Unit 4单元备课教学设计 2025-2026学年人教版英语七年级上册

英语学科单元概览 单元名称 Unit 4 备课时间 2025.11.4 单元总课时 7 主备人 参备人签名 一、单元目标设计的依据 1. 课程标准 本单元主要围绕学科学习这一主题展开。该主题与课标要求的“人与自我”主题范畴中的“多彩、安全、有意义的学校生活”和“自我认识、自我管理、自我提升”子主题密切相关。本单元通过创设真实的校园生活情境，展示了学生日常的学习与生活，让学生通过谈论在校学习的科目、各自最喜爱的学科及其原因，互相交流对不同学科的认识，反思自己的学习状态，理解不同学科的育人作用，进而学会采取有效方法解决学习中遇到的问题。 2. 教材解读 本单元是七年级上册核心交际单元，承接前3单元日常问候与基础句型，聚焦“学科偏好”主题，以“词汇—句型—语法—听说—读写”为逻辑主线，核心内容涵盖学科词汇、原因与时间表达、特殊疑问句用法，是夯实学生基础交际能力、衔接后续话题学习的关键单元，注重语言在真实情境中的运用。 3. 学情分析 学生已掌握26个字母、基础问候语及简单名词，具备初步英语听说能力，但词汇量有限，句型运用不够灵活，语法意识薄弱；对“学科”话题熟悉且兴趣浓厚，适合通过情境互动、游戏竞赛、任务驱动等方式提升语言运用能力，需强化基础词汇与句型的反复操练。 二、单元学习目标 1. 通过谈论学校所学科目和自己最喜爱的学科，准确说出对不同学科的描述，谈论喜欢的学科及原因，形成对学科的兴趣和表达能力。 2. 通过识别网络平台发帖的信息特点并回复别人的发帖，清晰阐述自己喜爱某门学科的原因，形成信息素养和表达能力。 3. 通过正确使用and、but、because等连词连接句子中的不同成分或两个句子，使表达逻辑更清晰、语言更加连贯和流畅，形成逻辑思维和表达能力。 4 通过了解不同国家初中阶段课程设置的情况，比较所设科目的差别，形成对不同教育体系的认知和比较能力。 5. 通过探究不同学科的特点，理解它们不同的学科价值和育人作用，有意识地培养自己对各学科的兴趣，形成对学科价值的理解和兴趣培养能力。 三、单元评估任务 情境任务创设 核心情境：学校将举办“Favorite Subject Sharing Fair（最喜欢的学科分享会）”，要求学生以个人或小组形式参与展示，向同学介绍自己喜爱的学科、喜欢的原因、上课时间及学习感受，需制作简单展示海报或PPT辅助表达。 评价方式与细则 评价维度 评价标准 评价方式 知识掌握 学科词汇、星期词汇运用准确，核心句型无语法错误，动词三单形式使用规范 纸笔测试（单元卷）+成果词汇句型核查 能力运用 口头展示流畅自然，能回应同学提问；书面短文结构完整、信息齐全，符合词数要求 课堂观察+口头展示评分+书面短文评分 素养发展 小组合作积极主动，表达自信大方，能尊重他人观点，体现基本跨文化认知 小组互评+教师综合评级 成果质量 展示材料（海报/PPT）主题鲜明、图文并茂，内容贴合单元核心知识 成果 评分表（按准确性、完整性、创新性打分） X年级xx学科第x单元单元起始课教学设计 课题名称 课型 备课时间 主备教师 课时学习目标 （栏目说明：呈现这一课时的学习目标，主语是学生，具体明确，可观察，可操作，可检测，课时目标指标化。每条目标按“通过……(过程与方法)，得到说出/理解/掌握/制作/形成……（结果），形成……(素养)”的方式表述。最少是前两步表述） 课时评估任务 学习过程 （包括课堂导入、2——4个任务或环节、课堂小结、布置作业等） 板书设计 教后反思 课时教学设计 课题名称 Uni4 Period 1 课型 听说课 备课时间 2025.11.5 主备教师 课时学习目标 1. 通过听说活动，学生能够说出不同学科的英文名称以及用于描述这些学科的形容词，形成对学科词汇的理解与运用能力。 2. 通过听力活动，学生能够获取对话中的关键信息，理解对话中两个学生各自喜欢的学科及其原因，形成对信息的提取与理解能力。 3. 通过跟读听力材料，学生能够关注并初步感知连词 and、but、because 的表意功能，理解它们在句子中的作用，形成对语法结构的理解与运用能力。 4. 通过与同伴的交流活动，学生能够谈论对不同学科的喜好并简单说明原因，形成口语表达与交流能力。 5.通过听辨与模仿活动，学生能够正确听辨并朗读双元音音素 /eɪ/、/aɪ/、/ɔɪ/、/əʊ/、/aʊ/、/ɪə/、/eə/、/ʊə/ 以及含有这些音素的单词，形成对语音的听辨与模仿能力。 课时评估任务 1.通过1a，1d，检测学生是否掌握不同学科的名称以及能否用合适的形容词来描述这些学科。 2.通过1b,1c，以及设计的听后问题检测学生是否能从听力活动中提取关键信息。 3.通过听后跟读及pair work，检测学生是否能初步理解并运用连词and，but,because。 4.通过pair work检测学生是否能谈论对不同学科的喜好及原因。 5.通过pronunciation 1,2检测学生是否能正确朗读含有双元音的单词。 学习过程 Step 1 Lead-in Look at the picture in the opening page.Answer the given questions. (1) What class are the students having in the photo? (2) What do you think of this subject? (3) What’s your favorite subject? (4) What other subjects do you know? Step 2 Work on 1a Step 3 Pre-listening Predict what Ella and Peter will talk about in 1b and 1c before listening. Have Ss figure out the following two tasks. Step 4 While-listening 1.Listen to 1b. Check the answers. 2.Listen to 1c. Check the answers like this. Eg.Ella doesn’t like ...because it’s... 3.What other adjectives about feelings can you think of besides the words given in 1c? Are these feelings good or bad? What do you think of each subject? Step 5 Post-listening 1.Answer the following questions after listening. Conversation 1 (1) What day is it today? (2) Does Ella like today? Why? (3) What’s the relationship between Ella and Fu Xing? Are they classmates? Conversation 2 (1) How many classes does Peter mention? What are they? (2) What’s the relationship between Peter and Ms Gao? (3) What’s Ms Gao’s attitude towards all subjects? 2.Listen and repeat. Have Ss pay attention to the pronunciation,tone and the coloured words Step 6 Pair work Talk about your favorite subject at school and why you like it with your partner. eg.A:What’s your favourite subject? B:My favourite subject is ... A:Why do you like . B:Because it’s ... Step 7 Pronunciation Read the following sentence aloud. Pay attention to the coloured syllables. • My favorite subject is Chinese because it’s exciting. Review how to sound diphthong (双元音). Listen and repeat. Read and practice. Step 8 Homework Record the following information. Send it to your English teacher. • Your favourite subject and the reason; • Your least favourite subject and the reason. Hello, Ms / Mr _______. My name is ______. My favourite subject is _______ because it’s ________. I don’t like _________ because it’s _______. But I think I will try my best to learn it because I know every subject is important. 