Unit4MyFavouriteSubjectSectionA1a-1d教学设计人教版七年级英语上册

Unit4MyFavouriteSubjectSectionA1a1d

StudentswillbeabletomastertheEnglishnamesofmonschoolsubjects,suchasart,geography,biology,history,Chinese,maths,IT,music,English,andPE.

Studentscanlearnanduseadjectivestodescribesubjects,likeboring,useful,exciting,hard,andinteresting.

is...s...willunderstandandbeabletousesentencepatternsforaskingandansweringaboutfavoritesubjectsandreasons,suchas"What'syourfavouritesubject?","Myfavouritesubjectis...","Whydoyoulikeit?","Becauseit's...".

1.TeachingKeyPoints

Masteryofsubjectrelatedvocabularyanddescriptiveadjectives.

Proficiencyinusingsentencepatternstotalkaboutfavoritesubjectsandreasons.

2.TeachingDifficultPoints

Correctlyusing"because"toanswer"why"questionsandforminglogicalsentences.

Encouragingstudentstoovereshynessandactivelyparticipateinspeakingactivities.

Thisunitcentersonthethemeof"MyFavouriteSubject",whichishighlyconnectedtostudents'dailyschoollife.SectionA(1a1d)actsastheinitialpartoftheunit,withthepurposeofintroducingstudentstovocabularyaboutvarioussubjectsandbasicsentencepatternsforexpressingpreferencesandreasons.

1apresentsdifferentsubjectnamesthroughpictures,aidingstudentsinvisuallyrecognizingandmemorizingthem.1band1carelisteningandspeakingtasksthatallowstudentstopracticethelearnedvocabularyandsentencepatternsinrealmunicationsituations.1disapairworkactivitythatfurtherstrengthensstudents'abilitytodiscusstheirfavoritesubjectsandthereasonsbehindthem.Theentiresectiongraduallydevelopsstudents'languageskillsfromvocabularyrecognitiontopracticalmunication,establishingafirmbasisforthesubsequentlearningoftheunit.

Seventhgradestudentsareinaperiodofrapidlanguageacquisition.TheyhavesomebasicknowledgeofEnglish,includingsimplevocabularyandsentencepatternslearnedinprimaryschool.Theyarecuriousandenthusiasticaboutnewknowledge,andtopicsrelatedtotheirownlives,suchas"favouritesubjects",caneasilysparktheirinterest.

However,atthisstage,students'listeningandspeakingabilitiesstillneedimprovement.SomestudentsmayfeelshyorlackconfidencewhenspeakingEnglishinpublic.Intermsofgrammar,althoughtheyhaveabasicunderstandingofthesimplepresenttense,usingitcorrectlytoexpresspreferencesandreasonsmaybeabitchallenging.Additionally,whentryingtoexpressplexideas,theymayencounterdifficultiesinvocabularyandsentencestructure.

教学环节一Warmingup

Beginwithawarmgreeting:"Goodmorning,everyone!Howareyoutoday?"Waitforstudents'responsesandrespondpositivelytothem.Then,say,"Today,wearegoingtotalkaboutsomethingthatisabigpartofyourschoollife.Let'sstartwithsomepictures."

ShowaseriesofvividpicturesonthePPT.Thefirstpictureisaclassroomwithstudentsdrawingcolorfulpaintings,someholdingpaintbrushesandothersshowingtheirworks.Ask,"Lookatthispicture.Whatarethestudentsdoing?Canyouguessthesubject?"Letstudentsthinkforafewseconds,thenguidethemtosay"art".Thesecondpictureisagymwithstudentsplayingbasketball,running,anddoingexercises.Ask,"Whataboutthisplace?Whatsubjectdoyouthinkistaughthere?"Studentsmayanswer"PE".Continuewithpicturesofamusicroomwithpianosandstudentssinging,asciencelabwithtesttubesandmicroscopes,andahistoryclasswithateachershowingoldphotos.Foreachpicture,encouragestudentstoguessthesubjectinEnglish.Iftheyarestuck,givehints,suchas"Inthisclass,youlearnaboutnumbersandformulas"formaths.

