人教版七年级英语上册 Unit4 My Favourite Subject教案（9课时）

【新教材】人教版（2024）七年级上册英语Unit4MyFavourite

Subject教案

SectionAla-ld

课题SectionAla-ld

课型讲授听说课课时1总课时

ThisisacorelisteningandspeakinglessonofUnit4.Itpresentsvariousschool

教材分析subjectsandbasicdialoguepatternstoaskandansweraboutfavoritesubjects,layinga

foundationforstudents,topic-basedoralcommunication.

SeventhgradersarefamiliarwithdailyschoolsubjectsbutlackstandardEnglish

学情分析expressions.Theyareactiveinclassroominteractionyetmakemistakesinusingwhy

andbecauseinsimpleoraldialogues

Languagecompetence:Mastercoresubjectvocabularyandkeysentencepatternsto

askandansweraboutfavoritesubjectsandreasons.

Thinkingquality:Classifydifferentschoolsubjectsandformsimplelogicalthinking

核心素养

forexpressingpersonalpreferences.

（教学）

Culturalawareness:Developpositiveattitudestowardsdifferentsubjectsandbalanced

目标

learningconcepts.

Learningability:Improvelisteningcapturingskillsandbuildconfidencein

topic-basedoralEnglishpractice.

德育安全Loveallsubjects;maintainorderlyclassactivities.

教学重点Keypoints:Mastersubjectwordsandtargetdialoguestructures.Difficultpoints:Use

难点“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-in

TheteacherstartstheclasswithfriendlyEnglishgreetingstocreatearelaxed

learningatmosphere.Theteacherconductssimpledailyinteractionwithstudents,asking

themwhatclassestheyhaveeveryday.StudentsanswerinsimpleEnglishorbody

language.Theteacherguidesstudentstorecalldifferentlearningsubjectsatschooland

第1页共27页

cretilesasilualionalqueslion:whichsubjectdoyoulikebestandwhy.Thisaclivily

activatesstudents?\\feexperience,stimulatestheirlearninginterest,andnaturallyleads

studentstothenewtopicoffavoritesubjectsinthislesson.

Step2:Pre-listeningVocabularyTeaching

Theteacherdisplaysvividpicturesofvariousschoolsubjectsinla,includingmath,

English,history,scienceandmusic.Theteacherteachesthestandardpronunciation,

spellingandmeaningofeachwordonebyone,andemphasizeseasy-to-pronounce

mistakes.Studentspracticevocabularythroughdiversemethodssuchascollective

reading,groupreadingandindividualreadingtoconsolidatememorization.Afterthat,

studentsfinishthelapicture-wordmatchingtaskindependently.Theteacherchecks

answersinunisontoremovevocabularybarriersforsubsequentlisteningtraining.

Step3:While-listeningHierarchicalTraining

Theteachercarriesoutstandardizedlisteningtrainingforlband1ctasks.Before

playingtheaudio,theteacherclarifieslisteningrequirements,remindingstudentsto

focusonkeyinformationincludingcharacters5favoritesubjectsandsimplereasons.For

thefirstaudioplayback,studentslistentograspthegeneralideaoftheshortdialogues.

Forthesecondplayback,studentscompletematchingtaskscarefully.Afterlistening,the

teacheranalyzeskeylisteningclues,replayskeydialoguesegments,andguidesstudents

tosummarizeskillsofcapturingcoreinformationinpreferencedialoguesefficiently.

Step4:Post-listeningImitation&OralPractice

Basedonthelisteningmaterials,theteacherextractsanddisplayscoredialogue

sentencepatterns.Theteacherdemonstratesnaturalpronunciationandintonation,and

focusesonexplainingtheusageof“Whydoyoulike...?”and"Becauseit's...”.Students

imitatethestandardaudiorepeatedlytostandardizetheiroralexpression.Thenpair

interactivepracticeisorganized.Studentstaketurnstoaskandanswerabouttheir

favoritesubjectsandreasons.Theteacherpatrolstheclassroom,correctswrongsentence

structuresandinaccuratepronunciation,andencouragesshystudentstospeakbravelyin

public.

