【新教材】人教版（2024）七年级上册英语Unit 4 My Favourite Subject教案（9课时）

第第页【新教材】人教版（2024）七年级上册英语Unit4MyFavouriteSubject教案SectionA1a-1d课题SectionA1a-1d课型讲授听说课课时1总课时教材分析ThisisacorelisteningandspeakinglessonofUnit4.Itpresentsvariousschoolsubjectsandbasicdialoguepatternstoaskandansweraboutfavoritesubjects,layingafoundationforstudents’topic-basedoralcommunication.学情分析SeventhgradersarefamiliarwithdailyschoolsubjectsbutlackstandardEnglishexpressions.Theyareactiveinclassroominteractionyetmakemistakesinusingwhyandbecauseinsimpleoraldialogues核心素养（教学）目标Languagecompetence:Mastercoresubjectvocabularyandkeysentencepatternstoaskandansweraboutfavoritesubjectsandreasons.Thinkingquality:Classifydifferentschoolsubjectsandformsimplelogicalthinkingforexpressingpersonalpreferences.Culturalawareness:Developpositiveattitudestowardsdifferentsubjectsandbalancedlearningconcepts.Learningability:Improvelisteningcapturingskillsandbuildconfidenceintopic-basedoralEnglishpractice.德育安全Loveallsubjects;maintainorderlyclassactivities.教学重点难点Keypoints:Mastersubjectwordsandtargetdialoguestructures.Difficultpoints:Use“why-because”sentencescorrectlytostatepreferencesfluently教法学法Audiolistening,situationaldialogue,imitationdrillsandpairwork教学准备Listeningaudio,PPTandsubjectwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithfriendlyEnglishgreetingstocreatearelaxedlearningatmosphere.Theteacherconductssimpledailyinteractionwithstudents,askingthemwhatclassestheyhaveeveryday.StudentsanswerinsimpleEnglishorbodylanguage.Theteacherguidesstudentstorecalldifferentlearningsubjectsatschoolandcreatesasituationalquestion:whichsubjectdoyoulikebestandwhy.Thisactivityactivatesstudents’lifeexperience,stimulatestheirlearninginterest,andnaturallyleadsstudentstothenewtopicoffavoritesubjectsinthislesson.Step2:Pre-listeningVocabularyTeachingTheteacherdisplaysvividpicturesofvariousschoolsubjectsin1a,includingmath,English,history,scienceandmusic.Theteacherteachesthestandardpronunciation,spellingandmeaningofeachwordonebyone,andemphasizeseasy-to-pronouncemistakes.Studentspracticevocabularythroughdiversemethodssuchascollectivereading,groupreadingandindividualreadingtoconsolidatememorization.Afterthat,studentsfinishthe1apicture-wordmatchingtaskindependently.Theteacherchecksanswersinunisontoremovevocabularybarriersforsubsequentlisteningtraining.Step3:While-listeningHierarchicalTrainingTheteachercarriesoutstandardizedlisteningtrainingfor1band1ctasks.Beforeplayingtheaudio,theteacherclarifieslisteningrequirements,remindingstudentstofocusonkeyinformationincludingcharacters’favoritesubjectsandsimplereasons.Forthefirstaudioplayback,studentslistentograspthegeneralideaoftheshortdialogues.Forthesecondplayback,studentscompletematchingtaskscarefully.Afterlistening,theteacheranalyzeskeylisteningclues,replayskeydialoguesegments,andguidesstudentstosummarizeskillsofcapturingcoreinformationinpreferencedialoguesefficiently.Step4:Post-listeningImitation&OralPracticeBasedonthelisteningmaterials,theteacherextractsanddisplayscoredialoguesentencepatterns.Theteacherdemonstratesnaturalpronunciationandintonation,andfocusesonexplainingtheusageof“Whydoyoulike...?”and“Becauseit’s...”.Studentsimitatethestandardaudiorepeatedlytostandardizetheiroralexpression.Thenpairinteractivepracticeisorganized.Studentstaketurnstoaskandanswerabouttheirfavoritesubjectsandreasons.Theteacherpatrolstheclassroom,correctswrongsentencestructuresandinaccuratepronunciation,andencouragesshystudentstospeakbravelyinpublic.Step5:SituationalConsolidation&ValueGuidanceTheteachersystematicallysummarizesthenewvocabularyandcoredialoguepatternslearnedinthislesson.Combinedwiththe1dactivity,a“MyFavoriteSubjectShow”situationalgameiscarriedout.StudentsactivelysharetheirfavoritesubjectsandreasonsinEnglish.Duringtheactivity,moraleducationisinfiltrated.Theteacherguidesstudentstounderstandeverysubjectisimportant,developabalancedlearningattitude,andcherisheveryclassatschool.