Starter Unit 3 Welcome!-Section A-Pronunciation 教学设计2025-2026学年人教版英语七年级上册

Starter Unit 3 Welcome!-Section A- Pronunciation Students can accurately perceive and pronounce the vowel phonemes /æ/, /e/, /ɪ/, /ɒ/, /ʌ/ as in the closed syllable words. For example, they can read words like “cat” with the correct /æ/ sound, “bed” with the /e/ sound, “pig” with the /ɪ/ sound, “hot” with the /ɒ/ sound, and “cup” with the /ʌ/ sound. Master the closed - syllable pronunciations of the letters A, E, I, O, and U in words. They are able to distinguish whether a word is in a closed - syllable structure and pronounce the vowel letter accordingly. For instance, when seeing the word “map”, they know it is a closed - syllable word and pronounce the “a” as /æ/. Be capable of singing the chant related to the pronunciation fluently, which helps them further reinforce the pronunciation of vowel letters in different words. Students are able to perceive the pronunciation of the vowel phonemes /æ/, /e/, /ɪ/, /ɒ/, /ʌ/. They can clearly hear and imitate these sounds accurately. Students are able to master the closed - syllable pronunciation of the letters A, E, I, O, and U in words. They can correctly pronounce vowel letters in closed - syllable words in reading and speaking. Students are able to sing the chant fluently, which helps them internalize the pronunciation rules. This teaching material is from Section A of Starter Unit 3 “Welcome!” in the seventh - grade English textbook. The pronunciation part focuses on teaching the pronunciation of vowel letters A, E, I, O, and U in closed syllables. It first presents a set of words with vowel letters in closed - syllable structures, such as “cat”, “bed”, “pig”, “hot”, “cup”. By showing these words, students can visually observe the letter combinations and start to get a sense of the pronunciation pattern. Then, it provides listening exercises where students need to listen to words and classify them according to the pronunciation of vowel letters in open or closed syllables. This helps students further distinguish and solidify the pronunciation rules. Finally, there is a chant that contains many words with vowel letters in different syllable structures. The chant not only makes the learning process more interesting but also serves as a comprehensive practice for students to apply the learned pronunciation rules. In primary school, students have initially been exposed to English. They have a certain understanding of the 26 English letters and can write the five vowel letters correctly through the learning of the previous unit. They also have a basic sense of the pronunciation of some simple words containing vowel letters, such as “cake” and “no”. They have learned some basic English words and simple sentence patterns, which gives them a certain language foundation for this pronunciation learning. 教学环节一 Warming - up Show students some pictures of animals and objects, such as a cat, a bed, a pig, a dog, and a cup. Ask students to say the English words for these pictures. As they say the words, write the words on the blackboard: “cat”, “bed”, “pig”, “dog”, “cup”. Then, ask students to pay attention to the underlined vowel letters in these words. Point out that although they are all vowel letters, they sound different. For example, the “a” in “cat” doesn't sound the same as the “e” in “bed”. This will arouse students' curiosity and lead them to the topic of vowel - letter pronunciation in closed syllables. 教学环节二 Teaching Procedures Presentation Explain the concept of closed syllables. A closed syllable is a syllable that has a single vowel letter followed by one or more consonant letters. Use the words on the blackboard as examples. For “cat”, the vowel letter “a” is followed by the consonant letters “c” and “t”, so it is a closed - syllable word. Teach the pronunciation of the vowel phonemes in closed syllables one by one. For the letter “A” in closed syllables, show the phoneme /æ/. Demonstrate the pronunciation by opening your mouth wide, with the tongue low in the mouth. Let students watch your mouth shape and imitate. Then, practice saying words like “cat”, “map”, “hat” with the students. Have them repeat several times to get the correct pronunciation. For the letter “E” in closed syllables, introduce the phoneme /e/. Show them the mouth shape: the mouth is slightly open, and the tongue is in the middle of the mouth. Practice words like “bed”, “pen”, “leg” with the students. Let them feel the difference in pronunciation compared to the long “e” sound they may be familiar with from words like “she”. For the letter “I” in closed syllables, teach the phoneme /ɪ/. The mouth is open a little bit, and the tongue is slightly forward. Practice words such as “pig”, “fish”, “big” with the students. Make sure they don't pronounce it as the long “i” sound in “bike”. For the letter “O” in closed syllables, present the phoneme /ɒ/. The mouth is rounded and open. Practice words like “hot”, “dog”, “box” with the students. Let them compare it with the pronunciation of “o” in open - syllable words like “go”. For the letter “U” in closed syllables, introduce the phoneme /ʌ/. The mouth is open, and the tongue is in the middle. Practice words like “cup”, “duck”, “bus” with the students. Practice Activity 1: Listen and Circle Play a recording of a series of words. Some words have vowel letters in closed - syllable structures, and some are in open - syllable structures. For example, the words may include “name”, “cat”, “she”, “bed”, “bike”, “pig”. Ask students to listen carefully and circle the words with vowel letters in closed - syllable structures. After they finish circling, check the answers together. Explain why each word is classified as such, emphasizing the pronunciation of the vowel letters. Activity 2: Word Sorting Write a group of words on the blackboard, such as “map”, “plane”, “pen”, “Chinese”, “fish”, “time”, “hot”, “go”, “cup”, “use”. Divide the students into groups. Ask each group to sort these words into two categories: words with vowel letters in closed - syllable structures and words with vowel letters in open - syllable structures. Have each group present their sorting results and explain their reasons. This activity can help students further distinguish between open - and closed - syllable words and their vowel - letter pronunciations. Production Activity 1: Make Your Own Words Ask students to create their own words using the vowel letters in closed - syllable structures. They can start with a consonant letter, add a vowel letter, and then another consonant letter. For example, they can create words like “bat”, “pet”, “hit”, “not”, “nut”. Have them share their created words with their partners and read them aloud. Partners can correct each other's pronunciation if there are any mistakes. Activity 2: Chant Singing Present the chant related to the pronunciation to the students. First, play the recording of the chant for them to listen to and get a feel for the rhythm and pronunciation. Then, teach the chant line by line. For example, the chant may go like this: “Cat in the hat, sitting on the mat. Bed for the pet, it's not a bet. Pig in the bin, eating a pin. Dog in the fog, having some fun. Cup for the pup, filled with some milk.” Let the students repeat each line after you, emphasizing the correct pronunciation of the vowel letters in closed - syllable words. After teaching all the lines, sing the chant together with the students several times. They can clap their hands or tap their feet to the rhythm to make it more interesting. Summary and Homework Summary Review the key points of this class with the students. Remind them of the concept of closed syllables and the pronunciation of vowel letters A, E, I, O, and U in closed - syllable words. Ask students to share what they have learned in this class. Encourage them to summarize the pronunciation rules in their own words. Homework Ask students to find at least five more closed - syllable words in their English books and write them down with their pronunciations. Have them sing the chant they learned in class to their parents or family members and record it. They can bring the recording to class next time to share with their classmates. 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$