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Starter Unit 2 Keep Tidy!-Section A（Pronunciation）
1. Content Overview
This section focuses on pronunciation teaching, which is a core part of Starter Unit 2 "Keep Tidy!". The main
content includes two key aspects: first, the recognition and correct pronunciation of vowel sounds /i /, / /, /e/,
/ /; second, the understanding and practice of word stress in English vocabulary related to "keeping tidy".
The teaching materials are designed with a contextual connection to the unit theme. The vocabulary used for
pronunciation practice (e.g., "meet", "this", "desk", "map") are closely related to daily objects and tidy-up
scenarios, helping students link pronunciation learning with real-life language use. Besides, the section provides
diversified practice forms, such as listening and repeating, matching sounds with words, and reading
stress-marked words aloud, which lay a solid foundation for students to improve their listening and speaking skills
in subsequent units.
2.1 Knowledge Objectives
Students can accurately identify the four vowel sounds /i /, / /, /e/, / / by listening, and
master their correct articulation positions (e.g., /i / requires a tense tongue and closed lips,
while / / needs an open mouth and a low tongue).
Students can recognize the stress mark ( ) in English words, understand that word stress
affects word pronunciation rhythm, and correctly read stressed words (e.g., table, chair,
bookcase).
Students can memorize 8-10 target words (e.g., "meet", "it", "bed", "bag") that contain
the four vowel sounds and apply them in simple pronunciation exercises.
2.2 Ability Objectives 教学目标
Develop students’ listening discrimination ability: After listening to a word, they can
accurately judge which vowel sound it contains and classify it into the corresponding sound
group.
Improve students’ oral expression ability: They can pronounce the four vowel sounds
and stress-marked words clearly and standardly, and read short word groups (e.g., "a red
desk", "my big bag") with correct rhythm.
Cultivate students’ cooperative learning ability: They can complete pronunciation tasks
(e.g., pair-work sound guessing games) in groups, and help each other correct pronunciation
errors.
2.3 Affective Objectives
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Stimulate students’ interest in English pronunciation learning through vivid games and
situational activities, reducing their fear of "speaking incorrectly".
Guide students to connect pronunciation learning with the unit theme "Keep Tidy!", so
that they realize the practical value of English in daily life.
Encourage students to actively participate in class interactions, and cultivate their
confidence and sense of achievement in English learning.
3.1 Key Points
The correct articulation of the four vowel sounds: /i /, / /, /e/, / /.
The recognition and application of word stress marks, and the correct pronunciation of
stressed words related to "keeping tidy".
The matching between vowel sounds and target words (e.g., /i / - "meet", / / - "map").
3.2 Difficult Points
Distinguishing between easily confused vowel sounds:
教学重难点 /i / (long sound, tense) and / / (short sound, relaxed), e.g., "sheep" (/ i p/) vs. "ship"
(/ p/).
/e/ (mid-open) and / / (wide-open), e.g., "pen" (/pen/) vs. "pan" (/p n/).
Mastering the rhythm of word stress: Avoiding "equal stress" (e.g., pronouncing table
as ta ble by mistake) or ignoring stress (e.g., pronouncing "bookcase" as a flat tone).
Applying correct pronunciation in simple oral expressions: Ensuring that vowel sounds
and stress are accurate when reading short phrases or answering simple questions (e.g.,
"Where is the bag " - "It’s on the desk.").
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教学过程
5.1 Warm-up & Lead-in (5 minutes)
Teaching Activities
Greeting & Review (2 minutes)
The teacher greets students in English with a tidy-themed question: "Good morning, class! Look at my desk
(points to a tidy desk on the screen). Is it tidy " Guide students to answer "Yes, it is." or "No, it isn’t."
Review 3-4 words from Unit 1 related to objects (e.g., "book", "ruler", "pencil"), and ask students to read
them aloud. The teacher corrects incorrect pronunciations briefly to prepare for new pronunciation learning.
"Guess the Sound" Game (3 minutes)
The teacher plays 4 short audio clips (each corresponding to one of the target vowel sounds: /i /, / /, /e/, / /)
without showing the words.
