【新教材】人教版（2024）七年级上册英语Unit 4 My Favourite Subject教案（9课时）（表格式）

这是一份【新教材】人教版（2024）七年级上册英语Unit 4 My Favourite Subject教案（9课时）（表格式），共27页。
【新教材】人教版（2024）七年级上册英语Unit 4 My Favourite Subject教案 Section A 1a-1d Section A Pronunciation Section A 2a-2e Section A Grammar Focus Section B 1a-1d Section B 2a-2b Section B Project Section B Reading Plus Unit 4 Topic Writing 课题 Section A 1a-1d课型讲授听说课课时1总课时教材分析This is a core listening and speaking lesson of Unit 4. It presents various school subjects and basic dialogue patterns to ask and answer about favorite subjects, laying a foundation for students’ topic-based oral communication.学情分析Seventh graders are familiar with daily school subjects but lack standard English expressions. They are active in classroom interaction yet make mistakes in using why and because in simple oral dialogues核心素养 （教学） 目标Language competence: Master core subject vocabulary and key sentence patterns to ask and answer about favorite subjects and reasons. Thinking quality: Classify different school subjects and form simple logical thinking for expressing personal preferences. Cultural awareness: Develop positive attitudes towards different subjects and balanced learning concepts. Learning ability: Improve listening capturing skills and build confidence in topic-based oral English practice.德育安全Love all subjects; maintain orderly class activities.教学重点难点Key points: Master subject words and target dialogue structures. Difficult points: Use “why-because” sentences correctly to state preferences fluently教法学法Audio listening, situational dialogue, imitation drills and pair work教学准备Listening audio, PPT and subject word cards教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with friendly English greetings to create a relaxed learning atmosphere. The teacher conducts simple daily interaction with students, asking them what classes they have every day. Students answer in simple English or body language. The teacher guides students to recall different learning subjects at school and creates a situational question: which subject do you like best and why. This activity activates students’ life experience, stimulates their learning interest, and naturally leads students to the new topic of favorite subjects in this lesson. Step 2: Pre-listening Vocabulary Teaching The teacher displays vivid pictures of various school subjects in 1a, including math, English, history, science and music. The teacher teaches the standard pronunciation, spelling and meaning of each word one by one, and emphasizes easy-to-pronounce mistakes. Students practice vocabulary through diverse methods such as collective reading, group reading and individual reading to consolidate memorization. After that, students finish the 1a picture-word matching task independently. The teacher checks answers in unison to remove vocabulary barriers for subsequent listening training. Step 3: While-listening Hierarchical Training The teacher carries out standardized listening training for 1b and 1c tasks. Before playing the audio, the teacher clarifies listening requirements, reminding students to focus on key information including characters’ favorite subjects and simple reasons. For the first audio playback, students listen to grasp the general idea of the short dialogues. For the second playback, students complete matching tasks carefully. After listening, the teacher analyzes key listening clues, replays key dialogue segments, and guides students to summarize skills of capturing core information in preference dialogues efficiently. Step 4: Post-listening Imitation & Oral Practice Based on the listening materials, the teacher extracts and displays core dialogue sentence patterns. The teacher demonstrates natural pronunciation and intonation, and focuses on explaining the usage of “Why do you like...?” and “Because it’s...”. Students imitate the standard audio repeatedly to standardize their oral expression. Then pair interactive practice is organized. Students take turns to ask and answer about their favorite subjects and reasons. The teacher patrols the classroom, corrects wrong sentence structures and inaccurate pronunciation, and encourages shy students to speak bravely in public. Step 5: Situational Consolidation & Value Guidance The teacher systematically summarizes the new vocabulary and core dialogue patterns learned in this lesson. Combined with the 1d activity, a “My Favorite Subject Show” situational game is carried out. Students actively share their favorite subjects and reasons in English. During the activity, moral education is infiltrated. The teacher guides students to understand every subject is important, develop a balanced learning attitude, and cherish every class at school. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of the lesson, sorting out subject vocabulary and why-because question-and-answer structures. The teacher emphasizes the key points of oral expression again to deepen students’ memory. Layered homework is assigned. Basic homework: Read and memorize new words and key dialogues proficiently. Extended homework: Make three original dialogues about favorite subjects. The teacher encourages students to apply English to express personal ideas in daily study. 【Blackboard Design】 Unit 4 My Favourite Subject Section A 1a-1d Key Subjects: math, English, science, history, music Key Sentences: — What’s your favorite subject? — My favorite subject is ... — Why do you like it? — Because it’s ... 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students master subject vocabulary and basic question-and-answer sentences and take an active part in listening and speaking practice. Their oral confidence has improved greatly. A few students cannot use “because” correctly. Future teaching will strengthen targeted sentence drills to enhance accuracy and fluency. 课题Section A Pronunciation 课型讲授听说课课时1总课时教材分析This pronunciation lesson focuses on the stress rules of two-syllable and multi-syllable subject words. It guides students to master correct word stress and natural sentence intonation for talking about favorite subjects accurately.