新版人教版七年级英语上册第四单元教案

新版人教版七年级英语上册第四单元教案Unit4MyFavouriteSubjecteq\o(\s\up7(),\s\do5(单元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（单元主题分析）))Theunitthemebelongstothecategoryof“manandself”，involving“lifeandlearning”and“lifeandwork”，aswellas“thethingsandtheenvironmentaroundus”and“personalpreferenceandfeelingexpression”．eq\o(\s\up7(),\s\do5(UnitContentAnalysis（单元内容分析）))Thecorelanguageofthisunitmainlyrevolvesaroundtheschoolsubjects，descriptionofsubjectsusingadjectives，introductionandtalkingaboutyourschoolsubjects，descriptionofthesubjectsyoulike，etc.Twotypesofdiscourseinvolvedifferentdiscourseknowledge：thefirstdiscourseisaboutthesubjects，thespeakers'preferenceandthereasons；theseconddiscourseisabout2students'favouritesubjects，thereasonsanddescriptionofdifferentsubjects.eq\o(\s\up7(),\s\do5(OverallUnitObjectives（单元总体目标）))1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutsubjects，content，preference，andreasons，createadialogue，usequestionandanswermethodstodiscusssubjects，completethepreparationactivitiesforthesubjectpreferenceandshowcase，andshareintheclass.Enhancetheawarenessofbalancedsubjectsandlearnhowtoestablishgoodsubjectattitudestowardsfurtherlearning.2．Understandthesemanticfunctionandanswerofspecialinterrogativesentencescontainingwhatandwhy，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthesubjectorthereasons.Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandanswers.Completeabriefreportontheintroductionofyourfavouritesubjectandpresentittotheclass.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（单元重难点一览）))KeyPoints1.Accuratelyrecognizevowelphonemes(/eɪ/，/aɪ/，/ɔɪ/，/əʊ/，/aʊ/，/ɪə/，/eə/，/ʊə/)andvocabularycontainingthesephonemes，andpayattentiontothewords'linking.2．Accuratelyunderstandthefunctionsofand，butandbecause，andmasterthedifferencesamongthem.3．Usesimplewrittendiscoursetointroduceone'sfavouritesubject，etc.KeyDifficulties1.Understandthepronunciationofvowelphonemesandtheircorrespondinglettersandlettercombinations.2．Understandtheideographicfunctionofconjunctionsand，butandbecause，andusethestructurecorrectlytoexpresstheirfavouritesubjectsandreasons.eq\o(\s\up7(),\s\do5(单元学情分析和教学建议))eq\o(\s\up7(),\s\do5(单元课时分配))第一课时SectionA1a—2：1lesson第二课时SectionA2a—2f：1lesson第三课时SectionAGrammarFocus3a—3d：1lesson第四课时SectionB1a—1d：1lesson第五课时SectionB2a—Project：1lesson第一课时SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thethemeofthisunitis“favouritesubject”，andthislessonisthefirstlessonoftheunit.Thelearningofthislessonisofgreatsignificanceandpurposeforstudents.Themainpurposeofthislesson'sdiscourseistoenablestudentstopracticedailyEnglishoralcommunicationinarealcontextthroughthethemeofschoolsubjects，improvetheirlisteningandspeakingabilities，andcultivatetheirpersistenceoflearningandteamworkspirit.Thesedialoguesallrevolvearoundsubjects，allowingstudentstolearndailycommunicationskillssuchasexpressinglikesanddislikes，askingforthereasonstheylikeordislikethesubjects.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Beabletocorrectlyrecognizeandpronouncevowelphonemes(/eɪ/，/aɪ/，/ɔɪ/，/əʊ/，/aʊ/，/ɪə/，/eə/，/ʊə/)，correctlypronouncecommonvocabularycontainingtheabovevowelphonemesandpayattentiontothelinking.2．BeabletoexpresssubjectsinEnglish.3．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhatandwhy，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthesubjectsorthereasonswhytheylikethesubjectswiththewordsand，butandbecause.