人教版（2024）Unit 2 Keep Tidy Section A教学设计

这是一份人教版（2024）Unit 2 Keep Tidy Section A教学设计，共6页。
This sectin fcuses n prnunciatin teaching, which is a cre part f Starter Unit 2 "Keep Tidy!". The main
cntent includes tw key aspects: first, the recgnitin and crrect prnunciatin f vwel sunds /iː/, /ɪ/, /e/,
/æ/; secnd, the understanding and practice f wrd stress in English vcabulary related t "keeping tidy".
The teaching materials are designed with a cntextual cnnectin t the unit theme. The vcabulary used fr
prnunciatin practice (e.g., "meet", "this", "desk", "map") are clsely related t daily bjects and tidy-up
scenaris, helping students link prnunciatin learning with real-life language use. Besides, the sectin prvides
diversified practice frms, such as listening and repeating, matching sunds with wrds, and reading
stress-marked wrds alud, which lay a slid fundatin fr students t imprve their listening and speaking skills
in subsequent units.
2.1 Knwledge Objectives
Students can accurately identify the fur vwel sunds /iː/, /ɪ/, /e/, /æ/ by listening, and
master their crrect articulatin psitins (e.g., /iː/ requires a tense tngue and clsed lips,
while /æ/ needs an pen muth and a lw tngue).
Students can recgnize the stress mark (ˈ) in English wrds, understand that wrd stress
affects wrd prnunciatin rhythm, and crrectly read stressed wrds (e.g., ˈtable, ˈchair,
ˈbkcase).
Students can memrize 8-10 target wrds (e.g., "meet", "it", "bed", "bag") that cntain
the fur vwel sunds and apply them in simple prnunciatin exercises.
2.2 Ability Objectives 教学目标
Develp students’ listening discriminatin ability: After listening t a wrd, they can
accurately judge which vwel sund it cntains and classify it int the crrespnding sund
grup.
Imprve students’ ral expressin ability: They can prnunce the fur vwel sunds
and stress-marked wrds clearly and standardly, and read shrt wrd grups (e.g., "a red
desk", "my big bag") with crrect rhythm.
Cultivate students’ cperative learning ability: They can cmplete prnunciatin tasks
(e.g., pair-wrk sund guessing games) in grups, and help each ther crrect prnunciatin
errrs.
2.3 Affective Objectives
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Stimulate students’ interest in English prnunciatin learning thrugh vivid games and
situatinal activities, reducing their fear f "speaking incrrectly".
Guide students t cnnect prnunciatin learning with the unit theme "Keep Tidy!", s
that they realize the practical value f English in daily life.
Encurage students t actively participate in class interactins, and cultivate their
cnfidence and sense f achievement in English learning.
3.1 Key Pints
The crrect articulatin f the fur vwel sunds: /iː/, /ɪ/, /e/, /æ/.
The recgnitin and applicatin f wrd stress marks, and the crrect prnunciatin f
stressed wrds related t "keeping tidy".
The matching between vwel sunds and target wrds (e.g., /iː/ - "meet", /æ/ - "map").
3.2 Difficult Pints
Distinguishing between easily cnfused vwel sunds:
教学重难点 /iː/ (lng sund, tense) and /ɪ/ (shrt sund, relaxed), e.g., "sheep" (/ʃiːp/) vs. "ship"
(/ʃɪp/).
/e/ (mid-pen) and /æ/ (wide-pen), e.g., "pen" (/pen/) vs. "pan" (/pæn/).
Mastering the rhythm f wrd stress: Aviding "equal stress" (e.g., prnuncing ˈtable
as taˈble by mistake) r ignring stress (e.g., prnuncing "bkcase" as a flat tne).
Applying crrect prnunciatin in simple ral expressins: Ensuring that vwel sunds
and stress are accurate when reading shrt phrases r answering simple questins (e.g.,
"Where is the bag?" - "It’s n 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 questin: "Gd mrning, class! Lk at my desk
(pints t a tidy desk n the screen). Is it tidy?" Guide students t answer "Yes, it is." r "N, it isn’t."
Review 3-4 wrds frm Unit 1 related t bjects (e.g., "bk", "ruler", "pencil"), and ask students t read
them alud. The teacher crrects incrrect prnunciatins briefly t prepare fr new prnunciatin learning.
"Guess the Sund" Game (3 minutes)
The teacher plays 4 shrt audi clips (each crrespnding t ne f the target vwel sunds: /iː/, /ɪ/, /e/, /æ/)
withut shwing the wrds.
Ask students: "What sund d yu hear? Can yu imitate it?" Encurage students t mimic the sunds freely.
The teacher praises active students (e.g., "Great jb! Yu imitated it well!") t aruse their interest.
Purpse
Review previus knwledge t build a cnnectin with new cntent.
Use audi and games t create a relaxed learning atmsphere, attracting students’ attentin t
prnunciatin.
5.2 Presentatin: Learn Vwel Sunds (10 minutes)
Teaching Activities
Teach /iː/ and /ɪ/ (5 minutes)
Articulatin demnstratin: The teacher stands in frnt f the class, uses a mirrr (r prjects a muth mdel
vide) t shw the articulatin f /iː/: "Tngue up, lips like a smile, lng sund: /iː/". Then demnstrates /ɪ/:
"Tngue dwn a little, lips relaxed, shrt sund: /ɪ/".
Wrd cnnectin: Shw pictures f "meet" (tw peple meeting) and "it" (a pencil), and teach the wrds:
"This is 'meet' /miːt/ (stress the lng sund), this is 'it' /ɪt/ (stress the shrt sund)". The teacher reads alud 3
times, and students fllw alng (first individually, then in chrus).
Distinctin practice: Play the audi f "sheep" /ʃiːp/ and "ship" /ʃɪp/, and ask students t raise their left hand
fr /iː/ and right hand fr /ɪ/ t judge the sund. The teacher checks students’ understanding and crrects
mistakes (e.g., "Wait, 'sheep' is lng /iː/, s we raise the left hand!").
Teach /e/ and /æ/ (5 minutes)
Repeat the abve steps: Demnstrate /e/ ("Muth pen a little, tngue mid: /e/") and /æ/ ("Muth wide
pen, tngue lw: /æ/") with the muth mdel.
Teach wrds: "desk" /desk/ (shw a desk picture) and "bag" /bæg/ (shw a bag picture). Guide students t
cmpare the tw sunds by reading: "desk /desk/ → /e/; bag /bæg/ → /æ/" (students read in pairs, checking
each ther’s muth shape).
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Visual aid: Stick fur sund cards (/iː/, /ɪ/, /e/, /æ/) n the blackbard, and write the crrespnding wrds
under each card (e.g., /iː/ - meet, she; /ɪ/ - it, this) fr students t refer t.
Purpse
Use visual aids (mirrr, pictures, muth mdel) t help students understand the physical basis f
prnunciatin, aviding abstract learning.
Cmbine sunds with wrds and pictures t help students memrize thrugh cntext, laying a fundatin fr
subsequent practice.
5.3 Practice 1: Vwel Sund Drills (10 minutes)
Teaching Activities
"Listen and Match" (4 minutes)
Distribute wrksheets with 8 wrds (meet, it, desk, bag, she, this, pen, map) and 4 sund bxes (/iː/, /ɪ/, /e/,
/æ/).
The teacher plays the audi f each wrd nce (e.g., "meet /miːt/"), and students listen and write the wrd
in the crrespnding sund bx.
Check answers: Invite 4 students t cme t the blackbard and write the wrds under each sund card. The
class checks tgether. Fr wrng answers (e.g., putting "pen" in /æ/ bx), the teacher replays the audi and asks
the student t crrect it: "Listen again: 'pen' /pen/ → which sund? Yes, /e/! S it ges here."
"Sund Relay" Game (6 minutes)
Divide students int 4 grups, each grup representing ne vwel sund (Grup 1: /iː/, Grup 2: /ɪ/, Grup 3:
/e/, Grup 4: /æ/).
The teacher shws a wrd card (e.g., "red"), and the grup that represents the wrd’s vwel sund (/e/)
must stand up, read the wrd alud, and say the sund (e.g., "red /red/ → /e/"). The fastest and mst accurate
grup gets a "tidy star" sticker.
Play 8 runds (using all target wrds). The teacher reminds students t pay attentin t articulatin: "Grup
3, 'red' is /e/ - make sure yur muth is pen a little, nt t wide!"
Purpse
Thrugh listening-matching and cmpetitive games, cnslidate students’ ability t cnnect vwel sunds
with wrds, and increase learning fun.
Encurage peer checking and grup cperatin, making students mre engaged in practice.
5.4 Presentatin: Learn Wrd Stress (7 minutes)
Teaching Activities
Intrduce Stress Mark (3 minutes)
The teacher shws a picture f a "table" and writes the wrd n the blackbard: "table". Then adds the
stress mark: "ˈtable".
Explain stress with a gesture: "When we read 'ˈtable', we say the first part luder and lnger (claps hands:
lud clap fr 'ta', sft clap fr 'ble')". The teacher demnstrates 3 times, and students fllw with claps.
