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

该初中英语教学设计聚焦“最喜欢的学科”主题，涵盖学科相关形容词（interesting, difficult）、核心句型（What's your favourite subject? My... because...）、短语（help... with...）及连读技巧。以“Subject Word Chain”游戏导入，复习学科名称并引出喜好原因，搭建旧知到新知的学习支架，衔接后续听读任务。 亮点在于多技能整合与核心素养落地，通过“听读提取信息—对话模仿—连读练习—小组分类采访”任务链，提升语言能力（如运用句型交流喜好），培养思维品质（学科分类讨论）和学习能力（合作采访并汇报）。活动设计具体可操作，学生在实践中综合提升听说读写，教师使用能高效推进课堂，夯实语言基础。

Unit 4 My Favourite Subject Section A 2a-2f 教学设计 It commences with a listening activity in 2a where students are required to fill in blanks based on the information they hear about people's favourite subjects and the reasons behind their choices. This is followed by reading materials in 2b - 2c. Students need to read dialogues and complete tasks such as filling in a table about the speakers' names, favourite subjects, and the corresponding reasons. The 2d part involves a more in - depth dialogue, which not only focuses on favourite subjects but also includes expressions of asking for help. In 2e, students are guided to identify and practice the liaison in the dialogue, making their spoken English more natural. Finally, in 2f, students carry out a group discussion and an interview activity. They classify school subjects and interview their classmates about their favourite subjects, then report the results. This section comprehensively integrates listening, reading, speaking, and writing skills, allowing students to use English to communicate about their favourite subjects in various ways. 教学目标 0. Students can accurately understand and extract key information about people's favourite subjects and reasons from listening materials, and complete relevant blank - filling tasks. For example, they can catch words like "interesting", "useful", "difficult" which are used to describe subjects. 0. Through reading dialogues, they are able to summarize information and complete forms about names, favourite subjects, and reasons. They can also understand and imitate the sentence patterns used in the dialogues, such as "What's your favourite subject?" "My favourite subject is... because...". 0. Be proficient in identifying and imitating the liaison in sentences, like "get up" /ɡet ʌp/, "what time" /wɒt taɪm/. They can use these liaison skills in their own spoken English to make it more fluent. 0. Students can actively participate in group discussions, classify school subjects reasonably, and use English to express their views on different subjects. In the interview activity, they can ask questions about favourite subjects correctly, record information, and write a simple interview report. 教学重难点 0. Listening and Reading Comprehension: Guide students to master the skills of listening for key information and reading for details in the context of favourite subjects. They should be able to accurately complete tasks related to filling in information about favourite subjects and reasons. 0. Sentence Patterns and Expressions: Enable students to skillfully use sentence patterns for asking about and expressing favourite subjects, as well as expressions for asking for help. For example, "Can you help me with...?" should be used correctly in real - life communication. 0. Liaison Skills: Teach students the rules of liaison in sentences and ensure they can identify and practice liaison in texts, improving the fluency of their spoken English. 0. Group Work and Interview: Guide students to actively participate in group work, complete subject classification tasks, and successfully carry out interviews, write reports, and communicate effectively in English. Key Vocabulary 0. Subject - related Adjectives: 9. interesting /ˈɪntrəstɪŋ/adj. 有趣的 (used to describe a subject that attracts one's attention and makes one feel interested) 9. difficult /ˈdɪfɪkəlt/adj. 困难的 (describing a subject that is not easy to learn or understand) 9. useful /ˈjuːsfl/adj. 有用的 (showing that a subject has practical value or can be applied in real life) 9. boring /ˈbɔːrɪŋ/adj. 没趣的；令人厌烦的 (indicating a subject that fails to arouse one's interest) 9. relaxing /rɪˈlæksɪŋ/adj. 轻松的 (used for a subject that makes one feel at ease while learning) 0. Other Key Words: 10. past /pɑːst/n. 过去 (often used in the context of history subject, e.g., learn about the past) 10. number /ˈnʌmbə(r)/n. 数字 (related to math subject, be good with numbers means being proficient in dealing with numbers) 10. reason /ˈriːzn/n. 原因 (used when explaining why one likes a certain subject, e.g., the reason why I like English) Phrases 0. learn about 了解 (e.g., learn about different cultures in history class) 0. how about …… 怎么样 (used to ask for opinions or make suggestions, e.g., How about your favourite subject?) 0. be good with 善于应付…… 的；对…… 有办法 (e.g., He is good with numbers, so he likes math.) 0. help... with... 帮助…… 做…… (e.g., Can you help me with my English homework?) 0. go to class 去上课 (e.g., We go to class from Monday to Friday.) 