Unit 4 My Favourite Subject Section A 1a-1d 教学设计2025-2026学年人教版（2024）七年级英语上册

本文围绕七年级英语Unit 4 My Favourite Subject - Section A - 1a - 1d展开，聚焦学科词汇、描述性形容词及相关句型。承接学生已有基础，为后续单元学习奠基，呼应校园生活主题。通过词汇教学、听说练习等环节，渗透语言、文化、思维及学习能力等核心素养。 该设计亮点在于多样的互动活动，如词汇接力、小组对话等。从学生层面看，提升语言运用能力；从教师角度，提供清晰授课流程；课堂效果上，增强互动，突破 “because” 正确使用等难点。

Unit 4 My Favourite Subject-Section A-1a-1d Students will be able to master the English names of common school subjects, such as art, geography, biology, history, Chinese, maths, IT, music, English, and PE. Students can learn and use adjectives to describe subjects, like boring, useful, exciting, hard, and interesting. Students will understand and be able to use sentence patterns for asking and answering about favorite subjects and reasons, such as "What's your favourite subject?", "My favourite subject is...", "Why do you like it?", "Because it's...". 1. Teaching Key Points Mastery of subject - related vocabulary and descriptive adjectives. Proficiency in using sentence patterns to talk about favorite subjects and reasons. 2. Teaching Difficult Points Correctly using "because" to answer "why" questions and forming logical sentences. Encouraging students to overcome shyness and actively participate in speaking activities. This unit centers on the theme of "My Favourite Subject", which is highly connected to students' daily school life. Section A (1a - 1d) acts as the initial part of the unit, with the purpose of introducing students to vocabulary about various subjects and basic sentence patterns for expressing preferences and reasons. 1a presents different subject names through pictures, aiding students in visually recognizing and memorizing them. 1b and 1c are listening and speaking tasks that allow students to practice the learned vocabulary and sentence patterns in real communication situations. 1d is a pair - work activity that further strengthens students' ability to discuss their favorite subjects and the reasons behind them. The entire section gradually develops students' language skills from vocabulary recognition to practical communication, establishing a firm basis for the subsequent learning of the unit. Seventh - grade students are in a period of rapid language acquisition. They have some basic knowledge of English, including simple vocabulary and sentence patterns learned in primary school. They are curious and enthusiastic about new knowledge, and topics related to their own lives, such as "favourite subjects", can easily spark their interest. However, at this stage, students' listening and speaking abilities still need improvement. Some students may feel shy or lack confidence when speaking English in public. In terms of grammar, although they have a basic understanding of the simple present tense, using it correctly to express preferences and reasons may be a bit challenging. Additionally, when trying to express complex ideas, they may encounter difficulties in vocabulary and sentence structure. 教学环节一 Warming - up Begin with a warm greeting: "Good morning, everyone! How are you today?" Wait for students' responses and respond positively to them. Then, say, "Today, we are going to talk about something that is a big part of your school life. Let's start with some pictures." Show a series of vivid pictures on the PPT. The first picture is a classroom with students drawing colorful paintings, some holding paintbrushes and others showing their works. Ask, "Look at this picture. What are the students doing? Can you guess the subject?" Let students think for a few seconds, then guide them to say "art". The second picture is a gym with students playing basketball, running, and doing exercises. Ask, "What about this place? What subject do you think is taught here?" Students may answer "PE". Continue with pictures of a music room with pianos and students singing, a science lab with test tubes and microscopes, and a history class with a teacher showing old photos. For each picture, encourage students to guess the subject in English. If they are stuck, give hints, such as "In this class, you learn about numbers and formulas" for maths. After showing all the pictures, say, "Great job, everyone! You guessed most of the subjects correctly. Today, we are going to learn more about these subjects and talk about our favourite ones. Are you ready?" 教学环节二 Teaching Procedures Presentation First, focus on subject vocabulary. Open the textbook to 1a and show the pictures on the screen. Point to the first picture, which is an art class, and say, "This is an art class. The subject is 'art'." Write "art" on the blackboard, pronounce it clearly /ɑːt/, and ask students to repeat after you. Do this three times. Then, ask a student, "Can you read this word, please?" Praise the student if they read it correctly, such as "Good job!" If not, correct their pronunciation gently. Move on to the next picture, which is a geography class with a map on the wall. Say, "This is a geography class. The subject is 'geography'." Write "geography" on the board, pronounce it /dʒiˈɒɡrəfi/, and have students repeat. Explain briefly, "Geography is about the earth, countries, and maps." Continue this way for all the subjects in 1a: biology (mention that it's about living things like plants and animals), history (about past events and people), Chinese (our native language), maths (about numbers, equations), IT (using computers), music (singing, playing instruments), English (the language we are learning now), PE (physical exercises). For each subject, write the word on the board, practice pronunciation, and give a simple explanation to help students understand. After teaching all subject names, do a quick review. Point to the words on the board randomly and ask, "What's this?" Students should answer with the subject name. Next, introduce descriptive adjectives. Hold up a colourful art book and say, "I like art. I think art is interesting. 'Interesting' means it makes you want to know more or do it." Write "interesting" on the board. Then, take a maths textbook and pretend to look confused, saying, "Maths is hard for me. 'Hard' means it's not easy." Write "hard". Continue with other adjectives: "Some students think history is boring because they don't like past events. 'Boring' means it's not interesting." "IT is useful because we can learn to use computers. 'Useful' means it helps you." "PE is exciting because we can play games. 