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

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版七年级上册 授课题目 Starter Unit 1 Hello!-Section A-Pronunciation 课时 第3课时 主题情境 Starter Unit 1 Hello! 授课教师 语篇研读 1. What This discourse belongs to the English language learning context, specifically focusing on the pronunciation and recognition of English letters. Letter - Keyboard Correspondence: A keyboard diagram is used to help students identify the positions of the 26 English letters. This visual aid provides a practical and real - life connection, as keyboards are commonly used in modern communication. Letter Pronunciation Classification: The letters are divided into 7 groups according to their pronunciations, with each group marked with phonetic symbols and corresponding letters listed. This systematic classification helps students understand the underlying patterns in letter pronunciation. Letter - Abbreviation Matching: By matching common abbreviations (such as PRC, PLA, WHO, etc.) with pictures, students' ability to recognize letters in real - life contexts is enhanced. It bridges the gap between abstract letter learning and practical applications. Alphabet Song: The alphabet song is included to help students remember the order of the letters, adding an element of fun and rhythm to the learning process. 2. Why Mastery of Letter - related Knowledge: The primary goal is to help students master the pronunciation, writing, and keyboard positions of English letters. This knowledge forms the foundation for further language learning, including reading, writing, and spelling. Enhanced Learning Interest and Effectiveness: Through various interactive forms like listening, speaking, matching, and singing, students' learning interest is stimulated. Interactive learning not only makes the learning process more engaging but also improves the learning effect as students are more actively involved. Practical Application Ability: The activities aim to cultivate students' ability to recognize and use letters in real - life contexts. For example, understanding common abbreviations is an important skill in reading English materials, whether it's news, academic articles, or product instructions. Positive Attitudes and Values: Expressions like “I can say my ABCs” are used to enhance students' self - confidence. Connecting letter learning with keyboard operations and common institutional abbreviations reflects the practicality and modernity of language learning. Encouraging students to practice with a partner promotes cooperation and communication skills. 3. How Stylistic Features: The discourse combines text with pictures. The keyboard diagram, pronunciation classification table, matching exercises, and lyrics all work together to present the content in a multi - modal way. Pictures make the abstract letter knowledge more concrete and easier to understand, especially for beginners. Content Structure Introduction: The keyboard diagram is used to introduce the positions of letters, starting from a familiar object in students' daily lives. Pronunciation Explanation: Letters are systematically grouped and presented with phonetic symbols, providing a structured way for students to learn letter pronunciation. Application Practice: The matching of abbreviations with pictures extends letter learning to real - life applications, allowing students to see the practical use of what they have learned. Consolidation: The alphabet song is used in the final part to reinforce students' memory of the letter order, ending the unit on an enjoyable note. Language Features Simplicity: Short sentences and directive language such as “Listen and repeat” are used, which are easy for students to understand and follow. This simplicity is crucial for students who are just starting to learn English. Reinforcement through Repetition: Letter lists appear multiple times, which helps students strengthen their memory. Repetition is an effective way to solidify new knowledge, especially for basic elements like letters. Phonetic Symbol Annotation: Phonetic symbols are provided to help students pronounce letters correctly. This is an important tool for students to develop accurate pronunciation from the beginning. Strong Interaction: The discourse includes dialogue examples (A: Where is A? B: A is here.) and songs, which encourage students to actively participate in the learning process. Interaction makes learning more dynamic and engaging. 学情分析 1. Known (K) Basic Letter Knowledge: Students have initially learned the basic writing and pronunciation of the 26 letters in primary school. They are familiar with the uppercase and lowercase forms of letters and can generally recognize them. Elementary Pronunciation Awareness: Some students have a basic understanding of the pronunciation of letters in simple words. For example, they may know that the letter “a” in “apple” has a certain sound. Exposure to Simple Abbreviations: In primary school, students may have come across some simple English abbreviations, such as “TV” and “VIP”. They may also be familiar with some common online abbreviations like “LOL” (Laugh Out Loud). 