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingoutsubjectvocabularyandwhy-becausequestion-and-answerstructures.Theteacheremphasizesthekeypointsoforalexpressionagaintodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Readandmemorizenewwordsandkeydialoguesproficiently.Extendedhomework:Makethreeoriginaldialoguesaboutfavoritesubjects.TheteacherencouragesstudentstoapplyEnglishtoexpresspersonalideasindailystudy.【BlackboardDesign】Unit4MyFavouriteSubjectSectionA1a-1dKeySubjects:math,English,science,history,musicKeySentences:—What’syourfavoritesubject?—Myfavoritesubjectis...—Whydoyoulikeit?—Becauseit’s...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmastersubjectvocabularyandbasicquestion-and-answersentencesandtakeanactivepartinlisteningandspeakingpractice.Theiroralconfidencehasimprovedgreatly.Afewstudentscannotuse“because”correctly.Futureteachingwillstrengthentargetedsentencedrillstoenhanceaccuracyandfluency.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationlessonfocusesonthestressrulesoftwo-syllableandmulti-syllablesubjectwords.Itguidesstudentstomastercorrectwordstressandnaturalsentenceintonationfortalkingaboutfavoritesubjectsaccurately.学情分析Seventhgradershavelearnedbasicsubjectvocabularyandpreferencedialogues.Theyoftenpronouncewordswithflatstressandwrongaccents,leadingtounnaturaloralexpressionindailycommunication核心素养（教学）目标Languagecompetence:Mastercorrectwordstressofschoolsubjectsandgraspnaturalsentenceintonationinrelateddialogues.Thinkingquality:SummarizeEnglishwordstressrulesanddistinguishstandardandnon-standardpronunciation.Culturalawareness:Developstandardandpoliteoralcommunicationhabitsinlearningexchanges.Learningability:Cultivateactiveimitationpracticeandautonomouspronunciationcorrectionabilities.德育安全Practiceearnestly;abidebyclassroomdisciplinesstrictly.教学重点难点Keypoints:Masterstandardwordstressofmulti-syllablesubjectvocabulary.Difficultpoints:Combinecorrectstresswithfluentandnaturalsentenceintonation.教法学法Audiodemonstration,comparativelistening,layeredimitationandgamepractice教学准备Standardaudio,PPTandpronunciationcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithwarmEnglishgreetings.Studentsreviewunitcoresubjectvocabularyandpreferencedialoguesthroughcollectivereadingandindividualreading.Theteacherobservesstudents’pronunciationproblemsduringreading,focusingonwrongwordstressandstiffsentencetones.TheteacherpointsoutthatcorrectstressandintonationarekeytofluentoralEnglish,leadingstudentstocarryouttargetedpronunciationtraininginthislessontostandardizetheirtopicexpression.Step2:PronunciationRuleExplanationTheteacherdisplaystypicalmulti-syllablesubjectwordsincludingmusic,science,historyandmath.Theteacherdemonstratesstandardwordstress,clearlymarkingstressedsyllablesandexplainingmouthshapeandtoneskills.Combinedwithcomparisonreadingofwrongandstandardpronunciation,theteachersummarizessimpletwo-syllablewordstressrules.Besides,theteacherguidesstudentstomastergentlesentenceintonationwhenaskingandansweringaboutfavoritesubjectstoavoidrigidreading.Step3:LayeredImitationDrillsProgressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.Firstly,studentsfollowstandardaudiotoimitatewordstressrepeatedly.Theteachercorrectsindividualstudents’inaccuratestresspositionsintimeandhelpsthemfeeltherhythmofEnglishwords.Afterwordtraining,studentspracticetargetdialoguesingroups.Theypayattentiontomatchingcorrectwordstresswithnaturalsentenceintonation,makingoralexpressionmoreauthenticandstandard.Step4:SoundComparison&InteractiveConsolidationTheteacherdesignssounddiscriminationactivitiestostrengthenstudents’pronunciationability.Theteacherreadssubjectwordsanddialogueswithstandardandwrongstressalternately,andstudentsjudgeandcorrecterrorsimmediately.Afun“StressReadingGame”isorganized.Studentsdrawwordcardsandreadthemaloud,andthewholeclassevaluatestheirpronunciation.Thisinteractivemodeactivatesclassroomatmosphereandconsolidatespronunciationruleseffectively.Step5:SituationalPronunciationApplicationTheteacherintegratespronunciationtrainingintorealtopicscenarios.Studentsconductpairdialoguestotalkabouttheirfavoritesubjects.Theystrictlypayattentiontocorrectwordstressandnaturalsentencerhythmduringcommunication.Theteacherpatrolstogivetargetedguidanceandselectsexcellentstudentsfordemonstrationreading.Meanwhile,theteacherguidesstudentstospeakEnglishconfidentlyandpolitelyanddevelopgoodorallearninghabits.