Ask students: "What sound do you hear Can you imitate it " Encourage students to mimic the sounds freely.
The teacher praises active students (e.g., "Great job! You imitated it well!") to arouse their interest.
Purpose
Review previous knowledge to build a connection with new content.
Use audio and games to create a relaxed learning atmosphere, attracting students’ attention to
pronunciation.
5.2 Presentation: Learn Vowel Sounds (10 minutes)
Teaching Activities
Teach /i / and / / (5 minutes)
Articulation demonstration: The teacher stands in front of the class, uses a mirror (or projects a mouth model
video) to show the articulation of /i /: "Tongue up, lips like a smile, long sound: /i /". Then demonstrates / /:
"Tongue down a little, lips relaxed, short sound: / /".
Word connection: Show pictures of "meet" (two people meeting) and "it" (a pencil), and teach the words:
"This is 'meet' /mi t/ (stress the long sound), this is 'it' / t/ (stress the short sound)". The teacher reads aloud 3
times, and students follow along (first individually, then in chorus).
Distinction practice: Play the audio of "sheep" / i p/ and "ship" / p/, and ask students to raise their left hand
for /i / and right hand for / / to judge the sound. The teacher checks students’ understanding and corrects
mistakes (e.g., "Wait, 'sheep' is long /i /, so we raise the left hand!").
Teach /e/ and / / (5 minutes)
Repeat the above steps: Demonstrate /e/ ("Mouth open a little, tongue mid: /e/") and / / ("Mouth wide
open, tongue low: / /") with the mouth model.
Teach words: "desk" /desk/ (show a desk picture) and "bag" /b g/ (show a bag picture). Guide students to
compare the two sounds by reading: "desk /desk/ → /e/; bag /b g/ → / /" (students read in pairs, checking
each other’s mouth shape).
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Visual aid: Stick four sound cards (/i /, / /, /e/, / /) on the blackboard, and write the corresponding words
under each card (e.g., /i / - meet, she; / / - it, this) for students to refer to.
Purpose
Use visual aids (mirror, pictures, mouth model) to help students understand the physical basis of
pronunciation, avoiding abstract learning.
Combine sounds with words and pictures to help students memorize through context, laying a foundation for
subsequent practice.
5.3 Practice 1: Vowel Sound Drills (10 minutes)
Teaching Activities
"Listen and Match" (4 minutes)
Distribute worksheets with 8 words (meet, it, desk, bag, she, this, pen, map) and 4 sound boxes (/i /, / /, /e/,
/ /).
The teacher plays the audio of each word once (e.g., "meet /mi t/"), and students listen and write the word
in the corresponding sound box.
Check answers: Invite 4 students to come to the blackboard and write the words under each sound card. The
class checks together. For wrong answers (e.g., putting "pen" in / / box), the teacher replays the audio and asks
the student to correct it: "Listen again: 'pen' /pen/ → which sound Yes, /e/! So it goes here."
"Sound Relay" Game (6 minutes)
Divide students into 4 groups, each group representing one vowel sound (Group 1: /i /, Group 2: / /, Group 3:
/e/, Group 4: / /).
The teacher shows a word card (e.g., "red"), and the group that represents the word’s vowel sound (/e/)
must stand up, read the word aloud, and say the sound (e.g., "red /red/ → /e/"). The fastest and most accurate
group gets a "tidy star" sticker.
Play 8 rounds (using all target words). The teacher reminds students to pay attention to articulation: "Group
3, 'red' is /e/ - make sure your mouth is open a little, not too wide!"
Purpose
Through listening-matching and competitive games, consolidate students’ ability to connect vowel sounds
with words, and increase learning fun.
Encourage peer checking and group cooperation, making students more engaged in practice.
5.4 Presentation: Learn Word Stress (7 minutes)
Teaching Activities
Introduce Stress Mark (3 minutes)
The teacher shows a picture of a "table" and writes the word on the blackboard: "table". Then adds the
stress mark: " table".
Explain stress with a gesture: "When we read ' table', we say the first part louder and longer (claps hands:
loud clap for 'ta', soft clap for 'ble')". The teacher demonstrates 3 times, and students follow with claps.