◆CulturalAwareness(文化意识)1．Cultivatethestudents'cultureconfidencebylearningChineseculture.2．BylearningEnglishexpressionsrelatedtosubjects，studentscanbetterunderstandWesterncultureandimprovetheircross­culturalcommunicationskills.◆ThinkingQuality(思维品质)1．Beabletoquicklyandaccuratelyobtaininformationabouttheschoolsubjectsandtheirpreferenceaboutthesubjectsandexplainthereasons.2．Beabletothinkfromtheirownsituation，andexpresstheirlikesanddislikesappropriatelyandcorrectly.◆LearningCapability(学习能力)Identifyandcorrectlypronouncethepronunciation，intonationandlinkinginsentences，andapplythemtoothersituations.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Makestudentsquicklyandaccuratelyobtaininformationaboutthesubjectsintheconversation，aswellasthereasonswhytheylikeordislikethroughlistening.2．Createadialoguetodiscussthesubjectstheylikeordislikeinthetargetlanguage.◆TeachingDifficulties(教学难点)Payattentiontopronunciationofdiphthongswithlettercombinationsandlinking.◆TeachingBreakthroughs(教学突破)Teachersneedtocreatecertaincontextsandguidestudentsintheirabilitytosummarizeandintegrateinformation.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：TodaywearegoingtolearnUnit4.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit？Yes，wearegoingtolearnsomethingaboutourschoolsubjects.Lookatthepictureandthinkaboutthethreequestions.Whatarethepeopledoinginthephoto?Whatsubjectisit?What'syourfavouritesubject?T：Wearegoingtolearn“SectionA—Whydoyoulikethissubject？”Sowhatisyourfavouritesubject？Whydoyoulikethissubject？Thinkaboutthesequestionsandshareyouranswers.设计意图：通过观察文章的主题图，开展小组讨论、课本浏览和其他活动，学生可以理解本单元的主题是“最喜欢的学科”，为后续学习提供背景知识，同时激发学生的学习兴趣。Activity2Presentation(获取与梳理)Workon1aStudentsobservethepicturesundertheguidanceoftheteacher，listentothewordsofthesubjects，andtrytorepeatthemwhilematchingthesubjectswiththepictures.Iftimepermits，letstudentsrepeatthewordsseveraltimes.设计意图：通过介绍图片可以增加学生的词汇量。边匹配、边朗读能帮助学生掌握正确的单词发音。Activity3Listening(概括与整合)Workon1b—1cBeforelistening：Explaintheinstructionsin1band1c.Atthesametime，readthewordsandthesentencesbelowin1band1c.Predictwhatyouwilllisten.Whilelistening：Listentotherecordingforthefirsttime，andtrytocompletethetasksin1band1c.Letstudentschecktheanswersinpairstotrytogettherightanswers.Listentotherecordingforthesecondtimetomaketheanswersright.Thistime，letstudentscorrecttheiranswerswiththehelpoftheteacher.Ifpossible，explainthemainquestionsthestudentsmake.Itcanmakestudentsunderstandthelisteningmaterialsclearly.Atlast，letthestudentslistentotherecordingforthethirdtimetogetthewholemeaningandbetterunderstandthelisteningmaterials.设计意图：听前先朗读听力材料中可能出现的单词和语句，初步了解材料主题并预测听力内容，为接下来更好地获取材料关键信息做好准备。听的时候反复听，强化对听力材料的熟悉程度，习得听力技巧和学习方式。Activity4Role­play(内化与运用)Workon1dStudentscanusethetargetlanguagetorole­playinfrontoftheclassbasedonthelisteningmaterials.Studentscanengageingrouppairingactivitieswithinthegroup，andthenshareanddemonstrateinfrontoftheclass.T：Practicetheconversationswithyourpartner.Thenmakeyourownconversations.A：What'syourfavouritesubject?B：Myfavouritesubjectis…A：Whydoyoulike…？B：Becauseit's…设计意图：为学生创建一个运用语言的语境，有利于学生逐渐将所学语言内化。Activity5Pronunciation(概括与整合)T：We'regoingtolearnaboutvowelsounds.Let'slistenandrepeat.Pleasepayattentiontothesounds.Whatisthepronunciationof/eɪ/，/aɪ/，/ɔɪ/，/əʊ/，/aʊ/，/ɪə/，/eə/，/ʊə/？Pleasewritethesoundsofthelettercombinationinyournotebook.T：Whatisthepronunciationofaletterorthelettercombinationof“a，ay，y，oy，o，oa，ow，ou，ear，ere，air，are，ure，ourandoor”？Pleasewritethesoundsofthelettersinyournotebook.T：Listenandrepeatthem.Iwillshowyousomeotherwords.T：Listentotherecordingandnoticehowthewordslinktogether.Letstudentsunderstandlinking.Atthesametime，studentsrepeatitseveraltimes.Theteacherwillteachtherulesofit.Thenstudentsshouldgetmorepractice，andmakethemselvesfamiliarwithlinking.设计意图：本部分着重学习元音字母的发音以及句子中的连读现象，为学生今后的语言活动打下基础。学生通过观察和朗读单词，以及观察单词中元音字母和字母组合的发音，探索和发现单词中元音字母和字母组合的发音模式。他们运用这些模式来拼写单词，并运用他们所学到的知识。通过教师指导和练习，听辨并准确认读单词在句子中的连读，能够识别句中的连读符号。Activity6Homework(反馈与强化)Listencarefullyandreadthepronunciationfluently.Searchformoreinformationabouthowtoaskandansweraboutsubjectsandreasons.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Observewhetherstudentscanactivelyachievetheunitobjectives，whetherthereadingisfluent，thelanguageisaccurateortheexpressionisfluent，whetherstudentscanclarifythelearningobjectivesofthisunit，andwhetheritisusedtosuperviseandevaluatetheirownlearningawareness.第二课时SectionA2a—2feq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thislessonuseslisteningtasksasameans.Basedonthepreviouslisteningtask，thisconversationintroducestheprocessofthreestudentsdiscussingtheirfavouritesubjectsintheformofdialogue，presentingtalkingscenesandlanguage，andhelpingstudentsestablishasubjectconcept.Thisdialogueistalkingabouttheirfavouritesubjectsandthereasonswhytheylikethembest.Thislessonhelpsthestudentsinitiallyestablishthesenseofusingconjunctionsinparagraphsandcompleteabriefreportonaschooldayorsubjectthattheclasslikes，andexplainwhy.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Masterthetargetlanguageandinquireaboutthepreferenceofsubjects，suchas“What'syourfavouritesubject？”Inquireaboutthereasonswith“why”．2．Understandthedialoguethattalksaboutsubjects.3．Realizesomegrammarrulesaboutgivingreasons.◆CulturalAwareness(文化意识)Byunderstandingtheschoolsubjects，studentscanspeakouttheirfavouritesubjectsandthereasonswhytheylikethesubjectsbest.Ithelpstostimulatestudents'interestinEnglish­speakingculturesandimprovetheircross­culturalcommunicationskills.◆ThinkingQuality(思维品质)Developstudents'logicalthinkingabilitybylearningtheusageofconjunctions.◆LearningCapability(学习能力)1．Learntocommunicatewiththeirclassmates.2．Cultivatestudents'goodsubjectconceptsandbalancedattitudes.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)Beabletoaccuratelyidentifysentencestructuresinconversationsthataskandanswerquestionsaboutthesubjectsandthereasons，andusethetargetlanguageforrole­playing.◆TeachingDifficulties(教学难点)1．Beabletoquicklyandaccuratelyobtaininformationsuchasbeinggoodwithnumbersthroughlisteningandreadingconversations.2．Beabletomastergivingreasonswithand，butandbecause.◆TeachingBreakthroughs(教学突破)1．TeachersencouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheiractualsituations.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Prediction(感知与注意)Studentslookatthepictureinthetextandguesswhattheyaretalkingabout，accordingtotheknowledgetheylearnedbefore.Theteachercangivethempropersuggestions，andleadthemtotalkaboutthesubject.Therearethreestudents，sotherearethreefavouritesubjectsandreasons.Usethefollowingquestions：Whataretheytalkingabout?What'syourfavouritesubject?Whatdoyoulearnfromthesubject?