Study skills: Falling tone and rising tone优秀教案案例

牛津译林英语七年级下册

Lesson plan of 7B Unit4 Study skills Falling tone and rising tone 淮安外国语学校滨河校区

艾之涵

I.

Teaching aims and learning objectives:

By the end of the lesson, students will be able to: 1.

To understand the falling tone and rising tone. 2.

Read the sentences in the correct intonation. 3.

Provide an interesting learning environment for students to help them find their own learning style. II.

Teaching content: 1.

The function and usage of

falling tone and rising tone. 2.

The rule summary of intonation. III.

Focus on the lesson and predicted areas of difficulty. 1.

To understand the falling tone and rising tone and read the sentences in the correct intonation.. 2.

Summarize the rules of intonation. 3.

Judge the meaning and feeling of the sentence according to the change of intonation. IV.

Teaching procedures:

Step one: Warm up the students (5minutes)

Purpose of design: Lead in the topic of this lesson by comparing two promotional videos. (Enjoy two videos with two different voices) Question: Which one can sell more tickets? T: Which one can sell more tickets? S: The first one. T: Why? S: ....... T: I have same feeling like you. Let’s take a look at how the voice change our life.

Step two: Deal with intonation ( 30 minutes)

1.

Key words explanation. Purpose of design: Lead the students to understand the meaning of falling tone and rising tone in an academic way.

(Present the arrow symbols of intonation) T: In our daily like, we speak to someone with different voice, for example: S: up and down. T: When we put our voice down, we call it falling tone. What do we call when our voice go up? S: Rising tone. T: That’s right. We call them intonation. Read new words after me.

( Present a picture about “ Duck” and take out the guiding paper) T: please circle words” Duck” and read out all the sentences. Works in pair to put each sentence

into the right group.

Falling tone

Rising tone

S: Falling tone group has ...... , and rising tone group has ...... T: Why do you choose like that? S: I think question sentence should use rising tone at the end, and other sentences should use falling tome at the end. T: I’m afraid that I can’t agree with you. I have questions about these two sentences. Let’s watch the video, and find out the answer.

( Present the video and lead

students to rethink the classification problem.) 2.

Work out rule1 & exercise1 Purpose of design: Encourage the students to analyze the sentences and work out the usage of falling tone and rising tone by themselves with help of their group members. ( Presents the three sentences and read them together) Let’s go, Duck! Come here, Duck! You can do it, Duck! T: What are the sentences? S: 陈述句（It’s okay for students to day unknown word in Chinese）

T：In English, we call it “statement” Who can read these sentences for us? S: （Read sentences）

T: Does she/he use rising tone or falling tone at the end of sentences? S: Falling tone. Exercise 1 Purpose of design: Help the students practice the usage of intonation in statement sentences.

(Present a quick exercise for statement sentences) There is a path between the hills. Pandas are cute. T: (Ask students to read the them out)

S: They all end with falling tone. T: So we find when we speak, we drop our tone at the end of a statement.

3.

Work out rule2 & exercise 2 Purpose of design: Encourage the students to analyze the sentences and work out the usage of falling tone and rising tone by themselves with help of their group members.

( Presents the the sentence )

Duck? T: By the video, we find that we use rising tone at the end. I have another question, What do you feel? S: I feel surprise.

Exercise 2

Simon: The zoo is about three kilometers away from our school.

Daniel: Three kilometers? S: We use rising tone at the end. T: Can you talk about your feeling? S: surprise and interesting. T: We make our tone rise at the end of a sentence to show surprise. So, I have a tip for you. Different tones show different feelings, and have different meanings.

4.

Role play: “I’m Groot”

Purpose of design: Help the students judge the feeling of the sentences. Pick your own “Groot”. Listen and act it out with right face and intonation.

5.

Work out rule 3 & 4

（Present three sentences led in and read them together）

Do you wanna know a secret, Duck?

yes/ no question Why the name Duck?

Question sentence

What do you think?

wh- question name sentences New sentences intonation

_________ question

________ question

T: They are all question sentences, but we read them in different ways. Can you divide them into groups? And make some similar sentences for each group. Work in pairs. S: ( Finish the table, and repeat the sentences.) T: According to the table, we will find that when we ask a wh- question, our tone usually falls at the end of the question. When we ask a yes/no question, our tone rises at the end of the question.

6.

Exercise 3: Integrated exercise Purpose of design: help the students practise rule 1, rule 2, rule 3 and rule 4 together.

T: Please open your book, and turn to page 51. Read the conversation below, and finish the exercise. Task: (textbook :P51) Put a falling arrow (

) or a rising arrow (

) at the end of each sentence. Take a picture and upload.

Step three: Funny dubbing ( 5 minutes)

T: Take out your pad, and open Kouyu 100. Voicing for the movie Snow White. ( Teacher will make a short video by students’ recording, and show it in class)

Step four: Summary ( 4 minutes) Purpose of design: emotional sublimation and summarize what we have learned in this lesson.

T: Did you learn any new words or phrases from Snow White?

S: Yes.

T: Do you think that English learning only means remember new words?

S: No.

T: I’m so glad that you learn something from these games. When you find your own way to learn. Study is fun.

Step five: Homework ( 1 minutes)

Background layout: Unit 4 Finding your way Study skills

Falling tone

Intonation

Rising tone

Study is fun

Reflection: 本节课以“微课观察，语音模仿”为纽带，按照“呈现

-- 总结

-- 操练”的思路，通过对不同影片的欣赏分析，引导学生通过自己的探索和小组合作，自主掌握英语语调的一般规律，以及英语语调变化的同时其内在含义的不同。在教学设计上，本节课有四大亮点：

1.

智慧课堂：本节课以微课呈现，平板互动，现场趣配音等方式，引导学生从视觉，听觉上对比感知英语语调的变化多带来的不同。平板拍照上传等平板互动环节高效巩固课堂知识。

2.

自主挖掘总结规律：本节课中出现的语调规则是学生通过互相合作的方式自主归纳出来的，而非来自于教师的告知。每一个规则的总结按照“呈现

-- 总结

-- 操练”的思想。依托“Duck”短片，发挥学生的感性认知，再通过呈现不同句型，以合作小组的方式，归类总结出语调规律。最后，在情境中复现，通过反复朗读创设新情景的方式感悟语调规则和情感，并对总结出的语调情感作补充。

3.

巧用教学辅助软件：

运用口语100，以趣配音的方式，让学生真正开口说英语。在课堂上当堂呈现学生作品，使学生获得成就感，从而激发学习兴趣。

4.

操练形式多样化：操练形式多样化包含了1) 不同句子的音调归类练习

2) 区别疑问句并补全表格

3）角色扮演

4）给对话标出正确的语调

5）电影趣配音。

此外，本节课中实现了现代化信息干预与传统教授的结合，过渡自然。