资源简介

Unit 1 You and Me-Section A-Pronunciation
1. Status and Function
This unit, "You and Me", falls within the "Interpersonal Relationships and Communication" sub - theme of the "People and Society" category. As the first formal learning unit in Grade 7, it serves as a crucial foundation for students' English learning journey. The pronunciation part in Section A is designed to help students master basic pronunciation rules and skills, which is fundamental for their future listening, speaking, reading, and writing. It enables students to start building correct pronunciation habits from the beginning, laying a solid groundwork for better communication in English.
2. Content Analysis
The pronunciation section mainly focuses on two aspects. Firstly, it emphasizes the pronunciation of four front vowels: /i:/, / /, /e/, / /. Students are required to distinguish and pronounce these vowels accurately through listening and reading exercises. For example, they need to tell the difference between "bee" /bi / and "big" /b g/. Secondly, it involves the study of the contracted forms of the verb "be" in the present simple tense, such as "I'm", "he's", "she's", "it's", "you're", "we're", "they're". Students should understand the pronunciation differences between the contracted and full forms and be able to use them correctly in oral expressions.
教学目标 1. Knowledge Aims Students will be able to identify and pronounce the four front vowels /i:/, / /, /e/, / / correctly and distinguish them from each other. They will master the pronunciation rules of the contracted forms of the verb "be" in the present simple tense and be able to read and write these contracted forms. Students will learn some common words containing the four front vowels, such as "see", "fish", "pen", "cat", and be able to pronounce these words accurately. 2. Ability Aims Develop students' listening ability to catch the correct pronunciation of vowels and contracted forms in the listening materials. Improve students' speaking ability to pronounce words and sentences with correct vowel sounds and use contracted forms naturally in oral communication. Cultivate students' self - learning ability by guiding them to explore and summarize pronunciation rules through observation and practice. 3. Emotional Aims Stimulate students' interest in English learning, especially in pronunciation learning, by using various interesting teaching methods. Encourage students to actively participate in class activities, overcome shyness and fear of making mistakes in speaking English, and build up their confidence in using English.
教学重难点 1. Teaching Key Points The correct pronunciation of the four front vowels /i:/, / /, /e/, / / and the ability to distinguish them. For example, the long vowel /i:/ is pronounced with the tongue close to the hard palate and the lips in a flat shape, like in the word "tea" /ti /, while the short vowel / / is pronounced with the tongue in a slightly lower position and the lips relaxed, as in "pig" /p g/. The pronunciation and usage of the contracted forms of the verb "be" in the present simple tense. Students need to know when and how to use these contracted forms, and also pay attention to their pronunciation differences from the full forms. For instance, "I am" /a m/ is contracted to "I'm" /a m/. 2. Teaching Difficult Points Helping students accurately distinguish between the similar - sounding front vowels, especially / / and /e/. These two vowels are relatively close in pronunciation, and students may easily make mistakes. For example, confusing "big" /b g/ with "beg" /beg/. Training students to use the contracted forms of the verb "be" naturally and correctly in oral communication. Some students may be accustomed to using the full forms all the time and find it difficult to switch to the contracted forms in appropriate situations.
1. Vowel Pronunciation
/i:/: The tongue is close to the hard palate, and the lips are in a flat shape. It is a long vowel. Words like "bee" /bi /, "see" /si /, "tea" /ti /, "she" / i /.
/ /: The tongue is in a slightly lower position compared to /i:/, and the lips are relaxed. It is a short vowel. Words such as "big" /b g/, "fish" /f /, "pig" /p g/, "is" / z/.
/e/: The tongue is further down, and the mouth is slightly wider. Words like "pen" /pen/, "red" /red/, "bed" /bed/, "get" /ɡet/.
/ /: The mouth is opened wider than for /e/. Words such as "cat" /k t/, "map" /m p/, "hat" /h t/, "bag" /b ɡ/.