学情分析Seventh graders have learned basic subject vocabulary and preference dialogues. They often pronounce words with flat stress and wrong accents, leading to unnatural oral expression in daily communication核心素养 （教学） 目标Language competence: Master correct word stress of school subjects and grasp natural sentence intonation in related dialogues. Thinking quality: Summarize English word stress rules and distinguish standard and non-standard pronunciation. Cultural awareness: Develop standard and polite oral communication habits in learning exchanges. Learning ability: Cultivate active imitation practice and autonomous pronunciation correction abilities.德育安全Practice earnestly; abide by classroom disciplines strictly.教学重点难点Key points: Master standard word stress of multi-syllable subject vocabulary. Difficult points: Combine correct stress with fluent and natural sentence intonation.教法学法Audio demonstration, comparative listening, layered imitation and game practice教学准备Standard audio, PPT and pronunciation cards教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with warm English greetings. Students review unit core subject vocabulary and preference dialogues through collective reading and individual reading. The teacher observes students’ pronunciation problems during reading, focusing on wrong word stress and stiff sentence tones. The teacher points out that correct stress and intonation are key to fluent oral English, leading students to carry out targeted pronunciation training in this lesson to standardize their topic expression. Step 2: Pronunciation Rule Explanation The teacher displays typical multi-syllable subject words including music, science, history and math. The teacher demonstrates standard word stress, clearly marking stressed syllables and explaining mouth shape and tone skills. Combined with comparison reading of wrong and standard pronunciation, the teacher summarizes simple two-syllable word stress rules. Besides, the teacher guides students to master gentle sentence intonation when asking and answering about favorite subjects to avoid rigid reading. Step 3: Layered Imitation Drills Progressive layered practice is carried out from single words to complete sentences. Firstly, students follow standard audio to imitate word stress repeatedly. The teacher corrects individual students’ inaccurate stress positions in time and helps them feel the rhythm of English words. After word training, students practice target dialogues in groups. They pay attention to matching correct word stress with natural sentence intonation, making oral expression more authentic and standard. Step 4: Sound Comparison & Interactive Consolidation The teacher designs sound discrimination activities to strengthen students’ pronunciation ability. The teacher reads subject words and dialogues with standard and wrong stress alternately, and students judge and correct errors immediately. A fun “Stress Reading Game” is organized. Students draw word cards and read them aloud, and the whole class evaluates their pronunciation. This interactive mode activates classroom atmosphere and consolidates pronunciation rules effectively. Step 5: Situational Pronunciation Application The teacher integrates pronunciation training into real topic scenarios. Students conduct pair dialogues to talk about their favorite subjects. They strictly pay attention to correct word stress and natural sentence rhythm during communication. The teacher patrols to give targeted guidance and selects excellent students for demonstration reading. Meanwhile, the teacher guides students to speak English confidently and politely and develop good oral learning habits. Step 6: Summary & Layered Homework The teacher and students jointly review key word stress rules and sentence intonation skills learned in this lesson, summarizing common pronunciation errors. Layered homework is assigned. Basic homework: Imitate audio to practice word and sentence pronunciation every day. Extended homework: Record your reading of subject words and target dialogues. The teacher encourages students to insist on daily oral practice to improve pronunciation steadily. 【Blackboard Design】 Unit 4 My Favourite Subject Pronunciation Focus: Word Stress & Sentence Intonation Stress Words: ˈmusic, ˈscience, ˈhistory Sentence Tips: Natural tone & proper pause Dialogue: — What’s your favorite subject? — It’s music. 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students master basic word stress rules and improve sentence intonation through imitation and interactive practice. Classroom learning enthusiasm is high. A few students still confuse stressed syllables. Future teaching will add more comparative drills to strengthen pronunciation accuracy. 课题 Section A 2a-2e课型讲授听说课课时1总课时教材分析This integrated lesson expands subject adjectives and core why-because sentence structures. It combines listening, reading and role-play activities to consolidate students’ ability to describe favorite subjects and specific reasons accurately学情分析Seventh graders have mastered basic subject words and simple preference dialogues. They can answer simple questions but fail to use diverse adjectives and complete sentences to express detailed reasons flexibly核心素养 （教学） 目标Language competence: Master descriptive adjectives for subjects, proficiently grasp why-because interrogative and declarative structures, and complete fluent situational dialogues. Thinking quality: Sort out logical relationships between preferences and reasons to form complete expressive thinking. Cultural awareness: Establish a positive attitude towards all school subjects and balanced learning. Learning ability: Improve comprehensive listening, reading and oral expression abilities through cooperative learning.德育安全Value every subject; keep safe classroom interaction教学重点难点Key points: Master descriptive adjectives and complete why-because dialogue patterns. Difficult points: Use diverse sentences to state learning preferences and reasons coherently.