初中人教版（2024）Unit 5 Here and Now获奖教案设计

这是一份初中人教版（2024）Unit 5 Here and Now获奖教案设计，共6页。
Sectin A Prnunciatin 教案
I. Teaching Objectives:
1. Language Knwledge:
(1)Help students recgnize and prnunce the English vwel sunds /æ/
and /ɛ/.
(2)Practice distinguishing between minimal pairs cntaining /æ/ and /ɛ/
sunds.
(3)Fcus n imprving students' listening and speaking abilities thrugh
prnunciatin exercises.
2. Skills Develpment:
(1)Listening: Enhance students' ability t identify and differentiate
between the sunds /æ/ and /ɛ/ thrugh fcused listening activities.
(2)Speaking: Imprve students' articulatin f the /æ/ and /ɛ/ sunds in
varius wrds, particularly thrugh repetitin and minimal pair drills.
(3)Prnunciatin Practice: Practice crrect muth psitin and sund
prductin fr each f the target vwel sunds.
3. Cultural Awareness:
Intrduce the imprtance f accurate prnunciatin fr effective
cmmunicatin in English and hw prnunciatin can impact meaning.
4. Critical Thinking:
Encurage students t be mre aware f their wn prnunciatin habits

and practice self-crrectin techniques.
II. Teaching Key Pints:
1. Target Sunds: The vwel sunds /æ/ as in "cat" and /ɛ/ as in "bed".
2. Minimal Pairs: Fcus n distinguishing wrds with the target sunds,
e.g., "cat" vs. "bet", "man" vs. "men".
3. Prnunciatin Tips: Demnstrate hw t psitin the tngue and muth
when prducing these sunds, as well as cmmn mistakes.
III. Teaching Difficult Pints:
1. Crrect prnunciatin f the vwel sunds /æ/ and /ɛ/.
2. Helping students distinguish between minimal pairs and use them
apprpriately in cntext.
IV. Teaching Prcedure:
Step 1: Warm-up (5 minutes)
1. Greet the Students: Start by greeting the class and asking them hw
they are feeling tday. Use simple questins like, “Hw are yu tday?”
r “What’s the weather like?” t get them speaking.
2. Intrductin t the Tpic:
(1)Intrduce the lessn by saying, “Tday, we’re ging t practice tw
imprtant English sunds: /æ/ and /ɛ/. These sunds are very cmmn in

English, and we’ll practice them tgether.”
(2)Shw a picture f a cat and a bed, and ask students if they knw hw
t prnunce thse wrds in English.
Step 2: Intrduce the Target Sunds (10 minutes)
1. Prnunciatin f /æ/:
(1)Shw the wrd “cat” n the bard and mdel the prnunciatin: /kæt/.
(2)Explain the muth psitin fr /æ/: the tngue is lw in the muth, and
the muth is pen wider than fr many ther vwel sunds. Demnstrate
the psitin and have students practice the sund in islatin.
(3)Repeat with ther wrds: “man”, “bat”, “hat”. Ensure students are
prducing the sund crrectly.
2. Prnunciatin f /ɛ/:
(1)Shw the wrd “bed” n the bard and mdel the prnunciatin: /bɛd/.
(2)Explain the muth psitin fr /ɛ/: the tngue is slightly higher than
fr /æ/, and the muth is less pen. Demnstrate and have students
practice the sund in islatin.
(3)Repeat with ther wrds: “pen”, “red”, “let”.
Step 3: Minimal Pair Practice (12 minutes)
1. Intrduce Minimal Pairs:
(1) Explain that minimal pairs are wrds that nly differ by ne sund,

and tday we will practice pairs f wrds that differ by the vwel sund
/æ/ and /ɛ/.
(2)Write the fllwing minimal pairs n the bard:
cat /kæt/ vs. bet /bɛt/
man /mæn/ vs. men /mɛn/
bad /bæd/ vs. bed /bɛd/
can /kæn/ vs. ken /kɛn/
2. Listening Practice:
(1)Say the minimal pairs ut lud and ask students t listen carefully.
(2)After yu prnunce each pair, ask students which wrd they hear
(e.g., "D yu hear /kæt/ r /bɛt/?").
(3)Play an audi recrding f the minimal pairs fr students t practice
identifying the sunds. Have them raise their hands r pint t the crrect
wrd n the bard.
3. Speaking Practice:
(1)Have students wrk in pairs and practice saying the minimal pairs t
each ther. Encurage them t fcus n the difference between the tw
vwel sunds.
(2)Walk arund the class t mnitr their prnunciatin and ffer
crrectins if necessary.
Step 4: Prnunciatin Drills (8 minutes)

1. Individual Drills:
(1)Have students say wrds with /æ/ and /ɛ/ ne by ne. Fr example,
they can read sentences r islated wrds alud, fcusing n their
prnunciatin.
Examples: “The cat is n the mat,” “I bet he will win.”
(2)Crrect prnunciatin errrs immediately, if any, and prvide
examples fr students t repeat.
2. Grup Drills:
D grup drills by having the whle class repeat sentences after yu,
fcusing n clear prnunciatin f the /æ/ and /ɛ/ sunds.
Example: “Can yu help me with this bed?” (fcus n the vwel sunds
in “can” and “bed”).
Step 5: Applicatin and Practice (5 minutes)
1. Sentence Practice:
(1)Give students sentences cntaining minimal pairs t practice.
Encurage them t say the sentences as clearly as pssible.
Example sentences:
- “I have a cat, but my friend has a dg.”
- “This bed is cmfrtable.”
2. Pair Wrk:
In pairs, students take turns reading ut lud frm a wrksheet r

flashcards that cntain sentences with the target vwel sunds.
Step 6: Assignment:
(1)Ask students t write 5 sentences using wrds with the /æ/ and /ɛ/
sunds and practice reading them alud.
(2)Students can recrd themselves and cmpare their prnunciatin with
the teacher's mdel.
VII. Reflectin:
Effectiveness: Evaluate hw well students are able t differentiate and
prnunce the target sunds by mnitring their participatin and
feedback.
Challenges: Identify any students wh are still struggling with the sunds,
and plan fr additinal practice in future lessns.
Imprvements: Adjust the pace f drills r the difficulty f minimal pairs
if students need mre time t grasp the prnunciatin cncepts.