Unit 2 We're Family! Section A Pronunciation教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 2 We're Family!-Section A-Pronunciation 1. Overall Introduction This unit, themed around "Talk about family", falls within the "People and Society" category, specifically the "Social Services and Interpersonal Communication" theme group, with the sub - theme of "Harmonious Family and Community Life". The pronunciation part in Section A focuses on helping students master the correct pronunciation of specific vowel sounds (/ɜː/, /ə/, /ʌ/, /ɑː/) and understand the pronunciation rules of consonant clusters at the end of words (such as -s, -es, -’s). This knowledge will lay a solid foundation for students to improve their listening and speaking skills, and also enhance their reading accuracy. 2. Text Analysis Vowel Sounds: The unit introduces four vowel sounds: /ɜː/, /ə/, /ʌ/, /ɑː/. For /ɜː/, it is often pronounced by letter combinations like "er", "ir", "ur" in stressed syllables (e.g., "girl" /ɡɜːl/, "term" /tɜːm/). /ə/ is a weak vowel sound, commonly found in unstressed syllables with letter combinations such as "er", "or", "a", "e", "o", "u" (e.g., "visitor" /ˈvɪzɪtə/, "today" /təˈdeɪ/). /ʌ/ is pronounced with a slightly flat mouth shape, and letters like "u" in stressed closed - syllable words (e.g., "duck" /dʌk/) and some "o" and "ou" combinations (e.g., "come" /kʌm/, "cousin" /ˈkʌzn/) often make this sound. /ɑː/ has a wide - open mouth shape, and is pronounced by "ar" in most cases (except after "w") and "a" in some specific positions (e.g., "car" /kɑː(r)/, "class" /klɑːs/). Consonant Clusters at the End of Words: The pronunciation of -s, -es, -’s at the end of words depends on the preceding sound. After voiceless consonants, -s is pronounced as /s/ (e.g., "stops" /stɒps/); after voiced consonants and vowels, -s is pronounced as /z/ (e.g., "girls" /ɡɜːlz/). When following sounds like /s/, /z/, /ʃ/, /tʃ/, /dʒ/, -es is pronounced as /ɪz/ (e.g., "glasses" /ˈɡlɑːsɪz/). The possessive -’s has the same pronunciation rules as -s in this regard. 教学目标 1. Knowledge Objectives Students will be able to recognize and pronounce the vowel sounds /ɜː/, /ə/, /ʌ/, /ɑː/ accurately. Students will master the pronunciation rules of -s, -es, -’s at the end of words. Students will be able to identify the stressed syllables in words. 2. Ability Objectives Students can distinguish the different vowel sounds in listening materials and improve their listening comprehension ability. Students can pronounce words with correct vowel sounds and consonant clusters at the end of words, thus enhancing their speaking accuracy. Students can read words and short texts with appropriate stress, which will contribute to better reading fluency. 3. Emotional Objectives Stimulate students' interest in learning English pronunciation and cultivate their awareness of accurate pronunciation. Encourage students to be confident in speaking English and actively participate in classroom pronunciation activities. 教学重难点 1. Key Points The correct pronunciation of the vowel sounds /ɜː/, /ə/, /ʌ/, /ɑː/ and the corresponding letter or letter - combination rules. The pronunciation rules of -s, -es, -’s at the end of words. Identifying and marking the stressed syllables in words. 2. Difficult Points Distinguishing between similar vowel sounds, especially /ɜː/ and /ə/, /ʌ/ and /ɑː/. Applying the pronunciation rules of -s, -es, -’s correctly in various words, as the rules may seem complex for beginners. Developing an intuitive sense of word stress, as it requires students to understand the rhythm and intonation of English words. 