Unit 12 Better Together Preparing for the Topic Pronunciation 教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 12 Better Together-Preparing for the Topic-Pronunciation This pronunciation part in Unit 12 focuses on teaching students several important pronunciation aspects. It includes learning the pronunciation of specific phonetic symbols such as /ɜː/, /əʊ/, /uː/, /ɜː/, /jʊə(r)/, /ʃn/, /j/, /ɪ/, /aɪ/. Besides, students will also study the strong forms and weak forms of words in English sentences. There are four main activities in this section. Activity 1 helps students perceive the pronunciation of colored letters and letter combinations in a chant. Activity 2 is designed for students to summarize the pronunciation rules by reading aloud sounds and words. Activity 3 aims to improve students' accuracy in pronunciation by asking them to distinguish different pronunciations of the same letter combinations. Activity 4 allows students to experience the characteristics of strong and weak forms of words in sentences through reading and imitation. 教学目标 Knowledge Aim Students can accurately pronounce the phonetic symbols /ɜː/, /əʊ/, /uː/, /ɜː/, /jʊə(r)/, /ʃn/, /j/, /ɪ/, /aɪ/ and master the pronunciation rules of related letter combinations. Students can understand and identify the strong forms and weak forms of words in English sentences. Ability Aim Students can improve their pronunciation accuracy and fluency, and be able to pronounce new words correctly according to the learned rules. Students can enhance their listening comprehension ability by differentiating between different pronunciations. Emotional Aim Cultivate students' interest in learning English pronunciation and boost their confidence in speaking English. Promote students' awareness of the importance of correct pronunciation in effective communication. 教学重难点 Key Points Mastering the pronunciation of the given phonetic symbols and the corresponding letter combinations, such as r /ɜː/ (teamwork, word), w /əʊ/ (tomorrow, slow), ui /uː/ (juice, fruit), ur /ɜː/ (purpose, nurse), ure /jʊə(r)/ (pure, cure), tion /ʃn/ (nation, station), y /j/ (young, year), /ɪ/ (city, tidy), /aɪ/ (sky, fly). Understanding and correctly using the strong forms and weak forms of words in sentences. Difficult Points Distinguishing between similar pronunciations, for example, differentiating the different pronunciations of the same letter combinations in different words. Applying the rules of strong and weak forms appropriately in real - life speaking situations. Phonetic Symbols and Letter Combinations /ɜː/: Usually corresponds to letter combinations like "or" (worm, teamwork, word), "ur" (purpose, nurse, surf). /əʊ/: Represented by letter combination "ow" (snow, blow, slow, tomorrow). /uː/: Related to letter combination "ui" (suit, juice, fruit). /jʊə(r)/: Associated with letter combination "ure" (pure, cure). /ʃn/: From letter combination "tion" (action, education, nation, station). /j/: When "y" is at the beginning of a word, it is pronounced as /j/ (yellow, yes). /ɪ/: When "y" is at the end of some words, it is pronounced as /ɪ/ (city, many). /aɪ/: When "y" is at the end of some words, it can also be pronounced as /aɪ/ (cry, my). Strong and Weak Forms In English sentences, some words have strong forms and weak forms. For example, the preposition "for" has a strong form /fɔː(r)/ and a weak form /fə(r)/. In the sentence "—Which team did he play 'for? —He played for our school team.", the first "for" is in the strong form for emphasis, while the second one is in the weak form. 教学过程 Warming - up (5 minutes) Greet the students and start a simple free - talk. Ask students some questions like "What group activities did we talk about in the last class?" to review previous knowledge and lead in the topic of this class. Show some pictures of group activities on the PPT, such as football match, tree planting, spring picnic, etc., and let students recall and briefly describe these activities in English. Presentation (15 minutes) Activity 1: Play the chant in Activity 1 on the textbook. Let students listen carefully and pay attention to the pronunciation of the colored letters. Play it for the first time, and then ask students to read the chant individually, emphasizing the pronunciation of the key letters. After that, play the chant again, and students follow and repeat loudly, feeling the pronunciation of these letters and letter combinations. Activity 2: Present the sounds and words in Activity 2 on the PPT. First, play the recording of the sounds and words, and students listen and read aloud at the same time. Then, divide students into small groups. Each group is responsible for summarizing the pronunciation rules of one set of letter combinations, such as the group in charge of "or" /ɜː/ need to find out more words with this pronunciation and conclude the general rule. After that, each group reports their findings to the whole class, and the teacher makes a summary and supplements if necessary. Practice (15 minutes) Activity 3: Play the recording in Activity 3. Students listen and circle the words they hear. After listening, check the answers together. Then, choose some students to read the words aloud to check their pronunciation. To further practice, the teacher can present some similar words with different pronunciations of the same letter combinations on the PPT, and ask one student to read aloud these words, while the others try to identify the words they hear. Activity 4: Show the sentences in Activity 4 on the PPT. First, let students read the sentences by themselves and compare the strong forms and weak forms of the colored words. Then, play the recording, and students listen and imitate. Divide students into pairs. Each pair takes turns to read the sentences to each other, paying attention to the strong and weak forms. The teacher walks around the classroom to monitor and give guidance. Summary (5 minutes) Summarize the key points of this class with students, including the pronunciation rules of letter combinations and the strong and weak forms of words. Review some difficult points and common mistakes that students made during the class. Encourage students to practice the pronunciation after class, such as reading English texts aloud, imitating English audio materials, etc. Homework (5 minutes) Ask students to record themselves reading the chant in Activity 1 and the sentences in Activity 4, and send the recordings to the class group chat. Let students find at least five new words that contain the letter combinations learned in this class and mark their pronunciations. 教学反思 Positive Aspects The chant in Activity 1 successfully attracted students' attention at the beginning, making the class atmosphere active. Students were interested in listening and repeating, which effectively helped them perceive the new pronunciations. The group work in Activity 2 allowed students to actively participate in summarizing pronunciation rules. Through discussion and communication in groups, students' thinking ability and cooperation ability were improved. The practice activities in Activity 3 and Activity 4 provided students with sufficient opportunities to practice. The form of listening and circling words and pair - reading sentences was practical and helpful for students to master the pronunciation knowledge. Areas for Improvement In the process of group work in Activity 2, some students were a little shy to express their opinions, and the teacher should pay more attention to these students and encourage them to participate actively. When explaining the strong and weak forms of words in Activity 4, some students still had difficulty understanding the rules. Maybe more vivid examples and more practice time are needed in the future teaching. In the future, more real - life situations can be created to let students better apply the learned pronunciation knowledge in communication, so as to further improve students' language application ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$