资源简介

Starter Unit 3 Welcome! Section B 1a-1e 教学设计
This part takes a farm as the theme and consists of a series of activities from 1a to 1e. 1a is a pre - reading activity, in which students observe the theme picture, identify the plants and animals in the picture, complete the vocabulary matching, and correct the wrong descriptions. 1b - 1c are reading comprehension activities. Students read the text and circle the things mentioned in the picture, then complete semi - open sentences and provide complete answers according to the text. 1d - 1e are writing tasks. Students describe the things in the farm they see with coherent sentences by imitating the sentence patterns in the reading text. The whole part is a complete reading - writing task chain, reflecting the design concept of promoting writing through reading.
教学目标 Students can recognize and say the names of various plants and animals in the picture, and correctly use adjectives to describe their size and color. Students can sort out the narrative logic of the text according to the reading text and picture content, and accurately obtain detailed information. Students can use the language learned in this unit to describe the farm in the picture. Through the study of this part, students can cultivate an interest in rural life and a love for nature.
教学重难点 Master the vocabulary of farm animals and scenery, such as "pig", "horse", "cow", "duck", "sheep", "chicken", "grass", "house", etc. Be able to understand the description of the farm and carry out simple writing. Accurately understand the detailed information in the reading material, such as the quantity and color of animals and plants. Use the learned language to make coherent written expressions, and be able to describe the farm scene with correct sentence structures and rich vocabulary.
Vocabulary
Farm Animals: pig, horse, cow, duck, sheep, chicken
Scenery: grass, house
Sentence Patterns
Asking about the color: What color is... For example, "What color is his uncle’s house "
Asking about the quantity: How many... are there / How many... do you see For example, "How many ducks does my uncle have " "How many cows do you see "
Grammar
The use of plural forms of nouns. For example, "pigs", "horses", "cows" etc.
教学过程
I. Lead - in (5 minutes)
Greet the students with enthusiasm. Then, show them a short and vivid video about a beautiful farm. The video should include various animals like cows, horses, and sheep, as well as different plants and farm - related scenery. After the video, ask students some simple questions, such as "What did you see in the video What animals were there Did you like the farm in the video " This can quickly attract students' attention and arouse their interest in the topic of the farm.
Present a picture of a yard on the PPT. Recall the vocabulary and sentence patterns learned in Section A by asking students to describe the things in the yard using sentences like "What's this/that What are these/those What color is it/are they " This helps to review the previous knowledge and smoothly lead to the new content about the farm.
II. Work on 1a (8 minutes)
Display the picture in 1a on the big screen. Encourage students to describe what they can see on the farm freely. Guide them to use words they already know to express, like "I can see some animals." or "There are some trees on the farm."
Present a list of farm items on the PPT, including black and white cows, a small lake, black rabbits, etc. Explain the new words or phrases briefly if there are any. Then, ask students to tick the things they see on the farm in their textbooks.
Walk around the classroom to monitor students' progress. After they finish, have a quick check with the whole class. Invite some students to share their answers and correct any misunderstandings immediately. For example, if some students are confused about the difference between "sheep" and "goat", show them clear pictures of both and explain the characteristics.
III. Work on 1b (10 minutes)
Set the scene for the text. Tell students that they are going to read a description of a farm from a boy named Han Lin. Explain some key words and phrases before reading, such as "uncle's farm", "kinds of", "behind the tree".
Instruct students to read the text in 1b silently. While they are reading, ask them to circle the things Han Lin mentions in the text. This helps them to focus on the main information in the text.
Play the recording of the text. Let students listen carefully and follow the text at the same time. They can check if the things they circled are correct. After that, explain some important sentences in the text, for example, "This is my uncle's farm. It's a big farm." Teach students how to use this sentence pattern to introduce a place. Also, explain "You can see many kinds of animals." to let them know how to express the existence of various things.
IV. Work on 1c (8 minutes)
Ask students to read the text in 1b again. This time, they need to complete the sentences in 1c. Walk around the classroom to offer help if students have difficulties.
After students finish, check the answers together. Invite students to explain their reasoning for each answer. For example, for the sentence "My uncle has _ white ducks.", students should be able to find the relevant information in the text, like "He has twelve white ducks." and give the correct answer. This not only helps to check students' understanding of the text but also trains their ability to extract information from the text.
V. Work on 1d (10 minutes)
Encourage students to look at the picture in 1a again and think about more questions they can ask about the quantity and color of the objects and animals on the farm.
Divide the students into pairs. Each pair should take turns to ask and answer questions. One student asks a question like "How many horses are there What color are the cows " and the other student answers according to the picture and the text. Walk around the classroom to listen to their conversations. If some pairs make mistakes in grammar, vocabulary, or pronunciation, correct them gently and give examples for improvement.
Select several pairs to come to the front of the class and show their conversations. The rest of the students listen carefully. After each pair finishes, give them positive feedback, such as praising their clear pronunciation, correct use of sentence patterns, and good cooperation.
VI. Work on 1e (10 minutes)
Introduce the writing task in 1e. Explain to students that they are going to write about the farm in 1a in their own words. Show them a simple writing framework on the PPT, for example:
This is a beautiful farm.
There are many kinds of animals on the farm.
The cows are black and white. They are big.
There are _ horses. They are _.
The house on the farm is _.
Let students start writing. They can refer to the text in 1b, the picture in 1a, and the conversations they had in 1d. Walk around the classroom to offer guidance. If some students have trouble starting to write or organizing their ideas, give them some suggestions, like starting with a general introduction of the farm and then describing the animals and scenery one by one.
After students finish writing, ask them to exchange their writings with their partners. They should read their partners' writings and give some simple comments, such as "Your description of the animals is very vivid." or "You can add more details about the color of the plants." Then, students can revise their own writings according to their partners' comments.
VII. Summary (4 minutes)
Review the key vocabulary learned in this class, including the names of farm animals and scenery, by writing them on the blackboard and asking students to read them together.
Summarize the important sentence patterns used to describe the farm, such as "This is...", "There are...", "How many... are there ", "What color is/are...". Let students make some sentences by themselves to ensure they have mastered these patterns.
Ask students to share what they have learned and what they are still confused about in this class. Listen to their opinions and answer their questions patiently.
VIII. Homework Assignment (5 minutes)
Ask students to go home and write a more detailed description of their ideal farm. They need to include at least 8 sentences, using the vocabulary and sentence patterns learned in this class. They can also draw a simple picture of their ideal farm beside their writing.
Encourage students to find some English - language pictures or short texts about farms on the Internet or in books. They can bring them to class next time and share with their classmates. This can help students expand their knowledge about farms and improve their English - learning interest.

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