'Exciting' means it makes you feel happy and energetic." For each adjective, write it on the board, explain its meaning in simple English, and connect it to a subject. Practice the adjectives by saying a subject and asking students to choose an adjective. For example, "Art is..." Students may say "interesting". "Maths is..." They may say "hard" or "useful". Practice Activity 1: 1a Matching. Ask students to open their textbooks to 1a. Say, "Now, look at the pictures in 1a and the words in the box. Match each picture with the correct subject name. You have 3 minutes to do this." While students are working, walk around the classroom. If a student is having trouble, point to the picture and say, "What are they doing in this picture?" to help them. After 3 minutes, say, "Time's up. Let's check the answers. Who wants to tell me the answer for picture 1?" Call a student. If they say "art", say "Correct! Picture 1 matches art." Do this for all pictures, writing the numbers and corresponding subjects on the board. Activity 2: Vocabulary Relay. Divide the class into two teams. Stand at the front and hold up a flashcard with a subject or adjective. The first student in each team has to say the word. If they say it correctly, their team gets a point, and they go to the end of the line. If not, the other team gets a chance. For example, hold up "biology" – students say "biology". Hold up "exciting" – students say "exciting". Keep the game fast - paced to keep students engaged. After the game, praise the winning team and encourage the other team, saying, "Great effort from both teams! Let's keep practicing." Activity 3: Sentence Practice. Write the sentence patterns on the board: "What's your favourite subject?" "My favourite subject is..." "Why do you like it?" "Because it's...". Read them aloud and have students repeat. Then, ask a volunteer student, "What's your favourite subject, [name]?" The student answers, and then you ask, "Why do you like it?" Help the student answer with "Because it's...". Do this with 3 - 4 students to model the sentences. Listening 1b Listening: Before playing the recording, show the picture of Ella and Peter on the screen. Say, "Look at these two students, Ella and Peter. They are talking about their favourite subjects. Let's listen to their conversation and find out what subjects they mention." Play the recording for the first time. Say, "Just listen carefully and try to get a general idea." After the first play, ask, "What subjects did you hear? You can say one or two." Write down the subjects students mention on the board, even if they are not sure. Play the recording again. Say, "This time, listen more carefully. There are some blanks in your book (1b). Fill in the blanks with the subjects you hear." Pause the recording after each sentence if necessary to give students time to write. After the second play, check the answers. Ask a student to read the completed sentences. If there's a mistake, play that part of the recording again and let students correct it. For example, if a student says "maths" but the correct answer is "science", play the line again and ask, "What did she say? 'Science' or 'maths'?" 1c Listening: Explain the task, "Now, we are going to listen to another conversation. This time, you need to circle the subjects you hear in the list in 1c." Show the list on the screen. Play the recording once. Say, "Circle the subjects as you hear them." Play it a second time to let students check their answers. Check the answers by asking, "Who can tell me which subjects they circled?" Have a student read the circled subjects. Discuss any differences in answers and play the relevant parts of the recording to confirm. Speaking Pair Work: Divide students into pairs. Say, "Now, work with your partner. Take turns asking and answering about your favourite subjects using the sentences we learned. You can use the subjects and adjectives we talked about." Give an example with a student: Teacher: "What's your favourite subject?" Student: "My favourite subject is music." Teacher: "Why do you like it?" Student: "Because it's exciting. I like singing." Teacher: "That's great. Now you try with your partner." Walk around the classroom while students are talking. Listen to their conversations and offer help. For example, if a student says, "I like PE because fun", say, "Good try! We can say 'Because it's fun'." If a pair is quiet, encourage them, "Come on, [student A] and [student B], you can do it. Start with 'What's your favourite subject?'". Group Sharing: After 10 minutes of pair work, ask 4 - 5 pairs to come to the front and act out their conversations. Before they start, say, "When your classmates are speaking, please listen carefully. We'll give them a big round of applause after each pair." After each pair finishes, give positive feedback, such as "You spoke clearly and used the sentences correctly. Well done!" or "I like your reason for liking history. Very interesting!" Encourage other students to comment, "Does anyone want to say something about their conversation?" Extension Activity: For students who finish quickly, ask them to talk about a subject they don't like and why. For example, "I don't like maths because it's hard." Summary Gather students' attention and say, "Let's look back at what we learned today." Point to the subject words on the board and ask, "Who can read these subjects for us?" Call a student to read them. Then, point to the adjectives and ask, "What adjectives did we learn to describe subjects?" Students list them. Finally, point to the sentence patterns and say, "What questions can we ask to know someone's favourite subject?" Students say, "What's your favourite subject?" "Why do you like it?" "And how do we answer?" Students respond with the answer sentences. Say, "Excellent! You all did a great job today. Remember to use these words and sentences when you talk about subjects with your friends." Homework "First, I want you to make a list of your three favourite subjects. For each subject, write at least three sentences to explain why you like it. For example, 'My favourite subject is art. I like art because it's interesting. I can draw pictures in art class. My art teacher is very kind.' "Second, when you go home, ask your parents or brothers/sisters about their favourite subjects when they were at school. Write down their answers, including the subjects and reasons. We will share these in our next class, so make sure to ask clearly." "Okay, that's all for today. Class is over. Goodbye, everyone!" 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$