2. Want to Know (W) Accurate Pronunciation Rules: Students want to know how to accurately master the pronunciation rules of letters in different words. They are curious about why the same letter can have different sounds in various contexts. Importance and Applications of Letters: They are interested in understanding the importance of letters in English learning and more application scenarios. For example, how letters are related to spelling, reading, and communication. More Abbreviations: Students hope to learn more abbreviations in different fields and want to master the rules and patterns of abbreviations to better understand and remember them. 3. Learned (L) Letter Order: Students are able to recite and write the 26 English letters in order. This knowledge is fundamental for further language learning, such as looking up words in a dictionary. Accurate Pronunciation and Classification: They have grasped the accurate pronunciation of the 26 letters and the classification of vowels and consonants. Understanding vowel and consonant classification helps in learning more complex pronunciation rules later. Memory through Songs: Students have learned to use simple English songs or nursery rhymes to remember letters. Songs make learning more enjoyable and effective in memorization. Meaning and Usage of Basic Abbreviations: They have understood the meaning and usage of some basic abbreviations, which broadens their vocabulary in a practical way. 课标要求 · Phonetic Knowledge: Students should be able to accurately recognize and pronounce the 26 English letters. They need to understand the basic pronunciation rules of letters and be able to distinguish between different sounds. For example, differentiating between the short and long vowel sounds of letters. · Practical Application: Be able to apply letter knowledge to real - life situations, such as understanding and using common abbreviations. This requires students to connect the abstract letter learning with practical language use. · Learning Strategies: Develop learning strategies such as listening carefully, observing teacher demonstrations, and imitating correct pronunciations. Students should also learn to summarize and generalize pronunciation rules through practice. · Cultural Awareness: Through learning English letters, students should start to understand the cultural background and significance behind the English language. For example, how the English alphabet has evolved and its influence on different cultures. 教学目标 1. Knowledge Objectives Letter Recognition and Pronunciation: Students will be able to identify and read the name sounds of the 26 English letters accurately by listening and referring to the keyboard diagram. They will also understand the difference between the name sound and the actual pronunciation of letters in words. Letter Classification: According to phonetic symbols, students can classify letters by their pronunciations, which helps them build a systematic understanding of letter sounds. Abbreviation Comprehension: Apply letter knowledge to interpret common abbreviations (such as PRC, UN) and match them with corresponding pictures, enhancing their understanding of real - life language use. 2. Ability Objectives Listening and Discrimination: Improve students' listening ability to distinguish different letter sounds. Through various listening exercises, they can quickly and accurately identify the letters they hear. Pronunciation Skills: Develop correct pronunciation skills. Students can imitate standard pronunciation, paying attention to intonation, stress, and the connection between sounds. Practical Application: Enable students to use letter knowledge in practical situations, such as reading and understanding abbreviations in texts, and being able to find letters on a keyboard quickly. 3. Emotional Objectives Interest in Learning: Through activities like singing the alphabet song, students will initially experience the fun and rhythm of language learning, thus increasing their interest in English. Confidence Building: By achieving the learning goals, such as accurately pronouncing letters and understanding abbreviations, students' confidence in learning English will be enhanced. 教学 重难点 1. Teaching Key Points Accurate Letter Pronunciation: Ensure students can accurately read the name sounds of the 26 English letters and master their correct pronunciation and writing forms. Special attention should be paid to letters with complex or easily - confused pronunciations. Letter Classification by Vowel Sounds: Help students understand that letters can be classified according to the same vowel sounds, thus establishing a basic sense of phonemes. This classification is crucial for students to understand the underlying rules of English pronunciation. 2. Teaching Difficult Points Differentiating Similar Letter Pronunciations: Distinguish between the pronunciations of several groups of easily - confused letters, especially those with similar vowel sounds. For example, differentiating between the /i:/ group (E, B, C, D, G, P, T, V) and the /e/ group (F, L, M, N, S, X, Z). Applying Abstract Knowledge to Real - life Situations: Enable students to transfer abstract letter knowledge to specific contexts, such as understanding the keyboard layout, and correctly understanding and matching common abbreviations (such as VR, UN). This requires students to make connections between theoretical knowledge and practical applications. 核心语言 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 Abbreviations: PRC (People's Republic of China), PLA (People's Liberation Army), VR (Virtual Reality), WHO (World Health Organization), UN (United Nations) Sentence Pattern: —Where is...? —...is here. 