设计意图：利用谈话引入主题，创设情景，激发学生的参与兴趣，鼓励学生表达所(不)喜爱的学科、以及(不)喜爱的原因。通过预测性任务，激发学生的思维，培养学生运用情景线索进行推理和预测的能力。Activity2Listening(感知与注意)Workon2a—2cBeforelistening：Accordingtotheinstructionsof2aandActivity1，predictwhatwewilllisten.Withthehelpoftheteacher，studentswillguessit'saboutthesubjects.Letstudentsstimulatetheirmindstowardsthelistening.Whilelistening：Therearethreestudentsinlistening，andtheyareEmma，BinbinandMeimei.Whataretheirfavouritesubjects？Andwhydotheylikethem?Listentotheconversationforthefirsttime，fillintheblanksandtrytoanswerthequestionsabove.Studentscanchecktheiranswerswiththeirpartners，andthentheydiscussinalowvoice.Thenlistenforthesecondtime.Thistime，studentsshouldfocusontheproblemstheycan'tcomplete.Afterlistening，theteachercheckstheanswersandthestudentscorrectthem.Nextletstudentslistenforthethirdtime.Thistime，studentscanchecktheirtaskstheydidandpayattentiontothewordsthatlinktogether.Afterlistening：Letstudentsrole­playtheconversation.设计意图：帮助学生理解对话的整体内容，培养学生准确获取、组织和记录关键信息的能力。引导学生进行角色扮演式的听力对话，组织、学习和内化关键句型和关键语言，为进一步将所学知识运用到实际生活中奠定基础。这一阶段的学习活动引导学生总结和组织核心语言，通过角色扮演，使每个学生深入挖掘自己的角色，运用语言理解意义，促进语言内化，从学习理解过渡到实际运用，为将来的真实表达做好准备。Activity3Afterlistening(获取与梳理)Workon2d—2fGroupwork：Letstudentsworkingroups(fourstudentsinagroup)，andthenexplain2dtothewholeclass.Nextletstudentslistallthesubjectstheyhave，anddescribeeachsubjectwithadescriptiveword.Letastudentinterviewotherteammates：What'syourfavouritesubject?Whydoyoulikeit?Whatothersubjectsdoyoulike?Aftertheinterview，letthemtakedowntheresultsoftheinterview.Thenletthemwriteashortarticleabouttheresults，justlikethefollowing：Therearefourstudentsinmygroup.TheyareA，B，CandD．A'sfavouritesubjectis…He/Shelikesitbecauseit's…设计意图：通过小组活动，使学生组织、学习和内化关键句型和关键语言，为进一步将所学知识运用到实际生活中奠定基础。这些活动将激发学生学习英语的兴趣，培养和发展学生的语言核心能力，有利于他们进一步学习和成长，理解意义，促进语言内化，从学习理解过渡到实际运用，为迁移创新做好准备。Activity4Discussionandsummary(内化与运用)Getstudentstoworkinpairstohaveadiscussioninclass.Talkabouttheschoolday，thesubjectsandthereasons.Theycandiscusswiththefollowingquestions：Whichisyourfavouriteschoolday?Whatsubjectsdoyouhavethatday?Whatsubjectsdoyoulikeandwhy?Wholikesthesamesubjectsasyouandwhy?Letstudentstakedowntheanswerswhilediscussing.Thenletthemwriteashortreportwiththeresultsofthediscussion.Theycanbeginlikethis：Ilove_Friday_morningbest.Wehaveafunclassthen.It's_English_class.It's_exciting…Haveasummarytogooverwhatwe'velearnedinclass.设计意图：引导学生运用所学的句型，讨论自己的实际情况，完成简短的报告和交际任务。提高学生运用所学语言的能力，为解决实际问题做好铺垫。Activity5Homework(反馈与强化)Listencarefullyandreadtheconversationin2afluently.Searchformoreinformationaboutyourfavouriteschooldayandtrytosharetomorrow.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Theteacherorganizesdiscussionsforstudentstosharetheirfavouriteschooldayanddiscussthesignificanceandimpactofthesubjectsortheteachers.Encouragestudentstoapplythelearningoutcomesofthisarticletopracticallife，suchaslovingteachers，lovingsubjects.第三课时SectionAGrammarFocus3a—3deq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Beabletoidentifyandusetheconjunctionsand，but，andbecausetoexpresslogicalrelationshipsinsentences.2．Accuratelycomprehendandapplytheseconjunctionscorrectlyindifferentcontexts.◆CulturalAwareness(文化意识)Learninggrammarstructuresenhancesstudents'understandingofthediversityinEnglishlanguageexpression.