Step5:SituationalConsolidation&ValueGuidance

Theteachersystematicallysummarizesthenewvocabularyandcoredialogue

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pciLlernsletiniedinthislesson.CombinedwiththeIdactivity,a"MyFavoriteSubject

Show“situationalgameiscarriedout.Studentsactivelysharetheirfavoritesubjectsand

reasonsinEnglish.Duringtheactivity,moraleducationisinfiltrated.Theteacherguides

studentstounderstandeverysubjectisimportant,developabalancedlearningattitude,

andcherisheveryclassatschool.

Step6:Summary&LayeredHomework

Iheteacherandstudentsjointlyreviewthekeyknowledgeotthelesson,sortingout

subjectvocabularyandwhy-becausequestion-and-answerstructures.Theteacher

emphasizesthekeypointsoforalexpressionagaintodeepenstudents,memory.Layered

homeworkisassigned.Basichomework:Readandmemorizenewwordsandkey

dialoguesproficiently.Extendedhomework:Makethreeoriginaldialoguesaboutfavorite

subjects.TheteacherencouragesstudentstoapplyEnglishtoexpresspersonalideasin

dailystudy.

[BlackboardDesign]

Unit4MyFavouriteSubjectSectionAla-ld

KeySubjects:math,English,science,history,music

KeySentences:

一What'syourfhvoritesubject?

一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。

Moststudentsmastersubjectvocabularyandbasicquestion-and-answersentencesand

教takeanactivepartinlisteningandspeakingpractice.Theiroralconfidencehasimproved

学greatly.Afewstudentscannotuse“because”correctly.Futureteachingwillstrengthen

反targetedsentencedrillstoenhanceaccuracyandfluency.

思

第3页共27页

SectionAProiiuncialion

课题SectionAPronunciation

课型讲授听说课课时1总课时

Thispronunciationlessonfocusesonthestressrulesoftwo-syllableandmulti-syllable

教材分析subjectwords.Itguidesstudentstomasterconectwordstressandnaturalsentence

intonationfortalkingaboutfavoritesubjectsaccurately.

Seventhgradershavelearnedbasicsubjectvocabularyandpreferencedialogues.They

学情分析oftenpronouncewordswithflatstressandwrongaccents,leadingtounnaturaloral

expressionindailycommunication

Languagecompetence:Mastercorrectwordstressofschoolsubjectsandgraspnatural

sentenceintonationinrelateddialogues.

Thinkingquality:SummarizeEnglishwordstressrulesanddistinguishstandardand

核心素养

non-standardpronunciation.

（教学）

Culturalawareness:Developstandardandpoliteoralcommunicationhabitsin

目标

learningexchanges.

Learningability:Cultivateactiveimitationpracticeandautonomouspronunciation

correctionabilities.

德育安全Practiceearnestly;abidebyclassroomdisciplinesstrictly.

教学重点Keypoints:Masterstandardwordstressofmulti-syllablesubjectvocabulary.

难点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-in

TheteacherstartstheclasswithwarmEnglishgreetings.Studentsreviewunitcore

subjectvocabularyandpreferencedialoguesthroughcollectivereadingandindividual

reading.Theteacherobservesstudents*pronunciationproblemsduringreading,focusing

onwrongwordstressandstiffsentencetones.Theteacherpointsoutthatcorrectstress

andintonationarekeytofluentoralEnglish,leadingstudentstocarryouttargeted

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pronunciationtraininginthislessontoslaiidcirdizetheirtopicexpression.

Step2:PronunciationRuleExplanation

Theteacherdisplaystypicalmulti-syllablesubjectwordsincludingmusic,science,

historyandmath.Theteacherdemonstratesstandardwordstress,clearlymarking

stressedsyllablesandexplainingmouthshapeandtoneskills.Combinedwith

comparisonreadingofwrongandstandardpronunciation,theteachersummarizessimple

two-syllablewordstressrules.Besides,theteacherguidesstudentstomastergentle

sentenceintonationwhenaskingandansweringaboutfavoritesubjectstoavoidrigid

reading.

