Starter Unit 1 Hello! Section A（Pronunciation）教学设计 2025-2026学年人教版七年级英语上册

该初中英语教学设计聚焦Starter Unit 1 Section A发音模块，核心为字母A-H的识别书写、准确发音，相关名字（如Alice、Bob）及问候/自我介绍句子的语调。通过问候互动、字母歌导入激活已知，搭建从字母到名字再到句子的递进学习支架。 特色在于情境化任务与多模态互动结合，如Letter Bingo游戏巩固字母识别，Intonation Charades强化语调感知，渗透问候礼仪培养文化意识。借助音频、图片输入与小组合作提升语言能力和学习能力，为教师提供清晰流程，助力学生建立音形联系与沟通自信。

《Starter Unit 1 Hello!-Section A（Pronunciation）》教学设计 一、课标要求 表1 课程标准内容要求与解读分析 内容要求 Based on the Compulsory Education English Curriculum Standards (2022 Edition), this lesson aligns with the following core requirements for primary stage (Grade 7) pronunciation competence: Recognize and read the 26 English letters correctly, distinguishing between uppercase and lowercase forms. Master the basic pronunciation of initial letters in common greetings (e.g., “H” in “Hello”, “G” in “Good morning”) and simple names (e.g., “Alice”, “Bob”). Develop initial awareness of English phonetic rules, such as letter-sound correspondence in simple words. Speak English with clear pronunciation and appropriate intonation in greetings and self-introductions. Participate actively in pronunciation activities, demonstrating willingness to communicate in English. 二、设计理念 This lesson adheres to a student-centered, task-based, and situational teaching approach, integrating the following core principles: Foundation-building for beginners: Prioritize simplicity and repetition to accommodate students’ limited English proficiency, focusing on accessible pronunciation tasks. Situational integration: Connect pronunciation practice to real-life communication scenarios (e.g., greetings, name exchanges) to enhance practical application. Interactive learning: Design group work, pair activities, and games to increase student engagement and reduce anxiety about speaking English. Progressive skill development: Move from letter recognition to letter-sound association, then to word pronunciation, and finally to short sentence intonation, ensuring a logical and manageable learning process. Cultural awareness infiltration: Introduce basic English greeting etiquette (e.g., eye contact, friendly tone) to help students understand the cultural context of the language they are learning. 三、教材分析 Starter Unit 1 is the first formal unit of Grade 7 English, designed to help students transition from primary school English (if any) to middle school English learning. Section A focuses on basic greetings (“Hello!”, “Good morning!”, “Good afternoon!”) and self-introductions (“I’m...”). The Pronunciation part (P2-P3) is a core component of Section A, as it lays the foundation for letter recognition, sound-letter correspondence, and accurate pronunciation—skills essential for future vocabulary learning, reading, and speaking. Without mastering this section, students may struggle with pronouncing new words and communicating clearly in subsequent units. 四、教学目标与教学重难点 Students can recognize and write uppercase and lowercase letters A-H correctly. Students can pronounce letters A-H with accurate sounds (/eɪ/, /biː/, /siː/, /diː/, /iː/, /ef/, /dʒiː/, /eɪtʃ/). Students can pronounce the names “Alice”, “Bob”, “Cindy”, “Dale”, “Eric”, “Frank”, “Grace”, “Helen” correctly. Students can understand and pronounce greeting sentences (“Hello!”, “Good morning!”, “Good afternoon!”) and self-introduction sentences (“I’m...”) with proper intonation. 1 Key Teaching Points Correct pronunciation of letters A-H (especially long vowels and consonants like /dʒ/). Accurate pronunciation of the eight names (Alice, Bob, etc.) and their connection to initial letters. Proper intonation in greeting and self-introduction sentences. 2 Difficult Teaching Points Distinguishing and pronouncing similar sounds (e.g., /eɪ/ in “A” vs. /æ/ in “Frank”; /iː/ in “E” vs. /ɪ/ in “Cindy”). Using appropriate intonation (rising for greetings, falling for statements) consistently. Avoiding Chinese-accented pronunciation (e.g., pronouncing “Bob” as /bəʊb/ instead of /bɒb/, or “Eric” as /ˈɛrɪk/ instead of /ˈerɪk/). Connecting letters to sounds automatically (e.g., recognizing that “G” in “Grace” corresponds to /dʒ/). 五、教学过程 Stage 1: Warm-up and Lead-in (5 Minutes) Goal: Create a relaxed English learning atmosphere, activate students’ prior knowledge of greetings, and introduce the topic of pronunciation. Step 1: Greeting and Classroom Rules (2 Minutes) Teacher (T) greets students in English with a friendly tone: “Good morning, class!” Repeat 2-3 times, encouraging students (S) to respond. If students are hesitant, T uses body language (smiling, waving) to prompt them. T says: “Today, we will learn English pronunciation. It’s fun and easy! When I ask you a question, please raise your hand. When we practice, speak loudly and confidently. Okay?” S responds: “Okay!” T introduces the English name of the unit: “Our unit is ‘Hello!’ So today, we will learn how to say ‘hello’ correctly and meet some new friends (shows pictures of Alice, Bob, etc. on PPT).” Step 2: Song Introduction (3 Minutes) T plays a simple English alphabet song (focusing on letters A-H) with a catchy tune. Lyrics: “A, B, C, D, E, F, G, H! Hello, hello, let’s learn with me! A (/eɪ/), B (/biː/), C (/siː/), let’s sing and see!” T sings along with the song, gesturing to the letter flashcards. S follows T’s gestures and tries to sing. Repeat the song 2 times to help students familiarize themselves with the rhythm and letter sounds. T asks: “Did you hear the letters? Let’s meet them one by one!” Stage 2: Presentation of Letters A-H (10 Minutes) Goal: Help students recognize, write, and pronounce letters A-H correctly. Step 1: Letter Recognition and Pronunciation (7 Minutes) T shows the uppercase letter “A” on PPT and flashcard. T says: “This is ‘A’ (pronounces /eɪ/ slowly, emphasizing the long vowel sound).” T repeats 3 times, asking S to listen carefully to the sound. T uses mouth-shaping demonstration: “Look at my mouth—/eɪ/ (opens mouth wide, moves from /e/ to /ɪ/).” S imitates T’s mouth shape and repeats /eɪ/ 5 times. T walks around the classroom to correct individual students’ pronunciation (e.g., reminding students not to shorten the sound to /e/). T introduces the lowercase “a” (shows flashcard): “This is lowercase ‘a’. Uppercase ‘A’, lowercase ‘a’—both read /eɪ/.” T writes uppercase and lowercase “A” on the whiteboard, emphasizing stroke order (A: “/ \ ˉ”; a: “ɑ”). S traces the letters on their worksheets while saying /eɪ/. Repeat the same process for letters B-H: B: Uppercase “B”, lowercase “b”; pronunciation /biː/ (long vowel, lips rounded). T reminds: “/biː/ not /bɪ/—hold the sound longer.” C: Uppercase “C”, lowercase “c”; pronunciation /siː/ (long vowel, tongue tip touching the bottom of the mouth). D: Uppercase “D”, lowercase “d”; pronunciation /diː/ (long vowel, similar to “B” but with a final /d/ sound). E: Uppercase “E”, lowercase “e”; pronunciation /iː/ (long vowel, lips spread, tongue high). T compares with “A” (/eɪ/): “/iː/ is a higher sound than /eɪ/—listen: /eɪ/ vs. /iː/.” F: Uppercase “F”, lowercase “f”; pronunciation /ef/ (short vowel, ends with /f/ sound—upper teeth on lower lip). T reminds: “Don’t add an extra /ə/ sound—/ef/ not /ɪf/ or /efə/.” G: Uppercase “G”, lowercase “g”; pronunciation /dʒiː/ (consonant /dʒ/ + long vowel /iː/). T demonstrates /dʒ/ (tongue tip against the roof of the mouth, then releasing): “/dʒiː/—like the first sound in ‘juice’.” H: Uppercase “H”, lowercase “h”; pronunciation /eɪtʃ/ (vowel /eɪ/ + consonant /tʃ/). T says: “/eɪ/ + /tʃ/ = /eɪtʃ/—don’t skip the /tʃ/ sound.” After introducing all 8 letters, T shows the flashcards randomly and asks S to read the letters quickly. T praises correct responses: “Great! Perfect pronunciation!” For mistakes, T corrects gently: “Almost—try again: /dʒiː/ (for G) instead of /ɡiː/.” Step 2: Letter Game—“Letter Bingo” (3 Minutes) T distributes bingo worksheets with uppercase and lowercase letters A-H arranged randomly. T says a letter (e.g., “C!”) and pronounces its sound (/siː/). S finds the letter on their worksheet and marks it with a pencil. The first student to mark 5 letters in a row (horizontally, vertically, or diagonally) shouts “Bingo!” T checks their answers. If correct, the student wins a sticker. Play 2 rounds to reinforce letter recognition and pronunciation. Stage 3: Connecting Letters to Names (10 Minutes) Goal: Help students associate letters A-H with the initial sounds of the 8 names and pronounce the names correctly. Step 1: Introduce Names with Pictures (5 Minutes) T shows a picture of Alice on PPT and says: “This is Alice (/ˈælɪs/).” T pronounces the name slowly, emphasizing the initial sound /æ/ (linking to letter “A”): “Alice starts with ‘A’—/æ/ (similar to /eɪ/ but shorter