资源简介

Unit 9 From Here to There-Preparing for the Topic-Pronunciation
This Pronunciation part in Unit 9 of the Ren'ai Science Edition (2024) English textbook for Grade 7 focuses on the pronunciation rules of letter combinations ea, ee, ei, ey, nk, consonant letters h, j, as well as the training of liaison and stress. Through a series of activities, students will first perceive these phonetic phenomena, then induce the corresponding pronunciation rules, internalize the knowledge, and finally improve their overall pronunciation skills.
教学目标 Students are expected to be able to perceive and imitate the pronunciation of letter combinations ea, ee, ei, ey, nk, and letters h, j by following chants, achieving accurate pronunciation. Through analysis and summary, students can independently induce the pronunciation rules of the above - mentioned letter combinations and letters, and use these rules to correctly pronounce new words they encounter. Students can master the pronunciation characteristics of the letter combination "ed" in different situations through listening and repeated reading activities. By practicing liaison and stress, students can improve their intonation and rhythm in reading texts, making their oral English more natural and fluent.
教学重难点 The pronunciation rules of letter combinations ea, ee, ei, ey, nk, and letters h, j. For example, the letter combination "ea" can be pronounced as /i / in "eat", /e/ in "bread", and /e / in "great". The pronunciation rules of the letter combination "ed" after different sounds, such as pronounced as / - d/ after voiced consonants and vowels (e.g., "played"), / - t/ after voiceless consonants (e.g., "jumped"), and / - d/ after /t/ and /d/ (e.g., "wanted"). The skills of liaison and stress in English reading, such as liaison occurs when a word ending with a consonant sound is followed by a word beginning with a vowel sound (e.g., "look at" /l k t/), and stress is placed on content words like nouns, verbs, adjectives, and adverbs in a sentence.
Pronunciation of Letter Combinations and Letters
ea: /i / (eat, team), /e/ (bread, head), /e / (great, break), / / (idea, really)
ee: /i / (street, meet)
ei: /e / (either, height), /a / (eight, weight)
ey: /e / (they, grey)
nk: / k/ (drink, think)
h: silent in some words (hour, honest)
j: /d / (jump, job)
Pronunciation of "ed"
/ - d/: after voiced consonants and vowels (enjoyed, played, lived)
/ - t/: after voiceless consonants (shopped, looked, jumped)
/ - d/: after /t/ and /d/ (acted, wanted, planted)
Liaison and Stress
Liaison: When a word ending with a consonant sound is followed by a word beginning with a vowel sound, the two words are pronounced together. For example, "an apple" / n pl/.
Stress: Content words are usually stressed in a sentence, while function words are usually unstressed. For example, in the sentence "I want to go to the park", "want", "go", and "park" are stressed.
教学过程
1 Warming - up (5 minutes)
Greet the students and have a simple free - talk about their daily travels, such as "How do you usually get to school " "What is the most interesting place you have been to recently " This can arouse students' interest and lead to the topic of this unit - travel.
Play a short English song related to travel, like "Big Big World", and ask students to sing along. This can create a relaxed English - learning atmosphere.
2 Presentation (15 minutes)
Activity 1: Perceiving Phonetic Phenomena
Present a chant on the screen: "There is a 24 - hour store on the street. Eight boys go there to meet. They buy either juice to drink or bread to eat. They all jump because their ideas are so great."
Play the recording of the chant, and ask students to listen carefully and pay attention to the pronunciation of the colored letters (ea, ee, ei, ey, nk, h, j).
Let students read the chant in pairs, imitating the pronunciation they heard. Walk around the classroom to monitor and correct their pronunciations if necessary.
Activity 2: Inducing Pronunciation Rules
Show a table on the screen with letter combinations and letters in one column and their corresponding pronunciations and example words in the other columns.
For each letter combination or letter, play the recording of the example words, and ask students to listen and repeat. Then, guide students to observe and analyze the relationship between the spelling and pronunciation, and try to summarize the pronunciation rules.
For example, for the letter combination "ea", ask students: "Look at the words 'eat' and 'bread'. How are the 'ea' pronounced differently What kind of rules can you find " Encourage students to express their opinions, and then summarize the rules together.
3 Practice (15 minutes)
Activity 3: Internalizing Knowledge of "ed" Pronunciation
Write a group of words with the letter combination "ed" on the blackboard, divided into three categories: words with "ed" pronounced as / - d/, / - t/, and / - d/. For example, / - d/: enjoyed, played; / - t/: shopped, looked; / - d/: acted, wanted.
Play the recording of these words, and ask students to listen and pay attention to the pronunciation of "ed". Then, let students read the words aloud in groups, and each group is responsible for one category of words.
Conduct a small competition. Read some words randomly, and ask students to quickly tell the pronunciation of "ed" in these words. The group that answers the most questions correctly wins.
Activity 4: Practicing Liaison and Stress
Present a short text on the screen, such as "Once upon a time, a boy named Jack. Went on a hike, and lost his way back. He looked up and down, and then... hoo - ray! He looked at a map, and found his way."
Mark the places where liaison and stress occur in the text. For liaison, use a curved line to connect the words that need to be linked, like "once upon" /w ns p n/. For stress, mark the stressed words with an accent mark, like " boy", " hike".
Play the recording of the text, and ask students to listen and follow, paying attention to the liaison and stress. Then, let students read the text aloud by themselves, trying to imitate the intonation and rhythm.
Divide students into groups of four. Each group member takes turns to read the text, and the other members listen and give feedback. Encourage students to correct each other's mistakes in liaison and stress.
4 Consolidation and Extension (5 minutes)
Show some new words on the screen that contain the letter combinations and letters learned today, and ask students to read these words according to the pronunciation rules they have mastered.
Present a short passage without marking the liaison and stress. Ask students to read the passage in groups, and mark the possible places of liaison and stress by themselves. Then, each group chooses a representative to read the passage in front of the class, and explain why they marked those places.
5 Summary and Homework (5 minutes)
Summarize the key points of this class with students, including the pronunciation rules of letter combinations and letters, the pronunciation of "ed", and the skills of liaison and stress.
Assign homework:
Ask students to make a list of at least five words for each letter combination or letter learned today, and mark their pronunciations.
Ask students to record themselves reading a short passage, paying attention to liaison and stress, and send the recording to the teacher through the class learning platform.
教学反思
Positive Aspects
The use of chants in the warming - up and presentation stages can effectively arouse students' interest in learning pronunciation. Most students are actively involved in chant - reading activities, which helps them better perceive the pronunciation of letter combinations and letters.
The group - work activities, such as group reading of words with "ed" and group discussion of liaison and stress in the text, can promote students' cooperation and communication skills. Students can learn from each other and correct their mistakes in a relatively relaxed group environment.
Areas for Improvement
Some students still have difficulties in accurately distinguishing and pronouncing some similar - sounding letter combinations, such as the different pronunciations of "ea". In future teaching, more targeted exercises and individual guidance should be provided.
In the practice of liaison and stress, although students have a certain understanding, their performance in actual reading is still not very satisfactory. It may be necessary to increase the amount of practice and provide more examples for students to imitate and practice.

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