Unit 2 Let’s play sports!
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students are expected to be able to:
1. know the pronunciation of the five phonetic symbols in stressed closed syllables;
2. read correctly the stressed closed syllables in the words that include the five vowel letters;
3. tell the difference of the pronunciation of the five vowel letters in stressed closed syllables and
stressed open syllables.
II. Teaching contents
The pronunciation of the five vowel letters in stressed closed syllables: /æ/, /e/, /ɪ /, /ɒ/, /ʌ/
III. Focus of the lesson and predicted area of difficulty
The pronunciation of the five phonetic symbols.
The writing of the five phonetic symbols.
The difference of the pronunciation of the five vowel letters in stressed closed syllables and stressed open syllables.
IV. Teaching procedures
Step 1 Lead-in
1. Listen to a song
Enjoy a song and the perfect pronunciation. Pay attention to the pronunciation of the letters in
red.
T: Boys and girls, today, we are going to learn study skills and know something about five phonetic symbols. What are they? Do you want to know about them? I will not tell you this time. But you will find them out by yourselves. Do you want to have a try?
S: Yes.
T: OK then. If you want to find them out, you need to enjoy an English song. The singer who sings this song has the perfect pronunciation.
T: Here are the lyrics. While listening, pay attention to the pronunciation of the letters in red. Are you ready?
S: Yes.
T: OK. Let’s begin.
2. Point out the vowels in the song
T: That’s the end of the song. OK. Now look at the letters in red. They are all vowel letters. Do you know their pronunciation?
S: Listen, “i” /ɪ /.
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T: You are right.
S: Telling, “e” /e/.
T: Good.
S: That, “a” /æ/.
T: Yes.
S: But, “u” /ʌ/.
T: Right.
S: Along, “o” /ɒ/.
T: Good.
S: When, “e” /e/.
T: Right.
S: Can’t, “a” /æ/.
T: Yes. There is one more left. B-r-a-n-d, how to pronounce this word? What is the pronunciation of the letter “a”? Who can have a try?
S: “a” /æ/, brand.
T: Excellent. “Brand” means “全新”. Boys and girls, congratulations! You have found out all the five phonetic symbols. What are they? Let’s say together.
S&T: /æ//e/ /ɪ / /ɒ/ /ʌ/.
【设计意图】通过一首优美的英文歌作为导入，让学生在欣赏歌曲迅速进入课堂状态的同时，带着任务去思考歌词中红色字母的发音，从而导出本节课所要学习的五个元音字母在重读闭音节中的发音。音标学习较为枯燥，此导入法能迅速地吸引大部分学生的注意力，激发其探究的欲望。
Step 2 Presentation
1. Teach students how to pronounce /æ/
T: Good. Do you want to know more about them? How to pronounce and write them correctly? Read after me. /æ/.
S: /æ/.
T: /æ/.
S: /æ/.
T: Write it on your paper.
T: Here are some words which include the pronunciation of /æ/. Can you read them together? For example, cap, cap, /æ/. Ready? Go.
S: Cap, cap, /æ/. Cat, cat, /æ/. Dad, dad, /æ/. Man, man, /æ/. Map, map, /æ/.
T: Very good. You see, in these words, the letter “a” is pronounced…
S: /æ/.
T: Good. Next one.
2. Teach students how to pronounce /e/
3. Teach students how to pronounce /ɪ /
4. Teach students how to pronounce /ɒ/
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5. Teach students how to pronounce /ʌ/
【设计意图】通过五段音标教学的视频来教授每个音标的发音技巧。随后的反复跟读以及书写练习，帮助学生扎实的掌握音标的发音以及书写。接着呈现、朗读课本中五组单词，让学生了解五个元音字母在重读闭音节中的发音，为下面的环节做好铺垫。
Step 3 Practice
1. Finish Part A and check the answers
T: OK. Boys and girls. Let’s check if you know the five phonetic symbols. Here are some words, please read them and then put them under the correct sound groups.
T: Have you finished?
S: Yes.
T: OK. Let’s check the answers one by one. First one /æ/. Who wants to have a try?
S: Happy, happy, /æ/; dad, dad, /æ/.
T: Good, next one?
S: /e/; get, get, /e/; well, well, /e/.
T: Good. Let’s read them together. Happy,happy, /æ/.Ready? Go.
2. Read a poem
T: You did a really good job! Now it’s time for fun. Here is a poem, can you read it? Let’s read it together.
What's that sound in the middle of cat? /æ//æ//æ/, that's /æ/ in the middle.
What's that sound in the middle of hat? /æ//æ//æ/, still /æ/ in the middle.
What's that sound in the middle of hen? /e//e//e/, that's /e/ in the middle.
What's that sound in the middle of pen? /e//e//e/, still /e/ in the middle.
What's that sound in the middle of pig? / ɪ // ɪ // ɪ /, that's / ɪ / in the middle.
What's that sound in the middle of wig? / ɪ // ɪ // ɪ /, still / ɪ / in the middle.
What's that sound in the middle of dog? / ɒ // ɒ // ɒ /, that's / ɒ /in the middle.
What's that sound in the middle of hog? / ɒ // ɒ // ɒ /, still / ɒ /in the middle.
What's that sound in the middle of bug? / ʌ// ʌ// ʌ/, that's / ʌ/in the middle.
What's that sound in the middle of rug? / ʌ// ʌ// ʌ/, still / ʌ/in the middle.
3. Finish Part B
T: You read the poem very beautifully. Now boys and girls, we know learning phonetic symbols can help us pronounce the words we haven’t learned. Shall we have a try? The first group. Here are four words. You have learned the first word “hand”, right? Let’s read out the rest of the group .Who can?
S: Habit, lab, mad.
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T: Good. And can you tell us the pronunciation of the letter “a”?
S: /æ/
T: You are right. Let’s read them together. Hand, hand, /æ/. Ready? Go.
S: Hand, hand, /æ/; Habit, habit, /æ/; Lab, lab, /æ/; Mad, mad, /æ/.
T: Very good. Do you know the meanings of the words? Habit means “习惯”; Lab means “实验室”; Mad means “疯的”. Now let’s look at the second group.
2. Find out the different one
T: You did a good job. Now here is another task for you. There are five groups of words. Let’s find out the different one in each group. The first group. Who would like to have a try? Read them and choose the different one.
S: “Sad, sad” /æ/; “many, many” /e/; “fan, fan” /æ/; “maths, maths” /æ/. Choose B
T: Good. Next group.
T: Excellent. Let’s read them together. “Sad, sad” /æ/. Ready? Go.
3. Finish Part C
T: Good. You can read the words very well. Let’s try to say some phrases. I will show you some pictures with phrases. Can you read the phrases correctly? Pay attention to the pronunciation of the letters in red. The first picture. Who can?
S: “take the bag”, take, take, /eɪ/; bag, bag, /æ/.
T: Good. Next one.
S: “these eggs”, these, these, /iː/; eggs, eggs, /e/.
T: You are right. Let’s read them together. Ready? Go.
【设计意图】在教授完五个音标的发音以及书写之后，首先完成书上的part A练习，把单词按照音标分类，巩固了五个音标的发音，为下面的环节做好铺垫。第二个练习寓教于乐，让学生在有节奏感地朗读中，加深对五个音标的印象。其中包含了一些生词，为下文part B练习做好铺垫。Part B学习音标可以帮助学生掌握单词的发音。该练习训练学生能够通过已学过单词的发音，读出包含相同字母的生词的发音。在进一步巩固音标的同时，扩充词汇量。第四个练习中设计的单词辨音为初一考试题型，具有一定的实战性。最后从之前的单词到此处的词组操练，符合从易到难的原则。
Step 4 Consolidation
1. Look and say
T: Excellent. Here is one more task for you before we have some fun. Again, some pictures. But this time, I need you to say something about each picture by yourselves. Can you? Let’s have a try. The first one. Look, what is the girl doing?
S: She is making a cake.
T: Yes, you’re right. (show the sentence) Say together.
S: The girl is making a cake.
T: Is this apple red?
S: Yes.
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T: Can you say a sentence beginning with “what”?
S: What a red apple it is!
T: Good. (show the sentence) Say together.
S: What an red apple it is!
T: What can you see in this picture?
S: I can see a black cat.
T: Where is the cat.
S: It is standing on the pumpkin.
T: Good. (show the sentence) Say together.
S: There is a black cat standing on the pumpkin.
T: What do you think of the duck? Can you say a sentence beginning with “how”?
S: How cute the duck is!
T: Good. (show the sentence) Say together.
S: How cute the duck is!
T: This is a big city, isn’t it? Do you like to live in a big city? (show the sentence) Say together.
S: Do you like to live in a big city?
T: Yes. I like to live in a big city. What is the woman doing?
S: She is riding a bike.
T: Do you think riding a bike is good for us?
S: Yes.
T: Of course. (show the sentence) Say together.
S: Riding a bike is good for us.
T: Do you ride a bike home after school? How do you go home every day? (show the sentence) Say together.
S: How do you go home every day?
T: I walk to school every day. What about you? Maybe you can talk to each other after class. Look, they have a lot of money. Do you think they are lucky?
S: Yes.
T: You can say. (show the sentence)
S: They are so lucky.
T: What is special about elephants?
S: They have a long nose.
T: Yes. (show the sentence) Say together.
S: Elephants have a long nose.
2. Let’s chant
T: Excellent. You have learned a lot about the five phonetic symbols and you have successfully finished all the tasks. Now it’s time for us to have some fun. Let’s chant together. Read and clap. Follow me.
Sandy has a pet.
That is a cat.
He is fat.
And he likes apples best.
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Oscar, don't go.
Tell me the use of letter O.
Put it in a cat, and you can get a coat.”
【设计意图】图文并茂的形式，让学生在练习使用英语句子描述图片，提高语言运用能力的同时，操练了单词的发音。最后在完成一系列的音标练习之后，让学生活动起来， 轻松一刻，每一段说唱材料中都包含了本节课所教授的五个音标。富有节奏感的说唱，让学生体会到英语语言之美。
V. Homework
1. Read and write the five phonetic symbols.
2. Find out all the related words in the word list.
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