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Starter Unit 3 Welcome! Section A Pronunciation 教学设计
Starter Unit 3 Welcome! Section A Pronunciation is dedicated to teaching students the pronunciation rules of the five vowel letters (a, e, i, o, u) in English words. It first differentiates between open syllables and closed syllables. Open syllables are further divided into absolute open syllables (ending with a single vowel letter, like “hi”, “no”) and relative open syllables (a single vowel letter followed by a single consonant letter (except r) and then a silent “e”, such as “name”, “bike”). In open syllables, vowel letters usually pronounce their own names.
For closed syllables, which are syllables ending with one or several consonant letters (excluding r, w, y) with only one vowel letter in the middle, like “pen”, “map”. The vowel letters in closed syllables often have different pronunciations from their letter names. The content presents the pronunciation of vowel letters in closed syllables through various activities. For example, it shows the sounds / /, /e/, / /, / /, / / that vowels “a”, “e”, “i”, “o”, “u” make respectively in closed syllables, along with corresponding example words. It also includes listening exercises where students need to classify words according to the vowel sounds in open or closed syllables, and chant - reading activities to help students feel the vowel letter pronunciations in different words in a more vivid way.
教学目标 Students should be able to clearly distinguish between open syllables and closed syllables. They can accurately define and give examples for both types of syllables. Master the pronunciation of the five vowel letters (a, e, i, o, u) in open and closed syllables. They can correctly read and write the phonetic symbols corresponding to the vowel letters in different syllable types, and pronounce example words accurately. Be familiar with common words that contain these vowel - letter - related syllable structures and be able to read them correctly according to the learned pronunciation rules.
教学重难点 Make sure students understand the concepts of open syllables and closed syllables and can clearly distinguish between them. Enable students to firmly grasp the pronunciation rules of the five vowel letters in open and closed syllables. They can accurately pronounce the vowel letters in different syllable situations and read related words. Guide students to apply the learned pronunciation rules in practical word - reading and speaking, so as to improve their pronunciation accuracy. Help students overcome the interference of their mother - tongue pronunciation habits and accurately pronounce the vowel sounds in English, especially those vowel sounds that do not exist in their mother - tongue languages. Some students may have difficulty in applying the learned pronunciation rules flexibly to new words. Teachers need to guide students to practice more and develop the ability to analyze and pronounce new words independently. In the process of teaching pronunciation, it is a challenge to make students maintain long - term interest and enthusiasm, as pronunciation learning can be relatively monotonous. Teachers need to design more interesting and diverse teaching methods.
A. Syllable Knowledge
Open Syllables:
Absolute Open Syllables: Syllables that end with a single vowel letter, e.g., “hi” /ha /, “no” /n /.
Relative Open Syllables: A single vowel letter followed by a single consonant letter (except r) and then a silent “e”. For example, “name” /ne m/, “bike” /ba k/. In open syllables, vowel letters usually pronounce their letter - name sounds, like “a” in “name” is pronounced as /e /, “i” in “bike” is pronounced as /a /.
Closed Syllables: Syllables that end with one or several consonant letters (excluding r, w, y) and have only one vowel letter in the middle. For example, “cat” /k t/, “pen” /pen/, “big” /b g/, “hot” /h t/, “cup” /k p/.
B. Vowel - letter Pronunciation in Closed Syllables
“a” in Closed Syllables: Usually pronounced as / /, e.g., “cat” /k t/, “map” /m p/, “hat” /h t/.
“e” in Closed Syllables: Usually pronounced as /e/, e.g., “pen” /pen/, “bed” /bed/, “red” /red/.
“i” in Closed Syllables: Usually pronounced as / /, e.g., “big” /b g/, “pig” /p g/, “fish” /f /.
“o” in Closed Syllables: Usually pronounced as / / (in British English) or /ɑ / (in American English), e.g., “hot” /h t/ (BrE) /hɑ t/ (AmE), “dog” /d g/ (BrE) /dɑ g/ (AmE).
“u” in Closed Syllables: Usually pronounced as / /, e.g., “cup” /k p/, “bus” /b s/, “duck” /d k/.
C. Example Words
Words with “a” in Closed Syllables: cat, map, hat, fat, bag, dad, etc.
Words with “e” in Closed Syllables: pen, bed, red, leg, egg, get, etc.
Words with “i” in Closed Syllables: big, pig, fish, milk, six, ship, etc.
Words with “o” in Closed Syllables: hot, dog, box, fox, not, on, etc.
Words with “u” in Closed 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 short, lively English song that contains some simple words with the vowel letters to be taught. For example, play "The ABC Song" which has words like "A for apple", "E for elephant". After the song, ask students if they noticed any special sounds of the vowel letters in the song. This can quickly draw students' attention and arouse their interest in the pronunciation class.
