StarterUnit1 Hello!-Section A（Pronunciation）教学设计-2025-2026学年人教版（2024）英语七年级上册
SU1 Hello!-Section A（Pronunciation）
1. Content Overview
This section focuses on the pronunciation of English letters and basic greeting-related words. It covers two core parts:
Letter Pronunciation: Concentrates on the correct articulation of 26 English letters, with an initial emphasis on categorizing letters based on their vowel sounds (e.g., /eɪ/ group: A, H, J, K; /iː/ group: B, C, D, E, G, P, T, V; /aɪ/ group: I, Y; /əʊ/ group: O; /juː/ group: Q, U, W; /e/ group: F, L, M, N, S, X, Z).
Word Pronunciation: Links letter sounds to simple greeting words and expressions such as "hello", "hi", "good", "morning", "afternoon", "evening", "how", "are", "you", and "I’m". It guides students to recognize the connection between letter combinations in words and their corresponding pronunciations, laying the foundation for future phonics learning.
Interactive Practice: Includes short oral activities, like repeating after the teacher, matching letters to their sounds, and pronouncing greeting phrases in pairs. These activities help students consolidate pronunciation knowledge in a communicative context.
教学目标 | 2.1 Knowledge Objectives Students can correctly identify and pronounce all 26 English letters, and classify at least 80% of the letters into their corresponding vowel sound groups. Students can accurately pronounce 10+ key greeting words and expressions in this section, and explain the relationship between 2-3 common letter combinations (e.g., "oo" in "good", "or" in "morning") and their sounds. Students can recognize the basic rules of letter-sound correspondence in simple words, such as the pronunciation of the letter "h" in "hello" and "hi". 2.2 Ability Objectives Students can apply correct letter and word pronunciation to participate in short oral interactions, such as responding to teacher’s greetings with accurate pronunciation (e.g., answering "I’m fine, thank you." when asked "How are you?"). Students can complete pronunciation-related tasks independently, such as matching letters to their sound recordings and marking stress in 3-5 simple words. Students can collaborate with partners to practice pronunciation drills, and provide constructive feedback on each other’s pronunciation errors (e.g., correcting mispronunciation of /eɪ/ in "A"). |
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| 2.3 Affective Objectives Cultivate students’ interest in English pronunciation learning by using vivid teaching aids and games, reducing their anxiety about speaking English. Encourage students to actively participate in class activities, enhance their confidence in speaking English, and establish a positive attitude towards English learning. Foster students’ sense of cooperation through pair work and group activities, and develop their ability to communicate and share with peers. |
教学重难点 | 3.1 Key Points Correct pronunciation of 26 English letters, especially the distinction between easily confused letters (e.g., "b" /biː/ and "d" /diː/, "p" /piː/ and "q" /kjuː/). Accurate pronunciation of key greeting words and expressions, and mastery of basic stress rules in two-syllable words (e.g., "mor-ning" with stress on the first syllable). Initial understanding of letter-sound correspondence, such as the pronunciation of the letter "o" in "good" /ʊ/ and "morning" /ɔː/. 3.2 Difficult Points Distinguishing between similar vowel sounds in letter groups, such as /eɪ/ (A, H) and /e/ (F, L), /iː/ (B, C) and /ɪ/ (no letters in this section, but laying the groundwork for future learning). Pronouncing consonant clusters in words, such as "good morning" (linking "d" and "m" smoothly) and "how are you" (reducing "are" to /ə/ in connected speech). Applying correct pronunciation in real oral communication, avoiding mother-tongue interference (e.g., not pronouncing "hello" as /heˈləʊ/ with incorrect stress). |
教学过程
5.1 Warm-up & Lead-in (5 minutes)
Teaching Activities
Greeting with Music: Play the English song "Hello Song" (a simple tune with lyrics like "Hello, hello, how are
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you? I’m fine, I’m fine, and you?"). Ask students to stand up, clap their hands, and follow the music to sing along.
Quick Q&A: After the song, the teacher greets students one by one with a smile: "Hello, what’s your name?" (even if students can’t answer fully, the teacher guides them to respond with simple "Hello" or their Chinese name). During the interaction, the teacher deliberately emphasizes the pronunciation of "hello" (/həˈləʊ/), repeating it 2-3 times and asking students to mimic.
Lead-in to Pronunciation: Say to students: "We just said ‘hello’—it sounds so nice! But do you know how to pronounce English letters correctly? Today, we’ll learn the pronunciation of letters and some greeting words, so we can say English more beautifully!"
Purpose
Use music to create a relaxed English learning atmosphere, reduce students’ nervousness about the new lesson.
Link the familiar greeting "hello" to the new topic of pronunciation, making the transition natural and stimulating students’ learning interest.
5.2 Presentation of Letter Pronunciation (12 minutes)
Teaching Activities
Introduce Letter "A" and Sound Group /eɪ/ (3 minutes)
Show a colorful flashcard of the letter "A" (with a big /eɪ/ phonetic symbol next to it). The teacher pronounces /eɪ/ slowly, exaggerating the mouth shape (opening the mouth wide, raising the tongue from the middle to the high position). Ask students to watch the teacher’s mouth carefully and practice in front of a small mirror (prepared in advance for each desk) to feel the movement of the tongue and lips.
After students master /eɪ/, introduce other letters in the /eɪ/ group (H, J, K) one by one. For each letter, show the flashcard, pronounce it (e.g., H /eɪtʃ/), and break down the sound: /eɪ/ + /tʃ/ = /eɪtʃ/. Let students repeat the breakdown and then the whole sound.
Use a "Letter Train" game: The teacher says "A", the first student says "A /eɪ/", the second student says "H /eɪtʃ/", the third says "J /dʒeɪ/", the fourth says "K /keɪ/", and then back to the teacher—this helps students consolidate the /eɪ/ group.
Introduce Other Letter Sound Groups (7 minutes)
Follow the same method to teach the /iː/ group (B, C, D, E, G, P, T, V): First, teach the vowel sound /iː/ (smiling, pulling the corners of the mouth back, tongue high and forward). Then introduce each letter, focusing on easily confused letters like "B" (/biː/) and "D" (/diː/)—the teacher uses hand gestures (making a "B" shape with one hand and "D" with the other) to help students distinguish.
For the /aɪ/ (I, Y), /əʊ/ (O), /juː/ (Q, U, W), /e/ (F, L, M, N, S, X, Z), and /ɑː(r)/ (R) groups, simplify the teaching process: For smaller groups (e.g., /aɪ/, /əʊ/), teach the vowel sound first, then the letters; for larger groups (e.g., /e/), select 2-3 representative letters (F, L, M) to teach in detail, and let students try to pronounce the rest (N, S, X, Z) by themselves, with the teacher correcting errors.
Use a "Sound Matching" activity: Stick phonetic symbol cards (/eɪ/, /iː/, /aɪ/, etc.) on the blackboard. Give
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