Step3:LayeredImitationDrills

Progressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.

Firstly,studentsfollowstandardaudiotoimitatewordstressrepeatedly.Theteacher

correctsindividualstudents'inaccuratestresspositionsintimeandhelpsthemfeelthe

rhythmofEnglishwords.Afterwordtraining,studentspracticetargetdialoguesin

groups.Theypayattentiontomatchingcorrectwordstresswithnaturalsentence

intonation,makingoralexpressionmoreauthenticandstandard.

Step4:SoundComparison&InteractiveConsolidation

Theteacherdesignssounddiscriminationactivitiestostrengthenstudents5

pronunciationability.Theteacherreadssubjectwordsanddialogueswithstandardand

wrongstressalternately,andstudentsjudgeandcorrecterrorsimmediately.Afiin“Stress

ReadingGamersorganized.Studentsdrawwordcardsandreadthemaloud,andthe

wholeclassevaluatestheirpronunciation.Thisinteractivemodeactivatesclassroom

atmosphereandconsolidatespronunciationruleseffectively.

Step5:SituationalPronunciationApplication

Theteacherintegratespronunciationtrainingintorealtopicscenarios.Students

conductpairdialoguestotalkabouttheirfavoritesubjects.Theystrictlypayattentionto

correctwordstressandnaturalsentencerhythmduringcommunication.Theteacher

patrolstogivetargetedguidanceandselectsexcellentstudentsfordemonstrationreading.

Meanwhile,theteacherguidesstudentstospeakEnglishconfidentlyandpolitelyand

developgoodorallearninghabits.

第5页共27页

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewkeywordstressrulesandsentence

intonationskillslearnedinthislesson,summarizingcommonpronunciationerrors.

Layeredhomeworkisassigned.Basichomework:Imitateaudiotopracticewordand

sentencepronunciationeveryday.Extendedhomework:Recordyourreadingofsubject

wordsandtargetdialogues.Theteacherencouragesstudentstoinsistondailyoral

practicetoimprovepronunciationsteadily.

[BlackboardDesign]

Unit4MyFavouriteSubjectPronunciation

Focus:WordStress&SentenceIntonation

StressWords:'music,'science,'history

SentenceTips:Naturaltone&properpause

Dialogue:—What'syourfavoritesubject?一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。

Moststudentsmasterbasicwordstressrulesandimprovesentenceintonationthrough

教

imitationandinteractivepractice.Classroomlearningenthusiasmishigh.Afewstudents

学

stillconfusestressedsyllables.Futureteachingwilladdmorecomparativedrillsto

反

strengthenpronunciationaccuracy.

思

SectionA2a-2e

课题SectionA2a-2e

课型讲授听说课课时1总课时

Thisintegratedlessonexpandssubjectadjectivesandcorewhy-becausesentence

教材分析structures.Itcombineslistening,readingandrole-playactivitiestoconsolidate

students*abilitytodescribefavoritesubjectsandspecificreasonsaccurately

Seventhgradershavemasteredbasicsubjectwordsandsimplepreferencedialogues.

学情分析Theycananswersimplequestionsbutfailtousediverseadjectivesandcomplete

sentencestoexpressdetailedreasonsflexibly

第6页共27页

Languageconipelence:Masterdescriptiveadjectivesforsubjects,proficientlygrasp

why-becauseinterrogativeanddeclarativestructures,andcompletefluentsituational

dialogues.

核心素养Thinkingquality:Sortoutlogicalrelationshipsbetweenpreferencesandreasonsto

（教学）formcompleteexpressivethinking.

目标Culturalawareness:Establishapositiveattitudetowardsallschoolsubjectsand

balancedlearning.

