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新人教版七年级上册英语Unit4 My Favorite School Day Section A 3a-3c教学设计
Core Competencies Goals (Enriched Version)
1. Language Competence
a. Accurately use the conjunctions "and" (for coordination), "but" (for contrast), and "because" (for giving reasons) in oral communication. For example, students can make complete statements like "I like Monday because there are Chinese and PE classes, but I have to get up early," with an accuracy rate of over 80%.
b. Understand peers’ sharing about their "favorite school days" and extract key information such as "day of the week + reasons + activities."
c. Write a group survey report covering 2-3 group members’ "favorite school days," with no fewer than 50 words. Each piece of information in the report should use at least one target conjunction.
2. Cultural Awareness
a. By sharing peers’ favorite school days, understand the "diversity of campus life" and respect others’ different preferences.
b. Combine personal experiences to talk about "unforgettable small things on favorite school days" , realize the value and joy of campus life, and strengthen a sense of identity with the school.
3. Thinking Quality
a. Classify and organize information such as "day of the week, favorite classes, reasons, and activities" from peers’ oral sharing or texts, improving classification and induction thinking.
b. When facing the task of "making sentences with conjunctions," adjust expressions based on personal experiences to develop logical and detailed thinking.
4. Learning Ability
a. Use mind maps to record group survey results and master the learning method of "organizing information with tools."
b. In group surveys, actively listen to peers’ speeches and add personal ideas, improving collaboration and communication skills.
Teaching Procedures (Enriched Version)
I. Warming-up (5 minutes)
1. Situation Activation: Show PPT slides of campus scenes familiar to students. At the same time, take out student works collected in advance , hold them up, and ask: "Look! This is Lily’s picture from art class. Lily, do you like art class Why "
2. Demonstration for Interaction: Invite 1-2 students to answer, guiding them to use "Because...". Then follow up: "Do you like art class and music class Or art class but not math class " to naturally introduce "and/but." Briefly write students’ answers on the blackboard.
3. Whole-class Participation: Ask students to turn to their deskmates and ask each other questions using "What’s your favourite school day Why Do you like... and/but... " The teacher circulates around the classroom, occasionally joining group conversations.
Design Intent: Use students’ own works and familiar campus scenes to build a connection, avoiding the dullness of "pure questioning." Through "individual demonstration + deskmate interaction," every student gets a chance to speak—this not only activates prior knowledge (expressions about subjects and preferences) but also subtly lays the groundwork for using target conjunctions.
II. Presentation (10 minutes)
1. Text Exploration: Distribute 3a text materials (printed into small slips in advance for easy underlining) and say: "Now let’s read about David’s favourite school day. Please circle the words that connect ideas—like the ‘and/but/because’ we talked about just now." Give students 2 minutes for silent reading.
2. Collaborative Discovery: Ask students to discuss the "found conjunctions" in groups of 4 and explain "what content each word connects". Then invite 2-3 groups to send representatives to share. The teacher writes the conjunctions and example sentences on the blackboard.
3. Usage Sorting: Combine the example sentences on the blackboard and use simple language students can understand to sort out usage. Then take a card with "like Friday" and another with "have to clean" to explain "but": "We like Friday, but there’s one small thing we don’t like—cleaning. So ‘but’ is for contrasting ideas." Finally, point to the "because" sentence and ask: "Why does David like Friday Because no math! ‘Because’ tells us the reason."
Design Intent: Let students "discover conjunctions by themselves" instead of directly lecturing on grammar, which reduces their fear of grammar learning. Using cards and simple explanations helps visualize abstract conjunction usage, making it easier for students to understand.
III. Practice (15 minutes)
1. Matching Exercise (3b): Hand out 3b worksheets (with sentence halves cut into small pieces for some students who struggle) and say: "Let’s play a ‘sentence puzzle’ game! Match the two parts to make a complete sentence, and underline the conjunction you use." After 3 minutes, invite students to stick their matched sentences on the blackboard and read them aloud. The teacher corrects minor mistakes.
2. Text Reading & Mind Mapping (3c): Project the 3c passage on the screen and read it aloud with students. Then say: "Let’s make a ‘David’s Favorite Day’ mind map together! The center is ‘David’s Friday’—who can tell me the first thing to write " Guide students to fill in branches like "Classes: English and music," "Reason: no math," "Thing to do: clean the classroom" on the blackboard’s mind map. Then ask students to draw their own mind maps on paper, using different colored pens for conjunctions.
3. Pair Retelling: Ask students to work with deskmates and retell David’s story using their mind maps. The teacher walks around to help—if a student gets stuck, point to their mind map and prompt: "What classes does David have Use ‘and’ to say them!"
Design Intent: The "sentence puzzle" makes 3b practice more interactive; mind mapping turns scattered text information into a clear structure, helping students organize ideas; pair retelling lets students apply conjunctions and text content in speaking, strengthening their understanding through "input + output."
IV. Production (10 minutes)
1. Group Survey Preparation: Divide students into groups of 4-5, and give each group a survey form (with blanks: "Name," "Favorite school day," "Reasons/Activities (use and/but/because)"). Say: "Let’s be ‘little reporters’! Ask each person in your group: ‘What’s your favorite school day Why Do you have any fun activities ’ Write down their answers on the form, and remember to use ‘and/but/because’ when writing!" The teacher stays with groups that move slowly.
2. Report Presentation: Invite 2-3 groups to present their surveys. For example, a group representative says: "In our group, Li Lei’s favorite day is Thursday. He likes it because he has science class, and he can do experiments. Wang Hong likes Friday, but she has to finish homework early." After each presentation, the teacher praises specific points and asks the class: "Does anyone have a similar favorite day " to encourage more interaction.
Design Intent: The "little reporter" role makes the survey more interesting, letting students use conjunctions in real communication; presentation not only builds their confidence but also lets the class learn from each other’s expressions.
V. Homework
1. Must-do Task: Finish the group survey report (if not completed in class) and add 1 more detail for each group member.
2. Optional Task: Draw a "My Favorite School Day" picture and write 2 sentences about it using "and/but/because".
Blackboard Design
My Favorite School Day
1. Conjunctions & Examples- and: English and music- but: like Friday but clean- because: like Friday because no math
2. David’s Mind Map (Simplified)Center: David’s FridayBranches:- Classes: English, music- Reason: no math- Activity: clean classroom
3. Students’ Survey Snippets(e.g., Li Lei: Thursday, because science class)
The English version maintains the warmth and interactivity of the original teaching design, while adapting expressions to fit English classroom contexts . If you need to adjust the difficulty of certain activities or add more details , feel free to let me know!

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