Then, show some pictures of animals and objects on the PPT, such as a cat, a bed, a pig, etc. Point to each picture and ask students to say the English words they know. As they say the words, write them on the blackboard. This helps to review some related vocabulary and leads smoothly to the pronunciation learning.
II. Knowledge Presentation (10 minutes)
Explain the concept of syllables briefly. Use simple examples like "no" (an open syllable) and "map" (a closed syllable) to show the difference. Draw a simple diagram on the blackboard to illustrate the structure of open and closed syllables. For open syllables, show that in absolute open syllables, a single vowel letter is at the end, and in relative open syllables, a vowel letter is followed by a consonant (except r) and then a silent "e". For closed syllables, show that a vowel letter is in the middle and is closed by consonant letters at the end.
Focus on the pronunciation of the five vowel letters (a, e, i, o, u) in open and closed syllables. Start with open syllables. Write words like "name", "bike", "nose", "use", "he" on the blackboard. Read each word slowly, emphasizing the long vowel sound (the letter - name sound) of the vowel letter. Then, explain the rule that in open syllables, vowel letters usually pronounce their own names. Let students repeat the words after you several times.
Next, move on to closed syllables. Write words such as "cat", "pen", "big", "hot", "cup" on the blackboard. Read these words, highlighting the short vowel sounds / /, /e/, / /, / / (or /ɑ / in American English), / / of the vowel letters. Demonstrate the correct mouth shapes and tongue positions for these short vowel sounds. For example, for the / / sound in "cat", open the mouth wide, with the tongue low in the mouth. Let students imitate your mouth shapes and practice saying the words.
III. Listening Practice (10 minutes)
Play the recording for the first time. In the recording, there are a series of words, some in open syllables and some in closed syllables. Ask students to just listen carefully and try to get a general sense of the different vowel sounds. After the first play, ask them some simple questions like "Did you hear more long vowel sounds or short vowel sounds " to check their initial understanding.
Play the recording again. This time, ask students to listen and raise their hands when they hear a word with a long vowel sound (in an open syllable). After the play, review the words with long vowel sounds together. Then, play the recording for the third time, and ask students to raise their hands when they hear a word with a short vowel sound (in a closed syllable).
Distribute a handout with a list of words. Some words are in open syllables, and some are in closed syllables. Play the recording one more time. Students need to listen and mark the words as having long vowel sounds (for open syllables) or short vowel sounds (for closed syllables) on their handouts. After that, check the answers together as a class.
IV. Group Activity - Pronunciation Game (15 minutes)
Divide the students into groups of 4 - 5. Give each group a set of word cards. On one side of the card, there is a word, and on the other side, it is marked whether the word is in an open syllable or a closed syllable.
Explain the rules of the game. One student in the group picks up a word card. They need to first say the word, then identify whether it is in an open or closed syllable, and finally explain the pronunciation of the vowel letter in the word. The other group members listen and check. If the student makes a mistake, the group members correct it together.
Walk around the classroom while the groups are playing the game. Listen to their discussions and offer help and guidance. If a group has difficulty in determining the syllable type or pronunciation, provide some hints or examples to help them. After a while, ask each group to choose one or two words that they think are the most difficult and share them with the whole class. Discuss these difficult words together.
V. Chant - reading Activity (10 minutes)
Read the chant slowly first, emphasizing the pronunciation of each vowel letter. Let students repeat after you line by line. Then, read the chant together with the students at a normal speed, using a rhythmic tone. Encourage students to clap their hands or tap their desks to the rhythm while chanting.
After several times of chant - reading, divide the class into two parts. One part reads the first line of each pair (the part introducing the vowel letter sound), and the other part reads the second line (the part with the example word). Then, switch. This activity can help students remember the vowel - letter pronunciations in a more vivid and interesting way.
VI. Summary (5 minutes)
Review the key points of the class. Write the words for open and closed syllables on the blackboard again. Summarize the pronunciation rules of the five vowel letters in open and closed syllables. Ask students to repeat the rules after you.
Ask students if they have any questions or if there are still some vowel - letter pronunciations that they find difficult. Listen to their concerns and answer their questions patiently. Encourage students to practice the pronunciation rules by reading English words and sentences in their daily study.
VII. Homework Assignment (5 minutes)
Ask students to go home and find at least 5 English words for each vowel letter. They need to classify these words as being in open syllables or closed syllables and write down the pronunciation of the vowel letters in each word.
Encourage students to record themselves reading these words and send the recordings to the teacher through a class - specific online platform. This can help the teacher monitor their pronunciation practice at home and provide personalized feedback. Additionally, students can listen to their own recordings to self - assess and improve their pronunciation.

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