◆ThinkingQuality(思维品质)1．Cultivatelogicalthinking：Byanalyzingsentencestructures，studentscanunderstandhowdifferentconjunctionsconnectandexpressvariousmeanings.2．Developcriticalthinking：Bycomparingtheuseofdifferentconjunctions，studentscanevaluatetheirrolesinsentences.◆LearningCapability(学习能力)1．Throughgroupworkandindependentreading，studentslearntoextractkeyinformationfromtexts.2．Ingroupactivities，studentsworktogethertocompletetasks，enhancingtheircommunicationskills.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)Masterthebasicusageofconjunctionsand，but，andbecause.◆TeachingDifficulties(教学难点)Understandandaccuratelyapplytheseconjunctionstoexpresslogicalrelationshipsincomplexsentences.◆TeachingBreakthroughs(教学突破)Throughexamplesentenceanalysis，groupdiscussions，andclassroomexercises，students'understandingofconjunctionusagecanbedeepened.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：Goodmorning，everyone！Todaywearegoingtodiveintoanexcitingtopic：thegrammarfocuspart.Areyoureadytoexploresomesentencepatternsandlinkingwords?Ss：Yes，weareready!T：Great！Let'sstartbyreadingthesentencesin3a.Whilereading，pleasecirclethelinkingwordsyoufind.Remember，ourgoalistodiscovertherulesofsentencepatterns.(Studentsstartreadingandcirclingthelinkingwords.)T：(afterafewminutes)Haveyoufoundanylinkingwords？Cananyonesharewithus?S：Ifound“and”，“but”and“because”．T：Excellentobservation！Theseareindeedimportantlinkingwordsthathelpusconnectideasinsentences.Now，let'stalkabouttheirspecificrolesinsentences.设计意图：通过复习和感知句子中的连接词，激活学生对句子结构和连接词的基本认知。明确本节课的学习目标，即探索句子模式和连接词的规则，引导学生集中注意力。通过提出探索性的任务，激发学生对新知识的兴趣和好奇心。Activity2Presentation(获取与梳理)Workon3aT：Now，let'sworkon3atogether.Readthesentencescarefullyanddiscussthefunctionsofthelinkingwords“and”，“but”and“because”．Youcanworkingroupstodiscussandhelpeachother.(Studentsworkingroups，readinganddiscussingthesentences.)T：(afterafewminutes)Alright，let'sshareyourideastogether.Whocantelluswhyweuse“and”inthefirstsentence?Atlast，theteacherexplainseachrulewithexamplesfromthesentencesin3a.设计意图：通过小组活动和教师引导，使学生深入理解“and”“but”和“because”在句子中的具体用法和规则。鼓励学生通过小组合作，相互讨论和帮助，培养团队协作能力和解决问题的能力。教师总结归纳连接词的用法规则，帮助学生构建系统的知识框架，便于记忆和运用。Activity3Practice(内化与运用)Workon3bT：Goodmorning，everyone.Todaywe'regoingtopracticematchingsentencesusingconjunctionslikeand，butandbecause.Let'sstartwith3b.T：(showingthefirstsentence)“Ihaveabicycle，”Whatcanweaddtomakeitacompletesentence?S1：(afterthinking)“Ihaveabicycle，becauseIliketravelling.”T：That'sagoodtry，butlet'sseeifwecanfindabettermatch.Lookattheoptions.(pointingtoE)T：“Ihaveabicycle，butIoftenwalktoschool.”Thisshowsacontrastbetweenhavingabicycleandchoosingtowalk.Understand?Ss：Yes.T：Great！Let'smoveontothenextone.“IliketolearnaboutIT”S2：“IliketolearnaboutITanddrawpictures.”T：Perfect！Youfoundtherightmatch.Now，let'sdothistogetherfortherestofthesentences.(Theteacherguidesstudentsthroughtherestofthesentences，checkingandcorrectingasneeded.)设计意图：通过这个活动，学生能够在实践中巩固对连词“and”“but”和“because”的使用，理解它们在不同语境中的用法，提高语言运用能力。同时，通过师生互动，教师可以及时发现学生的问题并给予指导，确保每位学生都能掌握这些连词的正确用法。Activity4Production(迁移与创新)Workon3cT：Now，let'smoveonto3c.We'regoingtoreadapassagetogetherandfillintheblankswiththecorrectconjunctions.T：(readingthepassage)“IloveThursdayafternoons______wehaveafunclassthen.”