Learningability:Improvecomprehensivelistening,readingandoralexpression

abilitiesthroughcooperativelearning.

德育安全Valueeverysubject;keepsafeclassroominteraction

Keypoints:Masterdescriptiveadjectivesandcompletewhy-becausedialogue

教学重点

patterns.Difficultpoints:Usediversesentencestostatelearningpreferencesand

难点

reasonscoherently.

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-in

TheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewbasic

schoolsubjectvocabularyandsimplepreferencedialogueslearnedinla-Idthrough

collectivereadingandrandompairquestioning.Theteacherinvitesindividualstudentsto

brieflytalkabouttheirfavoritesubjectsinEnglish.Duringtheinteraction,theteacher

findsthatstudents5expressionsaretoosingleandlackdetailedreasons.Thentheteacher

leadsinthenewlesson,pointingoutthattoday'slearningwillhelpstudentsenrichtheir

languageandexpresscompleteanddiverseopinionsonfavoritesubjects.

Step2:Pre-learningNewVocabulary

Theteacherdisplayscoredescriptiveadjectivesin2a,includingfun,boring,easy,

difficultandcool.Theteacherdemonstratesstandardpronunciation,explainsthe

meaningsandapplicablescenariosofeachword,andmatchesthemwithcorresponding

subjectexamples.Studentscarryoutmulti-formreadingexercisestomemorizenew

wordsfirmly.Thenstudentsfinishthe2amatchingtaskindependentlytoconnect

第7页共27页

adjectiveswithsuitablesubjects.TheleacherchecksanswersunifoniilyLoeliniiikiie

languagebarriersforsubsequentlisteninganddialoguelearning.

Step3:While-listeningTaskTraining

Theleachercarriesouthierarchicallisteningtrainingfor2btasks.Beforeplayingthe

audio,theteacherclarifiesthelisteninggoal,requiringstudentstofocusonpeople's

favoritesubjectsandmatchingdescriptivereasons.Forthefirstaudioplayback,students

listentogetthemainideaofthedialogue.Forthesecondplayback,studentscomplete

blank-fillingandmatchingtaskscarefully.Afterlistening,theteacheranalyzeskey

listeninginformation,replayskeysegments,andguidesstudentstosummarizetheskills

ofcapturingpreferenceandreasoninformationquickly.

Step4:TextReading&Role-playPractice

Basedonthe2c-2edialoguetexts,theteacherconductsin-depthtextanalysis.

Studentsreadthedialoguessilentlyfirsttosortoutthecompletelogicalchainofasking

subjects,statingpreferencesandexplainingreasons.Thenimitativereadingiscarriedout

tostandardizestudents*pronunciationandintonation.Afterbeingfamiliarwiththetext,

pairrole-playactivitiesarelaunched.Studentstaketurnstoactasquestionersand

responderstosimulaterealcommunicationscenarios.Theteacherpatrolstheclassroom

tocorrectwrongsentencestructuresandsingleexpressionsintime.

Step5:SituationalConsolidation&EmotionalInfiltration

Theteachersystematicallysummarizesthenewadjectivesandcomplete

why-becausedialoguestructureslearnedinthislesson.A"MySubjectOpinion“sharing

activityisheld.Studentscombinetheirreallearningexperiencetotalkabouttheir

favoriteandleastfavoritesubjectswithcompletesentences.Meanwhile,moraleducation

isinfiltrated.Theteacherguidesstudentstounderstandeachsubjecthasitsvalue,

developabalancedlearningattitudeandtakeeverycourseseriously.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingout

descriptiveadjectivesandstandardquestion-and-answersentencestructures.Theteacher

emphasizesthelogicalmatchingofpreferencesandreasonsagain.Layeredhomeworkis

assigned.Basichomework:Readandrecite2a-2edialoguesproficiently.Extended

第8页共27页

honiework:Wrilefourcompletedialoguesaboutsubjectpreferencesandreasons.The

teacherencouragesstudentstousediversesentencestoexpresspersonalideas.

