Unit 3 My School-Section A（Pronunciation）教案 2025-2026学年人教版（2024）英语七年级上册

课程基本信息

学科

英语

年级

七年级

学期

秋季

课题

Unit 3 My School-Section A（Pronunciation）

教学目标

1.1 Knowledge Objectives

Students can accurately identify and pronounce the target phonemes involved in this section, including short vowels, consonants, and possibly diphthongs that frequently appear in the vocabulary of "My School" topic (e.g., /ʌ/ in "bus", /i/ in "this", /s/ in "school", /k/ in "classroom").

Students can master the basic rules of word stress in the key words of this unit, such as stress positions in "library" (/ˈlaɪbrəri/), "computer" (/kəmˈpjuːtə(r)/), and "teacher" (/ˈtiːtʃə(r)/).

Students can understand and apply the intonation rules in simple interrogative sentences (both general and special questions) related to the school environment, e.g., rising intonation in "Is this your classroom?" and falling intonation in "Where is the library?".

1.2 Ability Objectives

Students can correctly read the new words and phrases of Unit 3 Section A with standard pronunciation and appropriate stress, such as "schoolbag", "classroom", "teacher’s desk", "in the library".

Students can use the correct intonation to ask and answer simple questions about the school, and conduct short oral interactions with peers.

Students can develop the ability to perceive and imitate pronunciation and intonation through listening and repeating activities, and gradually form good pronunciation habits.

1.3 Affective Objectives

Stimulate students' interest in learning English pronunciation, and help them realize the importance of good pronunciation for effective communication.

Cultivate students' cooperation awareness and teamwork spirit through pair work and group activities.

Enhance students' confidence in speaking English by mastering basic pronunciation skills.

重难点

2.1 Key Points

The accurate pronunciation of target phonemes (short vowels, common consonants) in the vocabulary of "My School" topic.

The correct mastery of word stress in key words of Unit

The application of appropriate intonation (rising and falling) in simple interrogative sentences about the school.

2.2 Difficult Points

Distinguishing and pronouncing easily confused phonemes, such as /ɪ/ and /iː/, /ʌ/ and /ɑː/.

Grasping the change of intonation in complex interrogative sentences or when the sentence structure is slightly adjusted.

Applying correct pronunciation, stress and intonation comprehensively in real oral communication scenarios.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up & Lead-in (5 minutes)

1.1 Activity 1: Greeting and Daily Talk (2 minutes)

Teacher greets students in English with vivid intonation: "Good morning, class! How are you today?" "Are you happy to have English class?"

Invite 2-3 students to respond, and correct their pronunciation and intonation gently if necessary, e.g., "Great! But remember, when we say 'I’m fine', the stress is on 'fine'."

1.2 Activity 2: "Guess the Place" Game (3 minutes)

Teacher shows pictures of school places (classroom, library, playground) one by one, and describes them with simple words and gestures, e.g., "It’s a big room. You can read books here. What is it?"

Students guess the words. After students give the correct answers, teacher writes the words on the blackboard and reads them twice, emphasizing the pronunciation of key phonemes and stress. For example, when reading "library",

teacher points to the stress mark and says: "/ˈlaɪbrəri/, stress on the first syllable."

Design Intention: The daily talk helps to create a relaxed English learning atmosphere and review the intonation of simple greetings. The "Guess the Place" game is closely related to the unit topic "My School", which can arouse students' interest in the topic, review the key vocabulary learned before, and naturally lead to the pronunciation teaching by emphasizing the pronunciation of words, laying a foundation for the following content.

Step 2: Presentation (10 minutes)

2.1 Activity 1: Phoneme Presentation (5 minutes)

Teacher introduces the target phonemes based on the vocabulary on the blackboard. Take "classroom" (/ˈklɑːsruːm/), "this" (/ðɪs/), "bus" (/bʌs/) as examples:

For the consonant /k/ in "classroom": Teacher demonstrates the pronunciation method - "Put your tongue at the back of your top teeth, block the air, then release it with a 'k' sound." Then leads students to repeat "k, k, classroom".

For the short vowel /ɪ/ in "this": Teacher compares it with the long vowel /iː/ (e.g., "see" /siː/), "When we say /ɪ/, our mouth is smaller and the sound is shorter. /ɪ/, this; /iː/, see." Let students feel the difference by touching their throats or observing the teacher’s mouth shape.

For the short vowel /ʌ/ in "bus": Teacher uses a picture of a bus and says, "The bus goes 'bʌs, bʌs'." Leads students to repeat and correct individual students’ pronunciation.

Teacher writes the phonemes and their example words on the blackboard, and marks the phonetic symbols.

2.2 Activity 2: Word Stress Presentation (3 minutes)

Take the words on the blackboard ("library", "computer", "teacher") as examples. Teacher uses different colors of chalk to mark the stressed syllables: "library" (wrong, correct is "library"), "computer", "teacher".