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Unit4《My Favourite Subject》Section A (3a-3d)教学设计
一、教学内容整体把握
教学目标：
1. Students can talk about and list different subjects in school, complete sentences by pairing up.
2. Students can use "and" "but" "because" to connect sentences and express reasons.
3. Students can understand why we learn different subjects.
教学重难点：
1. Students use and learn vocabulary about school.
2. Express preferences about school and why.
教学建议：
PPT, pictures
二、基本教学设计
1. 教学探究流程
Step1: Lead in
教学过程：1. Greet students and ask about their daily activities. 2. Review the previous lessons by asking students to talk about their favourite subjects and why.
Design Intention: Greeting and talking about daily activities helps create a relaxed class atmosphere. Reviewing "favorite subjects and reasons" from previous lessons activates students’ existing knowledge of subject-related language, which smoothly connects to the new focus—using connectives to express ideas. This avoids abruptness and lays a solid foundation for learning "and", "but", "because".
Step2: Work on 3a
教学过程：1. Introduce the topic of using connectives (and, but, because) to connect ideas. Explain the meaning and usage of each connective.（I like English and math. I like science, but I don't like history. I like PE because it's fun.）2. Display the incomplete sentences from 3a on the board. Ask students to read the sentences and complete them with the correct connectives.
Check answers and discuss the reasons for using each connective. The answers are: We use "because" to give a reason. We use "and" to give another idea. We use "but" to give two different ideas.
Design Intention: First explaining the meanings and usages of "and", "but", "because" with simple examples (e.g., "I like English and math") helps students grasp their basic functions directly. Letting students complete sentences with these connectives turns abstract grammar into concrete practice. Discussing the reasons for each choice after checking answers ensures students don’t just fill in blanks blindly, but truly understand why each connective is used.
Step3: Work on 3b
教学过程：1. Display the sentences from 3b on the screen. 2. Pair students up and ask them to match the two parts to make complete sentences. Encourage students to discuss their matches with their partners. 3. Collect some pairs and share with the class, discussing the use of connectives.
Design Intention: Pair work for sentence-matching encourages students to communicate and discuss with partners. When they debate which two parts fit together, they deepen their understanding of how connectives link ideas. Sharing pairs with the whole class further reinforces the correct use of "and", "but", "because"—letting students learn from each other’s thoughts.
Step4: Work on 3c
教学过程：1. Display the incomplete passage from 3c on the board. 2. Ask students to read the passage and fill in the blanks with the appropriate connectives. 3. Ask students to read the completed passage aloud to check for coherence.
Design Intention: Filling in blanks in a passage requires students to use connectives in a real language context (not just single sentences). This helps them understand how connectives improve text coherence. Asking students to read the completed passage aloud lets them check if the logic flows smoothly by themselves, which is more effective than just teacher correction.
Step5: Work on 3d
教学过程：1. Explain the survey questions to students and demonstrate how to conduct a survey. 2. Ask students to conduct a survey in pairs, collecting information about their classmates' favourite school days, subjects and reasons.
Design Intention: The survey task turns grammar learning into practical communication. When students ask about classmates’ favorite school days, subjects and reasons, they have to use "and", "but", "because" in real conversations (e.g., "Do you like Monday Why "). This not only applies the connectives but also trains their ability to collect information and express ideas orally.
Step6: Summary and Homework
教学过程：Summarize the lesson and assign homework.
Design Intention: Summarizing the lesson helps students sort out key points (vocab, phrases, and the use of three connectives) to avoid forgetting. Assigning homework extends the practice of connectives to after class, ensuring continuous reinforcement and helping students consolidate what they’ve learned.
2. 教学板书设计：
Unit 4 My Favourite Subject
Section A: Why do you like this subject (3a-3d)
Words: remember, everyone, as
Phrases: listen to, be good at
Grammar Focus: and, but, because
Sentences: She works hard to make the class interesting.
Sometimes it's difficult to remember all the information.
3. 课后随想（反思）
Through a variety of activities in this class, students got plenty of practice in using the connectives "and", "but", and "because". In the pairing and passage-completion activities, students interacted actively and showed high engagement—most of them could quickly figure out which connective to use.
However, in the survey section, some students still struggled with awkward language expression. For example, when asking about reasons, they hesitated to use "because" smoothly, and some even mixed up the sentence structure. In future classes, I will add more oral practice tasks (like short role-plays or daily topic sharing) and provide simple sentence templates to help them express more fluently. I will also pay more attention to writing practice, letting students use "and", "but", "because" to write short paragraphs about their school life, so as to improve both their oral and writing skills.
Overall, this class achieved the expected teaching goals. It fully reflected the emphasis on students' language practical abilities in the English curriculum—turning grammar learning into practical, interactive activities instead of boring explanation.

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