[BlackboardDesign]

Unit4MyFavouriteSubjectSectionA2a-2e

KeyAdjectives:fun,boring,easy,difficult,cool

KeySentences:

—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。

Moststudentsmasternewdescriptiveadjectivesandcompletewhy-becausedialogue

教

structures,andactivelyparticipateinrole-playactivities.Theirexpressiondiversityis

学

improved.Afewstudentshaveillogicalsentencecollocations.Futureteachingwill

反

strengthenlogicalsentencedrillstoenhanceexpressionaccuracy.

思

SectionAGrammarFocus

课题SectionAGrammarFocus

课型讲授听说课课时1总课时

Thisgrammarlessonfocusesonthecoresentencepatternsaboutfavoritesubjects.It

教材分析summarizestheusageofspecialquestionswithwhatandwhy,andbecausedeclarative

sentences,standardizingstudents*logicalexpressionofpersonallearningpreferences

Seventhgradershaveaccumulatedbasicsubjectwordsandsimpleoraldialogues.

学情分析However,theylacksystematicgrammarknowledgeandoftenmakemistakesin

sentencestructureandlogicalmatchingofquestionsandanswers

第9页共27页

Languageconipelence:Masterthestructureofwhatandwhyspecialquestionsand

becauseanswersentences,andusethemaccuratelytotalkaboutsubjectpreferences.

Thinkingquality:Inducegrammarrulesindependentlyandbuildlogicalthinkingof

核心素养

queslion-and-answerexpression.

（教学）

Culturalawareness:Formapositiveandbalancedlearningattitudetowardsallschool

目标

subjects.

Learningability:Developtheabilityofsummarizinggrammarrulesandcorrecting

practicalerrorsautonomously.

德育安全Valueallsubjects;maintainorderlyclassroomstudy

教学重点Keypoints:Graspthestructureofwhatandwhy-becausesentencepatterns.Difficult

难点points: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-in

TheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewunitcore

vocabularyincludingvariousschoolsubjectsanddescriptiveadjectivesthrough

collectivereadingandrandomquestioning.Theteacherorganizessimpleoralpairwork,

wherestudentsaskandanswerabouttheirfavoritesubjectsandreasonsfreely.During

theinteraction,theteacherrecordscommonproblems,suchasdisorderedsentenceorder

andwronguseofbecause.Theteacherclarifiesthatthislessonwillsystematicallysort

outrelevantgrammartostandardizestudents'oralandwrittenexpressions.

Step2:SentenceObservation&RuleInduction

TheteacherdisplaysallstandardsentencesinGrammarFocusonthescreen.Guided

byhierarchicalquestions,studentsobserveandcomparewhatquestionsforinquiring

favoritesubjectsandwhyquestionsforaskingreasons.Theteachersystematically

summarizesfixedsentencestructures,emphasizingsentenceorderandthematchingrule

ofwhyandbecause.Typicalexamplesentencesarecombinedtohelpstudentsdeeply

understandthatbecausecannotappearaloneinansweringquestions,consolidatingtheir

cognitionofgrammarnorms.

第10页共27页

Step3:TypicalErrorAnalysis

Theteacherlistscommongrammaticalerrorsinstudents'dailypractice,including

redundantbecauseusage,wrongquestionwordorderandmismatchedquestionand

answercontent.Studentsdiscussingroupstojudgesentencecorrectness,analyzeerror

causesandfinishindependentcorrection.Grouprepresentativessharetheiranalysis

results.Theteachersupplementskeydiscriminationskills,summarizescasy-to-mix

grammarpoints,andhelpsstudentsavoidrepeatedmistakesinpracticalapplication.

Step4:LayeredGrammarConsolidation

Progressivegrammarexercisesaredesignedforhierarchicaltraining.Basic

exercisescoversentencefillingandsentencematchingtoconsolidatebasicgrammar

structures.Advancedexercisesincludesentencerewriting,eirorcorrectionandsentence

making,requiringstudentstoflexiblyapplytargetgrammarrules.Theteacherpatrolsthe

classroomtocheckstudents'exercisecompletion,providesonc-on-oncguidancefor

underachievingstudents,andcorrectsuniversalerrorsinatimelyandunifiedmanner.

