资源简介

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 B（1a-1d）
教学目标
1. Knowledge Objectives Master the key vocabulary related to school subjects and preferences: math, science, English, Chinese, history, geography, P.E., music, art, favorite, interesting, boring, difficult, relaxing, fun. Grasp the key sentence structures for talking about favorite subjects and reasons: A: What’s your favorite subject B: My favorite subject is... A: Why do you like... B: Because it’s... / Because the teacher is... Understand the listening materials about others’ favorite subjects and reasons, and extract specific information (e.g., names, favorite subjects, reasons). 2. Ability Objectives Develop listening skills: Be able to predict listening content based on prompts, catch key words and main ideas during listening, and fill in blanks with the heard information. Improve speaking skills: Be able to use the target vocabulary and sentence structures to talk about their own and others’ favorite subjects and reasons in pairs or small groups. Cultivate communication ability: Learn to ask and answer questions about preferences and give reasons, and conduct simple daily conversations. 3. Affective Objectives Stimulate students’ interest in learning English by talking about familiar topics (school subjects). Help students realize the fun of different subjects and cultivate a positive attitude towards learning various subjects. Promote cooperation and communication among students through pair work and group activities, and enhance their sense of teamwork.
重难点
1. Key Points Mastery of key vocabulary (favorite, interesting, boring, etc.) and target sentence structures for talking about favorite subjects and reasons. Ability to understand the listening materials and extract key information (names, favorite subjects, reasons). Ability to use the target language to conduct simple oral communication about favorite subjects. 2. Difficult Points Flexible use of adjectives (interesting, boring, difficult, relaxing, fun) to describe subjects and give reasons. Accurate extraction of specific information from the listening materials, especially when the speakers talk at a normal speed. Conducting natural and fluent oral conversations using the target language, avoiding mechanical repetition.
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. Greeting and Daily Talk (2 minutes) Teacher greets students: “Good morning, class! How are you today ” Students reply: “Good morning, teacher! I’m fine, thank you. And you ” Teacher: “I’m great, thanks. Now, let’s talk about our school life. What subjects do you have at school ” Guide students to list some subjects they know (e.g., English, math, Chinese). Write these words on the blackboard. 2. Lead-in with Pictures (3 minutes) Show pictures of different school subjects on the PPT (e.g., a math book for math, a beaker for science, a basketball for P.E.). Ask students: “What subject is this ” Help them answer with the correct subject names. For unfamiliar words (e.g., geography, history), teach them pronunciation and meaning. Then, point to a picture of English and ask: “Do you like English ” Students may answer “Yes” or “No”. Continue: “Why do you like it ” Guide them to use simple adjectives like “fun” or “interesting”. If they can’t answer, teacher gives an example: “I like English because it’s interesting.” Design Intention: The daily talk connects with students’ real life and reviews the subject words learned before. The picture presentation is 直观 and vivid, which helps students learn new subject vocabulary easily. By asking about their likes and dislikes, the teacher naturally leads to the topic of “favorite subjects and reasons”, laying a foundation for the following teaching content.
Step 2: Presentation (10 minutes) 1. Teach New Vocabulary (6 minutes) Show vocabulary flashcards with adjectives: favorite, interesting, boring, difficult, relaxing, fun. Each card has the word, phonetic symbol, and a corresponding picture (e.g., a smiling face next to “interesting”, a sleeping face next to “boring”). Teach students the pronunciation of each word, and ask them to repeat after the teacher. Pay attention to correcting their incorrect pronunciations (e.g., the stress of “interesting” / ntr st /). Explain the meaning of each word with simple English or body language. For example, when teaching “difficult”, the teacher can frown and say: “Math is difficult. I can’t do it.” When teaching “relaxing”, the teacher can stretch and say: “Music is relaxing. I like it.” Do a quick vocabulary game: “Guess the Word”. Teacher describes a word with body language or simple sentences, and students guess the adjective. For example, teacher says: “You like this subject. It makes you happy.” Students guess “interesting” or “fun”. 2. Present Target Sentence Structures (4 minutes) Use the PPT to show a dialogue between two students: Tom: What’s your favorite subject, Lily Lily: My favorite subject is music. Tom: Why do you like music Lily: Because it’s relaxing. Teacher reads the dialogue twice, and asks students to repeat. Explain the meaning of “favorite” (the one you like most) and the usage of “Why... ” and “Because...”. Invite two students to act out the dialogue with the help of the teacher. Then, change the subject and reason (e.g., “My favorite subject is P.E. Because it’s fun.”) and ask another pair to practice. Design Intention: Using flashcards and pictures helps students associate words with meanings, improving their memory efficiency. The “Guess the Word” game increases the fun of learning vocabulary and activates the classroom atmosphere. The dialogue presentation makes the target sentence structures concrete and easy to understand. By asking students to act out the dialogue, the teacher checks their mastery of the sentences and lays the groundwork for subsequent speaking activities.