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Introduce the rule: "Most two-syllable nouns (like 'table', 'chair') stress the first syllable." Write 2 more
examples: " chair", " bookcase", and guide students to read with claps.
Link to Theme (4 minutes)
The teacher shows a "tidy room" picture on the screen, with labels: table, chair, bookcase, pencil, eraser.
Point to each object and ask: "What’s this Read it with stress!" (e.g., Point to the chair: "What’s this " →
Students: " chair!")
Correct mistakes: If a student reads "cha ir", the teacher says: "Wait, let’s clap: loud clap for 'cha', soft clap
for 'ir' → chair! Try again!".
Purpose
Use gestures (claps) to make abstract stress concrete, helping students grasp the rhythm of pronunciation.
Link word stress to the "Keep Tidy!" theme, so that students understand the practical use of stress in daily
vocabulary.
5.5 Practice 2: Stress & Comprehensive Drill (8 minutes)
Teaching Activities
"Stress Detective" (4 minutes)
Distribute word cards to each student (e.g., "table", "chair", "bookcase", "pencil").
Ask students to work in pairs: One student reads the word without stress, and the other acts as a "detective"
to find the mistake and correct it (e.g., Student A: "table" (flat tone); Student B: "No! It’s table! Let’s clap!").
The teacher walks around to observe, and invites 2 pairs to perform in front of the class. Praise correct
performances: "You’re great detectives! You found the stress mistake!"
"Tidy Room Dialogue" (4 minutes)
The teacher creates a simple dialogue based on the theme:
Teacher: "Where is the bag "
Student: "It’s on the desk."
Explain the pronunciation points in the dialogue: "bag" /b g/ (/ / sound), "desk" /desk/ (/e/ sound), "on"
(unstressed, short).
Students practice the dialogue in pairs. The teacher asks 3 pairs to act it out, and comments on their
pronunciation: "You read 'bag' with correct / / sound! But remember, 'desk' is /e/, not / /."
Purpose
Through pair-work and situational dialogue, integrate vowel sounds and word stress into practical
communication, improving students’ comprehensive pronunciation ability.
Provide personalized feedback to help students correct individual mistakes.
5.6 Summary & Homework (5 minutes)
Teaching Activities
Class Summary (3 minutes)
The teacher leads students to review with the blackboard sound cards:
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"What vowel sounds did we learn today Let’s say them together: /i /, / /, /e/, / /!"
"What about word stress How do we read 'table' Yes, table!"
Ask 2-3 students to share what they learned: "Tom, can you tell us one vowel sound and a word for it "
Encourage students to express themselves.
Homework Assignment (2 minutes)
Listening practice: Listen to the audio of Section A Pronunciation 3 times, and record themselves reading the
target words and dialogue, then send the recording to the class group.
Oral practice: Find 3 objects in their room (e.g., "bed", "lamp", "box"), identify their vowel sounds and stress,
and read them to their parents.
Creative task: Draw a "tidy desk" picture, label 3 objects with their pronunciations (e.g., "pen /pen/"), and
bring it to the next class.
Purpose
Summarize key knowledge to help students consolidate what they have learned.
Assign diversified homework (listening, oral, creative) to extend pronunciation practice to after-class life, and
connect it with the unit theme.
教学反思
Thematic Integration: The pronunciation teaching is closely linked to the unit theme "Keep Tidy!". From
warm-up questions (e.g., "Is the desk tidy ") to teaching materials (e.g., "table", "bag") and homework (e.g.,
drawing a tidy desk), students can perceive the practicality of English, avoiding isolated pronunciation learning.
Multi-sensory Engagement: The use of visual aids (mouth models, pictures), auditory aids (audio clips),
and kinesthetic activities (clapping, hand-raising games) caters to the learning characteristics of Grade 7
students (who are active and have a strong need for sensory stimulation). This not only stimulates interest but
also helps students understand abstract pronunciation knowledge.
Layered Practice: The practice design follows the logic of "listening → matching → speaking → applying".
From individual sound discrimination to group relay games, and then to situational dialogues, the difficulty
gradually increases, ensuring that students of different levels can participate and make progress.
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