1. Vowel Sounds /ɜː/: Pronunciation: The tip of the tongue touches the lower teeth, and the front part of the tongue is raised towards the palate. The lips are in a slightly flat and tense shape. Common letter combinations: "er" (e.g., "her" /hɜː/), "ir" (e.g., "bird" /bɜːd/), "ur" (e.g., "nurse" /nɜːs/), "or" (after "w", e.g., "word" /wɜːd/), "ear" (when followed by a consonant, e.g., "early" /ˈɜːli/) /ə/: Pronunciation: The tongue is flat in the mouth, and the middle part of the tongue is slightly raised. The lips are spread out into a flat shape, and the sound is pronounced softly. Common letter combinations: "er" (in unstressed syllables, e.g., "teacher" /ˈtiːtʃə/), "or" (in unstressed syllables, e.g., "doctor" /ˈdɒktə/), "a" (in unstressed syllables, e.g., "about" /əˈbaʊt/), "e" (in some words like "open" /ˈəʊpən/), "o" (in some words like "tomato" /təˈmɑːtəʊ/), "u" (in some words like "autumn" /ˈɔːtəm/) /ʌ/: Pronunciation: The tip and the two sides of the tongue touch the lower teeth slightly, and the front - back part of the tongue is raised. The mouth is in a slightly flat shape, and the lips are relaxed. Common letter combinations: "u" (in stressed closed - syllable words, e.g., "cup" /kʌp/), "o" (before "m", "n", "v", "th", e.g., "love" /lʌv/), "ou" (in some words, e.g., "enough" /ɪˈnʌf/) /ɑː/: Pronunciation: The mouth is opened wide, the tip of the tongue is away from the lower teeth, and the back part of the tongue is slightly raised. The sound is long and drawn - out. Common letter combinations: "ar" (except after "w", e.g., "car" /kɑː(r)/), "a" (before "f", "n", "ss", "sp", "st", e.g., "fast" /fɑːst/), "al" (before "f" or "m", e.g., "half" /hɑːf/) 2. Consonant Clusters at the End of Words -s: After voiceless consonants, pronounced as /s/, e.g., "looks" /lʊks/, "jumps" /dʒʌmps/ After voiced consonants and vowels, pronounced as /z/, e.g., "plays" /pleɪz/, "runs" /rʌnz/ -es: When following sounds like /s/, /z/, /ʃ/, /tʃ/, /dʒ/, pronounced as /ɪz/, e.g., "watches" /ˈwɒtʃɪz/, "boxes" /ˈbɒksɪz/ -’s (possessive): Follows the same pronunciation rules as -s, e.g., "Tom's" /tɒmz/, "teacher's" /ˈtiːtʃəz/ 3. Word Stress One - syllable words are usually stressed, and the stress mark is often omitted. In two - syllable words, if it is a verb, the stress is usually on the second syllable; if it is a noun or an adjective, the stress is usually on the first syllable. For example, "begin" /bɪˈɡɪn/ (verb), "father" /ˈfɑːðə/ (noun). In three - syllable words, the stress is often on the third - last syllable. If there is a suffix, the stress is usually on the second - last syllable. For example, "family" /ˈfæməli/, "interesting" /ˈɪntrəstɪŋ/. 教学过程 1. Warming - up (5 minutes) Teacher: Good morning/afternoon, class! Today, we are going to start a new journey in learning English. First, let's play a little game. I will show you some pictures of family members. You need to tell me the English words as quickly as possible. (Show pictures of father, mother, sister, etc. on the PPT) Students: Father! Mother! Sister! Teacher: Great! You all did a wonderful job. Now, let's think about this. English words are made up of letters, and these letters combine to form sounds. Today, we are going to focus on some important vowel sounds and pronunciation rules at the end of words. 2. Presentation of Vowel Sounds (12 minutes) Teacher: Look at the first vowel sound on the board, /ɜː/. Listen carefully to how I pronounce it. /ɜː/ (pronounce slowly and clearly). Now, follow me. /ɜː/ (lead students to repeat several times). This sound is often made by letter combinations like "er", "ir", "ur", "or" (after "w"), and "ear" (when followed by a consonant). For example, in the word "girl", the "ir" makes the /ɜː/ sound. Let's read "girl" together. /ɡɜːl/ (students repeat). Now, can you find some other words with the /ɜː/ sound? (Ask students to think and share) Students: Bird, nurse, term... Teacher: Excellent! Now, let's move on to the next vowel sound, /ə/. Listen to me. /ə/ (pronounce slowly). It's a very soft and weak sound. Follow me. /ə/ (students repeat). This sound appears in many unstressed syllables. For example, in the word "teacher", the second syllable "er" makes the /ə/ sound. Read "teacher" with me. /ˈtiːtʃə/ (students repeat). Can you think of more words with /ə/? Students: Doctor, about, open... Teacher: Well - done! Next is /ʌ/. Listen. /ʌ/ (pronounce clearly). The mouth shape is a bit different. Try to imitate me. /ʌ/ (students repeat). Words like "duck", the "u" in it makes the /ʌ/ sound. Let's read "duck". /dʌk/ (students repeat). Now, find some words with /ʌ/ by yourself. Students: Cup, come, mother... Teacher: Great job! Finally, /ɑː/. Listen carefully. /ɑː/ (pronounce with a long sound). This sound has a wide - open mouth. Follow me. /ɑː/ (students repeat). Words like "car", the "ar" makes the /ɑː/ sound. Read "car" with me. /kɑː(r)/ (students repeat). Now, who can give more examples? Students: Star, class, farm... 3. Practice of Vowel Sounds (8 minutes) Teacher: Now, I will give you a list of words. I want you to read them aloud and tell me which vowel sound each underlined part makes. For example, if I show "term", you should say "/ɜː/". Are you ready? (Show words on the PPT: bird, doctor, cup, car, about, nurse, mother, star) Students: Read the words one by one and identify the vowel sounds. Teacher: Check the answers with the students and correct any mistakes. Then, let's play a little competition. I will divide you into two groups. I will show a word, and the two groups take turns to answer the vowel sound. The faster and more accurate group gets a point. Let's start! 4. Presentation of Consonant Clusters at the End of Words (8 minutes) Teacher: After learning the vowel sounds, let's move on to the pronunciation of -s, -es, -’s at the end of words. Look at the board. When -s is after a voiceless consonant, it is pronounced as /s/. For example, in the word "stops", the "s" at the end is pronounced as /s/. Listen. /stɒps/ (pronounce). Repeat after me. /stɒps/ (students repeat). When -s is after a voiced consonant or a vowel, it is pronounced as /z/. For example, "plays", listen. /pleɪz/ (pronounce). Repeat. /pleɪz/ (students repeat). Teacher: Now, for -es. When the word ends with sounds like /s/, /z/, /ʃ/, /tʃ/, /dʒ/, we add -es, and it is pronounced as /ɪz/. For example, "watches". Listen. /ˈwɒtʃɪz/ (pronounce). Repeat. /ˈwɒtʃɪz/ (students repeat). And the possessive -’s has the same pronunciation rules as -s. For example, "Tom's", it is pronounced as /tɒmz/. Repeat. /tɒmz/ (students repeat). Teacher: Let's practice. I will show some words, and you tell me how to pronounce the -s, -es, or -’s at the end. (Show words on the PPT: likes, runs, boxes, watches, Tom's, girls) 5. Practice of Consonant Clusters at the End of Words (5 minutes) Teacher: Now, I will give you a passage. Read it aloud and pay attention to the pronunciation of -s, -es, -’s at the end of words. (Distribute the passage to students or show it on the PPT) After you finish reading, I will ask some of you to read it in front of the class. Students: Read the passage individually. Teacher: Select several students to read the passage aloud and correct their pronunciation if necessary. 6. Introduction of Word Stress (4 minutes) Teacher: Next, we are going to learn about word stress. In English, not all syllables in a word are pronounced with the same strength. One - syllable words are usually stressed, and we don't need to mark the stress. For example, "cat", "dog". Read them with a strong stress. "cat", "dog" (students repeat). Teacher: In two - syllable words, if it is a verb, the stress is usually on the second syllable. For example, "begin". Listen. /bɪˈɡɪn/ (pronounce). Repeat. /bɪˈɡɪn/ (students repeat). If it is a noun or an adjective, the stress is usually on the first syllable. For example, "father". Listen. /ˈfɑːðə/ (pronounce). Repeat. /ˈfɑːðə/ (students repeat). Teacher: In three - syllable words, the stress is often on the third - last syllable. For example, "family". Listen. /ˈfæməli/ (pronounce). Repeat. /ˈfæməli/ (students repeat). If there is a suffix, the stress is usually on the second - last syllable. For example, "interesting". Listen. /ˈɪntrəstɪŋ/ (pronounce). Repeat. /ˈɪntrəstɪŋ/ (students repeat). 7. Summary and Homework (3 minutes) Teacher: Today, we have learned a lot about English pronunciation, including four vowel sounds /ɜː/, /ə/, /ʌ/, /ɑː/, the pronunciation rules of -s, -es, -’s at the end of words, and word stress. Remember, correct pronunciation is very important for learning English. You need to practice more. Homework: Listen to the pronunciation part in the textbook recording for 15 minutes and imitate the pronunciation carefully. Make a list of 10 words for each vowel sound we learned today and mark the stress if it is a multi - syllable word. Read a short English passage and pay attention to the pronunciation of -s, -es, -’s at the end of words and word stress. Try to record your reading and send it to our class group. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $