StarterUnit1Hello!SectionAPronunciation教学设计-人教版英语七年级上册

StarterUnit1Hello!SectionAPronunciationm...entscanaccuratelyunderstand,readandusebasicgreetingssuchas"Hello!","Hi!"andtheselfintroductionsentencepattern"I'm...",withcorrectpronunciationandintonation.Studentscancorrectlyidentifyandwritethecorewordsin1a,including"hello,hi,good,morning,how,are",andmastertheirspellingsandbasicmeanings.KeyPointsThecorrectpronunciationandusageofbasicgreetingsandselfintroductionsentencepatterns.Thecorrectspellingandunderstandingofcorewords.DifficultPointsCorrectingstudents'pronunciationerrors,suchasthepronunciationoftheletter"h"in"hello",andguidingstudentstomasternaturalandsmoothintonationtoavoidstiffreading.Helpingstudentsflexiblyapplythelearnedexpressionsindifferentmunicationsituations.ThispartisfromStarterUnit1Hello!SectionAintheGradeSevenEnglishtextbook.ItplaysafundamentalroleinjuniorhighschoolEnglishlearning,servingasabridgefromprimaryschoolEnglishtojuniorhighschoolEnglish.m...teachingmaterialfirstpresentsthreegroupsofcharacterdialoguescenesin1a,introducingbasicgreetingslike"Hello!","Hi!"andtheselfintroductionsentencepattern"I'm...",acpaniedbyvividpicturestoaidunderstanding.Thesedialoguesareclosetostudents'dailylives,whichcanquicklyarousestudents'interestinlearningEnglishandmakethemfeelthepracticalityofEnglish.Then,1bisalisteningexercise.Throughlistening,studentscanstrengthentheirperceptionandimitationoftheseexpressions,whichhelpstoimprovetheirlisteningskillsandoralEnglishexpressionabilityattheinitialstage.ThestudentsinGradeSevenarejustpromotedfromprimaryschool.TheyhaveaccumulatedacertainfoundationinEnglishduringprimaryschool.Forexample,theyarefamiliarwithsomesimpleEnglishwordsanddailyexpressionssuchas"hello","goodbye",etc.However,theystillhavemanydeficiencies.TheirEnglishknowledgesystemisnotyetsystematic.Intermsofpronunciation,thereareofteninaccuracies.Forinstance,somestudentsmaymispronouncetheletter"h"in"hello".Ingrammarapplication,theyarenotproficientenough,andtheiroralexpressionlacksfluency.Nevertheless,atthisstage,studentsarefullofcuriosityandenthusiasm.Theyareeagertoexplorethenewjuniorhighschoolenvironmentandnewknowledge.Theyprefertolearninarelaxed,interestingandinteractiveatmosphere.教学环节一WarmingupTheleadinisdesignedtofullyengagestudentsandsmoothlytransitionintothenewlesson.Atthebeginningoftheclass,theteacherwalksintotheclassroomwithasmile,standsatthefrontoftheclass,andsaysloudlyandclearly,“Hello,everyone!”whilewavinghandsgently.Then,theteacherwalksaroundtheclassroom,greetingindividualstudentsonebyone:“Hello,Lily!”“Hi,Tom!”andsoon.Duringthisprocess,observestudents'reactions.Somestudentsmayrespondshyly,somemaytrytosay“Hello”back,andothersmaylookconfused.Theteachershouldrespondpositivelytothosewhotrytoanswer,givingthemathumbsupandsaying“Goodjob!”toencouragethem.Aftergreetingseveralstudents,theteacherreturnstothefrontoftheclassandasks,“DoyouknowwhatIjustsaid?”Moststudentsmayshaketheirheadsorwhisper“hello”.Theteachernodsandsays,“Yes,Isaid‘Hello’and‘Hi’.TheyarebothwaystogreetothersinEnglish,justlikewesay‘你好’inChinese.”Then,theteachershowsabigpictureonthePPT.Thepicturehastwoscenes:oneisaChinesestudentsaying“你好”toanother,andtheotherisaforeignstudentsaying“Hello”toafriend.Askstudents,“What'sthedifferencebetweenthesetwopictures?”Guidestudentstofindthattheyaregreetingsindifferentlanguages.Next,theteacherplaysashortandlivelyEnglishsongaboutgreetings,suchas“HelloSong”.Thesongrepeats“Hello”and“Hi”manytimeswithacheerfulmelody.Letstudentslistentothesongonce,thenplayitagainandinvitethemtoclaptheirhandstotherhythm.Afterthesong,ask,“Howmanytimesdidyouhear‘Hello’and‘Hi’inthesong?”Letstudentsraisetheirhandstoanswer.Nomatteriftheansweriscorrectornot,praisethemfortheirparticipation.Finally,theteachersays,“Today,wearegoingtolearnhowtogreetothersinEnglishandintroduceourselves.Areyouready?”Waitforstudentstorespond,thenstartthenewlesson.教学环节二TeachingProceduresPresentinggreetings“Hello”and“Hi”Theteacherwrites“Hello”and“Hi”ontheblackboardwithcolorfulchalk.First,pointto“Hello”andsay,“Thisis‘Hello’.Let'slookatmymouth.”Theteacherexaggeratesthemouthshape:whenpronouncingthefirstsyllable“he”,themouthisslightlyopen,thetongueisflat,andthesoundis/hə/;whenpronouncingthesecondsyllable“llo”,themouthisrounded,andthesoundis/ləʊ/h/...ditslowlythreetimes:“Hello,Hello,Hello.”Then,letstudentsreadaftertheteacher,firstinchorus,thenindividually.Walkaroundtheclassroomtocheckeachstudent'spronunciation.Forthosewhopronounceincorrectly,gentlycorrectthem.Forexample,ifastudentdoesn'tpronouncethe“h”sound,theteachercansay,“Trytoblowalittleairwhenyoustartsaying‘Hello’,likethis/h/...”anddemonstrateagain.Then,dothesamefor“Hi”.Writethepronunciation/haɪ/nexttoit.Explainthat“Hi”ismorecasualthan“Hello”,justlike“嗨”inChineseismorecasualthan“你好”.ShowtwopicturesonthePPT:oneisateachersaying“Hello”toastudent,andtheotheristwoclassmatessaying“Hi”toeachother.Askstudents,“Inwhichpicturedoweuse‘Hello’andinwhichdoweuse‘Hi’?”Letstudentsdiscussinpairsforoneminute,theninviteafewpairstosharetheiropinions.m...entingselfintroductionsentencepattern“I'm...”Theteachertakesoutanamecardwithhis/herownnameonit,suchas“I'mMr.Wang”.Showthecardtothestudentsandsay,“Hello,I'mMr.Wang.”Repeatittwice,emphasizing“I'm”whichmeans“我是”m...Chinese.Then,write“I'm...”ontheblackboard,andexplainthatwecanputournamesafter“I'm”tointroduceourselves.Forexample,“I'mLiMing”means“我是李明”.Inviteastudenttothefrontoftheclass.Theteachersaystohim/her,“Hello,I'mMr.Wang.What'syourname?”Guidethestudenttoanswer.Ifthestudentcan't,theteacherm...m...“Youcansay‘I'm...’+yourname.”Helpthestudentsay,“I'm...”.Then,theteachershakeshandswiththestudentandsays,“Nicetomeetyou.”Letthestudentgobacktohis/herseat.Then,inviteanotherstudentandletthepreviousstudentgreetandintroducehimself/herselftothenewstudent,withtheteacher'sguidanceifnecessary.Presentingdialoguesin1am...thethreegroupsofdialoguesin1aonthePPTonebyone.Forthefirstdialogue:“A:Hello!I'mGina.B:Hello!I'mJenny.”Theteacherreadsthedialoguewithdifferenttones:A'svoiceisfriendly,andB'svoiceisenthusiastic.Then,askstudents,“WhatareGinaandJennydoing?”Letstudentsanswerthattheyaregreetingandintroducingthemselves.Then,theteacherandagoodstudentactoutthedialogue.TheteacherplaysA,andthestudentplaysB.Afterthat,letstudentspracticeinpairs.Theteacherwalksaroundtohelp.Forexample,ifapairisstuck,theteachercansay,“Asays‘Hello!I'm...’,thenBsaysthesame.”m...hesamefortheothertwodialogues.Afterpracticingalldialogues,theteacherasks,“What'sthesameinthesethreedialogues?”Guidestudentstofindthattheyalluse“Hello”or“Hi”togreetand“I'm...”tointroducethemselves.LearningcorewordsWritethecorewords“hello,hi,good,morning,how,are”ontheblackboard.Foreachword,dothefollowing:first,readthewordclearly,thenwriteitspronunciation.For“good”,thepronunciationis/ɡʊd/;for“morning”,it's/ˈmɔːnɪŋ/;for“how”,it's/haʊ/;for“are”,it's/ɑː(r)/.Then,explainthebasicmeaningofeachwordwithsimpleChineseorpictures.Forexample,showapictureofasunnymorningandsay,“Thisisagoodmorning.