七年级上册（2024）Unit 4 My Favourite Subject Section B表格教案设计

这是一份七年级上册（2024）Unit 4 My Favourite Subject Section B表格教案设计，共6页。
课程基本信息
学科
英语
年级
七年级
学期
秋季
课题
Unit 4 My Favurite Subject-Sectin B（1a-1d）
教学目标
1. Knwledge Objectives
Master the key vcabulary related t schl subjects and preferences: math, science, English, Chinese, histry, gegraphy, P.E., music, art, favrite, interesting, bring, difficult, relaxing, fun.
Grasp the key sentence structures fr talking abut favrite subjects and reasns:
A: What’s yur favrite subject?
B: My favrite subject is...
A: Why d yu
B: Because it’s... / Because the teacher is...
Understand the listening materials abut thers’ favrite subjects and reasns, and extract specific infrmatin (e.g., names, favrite subjects, reasns).
2. Ability Objectives
Develp listening skills: Be able t predict listening cntent based n prmpts, catch key wrds and main ideas during listening, and fill in blanks with the heard infrmatin.
Imprve speaking skills: Be able t use the target vcabulary and sentence structures t talk abut their wn and thers’ favrite subjects and reasns in pairs r small grups.
Cultivate cmmunicatin ability: Learn t ask and answer questins abut preferences and give reasns, and cnduct simple daily cnversatins.
3. Affective Objectives
Stimulate students’ interest in learning English by talking abut familiar tpics (schl subjects).
Help students realize the fun f different subjects and cultivate a psitive attitude twards learning varius subjects.
Prmte cperatin and cmmunicatin amng students thrugh pair wrk and grup activities, and enhance their sense f teamwrk.
重难点
1. Key Pints
Mastery f key vcabulary (favrite, interesting, bring, etc.) and target sentence structures fr talking abut favrite subjects and reasns.
Ability t understand the listening materials and extract key infrmatin (names, favrite subjects, reasns).
Ability t use the target language t cnduct simple ral cmmunicatin abut favrite subjects.
2. Difficult Pints
Flexible use f adjectives (interesting, bring, difficult, relaxing, fun) t describe subjects and give reasns.
Accurate extractin f specific infrmatin frm the listening materials, especially when the speakers talk at a nrmal speed.
Cnducting natural and fluent ral cnversatins using the target language, aviding mechanical repetitin.
教学过程
教学环节
学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes)
1. Greeting and Daily Talk (2 minutes)
Teacher greets students: “Gd mrning, class! Hw are yu tday?”
Students reply: “Gd mrning, teacher! I’m fine, thank yu. And yu?”
Teacher: “I’m great, thanks. Nw, let’s talk abut ur schl life. What subjects d yu have at schl?”
Guide students t list sme subjects they knw (e.g., English, math, Chinese). Write these wrds n the blackbard.
2. Lead-in with Pictures (3 minutes)
Shw pictures f different schl subjects n the PPT (e.g., a math bk fr math, a beaker fr science, a basketball fr P.E.).
Ask students: “What subject is this?” Help them answer with the crrect subject names. Fr unfamiliar wrds (e.g., gegraphy, histry), teach them prnunciatin and meaning.
Then, pint t a picture f English and ask: “D yu like English?” Students may answer “Yes” r “N”. Cntinue: “Why d yu like it?” Guide them t use simple adjectives like “fun” r “interesting”. If they can’t answer, teacher gives an example: “I like English because it’s interesting.”
Design Intentin: The daily talk cnnects with students’ real life and reviews the subject wrds learned befre. The picture presentatin is 直观 and vivid, which helps students learn new subject vcabulary easily. By asking abut their likes and dislikes, the teacher naturally leads t the tpic f “favrite subjects and reasns”, laying a fundatin fr the fllwing teaching cntent.
Step 2: Presentatin (10 minutes)
1. Teach New Vcabulary (6 minutes)
Shw vcabulary flashcards with adjectives: favrite, interesting, bring, difficult, relaxing, fun. Each card has the wrd, phnetic symbl, and a crrespnding picture (e.g., a smiling face next t “interesting”, a sleeping face next t “bring”).
Teach students the prnunciatin f each wrd, and ask them t repeat after the teacher. Pay attentin t crrecting their incrrect prnunciatins (e.g., the stress f “interesting” /ˈɪntrəstɪŋ/).
Explain the meaning f each wrd with simple English r bdy language. Fr example, when teaching “difficult”, the teacher can frwn and say: “Math is difficult. I can’t d it.” When teaching “relaxing”, the teacher can stretch and say: “Music is relaxing. I like it.”
D a quick vcabulary game: “Guess the Wrd”. Teacher describes a wrd with bdy language r simple sentences, and students guess the adjective. Fr example, teacher says: “Yu like this subject. It makes yu happy.” Students guess “interesting” r “fun”.
2. Present Target Sentence Structures (4 minutes)
Use the PPT t shw a dialgue between tw students:
Tm: What’s yur favrite subject, Lily?
Lily: My favrite subject is music.
Tm: Why d yu like music?
Lily: Because it’s relaxing.
Teacher reads the dialgue twice, and asks students t repeat. Explain the meaning f “favrite” (the ne yu like mst) and the usage f “” and “Because...”.
