资源简介

Starter Unit 3 Welcome
Instruction Design
Section A 1a-2d
The analysis of the text.
【What】The theme picture shows Fu Xing taking Peter and Helen to visit their grandfather's garden. The content mainly focuses on the names of crops and animals in the garden, and questions and answers about singular and plural nouns respectively.
【How】The text of this lesson is a dialogue among Grandpa, Fu Xing, Helen and Peter. The main content is to ask about common crops and animals, and their numbers. The theme pictures are given to help students understand the situation of the dialogue.
【Why】By introducing Peter and Helen’s visit to a small farm, the target language is integrated, that is, asking about objects. The article aims to guide students to understand common crops in daily life, respect and love nature. It can cultivate students' sense of loving the countryside and returning to nature.
The analysis of students.
【Strength】This unit focuses on plants and animals in farms. The topic is close to students' life and interests.
【Weakness】As the number of subjects changes, the use of singular and plural nouns is a little bit difficult.
Aims of teaching.
【Language competence】
*Identify names of the things in a yard;
*Use this/that/these/those correctly;
*Ask about numbers by proper sentence patterns;
【Thinking ability】
Improve the thinking ability of outline by figuring out the usage of the demonstrative pronouns;
【Cultural awareness】
Know the life of Chinese countryside and have fun;
【Learning strategy】
Get information by observation and output it by working with others;
Process of instruction.
Teacher activities Students activities Evaluation
Lead in Identify plants and animals in the yard. It’s a sunny weekend. And Fu Xing invites her friends to visit her grandparents. (1)Where are they (2)What are they doing Students look at the picture and answer the questions. (1)Where are they They are in a yard. (2)What are they doing They are talking about the plants and animals. 1.Students can give the right answers by observing the picture.
2.Look and figure out names of the plants and animals. -What is this/that -It’s ... -What are these/those -They’re... 2.Students talk and identify names of plants and animals. It’s a cat/a dog/a goose. They’re apple trees/rabbits/flowers/ carrot plants/ducks/baby chickens/ tomato plants. 2.Students can talk about the plants and animals by the structures given properly.
3.1a Look and match the plants and animals with their names. 3.Students look at the picture and match the plants and animals with their names. 3.Students can identify the names correctly.
4.What are the differences between “that” and “these” in the questions below 4. Students tell the differences between “that” and “these” 4.Students can summarize the usage of the demonstrative pronouns correctly.
Work in pairs and talk about the plants and animals in 1a. 5.Students talk in pairs and practice the structures with the names of plants and animals in a yard. 5.Students can ask and answer questions regarding the topic.
Purpose of the design: Create situations that stimulate students' interest and activate students' vocabulary about animals and plants. Then practice them in the structure.
6.Talk about numbers. After learning the names of animals and plants, let’s talk about their numbers. -How many ... do they have -They have... Students look at the picture and practice describing numbers in pairs with the structure. -How many ... do they have -They have... 6.Students can talk about the numbers with the structure properly.
7.2a Review numbers by listening to them and repeat. 7.Students listen and repeat the numbers to review some common numbers. 7.Students can speak out the numbers in the picture accurately.
8.Quick response Look at the flashing numbers and speak them out in English as fast as you can. 8.Students look at the flashing numbers and compete to speak them out one by one. 8.Students can identify the numbers quickly.
9.2b Listen and write down the numbers you hear. 9.Students try to write down the numbers they hear and check answers. 9.Students can identify what they hear and write them down.
10.2c Listen and circle the correct answers. 10.Students listen to the conversations and choose the answers to the questions. 10.Students can catch the target information and select the correct options.
11.Listen and role-play the conversations in groups. 11.Students role-play the conversations by following the listening scripts. 11.Students can act out the conversations fluently with proper intonation and body language.
12.They took many wonderful photos and Helen is introducing the yard to Emma when they come back. Make up a conversation in pairs. Students talk in pairs about the yard to introduce it to Emma.
Purpose of the design: Through the activities, students can review the numbers and catch the details in the listening task, which deepen their understanding of language and promote language internalization via application.
Blackboard design Starter Unit 3 Welcome Section A 1a-2d

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