Unit+5+A+healthy+lifestyle+Period+4+pronunciation+教学设计 译林版（2024）七年级英语上册

译林版七年级上册Unit5“Ahealthylifestyle”Period4Pronunciation教学设计1.LearningsituationanalysisSeventhgradestudentsareinthebasicstageofEnglishlearning.TheyhaveacertainperceptionofthepronunciationandintonationofEnglish,buttheyhavenotyetformedasystematicunderstandingandaccuratepronunciationhabits.Atthisstage,studentshavestrongcuriosityandimitationability,andarewillingtoparticipateinvariousclassroomactivities.However,theymayhavesomecommonproblemsinpronunciation,suchasinaccuratepronunciationofvowelsandconsonants,andpoorgraspofstressandintonation.Atthesametime,theindividualdifferencesofstudentsarealsomoreobvious.Somestudentsmayalreadyhaveagoodphoneticfoundation,whileothersneedmoreguidanceandpractice.Therefore,intheteachingprocess,weshouldfullyconsidertheactualsituationofstudents,adoptavarietyofteachingmethodsandactivitiestomeettheneedsofstudentsatdifferentlevels,stimulatestudents'interestinlearning,andhelpthemgraduallyimprovetheirspeechlevel.2.TeachingcontentanalysisThethemeofthisunitis"Healthylifestyle",andthislessonisabouttheteachingofpronunciation,focusingonallowingstudentstomasterthepronunciationofsomecommonvowelsandconsonants,aswellasthestressofwordsandtheintonationofsentences.Throughlearning,studentscanreadoutwordsandsentencescorrectlyandimprovetheaccuracyandfluencyoforalexpression.Atthesametime,phoneticteachingalsohelpsstudentstobetterunderstandandrememberwordsandimprovetheirlisteninglevel.3.instructionalobjectives(1)Knowledgegoals1.Studentscancorrectlyreadanddistinguishbetweenthevowelsandconsonantsinvolvedinthislesson.2.Studentscanmasterthestressrulesofthewords,andcanreadoutthestressedsyllablescorrectly.3.Studentscanunderstandtheintonationofthesentence,andcanusethecorrectintonationinreadingaloud.(2)Capabilityobjectives1.Throughimitationandpractice,studentscanaccuratelyemitthevowelsandconsonantslearnedtoimprovetheaccuracyoforalexpression.2.Studentscanusethephoneticknowledgelearned,readwordsandsentencescorrectly,andimprovetheirreadingability.3.Studentscanbetterunderstandthecontenttheyhearandimprovetheirlisteninglevelaccordingtothephoneticknowledgelearnedinthelisteningpractice.(3)Emotionalgoals1.Cultivatestudents'interestinEnglishphoneticlearningandenhancetheirconfidenceinlearningEnglish.2.Letstudentsexperiencethefunoflearningandcultivateteamspiritincooperativelearning.4.Teachingisthekeyanddifficultpoints(1)Teachingfocus1.Correctpronunciationofvowels[e],[æ],[ʌ],andconsonants[p],[b],[t],[d].2.Thepositionandlawofthewordstress.3.Thetoneofgeneralquestionsandstatements.(2)Teachingdifficulties1.Distinguishthepronunciationofvowel[e]from[æ]and[ʌ].2.Masterthestresspositionofpolysyllabicwords.3.Usetheintonationofthesentencecorrectlyinpracticalcommunication.5.teachingmethod1.Demonstrationmethod:Throughtheteacher'sdemonstrationpronunciation,letthestudentsintuitivelyfeelthecorrectpronunciationandintonation.2.Imitationmethod:letthestudentsimitatetheteacher'spronunciation,practicerepeatedly,andcorrectthepronunciationerrors.3.Gamemethod:Bydesigninginterestinggameactivities,suchas"wordsolitaire"and"phoneticguessing",tostimulatestudents'interestinlearningandconsolidatethephoneticknowledgelearned.4.Cooperativelearningmethod:organizestudentstostudyingroups,correctpronunciation,completelearningtaskstogether,andcultivatestudents'cooperativespiritandindependentlearningability.Sixth,teachingprocess(1)Import1.PlayanEnglishsongorcartoon,letstudentspayattentiontothepronunciationandintonationwhileenjoyingit.2.Theteacherasked,"Didyounoticethepronunciationinthesong/animation?Howdoyouthinkitsounds?"Guidethestudentstothinkandanswerthequestions,soastointroducethetopicofthislesson——speech.