教法学法Task-based teaching, role-play, group cooperation and summary drills教学准备Teaching audio, PPT and adjective word cards教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with standard English greetings. Students review basic school subject vocabulary and simple preference dialogues learned in 1a-1d through collective reading and random pair questioning. The teacher invites individual students to briefly talk about their favorite subjects in English. During the interaction, the teacher finds that students’ expressions are too single and lack detailed reasons. Then the teacher leads in the new lesson, pointing out that today’s learning will help students enrich their language and express complete and diverse opinions on favorite subjects. Step 2: Pre-learning New Vocabulary The teacher displays core descriptive adjectives in 2a, including fun, boring, easy, difficult and cool. The teacher demonstrates standard pronunciation, explains the meanings and applicable scenarios of each word, and matches them with corresponding subject examples. Students carry out multi-form reading exercises to memorize new words firmly. Then students finish the 2a matching task independently to connect adjectives with suitable subjects. The teacher checks answers uniformly to eliminate language barriers for subsequent listening and dialogue learning. Step 3: While-listening Task Training The teacher carries out hierarchical listening training for 2b tasks. Before playing the audio, the teacher clarifies the listening goal, requiring students to focus on people’s favorite subjects and matching descriptive reasons. For the first audio playback, students listen to get the main idea of the dialogue. For the second playback, students complete blank-filling and matching tasks carefully. After listening, the teacher analyzes key listening information, replays key segments, and guides students to summarize the skills of capturing preference and reason information quickly. Step 4: Text Reading & Role-play Practice Based on the 2c-2e dialogue texts, the teacher conducts in-depth text analysis. Students read the dialogues silently first to sort out the complete logical chain of asking subjects, stating preferences and explaining reasons. Then imitative reading is carried out to standardize students’ pronunciation and intonation. After being familiar with the text, pair role-play activities are launched. Students take turns to act as questioners and responders to simulate real communication scenarios. The teacher patrols the classroom to correct wrong sentence structures and single expressions in time. Step 5: Situational Consolidation & Emotional Infiltration The teacher systematically summarizes the new adjectives and complete why-because dialogue structures learned in this lesson. A “My Subject Opinion” sharing activity is held. Students combine their real learning experience to talk about their favorite and least favorite subjects with complete sentences. Meanwhile, moral education is infiltrated. The teacher guides students to understand each subject has its value, develop a balanced learning attitude and take every course seriously. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of the lesson, sorting out descriptive adjectives and standard question-and-answer sentence structures. The teacher emphasizes the logical matching of preferences and reasons again. Layered homework is assigned. Basic homework: Read and recite 2a-2e dialogues proficiently. Extended homework: Write four complete dialogues about subject preferences and reasons. The teacher encourages students to use diverse sentences to express personal ideas. 【Blackboard Design】 Unit 4 My Favourite Subject Section A 2a-2e Key Adjectives: fun, boring, easy, difficult, cool Key Sentences: — Why do you like ...? — Because it’s ... — Why don’t you like ...? — Because it’s ... I think all subjects are important for me. 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students master new descriptive adjectives and complete why-because dialogue structures, and actively participate in role-play activities. Their expression diversity is improved. A few students have illogical sentence collocations. Future teaching will strengthen logical sentence drills to enhance expression accuracy. 课题 Section A Grammar Focus课型讲授听说课课时1总课时教材分析This grammar lesson focuses on the core sentence patterns about favorite subjects. It summarizes the usage of special questions with what and why, and because declarative sentences, standardizing students’ logical expression of personal learning preferences学情分析Seventh graders have accumulated basic subject words and simple oral dialogues. However, they lack systematic grammar knowledge and often make mistakes in sentence structure and logical matching of questions and answers核心素养 （教学） 目标Language competence: Master the structure of what and why special questions and because answer sentences, and use them accurately to talk about subject preferences. Thinking quality: Induce grammar rules independently and build logical thinking of question-and-answer expression. Cultural awareness: Form a positive and balanced learning attitude towards all school subjects. Learning ability: Develop the ability of summarizing grammar rules and correcting practical errors autonomously.