资源简介

Unit 4 Amazing Plants and Animals-Section A-Pronunciation
【教学目标】
Language Ability: Master phonetic rules of stress, intonation, and word linking in sentences about plants/animals.
Cultural Awareness: Recognize how correct pronunciation aids cross-cultural communication in ecological discussions.
Thinking Quality: Analyze phonetic patterns (e.g., vowel/consonant combinations) to improve auditory discrimination.
Learning Ability: Develop self-correction skills through mimicking audio materials and peer feedback.
【教学重难点】
Differentiate stress in multi-syllabic words.
Pronounce consonant clusters correctly.
Apply intonation rules in declarative/interrogative sentences.
Avoid vowel sound confusion.
【教学过程】
一、课程导入
Teacher: Good morning/afternoon, class! In the last class, we started our journey into Unit 4 “Amazing Plants and Animals”. We learned about some really interesting plants and animals, like the moss, the blue whale, the redwood tree, and the cheetah. Can anyone tell me one amazing fact about the blue whale
Student: It’s the largest animal in the world.
Teacher: Exactly! Well done. Now, today we are going to focus on pronunciation. Pronunciation is very important in learning English. It helps us to communicate more clearly and also makes it easier for others to understand us. So, are you ready to improve your pronunciation skills
Students: Yes!
二、语音知识讲解
Teacher: First, let’s look at some vowel sounds. Here we have three groups of vowel sounds: /e /, /a /, / /. Look at the first group /e /. The letters or letter combinations that usually make this sound are a, ai, ay, and even sometimes ei. For example, in the word “whale”, we have the letter a making the /e / sound. Can you think of other words with the /e / sound Raise your hands.
Student: Rain.
Teacher: Great! “Rain” has the ai combination making the /e / sound. What else
Student: Day.
Teacher: Perfect. Now, let’s listen and repeat these words: whale, rain, day. Pay attention to how your mouth moves when you make this sound. (Teacher plays the audio or pronounces the words slowly, and students repeat)
Teacher: Now, for the /a / sound. The common letter or letter combinations are i, y, igh, and also ie sometimes. For instance, in the word “mice”, the i makes the /a / sound. Who can give another example
Student: Fly.
Teacher: Correct! “Fly” with the letter y. Let’s listen and repeat: mice, fly. Notice how the sound starts from the back of your mouth and moves forward. (Teacher plays the audio or pronounces, and students repeat)
Teacher: Moving on to the / / sound. The main letter combinations are oy and oi. For example, in the word “toy”, we have oy making the / / sound. Can you think of another word
Student: Boy.
Teacher: Excellent. Let’s repeat: toy, boy. Make sure to round your lips a bit when making this sound. (Teacher plays the audio or pronounces, and students repeat)
Teacher: Next, we have some consonant clusters. We have /bl/, /kl/, /gl/, /br/, /kr/, /gr/. When we pronounce consonant clusters, we need to say the two consonants very quickly one after another, without a pause in between. For example, in the word “black”, we have the /bl/ consonant cluster. Let’s listen and repeat some words with these consonant clusters. First, /bl/ - black, blow, blue. (Teacher plays the audio or pronounces, and students repeat)
Teacher: Now for /kl/ - clean, climb, clock. Notice how the /k/ and /l/ sounds blend together. (Teacher plays the audio or pronounces, and students repeat)
Teacher: Then /gl/ - glad, glass, globe. Try to say them smoothly. (Teacher plays the audio or pronounces, and students repeat)
Teacher: Moving on to /br/ - bread, bring, brown. Make the sounds quickly. (Teacher plays the audio or pronounces, and students repeat)
Teacher: For /kr/ - cross, cream, cry. Keep the flow of the two consonants. (Teacher plays the audio or pronounces, and students repeat)
Teacher: And finally, /gr/ - grass, great, grow. Practice saying these words with your partner for a minute. (Students practice with their partners)
三、语音练习 1
Teacher: Now, it’s time for an exercise. Look at the words on the screen. I want you to add one more word to each group according to the pronunciation we just learned. Let’s start with the /e / group. We have “whale, rain, stay”. Who can add another word
Student: Cake.
