Starter Unit 2 Keep Tidy!-Section A（Pronunciation）教学设计2025-2026学年人教版（2024）英语七年级上册
Starter Unit 2 Keep Tidy!-Section A（Pronunciation）
1. Content Overview
This section focuses on pronunciation teaching, which is a core part of Starter Unit 2 "Keep Tidy!". The main content includes two key aspects: first, the recognition and correct pronunciation of vowel sounds /iː/, /ɪ/, /e/, /æ/; second, the understanding and practice of word stress in English vocabulary related to "keeping tidy".
The teaching materials are designed with a contextual connection to the unit theme. The vocabulary used for pronunciation practice (e.g., "meet", "this", "desk", "map") are closely related to daily objects and tidy-up scenarios, helping students link pronunciation learning with real-life language use. Besides, the section provides diversified practice forms, such as listening and repeating, matching sounds with words, and reading stress-marked words aloud, which lay a solid foundation for students to improve their listening and speaking skills in subsequent units.
教学目标 | 2.1 Knowledge Objectives Students can accurately identify the four vowel sounds /iː/, /ɪ/, /e/, /æ/ by listening, and master their correct articulation positions (e.g., /iː/ requires a tense tongue and closed lips, while /æ/ needs an open mouth and a low tongue). Students can recognize the stress mark (ˈ) in English words, understand that word stress affects word pronunciation rhythm, and correctly read stressed words (e.g., ˈtable, ˈchair, ˈbookcase). Students can memorize 8-10 target words (e.g., "meet", "it", "bed", "bag") that contain the four vowel sounds and apply them in simple pronunciation exercises. 2.2 Ability Objectives Develop students’ listening discrimination ability: After listening to a word, they can accurately judge which vowel sound it contains and classify it into the corresponding sound group. Improve students’ oral expression ability: They can pronounce the four vowel sounds and stress-marked words clearly and standardly, and read short word groups (e.g., "a red desk", "my big bag") with correct rhythm. Cultivate students’ cooperative learning ability: They can complete pronunciation tasks (e.g., pair-work sound guessing games) in groups, and help each other correct pronunciation errors. 2.3 Affective Objectives |
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| Stimulate students’ interest in English pronunciation learning through vivid games and situational activities, reducing their fear of "speaking incorrectly". Guide students to connect pronunciation learning with the unit theme "Keep Tidy!", so that they realize the practical value of English in daily life. Encourage students to actively participate in class interactions, and cultivate their confidence and sense of achievement in English learning. |
教学重难点 | 3.1 Key Points The correct articulation of the four vowel sounds: /iː/, /ɪ/, /e/, /æ/. The recognition and application of word stress marks, and the correct pronunciation of stressed words related to "keeping tidy". The matching between vowel sounds and target words (e.g., /iː/ - "meet", /æ/ - "map"). 3.2 Difficult Points Distinguishing between easily confused vowel sounds: /iː/ (long sound, tense) and /ɪ/ (short sound, relaxed), e.g., "sheep" (/ʃiːp/) vs. "ship" (/ʃɪp/). /e/ (mid-open) and /æ/ (wide-open), e.g., "pen" (/pen/) vs. "pan" (/pæn/). Mastering the rhythm of word stress: Avoiding "equal stress" (e.g., pronouncing ˈtable as taˈble by mistake) or ignoring stress (e.g., pronouncing "bookcase" as a flat tone). Applying correct pronunciation in simple oral expressions: Ensuring that vowel sounds and stress are accurate when reading short phrases or answering simple questions (e.g., "Where is the bag?" - "It’s on the desk."). |
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教学过程
5.1 Warm-up & Lead-in (5 minutes)
Teaching Activities
Greeting & Review (2 minutes)
The teacher greets students in English with a tidy-themed question: "Good morning, class! Look at my desk (points to a tidy desk on the screen). Is it tidy?" Guide students to answer "Yes, it is." or "No, it isn’t."
Review 3-4 words from Unit 1 related to objects (e.g., "book", "ruler", "pencil"), and ask students to read them aloud. The teacher corrects incorrect pronunciations briefly to prepare for new pronunciation learning.
"Guess the Sound" Game (3 minutes)
The teacher plays 4 short audio clips (each corresponding to one of the target vowel sounds: /iː/, /ɪ/, /e/, /æ/) without showing the words.
Ask students: "What sound do you hear? Can you imitate it?" Encourage students to mimic the sounds freely. The teacher praises active students (e.g., "Great job! You imitated it well!") to arouse their interest.
Purpose
Review previous knowledge to build a connection with new content.
Use audio and games to create a relaxed learning atmosphere, attracting students’ attention to pronunciation.
5.2 Presentation: Learn Vowel Sounds (10 minutes)
Teaching Activities
Teach /iː/ and /ɪ/ (5 minutes)
Articulation demonstration: The teacher stands in front of the class, uses a mirror (or projects a mouth model video) to show the articulation of /iː/: "Tongue up, lips like a smile, long sound: /iː/". Then demonstrates /ɪ/: "Tongue down a little, lips relaxed, short sound: /ɪ/".
Word connection: Show pictures of "meet" (two people meeting) and "it" (a pencil), and teach the words: "This is 'meet' /miːt/ (stress the long sound), this is 'it' /ɪt/ (stress the short sound)". The teacher reads aloud 3 times, and students follow along (first individually, then in chorus).
Distinction practice: Play the audio of "sheep" /ʃiːp/ and "ship" /ʃɪp/, and ask students to raise their left hand for /iː/ and right hand for /ɪ/ to judge the sound. The teacher checks students’ understanding and corrects mistakes (e.g., "Wait, 'sheep' is long /iː/, so we raise the left hand!").
Teach /e/ and /æ/ (5 minutes)
Repeat the above steps: Demonstrate /e/ ("Mouth open a little, tongue mid: /e/") and /æ/ ("Mouth wide open, tongue low: /æ/") with the mouth model.
Teach words: "desk" /desk/ (show a desk picture) and "bag" /bæg/ (show a bag picture). Guide students to compare the two sounds by reading: "desk /desk/ → /e/; bag /bæg/ → /æ/" (students read in pairs, checking each other’s mouth shape).
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