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

教学设计 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." Add more examples from Section A: "Were you late for school yesterday? Did she see a movie last night?" Teacher demonstrates, and students repeat in chorus, then individually (teacher corrects errors in time, e.g., "Tom, your voice didn't go up at the end—try again: 'Did she see a movie last night?'"). Presentation of Falling Intonation Teacher shows another key sentence: "What did you do there? (special question)". Play the standard audio twice, and guide students to notice the "downward" trend at the end. Teacher explains: "This line goes down—it's falling intonation. We use it for special questions (wh-questions) and declarative sentences to state facts or ask for specific information." Add examples: "I visited my grandparents. (declarative sentence) Where did he go last weekend? (special question)" Chorus repetition → pair repetition: One student points to the sentence, the other reads it with correct intonation; then switch roles. Discrimination Practice Teacher plays audio clips of 4 sentences (2 with rising, 2 with falling intonation) without showing the text. Students raise their left hand for rising, right hand for falling. After checking, teacher shows the sentences and asks students to read them aloud. 2. Linking Sounds: /r/-linking & Vowel-linking (3 minutes) Presentation of /r/-linking Teacher shows the sentence: "I looked for it everywhere." Play the audio and ask: "Do you hear 'looked for' as two separate words or one connected sound?" Explain the rule with phonetic symbols: "When a word ends with /r/ (and the /r/ is not pronounced alone) and the next word starts with a vowel sound, we link them with /r/. So 'looked for' is pronounced /lʊkt fɔː(r)/ → /lʊkt fɔːr/." Teacher demonstrates, students repeat. Presentation of Vowel-linking Teacher shows: "Did you have a good time?" Play the audio and ask: "How is 'Did you' pronounced? Is there a /j/ sound between them?" Explain: "When a word ends with a vowel sound and the next word starts with a vowel sound, we add a linking sound (/j/ or /w/) to connect them. 'Did you' → /dɪd juː/ (add /j/ between /dɪd/ and /juː/)." Another example: "Go away." → /ɡəʊ əˈweɪ/ (add /w/ between /ɡəʊ/ and /əˈweɪ/). Students repeat in chorus, then practice individually. Design Intention: Using waveform diagrams visualizes abstract intonation, helping students understand the "rising" and "falling" trends intuitively. Combining examples from the unit ensures that pronunciation practice is closely related to the textbook content, facilitating students' application in subsequent dialogue learning. Discrimination practice tests students' listening perception ability, while linking sound explanation uses "listening first, then explaining" to follow the principle of "perception before rules". Step 3: Pre-reading Activities 1. Intonation Practice: Sentence & Dialogue Level (6 minutes) Sentence-level Fill-in-the-Blank Teacher distributes worksheets with 8 sentences (4 general questions, 2 special questions, 2 declarative sentences) and blanks for "rising" or "falling". Students fill in the blanks individually, then listen to the audio to check. After that, they read the sentences aloud in pairs, and the teacher walks around to provide guidance. Dialogue Practice Teacher shows a short dialogue from Section A on PPT: A: Did you go to the zoo last Sunday? (rising) B: No, I didn't. I went to the museum. (falling) A: What did you see there? (falling) B: I saw many old paintings. They were great! (falling) Play the standard audio once, students listen. Teacher models the dialogue with a student, emphasizing intonation. Students practice in pairs: One plays A, the other plays B. They need to use correct intonation. After 3 minutes, 2-3 pairs perform in front of the class, and the teacher gives comments (e.g., "You used rising intonation in the general question very well! Next time, try to make the falling intonation in the declarative sentence more obvious."). 2. Linking Sounds Practice: Sentence & Phrase Level (6 minutes) Phrase-level Drills Teacher shows flashcards with phrases containing linking sounds: "looked for", "Did you", "go away", "far away", "here and there". Students take turns picking a flashcard and reading the phrase with correct linking sounds. The class judges if it's right. Teacher adds a rhythm beat: Students clap their hands and read the phrases in rhythm (e.g., clap looked clap for → /lʊkt fɔːr/). Sentence-level Integration Teacher writes 3 sentences on the blackboard, each containing both intonation and linking sounds: Did you look for your key everywhere? (rising intonation; /r/-linking in "look for") We went far away to have a picnic. (falling intonation; /r/-linking in "far away") Did you enjoy the party last night? (rising intonation; vowel-linking in "Did you") Students