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Unit 6 A Day in the Life-Section A Pronunciation
This section of Unit 6 in the 2024 People's Education Press English textbook for Grade 7 focuses on pronunciation. It mainly introduces eight fricative sounds: /s/, /z/, / /, / /, /t /, /d /, /θ/, / /. Students will learn the pronunciation methods, vocal cord vibration conditions of these sounds, and the letters and letter combinations that represent them. Additionally, the concept of sentence stress in English is also covered. The content is closely related to the theme of "A Day in the Life", and the words and examples used are often related to daily life vocabulary, helping students improve their pronunciation accuracy while enhancing their understanding of daily life expressions in English.
教学目标 Students will be able to master the correct pronunciation of the eight fricative sounds: /s/, /z/, / /, / /, /t /, /d /, /θ/, / /. Students can identify the letters and letter combinations corresponding to these fricative sounds in words. Students will understand the basic rules of sentence stress in English.
教学重难点 A. Key Points The correct pronunciation methods of the eight fricative sounds: /s/, /z/, / /, / /, /t /, /d /, /θ/, / /, including the position of the tongue, lips, and the vibration of the vocal cords. Recognizing and correctly pronouncing words with these fricative sounds, and being able to identify the corresponding letters and letter combinations. Understanding and applying the basic rules of sentence stress. B. Difficult Points Helping students clearly distinguish between some easily confused fricative sounds, such as /s/ and / /, /z/ and / /, /θ/ and / /. Training students to naturally use correct sentence stress in continuous oral English, as it requires a good sense of language and more practice.
In general, content words such as nouns, main verbs, adjectives, and adverbs are stressed in a sentence. For example, in the sentence "I like 'English 'books", the words "like", "English", and "books" are stressed.
Function words such as articles (a, an, the), prepositions (in, on, at), conjunctions (and, but, or), and personal pronouns (I, you, he, she, etc.) are usually unstressed. For example, in the sentence "He goes 'to'school 'by 'bike", the words "to" and "by" are unstressed.
教学过程
A. Lead - in (5 minutes)
Greet the students as usual.
Show some pictures of students' daily activities, such as getting up, having breakfast, going to school, etc. on the PPT. Then ask students: “What are they doing And what time do you usually do these things ” Encourage students to answer in English. This activity can arouse students' interest and recall their prior knowledge about daily activities and time expressions.
B. Pre - listening (5 minutes)
Present the picture on Page 61. Ask students to observe the picture carefully and answer the following questions:
What are the two people doing in the picture (Possible answer: They are talking.)
Where are they (Possible answer: They are at school, maybe in the corridor.)
What's their relationship Are they friends or strangers (Possible answer: They seem to be strangers. The girl might be a reporter interviewing the boy.)
Let students predict what the conversation between them might be about. Then introduce that the girl is Lu Jiaqi, a school reporter, and she is interviewing Tom about his school day routine.
C. While - listening (10 minutes)
Activity 2a
Tell students they are going to listen to the conversation between Lu Jiaqi and Tom. Before listening, ask them to look at the blanks in 2a and predict what kind of information they need to fill in (time expressions).
Play the recording for the first time. Students listen carefully and try to catch the key information.
Play the recording again. This time, students fill in the blanks with the information they hear. The blanks are:
I have breakfast at about ten past seven. Then I go to school at 7:50.
When do you go home Around five.
I have dinner at half past six. Then I do my homework.
When do you usually go to bed At half past nine.
Check the answers with the whole class. Invite several students to read out their answers, and then play the recording one more time for students to check.
Activity 2b
Ask students to read the conversation in 2a quickly and answer the three questions in 2b:
What does Jiaqi ask Tom about (She asks Tom about his school day routine.)
How long does Tom stay at school (First, calculate the time he goes to school at 7:50 a.m. and goes home at 5:00 p.m. It's about nine hours.)
Why does Tom go to bed early (Because he believes the saying “Early to bed, early to rise” which is good for his health.)
Let students discuss their answers in pairs first, and then ask some pairs to share their answers with the class. Explain any difficult points if necessary.
D. Reading and Understanding (10 minutes)
Activity 2c
Ask students to read the conversation in 2a again carefully and complete Tom's school day timetable. The timetable should include the following:
6:45 a.m. - get up
7:10 a.m. - have breakfast
7:50 a.m. - go to school
5:00 p.m. - go home
Before dinner - play basketball
6:30 p.m. - have dinner
After dinner - do homework
9:30 p.m. - go to bed
Walk around the classroom to help students who have difficulties. Then check the answers with the whole class. Show the completed timetable on the PPT for students to compare.
Language Points Explanation
Explain some important language points in the conversation:
“Early to bed, early to rise!” 早睡早起！“rise” here means “get up”.
The usage of “ask”:
ask sb. about sth. 询问某人某事，e.g., Lu Jiaqi asks Tom about his school day routine.
ask sb. for sth. 请求某人给予某物，e.g., He asks me for a pen.
ask sb. to do sth. 请求某人做某事，e.g., The teacher asks us to read English every day.
The usage of “stay”:
stay as a verb means “remain, not leave”. e.g., I stay at home on weekends.
It can also mean “keep a certain state”, e.g., Stay healthy.
E. Role - play and Practice (10 minutes)
Activity 2d
Ask students to listen to the conversation in 2a one more time and pay attention to the stressed words. Explain that in English, we usually stress the content words such as nouns, verbs, adjectives, and adverbs.
Divide students into pairs. One student acts as Lu Jiaqi and the other acts as Tom. They role - play the conversation, trying to imitate the pronunciation, intonation, and stress they heard in the recording.
Walk around the classroom to monitor and offer help. Then invite several pairs to come to the front of the class and perform the role - play for the whole class. Give them some praise and encouragement.
Activity 2e
Present the list of daily activity phrases on the PPT, such as “get up, have breakfast, go to school, play games, watch TV, etc.”
First, ask students to use the given dialogue template to ask a partner about his or her school day routine. The template can be like this:
A: What time do you usually get up
B: I usually get up at...
A: When do you go to school
B: I go to school at...
Students take turns to ask and answer questions and record their partner's information.
Then, ask students to write a report about their partner's school day routine using the third - person form. For example: “This is Tom's school day routine. He gets up at 6:45 a.m. Then he has breakfast at 7:10 a.m. He goes to school at 7:50 a.m....”
Ask several students to read out their reports to the class.
F. Summary and Homework (5 minutes)
Summary
Summarize the key words, phrases, sentences, and grammar points learned in this class with the students. Review the differences between “what time” and “when”, and the expressions of daily activities and time.
Emphasize the importance of reasonable time management and good living habits.
Homework
Ask students to write a passage about their own school day routine, including at least 8 sentences.
Ask students to listen to the conversation in 2a several times after class to improve their listening skills.
教学反思
After this class, students showed a certain level of enthusiasm in discussing daily life topics. Most students were able to master the key words, phrases, and sentences, and could use them to ask and answer questions about daily routines. However, there are still some aspects that need improvement.
In the listening part, some students had difficulty in catching the exact time expressions. Maybe more pre - listening guidance and practice on predicting the content are needed in future classes.
When it came to the usage of “what time” and “when”, although explanations were given, some students still made mistakes in real - life communication. More examples and practice in different contexts should be provided to help them better distinguish.
During the role - play and speaking activities, some students were a bit shy and lacked confidence. More encouragement and opportunities for them to speak in front of the class should be created to improve their oral English ability. Overall, in the following teaching, I will adjust the teaching methods and strategies according to the students' learning situation to make the teaching more effective.

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