Starter Unit 1 Hello! Section A（Pronunciation）教学设计 2025-2026学年人教版英语七年级上册

Starter Unit 1 Hello!-Section A（Pronunciation） This section from Starter Unit 1 "Hello!" in the 2024 People's Education Press English textbook for Grade 7 focuses on pronunciation. It primarily revisits the 26 English letters, aiming to reinforce students' correct pronunciation and spelling. Moreover, it guides students to categorize the 26 letters based on shared vowel phonemes, enhancing their understanding of letter sounds. Additionally, the section introduces some commonly used abbreviations in daily life, such as "PRC", "PLA", "VR", "WHO", and "UN", enabling students to recognize and understand their meanings. 教学目标 Students should be able to accurately read and write the 26 English letters, clearly distinguish the pronunciation of each letter, and correctly identify the vowel and consonant letters. Master the basic pronunciation rules of letters in words, for example, know the pronunciation of vowel letters like "a" in "apple" /æ/, "e" in "elephant" /e/, etc., and be able to apply these rules to read simple words. Learn to recognize and correctly read common words related to daily greetings, such as "hello", "hi", "good", "morning", "afternoon", "evening", etc., reducing pronunciation errors and imitating standard pronunciation with natural intonation. Be capable of using the learned pronunciation knowledge to correctly read simple greeting sentences and self - introduction sentences, like "Hello, I'm...", "Good morning! How are you?", and pay attention to pronunciation phenomena such as liaison and loss of plosion in oral expressions to make the language more fluent and native - like. 教学重难点 Systematically teach the pronunciation of the 26 English letters. Through vivid demonstrations, mouth - shape explanations, and a large number of imitation exercises, help students accurately master the pronunciation essentials of each letter, and clearly distinguish the pronunciations of easily confused letters, such as "b" and "d", "p" and "q", "m" and "n", etc. Explain in detail the pronunciation rules of common simple words, such as the pronunciation rules of vowel letters in open and closed syllables, helping students establish a sound - shape correspondence relationship, and enabling them to correctly read the pronunciations of words according to their spellings. Meanwhile, through rich word examples and reading exercises, let students become familiar with and master these pronunciation rules, and improve their word recognition ability. With the help of listening materials, imitation exercises, and actual oral communication, make students familiar with and master pronunciation phenomena such as liaison and loss of plosion in sentences, and be able to naturally use these pronunciation skills in oral expressions, making sentence reading more fluent and natural, and improving the fluency and nativeness of oral English. 1 26 English Letters Letter Forms: Both uppercase and lowercase forms of the 26 English letters: Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz. Pronunciation: Each letter has its specific pronunciation. For example, the vowel letters have the following common pronunciations: /eɪ/ for Aa, /iː/ for Ee, /aɪ/ for Ii, /əʊ/ for Oo, /juː/ for Uu. The consonant letters also have their distinct pronunciations, like /b/ for Bb, /k/ for Cc, etc. Classification by Vowel Phonemes: The 26 letters can be classified into 7 categories according to the vowel phonemes they contain: Letters with /eɪ/ sound: Aa, Hh, Jj, Kk Letters with /iː/ sound: Bb, Cc, Dd, Ee, Gg, Pp, Tt, Vv, Zz ( /ziː/) Letters with /e/ sound: Ff, Ll, Mm, Nn, Ss, Xx, Zz ( /zed/) Letters with /aɪ/ sound: Ii, Yy Letters with /əʊ/ sound: Oo Letters with /juː/ sound: Qq, Uu, Ww Letters with /ɑː/ sound: Rr 2 Abbreviations PRC: People's Republic of China PLA: People's Liberation Army VR: Virtual Reality WHO: World Health Organization UN: United Nations 3 Basic Pronunciation Rules Vowel Pronunciation in Open and Closed Syllables: In an open syllable, a vowel usually has its letter name sound. For example, in the word "cake", the vowel "a" is in an open syllable and is pronounced /eɪ/. In a closed syllable, a vowel usually has a short vowel sound. For example, in the word "cat", the vowel "a" is in a closed syllable and is pronounced /æ/. Consonant Pronunciation: Most consonant letters have relatively stable pronunciations. For example, "p" is usually pronounced /p/, "t" is usually pronounced /t/, but there are also some exceptions and special cases that need to be noted, such as the pronunciation of "th" as mentioned above. Pronunciation Phenomena in Sentences: Liaison: When a word ending with a consonant sound is followed by a word starting with a vowel sound in a sentence, the consonant sound and the vowel sound are often pronounced together. For example, "an apple" is pronounced /ən ˈæpl/. Loss of Plosion: When two plosive consonants (such as /p/, /b/, /t/, /d/, /k/, /g/) meet, the first plosive consonant is not fully pronounced, but only the air - blocking gesture is made. For example, in "good morning", the /d/ in "good" is not fully pronounced. 教学过程 1 Lead - in (5 minutes) Greet Students: Use different greeting ways like "Hello, class!", "Hi, everyone!", "Good morning/afternoon, boys and girls!" to start the class, and encourage students to respond actively. Then ask some students randomly, "How are you?" to review the simple greeting expressions they learned before. Play the Alphabet Song: Play the classic "ABC Song" for students. Let them sing along with the music. After singing, ask students some questions, such as "Do you like this song? What letters can you remember from the song?" This activity can not only create a lively English - learning atmosphere but also arouse students' interest in learning the 26 letters and review the order of the letters. 2 Presentation (15 minutes) Letter Location on the Keyboard: Show a large picture of a computer keyboard on the blackboard or through a projector. Point to different letters on the keyboard and ask students, "Where is A?" Encourage students to answer, "A is here." Then randomly choose some other letters and have students practice this kind of question - and - answer in pairs. This activity helps students familiarize themselves with the location of letters on the keyboard, which is beneficial for their future learning of typing and using English - related software. Pronunciation of 26 Letters: Write the 26 letters on the blackboard in order. First, introduce the concept of vowel letters (Aa, Ee, Ii, Oo, Uu) and consonant letters. Then, start to teach the pronunciation of each letter one by one. For example, when teaching the letter "Aa", say, "Look at the letter Aa. Its pronunciation is /eɪ/. Watch my mouth shape carefully." Demonstrate the pronunciation of /eɪ/ with an exaggerated mouth shape, and then let students imitate. After that, choose some words starting with "a" like "apple", "ant", "am" to show the pronunciation of "a" in words. Do the same for each of the 26 letters, paying special attention to the letters with easily confused pronunciations. Let students practice reading the letters in groups, and then invite some students to read the letters individually to check their pronunciation. 3 Practice (20 minutes) Listen and Circle: Hand out a worksheet with a series of letters printed on it. Play the recording of the 26 letters. As students listen, they need to circle the letters they hear. After listening, check the answers together. This activity can train students' listening ability and their ability to recognize letter sounds. Grouping by Vowel Phonemes: Divide students into groups of four or five. Give each group a set of cards with the 26 letters written on them. Instruct students to group the letters according to the vowel phonemes they contain. Walk around the classroom to provide guidance and help. After the groups finish, ask each group to send a representative to the front of the class to show their grouping results and explain the reasons. This activity can deepen students' understanding of the classification of letters by vowel phonemes. 4 Introduction of Abbreviations (10 minutes) Show and Explain: Present the abbreviations "PRC", "PLA", "VR", "WHO", "UN" on the blackboard or through PPT. Explain their full names and meanings one by one. For example, "PRC stands for People's Republic of China. It is the abbreviation of our country's name." Let students repeat the full names and abbreviations several times to strengthen their memory. Group Discussion: Divide students into groups again. Ask them to discuss in groups whether they know any other abbreviations in daily life and what their meanings are. After the discussion, invite some groups to share their findings with the whole class. This activity can expand students' knowledge of abbreviations and encourage their thinking and communication. 5 Consolidation (10 minutes) Reading Practice: Provide some simple words and sentences that contain the 26 letters. For example, "bag", "cat", "dog", "Hello, I'm Tom. How are you?" Let students read these words and sentences aloud, paying attention to the correct pronunciation of each letter and pronunciation phenomena such as liaison and loss of plosion. Walk around the classroom to correct students' pronunciation in time. Game - "Letter Bingo": Prepare some bingo cards for students. Each card has a 3 * 3 or 4 * 4 grid, and each grid contains a letter. Read out a series of letters randomly. When students hear a letter that is on their bingo card, they mark it. The first student who gets a row (horizontal, vertical, or diagonal) of marked letters shouts "Bingo!" This game can make the learning process more interesting and help students review and consolidate the letter pronunciations. 6 Summary (5 minutes) Review Key Points: Summarize the key points of this class with students, including the pronunciation of the 26 letters, their classification by vowel phonemes, and the meaning of the introduced abbreviations. Write the key points on the blackboard again to reinforce students' memory. Student Reflection: Ask students to think about what they have learned in this class and what difficulties they still have in pronunciation. Encourage them to share their thoughts and feelings with the class. 7 Homework Assignment (5 minutes) Record Pronunciation: Ask students to go home and record themselves reading the 26 letters and some simple words they learned in class. They can use their mobile phones or other recording devices. Then send the recordings to the class group or email them to the teacher. This assignment can help students practice pronunciation repeatedly and also enable the teacher to monitor students' learning progress after class. Search for Abbreviations: Let students search for more abbreviations used in daily life, English - related fields, or on the Internet. They need to write down the abbreviations, their full names, and meanings in a notebook. This assignment can expand students' knowledge and cultivate their independent learning ability. 教学反思 Positive Aspects: The use of the alphabet song at the beginning effectively captured students' attention and put them in a good mood for learning, quickly creating an English - learning atmosphere. The game "Letter Bingo" in the consolidation stage was highly popular among students. They were actively involved, which greatly enhanced their enthusiasm for learning and effectively reviewed letter pronunciations. The group activities, such as grouping letters by vowel phonemes and discussing abbreviations, promoted students' cooperation and communication skills. Students actively expressed their opinions in groups, and through mutual learning, they deepened their understanding of knowledge. Areas for Improvement: Some students still had difficulty accurately pronouncing certain letters, especially those with easily confused pronunciations like "b" and "d", "m" and "n". In future classes, more targeted pronunciation practice, such as more detailed mouth - shape demonstrations, contrastive exercises, and individual guidance, should be provided. In the listening practice of "Listen and Circle", a small number of students had poor listening comprehension ability and could not quickly and accurately identify the letters they heard. It is necessary to increase the amount and variety of listening training in daily teaching, gradually improving students' listening skills. When introducing abbreviations, although students were actively discussing, the time for sharing was a bit short. In future teaching, more time can be allocated to students' sharing, allowing them to express more fully and further expanding their knowledge of abbreviations. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$