德育安全Value all subjects; maintain orderly classroom study教学重点难点Key points: Grasp the structure of what and why-because sentence patterns. Difficult points: Use grammar rules flexibly to make accurate and logical dialogues教法学法Rule induction, case analysis, layered exercises and error correction教学准备Grammar PPT and targeted exercise sheets教学过程设计复备栏Step 1: Warming-up & Grammar Lead-in The teacher starts the class with daily English greetings. Students review unit core vocabulary including various school subjects and descriptive adjectives through collective reading and random questioning. The teacher organizes simple oral pair work, where students ask and answer about their favorite subjects and reasons freely. During the interaction, the teacher records common problems, such as disordered sentence order and wrong use of because. The teacher clarifies that this lesson will systematically sort out relevant grammar to standardize students’ oral and written expressions. Step 2: Sentence Observation & Rule Induction The teacher displays all standard sentences in Grammar Focus on the screen. Guided by hierarchical questions, students observe and compare what questions for inquiring favorite subjects and why questions for asking reasons. The teacher systematically summarizes fixed sentence structures, emphasizing sentence order and the matching rule of why and because. Typical example sentences are combined to help students deeply understand that because cannot appear alone in answering questions, consolidating their cognition of grammar norms. Step 3: Typical Error Analysis The teacher lists common grammatical errors in students’ daily practice, including redundant because usage, wrong question word order and mismatched question and answer content. Students discuss in groups to judge sentence correctness, analyze error causes and finish independent correction. Group representatives share their analysis results. The teacher supplements key discrimination skills, summarizes easy-to-mix grammar points, and helps students avoid repeated mistakes in practical application. Step 4: Layered Grammar Consolidation Progressive grammar exercises are designed for hierarchical training. Basic exercises cover sentence filling and sentence matching to consolidate basic grammar structures. Advanced exercises include sentence rewriting, error correction and sentence making, requiring students to flexibly apply target grammar rules. The teacher patrols the classroom to check students’ exercise completion, provides one-on-one guidance for underachieving students, and corrects universal errors in a timely and unified manner. Step 5: Situational Grammar Application The teacher integrates grammar knowledge into real learning scenarios. Students carry out pair interactive drills, taking turns to ask about partners’ favorite subjects and reasons with standard sentence patterns. They are required to use correct grammar and logical expressions. The teacher selects outstanding students to make classroom demonstrations, sets examples for the whole class, and infiltrates the educational idea of attaching importance to every subject and balanced learning. Step 6: Summary & Layered Homework The teacher and students jointly review the core grammar points of this lesson, sorting out what and why-because sentence structures and application rules again. Key and difficult knowledge is emphasized to deepen students’ memory. Layered homework is assigned. Basic homework: Finish grammar exercises and sort out error examples. Extended homework: Write six complete question-and-answer dialogues about subject preferences. The teacher encourages students to apply grammar knowledge flexibly in daily expression. 【Blackboard Design】 Unit 4 My Favourite Subject Grammar Focus 1. What questions: What’s your favorite subject? My favorite subject is ... 2. Why & Because: Why do you like it? Because it’s + adjectives. Grammar Tip: Answer why questions with because 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students master basic what and why-because sentence structures and can finish basic grammar exercises accurately. Their grammatical awareness is significantly improved. A few students still make mistakes in flexible sentence collocations. Future teaching will increase situational drills to strengthen practical application abilities. 课题 Section B 1a-1d课型讲授听说课课时1总课时教材分析This listening and speaking lesson expands time-related expressions for school subjects. It consolidates why-because sentence patterns, enabling students to talk about their favorite subjects, learning time and personal feelings in integrated oral dialogues.学情分析Seventh graders have mastered basic subject vocabulary and preference dialogues. They have simple oral skills but lack time expression words and fail to make complete and coherent subject-related conversations flexibly.核心素养 （教学） 目标Language competence: Master new time adverbs and subject matching expressions, understand listening dialogues, and make complete conversations about subjects and study time. Thinking quality: Sort out the logical relationship between subjects, time and personal preferences. Cultural awareness: Develop reasonable time management awareness and positive learning attitudes. Learning ability: Improve listening information capturing ability and situational oral expression skills.德育安全Cherish study time; abide by classroom disciplines.教学重点难点Key points: Master new time expressions and integrated subject dialogue patterns. Difficult points: Combine time and preference reasons to make fluent and complete oral dialogues.教法学法Situational teaching, audio listening, imitation drills and pair cooperation教学准备Listening audio, PPT and word flashcards教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with standard English greetings to activate classroom atmosphere. Students review core knowledge of Section A, including school subject vocabulary, descriptive adjectives and why-because question-and-answer sentence patterns. The teacher organizes quick pair dialogues for students to share their favorite subjects and reasons freely. Combining students’ daily school timetable, the teacher puts forward guiding questions about when they have different subjects, naturally leading students to the new lesson of combining subjects with time expressions. Step 2: Pre-listening Vocabulary Learning The teacher displays core new time-related words and phrases in 1a, such as Monday, Tuesday, afternoon and favorite time. The teacher teaches standard pronunciation, spelling and practical usage of each expression, and matches them with corresponding subject scenarios. Students practice vocabulary through collective, group and individual reading to consolidate memorization. After that, students finish the 1a matching task independently. The teacher checks answers uniformly