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Unit 4 My Favourite Subject
Section A(Grammar Focus)
Students will be able to master and correctly use the key sentence patterns related to expressing preferences for school subjects, such as “What's your favourite subject My favourite subject is...”.
They can use the interrogative adverb “why” to ask about the reasons for preferences and respond with “because” clauses, for example, “Why do you like... Because it's...”.
Be proficient in using the third - person singular form in sentences when talking about others' preferences, like “What's his/her favourite subject He/She likes... because...”.
2.1 Teaching Key Points
The sentence patterns for expressing preferences for school subjects: “What's your favourite subject My favourite subject is...”.
The usage of “why” and “because” for asking about and stating reasons for preferences.
The correct use of the third - person singular form in relevant sentences.
2.2 Teaching Difficult Points
Helping students correctly use the third - person singular form, especially in the present simple tense, without making mistakes in verb forms.
Training students to use the grammar knowledge flexibly and appropriately in real - life communication scenarios.
1 Warming - up
Greet the students as usual.
Show some pictures of different school subjects on the multimedia, such as a picture of a science experiment for “science”, a picture of a literature book for “Chinese”. Ask students to quickly call out the names of the subjects in English. This activity can review the vocabulary of school subjects and arouse students' interest in today's grammar - related topic.
2 Presentation
Introduction to the Sentence Pattern of Expressing Preferences
Write the sentence “What's your favourite subject ” on the blackboard. Read it aloud several times, emphasizing the intonation and stress. Then, ask a student: “What's your favourite subject ” Encourage the student to answer, for example, “My favourite subject is English.” Write the answer on the blackboard as well. Explain to students that this is a common sentence pattern used to ask about and express preferences for school subjects. Let several other students practice this question - answer pair, and correct their pronunciation and grammar if necessary.
Usage of “Why” and “Because” for Asking about and Stating Reasons
After the students are familiar with the basic sentence pattern of expressing preferences, continue to ask the student who answered “My favourite subject is English”: “Why do you like English ” Help the student answer with “Because it's interesting.” Write these two sentences on the blackboard: “Why do you like English Because it's interesting.” Explain that “why” is used to ask for the reason, and “because” is used to give the reason. Give some more examples, such as “Why do you like PE Because I can play games.” Let students imitate and practice asking and answering about the reasons for their favourite subjects in pairs.
Introduction to the Third - Person Singular Form in the Context of Expressing Preferences
Show a picture of a famous person on the multimedia, for example, a picture of a scientist. Say: “Look at this famous scientist. What's his favourite subject Maybe he likes science because he can discover new things.” Write the sentences “What's his favourite subject He likes science because he can discover new things.” on the blackboard. Explain to students that when talking about others (he, she, it or a singular noun), we need to use the third - person singular form of the verb. In the present simple tense, most verbs add “s” or “es” in the third - person singular form. For example, “like” becomes “likes”. Give more examples, such as “What's her favourite subject She likes music because she can sing along. He plays football after school.” Let students pay attention to the change of verb forms.
3 Practice
Oral Practice in Pairs
Divide the class into pairs. Provide each pair with a set of cards. On each card, there is a school subject written on one side and a reason for liking the subject written on the other side, such as “maths” on one side and “Because it's challenging.” on the other side. The pairs take turns to pick up a card. One student asks “What's your favourite subject ” according to the subject on the card, and the other student answers “My favourite subject is...”. Then, the first student asks “Why do you like it ” and the second student answers with the reason on the back of the card. Walk around the classroom to monitor and provide guidance.
Group Activity: Interview and Report
Divide the class into groups of 4 - 5 students. Each group member is assigned to interview two other students in the class. The interview questions are “What's your favourite subject Why do you like it ” The interviewer needs to write down the answers. After the interviews, group members come back to their groups and report the results. For example, “Tom's favourite subject is art because he likes drawing. Lucy likes history because she can learn about the past.” Each group selects a representative to report the group results to the whole class.
Grammar - based Game: Sentence Completion
Use the multimedia to present some incomplete sentences on the screen, such as “What's ______ (he) favourite subject He ______ (like) Chinese because it's ______ (interest).” Ask students to complete these sentences with the correct forms of words. The first student to raise their hand and give the correct answer gets one point. This activity can help students practice using the third - person singular form and other grammar points.
4 Consolidation
Written Practice
Distribute a worksheet to each student. The worksheet contains some exercises, such as filling in the blanks with the correct forms of verbs, making sentences according to the given pictures or prompts, and transforming sentences. For example:
Fill in the blanks: What's ______ (she) favourite subject She ______ (think) PE is exciting.
Make a sentence: Use “maths, difficult, but, useful” to make a sentence about your opinion on maths.
Transform the sentence: “I like English because it's fun.” (Change it to the third - person singular form, referring to “he”).
Let students complete the exercises independently first, and then check the answers together in class. Explain the reasons for each answer to help students understand the grammar rules better.
Role - play Activity
Create a situation: Suppose there is a new student in the class. The classmates are getting to know each other. Each student needs to introduce their favourite subject and the reason, and also ask others about their preferences. Divide the students into small groups to perform this role - play. Encourage students to use the grammar knowledge they have learned, including sentence patterns, the usage of “why” and “because”, and the third - person singular form when talking about others. After the role - play, select several groups to perform in front of the class, and the rest of the class can evaluate their performance from the aspects of grammar accuracy and communication fluency.
5 Summary
Summarize the key grammar points of today's class with students. Review the sentence patterns for expressing preferences for school subjects, the usage of “why” and “because” for asking about and stating reasons, and the correct use of the third - person singular form. Emphasize the importance of grammar in accurate communication.
Ask students if they have any questions or difficulties in today's learning content. Answer students' questions on the spot.
6 Homework
Ask students to write a short passage about their family members' favourite school subjects. They need to include at least three family members, use the sentence patterns learned in class, and explain the reasons for each person's preference. For example: “My father's favourite subject is history. He likes it because he can learn about the past. My mother likes English because she thinks it's useful for traveling. My little brother likes PE because he can play games with his friends.”
Require students to find at least three sentences related to expressing preferences in their English reading materials (such as English storybooks or textbooks) and analyze the grammar structures in these sentences.

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