人教版（2024）七年级上册（2024）Unit 3 Welcome!教案

这是一份人教版（2024）七年级上册（2024）Unit 3 Welcome!教案，共5页。
Cre Literacy Objectives:
1. Students will be able t crrectly read vwel phnetic symbls in clsed-syllable wrds.
2. Students will develp the ability t identify patterns in vwel prnunciatin acrss different wrds.
Teaching Key Pints: Helping students recgnize the phnetic symbls /æ/, /e/, /ɪ/, /ɒ/, /ʌ/.
Teaching Difficult Pints: Enabling students t prnunce /æ/, /e/, /ɪ/, /ɒ/, /ʌ/ with accuracy.
Teaching Prcedures
Step 1: Leading-in
1. Greet the class casually, maybe with a quick "Hw’s everyne ding tday?"
2. Review phnetic symbls /eɪ/, /i:/, /aɪ/, /əʊ/, /ju:/ frm Starter Unit 2 by asking, "Wh remembers hw we prnunced these last time?"
3. Write 3-4 wrds with these symbls (like "name", "see", "bike") n the bard and call n a few students t read them alud.
Design Intent fr Step 1: Starting with a friendly greeting eases students int the class, making them feel cmfrtable. Revisiting ld symbls isn’t just repetitin—it’s a way t jg their memry, s when we mve t new symbls, they’ll have a familiar base t build n. Calling n students keeps them engaged right frm the start.
Step 2: Wrk n 1
1. Play the recrding nce, then say, "Let’s try repeating tgether—listen clsely first, then cpy the sunds."
2. Shw a shrt vide that zms in n muth mvements fr /æ/, /e/, /ɪ/, /ɒ/, /ʌ/. Pause after each symbl and say, "Ntice hw the lips and tngue mve here—let’s practice in the mirrr later if yu want!"
3. Pick 2-3 students t read the wrds. Smile and say, "Great jb with that /æ/—yur muth shape was perfect!" fr gd tries. Fr mistakes, gently say, "Let’s try /e/ again—yur muth shuld be a little wider, like this" and demnstrate. Then read as a class.
Design Intent fr Step 2: Listening first helps students get the sund in their heads befre they try it. The vide’s clse-ups make abstract symbls cncrete—seeing hw t mve their muths takes the guesswrk ut. Praising specific things (like muth shape) makes feedback meaningful, and grup reading lets shy students practice withut pressure.
Step 3: Wrk n 2
1. Play the recrding again and say, "Let’s repeat, but this time, really fcus n matching the speed and tne."
2. Hand ut simple grup labels (like "/æ/ grup" and "/e/ grup") and say, "Wrk with yur partner t srt these wrds—see if yu can agree n where each ne ges."
3. After srting, call n a grup t share, then read all wrds tgether, clapping lightly n each syllable.
Design Intent fr Step 3: Repeating with attentin t speed and tne builds fluency. Partner wrk makes srting less stressful than ding it alne—students learn frm each ther. Clapping while reading adds rhythm, which sticks in their memry better than just saying the wrds.
Step 4: Wrk n 3
1. Read the wrds in 3 slwly, exaggerating the target sunds. Then say, "Yur turn—let’s g ne by ne, and I’ll jin in t."
2. If smene struggles, say, "Let’s break it dwn—first the symbl, then the wrd. /ɪ/… ‘sit’—there yu g!"
Design Intent fr Step 4: Hearing the teacher’s clear, exaggerated prnunciatin gives students a strng mdel. Taking it slw and breaking wrds dwn when needed helps struggling students keep up, s n ne gets left behind.
Step 5: Wrk n 4
1. Play the chant recrding nce, then say, "Chants are fun—let’s read ne line at a time, and try t sund lively!"
2. After a few runds, say, "Let’s try it faster—wh can keep up?"
Design Intent fr Step 5: Chants feel like play, nt wrk, s students relax while practicing. Speeding up adds a challenge that keeps them fcused, and the rhythm helps them remember the sunds withut even trying.
Blackbard Design
Starter Unit 3. Welcme! Sectin A Prnunciatin
a /eɪ/ /æ/ e /i:/ /e/
i /aɪ/ /ɪ/ /əʊ/ /ɒ/
u /ju:/ /ʌ/
Teaching Reflectin
Highlights: The fun vide was a hit—several students mimicked the muth mvements afterward, which shwed they were paying attentin. The partner srting in Step 3 gt everyne talking, and even quieter students jined in. The chant at the end had them laughing, which made the lessn feel less like "wrk."
Shrtcmings: A few students mixed up /æ/ and /e/ at first—they knew the symbls but culdn’t always match them t wrds. Als, sme needed mre time with the vide; pausing nce wasn’t enugh fr everyne.
Imprvement Measures: Next time, I’ll pause the vide after each symbl and have students practice in pairs, checking each ther’s muth shapes. Fr /æ/ vs. /e/, I’ll bring in real bjects (like "apple" fr /æ/ and "egg" fr /e/) t link sunds t meanings, which might stick better. Mre quick drills—like hlding up flashcards and asking "Which symbl?"—culd help with mixing up sunds t.