Starter Unit 1 Hello! Section A Pronunciation 教学设计 2025-2026学年人教版（2024）七年级英语上册

Starter Unit 1 Hello!-Section A-Pronunciation 1. Content Overview This section in Starter Unit 1 of the 2024 People's Education Press English textbook for Grade 7 focuses on the pronunciation part. It mainly deals with the 26 English letters, including their pronunciation, the classification based on vowel phonemes, and the recognition of some common abbreviations. Through a series of activities like finding letters on the keyboard, listening to distinguish vowel phonemes, and learning about abbreviations, students are guided to build a solid foundation in English pronunciation, which is crucial for their future language learning. 教学目标 2.1 Language Ability Objectives Students should be able to accurately read and write the 26 English letters. They need to master the basic pronunciation of letters in words. For example, they can correctly pronounce the letter "a" as /æ/ in "apple", and "e" as /e/ in "elephant". Also, they should be able to clearly distinguish the pronunciation characteristics between vowel letters (a, e, i, o, u) and consonant letters. Students are expected to recognize and correctly read the pronunciation of common simple words related to daily greetings, such as "hello", "hi", "good", "morning", "afternoon", and "evening". The error rate in pronunciation should be significantly reduced. They should be able to imitate the standard pronunciation and make their speech sound natural and fluent in terms of intonation. Students can apply the learned pronunciation knowledge to correctly read simple greeting sentences and self - introduction sentences, like "Hello, I'm...", "Good morning! How are you?". In oral expression, they should pay attention to pronunciation phenomena such as liaison and loss of plosion between words. For instance, "an apple" is pronounced as /ən ˈæpl/, and in "good morning", the final /d/ sound of "good" loses its plosion, making their expression more fluent and native - like. 2.2 Learning Ability Objectives Through various listening practice activities, such as listening to letter pronunciations, judging the correctness of word pronunciations by listening, and grasping key pronunciation information from sentences, students' ability to capture subtle pronunciation details should be cultivated. They are required to summarize pronunciation rules and skills from listening materials, thus improving their listening comprehension. By means of imitation, following - reading, group cooperation practice, and independent exploration, students' awareness of independent learning and cooperative learning should be enhanced. They should actively imitate the pronunciation of teachers or original sound recordings. In group work, they can listen to each other, correct pronunciation errors, and make progress together. Additionally, students are encouraged to use online learning resources and English learning apps after class to independently learn the pronunciation of more words, expand the scope and depth of pronunciation learning, and develop good independent learning habits. During the learning process of pronunciation, students should be guided to use learning strategies such as observation, comparison, and induction. By observing the pronunciation changes of letters in different words, comparing the differences between similar pronunciations, and summarizing common pronunciation rules, students' learning efficiency and ability can be improved. They should be able to draw inferences about other cases from one instance and apply the learned pronunciation rules to new words and contexts. 2.3 Thinking Quality Objectives For example, when learning letter pronunciations, students should be guided to think about the relationship between letter pronunciation and word spelling. By analyzing the spelling structure of words, they can infer their pronunciations, and vice versa. This helps students establish connections between sound, form, and meaning, thereby improving their English thinking ability. In the process of learning, students should be encouraged to think independently. When encountering pronunciation problems, they can try to find solutions through self - exploration and discussion with classmates. This helps to cultivate their critical thinking and problem - solving abilities. 2.4 Cultural Awareness Objectives Through learning the pronunciation of English letters and words, students can understand that different languages have different pronunciation systems and characteristics, which reflects cultural diversity. They should respect and appreciate these differences. By learning some English abbreviations with Chinese characteristics, such as "PLA" (People's Liberation Army) and "PRC" (People's Republic of China), students can enhance their sense of national identity and patriotism. At the same time, they can also understand the international influence of Chinese culture in the English - speaking world. 教学重难点 3.1 Key Points The vowel phoneme classification of the 26 English letters and their practical application. Students need to master how to classify letters according to vowel phonemes, such as letters containing the /eɪ/ sound like "Aa", "Hh", "Jj", "Kk". The understanding and recognition of some common abbreviations. Students should know the meanings of abbreviations like "PLA", "PRC", "VR" (Virtual Reality), "WHO" (World Health Organization), "UN" (United Nations). 3.2 Difficult Points The accurate pronunciation of the 26 English letters, especially the pronunciation of vowels. Some vowel sounds are easily confused, such as /ɪ/ and /iː/. The vowel phoneme classification of the 26 letters. It is a bit challenging for students to correctly categorize letters according to vowel phonemes as it requires a good understanding of phonetic knowledge. The identification and memory of vowel phoneme symbols. Phonetic symbols are new to seventh - graders, and it takes time for them to get familiar with and remember these symbols. 4.1 26 English Letters Letter Name and Pronunciation: Each letter has its own name and pronunciation. For example, "A" is pronounced as /eɪ/, "B" as /biː/, etc. Vowel and Consonant Letters: There are 5 vowel letters (a, e, i, o, u) and 21 consonant letters. Vowel letters play an important role in forming syllables and have different pronunciation characteristics from consonant letters. Letter Classification by Vowel Phonemes: 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 4.2 Common Abbreviations PLA: People's Liberation Army PRC: People's Republic of China VR: Virtual Reality WHO: World Health Organization UN: United Nations 教学过程 5.1 Warming - up (5 minutes) Greet the students with "Hello, class! How are you today?" to create a friendly English - speaking atmosphere. Play the English alphabet song for the students. Encourage them to sing along loudly. After the song, ask some students to recall the order of several letters randomly, for example, "What letter comes after 'F'?" or "What is the letter before 'M'?". This activity aims to review students' previous knowledge of the 26 letters and arouse their interest in the new lesson. 