Unit 8 Once upon a Time-Section A（Pronunciation）教案 2024-2025学年人教版（2024）英语七年级下册

课程基本信息

学科

英语

年级

七年级

学期

春季

课题

Unit 8 Once upon a Time-Section A（Pronunciation）

教学目标

Students can accurately identify and master the pronunciation rules of linking sounds (including consonant-vowel linking, vowel-vowel linking with /j/ or /w/) and sentence stress & intonation (rising intonation for general questions, falling intonation for declarative sentences and special questions) in the target sentences of Section A.

Students can recognize the application of these pronunciation features in the key sentences of the unit, such as "Once upon a time, there was a little girl." and "Did she see a big wolf?"

Students can memorize the basic rules of linking sounds and sentence intonation related to the unit.

重难点

The rules and pronunciation of linking sounds in the target sentences (consonant-vowel linking, vowel-vowel linking with /j/ or /w/).

The application of sentence stress & intonation in different sentence types (rising intonation for general questions, falling intonation for declarative sentences and special questions) in the unit.

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 & Daily Talk (2 minutes)

The teacher greets students in English with natural pronunciation and intonation: "Good morning, class! How are you today?" "Did you have a good weekend?"

Invite 2-3 students to reply, and the teacher pays attention to their pronunciation and intonation, giving simple comments like "Your voice is clear, but try to raise your tone a little when answering 'Yes, I did'."

1.2 Activity 2: "Listen and Guess" (3 minutes)

The teacher plays two audio clips: one is the pronunciation of the sentence "There was a little girl." without linking sounds (with obvious pauses), and the other is the standard pronunciation with linking sounds.

Ask students: "Are these two pronunciations the same? Which one sounds more natural?"

After students' answers, the teacher leads in the topic: "Today we will learn about pronunciation skills that make our English sound more natural—linking sounds and sentence intonation."

Design Intention

The daily talk helps create a relaxed English learning atmosphere and connects with students' real life.

The "Listen and Guess" activity stimulates students' curiosity by comparing different pronunciations, letting them perceive the importance of good pronunciation intuitively and naturally lead in the teaching content.

Step 2: Presentation of Pronunciation Rules (12 minutes)

2.1 Part 1: Linking Sounds (7 minutes)

The teacher presents the concept of linking sounds on PPT: "Linking sounds mean we connect adjacent words in a sentence when speaking, so the speech is smooth and natural."

Introduce two common types of linking sounds combined with the key sentences of Unit 8:

Consonant-vowel (C-V) linking: When a word ends with a consonant sound and the next word starts with a vowel sound, we link them.

Example 1: "Once upon a time" → /wʌns əˈpɒn ə taɪm/ (link "Once" /wʌns/ and "upon" /əˈpɒn/; "upon" /əˈpɒn/ and "a" /ə/)

The teacher demonstrates the pronunciation first, then guides students to repeat. Use hand gestures (moving one hand from the consonant to the vowel) to help students understand the linking.

Example 2: "There was a wolf" → /ðeə wəz ə wʊlf/ (link "There" /ðeə/

and "was" /wəz/; "was" /wəz/ and "a" /ə/)

Let students practice in pairs, and the teacher walks around to correct.

Vowel-vowel (V-V) linking: When a word ends with a vowel sound /iː/ or /ɪ/ and the next word starts with a vowel sound, we add a /j/ sound to link them; when a word ends with /uː/ or /ʊ/ and the next word starts with a vowel sound, we add a /w/ sound.

Example 1: "She is happy" → /ʃiː jɪz ˈhæpi/ (add /j/ between "She" /ʃiː/ and "is" /ɪz/)

Example 2: "You are late" → /juː wɑː leɪt/ (add /w/ between "You" /juː/ and "are" /ɑː/)

The teacher uses flashcards to show the words and sentences, demonstrates the pronunciation, and lets students follow. Then, ask individual students to pronounce and give feedback.

2.2 Part 2: Sentence Stress & Intonation (5 minutes)

Sentence Stress: The teacher explains that in a sentence, some words are stressed (usually content words like nouns, verbs, adjectives) and some are unstressed (function words like articles, prepositions).

Example: "Once upon a time, there was a little girl." (Stress "little" and "girl")

The teacher claps hands when pronouncing stressed words to help students feel the stress, then asks students to practice with clapping.

Intonation: Introduce two basic intonations combined with sentence types in Unit 8:

Falling intonation: Used in declarative sentences and special questions.

Example 1 (declarative sentence): "She lived in a small house." ↘

Example 2 (special question): "Where did she go?" ↘

Rising intonation: Used in general questions.

Example: "Did she meet a hunter?" ↗

The teacher draws intonation curves on the whiteboard while