read the sentences silently first, marking intonation (↑ for rising, ↓ for falling) and linking sounds (⌒). Then, they read aloud individually. The teacher corrects typical errors (e.g., "Many of you forgot to link 'Did you'—remember to add /j/ between them: /dɪd juː/"). Design Intention: The practice is designed from "sentence" to "dialogue" and from "phrase" to "sentence", following the principle of "from simple to complex", which helps students consolidate the target points step by step. Worksheets and flashcards increase the interactivity of the class, and pair performance provides opportunities for students to display themselves, enhancing their learning motivation. Integrating intonation and linking sounds in the final sentence practice helps students form a holistic awareness of pronunciation, avoiding isolated practice of single points. Step 4: While-reading Activities 1. Semi-Controlled Practice: Complete the Dialogue (5 minutes) Teacher shows an incomplete dialogue on PPT, related to "talking about a memorable day" (consistent with the unit theme): A: _______ you have a memorable day last month? (general question, rising intonation) B: Yes, I did. I went to the beach with my family. A: _______ did you do there? (special question, falling intonation) B: We swam in the sea and ate seafood. It was delicious! A: Did you take any photos? (rising intonation) B: Yes. I looked _______ my camera just now, but I can't find it. (linking sound in "looked for") Students work in pairs to complete the dialogue (fill in the blanks with "Did", "What", "for") and practice reading it with correct intonation and linking sounds. Teacher provides help to pairs with difficulties, then invites 2 pairs to present. The class evaluates their pronunciation together. 2. Communicative Practice: Talk About Your Memorable Day (5 minutes) Teacher explains the task: "Now, let's talk about your own memorable day! Use the questions and sentences we learned. Remember to use correct intonation and linking sounds. For example: A: Did you have a memorable day last year? (rising) B: Yes, I did. I went to Beijing with my parents. A: What did you visit there? (falling) B: I visited the Great Wall. I looked for my friend there, but I didn't see her. (linking)" Students practice in groups of 2-3. They can use the sentence patterns on the PPT for reference, but need to talk about real experiences. Teacher walks around to observe, records good expressions and common errors, and gives on-site guidance (e.g., "Lily, when you say 'I looked for my friend', remember to link 'looked' and 'for'."). Design Intention: The semi-controlled dialogue connects pronunciation practice with grammar (past tense) and vocabulary of the unit, realizing the integration of language knowledge. The communicative practice requires students to use target pronunciation in real contexts, transforming "mechanical practice" into "meaningful communication", which helps them master the practical application of pronunciation. Encouraging students to talk about real experiences increases their participation and makes the class more vivid and close to life. Step 5: Summary & Homework (6 minutes) 1. Summary (1.5 minutes) Teacher leads students to review: "Today, we learned two important pronunciation points. What intonation do we use for general questions? (Students: Rising!) What about special questions and declarative sentences? (Students: Falling!) And we learned linking sounds—when do we use /r/-linking? (Students: When a word ends with /r/ and the next starts with a vowel!) Remember: Good pronunciation makes our English more natural and easy to understand!" Teacher plays a short "pronunciation review audio" (summing up key points with rhythm), and students repeat along. 2. Homework (1.5 minutes) Level 1 (Basic): Listen to the audio of Section A Pronunciation 3 times, and read the key sentences and dialogue aloud with correct intonation and linking sounds. Record your reading and send it to the class group. Level 2 (Improvement): Make a short dialogue (3-4 turns) about "your friend's memorable day" with your deskmate. Use at least 2 general questions (rising) and 2 special questions (falling), and include 1 linking sound. Level 3 (Extension): Watch a 1-minute English short video (e.g., "Peppa Pig" clip) and note down 2 sentences with rising intonation and 2 with falling intonation. Design Intention: The summary uses questions to guide students to recall actively, rather than the teacher's one-way lecture, which enhances their memory. The rhythmic audio makes the summary more interesting. Hierarchical homework meets the needs of students with different learning levels: basic homework consolidates the foundation, improvement homework focuses on application, and extension homework expands students' vision, realizing "differentiated teaching". 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $