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

该教案聚焦七年级英语Unit 4中“疑问句与陈述句的语调差异”这一核心知识点，以“问候语对比导入—词汇复习铺垫—语调规则讲解—多轮实践巩固—情境应用输出”的逻辑链条构建学习支架，层层递进地引导学生从感知到理解再到迁移运用，实现语言能力的螺旋式提升。 本资料亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在Step 1通过对比教师不同语调的问候语，激发学生对语调敏感度的主动思考，体现思维品质中的“比较与判断”；在Pair Work环节设计任务卡明确指令，帮助学生有目的地练习Yes/No问句（↗）和Wh-问句（↘），强化语言能力中的“准确表达”；最后小组创编对话并表演，既锻炼合作意识又促进自主学习策略的形成。整节课结构清晰，活动丰富，配有音频材料、思维导图板书及课堂竞赛机制，有效调动学生积极性，助力教师高效达成教学目标。

教学设计 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. Step 3: Practice (15 minutes) 3.1 Practice 1: Listen and Imitate (6 minutes) Teacher’s Actions: Play audio clips from the textbook (Pronunciation part) twice. The first time, ask students to listen and mark the intonation (↗ or ↘) on their worksheets. The audio includes: Is this English? (↗) Do you like music? (↗) What’s this? (↘) How is your P.E. class? (↘) My favourite subject is science. (↘) The second time, pause after each sentence and ask students to repeat imitatively. Correct their pronunciation individually (e.g., "Lily, your rising tone in ‘Is this English?’ is very natural! Tom, try to make the falling tone in ‘What’s this?’ a little clearer."). Students’ Actions: Listen, mark intonation on worksheets, and repeat after the audio/teacher. Design Intention: Listening to the standard audio ensures students get authentic input. Pausing for imitation and individual correction addresses students’ differences and improves the accuracy of their pronunciation. The worksheet helps consolidate what they’ve learned. 3.2 Practice 2: Pair Work – Question & Answer with Intonation (7 minutes) Teacher’s Actions: Divide students into pairs (A and B). Give each pair a task card with prompts: A: Ask a Yes/No question about B’s favourite subject (e.g., "Do you like math? (↗)") B: Answer with a statement (e.g., "Yes, I like math. (↘)") / "No, I don’t. (↘)") A: Then ask a Wh-question (e.g., "What’s your favourite subject? (↘)") B: Answer (e.g., "My favourite subject is English. (↘)") Demonstrate with a student first: "Tina, do you like P.E.? (↗)" → "Yes, I do. (↘)" → "What’s your favourite subject? (↘)" → "My favourite subject is P.E. (↘)". Emphasize the intonation marks. Walk around the classroom, listen to pairs’ practice, and give guidance (e.g., "Remember, the rising tone in ‘Do you like...?’ should go up at the end, not stay flat."). Students’ Actions: Work in pairs, take turns asking and answering with correct intonation. Design Intention: Pair work provides students with more speaking opportunities and reduces their anxiety. The task card with clear prompts ensures that all students know what to do. Teacher’s on-site guidance helps solve problems in time, which is key to breaking through the difficult point of "flexible application of tones". 3.3 Practice 3: Group Competition – Intonation Detective (5 minutes) Teacher’s Actions: Divide the class into 4 groups. Play 8 short audio snippets (4 Yes/No questions, 4 Wh-questions) randomly. After each snippet, groups raise their hands to guess: "It’s a Yes/No question, rising tone (↗)!" or "It’s a Wh-question, falling tone (↘)!" Give a sticker to the first correct group. After the competition, count the stickers and praise the winning group: "Group 2 is the best intonation detectives! Well done!" Students’ Actions: Listen carefully, discuss quickly in groups, and compete to answer. Design Intention: The competition game stimulates students’ enthusiasm and concentration. It tests their listening ability to distinguish intonation, which is an important part of the ability objectives. Praise and small prizes enhance their sense of achievement. Step 4: Consolidation & Application (10 minutes) 4.1 Activity 1: Create a Short Dialogue (5 minutes) Teacher’s Actions: Ask students to work in groups of 3. Each group creates a 3-sentence dialogue about favourite subjects, including at least one Yes/No question (↗) and one Wh-question (↘). Example: A: Do you like history? (↗) B: No, I don’t. (↘) A: What’s your favourite subject? (↘) B: My favourite subject is music. (↘) Give 3 minutes for preparation. Remind them to pay attention to intonation. Students’ Actions: Discuss in groups, create dialogues, and practice with correct intonation. Design Intention: Creating dialogues requires students to integrate vocabulary, sentence patterns, and intonation, which is a comprehensive application of the knowledge learned. Group cooperation cultivates their teamwork ability. 4.2 Activity 2: Dialogue Performance (3 minutes) Teacher’s Actions: Invite 2-3 groups to perform their dialogues in front of the class. After each performance, comment positively first: "Group 4’s dialogue is very natural!" Then give specific feedback on intonation: "The rising tone in ‘Do you like music?’ is perfect, but the falling tone in ‘What’s your favourite subject?’ can be a little more obvious." Students’ Actions: Perform dialogues, listen to others’ performances, and take notes of the teacher’s feedback. Design Intention: Performance increases students’ confidence in speaking English. Teacher’s positive and specific feedback helps them improve further. It also allows the teacher to check the overall teaching effect. Summary & Homework (5 minutes) 1 Summary (2 minutes) Teacher’s Actions: Lead students to review the key points with questions: "What tone do we use for Yes/No questions? (Rising tone ↗)" "What tone do we use for Wh-questions and statements? (Falling tone ↘)" "Can you name some subject words with correct stress? (ˈscience, ˈhistory...)" Write the key points on the blackboard as a mind map for students to take photos or copy. Students’ Actions: Answer the teacher’s questions, take notes, and review. Design Intention: Question-based summary helps students recall the knowledge actively instead of passively listening. The mind map makes the key points clear and easy to remember. 2 Homework (2 minutes) Teacher’s Actions: Assign two types of homework: Listening & Imitation: Listen to the textbook audio 3 times and imitate the intonation of the questions and statements. Ask a family member to listen and give feedback. Speaking Practice: Have a 1-minute conversation with a classmate tomorrow about favourite subjects, using correct intonation. Write down the conversation in the exercise book. Students’ Actions: Note down the homework and ask questions if they have any. Design Intention: Homework connects classroom learning with after-class practice. Listening and imitation consolidate input, while speaking practice and writing strengthen output. Involving family members increases the fun of learning. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $