资源简介

Starter Unit 3　Welcome Section B
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 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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