Unit 4 My Favourite Subject-Section A（Pronunciation）教案2025-2026学年人教版（2024）英语七年级上册

课程基本信息

学科

英语

年级

七年级

学期

秋季

课题

Unit 4 My Favourite Subject-Section A（Pronunciation）

教学目标

Students can accurately identify and pronounce the rising tone (↗) and falling tone (↘) in simple English questions and statements related to "favourite subjects".

Students can master the pronunciation of key subject-related words with correct stress, such as "math (mæθ)", "science (ˈsaɪəns)", "history (ˈhɪstri)", "music (ˈmjuːzɪk)", and "P.E. (ˌpiː ˈiː)".

Students can recognize the intonation patterns in Yes/No questions and Wh-questions, and understand the difference between the rising tone in Yes/No questions and the falling tone in Wh-questions.

重难点

The correct pronunciation of rising tone (↗) in Yes/No questions and falling tone (↘) in Wh-questions.

The stress of subject-related vocabulary (e.g., stress on the first syllable in "ˈscience", "ˈhistory").

Using appropriate intonation in simple dialogues about favourite subjects.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up & Lead-in (5 minutes)

1.1 Activity 1: Greeting with Intonation (2 minutes)

Teacher’s Actions: Greet students with different intonations: first, greet them with a flat tone ("Good morning, class."), then with a warm, falling tone. Ask students: "Which greeting sounds nicer? Why?"

Students’ Actions: Listen and compare, then share their feelings (e.g., "The second one sounds friendlier.").

Design Intention: This activity uses a familiar greeting to let students perceive the influence of intonation on communication effect intuitively. It

avoids the abstractness of directly explaining intonation and lays a foundation for the formal teaching of rising/falling tones.

1.2 Activity 2: Subject Vocabulary Review (3 minutes)

Teacher’s Actions: Show flashcards of subject words (math, science, history, music, P.E., English, Chinese) on the PPT. Read each word aloud with correct stress, and ask students to repeat. Highlight the stress mark (e.g., "ˈscience") and tap the desk when reading the stressed syllable to help students feel the stress. Then ask: "What’s your favourite subject?" (use a natural falling tone) and answer yourself: "My favourite subject is English." (falling tone)

Students’ Actions: Repeat the words, follow the teacher’s tapping to practice stress, and respond to the teacher’s question briefly.

Design Intention: Reviewing subject vocabulary connects the lesson to the unit theme "My Favourite Subject", ensuring students have the necessary lexical foundation for subsequent pronunciation practice. Tapping the desk to show stress is a visual and kinesthetic method suitable for Grade 7 students’ learning characteristics.

Step 2: Presentation (10 minutes)

2.1 Step 1: Introduce Rising Tone (↗) with Yes/No Questions (4 minutes)

Teacher’s Actions:

Show a picture of a math book on the PPT and say: "This is a math book. Is this math? (↗)" Read the question twice: first with a rising tone, then with a flat tone. Ask: "Which one sounds like a question?"

Explain: "Yes/No questions (questions that can be answered with Yes or No) usually use a rising tone at the end. We mark it with ↗." Write the sentence and the intonation mark on the blackboard: Is this math? (↗)

Give another example: "Do you like science? (↗)" Read it slowly, emphasizing the rising tone at the end. Ask students to observe the movement of your lips and throat.

Students’ Actions: Listen, compare, understand the concept of rising tone, and repeat the examples after the teacher.

Design Intention: Using a picture and contrastive reading helps students associate Yes/No questions with rising tone. Observing the teacher’s mouth shape caters to visual learners and improves the accuracy of pronunciation.

2.2 Step 2: Introduce Falling Tone (↘) with Wh-questions (4 minutes)

Teacher’s Actions:

Show a picture of a student holding a music book. Ask: "What’s your favourite subject? (↘)" Read it with a falling tone, then with a rising tone. Ask: "Which one is correct when asking for information?"

Explain: "Wh-questions (questions starting with What, Who, Why, When, Where, How) usually use a falling tone at the end. We mark it with ↘." Write on the blackboard: What’s your favourite subject? (↘)

Another example: "Why do you like P.E.? (↘)" Read it and ask students to feel the tone change.

Students’ Actions: Listen to the contrast, take notes of the rule, and repeat the Wh-questions with falling tone.

Design Intention: Using the same theme (favourite subjects) for examples ensures consistency. Contrastive reading helps students grasp the difference between the two tones, and writing the rule on the blackboard strengthens their memory.

2.3 Step 3: Intonation in Statements (2 minutes)

Teacher’s Actions: Say: "Statements (sentences that tell facts) also use falling tone. For example: My favourite subject is history. (↘)" Read it and ask students to repeat. Then link it to the question: "Is your favourite subject history? (↗) → Yes, my favourite subject is history. (↘)"

Students’ Actions: Repeat the statement and practice the question-statement pair.

Design Intention: Connecting questions with statements helps students form a complete intonation framework. It also prepares them for the dialogue practice later.