教学工具 PPT，教材 教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法 教学过程 1. Warming - up (5 minutes) Good morning/afternoon, class! Before we start our new lesson today, let's sing a song together. You all know the alphabet song, right? Let's sing it out loud. (Play the alphabet song video, and students sing along.) Well done! Singing this song, you all remembered the order of the 26 letters. But today, we are going to learn more about these letters, not just their order, but also their pronunciations and some interesting facts about them. So, are you ready to explore the world of English letters? 2. Presentation (15 minutes) First, look at the big picture on the screen. It's a keyboard. You all use keyboards to type, right? But do you know where all the 26 letters are on the keyboard? Let's find out together. (Point to the keyboard on the screen) Here is the letter area. Can you tell me where the letter “A” is? Yes, it's here. And “B”? That's right, it's next to “A”. Now, I will show you some letters quickly, and I want you to tell me their positions on the keyboard. Are you ready? (Show letters one by one on the screen, and ask students to answer) Next, let's focus on the pronunciations of the letters. We are going to learn how to pronounce them correctly. The 26 letters can be divided into 7 groups according to their pronunciations. Look at the board. (Write the 7 groups of letters with their phonetic symbols on the board) For example, the first group includes Aa /eɪ/, Hh /eɪtʃ/, Jj /dʒeɪ/, Kk /keɪ/. Notice the vowel sound /eɪ/ in these letters. Let's read them together. (Lead students to read the letters in each group several times, emphasizing the pronunciation of the vowel sounds) Now, I will play the recording. Listen carefully and repeat after the recording. Pay attention to the pronunciation, especially the vowel sounds. (Play the recording of letter pronunciations, and students listen and repeat) 3. Practice (15 minutes) Let's do some interesting exercises now. First, I have some cards with letters on them. I will show you a letter, and you need to quickly tell me which group it belongs to according to its pronunciation. For example, if I show you “C”, you should say it belongs to the /i:/ group. Got it? (Start showing letter cards, and call on students to answer) Next, let's move on to the abbreviations. Look at the pictures on the screen. There are some signs. Can you guess what they mean? (Show pictures of abbreviations like PRC, UN, etc.) Now, I will play the recording. Listen and match the abbreviations you hear with the pictures. (Play the recording of abbreviations, and students match them with pictures) After that, let's play a game. I will divide you into pairs. One student in each pair will say an abbreviation, and the other student needs to tell what it stands for. Then, change roles. Let's start! (Students play the game, and the teacher walks around the classroom to monitor and offer help) 4. Production (5 minutes) Now, it's your turn to show what you have learned. I want you to make up a short dialogue using the sentence pattern “—Where is...? —...is here.” and some letters or abbreviations. You can use the keyboard or the pictures of abbreviations as props. For example, “A: Where is the letter 'G'? B: 'G' is here. A: What about the abbreviation 'WHO'? B: 'WHO' is on this picture.” You have 2 minutes to prepare, and then some pairs will come to the front to show your dialogues. (Students prepare and then some pairs perform their dialogues in front of the class) 5. Summary and Homework (5 minutes) Today, we have learned a lot about the 26 English letters. We learned their positions on the keyboard, their pronunciations, and how to classify them. We also learned some common abbreviations. Let's quickly review. (Review the key points of the lesson with students) For homework, first, go home and practice reading the 26 letters and the abbreviations we learned today to your parents. Let them listen to your correct pronunciations. Second, make a list of as many abbreviations as you can find in your daily life, such as on product packages, in books, or on the Internet. Write down what they stand for. We will share them in the next class. 教学反思 Positive Aspects Engaging Activities: The use of activities such as singing the alphabet song, the keyboard - based letter location game, and abbreviation matching exercises effectively engaged students. These activities not only made the learning process fun but also helped students better understand and remember the knowledge. For example, students were highly enthusiastic when playing the abbreviation - guessing game, which demonstrated their active participation in learning. Clear Explanation: The classification of letters according to their pronunciations was clearly explained. By writing the groups on the board and repeatedly practicing the pronunciation of each group, students gradually grasped the concept. Most students were able to correctly classify letters during the practice session, indicating that the teaching method was effective. Areas for Improvement Differentiated Instruction: Some students still had difficulty differentiating between similar letter pronunciations, especially those with close vowel sounds. In the future, more individualized instruction should be provided for these students. For example, additional one - on - one pronunciation practice or small - group targeted training could be arranged. Time Management: During the pair - work and dialogue - making activity, some students needed more time to prepare. In the next class, more time could be allocated for group and pair - work activities to ensure that all students have enough time to think and practice, so as to better achieve the production goal. 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $