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中小学教育资源及组卷应用平台
Section B　What is fun on a farm
导入一　图片导入
　　教师可以在课前进行准备,利用图片复习和呈现话题词汇,以导入新课。
导入二　对话导入
　　T: I will show you a picture. Let's make a conversation according to the picture. What's this
　　Ss: It's…
　　T: What are these
　　Ss: They're…
　　T: How many…can you see
　　Ss: I can see 　　　　.
　　T: What colour are they
　　Ss: They are 　　　　.
　　T: Yes, they are white. Now let's look at the picture in 1a.Make similar conversations.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1a　Pair-work(两两对话,谈论图片中的动物)
A: What can you see in the picture
B: I can see…
A: How many cows/rabbits/ducks/…can you see
B: I can see…
A: What colour are they
B: They are…
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
阅读文本,判断正(T)误(F)。(教材原文: Section B, 1b)
( )1.Han Lin's uncle has a small farm.
( )2.Han Lin's uncle has fifteen ducks.
( )3.One pig is behind the big tree.
( )4.Han Lin's uncle's house is white.
◎Key: 1.F　2.T　3.F　4.F
Section B　What is fun on a farm
第一课时(1a-2c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is for reading and writing. 1a shows a farm scene in which phrases about the sizes and colours of some plants, animals and things are expressed. 1b is a short text about Han Lin's uncle's farm. The short text tells of the animals and their numbers and the house on the farm. 1c and 1d ask questions about the short text and the information in the picture outside the short text. They draw students' attention to the things on the farm and their numbers and colours. 1e asks students to write a report about Han Lin's uncle's farm.
Why: Through the study of a short introductory text about a farm, students will learn to extract key information about colours and numbers. And they can correctly describe the colours and the number of plants, animals and things on the farm. Thus, they will master the communicative skills of introducing a farm.
How: This lesson contains an expository text that introduces a farm. It begins by describing the size of the farm, and then describes the animals on the farm and their numbers and locations. Finally, it describes the farm owner's house. The text also contains vocabulary on the topic of farm animals, their numbers, colours and sizes, as well as basic sentence patterns such as “This is…/That is…”.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.find out the information about Han Lin's uncle's farm;
2.talk about the things on the farm in pairs;
3.write a report about Han Lin's uncle's farm.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To find out the information about Han Lin's uncle's farm. Step 1　Lead-in Create a situation: Online farm study tour. We will visit a farm through the Internet and write a report. Whose farm will we visit (Han Lin's uncle's farm.) Step 2　Work on 1a Look at the picture. Tick the things you see. Step 3　Reading(1b & 1c) 1.Read the text and circle the things Han Lin talks about in the picture in 1a. Observe whether stu-dents can completely and accurately check out the things appearing in the picture to find out students' reserves of related vocabulary.
◎Key: the grass, pigs, horses, cows, ducks, sheep, chickens, the big tree, the red house 2.Read the text in 1b again and complete the sentences. ◎Key: (1)pigs, horses, cows, ducks, sheep; chickens (2)fifteen (3)red Based on students' answers, understand how thoroughly and accurately students have accessed and discerned information.
Purpose Create a situation of an online farm study tour to stimulate students' interest in reading and guide them to master the skill of extracting the required information by reading pictures and articles. To consolidate the mastery of thematic vocabulary such as farm animals, colours and numbers.
2.To talk about the things on the farm in pairs. Step 4　Work on 1d 1.The teacher guides students to answer the following three questions. (1)What else can you see on the farm (2)How many of them does Han Lin's uncle have (3)What colour is it/are they 2.Pair-work. Talk about what else you can see in the picture in 1a. 3.Share your opinions. What do you think of Han Lin's uncle's farm Tip: You can talk about your feelings (like or don't like) or give some suggestions. Observe whether stu-dents can extract addi-tional information from the picture to under-stand their ability to internalize and apply what they have learned. Observe whether stu-dents can accurately and thoroughly discuss other information presented in the picture. Provide appropriate guidance and feedback if neces-sary.　
Purpose To guide students to go beyond the discourse and further extract information from the picture, cultivate students' ability to extract information and develop their ability to think out of the box. Through the pair-work dialogues, students can correctly describe the things on the farm, and their colours, numbers and other information, and can express their feelings about Han Lin's uncle's farm or give suggestions.
3.To write a report about Han Lin's uncle's farm.　 Step 5　Write a report 1.Think about the following questions. (1)What else can you see on the farm (2)How many of them does Han Lin's uncle have (3)What colour is it/are they (4)What do you think of the farm 2.Write a report about Han Lin's uncle's farm. 3.Show your report. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Focus on students' ability to correctly present information about the farm through written and verbal expressions. Provide timely guidance and feedback for students according to their performance. Make self-assessment and peer-assessment in terms of language, pronunciation, performance and self-confidence.
Purpose Students are guided to complete a report on a farm based on the information they have acquired from reading, related vocabulary and sentence expressions, and express it both in writing and orally. Develop students' ability to internalize and apply the language and cultural knowledge they have got, and promote transfer and innovation.
Homework Required: Design your own farm and decide what animals or plants you want to keep or grow on it. Optional: Take a field tour of the farm and write a report.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Project)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a asks students to imagine a farm. Think about “What do they have on the farm ”, “How many of them do they have ” and “What colour is it/are they ”. 2b asks students to draw a picture of their imaginary farm. 2c asks students to complete writing to describe the imaginary farm.
Why: By guiding students to think about the things on their farms, including their colours and numbers, students will be able to design their own farms from these aspects and use the core vocabulary and sentence patterns they have learned in this unit to describe the farms correctly and complete the writing task.
How: In this lesson, students are asked to complete an explanatory essay about a farm. The essay is required to contain information about the things, the numbers and the colours on the farm. The basic sentence patterns are “There are…How many…can you see/do you have What about… ”.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about the names, colours and the numbers of farm animals;
2.design their own farms and draw pictures of them;
3.learn about how to write a passage to describe a farm;
4.write a passage to describe a farm.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To talk about the names, colours and the numbers of farm animals. Step 1　Lead-in Create a situation: Farm Design Competition In response to the rural vitalization strategy, we will hold a Farm Design Competition. You need to draw a picture of your farm and describe it with a short passage. Step 2　Learn from the model essay What can you see on the farm —What are these —They are… —What colour are they —They are… —How many…does Andy have —Andy has… Observe whether stu-dents can answer ques-tions accurately about the animals and things on the farm, their colours and quantities. Observe the accuracy and standardization of the language used by students in their responses. Give guidance and feedback accordingly.
Step 3　Review Andy has six white ducks. Andy has seven brown horses. Andy has twelve grey rabbits. … (number+colour+animals or things)
Purpose Create a situation in which a farm design competition is held in response to the revitalization of the countryside, and guide students to apply what they have learned to solve practical problems. Through the example of a well-designed farm, review the key vocabulary and sentence patterns of this unit and build the scaffolding of vocabulary and sentence patterns. And through concrete examples, students will perceive and learn how to design and describe a farm.
2.To design their own farms and draw pictures of them.　 Step 4　Draw a picture of the designed farm Think about the following questions while designing: 1.What do you have on your farm 2.How many of them do you have 3.What colour is it/are they Observe whether stu-dents can consider the three aspects when designing a farm. Understand their ability to internalize and apply what they have learned and their ability to design a farm creatively.
Purpose To guide students to design their own farms and ask them to consider the three aspects in their design. To develop students' ability to apply what they have learned to transfer and innovate.
3.To learn about how to write a passage to describe a farm. Step 5　Learn to describe a farm e.g. 1.What aspects are talked about in the passage (详见课件资源) 2.Learn useful expressions. Look! I have… I also have many kinds of animals/different kinds of animals. There are+number+colour+animals. How many…can you see/do you have What about… This is a beautiful/wonderful/rich/large/fun farm. Observe whether students can compre-hensively identify the three aspects about the farm presented in the model essay. See if students can find sentence patterns that describe the colours and the numbers of animals.
Purpose Students are guided to pay attention to the content and useful expressions in the model essay, and are helped to analyze the structure of the text and language expressions so that they can learn to correctly use the relevant sentence patterns to describe a farm.
4.To write a passage to describe a farm. Step 6　Write a passage 1.Finish your outline. 2.Write the first draft according to your outline. 3.Edit your draft according to the checklist. ChecklistScores(1-5)Structure &ContentWhat do you have on your farm How many of them do you have What colour is it/are they Nice handwriting.Beautiful sentences.No grammar mistakes.
Step 7　Show time Describe your farm in class. Focus on students' ability to follow the steps in order to complete the passage. Understand their ability to internalize and apply what they have learned.
Purpose To guide students to integrate relevant language expressions according to the created situation.To cultivate students' ability to use their linguistic and cultural knowledge to solve practical problems in real-life situations and promote transfer and innovation.
Homework Required: Review Starter Unit 3. Optional: 1.Collect your team members' designs and description articles of their farms, and make a farm booklet for communication among team members. 2.Learn more about the animals and crops on the farm and write down their English names.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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