Aftershowingallthepictures,say,"Greatjob,everyone!Youguessedmostofthesubjectscorrectly.Today,wearegoingtolearnmoreaboutthesesubjectsandtalkaboutourfavouriteones.Areyouready?"

教学环节二TeachingProcedures

Presentation

First,focusonsubjectvocabulary.Openthetextbookto1aandshowthepicturesonthescreen.Pointtothefirstpicture,whichisanartclass,andsay,"Thisisanartclass.Thesubjectis'art'."Write"art"ontheblackboard,pronounceitclearly/ɑːt/,andaskstudentstorepeatafteryou.Dothisthreetimes.Then,askastudent,"Canyoureadthisword,please?"Praisethestudentiftheyreaditcorrectly,suchas"Goodjob!"Ifnot,correcttheirpronunciationgently.

Moveontothenextpicture,whichisageographyclasswithamaponthewall.Say,"Thisisageographyclass.Thesubjectis'geography'."Write"geography"ontheboard,pronounceit/dʒiˈɒɡrəfi/,andhavestudentsrepeat.Explainbriefly,"Geographyisabouttheearth,countries,andmaps."Continuethiswayforallthesubjectsin1a:biology(mentionthatit'saboutlivingthingslikeplantsandanimals),history(aboutpasteventsandpeople),Chinese(ournativelanguage),maths(aboutnumbers,equations),IT(usingputers),music(singing,playinginstruments),English(thelanguagewearelearningnow),PE(physicalexercises).Foreachsubject,writethewordontheboard,practicepronunciation,andgiveasimpleexplanationtohelpstudentsunderstand.

Afterteachingallsubjectnames,doaquickreview.Pointtothewordsontheboardrandomlyandask,"What'sthis?"Studentsshouldanswerwiththesubjectname.

Next,introducedescriptiveadjectives.Holdupacolourfulartbookandsay,"Ilikeart.Ithinkartisinteresting.'Interesting'meansitmakesyouwanttoknowmoreordoit."Write"interesting"ontheboard.Then,takeamathstextbookandpretendtolookconfused,saying,"Mathsishardforme.'Hard'meansit'snoteasy."Write"hard".Continuewithotheradjectives:"Somestudentsthinkhistoryisboringbecausetheydon'tlikepastevents.'Boring'meansit'snotinteresting.""ITisusefulbecausewecanlearntouseputers.'Useful'meansithelpsyou.""PEisexcitingbecausewecanplaygames.'Exciting'meansitmakesyoufeelhappyandenergetic."Foreachadjective,writeitontheboard,explainitsmeaninginsimpleEnglish,andconnectittoasubject.

is...is...headjectivesbysayingasubjectandaskingstudentstochooseanadjective.Forexample,"Artis..."Studentsmaysay"interesting"."Mathsis..."Theymaysay"hard"or"useful".

Practice

Activity1:1aMatching.Askstudentstoopentheirtextbooksto1a.Say,"Now,lookatthepicturesin1aandthewordsinthebox.Matcheachpicturewiththecorrectsubjectname.Youhave3minutestodothis."Whilestudentsareworking,walkaroundtheclassroom.Ifastudentishavingtrouble,pointtothepictureandsay,"Whataretheydoinginthispicture?"tohelpthem.After3minutes,say,"Time'sup.Let'schecktheanswers.Whowantstotellmetheanswerforpicture1?"Callastudent.Iftheysay"art",say"Correct!Picture1matchesart."Dothisforallpictures,writingthenumbersandcorrespondingsubjectsontheboard.