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Intrduce the rule: "Mst tw-syllable nuns (like 'table', 'chair') stress the first syllable." Write 2 mre
examples: "ˈchair", "ˈbkcase", and guide students t read with claps.
Link t Theme (4 minutes)
The teacher shws a "tidy rm" picture n the screen, with labels: ˈtable, ˈchair, ˈbkcase, ˈpencil, ˈeraser.
Pint t each bject and ask: "What’s this? Read it with stress!" (e.g., Pint t the chair: "What’s this?" →
Students: "ˈchair!")
Crrect mistakes: If a student reads "chaˈir", the teacher says: "Wait, let’s clap: lud clap fr 'cha', sft clap
fr 'ir' → ˈchair! Try again!".
Purpse
Use gestures (claps) t make abstract stress cncrete, helping students grasp the rhythm f prnunciatin.
Link wrd stress t the "Keep Tidy!" theme, s that students understand the practical use f stress in daily
vcabulary.
5.5 Practice 2: Stress & Cmprehensive Drill (8 minutes)
Teaching Activities
"Stress Detective" (4 minutes)
Distribute wrd cards t each student (e.g., "table", "chair", "bkcase", "pencil").
Ask students t wrk in pairs: One student reads the wrd withut stress, and the ther acts as a "detective"
t find the mistake and crrect it (e.g., Student A: "table" (flat tne); Student B: "N! It’s ˈtable! Let’s clap!").
The teacher walks arund t bserve, and invites 2 pairs t perfrm in frnt f the class. Praise crrect
perfrmances: "Yu’re great detectives! Yu fund the stress mistake!"
"Tidy Rm Dialgue" (4 minutes)
The teacher creates a simple dialgue based n the theme:
Teacher: "Where is the bag?"
Student: "It’s n the desk."
Explain the prnunciatin pints in the dialgue: "bag" /bæg/ (/æ/ sund), "desk" /desk/ (/e/ sund), "n"
(unstressed, shrt).
Students practice the dialgue in pairs. The teacher asks 3 pairs t act it ut, and cmments n their
prnunciatin: "Yu read 'bag' with crrect /æ/ sund! But remember, 'desk' is /e/, nt /æ/."
Purpse
Thrugh pair-wrk and situatinal dialgue, integrate vwel sunds and wrd stress int practical
cmmunicatin, imprving students’ cmprehensive prnunciatin ability.
Prvide persnalized feedback t help students crrect individual mistakes.
5.6 Summary & Hmewrk (5 minutes)
Teaching Activities
Class Summary (3 minutes)
The teacher leads students t review with the blackbard sund cards:
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"What vwel sunds did we learn tday? Let’s say them tgether: /iː/, /ɪ/, /e/, /æ/!"
"What abut wrd stress? Hw d we read 'table'? Yes, ˈtable!"
Ask 2-3 students t share what they learned: "Tm, can yu tell us ne vwel sund and a wrd fr it?"
Encurage students t express themselves.
Hmewrk Assignment (2 minutes)
Listening practice: Listen t the audi f Sectin A Prnunciatin 3 times, and recrd themselves reading the
target wrds and dialgue, then send the recrding t the class grup.
Oral practice: Find 3 bjects in their rm (e.g., "bed", "lamp", "bx"), identify their vwel sunds and stress,
and read them t their parents.
Creative task: Draw a "tidy desk" picture, label 3 bjects with their prnunciatins (e.g., "pen /pen/"), and
bring it t the next class.
Purpse
Summarize key knwledge t help students cnslidate what they have learned.
Assign diversified hmewrk (listening, ral, creative) t extend prnunciatin practice t after-class life, and
cnnect it with the unit theme.
教学反思
Thematic Integratin: The prnunciatin teaching is clsely linked t the unit theme "Keep Tidy!". Frm
warm-up questins (e.g., "Is the desk tidy?") t teaching materials (e.g., "table", "bag") and hmewrk (e.g.,
drawing a tidy desk), students can perceive the practicality f English, aviding islated prnunciatin learning.
Multi-sensry Engagement: The use f visual aids (muth mdels, pictures), auditry aids (audi clips),
and kinesthetic activities (clapping, hand-raising games) caters t the learning characteristics f Grade 7
students (wh are active and have a strng need fr sensry stimulatin). This nt nly stimulates interest but
als helps students understand abstract prnunciatin knwledge.
Layered Practice: The practice design fllws the lgic f "listening → matching → speaking → applying".
Frm individual sund discriminatin t grup relay games, and then t situatinal dialgues, the difficulty
gradually increases, ensuring that students f different levels can participate and make prgress.
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