Unit7HappyBirthday!SectionAPronunciation

Studentswillbeabletorecognizeandpronouncetheconsonantsounds/h/,/r/,/l/,/m/,/n/,/?/,/w/,/j/correctly.Theycanidentifythesesoundsinwordsandreadwordscontainingthesesoundsaccurately,suchas“happy”(/?h?pi/),“red”(/red/),“l(fā)ike”(/la?k/),“mother”(/?m?e?(r)/),“no”(/n??/),“l(fā)ong”(/l??/),“window”(/?w?nd??/),“yes”(/jes/).

Studentswillunderstandtherulesofrisingandfallingintonationinsentences.Theycandistinguishbetweenstatements,generalquestions,andspecialquestionsthroughintonation,anduseappropriateintonationwhenreadingandspeakingsentences.Forexample,usearisingintonationingeneralquestionslike“IsyourbirthdayinJune?”andafallingintonationinstatementslike“MybirthdayisinJuly.”

Thecorrectpronunciationoftheconsonantsounds/h/,/r/,/l/,/m/,/n/,/?/,/w/,/j/andtheabilitytoidentifythesesoundsinwords.Teachersneedtoguidestudentstopracticerepeatedlythroughvariousmethods,suchaslisteningtothestandardpronunciation,imitating,andindividualpronunciationcorrection.

Understandingandcorrectlyusingrisingandfallingintonationindifferenttypesofsentences.Teacherscanuseexamples,demonstrations,andexercisestohelpstudentsmasterthiskeypoint.

ThispronunciationsectioninUnit7“HappyBirthday!”ofGrade7Englishtextbookmainlyfocusesonteachingstudentssomeconsonantsounds,including/h/,/r/,/l/,/m/,/n/,/?/,/w/,/j/,andtheintonationinsentences.Italsocontainsthreeshortdialoguesrelatedtobirthdaygreetings,whicharebetweenFuXingandHelen,TengFeiandElla,andPeterandMeimei.Throughthesedialogues,studentscanlearnhowtoexpressbirthdaywishestofriends,fathers,andteachers.

Theteachingofconsonantsoundshelpsstudentsestablishacorrectpronunciationfoundation,enablingthemtopronouncewordsmoreaccurately.Understandingintonationiscrucialforstudentstoconveytheiremotionsandmeaningscorrectlyinoralmunication.Thebirthdaythemeddialoguesnotonlyprovidepracticallanguageusagescenariosbutalsoenhancestudents'understandingofculturalconnotationsrelatedtobirthdays.

BythetimetheyreachGrade7,studentshavealreadylearnedtheEnglishalphabetandsomebasicpronunciationrulesinprimaryschool.Theycanrecognizeandreadmostlettersandsimplewords.However,theirunderstandingofspecificconsonantsoundslike/h/,/r/,/l/,/m/,/n/,/?/,/w/,/j/maybesuperficial,andtheymaynotbeabletodistinguishandpronouncethemaccurately.Forexample,somestudentsmayconfuse/l/and/r/,orhavedifficultypronouncing/?/.

Intermsofvocabularyrelatedtobirthdays,studentsmayknowsomemonwordslike“birthday”,“cake”,buttheirknowledgeofmonthsandordinalnumbersforexpressingdatesmaynotbeverysolid.Theymayhaveproblemsincorrectlyreadingandwritingthesewords,whichwillaffecttheirpronunciationlearninginthissection.

教學(xué)環(huán)節(jié)一Warmingup

GreetthestudentsasusualandthenplayashortEnglishsongaboutbirthdays,suchas“HappyBirthdaytoYou”.Whileplayingthesong,askstudentstosingalongwiththemusic.Thiscannotonlycreatealivelyclassroomatmospherebutalsoquicklybringstudentsintothethemeofbirthdays.

Afterthesong,haveasimplefreetalkwithstudents.Askthemsomequestionslike“Doyoulikebirthdays?Why?”“Whatdoyouusuallydoonyourbirthday?”Encouragestudentstosharetheirexperiences,whichcanactivatetheirpriorknowledgerelatedtobirthdaysandarousetheirinterestinthefollowinglearning.

教學(xué)環(huán)節(jié)二TeachingProcedures

PresentationofConsonantSounds

Useflashcardswithwordscontainingthetargetconsonantsounds,suchas“hat”(/h?t/),“rabbit”(/?r?b?t/),“l(fā)ion”(/?la??n/),“monkey”(/?m??ki/),“nose”(/n??z/),“sing”(/s??/),“window”(/?w?nd??/),“yellow”(/?jel??/).Showtheflashcardsonebyoneandpronouncethewordsslowlyandclearly,emphasizingthetargetconsonantsounds.