(2)Vowelteaching1.Theteacherwritesthevowel[e],[æ],[ʌ]ontheblackboard,anddemonstratesthepronunciation,andletthestudentscarefullyobservetheteacher'smouthshapeandpronunciationparts.2.Studentsshouldimitatetheteacher'spronunciationandpracticereadingclosely.Theteacherpaysattentiontocorrectthestudents'pronunciationerrorsandletsthestudentspracticerepeatedlyuntiltheycanpronounceaccurately.3.Theteachershowssomewordscontainingvowel[e],[æ],[ʌ],suchas"bed","bad"and"cup",andletthestudentstrytoreadthesewordsandpayattentiontothepronunciationofvowel.4.Organizestudentstoconductgroupactivities,letstudentsreadoutthewordscontainingvowel[e],[æ]and[ʌ]toeachother,andcorrecttheirpronunciation.5.Theteacherwillemphasizethepronunciationcharacteristicsanddifferencesofvowel[e],[æ]and[ʌ],sothatthestudentscanpracticethepronunciationagain.(3)Consonantsoundteaching1.Theteacherteachesthepronunciationofconsonant[p],[b],[t],[t]and[d]inthesameway,andletsthestudentspayattentiontotheairflowandvocalcordvibrationwhenobservingthepronunciation.2.Studentsimitateandread,andteacherscorrectthepronunciation.3.Showthewordscontainingtheseconsonants,suchas"pen","ban","top","dog",andletthestudentspracticereadingaloud.4.Ingroupactivities,studentsreadwordstoeachotherandcorrecttheirpronunciation.5.Theteachersummarizesthepronunciationpointsofconsonant[p],[b],[t]and[d],andletsthestudentspracticeagain.(4)Wordstressteaching1.Theteacherexplainstheconceptandimportanceofwordstress,sothatthestudentscanunderstandtheroleofreadingsyllablesinwords.2.Showsomesingle,dualandpolysyllabicwords,suchas"cat","apple","interesting",andaskthestudentstofindoutthestressedsyllablesandtrytoreadoutthewords.3.Teacherssummarizetherulesofwordstress,suchasmonosyllabicwordsareusuallystressed,monosyllabicwordsaregenerallystressedinthefirstsyllable,andthestressofpolysyllabicwordsisusuallyinthethirdsyllablefromthebottom.4.Givesomewords,askthestudentstoreadthesyllables,readthewords,andcheckeachotherinthegroup.(5)Teachingofsentenceintonation1.Theteacherexplainstheintonationcharacteristicsofthegeneralquestionandstatement.Thegeneralquestionisusuallyusedraised,andthestatementisusuallylowered.2.Theteacherreadssomegeneralquestionsandstatementsentencesbydemonstration,sothatthestudentscanfeelthechangeofintonation.3.Studentsimitatereadingsentencesandpayattentiontotheuseofintonation.4.Ingroupactivities,studentsreadsentencestoeachotherandevaluatetoeachotherwhethertheintonationiscorrect.5.TheteacherplayssomeEnglishdialoguerecordings,letthestudentslistentotherecording,payattentiontotheintonationofthesentences,andimitatetherecordingtoreadaloud.(6)Consolidateexercises1.Wordsolitairegame:theteachergivesaword,suchas"bed",thestudentsstartwiththelastletter"d",afterawordcontainingthevowelorconsonantlearnedinthislesson,suchas"dog",inturn,toseewhichgroupreceivesthemostwords.2.Speechpuzzlegame:theteacherreadsaword,letthestudentsguessthewordthroughtheteacher'spronunciation,andsaythevowelorconsonantcontainedintheword,andreadthesyllables.3.Groupreadingcontest:Eachgroupwillselectaparagraphcontainingthephoneticknowledgelearnedinthislessontoread,andothergroupswillevaluateandselectthebestreadinggroup.(7)Classroomsummary1.Theteacherandthestudentswillreviewtheknowledgeofvowel,consonant,wordstressandsentenceintonationlearnedinthislesson.2.Letthestudentstalkabouttheirharvestandexperienceinthisclass,andwhatelseneedstobefurtherimproved.(8)Homeworkassignment1.Afterthestudentsgohome,readthewordsandsentencesinthetextbook,andrecordthemwiththerecordingequipment,andbringthemtoclasstosharewiththeirclassmatesthenextday.2.Letthestudentscollectsome