to eliminate vocabulary barriers for subsequent listening training. Step 3: While-listening Hierarchical Training The teacher carries out hierarchical listening training for 1b and 1c tasks. Before playing the audio, the teacher clarifies listening tasks, reminding students to focus on key information including students’ favorite subjects, corresponding study time and personal reasons. For the first audio playback, students listen to grasp the general dialogue theme. For the second playback, students complete matching and detail filling tasks carefully. After listening, the teacher analyzes key listening clues, replays difficult segments, and summarizes effective listening skills for comprehensive topic dialogues. Step 4: Post-listening Imitation & Oral Drills Based on the listening dialogues, the teacher extracts and sorts out complete integrated sentence patterns combining subjects, time and preferences. Students imitate the standard audio repeatedly to correct pronunciation and intonation, and feel the natural rhythm of daily oral English. Then paired interactive practice is carried out. Students take turns to ask and answer about favorite subjects, class time and reasons. The teacher patrols the whole classroom, corrects wrong collocations and incoherent expressions in time, and encourages shy students to participate in oral practice bravely. Step 5: Situational Consolidation & Value Infiltration The teacher systematically summarizes new time expressions and comprehensive dialogue structures learned in this lesson. Combined with the 1d activity, a “My Perfect Study Time” situational sharing activity is held. Students combine their real school timetable to make flexible oral dialogues and share their favorite study time and subjects. Meanwhile, moral education is infiltrated to guide students to cherish study time, arrange learning reasonably and develop good time management habits. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of the lesson, sorting out time vocabulary and comprehensive subject dialogue rules. The teacher emphasizes the key points of flexible language application in real study scenarios. Layered homework is assigned. Basic homework: Read and memorize new words and dialogues proficiently. Extended homework: Make five original dialogues about subjects and study time. The teacher encourages students to apply English to describe daily study life actively. 【Blackboard Design】 Unit 4 My Favourite Subject Section B 1a-1d Key Time Words: Monday, Tuesday, morning, afternoon Key Sentences: — When do you have ...? — I have ... on ... It’s my favorite. — Why do you like it? — Because it’s ... 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students master new time expressions and integrated dialogue patterns, and participate actively in listening and oral practice. Their comprehensive situational expression ability is improved. A few students confuse time word usages. Future teaching will strengthen targeted situational drills to enhance application ac 课题 Section B 2a-2b课型讲授听说课课时1总课时教材分析This lesson focuses on reading and writing training about school subjects and weekly schedules. It integrates time phrases and preference sentences, helping students master complete paragraph writing skills to introduce their weekly school subjects.学情分析Seventh graders have mastered basic subject and Monday-week vocabulary. They can make simple dialogues but lack abilities to organize logical passages and use rich sentences for topic-based writing核心素养 （教学） 目标Language competence: Master weekly time phrases and descriptive sentences, understand the structure of schedule passages, and write coherent short paragraphs about school subjects. Thinking quality: Sort out weekly learning logic and organize writing content reasonably. Cultural awareness: Form a serious learning attitude and cherish daily learning opportunities. Learning ability: Improve intensive reading and imitative writing abilities and accumulate topic-based expressions德育安全Cherish learning time; abide by campus rules教学重点难点Key points: Grasp passage structure and master time and subject collocations. Difficult points: Write logical and fluent paragraphs with correct sentence patterns教法学法Task-based reading, text analysis, group discussion and imitative writing.教学准备PPT, reading texts and writing worksheets教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with daily English greetings. Students review core vocabulary including school subjects and week words, as well as when-why-because dialogue patterns learned before. The teacher invites students to briefly talk about their favorite school days and subjects in English. This review activates students’ existing knowledge and daily learning experience. The teacher naturally leads in the new lesson, stating that students will learn to read and write complete passages to introduce their weekly subject schedules. Step 2: Pre-reading Preparation The teacher focuses on teaching new key phrases and collocations in 2a and 2b reading materials, such as have math, on Wednesday, busy week and interesting lessons. The teacher explains the usage of time prepositions and fixed subject collocations in detail. Students practice reading phrases repeatedly to consolidate memorization. Then students finish the 2a brainstorming task to sort out words for describing school weeks. The teacher guides students to predict the passage content according to pictures and titles to pave the way for intensive reading. Step 3: While-reading Layered Training Hierarchical reading tasks are designed to improve students’ reading competence. First, students skim the 2b passage quickly to get the main idea and find out the writer’s overall feeling about the school week. Then, students conduct careful intensive reading, mark key information such as daily subjects, personal feelings and reasons, and complete detail judgment and filling exercises. The teacher walks around to offer individual guidance, helping students master skimming and scanning skills and accurately locate effective text