资源简介

Unit 4　My Favourite Subject
第一课时　Section A 1a—2
The theme of this unit is “favourite subject”，and this lesson is the first lesson of the unit.The learning of this lesson is of great significance and purpose for students.The main purpose of this lesson's discourse is to enable students to practice daily English oral communication in a real context through the theme of school subjects，improve their listening and speaking abilities，and cultivate their persistence of learning and teamwork spirit.
These dialogues all revolve around subjects，allowing students to learn daily communication skills such as expressing likes and dislikes，asking for the reasons they like or dislike the subjects.
◆ Language Proficiency(语言能力)
1．Be able to correctly recognize and pronounce vowel phonemes (/e /，/a /，/ /，/ /，/a /，/ /，/e /，/ /)，correctly pronounce common vocabulary containing the above vowel phonemes and pay attention to the linking.
2．Be able to express subjects in English.
3．Understand the semantic functions of and answers to special interrogative sentences containing what and why，and be able to correctly use this structure to inquire and answer about the subjects or the reasons why they like the subjects with the words and，but and because.
◆ Cultural Awareness(文化意识)
1．Cultivate the students' culture confidence by learning Chinese culture.
2．By learning English expressions related to subjects，students can better understand Western culture and improve their cross cultural communication skills.
◆ Thinking Quality(思维品质)
1．Be able to quickly and accurately obtain information about the school subjects and their preference about the subjects and explain the reasons.
2．Be able to think from their own situation，and express their likes and dislikes appropriately and correctly.
◆ Learning Capability(学习能力)
Identify and correctly pronounce the pronunciation，intonation and linking in sentences，and apply them to other situations.
◆ Teaching Focus(教学重点)
1．Make students quickly and accurately obtain information about the subjects in the conversation，as well as the reasons why they like or dislike through listening.
2．Create a dialogue to discuss the subjects they like or dislike in the target language.
◆ Teaching Difficulties(教学难点)
Pay attention to pronunciation of diphthongs with letter combinations and linking.
◆ Teaching Breakthroughs(教学突破)
Teachers need to create certain contexts and guide students in their ability to summarize and integrate information.
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Unit 4.First，let's look at the title and the picture.What are we going to learn in this unit？Yes，we are going to learn something about our school subjects.Look at the picture and think about the three questions.
What are the people doing in the photo
What subject is it
What's your favourite subject
T：We are going to learn “Section A—Why do you like this subject？” So what is your favourite subject？Why do you like this subject？Think about these questions and share your answers.
设计意图：通过观察文章的主题图，开展小组讨论、课本浏览和其他活动，学生可以理解本单元的主题是“最喜欢的学科”，为后续学习提供背景知识，同时激发学生的学习兴趣。
Activity 2 Presentation(获取与梳理)
Work on 1a
Students observe the pictures under the guidance of the teacher，listen to the words of the subjects，and try to repeat them while matching the subjects with the pictures.If time permits，let students repeat the words several times.
设计意图：通过介绍图片可以增加学生的词汇量。边匹配、边朗读能帮助学生掌握正确的单词发音。
Activity 3 Listening(概括与整合)
Work on 1b—1c
Before listening：Explain the instructions in 1b and 1c.At the same time，read the words and the sentences below in 1b and 1c.Predict what you will listen.
While listening：Listen to the recording for the first time，and try to complete the tasks in 1b and 1c.Let students check the answers in pairs to try to get the right answers.Listen to the recording for the second time to make the answers right.This time，let students correct their answers with the help of the teacher.If possible，explain the main questions the students make.It can make students understand the listening materials clearly.At last，let the students listen to the recording for the third time to get the whole meaning and better understand the listening materials.
设计意图：听前先朗读听力材料中可能出现的单词和语句，初步了解材料主题并预测听力内容，为接下来更好地获取材料关键信息做好准备。听的时候反复听，强化对听力材料的熟悉程度，习得听力技巧和学习方式。
Activity 4 Role play(内化与运用)
Work on 1d
Students can use the target language to role play in front of the class based on the listening materials.Students can engage in group pairing activities within the group，and then share and demonstrate in front of the class.
T：Practice the conversations with your partner.Then make your own conversations.
A：What's your favourite subject
B：My favourite subject is…
A：Why do you like…？
B：Because it's…
设计意图：为学生创建一个运用语言的语境，有利于学生逐渐将所学语言内化。
Activity 5 Pronunciation(概括与整合)
T：We're going to learn about vowel sounds.Let's listen and repeat.Please pay attention to the sounds.What is the pronunciation of /e /，/a /，/ /，/ /，/a /，/ /，/e /，/ /？Please write the sounds of the letter combination in your notebook.
T：What is the pronunciation of a letter or the letter combination of “a，ay，y，oy，o，oa，ow，ou，ear，ere，air，are，ure，our and oor”？Please write the sounds of the letters in your notebook.
T：Listen and repeat them.I will show you some other words.
T：Listen to the recording and notice how the words link together.
Let students understand linking.At the same time，students repeat it several times.The teacher will teach the rules of it.Then students should get more practice，and make themselves familiar with linking.
设计意图：本部分着重学习元音字母的发音以及句子中的连读现象，为学生今后的语言活动打下基础。学生通过观察和朗读单词，以及观察单词中元音字母和字母组合的发音，探索和发现单词中元音字母和字母组合的发音模式。他们运用这些模式来拼写单词，并运用他们所学到的知识。通过教师指导和练习，听辨并准确认读单词在句子中的连读，能够识别句中的连读符号。
Activity 6 Homework(反馈与强化)
Listen carefully and read the pronunciation fluently.
Search for more information about how to ask and answer about subjects and reasons.
Observe whether students can actively achieve the unit objectives，whether the reading is fluent，the language is accurate or the expression is fluent，whether students can clarify the learning objectives of this unit，and whether it is used to supervise and evaluate their own learning awareness.

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