Unit 6 Celebrating the Big Days-Preparing for the Topic-Pronunciation 教学设计 2025-2026学年仁爱科普版英语七年级上册

Unit 6 Celebrating the Big Days-Preparing for the Topic-Pronunciation This lesson is from Unit 6 "Celebrating the Big Days" in the 7th - grade English textbook of Ren'ai Science Edition (2024). The focus is on pronunciation, aiming to help students master the pronunciation of certain letters, letter combinations, and the skill of liaison. The content includes learning the pronunciation rules of letters s, g, and letter combinations w, y, ear, ure, tr, dr, sh, ch, as well as practicing liaison in sentences. By the end of this lesson, students are expected to improve their pronunciation accuracy and reading fluency, laying a solid foundation for better English communication. 教学目标 Read wrds accrding t the rules f w, y, ear, ure, tr, dr, sh, ch, s, g, and write wrds frm dictatin with 80% accuracy. Use liaisns crrectly in simple sentences and read them with natural flw. Identify and retell the date and typical activities f Tmb-sweeping Day with key phrases. Appreciate the cultural cntext f Tmb-sweeping Day and express it in simple English. 教学重难点 Key pints: Applying the spelling-prnunciatin rules f w, y, ear, ure, tr, dr, sh, ch, s, g; liaisns. Extracting and stating the date and typical activities f Tmb-sweeping Day. Difficult pints: Using liaisns in cnfusing wrd sequences and expressing cultural cntext accurately. 1 Phonetic Symbols and Their Pronunciation /au/: Start with the /a/ sound and then glide to the /u/ sound. The lips change from wide - open to rounded. For example, in the word "brown", /bra n/. / /: Begin with the / / sound and smoothly move to the / / sound. The lips gradually round. For instance, in "go", / /. / /: First, pronounce / / and then quickly glide to / /. In the word "near", it is pronounced /n (r)/. /e /: Start with /e/ and glide to / /. As in "wear", /we (r)/. / /: Pronounce / / first and then glide to / /. For example, "sure", / (r)/. /tr/: Place the tip of the tongue against the upper gum ridge. The air breaks through the obstruction, making the voiceless consonant /tr/. In "tree", /tri /. /dr/: Similar to /tr/, but it is a voiced consonant. The vocal cords vibrate. In "dress", /dres/. / /: The tongue is in a position to make a hissing sound, like in "ship", / p/. / /: A voiced counterpart of / /, with the vocal cords vibrating. For example, in "pleasure", / ple (r)/. /t /: The tip of the tongue touches the upper gum ridge, and the air is forced out through the narrow space between the tongue and the hard palate, making a voiceless sound. In "chair", /t e (r)/. /d /: A voiced consonant, like in "job", /d b/. 教学过程 1 Warming - up (5 minutes) Play a simple English song, such as "Twinkle, Twinkle, Little Star". Let students enjoy the song in a relaxed and pleasant atmosphere and feel the intonation and rhythm of English. After the song, ask students some questions, like "What words did you hear clearly in the song?" "Did you notice any special sounds?" Guide students to pay attention to English pronunciation. 2 Presentation of Phonetic Symbols (10 minutes) Show the phonetic symbols /au/, / /, / /, /e /, / /, /tr/, /dr/, / /, / /, /t /, /d / on the blackboard or through multimedia. Explain the pronunciation methods of each phonetic symbol in detail. Demonstrate with mouth shapes and tongue positions. For example: For /au/, say "Now, watch my mouth. First, open your mouth wide like you're saying 'ah', and then quickly round your lips to say 'oo'." For /tr/, "Put your tongue here (show the position on the upper gum ridge), and then let the air burst out like this." Let students imitate the teacher's pronunciation and practice each phonetic symbol several times. Walk around the classroom to correct students' pronunciation mistakes in time. 3 Word Reading (10 minutes) Present words containing the learned phonetic symbols, such as brown, toy, near, wear, sure, tree, dress, ship, goat, chair, job, etc. Read the words aloud one by one, emphasizing the pronunciation of the relevant phonetic symbols. For example, when reading "brown", say "b - r - ow - n, /bra n/, pay attention to the /au/ sound." Divide students into groups of four. Let them take turns reading the words in the group. Each group member corrects the pronunciation of others. Then, invite some groups to show their reading in front of the class. 4 Introduction to Liaison (5 minutes) Explain the concept of liaison to students. Use simple language, like "Liaison means when we read two words together, if the first word ends with a consonant and the second word starts with a vowel, we link them up to make our reading more fluent." Give some examples of sentences with liaison, such as "an apple" / n pl/, "come in" /k m n/, "look at it" /l k t t/. Read the sentences with and without liaison, and let students listen carefully to feel the difference. Let students imitate the teacher's reading of these sentences with liaison. 5 Consolidation Exercises (10 minutes) Activity 3 in the textbook: Let students read the words in Activity 3 first. Then, play the recording. Students listen and tick the correct pronunciation they hear. After that, let them follow the recording and imitate the pronunciation. Check students' exercise results and give timely feedback and guidance. Activity 4 in the textbook: Students read the sentences in Activity 4 aloud, paying attention to the application of liaison. Play the recording, and let students compare their reading with the recording. They can make improvements according to the standard pronunciation in the recording. Walk around the classroom to monitor students' reading and help those who have difficulties. 6 Summary (5 minutes) Review the phonetic symbols and liaison rules learned in this class. Invite students to summarize the key points of pronunciation and liaison skills. For example, ask "Who can tell me how to pronounce /au/ correctly?" "What are the two main situations of liaison?" Encourage students to listen to more English, read English texts aloud, and pay attention to the accuracy of pronunciation and intonation after class. 教学反思 Through this class, students have initially recognized and mastered the learned phonetic symbols. Most students can correctly read words containing these phonetic symbols. In the practice of liaison rules, some students can gradually apply them in reading sentences, but there are still some students who have difficulties in accurately pronouncing similar phonetic symbols and smoothly using liaison rules. In the teaching process, although various teaching methods such as demonstration, imitation, and group practice have been used, some students may still lack sufficient individual practice opportunities. In the future, more attention should be paid to students' individual differences, and more targeted guidance should be provided. For example, for students with poor pronunciation, extra after - class tutoring can be arranged. The use of songs and group activities has effectively mobilized students' enthusiasm for learning, but it can be further optimized. For instance, more interesting pronunciation - related games can be designed to make the learning process more attractive and help students better master pronunciation knowledge. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$