Unit 4 My Favourite Subject-Section B 2a-2b 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 B 2a-2b This lesson from Section B 2a - 2b of Unit 4 “My Favourite Subject” in the 2024 PEP English textbook for Grade 7 mainly consists of two parts. The first part is a reading activity, presenting two posts from an online message board. The first post is from Mike Davis, a student from Canada. In his post, he shares information such as where he is from, the courses he studies, his favourite subject, the reasons for his preference, and his future plans. At the end of his post, he leaves a question, expecting replies from others. The second post is a reply from Wu Binbin, a Chinese student. Wu Binbin introduces his nationality, the courses he has this term, his love for math and the reasons behind it, and finally expresses his expectations and visions for the future. The second part of this lesson is a writing exercise. Students are required to summarize sentence structures and then reply to the posts on the message board, applying what they have learned. 教学目标 Students will be able to understand and master new words and phrases related to this part, such as “AM”, “PM”, “French”, “excellent”, “instrument”, “singer”, “future”, “in the future”, “term”, “work out” etc. Students can learn and use sentence patterns to describe their favourite subjects and reasons, like “My favourite subject is... because...” and “I want to be... in the future”. 教学重难点 1. Teaching Key Points Mastery of new words, phrases and key sentence patterns related to expressing favourite subjects and reasons. Ability to accurately understand the main idea and key details of the reading material, and complete relevant reading tasks. Using the learned sentence patterns and vocabulary to write a simple and clear reply post about personal favourite subjects. 2. Teaching Difficult Points Helping students understand and correctly use different reasons to describe their favourite subjects, and make their expressions logical and diverse. Guiding students to overcome difficulties in writing, such as grammar errors, unclear organization of ideas, and making their writing more native - like. Cultivating students' ability to think critically and express their unique views on subject preferences during the reading and writing process. 1. New Words and Phrases AM: /ˌeɪ ˈem/ the morning hours, from midnight to noon. For example, “We have a math class at 9:00 AM.” PM: /ˌpiː ˈem/ the afternoon and evening hours, from noon to midnight. For example, “I usually do my homework at 7:00 PM.” French: /frentʃ/ the language of France. For example, “She is learning French at school.” excellent: /ˈeksələnt/ extremely good. For example, “Our English teacher is excellent.” instrument: /ˈɪnstrəmənt/ a tool or device used for a particular purpose, especially for making music. For example, “He can play many musical instruments, like the guitar and piano.” singer: /ˈsɪŋə(r)/ a person who sings, especially professionally. For example, “Her dream is to become a famous singer.” future: /ˈfjuːtʃə(r)/ the time that is going to come. For example, “I'm looking forward to my future.” in the future: at a time that will happen later. For example, “I want to travel around the world in the future.” term: /tɜːm/ a fixed period of time, especially in a school year. For example, “We have many activities this term.” work out: /ˈwɜːk aʊt/ to find the answer to a problem by thinking or calculating. For example, “Can you work out this math problem?” 2. Key Sentence Patterns My favourite subject is... because... (e.g., My favourite subject is music because it's fun and makes me happy.) I want to be... in the future. (e.g., I want to be a scientist in the future.) 教学过程 1. Lead - in (5 minutes) Greet the students and start a free talk. T: “Hello, class! Today, I want to ask you a question. What time do you usually start your first class in the morning? And what time do you finish school in the afternoon?” Let several students answer the questions, and then introduce the new words “AM” and “PM”. Write “AM” and “PM” on the blackboard, and give some more examples: “The English class starts at 8:30 AM. We play basketball on the playground at 4:00 PM.” Then, continue the talk: “We have many subjects at school. What's your favourite subject? Why do you like it?” Invite some students to share their ideas, which can review the knowledge learned in previous classes and lead in to the new lesson topic. 2. Pre - reading (10 minutes) Activity 1: Word Introduction Present the new words “French”, “excellent”, “instrument”, “singer”, “future”, “term”, “work out” on the PPT one by one. Use pictures, short videos or real - life examples to help students understand the meanings. For “French”, show a picture of the Eiffel Tower in France and say, “This is France. People in France speak French. Do you want to learn French?” For “instrument”, play a short video of a band playing different musical instruments like guitars, drums and pianos, and ask students, “What instruments can you see in the video?” After introducing each word, let students read the words aloud several times to practice pronunciation. Activity 2: Prediction Show the students the title of the reading material “Message Board: My Favourite Subject” and the pictures related to the two posters (if there are any in the textbook). T: “Look at the title and these pictures. What do you think we will read about? Who might write these posts? What subjects might they talk about?” Divide the students into small groups of 4 - 5 to discuss these questions for 2 - 3 minutes. Then, ask some groups to share their predictions. This activity can arouse students' curiosity and prepare them for the following reading. 