资源简介

Unit 5 Fun Clubs Section A Pronunciation 教学设计
Students will learn the accurate pronunciation of consonants /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/. These consonants are frequently used in words related to club - related vocabulary. For example, in words like "paint" (from art club activities), the initial sound /p/ is taught; in "club", the /k/ sound; and in "love" (as in "I love the music club"), the /v/ sound. By learning these consonant pronunciations, students can more accurately pronounce words and sentences when talking about fun clubs.
Moreover, the concept of "loss of plosion" is introduced. In connected speech, when certain consonant combinations occur, such as /p/, /b/, /t/, /d/, /k/, /g/ followed by another consonant, the first consonant is not fully pronounced, but a short pause is made instead. For instance, in the phrase "want to join" (/w n(t) t d n/), the /t/ sound in "want" is not fully pronounced due to the following /t/ sound in "to", which is a typical example of loss of plosion. Students will practice this pronunciation feature through listening to model sentences, repeating them, and then applying it in their own oral expressions about club - related topics. This helps students sound more natural and fluent when speaking English in real - life communication scenarios related to fun clubs.
教学目标 Students should be able to accurately identify and pronounce the consonant sounds /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/. They can distinguish between the pronunciation of these consonants, such as the difference between the voiceless /p/ and the voiced /b/. For example, they can clearly pronounce "paint" with the correct /p/ sound and "big" with the appropriate /b/ sound. Understand the phonetic symbols representing these consonants and be able to use them to guide their pronunciation. They can recognize these phonetic symbols in the dictionary and use them to learn the pronunciation of new words.
教学重难点 Ensure students master the accurate pronunciation of the eight consonants /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/. Teachers can use various teaching methods, such as showing the position of the tongue and lips when pronouncing these consonants through pictures or real - life demonstrations. For example, when teaching /f/ and /v/, show students how the upper teeth touch the lower lip to produce these two sounds. Provide a large number of words and sentences containing these consonants for students to practice. Teachers can design word - reading drills and sentence - reading exercises. For example, give a list of words like "pen", "book", "table", "dog", "cat", "go", "five", "very" and ask students to read them aloud, emphasizing the correct pronunciation of the target consonants.
A. Consonant Sounds
/p/ and /b/
/p/: It is a voiceless bilabial stop. The air is blocked by both lips and then suddenly released. Examples of words with /p/ sound in club - related context are "paint" (in art club), "ping - pong" (in sports club).
/b/: A voiced bilabial stop. Similar to /p/ in the position of the lips, but with vocal cord vibration. Words like "club", "big" (as in "a big music club") contain the /b/ sound.
/t/ and /d/
/t/: A voiceless alveolar stop. The tip of the tongue touches the alveolar ridge to block the air flow and then releases it. In club - related vocabulary, words like "table tennis" (in sports club), "team" (in various clubs) have the /t/ sound.
/d/: A voiced alveolar stop. With the same tongue position as /t/ but with vocal cord vibration. For example, "drama club" has the /d/ sound at the beginning.
/k/ and /g/
/k/: A voiceless velar stop. The back of the tongue touches the soft palate to stop the air and then releases it. Words such as "chess club" (where the /k/ in "club" is pronounced this way), "kick" (in sports club activities) have the /k/ sound.
/g/: A voiced velar stop. Similar to /k/ in tongue position but with vocal cord vibration. "game" (in sports club games), "guitar" (in music club) contain the /g/ sound.
/f/ and /v/
/f/: A voiceless labiodental fricative. The upper teeth touch the lower lip, and the air passes through the narrow gap, creating friction. Words like "football" (in sports club), "fun" (as in "fun clubs") have the /f/ sound.
/v/: A voiced labiodental fricative. With the same lip - teeth position as /f/ but with vocal cord vibration. For example, "love" (as in "love the art club") has the /v/ sound.
B. Loss of Plosion Rules
Definition
Loss of plosion occurs when a plosive consonant (/p/, /b/, /t/, /d/, /k/, /g/) is followed by another consonant (including another plosive consonant, fricative consonant like /f/, /v/, /θ/, / /, /s/, /z/, etc., nasal consonant like /m/, /n/, / /, or lateral consonant like /l/) in connected speech. Instead of fully pronouncing the first plosive consonant, a short pause is made.
Examples in Club - related Contexts
In Words: In the word "blackboard" (/ bl kb d/), the /k/ sound between /b/ and /b/ is subject to loss of plosion. In club - related words, for example, "sub - club" (/ s bkl b/), the /b/ sound before /k/ has loss of plosion.
In Phrases and Sentences: In the phrase "want to join" (/w n(t) t d n/), the /t/ in "want" has loss of plosion. Another example is "look at the club" (/l k (t) kl b/), where the /t/ in "at" has loss of plosion.
教学过程
I. Lead - in (5 minutes)
Warming - up Activity
Greet the students energetically and start with a short, exciting video about students enjoying various club activities. As the video plays, ask students to shout out any words they hear related to clubs. After the video, quickly review the club names they mentioned, like "art club", "music club", etc. This warms up their minds and gets them thinking about the club - related topic.
Then, initiate a quick - fire question round. Ask questions such as "What's your favorite club - related activity " and "If you could create a new club, what would it be called " Encourage students to answer immediately, which wakes up their speaking skills and creates a lively classroom atmosphere.
Introduction to Pronunciation Focus