(Theteacherstopsateachblankandasksstudentstosuggestthecorrectconjunction.)T：Whatconjunctionshouldweusehere?S：“But.”T：No，let'sthinkaboutit.What'stheconnectionbetween“IloveThursdayafternoons”and“wehaveafunclassthen”？Ss：(afterdiscussing)“Because.”T：Correct！“IloveThursdayafternoonsbecausewehaveafunclassthen.”Let'scontinue.(Theteacherleadsstudentsthroughtherestofthepassage，emphasizingtheuseofconjunctionsinthecontext.)设计意图：通过这个活动，学生能够将之前学习的连词知识迁移到新的语境中，通过阅读和理解短文，选择合适的连词填空，进一步加深对连词用法的理解。同时，通过集体讨论和教师的引导，学生能够培养批判性思维和语言创新能力。Activity5Pairwork(概括与整合)Workon3dT：Finally，we'regoingtoworkinpairstodoasurveyusingthequestionsbelow.Remember，youneedtoaskyourpartnerabouttheirfavouritedays，subjects，andwhytheylikethem.T：(distributingthequestions)Herearethequestions：Whichisyourfavouriteday？Whatsubjectsdoyouhavethatday？Whatsubjectsonthatdaydoyoulikeandwhy？Wholikesthesamesubjectsasyouandwhy?(Theteacherwalksaroundtheclassroom，monitoringstudents'progressandofferingassistanceasneeded.)T：Afteryou'vefinishedyoursurvey，Iwantyoutosummarizeyourfindingsandsharethemwiththeclass.设计意图：通过小组合作的方式，学生能够在实践中运用所学的语言知识，进行真实的语言交流。通过完成调查任务，学生能够整合和概括所学内容，提高语言组织和表达能力。此外，通过分享和听取他人的调查结果，学生能够拓宽视野，了解不同人的喜好和观点，培养跨文化交际能力。Activity6Homework(反馈与强化)WriteashortpassageinEnglishintroducingyourfavouritesubject，includingthereasonswhyyoulikeitandwhatyouhavelearnedinthissubject.Useconjunctionssuchasand，but，andbecausetoconnectsentencesandmaketheessaylogicallyclear.eq\o(\s\up7(),\s\do5(BlackboardDesign（板书设计）))SectionAGrammarFocus3a—3dbecause→giveareasonbut→sayhowtwoideasaredifferentand→giveanotherideaeq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Duringtheteachingprocess，itisnecessarytoguidestudentstounderstandanduseconjunctionssuchasand，but，andbecausethroughactualcontexts，ratherthanmerelyexplaininggrammarrules.Atthesametime，givestudentsenoughtimetopracticeandexpressthemselves，allowingthemtograduallymastertheusageoftheseconjunctionsinpractice.Additionally，groupcooperationorinteractiveactivitiescanbeusedtoenhancestudents'interestandparticipation，andtoimproveteachingeffectiveness.Theteachershouldassignhomeworkbasedontheactualsituationandabilitylevelofstudentssothateachstudentcanunderstandthemeaningofgrammarandlearntousetheknowledgeofgrammar.第四课时SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thediscourseis2practicalwritingsaboutstudents'favouritesubjects.ThefirstpassageisaboutMikeDavis'sfavouritesubjectandthereasons，andthesecondisaboutWuBinbin's.Thepassagesusesimpleandstraightforwardlanguagethatiseasytounderstand，withoutcomplexsentencestructuresoresotericvocabulary，makingitsuitableformiddleschoolstudents'Englishproficiency.Thereadingfromthemessageboardnotonlyteachesstudentsabouttheirfavouritesubjectsthroughtheintroductionoftwostudents，butalsoguidesstudentstoexpressthereasonswhytheylikeordislikesomething.Thereadingmaterialsarerelatedtothestudents'dailylife，sostudentswillbemoreinterestedinthetopictotalkmore.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Mastervocabularyandexpressionsrelatedtosubjectsandpreferencethroughreading.2．Trytoretellthecontentsofthearticlesintheirownlanguageandexpresstheirownopinions.◆CulturalAwareness(文化意识)1．Thestudentsgainanunderstandingofstudents'favouritesubjectsandthereasonsaccordingtolocalculture，enhancingtheirglobalperspectiveandculturalsensitivity.2．Thestudentslearnaboutthestudents'schoollifeindifferentcountries.