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課題 仁愛科普版七上英語Unit 3 Exploring the topic-Pronunciation 教學設計
一、教學目標 1. Students are able to correctly identify and pronounce the phonetic symbols of / ai /, / t /, / f /, / v /, / s /, / z /, / h /, / r /. 2. Students can spell the words according to the phonetic symbols they hear. 3. Students can correctly use the rise and the drop in their sentences. 二、教學重難點 1. Key points Master the pronunciation of the phonetic symbols / ai /, / t /, / f /, / v /, / s /, / z /, / h /, / r /. Be able to accurately hear and distinguish between the words containing these phonetic symbols. 2. Difficult points For confusing phonetic symbols, such as / f / and / v /, / s / and / z / accurate pronunciation. Use the rise and drop the tone naturally and smoothly in the sentence. 三、教學方法 1. Teaching method: explain the methods and skills of phonetic symbols pronunciation. 2. Practice method: consolidate the learned phonetic symbols through listening, reading, writing and other exercises. 3. Imitation method: let the students imitate the recording or the teacher's pronunciation, and correct the pronunciation errors. 四、教學過程 (I) Lead in (5 minutes) 1. Play a simple English song, such as "ABC Song", to let the students enter into the English learning state in a relaxed and happy atmosphere. 2. Show some pictures of the words containing the phonetic symbols to learn in this lesson, such as bike (/ baik /), sun (/ s n /), etc., and guide the students to observe the pronunciation of the letters in the words, so as to introduce the pronunciation of the topic —— of this lesson. (II) Teaching of phonetic symbols (5 minutes) 1. Explain the pronunciation methods of phonetic AIDS / ai /, / t /, / f /, / v /, / s /, /, / z /, / h / and / r / in turn. /ai/：由元音 /a/ 滑向元音 /i/，發音時口型從大到小。例如：bike，kite 。 /t/：舌尖抵住上齒齦，形成阻礙，然后突然放開，讓氣流沖出，聲帶不振動。例如：time，sit 。 /f/：上齒輕觸下唇，氣流從唇齒間通過，形成摩擦音，聲帶不振動。例如：fine，five 。 /v/：發音方法與 /f/ 相似，但聲帶振動。例如：very，have 。 /s/：舌尖靠近上齒齦，氣流從舌尖與上齒齦間通過，形成摩擦音，聲帶不振動。例如：sun，see 。 /z/：發音方法與 /s/ 相似，但聲帶振動。例如：zoo，zero 。 /h/：張開嘴巴，讓氣流自由逸出口腔，聲帶不振動。例如：hello，house 。 /r/：舌尖卷起，靠近上齒齦后部，舌兩側稍收攏，雙唇略突出，氣流通過舌尖和齒齦形成輕微的摩擦，聲帶振動。例如：red，right 。 2. The teacher demonstrates the pronunciation of each phonetic symbol, and lets the students observe the mouth shape and imitate the pronunciation. Then let the students individual pronunciation, the teacher to give correction and guidance. (III) Practice the pronunciation (10 minutes) 1. Activity 1: Listen to the text. Pay attention to the pronunciation of the colored letters. Play the recording and let the students listen carefully to the pronunciation of the colored letters in the text, such as "Zaki has a bike. A nice big bike. He sees the sun rise. And he goes outside. Today, he has a math class. He sits and works hard." After listening, let the students discuss the pronunciation heard in groups, and then ask individual students to share. 2. Activity 2: Listen and repeat. Play the recording again, let the students repeat the pronunciation following the words, suchas "like, like, like, kid, big, gift, fine, five, five, fix, sit, desk, his, has, zip, Zaki, he, hit, rose, ride". Teachers patrol, timely correct students' pronunciation errors. (IV) Spelling words (10 minutes) 1. Activity 3: Read the following sounds aloud and spell the words. The teacher read out the phonetic symbols, such as / bark /, / sIt /, / far / v /, / bg /, / hrt /, / kart /, / kid /, / raiz /, and let the students spell the words according to the phonetic symbols. After the students spell, the teacher announces the answers and explains the spelling skills. (V) Tone-tone exercises (5 minutes) 1. Explain the usage and rules of rise and lowering: when enumerating things, except for the last item, the rest are used. 2. Activity 4: Listen and repeat the following sentences aloud. Pay attention to the rising tones () and the falling tones (). Play the recording and let the students listen to the intonation of the sentences, such as "There are pens, books and a ruler in my schoolbag.", "" We usually go to the zoo by bus, by car or by underground. "," "We study Chinese, English and many other subjects." Students imitate the sentences on the recording and experience the changes of rising and lowering tone. The teacher asks individual students to read aloud and give them evaluation and guidance. (VI) Consolidation and expansion (5 minutes) 1. Let the students have a reading contest of words and sentences in groups to see which group has the most accurate pronunciation and the most natural intonation. 2. Let the students spell their favorite words with the learned phonetic symbols, and try to make sentences with the words containing these phonetic symbols. 5. Class Summary (5 minutes) 1. Review the usage of phonetic symbols / ai /, / t /, / f /, / v /, / s /, / z /, / h /, / r /, and the usage of ascending and lowering tones. 2. Emphasize the importance of correct pronunciation and intonation in English learning, and encourage students to practice more after class. 6, homework layout 1. Listen to the tape, read the words and sentences in the textbook, and consolidate the pronunciation and intonation. 2. Write 10 words with the learned phonetic symbols, and mark the phonetic symbols.

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