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课题名称 Starter Unit3 Welcome! Section A （1a-2d）
教学目标 1.能够正确识别并说出图中植物和动物的英文名称。 2.能听辨并正确书写英文数字 1 - 20。 3.能够运用 “What's that It's...” 和 “What are those They're...” 等句型询问并回答有关植物和动物的问题。 4.能够用 “How many...can you see I can see...” 句型询问并回答数量问题。
教学重难点 重点：掌握植物和动物的英文名称；正确书写英文数字 1 - 20; 运用所学句型进行问答。 难点：在实际情境中灵活运用所学句型进行对话。
教学过程 教学活动 设计意图
Step1 Lead in 1.Greet students and ask about their weekend activities. 2.Show a picture of a yard and ask students to talk about what they can see in the yard. 情感与情境双激活：用日常问候（“周末做了什么”）搭建情感连接，消除学生距离感；展示 “院子” 图片，引导描述生活场景中的事物，让英语学习扎根真实生活，唤醒学生对 “观察动植物” 的经验记忆，自然引出本节课 “动植物 + 数字” 的学习主题，降低认知门槛。
Step2 Work on 1a 1.Show the picture in 1a and introduce: “Look at this picture. 2.Can you see different plants and animals in it ” 3.Write down the names of the plants and animals (baby chickens, dog, rabbits, tomato plants, flowers, apple trees) on the blackboard or project them on the screen for students to see clearly. 4.Ask students to match the plants and animals in the picture with their corresponding English names. They can do it individually or discuss in groups before giving their answers. 图片直观呈现动植物，配合板书 / 投影，将抽象词汇转化为可视形象（如 “tomato plants” 对应图片中的番茄苗），帮助学生建立 “形 - 义” 关联； “个体 / 小组配对词汇” 任务，鼓励学生主动探究、合作验证（如讨论 “baby chickens 是小鸡还是小鸭”），避免被动灌输，强化词汇记忆，同时培养自主学习与协作能力。
Step3 Work on 1b 1.After the matching, guide students to discuss: “Now, let's talk about what we can see in the picture. For example, I can see some tomato plants in the yard.” Encourage students to use the sentence structures “This is a/an...” and “These are...” to describe the items in the picture and guide them to use complete sentences. 2.Ask students to work in pairs to ask and answer. Then ask several students to act out in class. 引导用 “This is.../ These are...” 描述图片，把零散词汇嵌入完整句型，解决 “会单词不会造句” 的问题，构建 “词汇 + 语法” 的语言结构； 结对问答 + 上台展示，创造真实交流场景（学生需主动发起对话、回应问题），锻炼口语表达，教师可实时纠正发音 / 语法错误（如单复数误用），强化 “句型准确运用” 的核心目标。
Step 4 Work on 2a 1.Review the English numbers students know by asking them to say the numbers. 2.Write some phone numbers, car numbers, QQ numbers and ask students to read. 3.Play the audio for 2a and ask students to listen once, paying attention to the pronunciation and intonation. 4.Play the audio again and ask students to repeat after it, trying to imitate the pronunciation and rhythm. 5.Play the audio for the third time and ask students to read aloud, ensuring that each student can clearly pronounce each number. 用 “电话号码、车牌” 练习数字，让抽象数字与生活实用场景绑定（如读自己的 QQ 号），提升学习趣味性与实用性； 多次听音频、模仿发音，聚焦数字的 “发音准确性”（如 thirteen / θ ti n/ 与 thirty / θ ti/ 的区分）和 “语调节奏感”，通过重复听读纠正发音偏差，培养语音语感，突破 “数字发音混淆” 的难点。
Step 5 Work on 2b 1.Inform students: “Now, I'm going to say some numbers again, but this time you need to write them down.” 2.Play the audio and ask students to listen carefully and write down the numbers they hear. 3.Check students' answers, correct the errors, and emphasize the correct way to write the numbers. “听数字写下来”，同步训练听力捕捉（快速识别数字发音）和书写准确性（区分拼写细节，如 nine vs. five），强化 “数字听辨 + 书写” 的双维能力； 集体纠错环节，将错误转化为教学资源（如强调 “12” twelve 的拼写），避免学生重复犯错，巩固 “数字正确书写” 的重点。
Step 6 Work on 2c 1.Tell the students what they need to do for this task. 2.Ask students to read each question and predict the answer. Explain the new words (goose, geese) and new structure “How many... do... have ” 3.Play the audio for 2c and ask students to listen once to get a general understanding of the dialogue's content. 4.Play the audio again and ask students to listen while circling the correct answers. 5.Check students' answers and explain the key information in the dialogue, ensuring students understand the content. 6.Read the conversations in 2c. “预读问题 + 预测答案”，培养 “带着目的听读” 的学习策略（如先看问题 “What animals... ”，再从对话中定位信息），提升听力理解效率； 讲解新词汇（goose→geese 复数变化）和句型 “How many... do... have ”，填补知识空白，让学生掌握 “数量询问” 的核心表达，同时理解 “农场动植物数量” 的语境运用，突破 “情境中灵活交流” 的难点。
Step 7 Work on 2d 1.Divide students into pairs and assign roles A and B to each pair. 2.Use the picture in 1a as a reference and ask students to practise a dialogue based on the picture. For example: A: What's that B: It's a dog. A: What are those B: They're tomato plants. A: How many rabbits can you see B: I can see three rabbits. 3.Encourage students to enrich the dialogue with their own language and pay attention to pronunciation, intonation, and natural expression during the practise. 以 1a 图片为参考，结对编对话，强制学生整合 “动植物词汇、数字、问答句型”（如 “What are those How many rabbits... ”），实现 “知识碎片→语言能力” 的转化； 鼓励 “自主拓展对话”（如添加颜色、动作描述），并关注 “发音、语调、自然表达”，让对话脱离 “课本模板”，更贴近真实交流（如学生可能说 “Those geese are white. How many can you see ”），提升口语交际的流利度与灵活性，呼应核心素养中 “实际情境运用” 的目标。
Step 8 Summary and Homework Summarize the lesson by reviewing the new vocabulary and sentence structures. Assign homework: Ask students to draw their own yard scene and write a short dialogue about it using the target language. 课堂总结梳理 “词汇、句型、数字”，将零散内容结构化（如归类动植物词汇、数字序列），帮助学生建立清晰知识框架，强化记忆； 作业 “画院子 + 写对话”，让英语学习从课堂延伸到生活创作（学生需观察 / 想象自己的院子，用目标语言描述），既巩固知识，又培养动手能力与书面表达能力，实现 “语言学习 + 生活体验” 的深度融合。
板书设计 Starter Unit 3 Welcome! Section A: What is fun in a yard (1a - 2d) Words: fun, yard, carrot, goose, geese Sentences: What's this What's that It's a cat. What are these/those They're carrot plants. Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
教学反思 通过本节课的学习，学生们在有趣的配对游戏和听说活动中初步掌握了描述院子中动植物的词汇和基本数词。大部分学生表现出了积极的参与度，但部分学生在数字听力方面存在困难，今后需要加强相关练习。同时，应鼓励学生勇于开口，多进行实际语言交流，以提高他们的口语表达能力。

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