七年級英語下冊Unit 6學(xué)案

a 抓住了一只爪子                    b 夾住了一只爪子  c 碰住了一只爪子                    d 接住了一只爪子

7b unit 6 pronunciation導(dǎo)學(xué)案【自學(xué)探究】一、請認真閱讀下面的一段文字。

句子中哪些單詞需要重讀我們知道，重音的其中一個語義功能是可以通過重音進行強調(diào), 就是說，具有語句重音的詞通常是說話人想強調(diào)的詞。換句話說，單詞之所以重讀,是因為說話的人表達特定信息的需要。因此，正確地選擇重讀音節(jié)，將重讀音節(jié)與非重讀音節(jié)自然流暢地連接起來，是實現(xiàn)語言交際的需要。英語重音的一般規(guī)律是：實義詞通常重讀,虛詞通常不重讀. 也就是說，我們可以將英語的單詞分為兩大類：實義詞和虛詞。所謂實義詞，是指名詞、動詞、形容詞、副詞、數(shù)詞等表示“誰”“什么”、 “何時”、“何地”、“為什么”、“怎么樣”等信息的詞,也叫做信息詞。這些詞擔(dān)負著表達信息的重要任務(wù)，因此通常是句中的重讀單詞。虛詞亦稱功能詞,含冠詞、代詞、介詞、助動詞、連詞等。這些詞將信息詞連接起來，形成符合語法的句子。但是，英語重音的一般規(guī)律并不是一成不變的。為了表達的需要，一些通常接受句子重音的詞,可能失去句子重音；而另一些通常不接受句子重音的詞又可能獲得句子重音。以實義詞為例, 實義詞通常是句中重讀的單詞，但如果在本句或前面一句已出現(xiàn)過,不再含有重要的信息，此時一般不再重讀: the truck was hit by aínother truck. – how many times have you seen the film? – íthree times. 再來看看功能詞。功能詞通常是句中的非重讀單詞,但由于信息表達的需要亦完全可以以重讀的形式出現(xiàn)。-- did you say “bread”? here you are. – i said “bread íand butter”. "and” 在句中通常不重讀，此處重讀明顯地是為了強調(diào)。可見，為了信息表達的需要，句中幾乎每個單詞都可以有句子重音。總而言之，在話語中，重音的位置主要取決于說話人的意愿和他希望表達的意思。通常，句中重要的詞才具重音--實義詞之所以重讀是因為這類詞本身含有重要的詞匯意義，而虛詞通常只是起功能作用。當(dāng)實義詞在句中不具重要信息，而虛詞反而含重要意義的時候，重讀的就該是虛詞而非實義詞。 回答問題：1.英語中哪些詞要重讀：            2.英語句子中的單詞重讀規(guī)則是什么？二、聽磁帶跟讀，注意句中黑體字的讀音。三、試著用鉛筆標(biāo)出b部分的重讀單詞。【教案】

教學(xué)內(nèi)容

7bu6 pronunciation

課型

新授課

教學(xué)目標(biāo)1). to make the ss understand the ideas of sentence stress . 2.) to identify and recognize typical stress

教學(xué)重難點to identify and recognize typical stress

教學(xué)方法聽讀法，小組合作法

教具準(zhǔn)備課件

教學(xué)步驟

教師活動

學(xué)生活動

個性化補充step 1. warming-up ask the students some questions like: what’s the weather like today? how do you go to school?why were you late for school?... check the preparation step 2. presentation 1.play the recording. ask students to read the sentences in part a as they are listening .confirm that the important words that convey key meaning are in bold and are stressed .ask students to repeat the sentence in chorus. 2.divide the class into pairs .ask students to choose some sentences from the list and practice presenting them, paying attention to stressing the words in bold. 3.ask students to read the sentences in part b and circle the words which they think they should be stressed. students listen to the recording and check the words which they have circled before listening and see if their answers are correct. then tell students to underline all the stressed words. step 3. practice 1.divide the class into two groups. play the recording again, pausing after each sentence. ask the groups to alternate reading and imitating the sentence. 2.for weaker classes, students may have difficulties identifying all the stressed words.  do not push them too hard. the main purpose of this section is to make students aware of the pronunciation differences between chinese and english. 3.ask students, in pairs, to read the sentences in part b, checking each other’s sentence stress. step 4 summarization   go through the new words and the language points learnt during this lesson. step 5.exercises   do some exercises in class. step 6. homework   finshi the exercises.