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewkeywordstressrulesandsentenceintonationskillslearnedinthislesson,summarizingcommonpronunciationerrors.Layeredhomeworkisassigned.Basichomework:Imitateaudiotopracticewordandsentencepronunciationeveryday.Extendedhomework:Recordyourreadingofsubjectwordsandtargetdialogues.Theteacherencouragesstudentstoinsistondailyoralpracticetoimprovepronunciationsteadily.【BlackboardDesign】Unit4MyFavouriteSubjectPronunciationFocus:WordStress&SentenceIntonationStressWords:ˈmusic,ˈscience,ˈhistorySentenceTips:Naturaltone&properpauseDialogue:—What’syourfavoritesubject?—It’smusic.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterbasicwordstressrulesandimprovesentenceintonationthroughimitationandinteractivepractice.Classroomlearningenthusiasmishigh.Afewstudentsstillconfusestressedsyllables.Futureteachingwilladdmorecomparativedrillstostrengthenpronunciationaccuracy.SectionA2a-2e课题SectionA2a-2e课型讲授听说课课时1总课时教材分析Thisintegratedlessonexpandssubjectadjectivesandcorewhy-becausesentencestructures.Itcombineslistening,readingandrole-playactivitiestoconsolidatestudents’abilitytodescribefavoritesubjectsandspecificreasonsaccurately学情分析Seventhgradershavemasteredbasicsubjectwordsandsimplepreferencedialogues.Theycananswersimplequestionsbutfailtousediverseadjectivesandcompletesentencestoexpressdetailedreasonsflexibly核心素养（教学）目标Languagecompetence:Masterdescriptiveadjectivesforsubjects,proficientlygraspwhy-becauseinterrogativeanddeclarativestructures,andcompletefluentsituationaldialogues.Thinkingquality:Sortoutlogicalrelationshipsbetweenpreferencesandreasonstoformcompleteexpressivethinking.Culturalawareness:Establishapositiveattitudetowardsallschoolsubjectsandbalancedlearning.Learningability:Improvecomprehensivelistening,readingandoralexpressionabilitiesthroughcooperativelearning.德育安全Valueeverysubject;keepsafeclassroominteraction教学重点难点Keypoints:Masterdescriptiveadjectivesandcompletewhy-becausedialoguepatterns.Difficultpoints:Usediversesentencestostatelearningpreferencesandreasonscoherently.教法学法Task-basedteaching,role-play,groupcooperationandsummarydrills教学准备Teachingaudio,PPTandadjectivewordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewbasicschoolsubjectvocabularyandsimplepreferencedialogueslearnedin1a-1dthroughcollectivereadingandrandompairquestioning.TheteacherinvitesindividualstudentstobrieflytalkabouttheirfavoritesubjectsinEnglish.Duringtheinteraction,theteacherfindsthatstudents’expressionsaretoosingleandlackdetailedreasons.Thentheteacherleadsinthenewlesson,pointingoutthattoday’slearningwillhelpstudentsenrichtheirlanguageandexpresscompleteanddiverseopinionsonfavoritesubjects.Step2:Pre-learningNewVocabularyTheteacherdisplayscoredescriptiveadjectivesin2a,includingfun,boring,easy,difficultandcool.Theteacherdemonstratesstandardpronunciation,explainsthemeaningsandapplicablescenariosofeachword,andmatchesthemwithcorrespondingsubjectexamples.Studentscarryoutmulti-formreadingexercisestomemorizenewwordsfirmly.Thenstudentsfinishthe2amatchingtaskindependentlytoconnectadjectiveswithsuitablesubjects.Theteacherchecksanswersuniformlytoeliminatelanguagebarriersforsubsequentlisteninganddialoguelearning.Step3:While-listeningTaskTrainingTheteachercarriesouthierarchicallisteningtrainingfor2btasks.Beforeplayingtheaudio,theteacherclarifiesthelisteninggoal,requiringstudentstofocusonpeople’sfavoritesubjectsandmatchingdescriptivereasons.Forthefirstaudioplayback,studentslistentogetthemainideaofthedialogue.Forthesecondplayback,studentscompleteblank-fillingandmatchingtaskscarefully.Afterlistening,theteacheranalyzeskeylisteninginformation,replayskeysegments,andguidesstudentstosummarizetheskillsofcapturingpreferenceandreasoninformationquickly.Step4:TextReading&Role-playPracticeBasedonthe2c-2edialoguetexts,theteacherconductsin-depthtextanalysis.Studentsreadthedialoguessilentlyfirsttosortoutthecompletelogicalchainofaskingsubjects,statingpreferencesandexplainingreasons.Thenimitativereadingiscarriedouttostandardizestudents’pronunciationandintonation.Afterbeingfamiliarwiththetext,pairrole-playactivitiesarelaunched.Studentstaketurnstoactasquestionersandresponderstosimulaterealcommunicationscenarios.Theteacherpatrolstheclassroomtocorrectwrongsentencestructuresandsingleexpressionsintime.Step5:SituationalConsolidation&EmotionalInfiltrationTheteachersystematicallysummarizesthenewadjectivesandcompletewhy-becausedialoguestructureslearnedinthislesson.A“MySubjectOpinion”sharingactivityisheld.Studentscombinetheirreallearningexperiencetotalkabouttheirfavoriteandleastfavoritesubjectswithcompletesentences.Meanwhile,moraleducationisinfiltrated.Theteacherguidesstudentstounderstandeachsubjecthasitsvalue,developabalancedlearningattitudeandtakeeverycourseseriously.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingoutdescriptiveadjectivesandstandardquestion-and-answersentencestructures.Theteacheremphasizesthelogicalmatchingofpreferencesandreasonsagain.Layeredhomeworkisassigned.Basichomework:Readandrecite2a-2edialoguesproficiently.Extendedhomework:Writefourcompletedialoguesaboutsubjectpreferencesandreasons.Theteacherencouragesstudentstousediversesentencestoexpresspersonalideas.【BlackboardDesign】Unit4MyFavouriteSubjectSectionA2a-2eKeyAdjectives:fun,boring,easy,difficult,coolKeySentences:—Whydoyoulike...?—Becauseit’s...—Whydon’tyoulike...?—Becauseit’s...Ithinkallsubjectsareimportantforme.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasternewdescriptiveadjectivesandcompletewhy-becausedialoguestructures,andactivelyparticipateinrole-playactivities.Theirexpressiondiversityisimproved.Afewstudentshaveillogicalsentencecollocations.Futureteachingwillstrengthenlogicalsentencedrillstoenhanceexpressionaccuracy.SectionAGrammarFocus课题SectionAGrammarFocus课型讲授听说课课时1总课时教材分析Thisgrammarlessonfocusesonthecoresentencepatternsaboutfavoritesubjects.Itsummarizestheusageofspecialquestionswithwhatandwhy,andbecausedeclarativesentences,standardizingstudents’logicalexpressionofpersonallearningpreferences学情分析Seventhgradershaveaccumulatedbasicsubjectwordsandsimpleoraldialogues.However,theylacksystematicgrammarknowledgeandoftenmakemistakesinsentencestructureandlogicalmatchingofquestionsandanswers核心素养（教学）目标Languagecompetence:Masterthestructureofwhatandwhyspecialquestionsandbecauseanswersentences,andusethemaccuratelytotalkaboutsubjectpreferences.Thinkingquality:Inducegrammarrulesindependentlyandbuildlogicalthinkingofquestion-and-answerexpression.Culturalawareness:Formapositiveandbalancedlearningattitudetowardsallschoolsubjects.Learningability:Developtheabilityofsummarizinggrammarrulesandcorrectingpracticalerrorsautonomously.