0. listen to 听 (e.g., listen to the teacher carefully in class) 教学过程 1. Warming - up (5 minutes) 0. Activity: Start with a quick “Subject Word Chain” game. The teacher begins by saying a subject, like “English”. Then, a student has to say a different subject starting with the last letter of “English”, for example, “history”. The next student continues with a subject starting with the last letter of “history”, like “geography”. This activity should be fast - paced and fun. After the game, ask students, “So, which subject from our word chain do you like the most and why? Just give a short reason, like ‘I like English because I can sing English songs’.” 0. Purpose: This warm - up not only reviews subject names quickly but also gets students thinking about their favourite subjects and reasons, preparing them for the following learning content. It also creates an active and engaging classroom atmosphere. 1. Listening (7 minutes) 0. 2a Task: First, show the picture in 2a to students. Ask them to look at the picture carefully and predict who the people in the picture are and what they might be talking about. Then, play the recording for 2a. Instruct students to listen carefully and fill in the blanks with the words they hear. After the first play, play the recording one more time for students to check and complete their answers. Finally, go through the answers together, asking students to read out the completed sentences. 0. Purpose: The prediction activity helps students activate their prior knowledge and get a better understanding of the listening context. The listening task trains their ability to listen for specific information related to favourite subjects and reasons, which is an important language skill. 2. Reading (10 minutes) 0. 2b - 2c Reading: Distribute printed copies of the dialogues in 2b - 2c to students. First, let students read the dialogues silently for 1 - 2 minutes to get a general idea. Then, ask them to read the dialogues again and complete the table in 2c. They need to find out the names of the speakers, their favourite subjects, and the reasons. Walk around the classroom to provide guidance and answer students' questions. After students finish, ask several of them to share their completed tables with the class, and check the answers together. 0. 2d In - depth Reading: Present the dialogue in 2d on the blackboard or through a projector. Read the dialogue aloud first, emphasizing the intonation and liaison. Then, explain the new words and expressions, such as “be good with” and “help... with...”. Let students read the dialogue in pairs, trying to imitate the intonation. After that, ask some pairs to come to the front of the class and act out the dialogue. 0. Purpose: The reading activities improve students' reading comprehension skills. By completing the table, they learn to extract key information from texts. Acting out the dialogue helps them better understand the language in context and improves their speaking skills as well. 3. Liaison Practice (5 minutes) 0. 2e Liaison: Write some sentences from the dialogues on the blackboard, highlighting the parts where liaison occurs, like “get up” /ɡet ʌp/, “look at” /lʊk æt/. Explain the liaison rules briefly again. Then, let students read these sentences aloud in pairs, focusing on the liaison. Walk around to listen to their reading and correct any mistakes. After that, choose some students to read the sentences in front of the class, and let the rest of the class listen carefully to check if the liaison is correct. 0. Purpose: This part helps students master the liaison skills, which is crucial for making their spoken English more natural and fluent. 4. Group Work and Reporting (8 minutes) 0. 2f Group Activity: Divide students into groups of 4 - 5. In each group, distribute a set of cards with different school subjects written on them. First, ask students to classify these subjects into different categories, such as “interesting subjects”, “difficult subjects”, “useful subjects” according to their own opinions. Then, each student in the group has to interview the others about their favourite subjects and the reasons. They need to record the information on a piece of paper. 0. Reporting: After the interview, each group selects a representative to report the group's classification results and the interview findings to the whole class. The representative stands in front of the class and presents the information, while other group members can add supplementary explanations if needed. 0. Purpose: The group work encourages students to communicate effectively in a group, express their opinions, and listen to others. The reporting activity improves their ability to organize and present information in English. 5. Summary (2 minutes) 0. Summary: Briefly summarize the key points of this class, including important vocabulary about subject - related adjectives, new phrases like “be good with” and “help... with...”, sentence patterns for asking about and expressing favourite subjects, and the rules of liaison. Emphasize that students should keep practicing these in their daily English learning. 0. Purpose: The summary helps students review and consolidate what they have learned in this short 35 - minute class, strengthening their memory of key knowledge. 学科网（北京）股份有限公司 $$