Letstudentslistencarefullyandimitatethepronunciation.Then,askindividualstudentstoreadthewords,andcorrecttheirpronunciationintimeifthereareanymistakes.

Next,usetheblackboardoraprojectortoshowtheIPA(InternationalPhoneticAlphabet)symbolsoftheseconsonantsounds,andexplainthepronunciationmethodsbriefly.Forexample,for/h/,explainthatitisavoicelessglottalfricative,andwhenpronouncingit,thebreathisforcedoutthroughtheglottiswithaslightfriction.For/r/,itisavoicedalveolarapproximant,andthetongueiscurleduptowardsthealveolarridge.Letstudentspracticemakingthesoundsaccordingtotheexplanations.

PracticeofConsonantSounds

Conducta“ListenandPoint”activity.Readaseriesofwordsrandomly,someofwhichcontainthetargetconsonantsoundsandsomedonot.Askstudentstolistencarefullyandpointtotheflashcardswithwordscontainingthetargetsoundsasquicklyaspossible.Thiscanhelpstudentsimprovetheirlisteningdiscriminationability.

Organizeagroupbasedpronunciationpetition.Dividestudentsintoseveralgroups.Eachgrouptakesturnstosendarepresentativetoreadawordcontainingatargetconsonantsound.Theothergroupsjudgewhetherthepronunciationiscorrect.Ifcorrect,thegroupgetsonepoint.Thegroupwiththemostpointsattheendwins.Thisactivitycannotonlystimulatestudents'enthusiasmforlearningbutalsoprovidemoreopportunitiesforthemtopracticepronunciation.

PresentationofIntonation

Writethreetypesofsentencesontheblackboard:astatementsentence“MybirthdayisinMarch.”,ageneralquestion“IsyourbirthdayinMay?”,andaspecialquestion“Whenisyourbirthday?”.Readthesesentenceswithdifferentintonations,afallingintonationforthestatement,arisingintonationforthegeneralquestion,andafallingintonationforthespecialquestion.Letstudentslistencarefullyandfeelthedifferencesinintonation.

Explainthebasicrulesofintonationbriefly.Forstatementsandspecialquestions,theintonationusuallyfallsattheend.Forgeneralquestions,theintonationrisesattheend.Usesimplediagramsorhandgesturestohelpstudentsunderstand.Forexample,useadownwardslopinglinetorepresentfallingintonationandanupwardslopinglinetorepresentrisingintonation.

Then,letstudentsimitatethereadingofthesesentences,payingattentiontotheintonation.Walkaroundtheclassroomtolistentostudents'readingandcorrecttheirintonationproblems.

PracticeofIntonation

Carryouta“SentenceReadingpetition”.Preparesomemoresentencesofdifferenttypes(statements,generalquestions,andspecialquestions)relatedtobirthdays,suchas“Thereisabirthdaypartytonight.”“Doyouwanttoetomybirthdayparty?”“Whatdoyouwantforyourbirthday?”.Dividestudentsintopairs.Eachpairtakesturnstoreadthesentences,andtheotherpairsjudgewhethertheintonationiscorrect.Thepairwiththebestperformancewins.

Next,playashortdialoguerecording.Askstudentstolistencarefullyandmarktheintonationofeachsentenceinthedialogue.Then,playtherecordingagain,andletstudentsimitatetheintonationinthedialogueandreaditaloud.Thiscanhelpstudentsbetterunderstandtheuseofintonationinactualmunication.

DialogueLearning

Presentthethreeshortdialoguesinthetextbookonthescreen.First,playthedialoguerecording,andletstudentslistencarefullyandtrytounderstandthegeneralmeaningofthedialogues.

Then,playtherecordingagain,andthistimeaskstudentstoreadaftertherecordingsentencebysentence,payingattentiontothepronunciationofconsonantsoundsandtheuseofintonation.

Dividestudentsintogroupsofthreetoroleplaythedialogues.Eachstudentinthegrouptakesoneroleinthedialogue.Walkaroundthegroupstoprovideguidanceandhelpifnecessary.Aftertheroleplaying,invitesomegroupstoetothefrontoftheclassroomtoperformthedialoguesforthewholeclass.Therestofthestudentscanevaluatetheirperformanceintermsofpronunciationandintonation.

Summary

Summarizethekeypointsofthisclasswithstudents.Reviewthepronunciationoftheconsonantsounds/h/,/r/,/l/,/m/,/n/,/?/,/w/,/j/andtherulesofrisingandfallingintonationinsentences.A