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人教版英语（2024）七年级上册电子教案
学科 English 年级 7 上课时间 总 节 次
课题 Starter Unit 2 Keep Tidy! Section A Pronunciation (Exercises 1-4)
学情教材分析 Textbook Analysis: This pronunciation section focuses on distinguishing between similar English sounds that are challenging for Chinese learners. Exercises 1-4 target minimal pairs, sound discrimination, and accurate production of consonants and vowels that often cause confusion, using vocabulary from the unit. Student Analysis: Seventh graders are developing their English phonetic awareness but still struggle with certain sound distinctions not present in Chinese. They benefit from explicit instruction, visual aids, and ample practice opportunities to improve pronunciation accuracy and listening discrimination skills.
核心素养目标 1. By listening to and identifying minimal pairs, students distinguish between similar English sounds to develop auditory discrimination skills. 2. Through guided repetition and tongue position practice, students produce challenging sounds accurately to improve pronunciation clarity. 3. By creating original sentences with target sounds, students apply correct pronunciation in meaningful contexts, enhancing communicative confidence.
重点 1. Differentiating between / / and /i:/ sounds (e.g., ship vs. sheep). 2. Distinguishing /θ/ and / / sounds (think vs. that) and producing them correctly.
难点 1. Correctly producing English sounds that don't exist in Chinese (/θ/, / /, /v/). 2. Hearing and reproducing the difference between short and long vowels (/ / vs. /i:/).
板 书 设 计 教学准备 1. Teaching plan 2. PPT with audio examples 3. Mouth diagram posters 4. Minimal pairs flashcards 5. Pronunciation worksheets
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Sound Discrimination Game (Ex. 1) 【 5 min】 Play a sound discrimination game with minimal pairs (ship/sheep). Show mouth position diagrams for target sounds. 3. Demonstrate the difference between short and long vowels. Listen and indicate which word they hear in minimal pair examples. 2. Observe and mimic teacher's mouth positions for target sounds. 3. Practice the difference between short / / and long /i:/ sounds.
Ⅱ. Presentation Sound Formation & Practice (Ex. 2) 【 10 min】 Explain and demonstrate how to produce challenging sounds (/θ/, / /). Use mirrors so students can see their own mouth positions. 3. Guide students through exercise 2, focusing on sound accuracy. Watch teacher's demonstration and practice in mirrors. Work in pairs to give feedback on each other's pronunciation. 3. Complete exercise 2, repeating words after the audio recording.
Ⅲ. Practice Minimal Pairs & Tongue Twisters (Ex. 3) 【 15 min】 Lead minimal pair practice with flashcards and repetition. Introduce tongue twisters containing target sounds. 3. Monitor and correct pronunciation during pair practice. Distinguish and produce minimal pairs in exercise 3. Practice tongue twisters slowly then increase speed. 3. Record themselves saying tongue twisters and self-assess.
Ⅳ. Promotion Contextual Application (Ex. 4) 【 10 min】 Guide students through exercise 4, using target sounds in sentences. 2. Have students create their own sentences with minimal pairs. 3. Conduct a pronunciation bee with words from the lesson. Read sentences in exercise 4 with focus on accurate pronunciation. 2. Create original sentences using words with target sounds. 3. Participate in pronunciation bee, saying words clearly and correctly.
作业 布置 Must do: 1. Practice the minimal pairs from today's lesson 5 times each. 2. Record yourself reading 3 tongue twisters and identify areas for improvement. Choose to do: 1. Create a short poem using at least 5 words with the target sounds. 2. Teach a family member how to pronounce one challenging sound correctly. 预计时长：≤20分钟
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