资源简介

Unit 3 My School-Section A-Pronunciation
【教学目标】
语言能力：掌握字母组合（如 oo, ch, sh）在单词中的发音规则，能准确拼读 school, teacher, fish 等词汇，提升语音辨识与朗读流畅度。
文化意识：通过发音练习感知英语国家校园场景的语言特点，对比中英语音差异（如 /sh/ 与汉语 “sh” 的发音位置）。
思维品质：归纳发音规律（如 oo 在 good 中发 / /，在 food 中发 /u /），培养自主发现与总结能力。
学习能力：运用音标标注、跟读模仿等策略巩固发音，形成良好的语音学习习惯。
【教学重难点】
重点：字母组合 ch（/t / 如 chair）、sh（/ / 如 shirt）、oo（/ / 与 /u /）的发音规则及例词拼读。
难点：区分 oo 在不同单词中的发音（如 book vs. moon），避免 ch 与汉语 “q” 发音混淆，通过听辨练习强化肌肉记忆。
【教学过程】
一、课程导入（Lead-in）
（一）开场介绍
Hello, everyone! Welcome to our English class. Today, we are going to start a new unit, Unit 3 My School. As you all know, school is an important part of our lives. We spend a lot of time here, learning, playing, and making friends. So, in this unit, we will talk about different aspects of our school. Now, let's begin our journey of exploring our school in English.
（二）图片展示与提问
Look at the big picture on the screen. It's a beautiful middle school. Can you see the tall buildings, the large sports field, and the students playing around Now, I have a few questions for you. First, who can tell me what they think the woman and the boy in the picture might be talking about Yes, you, please.
(Student answers)
Very good! They might be talking about the school, like where the classrooms are or what activities they can do here. And who can guess what places are in this school You, raise your hand so quickly. Go ahead.
(Student answers)
Great job! There are classrooms, a sports field, and maybe a library. You have sharp eyes. This picture shows a vivid school life scene, and I believe you all feel a strong connection to it because it's similar to our own school. Now, let's move on to learn more about the places in our school.
二、词汇学习（Let's guess）
（一）根据活动猜测场所
Now, class, I'm going to describe some activities, and you need to guess what places in the school these activities happen in. For example, if I say "students are having PE lessons and running, jumping", where do you think it is Yes, it's the sports field. Let's start. "Students are reading books, looking for information in books." Where could this be
(Students answer)
Exactly! It's the library. How about this one: "Teachers are preparing lessons, correcting students' homework." Where might this place be
(Student answers)
You got it! It could be the teachers' office. By doing this, we have learned some new words about places in the school. Now, let's read these words together. Library, sports field, teachers' office. Follow me.
(Students read after the teacher)
（二）学习方位介词及学校地图练习
Look at the map of Peter's school on the screen. We can see different places marked on it. Now, we are going to learn how to describe the positions of these places. We use sentence patterns like "A: Where is... B: It's in front of / behind / next to / across from...". Let me give you an example. If I ask "Where is the library ", and you can answer "It's next to the classroom building." Now, I will ask some questions, and you answer according to the map. Where is the sports field
(Student answers)
Very good! It's in front of the classroom building. Now, you two, practice this in pairs. One asks about the position of a place on the map, and the other answers. I will walk around and listen.
(Students practice in pairs)
（三）1a 练习巩固
Now, open your books to page XX, look at 1a. Here are some places in a school, and you need to talk about their positions with your partner using the sentence pattern we just learned. For example, "Where is the dining hall It's behind the art building." Start now.
(Students do the exercise in pairs)
Okay, time's up. Let's check some of your answers. Who wants to share your conversation with the class Yes, you two, come to the front and show us.
(Students come to the front and perform the conversation)
Well done! You used the sentence pattern correctly and clearly described the positions of the places.
三、听力训练（Let's listen）
（一）1b 听力任务一
Now, let's do some listening exercises. First, turn to page XX, look at 1b. There are three conversations. Before we listen, read the words of the places first, like classroom, teachers' building, shop. Try to predict what the conversations might be about. Now, listen carefully, and number the places in the order you hear them. Are you ready Here we go.
(Play the recording of 1b)
Okay, stop. Have you finished numbering Let's check the answers. What's the first place you heard Yes, raise your hand and tell me.
(Student answers)
Correct. It's the classroom. And the second one
(Student answers)
Good job. It's the teachers' building. And the last one
(Student answers)
That's right. It's the shop. Most of you got it right.
（二）1b 听力任务二
Now, listen again. This time, pay attention to the positions of the places. Read the sentences in 1c first, and predict what words should be filled in the blanks. For example, "________ is behind the sports field." Think about what place it could be. Now, listen and fill in the blanks.
(Play the recording of 1b again)
Time's up. Let's check the answers. What did you fill in the first blank Yes, you.
(Student answers)
Correct. It's "The classroom". And the second one
(Student answers)
Good. It's "The teachers' building". And the third one
(Student answers)
That's correct. It's "The shop". Well done, everyone.
（三）跟读与音节、重音感知
Now, let's listen to the conversations again and repeat after it. Pay attention to your pronunciation. Try to imitate the intonation and rhythm of the speakers.
(Play the recording of 1b for the third time, students repeat)
After repeating, let's analyze these words. Find out how many syllables there are in each word. For example, "classroom", it has two syllables, "class" and "room". And which syllable is stressed In "classroom", the first syllable "class" is stressed. Now, look at some other words like "teachers' building", how many syllables and which one is stressed Discuss with your partner for a minute.