Invite tw students t act ut the dialgue with the help f the teacher. Then, change the subject and reasn (e.g., “My favrite subject is P.E. Because it’s fun.”) and ask anther pair t practice.
Design Intentin: Using flashcards and pictures helps students assciate wrds with meanings, imprving their memry efficiency. The “Guess the Wrd” game increases the fun f learning vcabulary and activates the classrm atmsphere. The dialgue presentatin makes the target sentence structures cncrete and easy t understand. By asking students t act ut the dialgue, the teacher checks their mastery f the sentences and lays the grundwrk fr subsequent speaking activities.
Step 3: Practice (15 minutes)
1. Activity 1a: Match Wrds with Pictures (3 minutes)
Ask students t pen their textbks t Page 21 and lk at 1a. Explain the task: “Lk at the pictures. Match the wrds in the bx with the pictures. Write the letters a-e next t the wrds.”
The wrds in the bx: bring, difficult, fun, interesting, relaxing.
Give students 2 minutes t finish the task individually. Then, check the answers tgether. Ask a student t say the answers, and teacher cnfirms: “Yes, that’s right. Picture a is... Picture b is...”
Fr any incrrect answers, teacher explains again with the pictures.
2. Activity 1b: Write Reasns (5 minutes)
Explain the task f 1b: “Nw, think abut yur favrite subject. Write why yu like it. Use the wrds frm 1a.”
Give an example n the blackbard: “My favrite subject is English. Because it’s interesting.”
Ask students t write 2-3 sentences n their exercise bks. Give them 3 minutes t finish.
Invite 3-4 students t share their answers with the class. Teacher cmments n their answers, e.g., “Great! Yu use ‘relaxing’ crrectly.” r “Gd try. Remember: ‘Because it’s fun.’ nt ‘Because it fun.’”
Design Intentin: Activity 1a helps students cnslidate the new adjectives by matching wrds with pictures, which is a visual and effective practice methd. Activity 1b cnnects the vcabulary and sentence structures, allwing students t apply what they have learned t express their wn thughts. Sharing answers nt nly checks students’ mastery but als prvides them with pprtunities t practice speaking in public.
Step 4: Cnslidatin & Applicatin (10 minutes)
1. Pre-listening: Predict (2 minutes)
Shw the pictures f 1c n the PPT. Ask students: “Lk at the pictures. What subjects can yu see?” (Pssible answers: math, science, English)
Then, explain the task f 1c: “We will listen t three cnversatins. Fr each cnversatin, circle the favrite subject.”
Guide students t predict: “What d yu think their favrite subjects are? Let’s guess.” This helps students fcus n the key infrmatin during listening.
2. While-listening: 1c and 1d (7 minutes)
Play the audi f 1c fr the first time. Ask students t circle the favrite subjects.
Play the audi again. Check the answers with the class. Ask: “What’s the first persn’s favrite subject?” Students answer, and teacher circles it n the PPT. Repeat fr the ther tw cnversatins.
Then, mve t 1d. Explain the task: “Listen again. Match the students with their reasns fr liking the subjects. Write the letters in the blanks.”
Shw the table f 1d n the PPT:
The reasns: a. fun b. interesting c. relaxing
Play the audi fr the third time. Ask students t fill in the blanks.
Play the audi again if necessary. Then, check the answers. Invite a student t read the answers, and teacher cnfirms.
3. Pst-listening: Retell (3 minutes)
Ask students t retell the listening cntent with the help f the table in 1d. Fr example: “Peter’s favrite subject is... Because it’s... Mary’s favrite subject is... Because it’s...”
Ask 2-3 students t retell. Teacher helps them if they get stuck.
Design Intentin: Pre-listening predictin helps students activate their prir knwledge and set listening gals, imprving listening efficiency. Playing the audi multiple times allws students t catch the key infrmatin step by step, which is in line with the listening ability f Grade 7 students. The pst-listening retelling helps students cnslidate the listening cntent and practice speaking at the same time, achieving the integratin f listening and speaking.
Summary & Hmewrk (5 minutes)
1. Summary (1 minute)
Teacher summarizes the lessn: “Tday, we have learned sme adjectives t describe subjects: bring, difficult, fun, interesting, relaxing. We als learned hw t talk abut favrite subjects and reasns with the sentences ‘What’s yur favrite subject?’ ‘My favrite subject is...’ ‘Why d yu ’ ‘Because it’s...’. I hpe yu can use them in yur daily life.”
2. Hmewrk (2 minutes)
Level 1 (Basic): Review the new vcabulary and target sentence structures learned tday. Cpy the wrds and sentences twice.
Level 2 (Imprvement): Talk with yur family members abut their favrite subjects and reasns, and write dwn 3 sentences abut it.
Level 3 (Challenge): Make a shrt dialgue with yur friend abut favrite subjects and recrd it (1-2 minutes).
Design Intentin: The summary helps students srt ut the key cntent f the lessn and strengthen their memry. The layered hmewrk takes int accunt the differences in students’ learning abilities, ensuring that every student can cmplete the hmewrk and make prgress. The hmewrk als cnnects the classrm learning with real life, prmting the applicatin f the target language.