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中小学教育资源及组卷应用平台
7A U1 Pronunciation
一、板块定位
本单元的主题范畴是“人与社会”，是“社会服务与人际沟通”主题群下“良好的人际关系与人际交往”的子主题内容；话题是“介绍自己与他人”。涉及的语篇类型有图片、对话、音频、视频、人物介绍等。本单元的教学旨在帮助学生认识、问候新同学，初步介绍自己与他人，结识更多新朋友，尽快融入新环境，开启求学新征程。整个单元的七个板块分别涉及“介绍自己与他人”的多个层面。
本板块围绕单元话题，以介绍新朋友、新学校生活为情境，引导学生学习、运用五个元音字母 a、e、i、o、u 在重读开音节中的发音规律。本板块首先呈现元音字母在重读开音节单词中的发音，引导学生模仿、掌握、辨别音标 /e /、/i /、/a /、 / /、/ju / 的发音技巧，并准确识别重读开音节单词；接着呈现更多重读开音节单词及包含重读开音节单词的句子，引导学生根据发音规律辨认、分类、朗读，并用准确的发音和完整的句子介绍自己或他人。
二、教学目标
通过本课时学习，学生能够：
教学目标
1 掌握音标 /e /、/i /、/a /、/ /、/ju / 的发音；
2 准确朗读含有五个元音字母的重读开音节单词、句子及对话；
3 运用五个元音字母在重读开音节单词中的发音规律，朗读相关生词；
4 在“人物介绍”的语境中使用正确的发音熟练流利地介绍自己及他人。
三、设计思路
Step 1. What are the vowels
The teacher plays a video about the long vowel sounds and have students answer the following questions.
What is the video about
What are they
What about other letters
Possible answer a e i o u 元音/vowels/ long vowels 辅音/consonants
设计意图：利用视频引出五个元音字母，让学生了解英语26字母的元音及辅音构成，激活已知，激发学习兴趣。
Step 2: How to pronounce the long vowel sounds
1．Pronunciation
Have students read “aeiou” and correct possible mistakes with the help pf photos.
Have students choose the correct long vowel sounds from the four names.
Answer Amy Simon /e / /a /
2．Listening
Have students listen to the recording and imitate the sounds /e /, /i /, / a /, / / and /ju / on page 13 and summarize the rule: the sounds of the vowel letters are the same as the sounds of the letters themselves.
设计意图：引导学生关注五个元音字母在重读开音节中的发音，总结发音规律,为学习开音节和闭音节作铺垫。
Step 3: When to pronounce the long vowel sounds？
1.Visit “Vowels’ Home”, have students role play the simple conversation and answer the questions, and then introduce open syllables by opening the door of vowels’ house. (Introduction: An open syllable ends with a vowel sound that is spelt with a single vowel letter (a, e, i, o, u), such as “me”, “he” and “she”. The sounds of the vowel letters are the same as the sounds of the letters themselves in open syllables. 以元音字母结尾的音节是开音节；字母发本音（字母名）).
Who are at home
How to pronounce the words
How to pronounce the “eio” in the words？
Can you give more examples of the open syllables
Possible answer Vowels/aeiou [ha ] [mi:] [wi ] [ɡ ] [n ] /i:/ /a / / / /i /: he she be … /a /: bi / /: no
2.Introduce closed syllables by closing the door of the vowels’ house and have students read the pronunciations correctly to tell the difference. (Introduction: In closed syllables, the vowels are “closed in” by one or more consonants(辅音) and usually have short sounds.)
3.Introduce relative open syllables with “e” by opening the door of the vowels’ house and have students brainstorm more words with relative open syllables and practise reading them with the correct pronunciation. (Introduction: A relative open syllable is a single syllable with a single consonant (辅音) followed by an unstressed e, such as “cake”, “kite” and “note”.)
Possible answer /e /: cake bake game, plane, face, grape, late, … /i /: these, Chinese, Japanese, … /a /: bike hide life tiger, nice, time, ride, … / /:nose, rose, go, home, close, note, … /ju /: cute, use, duty, huge, tube, cube
设计意图：通过拜访元音之家及开门、关门特效让学生直观地了解开音节与闭音节的区别与联系，并通过跟读与举例进行应用实践。
Step 4: Practice
Have students play a game of saving vowels by finishing some tasks.
Why is “e” at home alone What about the other vowels No! They are caught by “Y” because they are much more popular than “Y” as vowels . Let’s rescue them!
Have students finish A on page 13 and rescue “a”.
Answer /e /: grade; make /i /: she; these /a /: like; white / /: hello; those /ju /: music; use
2.Have students finish B on page 13. Try to read the new words first and check it to rescue “i”.
Aanswer 1/e /2/a /3/ /
3.Have students finish C on page 13. Organize a competition to see who can read the sentences correctly and rescue “o” first.
Answer
4.Encourage students to introduce one of their classmates with word bank and ask others to guess who he or she is, focusing on the correct pronunciation of /e /, /i /, /a /, / / and /ju / to rescue “e”.
Possible answer He is my new friend. He is tall and wears a pair of round glasses. He likes playing basketball very much. He is full of energy and he can play basketball for hours. He wants to be a basketball player in the future. He often tells funny jokes and makes me happy. Can you guess who he is
设计意图：通过游戏“营救元音”带领学生运用所学的发音规律拼读新单词，提升语音教学的趣味性。鼓励学生根据发音规律，举一反三，准确朗读句群，并介绍新朋友，迁移创新，内化所学语音知识，增进对新同学的了解。
Step 5: Summary
Have students answer the question and help them summarize what we learn.
What do we learn in this class
Possible answer
设计意图：梳理本节课要点及细节，建构思维导图，实现知识的结构化。
Step 6: Homework
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