德育安全Valueallsubjects;maintainorderlyclassroomstudy教学重点难点Keypoints:Graspthestructureofwhatandwhy-becausesentencepatterns.Difficultpoints:Usegrammarrulesflexiblytomakeaccurateandlogicaldialogues教法学法Ruleinduction,caseanalysis,layeredexercisesanderrorcorrection教学准备GrammarPPTandtargetedexercisesheets教学过程设计复备栏Step1:Warming-up&GrammarLead-inTheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewunitcorevocabularyincludingvariousschoolsubjectsanddescriptiveadjectivesthroughcollectivereadingandrandomquestioning.Theteacherorganizessimpleoralpairwork,wherestudentsaskandanswerabouttheirfavoritesubjectsandreasonsfreely.Duringtheinteraction,theteacherrecordscommonproblems,suchasdisorderedsentenceorderandwronguseofbecause.Theteacherclarifiesthatthislessonwillsystematicallysortoutrelevantgrammartostandardizestudents’oralandwrittenexpressions.Step2:SentenceObservation&RuleInductionTheteacherdisplaysallstandardsentencesinGrammarFocusonthescreen.Guidedbyhierarchicalquestions,studentsobserveandcomparewhatquestionsforinquiringfavoritesubjectsandwhyquestionsforaskingreasons.Theteachersystematicallysummarizesfixedsentencestructures,emphasizingsentenceorderandthematchingruleofwhyandbecause.Typicalexamplesentencesarecombinedtohelpstudentsdeeplyunderstandthatbecausecannotappearaloneinansweringquestions,consolidatingtheircognitionofgrammarnorms.Step3:TypicalErrorAnalysisTheteacherlistscommongrammaticalerrorsinstudents’dailypractice,includingredundantbecauseusage,wrongquestionwordorderandmismatchedquestionandanswercontent.Studentsdiscussingroupstojudgesentencecorrectness,analyzeerrorcausesandfinishindependentcorrection.Grouprepresentativessharetheiranalysisresults.Theteachersupplementskeydiscriminationskills,summarizeseasy-to-mixgrammarpoints,andhelpsstudentsavoidrepeatedmistakesinpracticalapplication.Step4:LayeredGrammarConsolidationProgressivegrammarexercisesaredesignedforhierarchicaltraining.Basicexercisescoversentencefillingandsentencematchingtoconsolidatebasicgrammarstructures.Advancedexercisesincludesentencerewriting,errorcorrectionandsentencemaking,requiringstudentstoflexiblyapplytargetgrammarrules.Theteacherpatrolstheclassroomtocheckstudents’exercisecompletion,providesone-on-oneguidanceforunderachievingstudents,andcorrectsuniversalerrorsinatimelyandunifiedmanner.Step5:SituationalGrammarApplicationTheteacherintegratesgrammarknowledgeintoreallearningscenarios.Studentscarryoutpairinteractivedrills,takingturnstoaskaboutpartners’favoritesubjectsandreasonswithstandardsentencepatterns.Theyarerequiredtousecorrectgrammarandlogicalexpressions.Theteacherselectsoutstandingstudentstomakeclassroomdemonstrations,setsexamplesforthewholeclass,andinfiltratestheeducationalideaofattachingimportancetoeverysubjectandbalancedlearning.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,sortingoutwhatandwhy-becausesentencestructuresandapplicationrulesagain.Keyanddifficultknowledgeisemphasizedtodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Finishgrammarexercisesandsortouterrorexamples.Extendedhomework:Writesixcompletequestion-and-answerdialoguesaboutsubjectpreferences.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyindailyexpression.【BlackboardDesign】Unit4MyFavouriteSubjectGrammarFocus1.Whatquestions:What’syourfavoritesubject?Myfavoritesubjectis...2.Why&Because:Whydoyoulikeit?Becauseit’s+adjectives.GrammarTip:Answerwhyquestionswithbecause【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterbasicwhatandwhy-becausesentencestructuresandcanfinishbasicgrammarexercisesaccurately.Theirgrammaticalawarenessissignificantlyimproved.Afewstudentsstillmakemistakesinflexiblesentencecollocations.Futureteachingwillincreasesituationaldrillstostrengthenpracticalapplicationabilities.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thislisteningandspeakinglessonexpandstime-relatedexpressionsforschoolsubjects.Itconsolidateswhy-becausesentencepatterns,enablingstudentstotalkabouttheirfavoritesubjects,learningtimeandpersonalfeelingsinintegratedoraldialogues.学情分析Seventhgradershavemasteredbasicsubjectvocabularyandpreferencedialogues.Theyhavesimpleoralskillsbutlacktimeexpressionwordsandfailtomakecompleteandcoherentsubject-relatedconversationsflexibly.核心素养（教学）目标Languagecompetence:Masternewtimeadverbsandsubjectmatchingexpressions,understandlisteningdialogues,andmakecompleteconversationsaboutsubjectsandstudytime.Thinkingquality:Sortoutthelogicalrelationshipbetweensubjects,timeandpersonalpreferences.Culturalawareness:Developreasonabletimemanagementawarenessandpositivelearningattitudes.Learningability:Improvelisteninginformationcapturingabilityandsituationaloralexpressionskills.