资源简介

Unit 2 We're Family!-Section A（Pronunciation）
This pronunciation class in Unit 2 “We're Family!” of the new People's Education Press (2024) English textbook for Grade 7 focuses on several key aspects of English pronunciation. Students will first learn the pronunciation of the long vowels /ɑ /, / /, / /, /i /, /u / and the short vowels / /, / /, / /, / /, / /, /e/, / /. They will explore the common letters and letter combinations that produce these vowel sounds through various examples.
Moreover, the class delves into the pronunciation rules for the letter “s” at the end of words, such as /s/ after voiceless consonants, /z/ after voiced consonants or vowels, and / z/ after certain sounds like /s/, /z/, / /, /t /, /d /. Additionally, students will be introduced to the concept of stressed syllables in words, especially in disyllabic words, understanding which syllable should be emphasized when pronouncing.
To enhance students' pronunciation skills, a chant is incorporated, which contains words with the target vowel sounds and helps students practice pronunciation in a rhythmic and engaging way.
教学目标 Students will be able to accurately pronounce the long vowels /ɑ /, / /, / /, /i /, /u / and the short vowels / /, / /, / /, / /, / /, /e/, / /, and identify the common letters and letter combinations related to these vowel sounds. They can master the pronunciation rules of the letter “s” at the end of words and apply them correctly. Students will understand the concept of stressed syllables in disyllabic words and be able to mark and pronounce the stressed syllables accurately.
教学重难点 The correct pronunciation of the long and short vowels and the ability to associate them with relevant letters and letter combinations. Mastery of the pronunciation rules of the letter “s” at the end of words. Identification and correct pronunciation of stressed syllables in disyllabic words.
1. Vowel Sounds
Long Vowels
/ɑ /: as in “car” /kɑ (r)/, “star” /stɑ (r)/, letter combination “ar” (except after “w” where it's / / as in “war” /w (r)/); also “a” before “f”, “n”, “ss”, “sp”, “st” as in “fast” /fɑ st/, “class” /klɑ s/
/ /: “or” as in “for” /f (r)/, “horse” /h s/; “al” in most cases as in “ball” /b l/, “walk” /w k/
/ /: “er” in “her” /h (r)/, “term” /t m/; “ir” in “bird” /b d/, “girl” /ɡ l/; “ur” in “nurse” /n s/, “turn” /t n/; “or” after “w” as in “word” /w d/, “work” /w k/
/i /: “ee” in “bee” /bi /, “see” /si /; “ea” in “tea” /ti /, “sea” /si /; “e” in “he” /hi /, “she” / i / (in open syllables)
/u /: “oo” in “too” /tu /, “zoo” /zu /; “ue” in “blue” /blu /; “u” in “ruler” / ru l (r)/ (in open syllables)
Short Vowels
/ /: “u” in “cup” /k p/, “bus” /b s/; “o” before “m”, “n”, “v”, “th” as in “love” /l v/, “some” /s m/; “ou” in “touch” /t t /, “enough” / n f/
/ /: “o” in “dog” /d ɡ/, “box” /b ks/
/ /: “a” in “about” / ba t/, “again” / ɡen/; “e” in “open” / p n/, “lesson” / lesn/; “o” in “today” /t de /; “or” in “doctor” / d kt (r)/, “visitor” / v z t (r)/ (in unstressed syllables)
/ /: “i” in “big” /b ɡ/, “pig” /p ɡ/ (in closed syllables)
/ /: “oo” in “look” /l k/, “book” /b k/; “u” in “put” /p t/
/e/: “e” in “bed” /bed/, “red” /red/
/ /: “a” in “cat” /k t/, “map” /m p/
2. Pronunciation of “s” at the End of Words
/s/ after voiceless consonants: likes /la ks/, stops /st ps/, helps /helps/
/z/ after voiced consonants or vowels: loves /l vz/, plays /ple z/, boys /b z/
/ z/ after /s/, /z/, / /, /t /, /d /: buses / b s z/, watches / w t z/, boxes / b ks z/
3. Stressed Syllables in Disyllabic Words
Generally, in disyllabic nouns and adjectives, the first syllable is stressed: “father” / fɑ (r)/, “happy” / h pi/, “clever” / klev (r)/
In disyllabic verbs, the second syllable is often stressed: “begin” /b ɡ n/, “report” /r p t/, “discuss” /d sk s/
教学过程
1. Warming - up (5 minutes)
Greet the students as usual and then play a short English song related to family, such as “Family Song”. While playing the song, ask students to sing along if they know it. This can create a relaxed and enjoyable learning atmosphere, and also lead in to the topic of this unit “We're Family!”.
After the song, briefly review some family - related words that students have learned before, such as “father”, “mother”, “sister”, “brother” by showing flashcards and asking students to read them out quickly.
2. Presentation (15 minutes)
Vowel Sounds
Write the long vowels /ɑ /, / /, / /, /i /, /u / and the short vowels / /, / /, / /, / /, / /, /e/, / / on the blackboard. Explain the basic pronunciation methods of each vowel sound, for example, when pronouncing /ɑ /, the mouth should be wide open, the tongue is flat and retracted, and the vocal cords vibrate. Demonstrate the pronunciation several times while students watch the mouth shape and listen carefully.
