Unit 7 A Day to Remember Section A（Pronunciation）教案2024-2025学年人教版（2024）七年级英语下册

课程基本信息

学科

英语

年级

七年级

学期

春季

课题

Unit 7 A Day to Remember-Section A（Pronunciation）

教学目标

1. Knowledge and Skills

Students can accurately identify and pronounce the two target intonation patterns: rising intonation in general questions and falling intonation in special questions and declarative sentences.

Students can master the pronunciation rules of linking sounds (/r/-linking and vowel-linking) that appear in the key sentences of this unit (e.g., "Did you have a good time?" "What did you do there?").

Students can apply the correct intonation and linking sounds to read the key sentences, dialogues, and short passages of Section A fluently and naturally.

Students can recognize the function of intonation in expressing meaning (e.g., rising intonation for inquiry and uncertainty, falling intonation for statement and certainty) and use it in simple oral communication.

2. Process and Methods

Through listening discrimination, imitation practice, and pair work, students will develop their ability to perceive and reproduce correct intonation and linking sounds.

By combining pronunciation practice with the context of "talking about past experiences," students will understand how pronunciation serves language communication and improve their integrated language skills.

With the guidance of the teacher and interaction with peers, students will learn to self-check and correct pronunciation errors, forming good language learning habits.

3. Emotional Attitudes and Values

Cultivate students' interest in English pronunciation and awareness of pursuing accurate and natural pronunciation.

Encourage students to participate in oral practice actively, enhance their confidence in speaking English, and develop the spirit of cooperation in pair/group activities.

Help students understand that good pronunciation is the basis of effective communication, laying a foundation for their future English learning.

重难点

1. Key Points

The correct pronunciation of rising intonation in general questions and falling intonation in special questions/declarative sentences.

The mastery of /r/-linking and vowel-linking rules in the key sentences of this unit.

The fluent reading of dialogues/passages with correct intonation and linking sounds.

2. Difficult Points

The flexible application of rising and falling intonation in different communicative contexts (avoiding mechanical imitation without understanding the functional meaning).

The accurate handling of linking sounds in fast speech (distinguishing between linked sounds and individual phonemes, avoiding "word-by-word reading").

The combination of pronunciation, stress, and rhythm to achieve natural and authentic oral expression.

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. Greeting and Daily Talk (2 minutes)

Teacher greets students with questions containing target intonation:

"Good morning, class! Did you have breakfast today? (rising intonation)

What did you eat for breakfast? (falling intonation)

It was sunny yesterday, right? (rising intonation)

How did you go to school this morning? (falling intonation)"

While students answer, the teacher pays attention to their intonation and gives simple comments (e.g., "Your answer is clear! But try to use a rising tone when I ask 'right?'").

2. Lead-in with Unit Context (3 minutes)

Teacher shows a picture of "a happy picnic" on PPT and says: "Look at this picture! They had a good time last weekend. This is a memorable day for them. Today, we will learn Unit 7 'A Day to Remember'. First, let's focus on pronunciation—because good pronunciation helps us talk about our memorable days clearly!"

Teacher plays a short audio clip: two students talking about their weekends with correct intonation and linking sounds.

Student A: "Did you go to the park yesterday? (rising)"

Student B: "Yes, I did. What did you do? (falling)"

Teacher asks: "Did you notice the difference in their voice when asking questions? Today, we will learn how to use correct intonation and linking sounds in such conversations."

Design Intention:

The daily talk uses questions with target intonation to let students perceive intonation differences unconsciously, laying a foundation for the formal teaching.

Combining the unit theme "A Day to Remember" in the lead-in connects pronunciation learning with the unit context, avoiding isolated phonetic practice and making students understand the practical significance of pronunciation.

The audio clip stimulates students' interest and curiosity, guiding them to focus on the teaching content.

Step 2: Presentation of Prepositions of Place and Target Sentences (7 minutes)

1. Intonation: Rising vs. Falling (7 minutes)

Presentation of Rising Intonation

Teacher shows the key sentence from Section A on PPT: "Did you have a good time? (general question)".

Play the standard audio twice: first, let students listen; second, ask them to follow and mimic the "upward" trend of the voice at the end.

Teacher explains with a waveform diagram: "Look at this line—it goes up at the end. This is rising intonation. We use it for general questions (yes/no questions) to ask for information."