3. While - reading (15 minutes) Activity 1: Fast Reading Let students read the two posts on the message board quickly. Set a time limit of 2 - 3 minutes. After reading, ask students to answer the following two questions: Q1: Who are the two posters? (Answer: Mike Davis from Canada and Wu Binbin from China.) Q2: What are their favourite subjects? (Answer: Mike's favourite subject is music. Wu Binbin's favourite subject is math.) Check the answers with the whole class and ask students to find the relevant sentences in the text to support their answers. This activity can help students get the main idea of the reading material quickly. Activity 2: Careful Reading Let students read the posts again carefully. This time, ask them to complete a form on the PPT or handout. The form can include the following columns: Name, Nationality, Favourite Subject, Reasons for Liking the Subject, Future Plan. Walk around the classroom to monitor students' reading and filling - in progress. After they finish, ask several students to come to the front of the classroom and fill in the form on the blackboard or PPT. Check the answers together and explain some difficult sentences in the text. For example, “Our music teacher is excellent. She lets us play all kinds of interesting instruments.” Explain the meaning of “excellent” and the structure “let sb. do sth.” Activity 3: Analyze the Structure and Logic Guide students to analyze the structure of the two posts. Point out that both posts follow a similar structure: first introduce where they are from, then talk about the subjects they have, next explain their favourite subject and the reasons, and finally mention their future plans. Analyze the reasons given by Mike and Wu Binbin for their favourite subjects. Help students understand how to describe reasons from different aspects, such as the nature of the subject (fun, magic), personal advantages (good with numbers), and the influence of the teacher (excellent teacher). 4. Post - reading (10 minutes) Activity 1: Retelling Divide the students into pairs. Ask one student in each pair to retell Mike's post, and the other to retell Wu Binbin's post. They can refer to the form they filled in during careful reading. Walk around to listen to their retelling and give necessary guidance and encouragement. After that, invite several pairs to show their retelling in front of the class. Activity 2: Group Discussion Pose a discussion question: “If you were to reply to Mike's post, what would you write? What's your favourite subject and why?” Divide the students into groups of 4 - 6 to discuss this question. Each group needs to choose a representative to write down the main points of their discussion. After 3 - 4 minutes of discussion, ask each group's representative to share their group's ideas with the whole class. Encourage other students to ask questions or make comments. This activity can help students internalize the knowledge they have learned and prepare them for the writing task. 5. Writing (5 minutes) Activity 1: Sentence Pattern Summary Write some key sentence patterns on the blackboard, such as “I'm from... This term, I have... My favourite subject is... I like it because... In the future, I want to be...” Explain the usage of these sentence patterns again and give some examples. Activity 2: Writing Practice Ask students to write a reply post on the message board according to their group discussion. They need to use the learned sentence patterns and new words. Set a time limit of 5 minutes. Walk around the classroom to provide individual guidance, helping students correct grammar errors and improve the organization of their writing. After students finish writing, ask them to exchange their writing with their deskmates and make some simple comments on each other's work, such as “I like your reason for liking this subject. It's very interesting.” or “There is a small grammar mistake here. You can correct it like this...” 教学反思 After this class, generally, students have shown a high level of enthusiasm in class participation. Through various pre - reading, while - reading and post - reading activities, most students can understand the main idea and key details of the reading material, and master the new words, phrases and sentence patterns. In the writing practice, most students can use the learned sentence patterns to write a simple reply post. However, there are still some areas that need improvement. Some students have difficulty in using different ways to describe the reasons for their favourite subjects. Their expressions are relatively single. In future teaching, more examples and practice on describing reasons can be provided to enrich students' language expressions. During the writing process, a small number of students still make some basic grammar mistakes, such as incorrect verb forms. It is necessary to strengthen grammar teaching in combination with writing practice in the following classes. In group discussions, a few students are less active and do not fully participate. In future group activities, more attention should be paid to these students, encouraging them to express their opinions and ensuring that every student can benefit from group cooperation. Overall, this class has achieved most of the teaching goals, but continuous improvement and adjustment of teaching methods and strategies are still needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$