‘Goodmorning’means‘早上好’.”Then,playagamecalled“WordMatching”.Preparesomecards:halfhaveEnglishwords,andtheotherhalfhavetheirChinesemeaningsorpictures.Dividestudentsintotwoteams.Eachteamsendsarepresentativetothefront.Theteachershowsawordcard,andtherepresentativeneedstofindthematchingmeaningorpicturecardasquicklyaspossible.Theteamthatfindsitfirstgetsapoint.Thisgamehelpsstudentsrememberthewordsbetter.PracticeListeningpracticefor1bFirst,theteacherexplainsthetaskof1b:“Wearegoingtolistentosomedialogues.Youneedtocirclethenamesyouhearinthepicture.”Showthepictureof1bonthePPT,andpointoutthenamesinthepicture:Gina,Jenny,Alan,Mary,Jim,Tom.Readthesenamestostudentsfirst,sothattheyarefamiliarwiththeirpronunciations.Then,playtherecordingforthefirsttime.Letstudentsjustlisten.Playitagain,andaskthemtocirclethenames.Afterthat,playitathirdtime,andletstudentschecktheiranswers.Then,theteacherasks,“Whodidyoucircle?”Letstudentsraisetheirhandstoanswer.Writethecorrectnamesontheblackboard:Gina,Jenny,Alan,Mary.Praisethosewhogotallcorrect,andencouragethosewhomademistakes:“It'sokay.Let'slistenagaincarefullynexttime.”Pairwork:makingdialoguesm...destudentsintopairs.Eachpairgetsasetofrolecards.Thecardshavedifferentnames,suchas“Lily”,“Lucas”,“Emma”,etc.Askthemtomakedialoguesusing“Hello/Hi!I'm...”.Forexample:A:Hello!I'mLily.B:Hi!I'mLucas.Givestudents5minutestoprepare.Duringthistime,theteacherwalksaroundtheclassroom,listenstotheirdialogues,andoffershelp.Forexample,ifapairisnotsurehowtostart,theteachercansay,“Youcanstartwith‘Hello!’,thentellyourname.”After5minutes,invite34pairstostandupandpresenttheirdialoguestotheclass.Aftereachpresentation,theteacherandotherstudentsclaptheirhands.Theteachercanalsogivesimplements,suchas“Yourpronunciationisveryclear!”or“Youspeakveryfluently!”.Chaindrill:greetinggameTheteacherstartsthegame.He/shesaystothefirststudent,“Hello!I'mMr.Wang.”Thefirststudentshouldreply,“Hello!Mr.Wang.I'm[his/hername].”Then,thefirststudentturnstothesecondstudentandsays,“Hello!I'm[his/hername].”Thesecondstudentrepliesinthesameway,andsoon.Ifastudentmakesamistake,theteachercanprompthim/her.Thisgamehelpsstudentspracticegreetingsandselfintroductionsinadynamicway.ProductionRoleplay:meetingnewclassmatesSetascene:it'sthefirstdayofschool,andstudentsaremeetingnewclassmatesintheclassroom.Askstudentstoimaginetheyarenewstudentsandneedtogreetandintroducethemselvestoatleastthreeclassmates.Letthemmovearoundtheclassroomfreely,talktodifferentclassmates,andexchangenames.Theteachercanjoinintheactivity,pretendingtobeanewstudentandgreetingstudents.Forexample,“Hello!I'manewteacherhere.What'syourname?”Guidestudentstorespond.Duringtheactivity,theteacherpaysattentiontostudents'pronunciationandexpression,andrecordsthemonproblems.After10minutes,stoptheactivityandaskstudentstositdown.Ask,“Howmanynewclassmatesdidyoumeet?Whataretheirnames?”Letafewstudentsshare.Forexample,astudentcansay,“ImetLucy,JackandAnna.Lucysaid‘Hi!I'mLucy.’”Groupdiscussion:whentouse“Hello”and“Hi”Dividestudentsintogroupsof45.Giveeachgroupapieceofpaperwithsomesituationswrittenonit,suchas:Greetingateacher.Greetingagoodfriend.Greetingastrangeronthestreet.Greetingaclassmateyoujustmet.Askthemtodiscussintheirgroupswhichsituationsaresuitablefor“Hello”andwhicharesuitablefor“Hi”.Givethem5minutestodiscuss,theneachgroupsendsarepresentativetoreporttheiropinions.Theteacherwritesdownthemainpointsontheblackboard,thensummarizes:“Weusuallyuse‘Hello’inmoreformalsituations,likegreetingteachersorstrangers;and‘Hi’incasualsituations,likegreetingfrien