Unit1AnimalfriendsSectionPronunciation(1-3)說課稿人教版英語七年級下冊

（北京）股份

Unit1Animalfriends.SectionPronunciation(13)說課稿

1.InterpretationoftheNewCurriculumStandards

TheNewEnglishCurriculumStandardsclearlystatethatEnglishteachingaimsistoprehensivelycultivatestudents'prehensivelanguageproficiency,coveringfourkeypetencies:languageability,culturalawareness,thinkingquality,andlearningability.Throughpronunciationlearning,students'culturalawarenesscanbecultivated,enablingthemtoperceivetheculturalconnotationsbehindpronunciationdifferencesinEnglishspeakingcountries.

2.AnalysisoftheTeachingMaterials

(1)PositionandSignificanceoftheTeachingMaterials

PronunciationservesasthecornerstoneofEnglishlearning,playingacrucialsupportingroleinstudents'subsequentvocabularyacquisition,oralexpression,andlisteningprehension.Thispartfocusesonteachingthepronunciationofvowellettersandletterbinations(a,ai,ay,al,aw),thepronunciationrulesof(e)s,andthepronunciationofunstressedsyllables.

(2)ContentAnalysisoftheTeachingMaterials

Theteachingmaterialsfeatureawelldesignedexercisetitled"Listenandrepeat".Regardingthepronunciationofvowellettersandletterbinations,alargenumberoftypicalwordsarelisted,suchasgame,make(/e?/),fat,cat(/?/),rain,brain(/e?/),way,play(/e?/),walk,small(/??/),draw,law(/??/).Thisenablesstudentstoperceivethecharacteristicsofdifferentpronunciationsthroughrepeatedlisteningandimitation.

3.AnalysisoftheStudents

ThestudentsareatthebasicstageofEnglishlearning.TheyhavehadinitialexposuretosomesimpleEnglishletters,words,anddailyexpressions.However,theiroverallpronunciationfoundationremainsweak.

StudentshaveinitiallydevelopedsomebasiclearninghabitsinEnglishlearning,suchasbeingabletopleteassignmentsontimeandactivelyparticipateinclassroomactivities.However,inpronunciationlearning,therearestillsomeshortings.

4.CorepetencyGoals

(1)LanguageAbilityGoals

Studentsshouldbeabletoaccuratelyrecognize,read,andimitatethepronunciationoftargetvowellettersandletterbinations(a,ai,ay,al,aw),ensuringaccuracyandstandardization,andclearlydistinguishthedifferencesbetweendifferentpronunciations.

Studentsareexpectedtomasterthepronunciationrulesof(e)sandunstressedsyllablesproficientlyandapplythemaccuratelywhenreadingwordsandsentences,achievingsmoothpronunciationandenhancingthenaturalnessandfluencyoforalexpression.

(2)CulturalAwarenessGoals

Duringtheprocessofpronunciationlearning,studentsshouldbeguidedtogainanindepthunderstandingofthepronunciationcharacteristicsandrulesofEnglishspeakingcountries,perceivethedifferencesbetweenEnglishandChinesepronunciations,andbroadentheirculturalhorizons.

(3)ThinkingQualityGoals

Cultivatestudents'observationability,enablingthemtokeenlyobservethepronunciationcharacteristicsofdifferentlettersandletterbinations,aswellasthechangingrulesofpronunciationindifferentcontextsduringthelearningprocess.

(4)LearningAbilityGoals

Arousestudents'interestandenthusiasminEnglishpronunciationlearning,andcultivatetheirawarenessandhabitofactivelyparticipatinginclassroomlearning.

Instructstudentstomastereffectivepronunciationlearningmethods,suchasimitationpractice,parativeanalysis,andsummarization,toimprovetheirselflearningability.

5.TeachingKeyandDifficultPoints

(1)TeachingKeyPoints

Understandandproficientlymasterthepronunciationofvowellettersandletterbinationsa,ai,ay,al,aw.Studentsshouldbeabletoaccuratelyreadrelevantwordsandclearlydistinguishthesubtledifferencesbetweendifferentpronunciations.

Beabletoflexiblyapplythelearnedpronunciationruleswhenreadingwordsandsentences,achievingaccurateandnaturalpronunciation.

(2)TeachingDifficultPoints

Cultivatestudents'abilitytonaturallyusecorrectpronunciationinactuallanguagemunication.Theyshouldbeabletoaccuratelygraspthechangesinpronunciationandintonationaccordingtothecontextandexpressionneeds,achievingfluentandnaturaloralexpression.

6.TeachingProcedures

(1)Introduction

PlayalivelyandenergeticEnglishnurseryrhyme,suchas"TheSoundofEnglish",whichskillfullyincorporatesthepronunciationsofvowellettersandletterbinationscoveredinthislesson.Forexample,inthelyrics,theremaybelineslike"Gameandmake,sayitwith/e?/sound.Fatandcat,/?/isthesoundwefound."Afterplayingtherhyme,theteacherinteractswiththestudents.Askstudentswhichfamiliarwordstheyheardintherhyme,guidingthemtoinitiallysensethetargetpronunciationsandthusnaturallyintroducingthepronunciationlearningthemeofthislesson.

Presentation

Theteacherusesmultimediacoursewaretodisplaypicturesofwordscontainingtheletterandletterbinationsa,ai,ay,al,awonebyone.Forexample,showapictureofapersonplayingagame(game),andthenclearlyandaccuratelydemonstratethepronunciationoftheword,emphasizingthemouthshapeandpronunciationessentials.Forexample,whenpronouncing/e?/,themouthshapeshouldslidefrom/e/to/?/,withthechinopeningslightly.

Studentsfollowtheteachertoimitatethepronunciationwordbyword.The

teacherobservesthestudents'mouthshapesandlistenstotheirpronunciations,promptlyidentifyingproblemsandprovidingtargetedcorrectionsandguidance.Forstudentswithinaccuratepronunciations,theteachercanprovideoneononedemonstrationandtutoring.

Organizegroupactivities.Dividethestudentsintoseveralgroupsof45

peopleeach.Groupmemberstaketurnsreadingthewords,listentoeachother,pointoutpronunciationproblems,andjointlyexploreimprovementmethods.Theteacherwalksaroundtheclassroom,monitorstheactivitiesofeachgroup,andprovidestimelyassistanceandguidance.

TeachingthePronunciationof(e)sandUnstressedSyllables

Theteacherpresentsasetofwordcardswith(e)sattheend,suchassharks,lions,boxes.First,letthestudentstrytoreadthemontheirown,andthentheteacherdemonstratesandexplainsthepronunciation.Elaborateonthepronunciationrules:(e)sispronounced/s/aftervoicelessconsonants,/z/aftervoicedconsonantsandvowels,and/?z/aftersoundslike/s/,/z/,/?/,/t?/,/d?/.

Usethedialogueexamplesinthetextbook,suchas"A:Let’sgoandseethemonkeys.They’remyfavouriteanimals."Theteacherreadsthedialogueexpressivelyfirst,askingthestudentstolistencarefullytothepronunciationcharacteristicsofunstressedsyllables.Thenthestudentsfollowthereadingtoexperiencetheweakeningandlightreadingofunstressedsyllablesinsentences.

Conductasmallexercise.Theteacherprovidessomewordsandsentencescontaining(e)sandunstressedsyllables,andasksthestudentstoquicklyjudgeandstatethecorrectpronunciation,deepeningtheirunderstandingandmemoryofthepronunciationrules.

(3)ConsolidationExercises

GameActivity:Launchthe"GuesstheSound"game.Theteacherpreparessomecardswithwordswrittenonthem,showsthebackofthecardstothestudents,andthenreadsthepronunciationofthewords.Studentsguesswhichvowelletterorletterbinationthepronunciationbelongstoaccordingtowhattheyhearandraisetheirhandstoanswer.Forexample,iftheteacherreadsthe/e?/sound,studentsanswer"ai"or"ay",etc.Studentswhoanswercorrectlywillreceiverewardssuchasstickers.

(4)ExpansionandExtension

Organizestudentstoworkingroups.Askstudentstotrytocreatesimplesentencesordialoguesusingthelearnedwordsandpronunciationrules.Forexample,studentscancreatesentenceslike"Thesmallboylikestoplaywiththefatcatintherain."Eachgroupselectsarepresentativetopresentandsharethesentencesordialoguescreatedbythegroupinfrontoftheclass.Othergroupsofstudentslistencarefullyandevaluateandmunicatefromaspectssuchaspronunciation,grammar,andcreativity,furtherexpandingstudents'languageapplicationabilityandinnovativethinkingability.

(5)Summary

Theteacherguidesstudentstoreviewthemaincontentlearnedinthislesson.Invitestudentstospeakactivelyandtalkaboutwhichvowellettersandletterbinations'pronunciationstheyhavelearnedinthislesson,andwhatthepronunciationrulesof(e)sandunstressedsyllablesare.

(6)HomeworkAssignment

Requirestudentstocarefullyfollowthetextbookrecordingandimitatethepronunciationandintonationafterreturninghome,recordtheirownreadingaudio,andsendittotheclassWeChatgroup.Theteachercanmentonandguidestudents'readingsinthegrouptohelpstudentsfurtherimprovetheirpronunciation.

Askstudentstowrite510wordscontainingtargetpronunciationsusingthelearnedpronunciationrules,andtrytoformashortstorywiththesewords.Throughthisassignment,studentscanconsolidatetheirmasteryofpronunciationrulesandcultivatetheirwritingabilityandlanguageapplicationability.

7.TeachingReflection

Duringtheteachingprocessofthislesson,throughdive