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译林版七年级上册 Unit 5“A healthy lifestyle”
Period 4 Pronunciation 教学设计
1. Learning situation analysis
Seventh grade students are in the basic stage of English learning. They have a certain perception of the pronunciation and intonation of English, but they have not yet formed a systematic understanding and accurate pronunciation habits. At this stage, students have strong curiosity and imitation ability, and are willing to participate in various classroom activities. However, they may have some common problems in pronunciation, such as inaccurate pronunciation of vowels and consonants, and poor grasp of stress and intonation. At the same time, the individual differences of students are also more obvious. Some students may already have a good phonetic foundation, while others need more guidance and practice. Therefore, in the teaching process, we should fully consider the actual situation of students, adopt a variety of teaching methods and activities to meet the needs of students at different levels, stimulate students' interest in learning, and help them gradually improve their speech level.
2. Teaching content analysis
The theme of this unit is "Healthy lifestyle", and this lesson is about the teaching of pronunciation, focusing on allowing students to master the pronunciation of some common vowels and consonants, as well as the stress of words and the intonation of sentences. Through learning, students can read out words and sentences correctly and improve the accuracy and fluency of oral expression. At the same time, phonetic teaching also helps students to better understand and remember words and improve their listening level.
3. instructional objectives
(1) Knowledge goals
1. Students can correctly read and distinguish between the vowels and consonants involved in this lesson.
2. Students can master the stress rules of the words, and can read out the stressed syllables correctly.
3. Students can understand the intonation of the sentence, and can use the correct intonation in reading aloud.
(2) Capability objectives
1. Through imitation and practice, students can accurately emit the vowels and consonants learned to improve the accuracy of oral expression.
2. Students can use the phonetic knowledge learned, read words and sentences correctly, and improve their reading ability.
3. Students can better understand the content they hear and improve their listening level according to the phonetic knowledge learned in the listening practice.
(3) Emotional goals
1. Cultivate students' interest in English phonetic learning and enhance their confidence in learning English.
2. Let students experience the fun of learning and cultivate team spirit in cooperative learning.
4. Teaching is the key and difficult points
(1) Teaching focus
1. Correct pronunciation of vowels [e], [ ], [ ], and consonants [p], [b], [t], [d].
2. The position and law of the word stress.
3. The tone of general questions and statements.
(2) Teaching difficulties
1. Distinguish the pronunciation of vowel [e] from [ ] and [ ].
2. Master the stress position of polysyllabic words.
3. Use the intonation of the sentence correctly in practical communication.
5. teaching method
1. Demonstration method: Through the teacher's demonstration pronunciation, let the students intuitively feel the correct pronunciation and intonation.
2. Imitation method: let the students imitate the teacher's pronunciation, practice repeatedly, and correct the pronunciation errors.
3. Game method: By designing interesting game activities, such as "word solitaire" and "phonetic guessing", to stimulate students' interest in learning and consolidate the phonetic knowledge learned.
4. Cooperative learning method: organize students to study in groups, correct pronunciation, complete learning tasks together, and cultivate students' cooperative spirit and independent learning ability.
Sixth, teaching process
(1) Import
1. Play an English song or cartoon, let students pay attention to the pronunciation and intonation while enjoying it.
2. The teacher asked, " Did you notice the pronunciation in the song / animation How do you think it sounds "Guide the students to think and answer the questions, so as to introduce the topic of this lesson —— speech.
(2) Vowel teaching
1. The teacher writes the vowel [e], [ ], [ ] on the blackboard, and demonstrates the pronunciation, and let the students carefully observe the teacher's mouth shape and pronunciation parts.
2. Students should imitate the teacher's pronunciation and practice reading closely. The teacher pays attention to correct the students' pronunciation errors and lets the students practice repeatedly until they can pronounce accurately.
3. The teacher shows some words containing vowel [e], [ ], [ ], such as "bed", "bad" and "cup", and let the students try to read these words and pay attention to the pronunciation of vowel.
4. Organize students to conduct group activities, let students read out the words containing vowel [e], [ ] and [ ] to each other, and correct their pronunciation.
5. The teacher will emphasize the pronunciation characteristics and differences of vowel [e], [ ] and [ ], so that the students can practice the pronunciation again.
(3) Consonant sound teaching
1. The teacher teaches the pronunciation of consonant [p], [b], [t], [t] and [d] in the same way, and lets the students pay attention to the airflow and vocal cord vibration when observing the pronunciation.
2. Students imitate and read, and teachers correct the pronunciation.
3. Show the words containing these consonants, such as "pen", "ban", "top", "dog", and let the students practice reading aloud.
4. In group activities, students read words to each other and correct their pronunciation.
5. The teacher summarizes the pronunciation points of consonant [p], [b], [t] and [d], and lets the students practice again.
(4) Word stress teaching
1. The teacher explains the concept and importance of word stress, so that the students can understand the role of reading syllables in words.
2. Show some single, dual and polysyllabic words, such as "cat", "apple", "interesting", and ask the students to find out the stressed syllables and try to read out the words.
3. Teachers summarize the rules of word stress, such as monosyllabic words are usually stressed, monosyllabic words are generally stressed in the first syllable, and the stress of polysyllabic words is usually in the third syllable from the bottom.
4. Give some words, ask the students to read the syllables, read the words, and check each other in the group.
(5) Teaching of sentence intonation
1. The teacher explains the intonation characteristics of the general question and statement. The general question is usually used raised, and the statement is usually lowered.
2. The teacher reads some general questions and statement sentences by demonstration, so that the students can feel the change of intonation.
3. Students imitate reading sentences and pay attention to the use of intonation.
4. In group activities, students read sentences to each other and evaluate to each other whether the intonation is correct.
5. The teacher plays some English dialogue recordings, let the students listen to the recording, pay attention to the intonation of the sentences, and imitate the recording to read aloud.
(6) Consolidate exercises
1. Word solitaire game: the teacher gives a word, such as "bed", the students start with the last letter "d", after a word containing the vowel or consonant learned in this lesson, such as "dog", in turn, to see which group receives the most words.
2. Speech puzzle game: the teacher reads a word, let the students guess the word through the teacher's pronunciation, and say the vowel or consonant contained in the word, and read the syllables.
3. Group reading contest: Each group will select a paragraph containing the phonetic knowledge learned in this lesson to read, and other groups will evaluate and select the best reading group.
(7) Classroom summary
1. The teacher and the students will review the knowledge of vowel, consonant, word stress and sentence intonation learned in this lesson.
2. Let the students talk about their harvest and experience in this class, and what else needs to be further improved.
(8) Homework assignment
1. After the students go home, read the words and sentences in the textbook, and record them with the recording equipment, and bring them to class to share with their classmates the next day.
2. Let the students collect some words and sentences containing the phonetic knowledge learned in this lesson, make a voice card, and show and communicate in the next class.
Teaching reflection
Through the teaching of this lesson, the students have a preliminary understanding and mastery of the vowel, consonant, word stress and sentence intonation. In the teaching process, we make full use of various teaching methods, such as demonstration method, imitation method, game method and cooperative learning method, to stimulate students' interest in learning and improve the classroom teaching effect. However, there are also some deficiencies in teaching, such as some students are not accurate enough to grasp the pronunciation of vowel, in the future teaching, it is necessary to strengthen the individual guidance of these students, at the same time, more practice activities should be designed, so that students can constantly improve their speech level in practice.

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