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新人教版七年级上册英语 Starter Unit 3 Welcome! Pronunciation 教学设计
Teaching Methods
Core Literacy Objectives:
1. Students will be able to correctly read vowel phonetic symbols in closed-syllable words.
2. Students will develop the ability to identify patterns in vowel pronunciation across different words.
Teaching Key Points: Helping students recognize the phonetic symbols / /, /e/, / /, / /, / /.
Teaching Difficult Points: Enabling students to pronounce / /, /e/, / /, / /, / / with accuracy.
Teaching Procedures
Step 1: Leading-in
1. Greet the class casually, maybe with a quick "How’s everyone doing today "
2. Review phonetic symbols /e /, /i:/, /a /, / /, /ju:/ from Starter Unit 2 by asking, "Who remembers how we pronounced these last time "
3. Write 3-4 words with these symbols (like "name", "see", "bike") on the board and call on a few students to read them aloud.
Design Intent for Step 1: Starting with a friendly greeting eases students into the class, making them feel comfortable. Revisiting old symbols isn’t just repetition—it’s a way to jog their memory, so when we move to new symbols, they’ll have a familiar base to build on. Calling on students keeps them engaged right from the start.
Step 2: Work on 1
1. Play the recording once, then say, "Let’s try repeating together—listen closely first, then copy the sounds."
2. Show a short video that zooms in on mouth movements for / /, /e/, / /, / /, / /. Pause after each symbol and say, "Notice how the lips and tongue move here—let’s practice in the mirror later if you want!"
3. Pick 2-3 students to read the words. Smile and say, "Great job with that / /—your mouth shape was perfect!" for good tries. For mistakes, gently say, "Let’s try /e/ again—your mouth should be a little wider, like this" and demonstrate. Then read as a class.
Design Intent for Step 2: Listening first helps students get the sound in their heads before they try it. The video’s close-ups make abstract symbols concrete—seeing how to move their mouths takes the guesswork out. Praising specific things (like mouth shape) makes feedback meaningful, and group reading lets shy students practice without pressure.
Step 3: Work on 2
1. Play the recording again and say, "Let’s repeat, but this time, really focus on matching the speed and tone."
2. Hand out simple group labels (like "/ / group" and "/e/ group") and say, "Work with your partner to sort these words—see if you can agree on where each one goes."
3. After sorting, call on a group to share, then read all words together, clapping lightly on each syllable.
Design Intent for Step 3: Repeating with attention to speed and tone builds fluency. Partner work makes sorting less stressful than doing it alone—students learn from each other. Clapping while reading adds rhythm, which sticks in their memory better than just saying the words.
Step 4: Work on 3
1. Read the words in 3 slowly, exaggerating the target sounds. Then say, "Your turn—let’s go one by one, and I’ll join in too."
2. If someone struggles, say, "Let’s break it down—first the symbol, then the word. / /… ‘sit’—there you go!"
Design Intent for Step 4: Hearing the teacher’s clear, exaggerated pronunciation gives students a strong model. Taking it slow and breaking words down when needed helps struggling students keep up, so no one gets left behind.
Step 5: Work on 4
1. Play the chant recording once, then say, "Chants are fun—let’s read one line at a time, and try to sound lively!"
2. After a few rounds, say, "Let’s try it faster—who can keep up "
Design Intent for Step 5: Chants feel like play, not work, so students relax while practicing. Speeding up adds a challenge that keeps them focused, and the rhythm helps them remember the sounds without even trying.
Blackboard Design
Starter Unit 3. Welcome! Section A Pronunciation
a /e / / / e /i:/ /e/
i /a / / / o / / / /
u /ju:/ / /
Teaching Reflection
Highlights: The fun video was a hit—several students mimicked the mouth movements afterward, which showed they were paying attention. The partner sorting in Step 3 got everyone talking, and even quieter students joined in. The chant at the end had them laughing, which made the lesson feel less like "work."
Shortcomings: A few students mixed up / / and /e/ at first—they knew the symbols but couldn’t always match them to words. Also, some needed more time with the video; pausing once wasn’t enough for everyone.
Improvement Measures: Next time, I’ll pause the video after each symbol and have students practice in pairs, checking each other’s mouth shapes. For / / vs. /e/, I’ll bring in real objects (like "apple" for / / and "egg" for /e/) to link sounds to meanings, which might stick better. More quick drills—like holding up flashcards and asking "Which symbol "—could help with mixing up sounds too.

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