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中小学教育资源及组卷应用平台
Unit 4 My favourite Subject
Section 5 Project
>>> Content analysis
This class session features a group activity where students design and present their own weekly schedules. Key phrases for the task are sourced from the previous reading. Students will also learn to create weekly timetables with various subjects and explain their design reasons. This activity is highly meaningful: it not only helps students better understand their own learning needs but also deepens their knowledge of classmates’ interests and preferences.
Through independent thinking and group collaboration, students will design their schedules, list different subjects, and present both the design process and the reasons for their favorite subjects. These diverse activities help develop students’ critical thinking, teamwork, and presentation skills, while also fostering their enthusiasm for learning various subjects.
Aligned with students’ daily school life, the activities effectively stimulate their interest. During group work, students will take turns proposing subjects and their corresponding favorite reasons, co-design a schedule, and select several members to present. For the presentation, students can draw on sentence patterns from the previous reading. The vocabulary and grammar involved are relatively simple, and students should focus on the correct use of conjunctions.
These activities are close to daily school life and stimulate students’ interest. Students work in groups, take turns to come up with different subjects and the reasons why they like them, design a schedule, and select a few people to present. In the introduction, some sentence patterns can be found in the previous reading text. The words and grammar are relatively simple, and students should pay attention to the correct use of conjunctions.
>>> Learning objectives
By the end of this section, students will be able to:
1. name different school subjects and list them in a timetable;
2. explain what can be learned from various school subjects;
3. improve their writing skills by filling in timetables and answering related questions;
4. develop their oral expression skills through in-class discussions.
>>> Focal and Difficult Points
Focal points
1. Design and present a weekly timetable.
2. Use adjectives and conjunctions correctly.
3. Complete the “Design a Weekly Class Timetable” project, investigate classmates’ preferences, and list their favorite subjects.
Difficult points
1. Accurately transfer and apply the unit’s learned vocabulary, target structures, sentence patterns, and functional expressions to personal writing.
2. Encourage students to think creatively and independently when designing the timetable.
>>> Procedures
Teacher’s Activities Students’ Activities Purposes
Step 1: Warm up 1. Greet students and say, “Hello, everyone! Last unit we talked about ‘my school’. Today, I’ll be your ‘school life reporter’ — let’s play a quick review game first! Look at the pictures on the screen, and let’s name the school subjects together.” 2. After the game, ask follow-up questions related to “my school” to activate prior knowledge: “Now, let’s chat a little. How do you like your school What’s your favorite place in school And what do you like to do there ” Look at the displayed pictures carefully, and answer the teacher’s prompts to name the corresponding school subjects. Respond to the teacher’s questions freely. Share the true feelings about school, favorite school places, and the activities they like to do there. (e.g., “I like my school very much. My favorite place is the library — I like reading books there.”). To help students recall “my school” knowledge from the last unit and consolidate school subject vocabulary through the picture game and free talk, and to stimulate their interest in the subsequent “weekly timetable” activity.
Step 2: Presentation 1. Guide students to talk about the subjects they learn weekly and share one thing about each subject. Tell students to use “What subjects do you have at school ” and “What do you think of the subjects ” to ask each other. 2. Ask students to finish 3b in groups of 4. Guide them to practice designing a one-week timetable and explaining the reasons. 3. Guide students to write a report about the group’s timetable. Talk about weekly subjects and share one thing about each. Use the two given sentences to ask classmates, and get more interest in subjects with the teacher’s help. Work in groups of 4 to finish 3b. Practice designing a one-week timetable in groups and explain why they design it that way. Write a report about the group’s timetable, check it together to make sure the language is right and complete. To help students consolidate subject-related knowledge and practice target sentences through discussions and tasks. To guide them to apply what they’ve learned to design timetables, and develop their collaboration and expression skills via group work.
Step 3: Practice and further thinking 1. Guide groups to present their timetables to the class, asking them to clearly explain the design reasons 2. Ask students to share what they learned from others’ timetables and reasons. 3. Raise a further thinking question: “When we face subjects we don’t like much, why do we still need to learn to accept, understand, and even like them ” to guide students to think deeply. Each group sends a representative to present the group’s timetable to the class and explain the design reasons clearly. Listen carefully to other groups’ presentations, learn from their ideas, and share their own takeaways. Think about the teacher’s further question, discuss it with group members if needed, and share personal thoughts with the class. To help students practice by presenting timetables and explaining reasons, and to guide them to think deeper about accepting less-liked subjects.
Step 4: Summary Organize students to summarize the key content of this lesson, including timetable design methods and key vocabulary. Take turns to share the key points they learned in this lesson, such as how to design a timetable and new vocabulary. To help students review key lesson content and vocabulary.
Step 5: Homework Must do: Design a personal weekly class schedule independently. Choose to do: Share the weekly class schedule they designed with their family members and briefly explain the design reasons. To let students practice timetable design independently and extend learning to their families by sharing.
>>> Blackboard Design
Unit 4 My Favorite Subject
Section B Project
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