Unit 4 My Favourite Subject-Section A 2a-2f 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 4 My Favourite Subject-Section A 2a-2f This section in Unit 4 of the Grade 7 English textbook (People's Education Press, 2024) mainly focuses on a conversation among three students - Emma, Meimei, and Binbin. The conversation takes place in the school corridor as they are on their way to class, with textbooks in hand. Through this dialogue, students will learn about different students' favorite subjects and the reasons behind their preferences. Emma likes history because she is interested in learning about the past. Meimei's favorite is English, considering it useful and her English teacher being really nice. Binbin likes all subjects but has a special preference for maths as he is good with numbers. The section also includes various exercises such as filling in the blanks while listening to the conversation, reading the conversation to complete a table, listening again to pay attention to word linkages, and role - playing the conversation. These activities are designed to improve students' listening, reading, speaking, and understanding skills related to the topic of favorite subjects. 教学目标 Students will be able to understand and master the key vocabulary in this section, including “past”, “number”, “reason”, “good with”, “help sb with”. They will be able to use the sentence patterns “Why do you like...?” and “Because it’s...” proficiently to express reasons for liking a certain subject. Students will learn and be able to recognize the usage of conjunctions “and” and “but” in the context of discussing subjects. 教学重难点 Key Points The key vocabulary and sentence patterns for expressing favorite subjects and reasons. The correct understanding and application of the content in the conversation, including information about different students' favorite subjects and the rationales. The usage of conjunctions “and” and “but” when talking about subjects. Difficult Points Helping students to use the sentence patterns “Why do you like...?” and “Because it’s...” flexibly and accurately in real - life communication, and avoiding common mistakes in grammar and expression. Teaching students to distinguish and correctly use the new vocabulary, especially the phrase “good with” and the abstract nouns “reason” and “number”. Making students aware of the natural word linkages (liaisons) in the conversation during listening and speaking, and being able to imitate them accurately. 1. Key Vocabulary past /pɑːst/n. 过去；昔日；往事 e.g. It is interesting to learn about the past. 了解过去很有趣。 number /ˈnʌmbə(r)/n. 数字；数 e.g. I am good with numbers. 我擅长处理数字。 reason /ˈriːzn/n. 原因；理由 e.g. What's the reason for your liking English? 你喜欢英语的原因是什么？ good with 善于应付…… 的；对…… 有办法 e.g. She is good with children. 她善于和孩子们打交道。 help sb with 帮助某人做某事 e.g. Can you help me with my maths? 你能帮我学数学吗？ 2. Key Sentence Patterns Why do you like...? 你为什么喜欢……？ Answer: Because it’s + adj. (fun/interesting/useful/exciting/important...) 因为它……（有趣 / 有意思 / 有用 / 令人兴奋 / 重要……） e.g. Why do you like PE? 你为什么喜欢体育？ Because it’s exciting. 因为它令人兴奋。 I am good with numbers. 我擅长处理数字。 Can you help me with this subject? 你能帮我学习这门学科吗？ 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show some pictures of different classrooms (maths classroom with number symbols, English classroom with English posters, etc.) on the PPT. Ask students to quickly say the corresponding subject names they see. T: “Boys and girls, look at the pictures carefully. What subject do you think it is related to? Raise your hands and tell me.” Encourage students to answer actively and review the subject vocabulary learned in the previous class. Step 2: Pre - listening (8 minutes) Present the pictures in 2a on the screen, which show the three students - Emma, Meimei, and Binbin. T: “Now, look at these three students. They are talking about their favorite subjects. Let's predict what they might say. First, look at Emma. What subject do you think she likes best? Why?” Divide students into pairs to discuss and make predictions. Then, invite some pairs to share their predictions with the whole class. After that, write some key words related to subject preferences and reasons on the blackboard, such as “interesting”, “useful”, “boring”, etc., to help students organize their thoughts. Step 3: Listening (10 minutes) Play the recording of 2a for the first time. Ask students to listen carefully and fill in the blanks with the words they hear. T: “Now, let's listen to the conversation. Try to fill in the blanks with the missing words. Pay attention to the key information about their favorite subjects and reasons.” After playing the recording, check the answers with the students. Play the recording of 2a again. This time, ask students to listen more carefully and underline the words that show the reasons why the students like their favorite subjects. T: “Listen again. Underline the words that explain why they like their favorite subjects.” After listening, have a brief discussion with students about the reasons mentioned in