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人教版英语（2024）七年级上册电子教案
学科 English 年级 7 上课时间 总 节 次
课题 Unit 6 A Day in the Life Section A Pronunciation (1-2)
学情教材分析 Textbook Analysis: This pronunciation section focuses on eight pairs of consonant phonemes (/s/-/z/, / /-/ /, /t /-/d /, /θ/-/ /) and sentence stress patterns. Activity 1 provides listening and repetition practice for the target phonemes, while Activity 2 introduces sentence stress through conversation analysis. The materials connect pronunciation practice with the unit's theme of daily routines, helping students develop accurate pronunciation and prosodic features in meaningful contexts. Student Analysis: Students have learned basic vocabulary related to daily routines and time expressions in previous lessons of this unit. They are familiar with simple present tense and WH-questions from earlier units. However, many students struggle with distinguishing similar consonant sounds like /s/ and /θ/, or /z/ and / /. The concept of sentence stress is new for most students, who typically pronounce all words with equal emphasis. Students need systematic practice to develop awareness of how stress affects meaning in English sentences.
核心素养目标 1. Through listening to and repeating the eight pairs of consonant phonemes in isolated words and sentences (Activity 1), students will be able to accurately distinguish and produce these challenging English sounds.
2. By analyzing and practicing sentence stress patterns in conversation excerpts (Activity 2), students will understand how stress affects meaning and develop the ability to use appropriate stress in their own speech.
3. Through creating and performing short dialogues with correct pronunciation and stress patterns, students will demonstrate the ability to apply learned pronunciation rules in communicative contexts.
重点 1. Accurate production and discrimination of the eight pairs of consonant phonemes, particularly the challenging distinctions between /s/-/θ/ and /z/-/ /. 2. Understanding the concept of sentence stress and applying appropriate stress patterns in conversational English to convey meaning effectively.
难点 1. Helping students physically produce unfamiliar sounds like /θ/ and / / that don't exist in their native language, and distinguishing them from similar sounds. 2. Developing students' awareness of sentence stress patterns and helping them apply these patterns naturally in their own speech without sounding artificial.
板 书 设 计 /s/ - /z// / - / /sad - zoo
this - thosesheep - usually
fish - television/t / - /d //θ/ - / /chair - Jane
watch - orangethree - that
tooth - then
Sentence Stress Example:
'Hi! I'm 'Lu 'Jia'qi, a 'school re'porter.
'What's your 'name
At a 'quarter to 'seven. Stress Rules:
Content words (nouns, verbs, adjectives) usually stressed
Function words (prepositions, articles) usually unstressed
Changing stress can change meaning 教学准备 1. Teaching PPT with mouth position diagrams for each phoneme
2. Audio recordings for listening activities
3. Phoneme cards with example words and pictures
4. Sentence strips for stress practice
5. Worksheets with minimal pairs and stress marking exercises
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Introducing pronunciation focus through minimal pair discrimination game. Activating ear training for challenging sounds. (Activity 1 preparation)
【5 min】 1. Teacher plays a "sound discrimination" game where students stand up when they hear specific target sounds in words. 2. Teacher demonstrates mouth positions for challenging phonemes using diagrams and mirrors. 3. Teacher introduces the lesson focus: "Today we'll work on making our English pronunciation clearer and more natural." 1. Students listen carefully to word pairs and identify whether they hear the same or different sounds. 2. Students practice making the target sounds while watching their mouth movements in small mirrors. 3. Students repeat challenging words after the teacher, focusing on accurate sound production.
Ⅱ. Presentation Presenting and practicing the eight consonant phoneme pairs through listening and repetition. (Activity 1)
【15 min】 1. Teacher presents each phoneme pair with clear articulation examples and common spelling patterns. 2. Teacher plays the audio for Activity 1 and guides students through the listen-and-repeat exercises. 3. Teacher provides corrective feedback on individual student pronunciation with positive reinforcement. 1. Students observe teacher's mouth shapes and practice producing each phoneme in isolation and in words. 2. Students listen to the audio recording and repeat the words, focusing on accurate sound production. 3. Students work in pairs to practice the minimal pairs, giving each other feedback on pronunciation.
Ⅲ. Practice Practicing sentence stress patterns through conversation analysis and marked reading. (Activity 2)
【15 min】 1. Teacher explains the concept of sentence stress and demonstrates how it affects meaning. 2. Teacher plays the beginning of the 2a conversation and guides students to identify stressed words. 3. Teacher organizes group practice where students mark stress patterns in additional conversation excerpts. 1. Students listen to teacher's examples and identify how stress changes the meaning of sentences. 2. Students listen to the conversation and mark the stressed words in their books as directed in Activity 2. 3. Students practice reading the conversation with appropriate stress patterns in small groups.
Ⅳ. Promotion Applying pronunciation and stress skills in created dialogues about daily routines.
【5 min】 1. Teacher assigns pairs to create short dialogues about their daily routines using target phonemes. 2. Teacher invites selected pairs to perform their dialogues with focus on pronunciation and stress. 3. Teacher provides specific positive feedback on pronunciation improvements observed during the lesson. 1. Student pairs create simple dialogues about their morning routines, incorporating words with target sounds. 2. Volunteer pairs perform their dialogues for the class, focusing on clear pronunciation and natural stress. 3. Students complete a self-reflection on one pronunciation improvement they made during the lesson.
