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Unit 4 My Favourite Subject
Section A(2a-2f)
Students can master the key vocabulary related to daily school life, such as “Monday”, “Tuesday”, “Wednesday”, “Thursday”, “Friday”, “Saturday”, “Sunday”, “free”, “busy”, “cool”, “useful”, “from...to...”, “finish”, “lesson”.
Students are able to understand and use the target language for talking about daily schedules and preferences, including sentence patterns like “What day is it today It's...”, “What classes do you have on... I have...”, “When is your... class It's on...”, “Why do you like... Because it's...”.
1. Key Points
The mastery of vocabulary about days of the week and daily school life.
The correct use of sentence patterns for talking about daily schedules and subject preferences.
Improving students' listening, speaking and reading skills in the context of school life.
2. Difficult Points
Students may have difficulty in expressing complex ideas about their daily school life and subject preferences accurately in English, especially in terms of grammar and vocabulary usage.
In reading, students may struggle to understand some implicit information or make inferences based on the text about school - related topics.
Step 1: Lead - in
Greet the students: “Good morning/afternoon, class! How was your day yesterday ” Have a short chat with some students about their activities yesterday to warm up the class atmosphere.
Then, show a calendar on the PPT. Point to today's date and ask: “What day is it today ” Encourage students to answer. After getting the answer, continue to ask: “What classes do we usually have on this day ” This can quickly lead students to think about their daily school life and introduce the topic of this class.
Step 2: Presentation of New Vocabulary and Sentence Patterns
Vocabulary Teaching
Show the words of days of the week on the PPT one by one: “Monday”, “Tuesday”, “Wednesday”, “Thursday”, “Friday”, “Saturday”, “Sunday”. Pronounce each word clearly and ask students to read after the teacher several times. For example, when teaching “Monday”, say: “M - O - N - D - A - Y, Monday. Read after me, Monday.”
Use some simple sentences to help students understand the meaning and usage of these words. For instance, “We go to school from Monday to Friday.” “I like Saturday because I can play games at home.”
Then, teach other new words like “free”, “busy”, “cool”, “useful”, “from...to...”, “finish”, “lesson”. Explain their meanings with examples. For example, “I'm free on Sunday afternoon. I can watch TV.” “Maths is a useful subject. We can use it in many ways.”
Do a quick vocabulary quiz. Show some pictures or give some simple descriptions, and ask students to quickly say out the corresponding words. For example, show a picture of a person lying on the sofa and relaxing, and ask students to say the word related to this state (free). Give praise to students who answer correctly.
Sentence Pattern Teaching
Write the sentence pattern “What day is it today It's...” on the blackboard. Read it aloud and explain the meaning. Then ask a student to stand up and have a short dialogue with the teacher. The teacher asks: “What day is it today ” The student answers.
Next, write “What classes do you have on... I have...” on the blackboard. Demonstrate with a student. The teacher asks: “What classes do you have on Monday ” Guide the student to answer with the subjects they have on Monday.
Also, introduce the sentence pattern “When is your... class It's on...” Write it on the blackboard and give an example: “When is your English class It's on Tuesday morning.” Let students practice these sentence patterns in pairs. Walk around the classroom to monitor and offer help if necessary.
Step 3: Listening
2a
Show the pictures in 2a on the PPT. Let students look at the pictures and the words in the box. Explain the task: “Now, look at the pictures and the words. Listen and number the pictures [1 - 5].”
Play the recording of 2a for the first time. Students listen and number the pictures.
Play the recording again. This time, ask students to check their answers with their partners.
Check the answers with the whole class. Point to each picture and ask students to say the corresponding number and the word they heard.
2b
Tell students: “We are going to listen to a conversation between Wu Jun and his friend. Listen carefully and circle the classes Wu Jun talks about.”
Play the recording of 2b for the first time. Students listen and circle the classes.
Play the recording again. This time, ask students to fill in the blanks in 2b about when Wu Jun has each class.
Check the answers together. Write the correct information on the blackboard. For example, for “science”, write “Wednesday morning” if that's what they heard in the conversation.
Step 4: Speaking
2c
Show the table in 2c on the PPT. Explain the task: “Work in pairs. Ask and answer questions about the classes in 2b. Use the sentence patterns we have learned.”
Model the dialogue with a student. The teacher asks: “What classes does Wu Jun have on Wednesday ” The student answers according to the information in 2b.
Let students practice the dialogue in pairs. Walk around the classroom to monitor and correct any pronunciation or grammar mistakes.
After a few minutes, invite some pairs to come to the front of the class and act out their dialogues.
2d
Present the dialogue in 2d on the PPT. First, let students read the dialogue silently for one minute to get a general idea.
Then, play the recording of 2d. Students listen and follow along, paying attention to the pronunciation and intonation.
Divide students into groups of three. One student acts as Cindy, one acts as Frank, and one acts as Eric. Let them practice reading the dialogue in their groups.
After they practice, invite some groups to come to the front of the class and perform the dialogue. The rest of the class listens carefully and gives a simple evaluation, such as praising their good pronunciation or natural acting.
Step 5: Reading
2e
Show the passage in 2e on the PPT. First, ask students to read the passage quickly and answer the question: “What is the main idea of this passage ” Give them one or two minutes to skim the text.
Then, ask students to read the passage again more carefully. While they are reading, ask them to underline the sentences that show why the writer likes each subject.
After they finish reading, have a class discussion. Ask students to share the sentences they underlined. For example, for “science”, the sentence might be “I think science is interesting.” Write these sentences on the blackboard.
Explain some difficult words and phrases in the passage, such as “be sure”, “be great fun”. Use examples to help students understand. For example, “I'm sure he will come to school on time.” “Playing games with friends is great fun.”
Let students read the passage aloud in groups. Each group member takes turns reading one paragraph.
Step 6: Extension
Group Activity - My Ideal School Schedule
Divide students into groups of four or five. Give each group a piece of paper and ask them to design their ideal school schedule. They need to write down the classes they want to have on each day, and also write a short reason for choosing each class.
Let students discuss in their groups. Encourage them to use the sentence patterns and vocabulary they have learned. For example, “I want to have art class on Tuesday because it's relaxing.” Walk around the classroom to offer guidance and participate in the discussions.
After they finish designing the schedule, ask each group to choose a representative to share their ideal school schedule with the whole class. Listen carefully and give some positive feedback and suggestions.
Writing a Short Passage - My School Day
Give students a writing task. Ask them to write a short passage about their school day. They should include information such as what day it is today, what classes they have, and which class they like best and why.
Give students some time to write. Walk around the classroom to offer help if students have problems with grammar or vocabulary.
After they finish writing, ask some students to read their passages aloud to the class. The rest of the class listens and can give some simple comments, like praising good sentences or suggesting improvements.
Step 7: Summary
Summarize the key points of this class with the students. Review the vocabulary about days of the week and daily school life, as well as the important sentence patterns for talking about daily schedules and subject preferences. For example, ask students to recall the words for days of the week and use them to make sentences.
Emphasize the importance of using English to communicate about their daily life experiences. Encourage students to continue to practice speaking and writing in English outside of class.
Step 8: Homework
Ask students to write a more detailed passage about their school week. They should include what classes they have each day, their feelings about these classes, and any special activities they do at school.
Tell students to prepare for the next class by previewing the new words and materials in Section A - 3a - 3c.

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