资源简介

中小学教育资源及组卷应用平台
Unit 4 My favourite Subject
Overview
The theme of this unit is subject learning. It is closely related to the sub-themes of “Colourful, Safe and Meaningful School Life” and “Self-understanding, Self-management and Self-improvement” under the thematic area of “People and Self” as required by the curriculum standards. By creating real-life school scenarios, this unit presents students’ daily learning and life, enabling them to talk about their subjects, favorite subjects and the reasons behind their preferences, as well as communicate with each other. The big question of this unit — “Why do we learn different subjects ” — guides students to explore the significance of learning various subjects. In short, this unit aims to help students understand the characteristics and functions of different subjects, foster their interest in diverse subjects, promote their all-round ability development, and enrich their lives.
Teaching Aims
By the end of this unit, students will be able to:
1. Describe the subjects studied at school and their favorite ones;
2. Summarize the characteristics of information posted on online platforms and respond to others’ posts;
3. Spell three groups of diphthongs and common words containing these phonemes accurately;
4. Summarize the usage of conjunctions such as and, but, and because to connect different sentence components or two sentences;
5. Compare the differences in junior secondary school subjects offered across different countries;
6. Explore the characteristics of different subjects, understand their distinct values and educational roles, and consciously develop an interest in various subjects.
Framework Diagram of Unit Thematic Content
Sections
Section 1 Opening page, Section A 1a-1e
Section 2 Pronunciation, Section A 2a-2f
Section 3 Grammar Focus
Section 4 Section B 1a-2c
Section 5 Project
Section 1 Opening page, Section A 1a-1d
Content analysis
The listening text in this part includes two dialogues, which mainly depict students talking about subjects — both among themselves and with teachers. These dialogues cover the subjects students like or dislike and their reasons, helping to answer the section’s guiding question: “Why do you like this subject ”
The short conversations naturally integrate positive psychology. For adolescent students, timely guidance and encouragement to focus on positive, pleasant experiences and things can help them develop an optimistic and cheerful outlook on life.
Through the character dialogues, the textbook presents rich vocabulary and target language, laying the groundwork for students’ oral communication, reading comprehension, and writing. More importantly, it inspires students to reflect on the significance of learning different subjects and gain a deeper understanding of why they learn these subjects.
Learning Objectives
At the end of this section, students will be able to:
1. Describe different subjects in English and the adjectives used to describe them;
2. Infer key information through listening and understand what subjects each of the two students in the conversation prefers and why;
3. Analyze the ideational functions of the conjunctions and, but, and because, and understand their roles in sentences;
4. Recognize peers’ preferences for different subjects and explain briefly why by talking with each other.
Focal and Difficult Points
Focal Points
1. Master the names of subjects and adjectives used to describe them;
2. Accurately acquire information about key details (in listening, reading, etc.).
Difficult Points
1. Explore the characteristics of different subjects;
2. Share with peers the subjects they like and the reasons behind their preferences.
Procedures
Teaching Activities Learning Activities Purposes
Step 1: Opening page
Show students the theme picture and the title of this unit, and encourage them to predict the content of the unit. T: Look at the picture.
What is the teacher holding
Are the students interested in the instrument How do you know What class are they having
What subjects do you have at school
What is your favourite subject, and why Why do we learn different subjects Ask students to read the goals. Look at the theme picture and the title of this unit and predict the content. She is holding an instrument. Students like it because they look happy.
Maybe they are having a music class .... Read the learning goals and underline the key words. To present the unit theme and inspire students to explore the values embedded in different subjects, while recognizing that these subjects foster the development of various abilities.
Step 2: Lead in Show the photos of the teachers who teach different subjects in the class and ask students to guess who they are. Guide students to match the school subjects in the box with the corresponding pictures. Look at the teachers’ photos — with the teachers’ faces covered — and guess who the teachers are by talking about the subjects the teachers teach. Match the school subjects in the box with the pictures. To spark students’ interest and let them speak about school subjects naturally.
中小学教育资源及组卷应用平台
Step 3: While listening Guide students to listen to the two conversations, then instruct them to tick the subjects mentioned by Ella and Peter. Listen again. Circle the words you hear. Listen and finish the listening task in 1b. Listen again and finish the listening task in 1c. To improve students’ listening strategy by listening to the speakers as well as the subjects and reasons they are talking about.
Step 4: Deep thinking T: In the first conversation, there are two “so”. Think about the different meanings and functions of them. Step 5: Speaking 1. Pair students to role-play the conversation in 1d. T: Can you work in pairs and talk about your favourite subject at school Say why you like it. 2. Make a report. Work in groups and interview your group members about their favourite subjects. Think about the meanings of the two different “so”. The first “So ” means to expect the other side to continue the talk The second “So, …” is used to attract people’s attention and lead to a new topic. Work in pairs to role-play the situation of Activity 1d. S1: What’s your favourite subject
S2: My favourite subject is … S1: Why do you like …
S2: Because it’s … Students work in groups and try to have conversations with group members. To help students understand the different meanings and functions of “so” by analyzing its two uses in the conversations. To help students practice the target language through pair work and practice how to talk about reasons more specifically. To give students a chance to apply what they have learned
Then try to make a report. Peer-evaluation. Use correct sentence patterns to talk about rules.☆☆☆Explain the reasons.☆☆☆Use some body language.☆☆☆
Organize students to vote for the best performances according to the evaluation sheet above, and record the results briefly. Step 6: Homework Level A: Create a dialogue for two students to discuss their favorite school subjects and explain why they like those subjects. Level B: Write a short passage to introduce different school subjects and share your feelings about learning them. Then make a report. For example: In my group, my favourite subject is PE, because I think it’s useful. Peter’s favourite subject is maths because he thinks it’s exciting. Linda’s favourite subject is Chinese because it’s important. But she doesn’t like history because it’s boring. Students vote for the best performances. through speaking. To consolidate students’ understanding of school subjects and their ability to express preferences and reasons.
Blackboard Design
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