作业 布置 Must do: 1. Record yourself reading the eight phoneme pairs from Activity 1 and five sentences with correct stress patterns.
2. Complete the worksheet identifying stressed words in three additional sentences from the unit.
Choose to do: 1. Create a short video demonstrating the mouth positions for two challenging phonemes and example words.
2. Find three examples of sentence stress patterns in English songs or videos and explain their effect.
预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5人教版英语（2024）七年级上册电子教案
学科 English 年级 7 上课时间 总 节 次
课题 Unit 6 A Day in the Life Section A How do you spend your school day (1a-1e)
学情教材分析 Textbook Analysis: This section focuses on daily routines and time expressions, introducing students to how to talk about their typical school day. It covers matching clock times with verbal expressions (1a), listening comprehension about Peter's morning activities (1b-1d), and speaking practice about personal routines (1e). The materials provide authentic context for practicing time expressions and daily activity vocabulary, helping students develop listening and speaking skills through structured activities. Student Analysis: Students have previously learned basic greetings, self-introductions, and simple present tense in earlier units. They are familiar with numbers 1-60 from previous lessons, which provides foundation for learning time expressions. However, students may struggle with the distinction between "a quarter to/past" and the correct usage of prepositions in time expressions. Some students might find it challenging to describe their daily routines fluently in English without relying on their native language.
核心素养目标 1. Through listening to conversations about daily routines and matching activities with times (1a-1d), students will be able to comprehend and extract specific information about school day schedules.
2. By practicing time expressions and daily routine vocabulary in structured speaking activities (1e), students will be able to accurately describe their own morning routines using appropriate time prepositions.
3. Through creating and presenting a personalized school day schedule, students will demonstrate the ability to apply learned vocabulary and structures in new contexts to describe their daily lives.
重点 1. Mastering time expressions (o'clock, quarter past/to, half past) and using them accurately in context. 2. Applying daily routine vocabulary (get up, brush teeth, have breakfast, etc.) with correct verb forms and time expressions to describe personal schedules.
难点 1. Differentiating between "a quarter to" and "a quarter past" and using these expressions accurately with various times. 2. Forming complete sentences to describe daily routines with proper time expressions without translation from their native language.
板 书 设 计 Time Expressions 6:00 - six o'clock 6:15 - six fifteen / a quarter past six 6:30 - six thirty / half past six 6:45 - six forty-five / a quarter to seven Morning ActivitiesSentence Patternsget up brush teeth take a shower get dressed have breakfastWhat time do you... I usually... at... When do you...
教学准备 1. Teaching PPT with clock faces and daily routine images
2. Audio materials for listening activities
3. Word cards with time expressions and activities
4. A large classroom clock with movable hands
5. Worksheets for pair practice
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Introducing daily routines through real clock demonstration and personal examples. (1a)
【5 min】 1. Teacher demonstrates different times using a large classroom clock and asks students to read the times aloud. 2. Teacher shows pictures of daily activities and elicits vocabulary through guided questions. 3. Teacher models personal morning routine using target language and time expressions. 1. Students observe the classroom clock and practice saying different times when prompted by the teacher. 2. Students identify daily routine activities from pictures and repeat the vocabulary after the teacher. 3. Students listen to teacher's model and identify the times for different activities.
Ⅱ. Presentation Presenting and practicing time expressions and daily routine vocabulary through listening activities. (1b-1d)
【15 min】 1. Teacher plays the audio for 1b and guides students to identify Peter's morning activities. 2. Teacher explains the listening task for 1c and plays the conversation about Peter and Han Lin. 3. Teacher plays the audio for 1d and monitors students as they complete the fill-in-the-blank exercise. 1. Students listen to the first conversation and check Peter's morning activities in their books. 2. Students listen to the second conversation and match the names with reasons for being early. 3. Students listen again and complete the sentences with the correct times and activities.
Ⅲ. Practice Practicing speaking about daily routines through guided pair work and information gap activities. (1e)
【15 min】 1. Teacher demonstrates the dialogue pattern with a student volunteer using the target language. 2. Teacher organizes pair work and provides sentence starters for students to discuss their routines. 3. Teacher circulates to monitor pronunciation and provide corrective feedback when necessary. 1. Students observe the model dialogue and note the sentence structures and time expressions. 2. Students work in pairs to ask and answer questions about their morning routines using the target language. 3. Selected pairs present their dialogues to the class while others listen for specific information.
Ⅳ. Promotion Creating and presenting personalized daily schedules to apply learned language in new contexts.
【5 min】 1. Teacher instructs students to create a visual schedule of their ideal school day morning routine. 2. Teacher invites selected students to present their schedules to the class using the target language. 3. Teacher provides positive feedback and summarizes key language points from the lesson. 1. Students create a simple schedule with times and activities for their ideal school day morning. 2. Volunteer students present their schedules to the class, describing their routines with time expressions. 3. Students complete a self-assessment checklist of what they can do after the lesson.
作业 布置 Must do: 1. Record a short audio describing your morning routine using at least five time expressions from the lesson.
2. Complete the worksheet matching daily activities with appropriate time expressions.
Choose to do: 1. Create a comic strip showing your ideal school day routine with speech bubbles in English.
2. Interview a family member about their morning routine and present three findings in class.
预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5

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