Unit 2 Meet My Family!-Preparing for the Topic-Pronunciation教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

Unit 2 Meet My Family!-Preparing for the Topic-Pronunciation This lesson is from Unit 2 "Meet My Family!" of the Ren'ai Science Edition (2024) English textbook for Grade 7. The main content focuses on the pronunciation part. Students will learn the pronunciation rules of vowel letters "a" and "e", and consonant letters "p", "b", "t", "d", "k", and "g" in words. Through various activities such as chanting, listening, and practicing, students are expected to improve their pronunciation accuracy and spelling skills, laying a solid foundation for better English learning. 教学目标 Students can master the pronunciation rules of vowel letters "a" and "e", and consonant letters "p", "b", "t", "d", "k", and "g" in words. Students are able to read and write words correctly according to the learned pronunciation rules. 教学重难点 The pronunciation rules of vowel letters "a" and "e", and consonant letters "p", "b", "t", "d", "k", and "g". Applying these pronunciation rules to read and write words. Helping students accurately distinguish and pronounce the different sounds of these letters, especially for some easily confused sounds. Guiding students to use the learned pronunciation rules flexibly in reading and writing unfamiliar words. 1 Vowel Letters "a": In open syllables, it is pronounced as /eɪ/, for example, in the word "cake" /keɪk/, "name" /neɪm/. In closed syllables, it is pronounced as /æ/, such as in "cat" /kæt/, "map" /mæp/. "e": In open syllables, it is pronounced as /iː/, like in "he" /hiː/, "she" /ʃiː/. In closed syllables, it is pronounced as /e/, for instance, in "bed" /bed/, "pen" /pen/. 2 Consonant Letters "p": pronounced as /p/, e.g., "pen" /pen/, "map" /mæp/. "b": pronounced as /b/, e.g., "bag" /bæɡ/, "book" /bʊk/. "t": pronounced as /t/, e.g., "table" /ˈteɪbl/, "cat" /kæt/. "d": pronounced as /d/, e.g., "dog" /dɒɡ/, "red" /red/. "k": pronounced as /k/, e.g., "cake" /keɪk/, "bike" /baɪk/. "g": pronounced as /ɡ/, e.g., "go" /ɡəʊ/, "bag" /bæɡ/. 教学过程 1 Warming-up (5 minutes) Greet the students in English, such as "Good morning/afternoon, class! How are you today?" to create a relaxed English - speaking atmosphere. Show some pictures of simple words on the PPT, like "apple", "pen", "bag", etc. Ask students to quickly read the words they see. This activity can review some previously learned words and also lead to the topic of pronunciation easily. 2 Presentation (15 minutes) Vowel Letters "a" and "e": First, show the students the two vowel letters "a" and "e" on the blackboard or PPT. Explain the concept of open and closed syllables briefly. For the pronunciation of "a" in open syllables, play the recording of the word "cake" /keɪk/. Let students listen carefully and imitate the pronunciation, paying attention to the mouth shape, which is like smiling slightly. Then give more examples like "name", "face", and ask students to read them aloud. For the pronunciation of "a" in closed syllables, play the recording of "cat" /kæt/. Demonstrate the mouth shape, which is wider. Have students imitate and practice reading words like "map", "hat", etc. Do the same for the vowel letter "e". Play the recording of "he" /hiː/ for the pronunciation in open syllables, and let students feel the long and clear sound. Then practice with words like "she", "me". For the pronunciation of "e" in closed syllables, play the recording of "bed" /bed/, and guide students to practice words like "pen", "leg". Consonant Letters "p", "b", "t", "d", "k", "g": Write these six consonant letters on the blackboard. For each letter, start with a simple word. For example, for "p", write "pen". Play the recording of "pen" /pen/, and let students feel the puff of air when pronouncing /p/. Then ask students to pronounce words like "map", "cap". For "b", take the word "bag" /bæɡ/. Let students listen and note that when pronouncing /b/, the vocal cords vibrate. Have them practice words like "book", "big". Do similar demonstrations and practices for "t", "d", "k", and "g" with words like "table" /ˈteɪbl/, "dog" /dɒɡ/, "cake" /keɪk/, "go" /ɡəʊ/ respectively. 3 Practice (15 minutes) Chant Activity: Present a chant on the PPT: "A, a, a, /eɪ/ in cake, /æ/ in cat. E, e, e, /iː/ in he, /e/ in bed. P, p, p, /p/ in pen, /p/ in map. B, b, b, /b/ in bag, /b/ in book. T, t, t, /t/ in table, /t/ in cat. D, d, d, /d/ in dog, /d/ in red. K, k, k, /k/ in cake, /k/ in bike. G, g, g, /ɡ/ in go, /ɡ/ in bag." Play the recording of the chant, and let students listen and follow along several times. Encourage them to read it loudly and rhythmically. Listening Practice: Prepare a set of words on the PPT, which contain the letters whose pronunciation has just been learned. Play the recording of each word, and ask students to circle the correct letter combination according to the sound they hear. For example, if they hear /eɪ/, they should circle the "a" in an open - syllable word. After that, play the recording of some sentences. Ask students to listen carefully and write down the words they hear that contain the target letters. For example, the sentence could be "He has a big bag." Students need to write down "he", "big", "bag". 4 Production (7 minutes) Group Work: Divide the students into groups of four or five. Give each group a set of word cards. The cards have words with the learned letter pronunciations, some in regular forms and some in irregular forms. Each group member takes turns to pick a card, read the word on the card, and explain why the letter in the word is pronounced in that way according to the learned rules. If it is an irregular word, they need to try to find out the reason or just note it down for further discussion. Other group members listen and correct if there are any mistakes in pronunciation or explanation. 5 Summary and Homework (3 minutes) Summary: Summarize the key points of this lesson on the blackboard. Review the pronunciation rules of vowel letters "a" and "e", and consonant letters "p", "b", "t", "d", "k", and "g" with the students. Emphasize the importance of practicing pronunciation regularly. Homework: Ask students to make a list of at least ten words that contain the letters "a", "e", "p", "b", "t", "d", "k", or "g", and mark the pronunciation of these letters in each word. Tell students to read the words they listed aloud for five minutes every day and record their reading. They can send the recordings to the teacher through a learning app if possible. 教学反思 After this class, I need to reflect on several aspects. First, in the presentation part, whether the explanations of open and closed syllables were clear enough for students. Some students might still be confused about the concept, which could affect their understanding of vowel letter pronunciations. Maybe I should use more vivid examples or visual aids to make it easier to understand. Second, during the practice activities, I need to check if all students actively participated. Some students might be shy to read aloud in the chant activity or make mistakes in the listening practice without getting enough attention. In the future, I should pay more attention to individual students and provide more opportunities for them to practice and correct their mistakes. Third, in the group work, did the group members cooperate effectively? Some groups might have dominant students who did most of the work, while some students might not have fully expressed their opinions. I need to think about how to better guide group cooperation to ensure that every student can benefit from the activity. Overall, this lesson aimed to help students master certain pronunciation rules. Through reflection, I can adjust my teaching methods and strategies to make the following lessons more effective in improving students' English pronunciation ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$