information. Step 4: Post-reading Analysis & Discussion After checking reading answers, the teacher analyzes the text structure in depth. The passage follows a clear logic of general overview, detailed daily description and personal summary. The teacher sorts out excellent sentence patterns for describing study schedules and feelings. Students discuss in groups to summarize useful expressions and sort out writing frameworks. Group representatives share their gains. The teacher supplements writing skills, helping students understand how to arrange content logically and enrich paragraph expressions. Step 5: Imitative Writing & Evaluation Based on the text structure and accumulated sentences, students carry out in-class imitative writing. They write a short paragraph to introduce their own weekly subject arrangement and personal feelings about different lessons. The teacher reminds students to pay attention to correct preposition usage, neat sentence order and writing norms. After writing, typical works are selected for display and comment. The teacher points out common mistakes and guides students to revise their compositions independently to improve writing quality. Step 6: Summary & Layered Homework The teacher and students jointly review key knowledge of this lesson, including core phrases, reading skills and schedule writing methods. The teacher emphasizes the importance of logical arrangement and accurate collocation in descriptive writing. Layered homework is assigned. Basic homework: Read and recite the 2b passage fluently. Extended homework: Polish the in-class writing and form a complete short passage. The teacher encourages students to observe daily study life and apply English knowledge flexibly. 【Blackboard Design】 Unit 4 My Favourite Subject Section B 2a-2b Key Phrases: on Monday, busy week, have lessons Key Sentences: I have ... on ... My favorite day is ... because ... I have a busy but happy school week. 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students grasp the text structure and master schedule description expressions, finishing reading and writing tasks smoothly. Their textual organization ability has improved. However, some students make preposition mistakes and use single sentences. Future teaching will strengthen sentence accumulation and standardized writing training. 课题 Section B Project课型讲授听说课课时1总课时教材分析This project-based lesson is a comprehensive unit summary. It integrates all core vocabulary and sentence patterns about school subjects, time and preferences, requiring students to complete practical production and oral display tasks学情分析Seventh graders have mastered unit basic knowledge and simple dialogue and writing skills. However, they lack the ability to integrate knowledge and finish complete thematic project works independently in practical scenarios核心素养 （教学） 目标Language competence: Integrate unit vocabulary and sentence patterns to complete thematic project production and fluent oral introduction. Thinking quality: Sort out unit knowledge systematically and design project content logically. Cultural awareness: Establish positive learning attitudes and cherish every school subject and learning opportunity. Learning ability: Enhance cooperative inquiry, autonomous creation and comprehensive language application abilities德育安全Love learning; maintain safe group cooperation教学重点难点Key points: Integrate unit knowledge to finish subject theme project creation and presentation. Difficult points: Use target language flexibly for coherent and vivid project introduction教法学法Project-based learning, group cooperation, situational presentation.教学准备PPT, colored pens, paper and sample works教学过程设计复备栏Step 1: Warming-up & Unit Review The teacher starts the class with standard English greetings to activate classroom atmosphere. Students systematically review all core knowledge of Unit 4, including school subject vocabulary, week and time phrases, descriptive adjectives, and classic why-because and when question-and-answer sentence patterns. The teacher organizes quick oral quizzes and short dialogues to help students consolidate scattered knowledge points. This comprehensive review paves a solid foundation for the integrated project creation of this lesson, enabling students to flexibly apply learned knowledge in practical tasks. Step 2: Project Task Interpretation The teacher announces the core project theme: “Make and Introduce My Favorite Subject Poster”. The teacher displays excellent sample posters, clearly showing the production standards, content layout and presentation requirements. Students are required to draw their favorite subjects, mark relevant English words, write matching descriptive sentences about reasons and learning time, and finally complete an oral introduction. The teacher sorts out available unit sentence patterns and key expressions to help students clarify creation ideas and avoid language errors. Step 3: Group Cooperative Creation Students are divided into several learning groups with balanced abilities. Each group divides tasks reasonably: some students are responsible for poster drawing and layout design, some for writing standard English sentences, and others for polishing language and preparing oral speeches. Group members communicate and discuss actively, sharing their favorite subjects and unique reasons. The teacher patrols each group, provides targeted guidance for students with weak foundation, corrects wrong sentence collocations and spelling mistakes, and ensures every student participates in cooperative creation. Step 4: Project Display & Peer Evaluation After the creation time ends, each group selects a representative to come to the platform to display the poster and give a complete oral introduction. Students introduce their favorite subjects, specific class time and personal preferences fluently with unit target language. After each display, peer evaluation is carried out from language accuracy, poster creativity and expression fluency. The teacher gives comprehensive comments, affirms students’ creativity and