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Unit4《My Favourite Subject》Section B 1a-1d教学设计
一、教学内容整体把握
教学目标：
After this class，students will be able to:
1. Master the new words and phrases, new sentence pattern.
2. Know how to talk about your favourite subject and the reasons.
3.Discover the importance of learning different subjects.
教学重难点：
Students should know how to talk about your favourite subject and the reasons.
Students should be able to discover the importance of learning different subjects.
教学建议：
PPT, pictures
二、基本教学设计
Step1: Lead-in
Teacher can ask students: What's your favourite subject and why What can you learn from different subjects And then lead students share their ideas.
Design Intention: By asking open-ended questions about students’ favorite subjects and what they learn from different subjects, this step aims to connect students’ prior life experiences with the lesson topic. It helps activate their existing knowledge of daily school life, arouse their interest in the new unit, and create a relaxed interactive atmosphere—encouraging shy students to share simple ideas and laying a foundation for later language output.
Step2: Pre-reading
Work in groups and list your class schedule today and write down the subjects.（Class (AM) 1 2 3；Subject；Class (PM) 4 5 6；Subject）
Design Intention: This activity lets students link the lesson to their real school routine. While listing subjects (e.g., Chinese, math, English) in the schedule, they naturally review and consolidate subject-related vocabulary, reducing anxiety about new words in the passage. It also trains basic collaborative skills as they discuss and fill in the schedule together.
Look at the passage. What can you see in the picture What kind of passage is it
Group schedule-listing consolidates subject vocabulary; ② Picture analysis develops text-prediction skills.
Design Intention: Guiding students to observe the picture (e.g., students talking about books, a timetable on the desk) helps them predict the text’s theme (talking about favorite subjects) and type (a dialogue or narrative). This develops their text-prediction ability—a key reading strategy—and prepares them to understand the passage’s focus.
Step3: While-reading
Read the passage. Underline all the subjects each student has.
Design Intention: This task focuses on vocabulary and text awareness. By identifying and underlining subjects mentioned (e.g., music, math) as they read, students strengthen their ability to locate specific information. It also helps them build a clear connection between the passage content and the unit’s core topic (subjects).
Read again and complete the table.（Name Favourite subject Reason；Mike；Wu Binbin）After finishing, let's check answers one by one.
Design Intention: Filling in the table requires students to scan the passage for key details (who likes what and why). This trains their scanning skills—an essential reading technique for extracting important information quickly. Checking answers one by one also lets the teacher timely assess if students grasp the main content, and helps slow learners catch up.
Read again and answer Qs ①②③④. Work in groups and draw a mind map, then retell the passage according to it.
Design Intention: Answering targeted questions (Qs ①②③④) deepens students’ understanding of the passage’s details. Drawing mind maps helps them organize information logically (e.g., “Mike → music → makes him happy”; “Wu Binbin → math → likes working out problems”), developing their logical thinking. Retelling based on mind maps turns input (reading) into output (speaking), improving their oral expression and memory of the passage.
Step4: Post-reading
Discuss: ① Why does Binbin like maths ② Do you like maths and music Why Work in groups and share the answers. Talk about your favourite and reason then show yourself.
Design Intention: This step moves from “text learning” to “real-life application.” Discussing Binbin’s love for math and students’ own feelings about math/music lets them use the key sentence pattern (“My favorite subject is… because…”) in real contexts. Sharing personal favorite subjects helps them connect the language to their own lives, boosting their confidence in using English and promoting communicative competence.
V. Step5: Summary and Homework
To summarize the key points in this class and ask one student to share with us what he has learned. Assign homework: To write a passage about favourite subject and reasons. Next class, invite students to share their writings in front of the class.
Design Intention: Asking a student to summarize the key points (new words, key sentences, main content of the passage) lets the teacher check if the lesson goals are achieved, and helps students consolidate what they’ve learned. Assigning a writing task (about favorite subject and reasons) extends language practice from class to after class—strengthening their writing skills and preparing for the next class’s sharing activity (which will further encourage language output and peer learning).
教学板书设计：
Unit 4 My Favourite Subject (Section B 1a-1d)
Part Content
1. Key Vocabulary Subjects: math, music, Chinese, English, P.E., art
Feelings: happy, interesting, fun
2. Key Sentence Pattern - What’s your favorite subject
- My favorite subject is ______.
- Why do you like it
- Because it ______ (makes me happy/ is interesting/ helps me learn…).
3. Text Examples Mike: Favourite subject → music; Reason → makes him happy
Wu Binbin: Favourite subject → math; Reason → likes working out math problems
4. Student Share (Leave blank for 2-3 students to write their own favorite subject & reason, e.g., “Li Hua: English → likes talking with classmates”)
5. Homework Reminder Write a short passage (50-60 words) about your favorite subject & reasons.
3. 课后随想（反思）
Today’s lesson met basic goals: students mastered key words and sentences, and most finished reading tasks well.
But two issues emerged: ① Half the class struggled with the passage’s “person + subject + reason” structure, especially when retelling. I’ll guide them to mark each part (person/subject/reason) in groups next time. ② Shy students lacked participation; I’ll use pair practice first to reduce their stress.
For homework, I’ll add a simple outline next time to help students with writing. Later lessons need more focus on text structure and individual needs.

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