Activity2:VocabularyRelay.Dividetheclassintotwoteams.Standatthefrontandholdupaflashcardwithasubjectoradjective.Thefirststudentineachteamhastosaytheword.Iftheysayitcorrectly,theirteamgetsapoint,andtheygototheendoftheline.Ifnot,theotherteamgetsachance.Forexample,holdup"biology"–studentssay"biology".Holdup"exciting"–studentssay"exciting".Keepthegamefastpacedtokeepstudentsengaged.Afterthegame,praisethewinningteamandencouragetheotherteam,saying,"Greateffortfrombothteams!Let'skeeppracticing."

is...s...s...entencePractice.Writethesentencepatternsontheboard:"What'syourfavouritesubject?""Myfavouritesubjectis...""Whydoyoulikeit?""Becauseit's...".Readthemaloudandhavestudentsrepeat.Then,askavolunteerstudent,"What'syourfavouritesubject,[name]?"Thestudentanswers,andthenyouask,"Whydoyoulikeit?"Helpthestudentanswerwith"Becauseit's...".Dothiswith34studentstomodelthesentences.

Listening

1bListening:Beforeplayingtherecording,showthepictureofEllaandPeteronthescreen.Say,"Lookatthesetwostudents,EllaandPeter.Theyaretalkingabouttheirfavouritesubjects.Let'slistentotheirconversationandfindoutwhatsubjectstheymention."

Playtherecordingforthefirsttime.Say,"Justlistencarefullyandtrytogetageneralidea."Afterthefirstplay,ask,"Whatsubjectsdidyouhear?Youcansayoneortwo."Writedownthesubjectsstudentsmentionontheboard,eveniftheyarenotsure.

Playtherecordingagain.Say,"Thistime,listenmorecarefully.Therearesomeblanksinyourbook(1b).Fillintheblankswiththesubjectsyouhear."Pausetherecordingaftereachsentenceifnecessarytogivestudentstimetowrite.

Afterthesecondplay,checktheanswers.Askastudenttoreadthepletedsentences.Ifthere'samistake,playthatpartoftherecordingagainandletstudentscorrectit.Forexample,ifastudentsays"maths"butthecorrectansweris"science",playthelineagainandask,"Whatdidshesay?'Science'or'maths'?"

1cListening:Explainthetask,"Now,wearegoingtolistentoanotherconversation.Thistime,youneedtocirclethesubjectsyouhearinthelistin1c."Showthelistonthescreen.

Playtherecordingonce.Say,"Circlethesubjectsasyouhearthem."Playitasecondtimetoletstudentschecktheiranswers.

Checktheanswersbyasking,"Whocantellmewhichsubjectstheycircled?"Haveastudentreadthecircledsubjects.Discussanydifferencesinanswersandplaytherelevantpartsoftherecordingtoconfirm.

Speaking

PairWork:Dividestudentsintopairs.Say,"Now,workwithyourpartner.Taketurnsaskingandansweringaboutyourfavouritesubjectsusingthesentenceswelearned.Youcanusethesubjectsandadjectiveswetalkedabout."Giveanexamplewithastudent:

Teacher:"What'syourfavouritesubject?"

Student:"Myfavouritesubjectismusic."

Teacher:"Whydoyoulikeit?"

Student:"Becauseit'sexciting.Ilikesinging."

Teacher:"That'sgreat.Nowyoutrywithyourpartner."

Walkaroundtheclassroomwhilestudentsaretalking.Listentotheirconversationsandofferhelp.Forexample,ifastudentsays,"IlikePEbecausefun",say,"Goodtry!Wecansay'Becauseit'sfun'."Ifapairisquiet,encouragethem,"eon,[studentA]and[studentB],youcandoit.Startwith'What'syourfavouritesubject?'".

GroupSharing:After10minutesofpairwork,ask45pairstoetothefrontandactouttheirconversations.Beforetheystart,say,"Whenyourclassmatesarespeaking,pleaselistencarefully.We'llgivethemabigroundofapplauseaftereachpair."

Aftereachpairfinishes,givepositivefeedback,suchas"Youspokeclearlyandusedthesentencescorrectly.Welldone!"or"Ilikeyourreasonforlikinghistory.Veryinteresting!"Encourageotherstudentstoment,"Doesanyonewanttosaysomethingabouttheirconversation?"

ExtensionActivity:Forstudentswhofinishquickly,askthemtotalkaboutasubjecttheydon'tlikeandwhy.Forexample,"Idon'tlikemathsbecauseit'shard."

Summary

Gatherstudents'attentionandsay,"Let'slookba