Then give examples of words with each vowel sound. For /ɑ /, write “car”, “star”, “class” on the blackboard; for / /, write “for”, “horse”, “ball”. Let students repeat the words after you, emphasizing the vowel sound in each word.
Use the “TPR (Total Physical Response)” method. For example, when saying “jump like a frog” for the / / sound in “frog”, students jump while pronouncing the word. This can make the learning process more vivid and engaging.
Pronunciation of “s” at the End of Words
Present the three rules of the pronunciation of “s” at the end of words on the blackboard. Explain each rule with examples: “likes” /la ks/ (after the voiceless consonant /k/), “loves” /l vz/ (after the voiced consonant /v/), “buses” / b s z/ (after the sound /s/).
Write a series of words on the blackboard, such as “stops”, “plays”, “watches”, “dogs”, “books”, and ask students to read the words in pairs, paying attention to the pronunciation of “s” at the end. Walk around the classroom to monitor and correct their pronunciation.
Stressed Syllables in Disyllabic Words
Write several disyllabic words on the blackboard, divided into nouns/adjectives and verbs, for example, nouns/adjectives: “father”, “mother”, “happy”; verbs: “begin”, “report”, “discuss”.
Explain that generally, in disyllabic nouns and adjectives, the first syllable is stressed, while in disyllabic verbs, the second syllable is often stressed. Mark the stressed syllables with a “ ” on the blackboard.
Read the words aloud, exaggerating the stressed syllables, and let students listen and repeat. Then ask students to practice reading the words in groups, and each group selects a representative to read the words in front of the class.
3. Practice (15 minutes)
Vowel Sound Practice
Hand out a worksheet with a list of words. Instruct students to circle the vowel letters in each word and write down the corresponding vowel sound above the letter. For example, for the word “cake”, students circle “a” and write /e / above it. Walk around to assist students who may have difficulties.
After they finish, check the answers together as a class. Then ask students to read the words aloud, focusing on the correct pronunciation of the vowel sounds.
“s” Pronunciation Practice
Create a game called “Pronunciation Relay”. Divide the class into several groups. The first student in each group reads a word with “s” at the end, such as “likes”. The next student in the group has to quickly say another word with the same pronunciation of “s” at the end, like “stops”. If a student makes a mistake or can't come up with a word within a certain time limit, the group gets a minus point. The group with the most correct answers and the fewest mistakes wins.
Stressed Syllable Practice
Play a recording of a passage that contains many disyllabic words. Ask students to listen carefully and mark the stressed syllables of the disyllabic words in the passage on their worksheets. After listening, play the recording again, and students read the passage along with the recording, emphasizing the stressed syllables.
4. Chant (5 minutes)
Present the chant related to family activities on the blackboard or through a PPT. The chant might be like this:
“Father plays ball, / fɑ (r) ple z b l/
Mother reads book, / m (r) ri dz b k/
Sister draws picture, / s st (r) dr z p kt (r)/
Brother rides bike. / br (r) ra dz ba k/
Family members together, / f m li memb z t ɡe (r)/
Having fun every day. / h v f n evri de /”
Explain that this chant contains many words with the vowel sounds and stressed syllables they have learned. First, read the chant aloud slowly, showing the correct pronunciation and rhythm. Then let students repeat after you several times.
Divide students into two groups. One group reads one line, and the other group reads the next line, and then switch. This can make the chant - reading more interesting and help students practice pronunciation in a group - based way.
5. Summary and Homework (5 minutes)
Summary
Summarize the key points of this class with students, including the pronunciation of long and short vowels, the pronunciation rules of “s” at the end of words, and the stressed syllables in disyllabic words. Ask students to share what they have learned in this class.
Homework
Ask students to record themselves reading the chant at home and send the recording to the class group chat. They should pay attention to the correct pronunciation of vowel sounds, “s” at the end of words, and stressed syllables.
Let students find at least 10 new disyllabic words from their English books or other reading materials, mark the stressed syllables, and write down the pronunciation of each word.
教学反思
After this class, I need to reflect on several aspects. First, in terms of students' participation, did all students actively engage in the various activities If some students were left out, I should consider modifying the activity design in the future to make it more inclusive. For example, in the “Pronunciation Relay” game, some students might be too shy to participate due to fear of making mistakes. I could provide more encouragement and guidance before the game to boost their confidence.
Secondly, regarding students' understanding and mastery of knowledge, from the practice exercises and the chant - reading, I can observe whether students have truly grasped the pronunciation of vowel sounds, the rules of “s” pronunciation, and the stressed syllables. If many students still make mistakes in distinguishing similar vowel sounds like / / and /i /, I need to design more targeted practice activities, such as more listening discrimination exercises or mouth - shape imitation competitions.
Finally, in terms of teaching methods, were the “TPR” method, group - work, and game - based learning effective If not, I should explore other teaching methods or adjust the existing ones to better meet the learning needs of students. For instance, if the group - work during the chant - reading was not well - organized and some groups were chaotic, I need to clarify the group - work rules and procedures more clearly in the next class. Overall, continuous reflection and improvement are crucial to enhance the quality of English pronunciation teaching.

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