progress, and summarizes common linguistic problems for unified correction. Step 5: Knowledge Sublimation & Value Guidance The teacher systematically summarizes the whole unit’s key knowledge through project activities, helping students build a complete unit knowledge system. Combined with students’ project sharing, the teacher infiltrates moral education. The teacher guides students to understand every subject is indispensable for growth, abandon partial learning attitudes, develop balanced learning habits, and cherish daily classroom learning opportunities to make progress in all subjects. Step 6: Summary & Layered Homework The teacher summarizes students’ overall performance in group cooperation, poster creation and oral presentation, praising students’ positive participation and innovative thinking. Layered homework is arranged. Basic homework: Sort out and recite all unit key phrases and sentences. Extended homework: Optimize the group poster and record a complete English introduction video. The teacher encourages students to keep applying English to express personal ideas in life and study. 【Blackboard Design】 Unit 4 My Favourite Subject Section B Project Project: My Favorite Subject Poster Key Words: subjects, days, funny, useful, relaxing Key Sentences: My favorite subject is ... I have it on ... because it’s ... 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students actively participate in group creation and on-stage presentation, achieving good knowledge integration and practical application effects. Their cooperative and expressive abilities are improved. A few students have single sentence expressions. Future teaching will enrich situational exercises to diversify students’ language output. 课题 Section B Reading Plus课型讲授听说课课时1总课时教材分析This extended reading lesson supplements thematic passages about school learning and subject preferences. It enriches students’ topic vocabulary, consolidates core sentence patterns, and improves their comprehensive English reading and information summarizing skills.学情分析Seventh-grade students have mastered basic unit knowledge and simple reading skills. However, they are weak in analyzing long passages, summarizing key information and using diverse sentences to express learning opinions核心素养 （教学） 目标Language competence: Master extended subject-related vocabulary and complex sentences, grasp passage main ideas and key details accurately. Thinking quality: Analyze text logic, classify subject features and form independent reading thinking. Cultural awareness: Develop a positive attitude towards diverse subjects and active learning habits. Learning ability: Skilfully use skimming and scanning skills and improve autonomous extended reading ability德育安全Love all subjects; keep safe classroom reading教学重点难点Key points: Master new reading vocabulary and grasp core passage information. Difficult points: Summarize text content and understand implicit writer’s opinions independently.教法学法Task-based reading, cooperative discussion and skill guidance教学准备Reading sheets, PPT and reading audio教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with standard English greetings to activate classroom atmosphere. Students review unit core knowledge, including subject vocabulary, time phrases and why-because sentence patterns, through quick oral practice. The teacher invites several students to share their favorite subjects and learning feelings briefly. Based on students’ single and simple expressions, the teacher introduces that today’s extended reading material contains richer descriptions of school subjects, which can help students enrich their language accumulation and deepen their understanding of thematic expressions. Step 2: Pre-reading Vocabulary & Prediction The teacher displays key new words and phrases in the Reading Plus passage, explains their pronunciation, meanings and practical collocations combined with subject themes. Students conduct multi-form reading exercises to eliminate reading barriers. Then the teacher guides students to observe the passage title and illustrations, and predict the main content and writing intention of the text. Meanwhile, the teacher briefly introduces timed reading requirements and basic reading skills to help students prepare for efficient text reading. Step 3: While-reading Hierarchical Training The teacher designs progressive reading tasks to train students’ comprehensive reading ability. First, students finish skimming within limited time to grasp the general idea and find out the core theme of the passage. Second, students scan the text carefully to mark key information such as subject characteristics, learning time and personal attitudes, and complete detail judgment and blank-filling tasks. The teacher patrols the classroom to provide individual guidance for students with weak reading ability, helping them accurately locate effective information. Step 4: Post-reading Analysis & Discussion The teacher checks students’ reading task answers uniformly and analyzes difficult sentences and confusing content in the passage. The teacher sorts out the clear writing logic of the text, including subject introduction, personal evaluation and learning perception. Students discuss in groups to summarize excellent expressions, sort out reading gains and analyze difficult points. Group representatives share discussion results. The teacher supplements and summarizes reading skills to help students form standardized reading thinking for thematic passages. Step 5: Knowledge Consolidation & Emotional Sublimation The teacher systematically summarizes the new vocabulary, useful sentences and reading skills learned in this lesson. To consolidate the learning effect, students are required to retell the main content of the passage in their own words with accumulated expressions. Combined with the text’s positive views on various subjects, the teacher infiltrates moral education, guiding students to respect every subject, take every learning task seriously, and develop comprehensive and balanced learning concepts. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of extended reading, emphasizing the application of skimming and scanning skills in long passages. Layered homework is assigned. Basic homework: Read the passage fluently and memorize key new words and sentences. Extended homework: Write a short summary of the reading text. The teacher encourages students to develop daily English reading habits and enrich language accumulation continuously. 【Blackboard Design】 Unit 4 My Favourite Subject Section B Reading Plus Key Words: meaningful, enjoyable, valuable, learn from Reading Skills: Skimming (general idea) / Scanning (details) Key Sentences: Different subjects bring us different knowledge. We can learn a lot from every subject. 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students actively participate in reading tasks and master basic extended reading skills, with enriched topic vocabulary. A few students have slow reading speed and weak summarization ability. Future teaching will increase timed reading training and targeted summary guidance to improve their reading efficiency.  课题 Unit 4 Topic Writing课型讲授听说课课时1总课时教材分析This writing lesson focuses on school subjects and schedules. It practices simple present tense and conjunctions and/but/because, guiding students to write letters introducing daily classes, personal likes or dislikes and relevant reasons clearly学情分析Learners master basic subject words yet misuse connecting words frequently. They can write isolated single sentences but fail to organize daily timetable and personal feelings into complete coherent short letters smoothly核心素养 （教学） 目标Language competence: Master subject vocabularies and three conjunctions to finish letters introducing class schedules and preference reasons. Thinking quality: Arrange content from general busy state to specific lessons and personal ideas in logical order. Cultural awareness: Develop positive learning attitudes towards different subjects. Learning ability: Accumulate useful sentences and improve imitative writing via group discussion and sample analysis德育安全Love all subjects; develop good learning habits教学重点难点Key points: Master conjunctions and standard layout of subject-introduction letters. Difficult points: Use because/but properly to explain likes and dislikes and organize coherent full texts教法学法Sentence accumulation, sample analysis, outline sorting and guided imitative writing教学准备PPT, writing worksheets and sample letter drafts教学过程设计复备栏Step1 Warming-up & Lead-in (8 mins) The teacher greets students and carries out oral review about school subjects. Students name different subjects and briefly say their own preferences with simple sentences. The teacher guides students to use but and because to add reasons in oral expressions. After interactive drills, the teacher shows the sample letter to Jack and introduces today’s writing task: write a short letter to talk about one day’s timetable and subject feelings. Students get clear learning targets and prepare for new content. Step2 Useful Sentence Accumulation (12 mins) The teacher sorts out opening, body and closing sentences on PPT. The teacher reads each sentence and highlights the usage rules of and, but and because for linking meanings. Students read in chorus, group and individually to memorize fixed expressions. Teachers supplement proverbs about study to enrich language storage. Brief fill-in exercises help students consolidate conjunctions and subject phrases for later writing output. Step3 Sample Analysis & Writing Outline (15 mins) The teacher displays the sample letter to Jack. Teachers and learners analyze the text together and summarize three-part writing structure: opening to state being busy on a certain day; body listing lessons by time with personal likes or dislikes plus reasons; ending to ask for the receiver’s situation. The teacher writes the clear outline on blackboard. Students discuss in pairs to pick key writing elements and share discussion results with classmates. Step4 Guided Imitative Writing (15 mins) Students start draft writing following the task of composing a letter introducing one school day’s subjects and preferences. While writing, the teacher walks around to give individual guidance, correcting frequent conjunction misuse and tense mistakes promptly. After most drafts are finished, typical works are displayed on screen; the teacher praises well-organized content and analyzes common errors for whole-class revision. Step5 Draft Revision & Extended Practice (10 mins) Students revise their drafts based on teacher feedback and peer suggestions to adjust sentence logic and correct wrong conjunctions. The expanded task requires learners to change dates and rewrite a brand-new letter about their own real school schedule. Excellent revised letters are read aloud in class. Meanwhile, moral education is infiltrated to guide students to value every subject and keep earnest learning manners. Step6 Summary & Layered Homework (10 mins) Teacher and students review core subject words, three conjunctions and letter structure together, emphasizing error-prone usage repeatedly. Two kinds of homework are set. Basic homework: Copy core sentences and recite the sample letter. Extended homework: Write a new letter introducing your Friday’s timetable and favourite subjects. Teachers encourage students to apply learnt knowledge into real letter writing. Blackboard Design Unit4 Subject Introduction Writing 1.Key: and/but/because, school subjects, simple present 2.Structure: Opening: I’m busy on ... Body: Time + subjects + feeling + reasons End: What about you? 3.Sentence: It’s difficult but useful. I like it because it’s easy. 【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思Most students master core expressions and finish required letter writing smoothly. A small number of students still confuse the use of but and because and arrange class order disorderly. In future classes, targeted conjunction drills and timed short writing tasks will be added to strengthen their accurate and logical writing ability.