Step 3: Practice (15 minutes) 1. Activity 1a: Match Words with Pictures (3 minutes) Ask students to open their textbooks to Page 21 and look at 1a. Explain the task: “Look at the pictures. Match the words in the box with the pictures. Write the letters a-e next to the words.” The words in the box: boring, difficult, fun, interesting, relaxing. Give students 2 minutes to finish the task individually. Then, check the answers together. Ask a student to say the answers, and teacher confirms: “Yes, that’s right. Picture a is... Picture b is...” For any incorrect answers, teacher explains again with the pictures. 2. Activity 1b: Write Reasons (5 minutes) Explain the task of 1b: “Now, think about your favorite subject. Write why you like it. Use the words from 1a.” Give an example on the blackboard: “My favorite subject is English. Because it’s interesting.” Ask students to write 2-3 sentences on their exercise books. Give them 3 minutes to finish. Invite 3-4 students to share their answers with the class. Teacher comments on their answers, e.g., “Great! You use ‘relaxing’ correctly.” or “Good try. Remember: ‘Because it’s fun.’ not ‘Because it fun.’” Design Intention: Activity 1a helps students consolidate the new adjectives by matching words with pictures, which is a visual and effective practice method. Activity 1b connects the vocabulary and sentence structures, allowing students to apply what they have learned to express their own thoughts. Sharing answers not only checks students’ mastery but also provides them with opportunities to practice speaking in public.
Step 4: Consolidation & Application (10 minutes) 1. Pre-listening: Predict (2 minutes) Show the pictures of 1c on the PPT. Ask students: “Look at the pictures. What subjects can you see ” (Possible answers: math, science, English) Then, explain the task of 1c: “We will listen to three conversations. For each conversation, circle the favorite subject.” Guide students to predict: “What do you think their favorite subjects are Let’s guess.” This helps students focus on the key information during listening. 2. While-listening: 1c and 1d (7 minutes) Play the audio of 1c for the first time. Ask students to circle the favorite subjects. Play the audio again. Check the answers with the class. Ask: “What’s the first person’s favorite subject ” Students answer, and teacher circles it on the PPT. Repeat for the other two conversations. Then, move to 1d. Explain the task: “Listen again. Match the students with their reasons for liking the subjects. Write the letters in the blanks.” Show the table of 1d on the PPT: The reasons: a. fun b. interesting c. relaxing Play the audio for the third time. Ask students to fill in the blanks. Play the audio again if necessary. Then, check the answers. Invite a student to read the answers, and teacher confirms. 3. Post-listening: Retell (3 minutes) Ask students to retell the listening content with the help of the table in 1d. For example: “Peter’s favorite subject is... Because it’s... Mary’s favorite subject is... Because it’s...” Ask 2-3 students to retell. Teacher helps them if they get stuck. Design Intention: Pre-listening prediction helps students activate their prior knowledge and set listening goals, improving listening efficiency. Playing the audio multiple times allows students to catch the key information step by step, which is in line with the listening ability of Grade 7 students. The post-listening retelling helps students consolidate the listening content and practice speaking at the same time, achieving the integration of listening and speaking.
Summary & Homework (5 minutes) 1. Summary (1 minute) Teacher summarizes the lesson: “Today, we have learned some adjectives to describe subjects: boring, difficult, fun, interesting, relaxing. We also learned how to talk about favorite subjects and reasons with the sentences ‘What’s your favorite subject ’ ‘My favorite subject is...’ ‘Why do you like... ’ ‘Because it’s...’. I hope you can use them in your daily life.” 2. Homework (2 minutes) Level 1 (Basic): Review the new vocabulary and target sentence structures learned today. Copy the words and sentences twice. Level 2 (Improvement): Talk with your family members about their favorite subjects and reasons, and write down 3 sentences about it. Level 3 (Challenge): Make a short dialogue with your friend about favorite subjects and record it (1-2 minutes). Design Intention: The summary helps students sort out the key content of the lesson and strengthen their memory. The layered homework takes into account the differences in students’ learning abilities, ensuring that every student can complete the homework and make progress. The homework also connects the classroom learning with real life, promoting the application of the target language.

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