and lower).” T repeats /ˈælɪs/ 3 times, S imitates. T writes “Alice” on the whiteboard, underlining the initial “A”: “A-L-I-C-E—Alice. Remember: ‘A’ in Alice is /æ/, not /eɪ/.” Repeat the same process for the other 7 names: Bob (/bɒb/): Links to letter “B” (/biː/). T says: “Bob starts with ‘B’—/b/ sound. /bɒb/—short vowel /ɒ/, lips rounded.” S practices saying /bɒb/, avoiding /bəʊb/. Cindy (/ˈsɪndi/): Links to letter “C” (/siː/). T: “Cindy starts with ‘C’—/s/ sound. /ˈsɪndi/—short vowel /ɪ/, not /iː/.” Dale (/deɪl/): Links to letter “D” (/diː/). T: “Dale starts with ‘D’—/d/ sound. /deɪl/—long vowel /eɪ/, same as letter ‘A’.” Eric (/ˈerɪk/): Links to letter “E” (/iː/). T: “Eric starts with ‘E’—/e/ sound. /ˈerɪk/—short vowel /e/, not /iː/.” Frank (/fræŋk/): Links to letter “F” (/ef/). T: “Frank starts with ‘F’—/fr/ sound (blend of /f/ and /r/). /fræŋk/—short vowel /æ/.” Grace (/ɡreɪs/): Links to letter “G” (/dʒiː/). T: “Grace starts with ‘G’—/ɡr/ sound. /ɡreɪs/—long vowel /eɪ/.” Helen (/ˈhelən/): Links to letter “H” (/eɪtʃ/). T: “Helen starts with ‘H’—/h/ sound. /ˈhelən/—short vowel /e/.” For each name, T asks 2-3 students to pronounce it individually, providing feedback: “Very good, Lily! You said /ˈælɪs/ correctly!” or “Tom, try /bɒb/ instead of /bəʊb/—great job!” Step 2: Matching Activity—“Letter-Name Match” (5 Minutes) T divides the class into pairs (4-5 pairs per group). Each pair receives a set of letter cards (A-H) and name cards (Alice-Helen). Task: Pairs match each letter card to the name that starts with that letter (e.g., “A” → Alice, “B” → Bob). While matching, they must say the letter sound and the name: “A (/eɪ/) → Alice (/ˈælɪs/)”. T walks around to monitor pairs, offering help: “What starts with ‘F’? Frank! /ef/ → Frank (/fræŋk/)”. After 3 minutes, T checks answers with the whole class. T holds up a letter card (e.g., “G”) and asks: “Which name starts with G?” S responds: “Grace!” and pronounces /ɡreɪs/. The pair that finishes first with all correct matches wins a group sticker. Stage 4: Sentence Intonation Practice (12 Minutes) Goal: Help students pronounce greeting and self-introduction sentences with proper intonation, integrating letters and names into meaningful communication. Step 1: Model Sentence Presentation (4 Minutes) T says: “Now we know the letters and names. Let’s learn to greet our new friends!” T shows the first model sentence on PPT: “Hello, Alice!” with a rising intonation marker (↗). T plays the audio recording of the sentence (from the textbook) twice. T asks: “Listen! How does the voice go? Up or down?” S responds: “Up!” T explains: “Greetings use rising intonation (↗) to sound friendly. Let’s say it together: Hello, Alice! (↗)” T demonstrates, raising their hand as they speak to visualize the rising tone. S repeats the sentence 3 times, following T’s hand gesture. T introduces the second model sentence: “Good morning, Bob!” (↗). T plays the audio, then says: “Good morning is a polite greeting. Same rising intonation—let’s practice!” S repeats 3 times, with T correcting tone: “Higher at the end—Bob! (↗)” T presents the self-introduction sentence: “I’m Cindy.” (↘) with a falling intonation marker. T says: “Self-introductions are statements, so we use falling intonation (↘) to sound clear.” T demonstrates, lowering their hand at the end. S repeats 3 times, focusing on the falling tone. T adds more sentences with different names to reinforce: “Hello, Frank! (↗)” “Good afternoon, Grace! (↗)” “I’m Eric. (↘)” “I’m Helen. (↘)” For each sentence, T plays the audio, models the intonation, and has S repeat in chorus, then individually. T praises: “Excellent! Your intonation sounds very natural!” Step 2: Pair Dialogue Practice (5 Minutes) T says: “Now let’s practice with your partner! One of you is Student A, the other is Student B. Student A greets, Student B responds with a self-introduction.” T shows the dialogue template on PPT: A: Hello, [Name]! (↗) / Good morning, [Name]! (↗) B: Hello! I’m [Your English Name]. (↘) T assigns each pair an English name from the 8 names (e.g., Pair 1: Alice and Bob; Pair 2: Cindy and Dale) to ensure they use the names they’ve practiced. T demonstrates with a student first: “Let’s try! I’m Alice. Hello, Bob! (↗)” Student responds: “Hello! I’m Bob. (↘)” T says: “Perfect! Now you try with your partner.” Pairs practice for 3 minutes. T walks around to monitor, correcting pronunciation and intonation: “Sarah, remember to rise at the end of ‘Hello, Eric! (↗)’” or “Mike, ‘I’m Frank. (↘)’—lower your voice at the end.” T invites 2-3 pairs to perform their dialogues in front of the class. After each performance, T gives feedback: “Great job, Lucy and Tom! Your pronunciation is clear, and the intonation is correct—well done!” The performing pairs receive stickers. Step 3: Intonation Game—“Intonation Charades” (3 Minutes) T explains the game: “I’ll say a sentence without intonation, and you guess if it’s a greeting (rising ↗) or a self-introduction (falling ↘) by raising your hand up (for ↗) or down (for ↘).” T says sentences like: “Good afternoon, Helen.” (neutral tone) → S raises hands up (↗) “I’m Dale.” (neutral tone) → S lowers hands down (↘) “Hello, Cindy.” (neutral tone) → S raises hands up (↗) For each correct guess, the class gets a “class point.” After 5 sentences, if the class has 4+ points, T gives the whole class a small reward (e.g., a collective “Well done!” cheer). This game reinforces intonation awareness in a fun, interactive way, helping students internalize the difference between rising and falling tones. Stage 5: Comprehensive Review and Summary (5 Minutes) Goal: Consolidate what students have learned, reinforce key points, and address any remaining confusion. Step 1: Quick Review Game—“Race to Answer” (3 Minutes) T divides the class into 4 groups. T asks questions about letters, names, and sentences, and groups compete to answer first by raising their hands. Questions: “What letter is this? (Shows lowercase ‘g’ flashcard)” → Group answers: “G! /dʒiː/” “How do you pronounce this name? (Shows picture of Frank)” → Group answers: “Frank! /fræŋk/” “Which name starts with ‘E’?” → Group answers: “Eric! /ˈerɪk/” “What intonation do we use for ‘Good morning, Grace!’?” → Group answers: “Rising! (↗)” “How do you say ‘我是辛迪’ in English with correct intonation?” → Group answers: “I’m Cindy. (↘)” Each correct answer earns the group 1 point. The group with the most points wins a “Best Learner Group” certificate (or extra stickers). This game reviews all key content quickly, keeping students engaged and motivated. Step 2: Lesson Summary (2 Minutes) T summarizes the lesson on the whiteboard with key points: Letters A-H: Correct pronunciation and writing (uppercase/lowercase). Names: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen (link to initial letters). Sentences: Greetings (↗) → “Hello, [Name]!”, “Good morning, [Name]!”; Self-introductions (↘) → “I’m [Name].” T says: “Today we learned 8 letters, 8 names, and how to greet people and introduce ourselves correctly. Pronunciation is important—practice makes perfect! Remember to speak English loudly and confidently.” T asks: “Any questions about today’s lesson?” If students have questions (e.g., “How to pronounce ‘Grace’ again?”), T repeats the pronunciation and explains again. If no questions, T says: “Great! You all did a wonderful job today.” Stage 6: Homework Assignment (3 Minutes) Goal: Extend learning beyond the classroom, reinforce pronunciation practice, and prepare for the next lesson. T assigns three types of homework, writing them on the whiteboard and explaining each clearly: Oral Practice (10 minutes): Listen to the textbook audio (letters A-H, names, sentences) 3 times. Practice pronouncing letters A-H, the 8 names, and the 5 model sentences (with correct intonation) in front of a mirror. Ask a family member to listen and give feedback. Written Practice (10 minutes): Trace and write uppercase and lowercase letters A-H 5 times each (using the worksheet or notebook), saying the sound aloud as they write. Match the letters to the names (worksheet provided) and write the phonetic symbols next to each name (e.g., Alice → /ˈælɪs/). Preparation for Next Lesson: Preview Section A’s dialogue (P3) and try to read it aloud. Think of your own English name (if you don’t have one) and practice introducing yourself: “I’m [Your Name].” (↘) T says: “Homework is due tomorrow. I’ll check your written work and ask some of you to share your oral practice. Remember, the more you practice, the better your pronunciation will be!” 第 2 页 共7页 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 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $