentences should contain different types of linking sounds. For example, “at home” (Rule 1), “there are” (Rule 2), “I am” (Rule 3), “next time” (Rule 4). Each group takes turns to pick a card and read the content on the card according to the correct linking sounds rules. Other group members listen and check if the pronunciation is correct. The teacher walks around the classroom to offer guidance and help. Listen and Repeat: Play a recording of a short passage about a neighbourhood. The passage contains many examples of the four types of linking sounds. Students listen carefully and repeat after the recording sentence by sentence, trying to imitate the linking sounds in the recording. After listening and repeating for several times, ask some students to read the passage aloud in front of the class. 4 Production (8 minutes) Storytelling: Ask students to create a short story about their neighbourhood in groups. Their stories should include at least five sentences with different types of linking sounds. After they finish writing the stories, each group selects a representative to tell the story in front of the class. While telling the story, the representative should pay attention to using the correct linking sounds. Other groups listen carefully and evaluate the pronunciation and the content of the story. Poem Reading: Give students a poem related to the neighbourhood. Ask students to read the poem aloud, paying attention to the linking sounds. They can first read it individually, and then read it in groups. Finally, several groups can perform the poem reading in front of the class. 5 Summary and Homework (5 minutes) Summary: Review the four types of linking sounds rules with students, and ask some students to give examples for each rule. Emphasize the importance of correct pronunciation and the use of linking sounds in making spoken English more fluent. Homework: Ask students to record themselves reading a passage about their neighbourhood, applying the linking sounds rules they learned today. They can send the recordings to the teacher through a learning platform. Let students find an English article about the community or neighbourhood, mark the places where linking sounds may occur, and read it to their family members. 教学反思 After this class, overall, students showed a certain degree of interest in learning linking sounds. The various activities such as group work, listening and repeating, storytelling and poem reading effectively motivated students to participate in the learning process. However, there are still some areas that need improvement. Some students still had difficulty in accurately applying the linking sounds rules, especially when dealing with the interference of their mother - tongue pronunciation habits. For example, in Rule 3, when adding the /j/ or /w/ sound between two vowels, some students found it hard to pronounce naturally. In future teaching, more targeted training and more vivid explanations are needed. For instance, more body language or visual aids can be used to help students understand the pronunciation change. In the group activities, although most students actively participated, there were still a few students who were relatively passive. In the future, a more effective evaluation mechanism can be established to encourage all students to actively participate in group work, such as giving group - based scores and individual scores, and emphasizing the importance of each student's contribution to the group. In terms of time management, the production part was a bit rushed. Some groups did not have enough time to fully prepare their stories or perfect their poem readings. Next time, the time allocation for each part can be more carefully adjusted to ensure that students have sufficient time to complete each task. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$