5.2 Presentation (15 minutes) Letter Location on the Keyboard (3 minutes): Show a picture of a keyboard on the screen. Point to different letters on the keyboard and ask students, "Where is A?" Encourage students to answer, "A is here." Then let students practice this kind of dialogue in pairs. Choose some pairs to come to the front of the class and show their dialogue while pointing to the letters on a real keyboard. This activity helps students connect the abstract letter symbols with the real - life keyboard, which is beneficial for their future computer - related English learning. Letter Pronunciation and Vowel Phoneme Classification (8 minutes): First, use the multimedia to play the standard pronunciation of the 26 letters one by one. Let students listen carefully and imitate the pronunciation. Pay attention to the pronunciation of vowels and consonants. For example, when teaching the pronunciation of "a", explain that it is pronounced as /eɪ/ as a letter name, but in words like "apple", it is pronounced as /æ/. Then, start to introduce the vowel phoneme classification of letters. Write the vowel phoneme symbols /eɪ/, /iː/, /e/, /aɪ/, /əʊ/, /juː/, /ɑː/ on the blackboard. Play the pronunciation of letters again, and this time, ask students to listen and group the letters according to the vowel phonemes they hear. After that, check the answers together. Write the grouped letters under each vowel phoneme symbol on the blackboard. For example, under /eɪ/, write "Aa, Hh, Jj, Kk". To make it more vivid, use some simple body language to help students remember the pronunciation. For the /iː/ sound, stretch the corners of the mouth wide as if smiling; for the /e/ sound, open the mouth a little wider. Common Abbreviations (4 minutes): Show the abbreviations "PLA", "PRC", "VR", "WHO", "UN" on the screen one by one. First, let students guess what they might stand for. Then, reveal the full names and meanings. Teach students how to read these abbreviations correctly. For example, "PLA" is read as /ˌpiː el ˈeɪ/. Explain the significance of these abbreviations, especially the ones related to China, to enhance students' cultural awareness. 5.3 Practice (15 minutes) Individual Practice (5 minutes): Distribute small pieces of paper with some letters written on them to each student. Each student needs to stand up, read the letter aloud, and say which vowel phoneme group it belongs to. For example, if a student has the letter "J", he/she should say, "J, /dʒeɪ/, it belongs to the /eɪ/ group." Other students listen carefully and check if the answer is correct. Group Practice (5 minutes): Divide the class into groups of four. Each group is given a set of flashcards with letters and abbreviations. The group members take turns to pick a card, read it aloud, and explain its pronunciation or meaning (for abbreviations). The other group members listen and correct if there are any mistakes. After each round, group members can discuss and summarize the difficulties they encountered in pronunciation. Listening Practice (5 minutes): Play a short audio clip. In the clip, there are some letters being read, some words with the letters pronounced in different ways, and some abbreviations. Students need to listen carefully and write down the letters, words, and abbreviations they hear. Then, play the audio again for students to check their answers. This activity can comprehensively test students' listening and pronunciation abilities. 5.4 Production (7 minutes) Mini - Report (3 minutes): Ask each group to choose an abbreviation they are interested in. They need to do a mini - report about it, including what it stands for, its application scenarios, and some related knowledge. For example, if a group chooses "VR", they can talk about what virtual reality is, where it is used (such as in video games, medical training), and how the abbreviation is widely known in modern society. Each group member should participate in the report, and they need to use correct pronunciation and intonation. Create an Alphabet Story (4 minutes): Let students work in pairs. Each pair needs to create a short story using at least 10 different letters. They should write down the story and then read it aloud. When reading, they need to pay attention to the correct pronunciation of each letter and word. After that, some pairs can come to the front of the class and share their stories with the whole class. This activity can not only improve students' pronunciation but also their creativity and language - using ability. 5.5 Summary and Homework (3 minutes) Summary (1 minute): Summarize the key points of this class with the students, including the pronunciation of 26 letters, their vowel phoneme classification, and the understanding of common abbreviations. Ask students to recall and repeat some important knowledge points. For example, ask, "Who can tell me the letters that contain the /aɪ/ sound?" Homework (2 minutes): Ask students to go home and record themselves reading the 26 letters and 10 simple words (such as "cat", "dog", "book", etc.) on their mobile phones. The recording should be clear and with correct pronunciation. They need to send the recording to the class group for teachers and classmates to listen and comment. Let students make a simple English - Chinese glossary of abbreviations. They can search for at least 5 more abbreviations they are interested in, write down their full names, meanings, and pronunciations in both English and Chinese. This homework can help students review and consolidate what they have learned in class and also expand their knowledge. 教学反思 After this class, overall, most students showed great interest in the pronunciation learning of English letters and abbreviations. The warming - up activity of singing the alphabet song successfully attracted students' attention and created a positive learning atmosphere. The presentation part, especially the use of body language to help with letter pronunciation and the vivid introduction of vowel phoneme classification, seemed to be well - received by students. They were actively involved in the practice activities, and the group work effectively enhanced their cooperation ability. However, there were also some problems. In the individual practice part, a few students still had difficulty accurately classifying letters according to vowel phonemes, especially when the letters had multiple pronunciations in different contexts. In the future, more targeted practice should be designed for these students. Also, during the production part, some students' creativity was limited, and their stories were a bit simple. In the next class, more inspiration and guidance can be provided to help students think more creatively. In general, the teaching objectives were basically achieved, but continuous improvement is needed to better meet the learning needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $