初中英语人教版（2024）七年级上册（2024）Unit 3 Welcome! Section A教学设计

这是一份初中英语人教版（2024）七年级上册（2024）Unit 3 Welcome! Section A教学设计，共7页。
Starter Unit 3 Welcme! Sectin A Prnunciatin is dedicated t teaching students the prnunciatin rules f the five vwel letters (a, e, i, , u) in English wrds. It first differentiates between pen syllables and clsed syllables. Open syllables are further divided int abslute pen syllables (ending with a single vwel letter, like “hi”, “n”) and relative pen syllables (a single vwel letter fllwed by a single cnsnant letter (except r) and then a silent “e”, such as “name”, “bike”). In pen syllables, vwel letters usually prnunce their wn names.
Fr clsed syllables, which are syllables ending with ne r several cnsnant letters (excluding r, w, y) with nly ne vwel letter in the middle, like “pen”, “map”. The vwel letters in clsed syllables ften have different prnunciatins frm their letter names. The cntent presents the prnunciatin f vwel letters in clsed syllables thrugh varius activities. Fr example, it shws the sunds /æ/, /e/, /ɪ/, /ɒ/, /ʌ/ that vwels “a”, “e”, “i”, “”, “u” make respectively in clsed syllables, alng with crrespnding example wrds. It als includes listening exercises where students need t classify wrds accrding t the vwel sunds in pen r clsed syllables, and chant - reading activities t help students feel the vwel letter prnunciatins in different wrds in a mre vivid way.
A. Syllable Knwledge
Open Syllables:
Abslute Open Syllables: Syllables that end with a single vwel letter, e.g., “hi” /haɪ/, “n” /nəʊ/.
Relative Open Syllables: A single vwel letter fllwed by a single cnsnant letter (except r) and then a silent “e”. Fr example, “name” /neɪm/, “bike” /baɪk/. In pen syllables, vwel letters usually prnunce their letter - name sunds, like “a” in “name” is prnunced as /eɪ/, “i” in “bike” is prnunced as /aɪ/.
Clsed Syllables: Syllables that end with ne r several cnsnant letters (excluding r, w, y) and have nly ne vwel letter in the middle. Fr example, “cat” /kæt/, “pen” /pen/, “big” /bɪg/, “ht” /hɒt/, “cup” /kʌp/.
B. Vwel - letter Prnunciatin in Clsed Syllables
“a” in Clsed Syllables: Usually prnunced as /æ/, e.g., “cat” /kæt/, “map” /mæp/, “hat” /hæt/.
“e” in Clsed Syllables: Usually prnunced as /e/, e.g., “pen” /pen/, “bed” /bed/, “red” /red/.
“i” in Clsed Syllables: Usually prnunced as /ɪ/, e.g., “big” /bɪg/, “pig” /pɪg/, “fish” /fɪʃ/.
“” in Clsed Syllables: Usually prnunced as /ɒ/ (in British English) r /ɑː/ (in American English), e.g., “ht” /hɒt/ (BrE) /hɑːt/ (AmE), “dg” /dɒg/ (BrE) /dɑːg/ (AmE).
“u” in Clsed Syllables: Usually prnunced as /ʌ/, e.g., “cup” /kʌp/, “bus” /bʌs/, “duck” /dʌk/.
C. Example Wrds
Wrds with “a” in Clsed Syllables: cat, map, hat, fat, bag, dad, etc.
Wrds with “e” in Clsed Syllables: pen, bed, red, leg, egg, get, etc.
Wrds with “i” in Clsed Syllables: big, pig, fish, milk, six, ship, etc.
Wrds with “” in Clsed Syllables: ht, dg, bx, fx, nt, n, etc.
Wrds with “u” in Clsed Syllables: cup, bus, duck, cut, up, jump, etc.
教学过程
I. Lead - in (5 minutes)
Begin the class with a warm greeting and play a shrt, lively English sng that cntains sme simple wrds with the vwel letters t be taught. Fr example, play "The ABC Sng" which has wrds like "A fr apple", "E fr elephant". After the sng, ask students if they nticed any special sunds f the vwel letters in the sng. This can quickly draw students' attentin and aruse their interest in the prnunciatin class.
Then, shw sme pictures f animals and bjects n the PPT, such as a cat, a bed, a pig, etc. Pint t each picture and ask students t say the English wrds they knw. As they say the wrds, write them n the blackbard. This helps t review sme related vcabulary and leads smthly t the prnunciatin learning.
II. Knwledge Presentatin (10 minutes)
Explain the cncept f syllables briefly. Use simple examples like "n" (an pen syllable) and "map" (a clsed syllable) t shw the difference. Draw a simple diagram n the blackbard t illustrate the structure f pen and clsed syllables. Fr pen syllables, shw that in abslute pen syllables, a single vwel letter is at the end, and in relative pen syllables, a vwel letter is fllwed by a cnsnant (except r) and then a silent "e". Fr clsed syllables, shw that a vwel letter is in the middle and is clsed by cnsnant letters at the end.
Fcus n the prnunciatin f the five vwel letters (a, e, i, , u) in pen and clsed syllables. Start with pen syllables. Write wrds like "name", "bike", "nse", "use", "he" n the blackbard. Read each wrd slwly, emphasizing the lng vwel sund (the letter - name sund) f the vwel letter. Then, explain the rule that in pen syllables, vwel letters usually prnunce their wn names. Let students repeat the wrds after yu several times.
Next, mve n t clsed syllables. Write wrds such as "cat", "pen", "big", "ht", "cup" n the blackbard. Read these wrds, highlighting the shrt vwel sunds /æ/, /e/, /ɪ/, /ɒ/ (r /ɑː/ in American English), /ʌ/ f the vwel letters. Demnstrate the crrect muth shapes and tngue psitins fr these shrt vwel sunds. Fr example, fr the /æ/ sund in "cat", pen the muth wide, with the tngue lw in the muth. Let students imitate yur muth shapes and practice saying the wrds.
III. Listening Practice (10 minutes)
Play the recrding fr the first time. In the recrding, there are a series f wrds, sme in pen syllables and sme in clsed syllables. Ask students t just listen carefully and try t get a general sense f the different vwel sunds. After the first play, ask them sme simple questins like "Did yu hear mre lng vwel sunds r shrt vwel sunds?" t check their initial understanding.
Play the recrding again. This time, ask students t listen and raise their hands when they hear a wrd with a lng vwel sund (in an pen syllable). After the play, review the wrds with lng vwel sunds tgether. Then, play the recrding fr the third time, and ask students t raise their hands when they hear a wrd with a shrt vwel sund (in a clsed syllable).
Distribute a handut with a list f wrds. Sme wrds are in pen syllables, and sme are in clsed syllables. Play the recrding ne mre time. Students need t listen and mark the wrds as having lng vwel sunds (fr pen syllables) r shrt vwel sunds (fr clsed syllables) n their handuts. After that, check the answers tgether as a class.
IV. Grup Activity - Prnunciatin Game (15 minutes)
Divide the students int grups f 4 - 5. Give each grup a set f wrd cards. On ne side f the card, there is a wrd, and n the ther side, it is marked whether the wrd is in an pen syllable r a clsed syllable.
Explain the rules f the game. One student in the grup picks up a wrd card. They need t first say the wrd, then identify whether it is in an pen r clsed syllable, and finally explain the prnunciatin f the vwel letter in the wrd. The ther grup members listen and check. If the student makes a mistake, the grup members crrect it tgether.
Walk arund the classrm while the grups are playing the game. Listen t their discussins and ffer help and guidance. If a grup has difficulty in determining the syllable type r prnunciatin, prvide sme hints r examples t help them. After a while, ask each grup t chse ne r tw wrds that they think are the mst difficult and share them with the whle class. Discuss these difficult wrds tgether.
V. Chant - reading Activity (10 minutes)
Read the chant slwly first, emphasizing the prnunciatin f each vwel letter. Let students repeat after yu line by line. Then, read the chant tgether with the students at a nrmal speed, using a rhythmic tne. Encurage students t clap their hands r tap their desks t the rhythm while chanting.
After several times f chant - reading, divide the class int tw parts. One part reads the first line f each pair (the part intrducing the vwel letter sund), and the ther part reads the secnd line (the part with the example wrd). Then, switch. This activity can help students remember the vwel - letter prnunciatins in a mre vivid and interesting way.
VI. Summary (5 minutes)
Review the key pints f the class. Write the wrds fr pen and clsed syllables n the blackbard again. Summarize the prnunciatin rules f the five vwel letters in pen and clsed syllables. Ask students t repeat the rules after yu.
Ask students if they have any questins r if there are still sme vwel - letter prnunciatins that they find difficult. Listen t their cncerns and answer their questins patiently. Encurage students t practice the prnunciatin rules by reading English wrds and sentences in their daily study.
VII. Hmewrk Assignment (5 minutes)
Ask students t g hme and find at least 5 English wrds fr each vwel letter. They need t classify these wrds as being in pen syllables r clsed syllables and write dwn the prnunciatin f the vwel letters in each wrd.
Encurage students t recrd themselves reading these wrds and send the recrdings t the teacher thrugh a class - specific nline platfrm. This can help the teacher mnitr their prnunciatin practice at hme and prvide persnalized feedback. Additinally, students can listen t their wn recrdings t self - assess and imprve their prnunciatin.
教学目标
Students shuld be able t clearly distinguish between pen syllables and clsed syllables. They can accurately define and give examples fr bth types f syllables.
Master the prnunciatin f the five vwel letters (a, e, i, , u) in pen and clsed syllables. They can crrectly read and write the phnetic symbls crrespnding t the vwel letters in different syllable types, and prnunce example wrds accurately.
Be familiar with cmmn wrds that cntain these vwel - letter - related syllable structures and be able t read them crrectly accrding t the learned prnunciatin rules.
教学重难点
Make sure students understand the cncepts f pen syllables and clsed syllables and can clearly distinguish between them.
Enable students t firmly grasp the prnunciatin rules f the five vwel letters in pen and clsed syllables. They can accurately prnunce the vwel letters in different syllable situatins and read related wrds.
Guide students t apply the learned prnunciatin rules in practical wrd - reading and speaking, s as t imprve their prnunciatin accuracy.
Help students vercme the interference f their mther - tngue prnunciatin habits and accurately prnunce the vwel sunds in English, especially thse vwel sunds that d nt exist in their mther - tngue languages.
Sme students may have difficulty in applying the learned prnunciatin rules flexibly t new wrds. Teachers need t guide students t practice mre and develp the ability t analyze and prnunce new wrds independently.
In the prcess f teaching prnunciatin, it is a challenge t make students maintain lng - term interest and enthusiasm, as prnunciatin learning can be relatively mntnus. Teachers need t design mre interesting and diverse teaching methds.