Unit 1 Happy Holiday Section A Lesson 2 Pronunciation（1-2f）教学设计 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦元音/iː/, /ɪ/, /e/发音规则及假期主题核心句型，通过语音卡片复习旧知（快速抢答活动），结合口型图模仿衔接新知，构建语音学习支架，梳理发音与句型知识脉络。 特色在于多感官语音训练（口型图观察、喉咙振动感知）与情境化口语任务（照片展示、小组对话模板），通过单词分类游戏、替换练习提升语言能力与思维品质，任务型活动帮助学生准确发音并自信表达，为教师提供可操作的语音及口语教学方案。

Unit 1 Happy Holiday Section A Lesson 2:Pronunciation（1-2f）教学设计 I. Teaching Objectives Knowledge Objectives Master the pronunciation rules of vowels /iː/, /ɪ/, /e/, and be able to read words containing these phonetic symbols accurately (e.g., he, trip, fresh). Understand and use basic sentence patterns related to holiday topics (e.g., “Where did you go? What did you do?”). Ability Objectives Correctly read sentences containing target phonetic symbols and grasp sentence pauses and rhythms. Conduct 1 - 2 - minute conversations on holiday topics using basic sentence patterns. Affective Objectives Dare to speak English, be willing to share holiday details with peers, and enhance confidence in oral expression. II. Teaching Key and Difficult Points Key Points Distinction of pronunciations of vowels /iː/, /ɪ/, /e/; application of holiday - topic sentence patterns. Difficult Points “Sense - group pauses” in sentences (e.g., “I went to Beijing | to visit ancient buildings.”); natural connection of “activity descriptions” in oral English. III. Teaching Preparations Phonetic symbol cards (/iː/, /ɪ/, /e/ with mouth - shape diagrams). Word lists containing target phonetic symbols (e.g., /iː/: he, see, meet; /ɪ/: trip, city, did; /e/: fresh, bread, bed). Oral dialogue templates (e.g., “A: Where did you go on holiday? B: I went to ______. A: What did you do there? B: I ______.”). IV. Teaching Procedures （一）Warm - up: Phonetic Symbol Review and Introduction (5 minutes) The teacher shows phonetic symbol cards, and students read them together and imitate the mouth shapes (e.g., /iː/ requires “spreading the corners of the mouth and protruding the tongue forward”). Conduct a “phonetic symbol quick - answer” activity: The teacher reads a word (e.g., trip), and students raise their hands to say the corresponding phonetic symbol (/ɪ/), to consolidate the phonetic symbol knowledge from the previous class. （二）Pronunciation Training: Phonetic Symbols and Sentence Rhythms (15 minutes) Phonetic Symbol Distinction The teacher demonstrates the comparison of /iː/ and /ɪ/: “Listen: ‘she’ (/ʃiː/) vs ‘ship’ (/ʃɪp/) — /iː/ is long, /ɪ/ is short.” Students repeat and touch their throats (to feel that the vocal cords vibrate longer during long - vowel pronunciation). Conduct a “word classification” game: Distribute word cards containing target phonetic symbols to students, and students stick them to the corresponding areas on the blackboard (/iː/ area, /ɪ/ area, /e/ area) according to the phonetic symbols. The teacher corrects mistakes (e.g., “bed” is easy to be misclassified into the /ɪ/ area, and the “semi - open” mouth shape of /e/ needs to be emphasized). Sentence Rhythms Present the dialogue in Pronunciation 2 of the textbook: “Mum, can I invite my friends to our new house?” The teacher marks the sense - group pauses with “/”: “Mum, / can I invite my friends / to our new house?” and leads the reading 2 times. Students read in groups. Each group selects 1 representative to show, and the teacher comments on whether the pauses are natural (e.g., avoid pausing in the middle of “invite my”). （三）Oral Training: Holiday - Topic Dialogues (20 minutes) Sentence Pattern Learning The teacher introduces sentence patterns with “situation demonstration”: “Look! I have a photo of my holiday. (Hold up the photo) A: Where did you go? B: I went to Shanghai. A: What did you do? B: I visited a museum.” Write the core sentence patterns on the blackboard and lead the reading. Students do “substitution exercises” to familiarize themselves with the sentence patterns: The teacher provides prompt words (e.g., place: Beijing, activity: hike in the mountains), and students make sentences collectively: “A: Where did you go? B: I went to Beijing. A: What did you do? B: I hiked in the mountains.” Group Dialogues Students work in groups of 4 and practice with dialogue templates. Each student is required to say at least 3 sentences (e.g., “A: Did you do anything fun? B: Yes, I went to a summer camp. C: Who did you go with? B: I went with my cousin.”). The teacher patrols and focuses on helping students with expression difficulties (e.g., prompt vocabulary: “If you went to the beach, you can say ‘I swam in the sea.’”). Finally, invite 2 groups to present on the stage. （四）Class Summary and Homework (5 minutes) Summary The teacher and students read the target phonetic symbols and core sentence patterns together, emphasizing the importance of “accurate pronunciation + fluent expression”. Homework Basic: Record an audio to read 3 sentences containing target phonetic symbols and 1 group of oral dialogues in this lesson, and submit it in the next class. Extension: Prepare 1 photo of your own holiday and describe it in 3 sentences (e.g., “This is my holiday photo. I went to Hangzhou. I visited West Lake.”) and share it in the next class. 学科网（北京）股份有限公司 $$