Step5:SituationalGrammarApplication

Theteacherintegratesgrammarknowledgeintoreallearningscenarios.Students

carryoutpairinteractivedrills,takingturnstoaskaboutpartners'favoritesubjectsand

reasonswithstandardsentencepatterns.Theyarerequiredtousecorrectgrammarand

logicalexpressions.Theteacherselectsoutstandingstudentstomakeclassroom

demonstrations,setsexamplesforthewholeclass,andinfiltratestheeducationalideaof

attachingimportancetoeverysubjectandbalancedlearning.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,

sortingoutwhatandwhy-becausesentencestructuresandapplicationrulesagain.Key

anddifficultknowledgeisemphasizedtodeepenstudents,memory.Layeredhomework

isassigned.Basichomework:Finishgrammarexercisesandsortouterrorexamples.

Extendedhomework:Writesixcompletequestion-and-answerdialoguesaboutsubject

preferences.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyin

dailyexpression.

第11页共27页

[BlackboardDesign]

Unit4MyFavouriteSubjectGrammarFocus

1.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。

Moststudentsmasterbasicwhatandwhy-becausesentencestructuresandcanfinish

教

basicgrammarexercisesaccurately.Theirgrammaticalawarenessissignificantlyimproved.

学

Afewstudentsstillmakemistakesinflexiblesentencecollocations.Futureteachingwill

反

increasesituationaldrillstostrengthenpracticalapplicationabilities.

思

SectionBla-ld

课题SectionBla-ld

课型讲授听说课课时1总课时

Thislisteningandspeakinglessonexpandstime-relatedexpressionsforschool

教材分析subjects.Itconsolidateswhy-becausesentencepatterns,enablingstudentstotalkabout

theirfavoritesubjects,learningtimeandpersonalfeelingsinintegratedoraldialogues.

Seventhgradershavemasteredbasicsubjectvocabularyandpreferencedialogues.

学情分析Theyhavesimpleoralskillsbutlacktimeexpressionwordsandfailtomakecomplete

andcoherentsubject-relatedconversationsflexibly.

第12页共27页

Languageconipelence:Masternewtinieadverbsandsubjectmatchingexpressions,

understandlisteningdialogues,andmakecompleteconversationsaboutsubjectsand

studytime.

核心素养Thinkingquality:Sortoutthelogicalrelationshipbetweensubjects,timeandpersonal

（教学）preferences.

目标Culturalawareness:Developreasonabletimemanagementawarenessandpositive

learningattitudes.

Learningability:Improvelisteninginformationcapturingabilityandsituationaloral

expressionskills.

德育安全Cherishstudytime;abidebyclassroomdisciplines.

Keypoints:Masternewtimeexpressionsandintegratedsubjectdialoguepatterns.

教学重点

Difficultpoints:Combinetimeandpreferencereasonstomakefluentandcomplete

难点

oraldialogues.

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-in

TheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroom

atmosphere.StudentsreviewcoreknowledgeofSectionA,includingschoolsubject

vocabulary,descriptiveadjectivesandwhy-bccauscquestion-and-answersentence

patterns.Theteacherorganizesquickpairdialoguesforstudentstosharetheirfavorite

subjectsandreasonsfreely.Combiningstudents5dailyschooltimetable,theteacherputs

forwardguidingquestionsaboutwhentheyhavedifferentsubjects,naturallyleading

studentstothenewlessonofcombiningsubjectswithtimeexpressions.

Step2:Pre-listeningVocabularyLearning

Theteacherdisplayscorenewtime-relatedwordsandphrasesinla,suchas

Monday,Tuesday,afternoonandfavoritetime.Theteacherteachesstandard

pronunciation,spellingandpracticalusageofeachexpression,andmatch