板书设计 Unit 4 My Favorite Subject Section A Why do you like this subject? --What’s your favorite subject? --My favorite subject is Chinese/art/biology/English... --Why do you like it? --Because it is fun/interesting.. ...don’t/doesn’t like Chinese/art /biology/English because it is boring/hard... /aɪ/ /eɪ/ /əʊ/ /ɔɪ/... 教后反思 课时教学设计 课题名称 Uni4 Period 2 课型 听说课 备课时间 2025.11.5 主备教师 课时学习目标 1.通过观察图片细节，学生能够推测出对话语境及人物活动，形成一定的细节推理及预测能力。 2.通过听力活动与完成表格，学生能够获取文本关键信息，理解对话中人物喜欢的学科及其原因，形成对信息的提取与理解能力。 3.通过听力活动，学生能够发现其中的连读现象，在连贯、流畅的语流中正确使用连读，形成对语音的听辨与理解能力； 4.通过语言操练与角色扮演，学生能够就不同学科发表自己的看法，理解不同学科的价值，形成一定的语言沟通能力。 课时评估任务 1.通过2a检测学生是否掌握预测图片信息以及能否从听力活动中获取关键信息的能力。 2.通过2b检测学生是否能从对话中提取关键信息。 3.通过听后跟读及pair work，检测学生是否能发现对话中的连读现象，在连贯流畅的语流中正确使用连读。 4.通过2d检测学生对不同学科的看法。 5.通过2e、2f检测学生能否正确谈论对不同学科的看法。 学习过程 Step 1 Lead-in 1.The teacher asks： What’s your next class? Is it your favorite subject?Why or why not?” What’s your favorite subject?Why? 2.Then the teacher introduce the topic: Now we're going to listen to a conversation between Binbin, Emma, and Meimei. Let's find out what their favourite subjects are. Step 2:Pre-listening Show the picture from 2a and ask questions: 1.Who are they? 2.Where are they? 3.What are they doing? 4.What are they talking about? Students make predictions based on the picture. Step 3:While-listening Students read the dialogue silently and predict the missing words. Play the recording twice. Students complete the blanks with: interesting, useful, difficult. Check answers in pairs, then as a class. Role-play the dialogue to reinforce comprehension. Step 4:Post-listening Students read the dialogue again and complete the table in 2b: Favourite subjects and reasons for Binbin, Emma, and Meimei. Teacher asks comprehension questions: What does “past” mean? What words do they use to give reasons? Step 5:Pronunciation Practice Teacher models linking sounds: What’s your next class? It’s interesting to learn about the past. Students listen and repeat and practice in pairs with highlighted phrases. Step 6:Speaking Practice Students interview two classmates using 2e worksheet: What’s your favourite subject? Why do you like it? What other subjects do you like? Students prepare a short report using 2f sentence patterns. The teacher asks some volunteers to share their reports with the class. Step 7:Homework Write a short introduction about yourself. It should include: your favourite subject; the reasons; other subjects you like; the subject you need help with. 板书设计 Unit 4 My Favorite Subject Section A Why do you like this subject?(2a-2f) Emma’s favorite subject is history,because it is interesting. Meimei’s favourite subject is English,because it is useful and Meimei’s English teacher is very nice. 教后反思 课时教学设计 课题名称 Unit 4 My Favourite Subject – Lesson 3 Grammar Focus 课型 备课时间 主备教师 课时学习目标 1. Students will be able to understand and summarize the functions and usages of conjunctions and, but, and because (coordination, contrast, cause-effect). 2. Students will be able to correctly use and, but, and because to connect clauses/sentences with logical coherence. 3. Students will be able to appropriately use and, but, and because in the context of "favorite school subjects" for natural oral/written expression. 课时评估任务 1. Formative In-class Assessment: Observe students' performance in Activity 3b (sentence-matching) and 3c (passage cloze) to evaluate their accuracy in using conjunctions; assess their participation in the Activity 3d group survey to check if they can flexibly apply conjunctions in oral communication. 2. Summative Post-class Assessment: Review students’ written homework (paragraph writing) to confirm whether they can integrate and, but, and because into coherent written expression. 学习过程 Step 1: Warm-up & Lead-in (5 mins) 1. Review the unit topic “My Favourite Subject” by asking open questions: “What’s your favorite subject? Do you like it because it’s fun?” 2. Invite 2-3 students to share answers, and supplement responses with target conjunctions (e.g., “She likes art and music. He likes math, but it’s difficult.”) to implicitly introduce the grammar focus. Step 2: Grammar Exploration (12 mins) 1. Guide students to read and analyze the example sentences in Activity 3a (e.g., “I like Monday because I have P.E. and history.”). 2. Collaborate with students to summarize the usages of and, but, because and organize them into a clear table (to be written on the blackboard later). 3. Explain key points: and connects similar elements (words/phrases/clauses of the same level), but shows a turning relationship between two parts, and because is followed by a clause explaining the reason. Use simple language to ensure students understand the logical differences. Step 3: Grammar Practice (15 mins) 1. Activity 3b (Sentence Matching): Provide two columns of clauses (e.g., Column A: “I like math” / Column B: “it’s difficult”), ask students to choose and, but, or because to connect them. After students finish independently, check answers as a class and ask volunteers to explain their choices to strengthen understanding of logical relations. 2. Activity 3c (Passage Cloze): Distribute a short passage about “a student’s favorite school day” with blanks (e.g., “I like Thursday ____ I have music ____ art, ____ the classes end early.”). Students read and fill in the blanks in pairs, then the teacher leads a class discussion to analyze how context helps determine the correct conjunction. Step 4: Grammar Application (10 mins) 1. Group Survey (Activity 3d): Divide students into groups of 4. Each group gets a survey sheet with prompt sentences (e.g., “____ is my favorite day because…” / “I like ____ and ____.” / “I like ____, but ____.”). Students take turns interviewing peers about their favorite school days and subjects, using the prompts and target conjunctions to record answers. 2. Class Sharing: Invite 1-2 representatives from each group to share the survey results (e.g., “Li Ming’s favorite day is Friday because he has P.E. and art, but he doesn’t like Monday because he has math.”). The teacher gives feedback on the correct use of conjunctions. Step 5: Summary (3 mins) 1. Review the usages of and, but, because with the help of the table on the blackboard, and remind students of common mistakes (e.g., using because to connect non-reason content, mixing up and and but). 2. Conclude by linking back to the unit topic: “These conjunctions can help us better talk about our favorite subjects and reasons, making our expressions clearer and more logical.” 4. Homework Write a 50-word paragraph titled “My Favorite Subject”. Require using at least two of the conjunctions (and, but, because) to explain why they like the subject, and ensure the logic is smooth and the sentences are complete. 板书设计 Unit 4 Grammar Focus: Conjunctions (and, but, because) 1. Conjunction Rules 1.1 and: Meaning (和；而且), Function (connects similar elements), Example (I like English and music.) 1.2 but: Meaning (但是), Function (shows contrast), Example (I like science, but it’s hard.) 1.3 because: Meaning (因为), Function (explains reason, followed by a clause), Example (I like PE because it’s relaxing.) 2. Survey Prompt Sentences 2.1 My favorite day is ____ because… 2.2 I like ____ and ____. 2.3 I like ____, but ____. 教后反思 课时教学设计 课题名称 Unit 4 My Favourite Subject - Lesson 4 Section B 1a–1d 课型 备课时间 主备教师 课时学习目标 1. Students will be able to identify the text type of an online message board and use a chart to organize the main information from the text. 2. Students will be able to initially apply skimming and scanning reading strategies to extract detailed information from the text. 3. Students will be able to further accumulate expressions related to describing favorite subjects, articulate their preferences and reasons from multiple aspects, and appreciate the significance and importance of learning different subjects. 课时评估任务 1. Students will be able to describe their school timetable and understand the learning value of different subjects. 2. Students will be able to express their favorite subjects and the reasons in English. 学习过程 1. Warm-up & Lead-in Students complete the chart in activity 1a based on their daily school timetable and then discuss in groups to check the accuracy of subject names.This activity is designed to activate students' prior knowledge and experience, laying a vocabulary foundation for the subsequent reading tasks. 2. Predicting Text Content and Genre Students quickly skim the text for specific information,including the poster's name, avatar, username, the post's date and time, the emojis and speech bubble below the posts, and the last sentence of the first post. Based on this, they identify the genre of the text and predict its main content and each poster's favorite subject. This step aims to cultivate students' observational and inferential skills through skimming, encouraging them to make predictions before detailed reading. 