the conversation. Step 4: Reading (8 minutes) Let students read the conversation in 2b silently for a few minutes. T: “Read the conversation carefully. Then, complete the table according to the information in the conversation.” After students finish reading and filling in the table, ask them to check their answers with their partners. Invite several students to come to the blackboard and write down their answers in the table for everyone to see. Correct the mistakes if there are any. Explain some difficult sentences in the conversation, such as “It is interesting to learn about the past.”, and make sure students understand the meaning and the grammar structure (It is + adj. + to do sth.). Step 5: Pronunciation (5 minutes) Play the recording of 2c. Ask students to listen carefully and pay attention to the words that link together (liaisons). T: “Listen to the conversation again. Notice how the words are linked together when people speak. Try to imitate the pronunciation.” Play the recording sentence by sentence, and ask students to repeat after the recording, emphasizing the correct pronunciation of the linked words. Choose some sentences from the conversation and ask students to practice reading them in pairs, paying attention to the pronunciation and intonation, especially the word linkages. Invite some pairs to come to the front of the class and read the sentences, and give them some comments and praise. Step 6: Speaking (7 minutes) Divide students into groups of three. Each group member will play the role of Emma, Meimei, or Binbin, and role - play the conversation in 2d. T: “Now, it's your turn to role - play the conversation. Try to imitate the tone and intonation of the characters in the conversation.” Walk around the classroom to monitor the group activities, and offer help and guidance when necessary. After the role - playing, ask several groups to come to the front of the class and perform the conversation for the whole class. After each group's performance, ask other students to give some feedback, such as what they did well and what could be improved. Step 7: Summary (2 minutes) Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, and the usage of conjunctions. T: “Today, we have learned some new words like ‘past’, ‘number’, ‘reason’ and phrases such as ‘good with’, ‘help sb with’. We also learned how to use the sentence patterns ‘Why do you like...?’ and ‘Because it’s...’ to talk about our favorite subjects and reasons. And don't forget the usage of ‘and’ and ‘but’ when we describe our feelings about subjects.” Write the key points on the blackboard again for students to copy in their notebooks. Step 8: Homework (0 minutes, assigned at the end of class) Ask students to write a short passage about their favorite subject and the reasons, using at least five sentences. Encourage students to interview their parents or friends about their favorite subjects when they were at school and write down the information. 教学反思 After this class, overall, most students showed a high level of enthusiasm in class activities. They were actively involved in the prediction, listening, reading, speaking, and role - playing tasks. Through various activities, students have basically mastered the key vocabulary, sentence patterns, and the usage of conjunctions related to the topic of favorite subjects. However, there are still some aspects that need improvement. In the listening part, although most students could complete the listening tasks, a small number of students had difficulty catching the key information quickly. This may be due to their insufficient listening practice and relatively weak foundation in English listening. In future classes, more targeted listening training should be provided, such as gradually increasing the difficulty of listening materials and teaching students some listening skills, like how to predict the content before listening and how to take notes while listening. During the speaking activities, some students were a bit shy and not very confident when expressing themselves. Their language expressions were also relatively simple and lacked fluency. To solve this problem, more opportunities for oral practice should be created in class, such as group discussions, free talks, and English corners. At the same time, teachers should give more positive feedback and encouragement to boost students' confidence in speaking English. In terms of grammar teaching, although the usage of sentence patterns and conjunctions was explained, some students still made mistakes when using them in their own writing and speaking. It indicates that grammar teaching should be more closely integrated with real - life examples and practical exercises to help students better understand and apply grammar knowledge. In conclusion, this class has achieved certain teaching goals, but there is still room for improvement. In future teaching, teaching methods and strategies will be adjusted according to students' learning situations to continuously improve teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$