(Students discuss)
Okay, time's up. Who wants to share your findings Yes, you.
(Student answers)
Great! "Teachers' building" has three syllables, and the first syllable "teach" is stressed. Now, let's move on to the next part.
（四）Pronunciation 2 练习
Look at the words in Pronunciation 2. First, read them by yourself and try to feel which syllable is stressed. Then, listen and repeat the words, and pay close attention to the stressed syllables. Also, notice the long and short vowel sounds. For example, in "sport", the vowel sound / :/ is a long vowel, and in "hot", the vowel sound / / is a short vowel. Let's start.
(Play the recording of Pronunciation 2, students listen and repeat)
Now, let's compare the long and short vowel sounds in these words. Take "food" and "foot" for example. "Food" has a long vowel sound /u:/, and "foot" has a short vowel sound / /. Say them together, "food, foot". Notice the difference. Repeat it a few times.
(Students repeat)
Very good. You are getting better at distinguishing long and short vowel sounds and stressed syllables.
四、对话练习（Let's dub）
（一）1c 对话练习
Now, let's practice the conversations in 1c. First, read the conversations with your partner. Try to understand the meaning and pay attention to the polite expressions like "Can I help you ", "Excuse me.", "Thank you." After that, I will ask some pairs to come to the front and act out the conversations.
(Students practice the conversations in pairs)
Okay, which pair wants to come to the front and show us your performance Yes, you two.
(Students come to the front and act out the conversation)
Well done! You pronounced the words clearly, used the polite expressions properly, and showed a good understanding of the conversation. Let's give them a big hand.
（二）配音活动
Now, we are going to have an interesting activity - dubbing. I will play a short video without sound, and the scenes in the video are about students asking for directions in the school, just like the conversations we learned. You need to dub for the people in the video according to what you have learned. First, watch the video silently to get a general idea of the scenes.
(Play the video without sound)
Now, in groups of four, discuss and assign roles for dubbing. Then, practice your lines. I will give you five minutes.
(Students discuss and practice in groups)
Time's up. Which group is ready to show your dubbing work Yes, group one, come to the front.
(Group one comes to the front and does the dubbing)
Wow, amazing! Your voices match the characters well, and your pronunciation and intonation are great. Let's watch the next group.
(Another group comes to the front and does the dubbing)
Well done, everyone. Through this activity, you have better mastered the conversations and improved your oral English skills.
五、发音规则讲解（Pronunciation Rules）
（一）元音 / :/ 与 / / 讲解
Now, let's focus on the pronunciation rules. First, look at the two vowel sounds / :/ and / /. For the long vowel / :/, like in the word "sport", when we pronounce it, our tongue should be a little bit back, and the back part of the tongue should be raised a little higher. The mouth shape is a medium circle, and the lips should be tightened and protruded forward. Watch me carefully. / :/. Now, you all try.
(Students imitate)
Good. Now, for the short vowel / /, as in the word "hot", the mouth opens very wide, it's the widest among English vowel sounds. The lips have a tightened feeling and are slightly rounded. Look at me. / /. Now, you practice.
(Students practice)
Let's compare them. Say "sport" and "hot" one after another. / : - /. Notice the difference in the mouth shape and the length of the sound. Repeat it several times.
(Students repeat)
（二）元音 /u:/ 与 / / 讲解
Next, we have another pair of vowel sounds, /u:/ and / /. The long vowel /u:/, like in "food", is the smallest round - lipped sound in English. When pronouncing it, don't use too much force, and don't stick your lips out too high. Watch me. /u:/. Now, you try.
(Students try)
Very good. Now, for the short vowel / /, as in "foot", it has a small round - lipped shape, and the opening of the mouth is a little bigger than that of /u:/. The lips are slightly raised. Look at me. / /. Now, you practice.
(Students practice)
Let's compare them. Say "food" and "foot" repeatedly. /u: - /. Pay attention to the difference in the mouth opening and the sound. Practice a few more times.
(Students practice)
（三）多音节词重音讲解
Now, let's talk about the stress of multi - syllable words. There are two common stress patterns for multi - syllable words. The first one is that the first syllable is stressed, and the other syllables are unstressed. For example, in the word "classroom", the first syllable "class" is stressed. Read it with me, "classroom". The second pattern is that the second syllable is stressed, and the other syllables are unstressed. For example, in the word "today", the second syllable "day" is stressed. Read it with me, "today". Now, I will give you some words, and you tell me which syllable is stressed. "library", which syllable is stressed
(Student answers)
Correct. The first syllable. How about "computer"
(Student answers)
Good. The second syllable. Now, practice reading these words with the correct stress.
(Students practice)
六、课堂总结（Summary）
Today, we have learned a lot in this class. We learned new words about places in the school, such as classroom, library, sports field, etc. We also learned how to use sentence patterns like "Where is... It's in front of / behind / next to / across from..." to describe the positions of these places. Through listening exercises, we improved our listening skills and learned to catch key information. In the pronunciation part, we learned two pairs of vowel sounds / :/, / /, /u:/, / / and the stress patterns of multi - syllable words. Remember to practice these pronunciation rules after class. And keep using the English we learned today to talk about our school.
七、作业布置（Homework）
For your homework today, first, read the conversations in 1c three times to make your pronunciation and intonation more natural. Second, make a list of at least five places in our school and write down their positions using the sentence pattern we learned. For example, "The playground is in front of the teaching building." Third, record yourself reading some words with the vowel sounds / :/, / /, /u:/, / / and multi - syllable words with correct stress, and send the recording to our class group. That's all for today's class. See you next time!

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