Unit 6 Beautiful landscapes Pronunciation 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 6 Beautiful landscapes-Pronunciation This pronunciation section of Unit 6 in the Yilin (2024) English textbook for Grade 7 focuses on the intonation patterns in English. It is designed to guide students to learn the rules of intonation changes in different sentence types, such as statements, yes - no questions, wh - questions, and alternative questions. By mastering these intonation rules, students can not only read sentences and discourses more accurately but also better express their intentions and emotions in spoken English. The content is closely related to the unit topic of "Beautiful Landscapes", with relevant sentence groups and dialogues provided to help students practice intonation in context. 教学目标 Students will be able to identify the three main types of intonation in English: falling intonation, rising intonation, and fall - rise intonation. They can understand and state the intonation rules for different sentence types, including statements, yes - no questions, wh - questions, and alternative questions. 教学重难点 A. Key Points Mastery of the intonation patterns for statements, yes - no questions, wh - questions, and alternative questions. Ability to apply these intonation rules correctly when reading sentences and dialogues. B. Difficult Points Differentiating and using the appropriate intonation in complex sentence structures or special contexts, such as when expressing surprise, doubt, or emphasis. Helping students internalize the intonation rules so that they can use them spontaneously in real - life communication rather than just in mechanical reading exercises. A. Intonation Types Falling Intonation (↓) Used at the end of statements. For example: “There are some plants in the desert. ↓” “The mountains are very tall. ↓” Also used at the end of wh - questions in most cases. For example: “What animals live in the ocean? ↓” “How can we go across the river? ↓” Rising Intonation (↑) Used at the end of yes - no questions. For example: “Is the forest far away? ↑” “Are there any rivers in the forest? ↑” Used at the end of a phrase or sentence to show surprise. For example: Amy: I visited the Tianshan Mountains during this summer holiday. Daniel: You visited the Tianshan Mountains? So far away? ↑ Fall - Rise Intonation (↓↑) In alternative questions with “or”, the voice rises on the first part of the question and falls on the second part. For example: “Is it a hill or a mountain? ↑↓” B. Sentence - type - specific Intonation Rules Statements: The general rule is to use falling intonation. This indicates a complete thought or information being presented. Yes - No Questions: Rising intonation is used. It signals that the speaker is seeking confirmation or a simple “yes” or “no” answer. Wh - Questions: Usually falling intonation. However, in some cases where the speaker is showing more curiosity or seeking more detailed information, the intonation can be a bit more drawn - out, but still generally falling. Alternative Questions: As mentioned, the first option has rising intonation, and the second has falling intonation, guiding the listener to choose between the two options. 教学过程 A. Lead - in (5 minutes) Play a short video about beautiful landscapes around the world, such as the vast ocean, the magnificent mountains, and the mysterious forests. While playing the video, the teacher reads a simple description in English with appropriate intonation, for example: “Look at the ocean. It is so vast. ↓ The waves are rolling. ↓” After the video, ask students some simple questions related to the video, such as “Did you see the mountains in the video? ↑” “What color was the ocean? ↓” Let students answer these questions and pay attention to the intonation used in the questions and their own answers. B. Presentation (10 minutes) Write several statements on the blackboard, such as: “There are many trees in the forest.” “The desert is very dry.” Read these statements with falling intonation, emphasizing the falling tone at the end. Then let students repeat after the teacher, focusing on imitating the intonation. Explain that in statements, we usually use falling intonation to show that we are stating a fact. Write some yes - no questions on the blackboard: “Is there a river near the village?” “Do you like the mountains?” Read these questions with rising intonation. Let students listen carefully and then repeat. Explain that rising intonation in yes - no questions shows that we are asking for a “yes” or “no” answer. Present some wh - questions: “Where do you want to go for a trip?” “What can you see in the picture?” Read them with falling intonation and have students imitate. Point out that most wh - questions use falling intonation as we are seeking specific information. Show an alternative question: “Do you want to go to the forest or the beach?” Read it with the correct fall - rise intonation (rising on “forest” and falling on “beach”). Let students practice reading this type of question. C. Practice (15 minutes) Group Work Divide students into groups of four. Give each group a set of cards with different sentences (statements, yes - no questions, wh - questions, and alternative questions) related to the topic of landscapes. For example: Statements: “The plain is suitable for farming.” Yes - no questions: “Are there any animals in the cave?” Wh - questions: “How long is the river?” Alternative questions: “Is it a waterfall or a small stream?” Students in each group take turns to read the sentences, and the other group members listen and judge whether the intonation is correct. If incorrect, they correct it together. Dialogue Reading Present the dialogue between Sandy and Millie on the textbook (Sandy: Hi, Millie. Tomorrow is Sunday. Would you like to go for a walk? Millie: Yes, I‘d like to. The weather is perfect for walking at this time of year. Where do you want to go? Sandy: How about going to the Sunshine Forest Park? I love it there. The air is really fresh with many trees and flowers around. Millie: That sounds great. How can we get there? Sandy: We can take a bus or ride a bike. Millie: Let’s ride a bike. It will be more interesting. Sandy: Yes, and we can ride a bike through the forests. Millie: Great! Sandy: OK. See you then.). First, play the audio of the dialogue for students to listen and imitate the intonation. Then, let students practice reading the dialogue in pairs, paying attention to the intonation of each sentence. Walk around the classroom to monitor and offer guidance. D. Production (10 minutes) Landscape Description Ask students to describe a landscape they like. They need to use different sentence types with correct intonation. For example, they can start with a statement: “My favorite landscape is the beach. ↓” Then ask a yes - no question: “Do you know why I like it? ↑” And continue with some wh - questions: “What can you see on the beach? ↓” “How do you feel when you are on the beach? ↓” Invite several students to share their descriptions in front of the class. The rest of the students listen and evaluate whether the intonation is used correctly. Group Discussion Divide students into new groups. Give each group a topic related to landscapes, such as “The best way to protect the landscapes” or “The most beautiful landscape I have ever seen”. Students in each group discuss the topic, using various sentence types with appropriate intonation. Encourage them to express their opinions, ask questions, and make statements during the discussion. Select some groups to report their discussion results to the class. E. Summary and Homework (5 minutes) Summary Review the main intonation rules for different sentence types with students. Ask students to recall and state the intonation patterns for statements, yes - no questions, wh - questions, and alternative questions. Summarize the importance of using correct intonation in English communication, which can help convey meanings and emotions more accurately. Homework Ask students to record themselves reading a short passage about landscapes (provided by the teacher). They need to pay attention to using the correct intonation. Then send the recording to the teacher via a learning app. Have students find an English article or dialogue about landscapes in a magazine, newspaper, or online. Mark the intonation of different sentence types and bring it to class for discussion in the next lesson. 教学反思 After this class, it is necessary to reflect on the teaching process. In the lead - in part, the video about landscapes successfully attracted students' attention, but maybe more interaction could be designed to make students more involved from the beginning. During the presentation of intonation rules, some students might have had difficulty grasping the abstract concepts. Using more vivid examples or body language to illustrate the rising and falling of intonation could be considered for future teaching. In the practice section, group work was generally effective, but some groups might not have been fully engaged. More specific guidance and supervision are needed to ensure every student participates actively. In the production part, students showed creativity in describing landscapes, but some still made intonation mistakes. This indicates that more in - depth practice and individual correction are required. Overall, continuous improvement in teaching methods and more targeted guidance can help students better master English intonation and improve their language communication ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$