Clearly state the objective of this class: "Today, we are going to focus on improving our pronunciation. We will learn the correct way to pronounce some important consonant sounds and a special pronunciation rule called 'loss of plosion' while talking about our fun clubs."
Share a simple example of how pronunciation can change the meaning of a word. For instance, say "ship" and "sheep" with different pronunciations and ask students if they can hear the difference. This makes students aware of the importance of accurate pronunciation.
II. Consonant Sound Teaching (10 minutes)
Sound Introduction
Present the eight consonant sounds /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/ on the PPT. For each sound, show a simple mouth - position diagram to illustrate how to make the sound. For example, when teaching /p/, show a picture of the lips pressed together and then suddenly releasing air.
Pronounce each consonant sound slowly and clearly, and ask students to watch your mouth carefully and imitate. Repeat this several times for each sound. Then, have a quick drill where you randomly point to a consonant on the PPT, and students immediately pronounce it.
Word and Sentence Practice
Write a list of club - related words on the blackboard that contain the target consonant sounds, such as "paint" (/p/), "club" (/k/), "table tennis" (/t/), "drama club" (/d/), "guitar" (/g/), "football" (/f/), "love" (/v/), "big" (/b/). Read each word aloud, emphasizing the target consonant sound, and ask students to repeat.
Divide students into pairs. Give each pair a set of small cards with club - related words on one side and pictures on the other. One student shows a word card, pronounces the word correctly, and the other student has to find the corresponding picture card. This activity helps students practice pronunciation while associating words with their meanings.
After that, create simple sentences using these words, like "I want to join the art club because I like to paint." or "The football club is very popular." Read the sentences aloud, and ask students to repeat, focusing on the correct pronunciation of the target consonant sounds.
III. Loss of Plosion Teaching (10 minutes)
Concept Explanation
Explain the concept of loss of plosion to students in simple terms. Use the example of "football" (/ f tb l/), where the /t/ sound between /b/ and /b/ is not fully pronounced. Draw a simple diagram on the blackboard to show the air flow stopping briefly but not fully releasing.
Provide more examples of words and phrases with loss of plosion in the context of club - related vocabulary, such as "sub - club" (/ s bkl b/), "want to join" (/w n(t) t d n/), "look at the club" (/l k (t) kl b/). Read these examples aloud, demonstrating the loss of plosion, and ask students to listen carefully.
Listening and Imitation
Play a short audio clip that contains several words and phrases with loss of plosion. Ask students to listen and try to identify where the loss of plosion occurs. After the audio, play it again, pausing at each relevant point to let students repeat and imitate the pronunciation.
Write some sentences with loss of plosion on the PPT, like "I can play basketball in the sports club" (/a k n ple bɑ sk tb l n sp ts kl b/). Read the sentences aloud, and have students follow along, paying attention to the loss of plosion in words like "can play" and "basketball". Then, ask students to read the sentences in pairs, taking turns to read and listen for correct pronunciation.
IV. Practice and Consolidation (10 minutes)
Tongue - twister Activity
Present some tongue - twisters related to club activities and the target pronunciation. For example, "Peter plays ping - pong in the playground of the ping - pong club" or "Vivian loves visiting the violin club very much." Explain the meaning of the tongue - twisters first, and then read them slowly, emphasizing the correct pronunciation of consonant sounds and loss of plosion.
Have students practice the tongue - twisters in pairs. They can start slowly and gradually increase the speed as they get more comfortable. Walk around the classroom to listen and offer guidance. After a few minutes, ask some pairs to come to the front and perform the tongue - twisters for the class. The rest of the class can listen and judge whose pronunciation is the most accurate and fluent.
Role - play Activity
Set up a role - play scenario where students are at a club - recruitment fair. Divide students into pairs, with one student acting as a club representative and the other as a student interested in joining a club. Provide them with some key phrases and sentences related to club - joining conversations, which include the target consonant sounds and loss of plosion.
As they role - play, students should focus on using correct pronunciation. Walk around to monitor the conversations, and correct any pronunciation mistakes on the spot. After the role - plays, ask some pairs to share their conversations with the class. This activity allows students to apply the pronunciation knowledge they've learned in a real - life - like context.
V. Summary and Homework (5 minutes)
Summary
Briefly summarize the key points of this class. Recap the eight consonant sounds /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/ and the rule of loss of plosion. Praise students for their active participation in class activities and their efforts in improving pronunciation.
Encourage students to continue practicing pronunciation in their daily lives, such as when reading English books or watching English - language videos.
Homework Assignment
Assign the following homework: "Record yourself reading a short passage about your favorite club. Try to use the correct pronunciation of the consonant sounds and pay attention to loss of plosion. Then, listen to your recording and identify any areas where you can improve."
Provide students with a simple passage or let them write their own. Explain the homework requirements clearly, ensuring students understand what they need to do. This homework helps students further practice and reinforce the pronunciation skills they learned in class.

展开更多......

收起↑