3. Reading for Detailed Information & Comprehension This stage consists of a series of integrated activities to facilitate a deep understanding of the text: · Students skim the main body of the text to underline all school subjects each student has and answer guiding questions (e.g., common subjects, study schedules, differing subjects, cultural reason for French). This initial scan helps them locate key information. · Students then read each post carefully. They identify Mike Davis's and Wu Binbin's favorite subjects and reasons, filling this information into structured charts. Guided by the teacher, they categorize these reasons into broader aspects (e.g., The class, The teacher, Future job). · Students engage with deeper comprehension questions about the posters' feelings (e.g., How does Mike feel about music?) and participate in a group discussion expressing their own preference for music or maths and justifying their choice, followed by class sharing. The purpose of this stage is multifaceted: to develop reading strategies (skimming, scanning, using graphic organizers), to enhance information comprehension, to broaden cultural horizons by discussing contextual differences, and to enable personal connection and language use transfer by having students apply the learned expressions to express their own opinions. 4. Consolidation & Output Preparation Students listen to the text recording and read aloud,imitating the posters' tone, pronunciation, and intonation. Subsequently, using the completed charts (serving as mind maps) and the content learned, they choose one post to attempt a clear and complete retelling, presenting it to the class. This stage is designed to help students internalize the target language through listening and imitation, and to strengthen their understanding and oral fluency through the retelling task, thereby preparing them for the final written output. Homework Students write down their reasons for liking a particular subject,based on the text structure encountered in the lesson. This assignment aims to solidify learning by transferring oral expression and comprehension into written form, laying the groundwork for further writing practice. 板书设计 教后反思 课时教学设计 课题名称 Unit 4 My Favourite Subject - Lesson 5 Section B 2a-2b 课型 writing 备课时间 主备教师 李雨溪 课时学习目标 1. Identify the structure of an online message about favorite subjects and organize personal information using a mind map. 2. Master conjunctions (and,but,because) and apply them to connect ideas logically in writing. 3. Write a complete, grammatically correct English message to introduce personal favorite subjects and reasons, developing confidence in self-expression. 课时评估任务 1. Complete a personal mind map with comprehensive information . 2. Produce a coherent message that meets content, structure, language, and handwriting standards. 3. Participate in peer review and revise writing effectively. 学习过程 Step 1. Warm-Up & Lead-In (5 mins) Students share their daily school subjects in small groups, activating prior vocabulary and experience. The teacher presents Mike’s online post. Students skim to find key info (country, courses, favorite subject, reasons) and discuss: “What does Mike want to know from others?” to set the writing context. Step 2. Model Analysis & Language Input (10 mins) Students finish Binbin’s mind map together, and try to retell Binbin’s post according to the mind map. Then work in pairs to summarize the writing framework: Country → subjects this term → Favorite subject → Reasons (subject features, personal ability, class content, teacher, future job). The teacher guides the class to extract key sentence patterns and write them on the board: I’m from... This term, I have subjects like ... My favorite subject is... I like it because... / I’m good with ... My maths teacher is ... I want to be... in the future. Students practice using conjunctions (and, but, because) with simple examples in pairs to ensure understanding. Step 3. Brainstorming & Outline Building Students complete their own mind maps individually, filling in details for each section (country, courses, ability, subject features, etc.). Each student presents their mind map, and peers offer suggestions to enrich content. The teacher walks around to provide guidance, ensuring students’ information is complete and logically organized. Step 4. Writing Practice Students write an 80-word message using their mind maps and key patterns. Reference template: “I'm from.... This term, I have..., and.... My favorite subject is.... I like it because.... In the class,...” Writing standards: Content: Cover all required information. Structure: Use conjunctions to connect ideas. Language: No spelling or grammar mistakes. Handwriting: Neat and clear. Step 5. Peer Review & Revision (5 mins) Students receive peer review forms. They check each other’s work based on the standards, mark mistakes, and give 1 improvement suggestion. Students revise their messages independently using peer feedback. The teacher offers support to students who need extra help. Step 6. Sharing & Summary 2-3 students volunteer to read their revised messages aloud. The class and teacher praise strengths and offer gentle corrections. The teacher summarizes the key points: writing structure, key句型, and the importance of logical connection. Encourage students to value personal expression. Homework Polish your message and post it on the message board. 板书设计 Unit 4 My favourite subject Section B 2a-2b writing Country I’m from... Courses This term, I have subjects like ... Favorite Subject My favorite subject is... Reasons I like it because... / I’m good with ... Teacher My xxx teacher is ... Future Job I want to be... in the future. Conjunctions: and (connect equivalents) / but (show contrast) / because (state reasons) 教后反思 七年级英语学科第四单元单元总结课教学设计 课题名称 Unit 4: My Favourite Subject – Review Lesson 课型 备课时间 主备教师 课时学习目标 1. Name and spell key school subjects in English. 2. Use adjectives to describe subjects and give reasons for their preferences. 3. Use conjunctions and, but, and because correctly in speaking and writing. 4. Write a short paragraph about their favourite subject using the target language. 课时评估任务 Students will design a personalized weekly timetable and present it to the class, explaining: 1.Which subjects they like 2.Why they like them (using adjectives and conjunctions) 3.What they learn from these subjects 学习过程 Step 1. Warm-up: Subject Guessing Game (5 mins) 1.Show pictures or clues related to subjects (e.g., a globe for geography, numbers for maths). 2.Students guess the subject and spell it. 3.Review: maths, history, biology, geography, IT, music, art, PE, Chinese, English, French, science. Step 2. Vocabulary Review: Word Map (10 mins) 1.Write “School Subjects” in the center of the board. 2.Students brainstorm all subjects they remember. 3.Add adjectives to describe them: fun, useful, difficult, easy, boring, exciting, important. 4.Practice: “I think ______ is ______ because ______.” Step 3. Grammar Focus: Conjunctions Practice (10 mins) 1.Review: and (add ideas), but (contrast), because (give reasons). 2.Activity: Complete sentences using the correct conjunction. 3.Example: I like art ______ music. (and) Maths is difficult ______ interesting. (but) I like PE ______ it’s fun. (because) Step 4. Listening & Speaking: Interview Time (10 mins) 1.Students interview a partner using: What’s your favourite subject? Why do you like it? What other subjects do you like? 2.They take notes and prepare a short report. Step 5. Writing: My Favourite Subject Post (10 mins) 1.Students write a short message (like the posts in the textbook) about their favourite subject. 2.Must include: Subject name Reason (with because) Future job link (optional) Use at least one and or but Step 6. Project Presentation: My Weekly Timetable (5 mins) 1.In groups, students share their personalized timables. 2.Each student says: 3.“On Monday, I have ______. I like it because ______.” 板书设计 Unit 4 Review: My Favourite Subject Subjects Adjectives - Maths - fun, useful - History - difficult, easy - Geography - boring, exciting - Music, PE, IT... - important Conjunctions - and: I like art and music. - but: It's hard but useful. - because: I like PE because it's fun. Sentence Frame: My favourite subject is ______ because it's ______. I also like ______ and ______. 教后反思 学科网（北京）股份有限公司 $