Teacher: Very good! “Cake” also has the /e / sound. Now for the /a / group - “mice, fly, high”. What word can you add
Student: Light.
Teacher: Correct! Now for the / / group - “toy, join, choice”.
Student: Boy.
Teacher: Good. Now for the /bl/ group - “black, blow, blue”.
Student: Block.
Teacher: Great. For the /kl/ group - “clean, climb, clock”.
Student: Class.
Teacher: Right. For the /gl/ group - “glad, glass, globe”.
Student: Glue.
Teacher: Well done. For the /br/ group - “bread, bring, brown”.
Student: Brush.
Teacher: Perfect. For the /kr/ group - “cross, cream, cry”.
Student: Crew.
Teacher: Correct. And for the /gr/ group - “grass, great, grow”.
Student: Green.
Teacher: Excellent job, everyone. Now, let’s listen to the correct answers and check. (Teacher plays the audio with the answers)
四、句子重音讲解
Teacher: Next, we are going to talk about sentence stress. Sentence stress can change the meaning of a sentence. There are three main types of sentence stress: sense stress, logical stress, and emotional stress. Usually, in a sentence, the words that we need to stress are content words, like nouns, verbs, adjectives, and adverbs. Function words, like prepositions, articles, and conjunctions, are usually not stressed. For example, in the sentence “I visited the redwood forests in California several times.”, the content words “visited”, “redwood”, “forests”, “California”, and “times” are usually stressed. Let’s listen to this sentence and pay attention to the stressed words. (Teacher plays the audio of the sentence)
Teacher: Now, if we want to emphasize a particular part of the sentence, we can use logical stress. For example, if I say “I visited the redwood forests in California several times.”, I am emphasizing that it was the redwood forests, not other forests. But if I say “I visited the redwood forests in California several times.”, I am emphasizing that it was in California, not in other places. Let’s practice this. I will say a sentence, and you tell me which part I am emphasizing. The sentence is “The cheetah runs the fastest among all land animals.” (Teacher says the sentence with different stresses)
Student: When you said “The cheetah runs the fastest among all land animals.”, you emphasized “cheetah”.
Teacher: Right. What about when I say it like this: “The cheetah runs the fastest among all land animals.”
Student: You emphasized “fastest”.
Teacher: Excellent. Now, let’s look at emotional stress. When we want to show strong feelings in our speech, we use emotional stress. For example, if we are really excited about something, we might say “That’s an amazing plant!” with a strong stress on “amazing”. Let’s practice some sentences with different types of stress.
五、语音练习 2
Teacher: Now, let’s do another exercise. I will give you some sentences. Read them aloud and try to put the correct stress on the words. The first sentence is “The blue whale is the largest and heaviest animal in the world.” (A student reads the sentence)
Teacher: Good. Which words did you stress
Student: “Blue whale”, “largest”, “heaviest”, “animal”, “world”.
Teacher: Very good. Those are the content words. Now, the second sentence: “I think the most useful plant in the world is bamboo.” (Another student reads the sentence)
Teacher: Great. Now, let’s change the stress in this sentence to emphasize “bamboo”. How would you read it (A student reads the sentence emphasizing “bamboo”)
Teacher: Perfect. Now, let’s work in pairs. Each pair gets a set of sentences. Practice reading the sentences with different stresses, and then switch roles. (Students work in pairs for a few minutes)
Teacher: Okay, let’s stop. Can a pair come to the front and show us how they practiced (A pair of students comes to the front and reads the sentences with different stresses)
Teacher: Well done, you two. Everyone, remember that correct sentence stress can make your English sound more natural and help you express your meaning more clearly.
六、课堂总结
Teacher: Class, today we learned a lot about pronunciation. We learned some vowel sounds like /e /, /a /, / / and consonant clusters /bl/, /kl/, /gl/, /br/, /kr/, /gr/. We also learned about sentence stress and how it can change the meaning of a sentence. Remember to practice these pronunciation skills at home. You can read English stories, listen to English songs, and try to imitate the pronunciation. Next class, we will continue to explore more amazing plants and animals, and we will also use the pronunciation skills we learned today. So, keep up the good work. That’s all for today. Class is over.

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