Unit4MyFavouriteSubjectSectionB(1a–2b)教学设计人教版英语七年级上册

课题名称Unit4MyFavouriteSubjectSectionB(1a–2b)教学目标1.学生能够描述自己的课程表，并了解不同科目的学习内容。2.通过阅读和讨论，学生能够理解不同科目的学习意义，并能用英语表达自己对科目的喜好和原因。3.培养学生对学习的积极态度，认识到不同科目对个人成长的重要性。教学重难点重点：描述自己的课程表，理解不同科目的学习价值。难点：用英语表达自己对科目的喜好和原因。教学过程教学活动设计意图Step1Leadin1.Greetstudentsandaskabouttheirdailyroutines.2.Askstudentstotalkabouttheirfavouritesubjectsandwhy.激活旧知，建立关联：通过“日常作息”“学科喜好”等熟悉话题，唤醒学生已有语言储备（学科词汇、喜好表达），降低新课认知门槛。激发探究欲：以“个人喜好”为切入点，自然引出“学科价值讨论”的核心主题，让学生带着好奇进入学习。Step2Workon1a1.Introducethetopicoflearningfromdifferentsubjects.2.Displayasampleclasstimetableandexplainhowtofillitout.3.Askstudentstowritedowntheirownclasstimetablefortodayin1a.真实场景驱动：课表是学生日常接触的真实素材，填写课表让学生主动梳理个人课程，直观感知“课程安排”的表达逻辑。铺垫文化对比：为后续阅读中加学生（Mike/WuBinbin）的课程差异做铺垫，渗透“不同国家课程设置”的文化视角，培养信息整理能力。Step3Workon1b1.ReadingMaterialIntroduction:Explainthatstudentswillbereadingamessageboardwithtwoposts,onefromMikeDavisinCanadaandanotherfromWuBinbininChina.Theywilllearnaboutthesubjectseachstudentstudiesandtheirfavouritesubjects.2.LanguagePoints:Highlightnewvocabularysuchas“schedule”“favouritesubject”“makesb.happy”“workout”“useful”etc.be...inthestructureandfunctionof“Iwanttobe...”toexpressfutureaspirations.Pointouttheuseof“because”togivereasonsforpreferences.3.ReadingActivity:AskstudentstoreadthemessageboardaboutMikeandWuBinbin'sfavouritesubjectsin1b.Askstudentstounderlinealltheschoolsubjectsmentionedbyeachstudent.Guidestudentstonoticethedifferencesandsimilaritiesinthesubjectsstudiedbythetwostudents.降低阅读障碍：阅读前明确目标（了解两人的学科和喜好），预习核心语言点，提升阅读效率。训练思维能力：划线任务培养“信息定位”技能；对比中加学生的学科差异（如Mike的music、Wu的maths），渗透文化观察，同时为后续“原因探究”埋下线索。Step4Workon1c1.DiscussionandpletionofTable:DiscusswithstudentsthereasonswhyMikeandWuBinbinliketheirfavouritesubjects.2.Askstudentstoreadthepostsagainandpletethetablein1cwithfavouritesubject,andreason.Encouragestudentstousethelanguagepointstheyhavelearnedtofilloutthetable.3.Checktheanswers.Theanswersare:MikeDavis:music—Theclassisfunandhecanlearnalotofnewsongs.WuBinbin:maths—He’sgoodwithnumbers.深化文本理解：引导学生挖掘“喜好背后的逻辑”（如music有趣、maths擅长数字），强化“because”因果句型的运用，提升语言准确性。结构化归纳：通过表格将零散信息转化为“学科原因”的清晰关联，培养归纳思维，为“自我表达”提供范例（模仿文本结构）。Step5Workon1dAskstudentstoworkinpairsanddiscussthequestionsin1d.Encouragestudentstosharetheiranswerswiththeclass.be...移：从“分析他人”过渡到“表达自我”，运用所学词汇/句型（favourite,because,wanttobe...）交流，提升口语能力。同伴学习拓展：分享环节拓宽“学科喜好原因”的表达维度（如实用性、兴趣），培养倾听和评价能力。Step6Workon2a1.Explaintheconceptofmindmapanditsuseinorganizingideas.2.Askstudentstopletethemindmapin2awiththeirowninformationabouttheirfavouritesubjectsandreasons.思维工具赋能：传授“思维导图”这一可视化工具，帮助学生梳理“学科原因未来关联”的逻辑，培养结构化思维。内化迁移：基于自身经验，将课堂输入的语言和思维模式迁移到“自我表达”，为写作积累个性化素材（输入→内化）。Step7Workon2d1.Guidestudentstowriteamessageusingtheirinformationfromthemindmap.2.Invitestudentstoposttheirmessagesontheboardandsharewiththeclass.写作能力提升：将思维导图的结构化内容转化为连贯书面表达，训练“学科原因未来”的写作逻辑，提升语言组织能力。真实场景输出：展示分享创设“发表场景”，增强表达自信；通过peerreview发现语言亮点/不足，促进相互学习，提升综合语言运用能力。Step8SummaryandHomeworkSummarizethekeypointsofthelesson.Assignhomework:Askstudentstowriteashortparagraphabouttheirlearningexperiencesintheirfavouritesubjectsandhowtheyhavehelpedthem.知识体系化：梳理“词汇→阅读→表达→思维”的脉络，强化长期记忆。情感与能力延伸：作业引导学生反思“学科价值”（如maths培养逻辑、music滋养情感），渗透“学科育人”的情感态度；将口语/阅读中的表达迁移到书面，提升写作深度，实现课堂内容的课外延伸。板书设计Unit4MyFavouriteSubjectSectionB:Whatcanyoulearnfromdifferentsubjects?(1a–2b)Words:AM,PM,French,excellent,instrument,singer,future,term,problem,magic,life,scientistPhrases:inthefuture,workout,inclassSentences:Musicalwaysmakesmehappy.Iwanttobeasingerinthefuture.Ilikeallthesubjects,butmyfavouriteismaths.Welearnhowtoworkoutmathsproblemsinclass.Mathsisveryusefulinourlife,andIwantt