◆ThinkingQuality(思维品质)1．Expresstheirpreferenceandthereasonsaccordingtothestudents'personalities.2．Balanceallthesubjectstogetbettergrowth.◆LearningCapability(学习能力)1．Improvestudents'socialskillsthroughparticipatingandexpressingfeelingsinsocialsituations.2．Upgradestudents'abilitytoquicklycapturekeyinformation，infertheauthor'sintention，andsummarizethemainpointsofthearticle.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Obtainbasicinformationthroughfastreading.Letstudentsmastersomereadingstrategiesandskillstomakeabigprogressintheirgrowth.2．Basedonstructuredknowledgeandkeylanguageknowledge，usethetargetlanguagetoexpresstheopinionsfrom2students.◆TeachingDifficulties(教学难点)Sortoutandsummarizethethemediagramandthestructurediagram，andverballysummarizethearticlebasedonstructuredgraphics.◆TeachingBreakthroughs(教学突破)EncouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheirrealsituation.Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)Workon1aT：What'syourclasstimetabletoday？Writedownthesubjectsin1a.T：What'syourfavouritesubject？Why？Whatisthesubjectabout?T：Workinpairsanddiscussthetimetable.设计意图：引入主题，创设情景，激活相关背景知识，激发学生的参与兴趣。Activity2Beforereading：Prediction(感知与注意)Workon1bLookatthepassages.Whatkindsofpassagesarethey？Whatarethetwopassagesabout?(Withthehelpoftheteacher，letstudentspredicttwotexts.)Readthemessageboardaboutstudents'favouritesubjects.Underlinealltheschoolsubjectseachstudenthas.(Undertheguidanceoftheteacher，studentsanswerthegenreandtopicofthearticlestopredicttheircontentsandunderstandthatthearticlesarepracticalwritingsaboutsubjects.)设计意图：通过预测任务激发学生的思维，培养学生运用语境线索进行推理和预测的能力，同时进行阅读策略指导，提升学生概括文本大意的能力。Activity3Fastreading(获取与梳理)Workon1cReadtwopassagesfromthetextbookfastandtalkabouttwostudents'favouritesubjectsandthereasonsin1c.Letstudentsdiscussandcorrecttheiranswers.Withthehelpoftheteacher，theycangettheanswersright.设计意图：学生在老师的指导下快速运用阅读策略，得到题目的正确答案，帮助学生掌握阅读技巧。Activity4Carefulreading(概括与整合)Workon1dStudentsreadthearticleforthesecondtime.Undertheguidanceoftheteacher，studentsneedtoanswerthequestionsin1d.Andundertheguidanceoftheteacher，studentscanthinkabouthowtoobtaininformationthroughfastreadingandkeywordgetting，accuratelyandquicklycompletingtasks.Readagainandmaster2students'opinionsaboutthesubjects.Usetheinformationtoexpresstheirownopinions.设计意图：帮助学生理解文章的整体内容，培养他们准确获取、组织和记录关键信息的能力。帮助学生掌握语篇的主旨大意，有逻辑地组织文章中的信息，理解语言、文化和思维之间的关系，引导学生组织、学习和内化语篇中的关键句型和关键语言，为进一步在现实生活中运用所学内容奠定基础。Activity5Expressandshow(内化与运用)T：Accordingto2passages，youcantrytoexpressyourfavouritesubjectsandthereasons.Youcanstartlikethis：I'm…I'm…yearsold.Ilike…because…设计意图：激发学生深入思考，探索更深层次的意义，为进一步提炼和总结信息打下基础。在这个过程中，学生能够明晰写作方法和语言结构，为后续的写作夯实基础，做好铺垫。Activity6Discussion(总结与反思)Sincewehaveknownabouttheinformationabout2passagesabouttheirfavouritesubjects，wecanalsoexpressourownopinionsaccordingto1b.Actually，studentsshouldbebalancedwiththeirsubjectsforbettergrowth.设计意图：根据新的语境，整合和运用相关的语言表达，探索我们如何解决个人偏好与学科学习之间的矛盾，并用文字介绍我们的想法，运用我们所学到的知识，培养学生运用语言和文化知识解决实际问题的能力，促进迁移和创新。Activity7Homework(反馈与强化)Readthepassageclearlytoyourparents.Writeapassageaboutyourfavouritedayusingthetargetlanguage.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))ThisEnglishreadingclassnotonlyimprovedstudents'languageskills，butalsopromotedtheirculturalcognition，emotionaldevelopment，andsocialcommunicationabilities.Through