德育安全Cherishstudytime;abidebyclassroomdisciplines.教学重点难点Keypoints:Masternewtimeexpressionsandintegratedsubjectdialoguepatterns.Difficultpoints:Combinetimeandpreferencereasonstomakefluentandcompleteoraldialogues.教法学法Situationalteaching,audiolistening,imitationdrillsandpaircooperation教学准备Listeningaudio,PPTandwordflashcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroomatmosphere.StudentsreviewcoreknowledgeofSectionA,includingschoolsubjectvocabulary,descriptiveadjectivesandwhy-becausequestion-and-answersentencepatterns.Theteacherorganizesquickpairdialoguesforstudentstosharetheirfavoritesubjectsandreasonsfreely.Combiningstudents’dailyschooltimetable,theteacherputsforwardguidingquestionsaboutwhentheyhavedifferentsubjects,naturallyleadingstudentstothenewlessonofcombiningsubjectswithtimeexpressions.Step2:Pre-listeningVocabularyLearningTheteacherdisplayscorenewtime-relatedwordsandphrasesin1a,suchasMonday,Tuesday,afternoonandfavoritetime.Theteacherteachesstandardpronunciation,spellingandpracticalusageofeachexpression,andmatchesthemwithcorrespondingsubjectscenarios.Studentspracticevocabularythroughcollective,groupandindividualreadingtoconsolidatememorization.Afterthat,studentsfinishthe1amatchingtaskindependently.Theteacherchecksanswersuniformlytoeliminatevocabularybarriersforsubsequentlisteningtraining.Step3:While-listeningHierarchicalTrainingTheteachercarriesouthierarchicallisteningtrainingfor1band1ctasks.Beforeplayingtheaudio,theteacherclarifieslisteningtasks,remindingstudentstofocusonkeyinformationincludingstudents’favoritesubjects,correspondingstudytimeandpersonalreasons.Forthefirstaudioplayback,studentslistentograspthegeneraldialoguetheme.Forthesecondplayback,studentscompletematchinganddetailfillingtaskscarefully.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficultsegments,andsummarizeseffectivelisteningskillsforcomprehensivetopicdialogues.Step4:Post-listeningImitation&OralDrillsBasedonthelisteningdialogues,theteacherextractsandsortsoutcompleteintegratedsentencepatternscombiningsubjects,timeandpreferences.Studentsimitatethestandardaudiorepeatedlytocorrectpronunciationandintonation,andfeelthenaturalrhythmofdailyoralEnglish.Thenpairedinteractivepracticeiscarriedout.Studentstaketurnstoaskandansweraboutfavoritesubjects,classtimeandreasons.Theteacherpatrolsthewholeclassroom,correctswrongcollocationsandincoherentexpressionsintime,andencouragesshystudentstoparticipateinoralpracticebravely.Step5:SituationalConsolidation&ValueInfiltrationTheteachersystematicallysummarizesnewtimeexpressionsandcomprehensivedialoguestructureslearnedinthislesson.Combinedwiththe1dactivity,a“MyPerfectStudyTime”situationalsharingactivityisheld.Studentscombinetheirrealschooltimetabletomakeflexibleoraldialoguesandsharetheirfavoritestudytimeandsubjects.Meanwhile,moraleducationisinfiltratedtoguidestudentstocherishstudytime,arrangelearningreasonablyanddevelopgoodtimemanagementhabits.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingouttimevocabularyandcomprehensivesubjectdialoguerules.Theteacheremphasizesthekeypointsofflexiblelanguageapplicationinrealstudyscenarios.Layeredhomeworkisassigned.Basichomework:Readandmemorizenewwordsanddialoguesproficiently.Extendedhomework:Makefiveoriginaldialoguesaboutsubjectsandstudytime.TheteacherencouragesstudentstoapplyEnglishtodescribedailystudylifeactively.【BlackboardDesign】Unit4MyFavouriteSubjectSectionB1a-1dKeyTimeWords:Monday,Tuesday,morning,afternoonKeySentences:—Whendoyouhave...?—Ihave...on...It’smyfavorite.—Whydoyoulikeit?—Becauseit’s...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasternewtimeexpressionsandintegrateddialoguepatterns,andparticipateactivelyinlisteningandoralpr