2. Contracted Forms of "Be"
"I am" → "I'm" /a m/
"he is" → "he's" /hi z/
"she is" → "she's" / i z/
"it is" → "it's" / ts/
"you are" → "you're" /j (r)/
"we are" → "we're" /w (r)/
"they are" → "they're" / e (r)/
教学过程
1. Warming - up (5 minutes)
Greet the students with different expressions, such as "Hello, class!", "Good morning, everyone!", "Nice to see you again!". Encourage students to respond actively.
Play a short English song related to greetings, like "Hello Song". While playing the song, ask students to sing along and clap their hands. This can create a relaxed and active learning atmosphere, and also review the knowledge of greetings learned before.
2. Presentation (10 minutes)
Show the four front vowels /i:/, / /, /e/, / / on the blackboard or PPT. Explain the pronunciation positions of the tongue and the shapes of the lips for each vowel in detail. Demonstrate the pronunciation several times, and let students observe and imitate.
Write some simple words containing these vowels on the blackboard, such as "bee", "big", "pen", "cat". Read these words one by one, emphasizing the vowel sounds. Then ask students to read after you.
For the contracted forms of "be", write the full forms and the contracted forms on the blackboard side by side, for example, "I am - I'm", "he is - he's". Read them aloud, highlighting the pronunciation differences. Let students repeat after you.
3. Practice (15 minutes)
Activity 1: Vowel Discrimination
Play a recording of words with the four front vowels. After each word is played, ask students to quickly raise their hands and tell which vowel sound they heard. For example, if the word "fish" is played, students should raise their hands and say "/ /".
Activity 2: Word Reading Competition
Divide the class into several groups. Show a series of words with the four front vowels on the PPT. Each group takes turns to send a representative to read the words. If the pronunciation is correct, the group gets one point. The group with the most points wins.
Activity 3: Contracted Forms Practice
Write some sentences on the blackboard, such as "I am a student.", "He is from England.", "They are my friends.". Ask students to change these sentences into contracted forms and read them aloud. Then, randomly call on students to stand up and make sentences using the contracted forms of "be".
4. Production (10 minutes)
Pair Work
Ask students to work in pairs. Each pair creates a short conversation, using at least five words with the four front vowels and some contracted forms of "be". They can talk about their names, ages, hobbies, etc. For example:
A: Hi, I'm Tom. I'm 12 years old. What's your name
B: Hello, I'm Lily. I'm from China. I like cats. They're so cute.
Walk around the classroom to monitor and offer help when necessary. After a few minutes, invite some pairs to come to the front of the class and act out their conversations.
Group Discussion
Divide the class into groups of four. Each group is given a topic, such as "My New Classmate". Group members need to introduce their new classmates using the knowledge of vowel pronunciation and contracted forms of "be". For example:
A: This is my new classmate. His name is Jack. He's from America.
B: He's tall and friendly. He likes playing basketball.
C: I think he and I will be good friends. We're in the same class.
Ask each group to choose a representative to report their discussion to the whole class.
5. Summary and Homework (5 minutes)
Summary
Review the key points of this class with students, including the pronunciation of the four front vowels and the contracted forms of "be". Ask students to share what they have learned in this class.
Homework
Ask students to record themselves reading a short passage containing the four front vowels and contracted forms of "be" and send the recording to the class group chat.
Let students make a poster about the pronunciation rules of the four front vowels and some words with these vowels. They can draw pictures and write explanations on the poster to help them remember.
Blackboard Design
On the left side of the blackboard, write the four front vowels /i:/, / /, /e/, / /, along with their pronunciation positions, mouth shapes, and some example words.
On the right side of the blackboard, write the full forms and contracted forms of the verb "be", and some example sentences using these contracted forms.
Teaching Reflection
After this class, it is necessary to reflect on the teaching process. Check whether students have mastered the pronunciation of the four front vowels and the contracted forms of "be" as expected. Analyze the effectiveness of the teaching methods used, such as whether the group work and pair work activities have promoted students' active participation and language practice. Consider students' performance in class, especially those who still have difficulties in pronunciation, and think about how to provide more targeted help and guidance in future classes. Also, think about how to further improve the teaching design to make the learning of pronunciation more interesting and efficient.

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