资源简介

Unit 3 After-school activities-Lesson 2 A visit to a farm
This lesson is from Unit 3 “After - school activities” of the 7th - grade English textbook (2024 edition) of Hebei Education Press. It presents a conversation between Li Ming and Wang Mei during their visit to Li Ming's uncle's farm. Through this dialogue, students are introduced to the activities that can be done on a farm, such as feeding animals and picking vegetables and fruit. They also learn to express their feelings about the countryside and the activities. The language used in the dialogue is simple and practical, which is suitable for students at this stage to learn and imitate.
教学目标 A. Knowledge Objectives Students will be able to master the new vocabulary related to the farm, such as “farm”, “cow”, “feed”, “pick”, “friendly”, etc. They should learn to use sentence patterns for describing things and activities on the farm, like “I like to...”, “I'm afraid of...”, “The animals are...”. Students need to understand and be able to use the simple present tense to describe habitual actions and the simple past tense to describe past events briefly. B. Ability Objectives Students can understand descriptions about a farm visit and extract key information, such as the activities people do on the farm and their feelings. They are capable of describing their own or others' farm - visiting experiences in English, thereby improving their oral and writing skills. Develop the students' abilities of observation, thinking, and summarization, and enhance their information - processing skills. C. Emotional Objectives Stimulate students' interest in agricultural production and rural life, and cultivate their love for nature. Foster students' teamwork spirit and communication skills through group cooperation activities.
教学重难点 A. Teaching Key Points Master the new vocabulary related to the farm and the common sentence patterns for describing the farm. Correctly use the simple present and simple past tenses to describe present and past farm - visiting activities. B. Teaching Difficult Points Accurately use the irregular verb forms in the simple past tense, such as “feed - fed”, “is/am - was”, “are - were”. Vividly and systematically describe the experiences and feelings of a farm visit.
A. New Vocabulary
farm /fɑ m/n. 农场；养殖场
cow /ka /n. 母牛；奶牛
feed /fi d/v. 喂养；饲养 (过去式：fed)
pick /p k/v. 采；摘
friendly / frendli/adj. 友好的
countryside / k ntrisa d/n. 乡村；农村
afraid / fre d/adj. 害怕；畏惧
job /d b/n. 工作；活儿
favourite / fe v r t/adj. & n. 特别喜爱的 (人或事物)
B. Key Sentence Patterns
I love visiting the farm! 我喜欢参观农场！
But it's far from the city. 但是它离城市很远。
What do you like to do here 你喜欢在这里做什么？
I like to feed the animals and pick vegetables and fruit. 我喜欢喂动物和摘蔬菜及水果。
I'm afraid of animals. 我害怕动物。
Don't worry! The animals are friendly. 别担心！动物很友好。
You are doing a good job. 你做得很好。
C. Grammar
Simple Present Tense: Used to describe habitual actions, general truths, or states. For example, “I like to visit the farm.” The verb form is usually the base form of the verb (for non - third - person singular subjects) or adds “-s” or “-es” for third - person singular subjects.
Simple Past Tense: Used to describe actions or states that happened in the past. Regular verbs form the past tense by adding “-ed” to the base form. For example, “I visited the farm yesterday.” Irregular verbs, such as “feed - fed”, “is/am - was”, “are - were” have their own special past - tense forms.
教学过程
A. Lead - in (5 minutes)
Show some pictures of beautiful rural scenery on the multimedia, including farms, animals, and crops. Then ask students the following questions: “Do you like the countryside ” “Have you ever visited a farm ”
Let several students share their thoughts and experiences briefly to arouse their interest in the topic of this lesson.
B. Presentation of New Knowledge (15 minutes)
Vocabulary Teaching
Use flashcards to present new words one by one, such as “farm”, “cow”, “sheep”, “horse”, “chicken”, “tomato”, “potato”. For each word, show a corresponding picture, read the word clearly, and let students repeat after you. Explain the meaning of each word in simple English or with gestures if necessary.
Play a short video about a farm, highlighting the animals and crops mentioned above. Pause the video at appropriate times to let students identify and say the corresponding words.
Sentence Pattern Teaching
Write the sentence “I like to visit the farm.” on the blackboard and read it aloud. Explain the structure “like to do sth.” means having a preference for doing something. Let students make sentences using this structure, for example, “I like to play basketball.”
Write “The farm is far from the city.” on the blackboard. Explain the phrase “far from” which indicates the distance between two places. Ask students to make sentences using this phrase, such as “My school is far from my home.”
Use the picture - based teaching materials to introduce sentences like “I'm afraid of animals.” and explain the structure “be afraid of sth./doing sth.” means feeling fear towards something or doing something. Let students practice making sentences, for example, “I'm afraid of dogs.”
Write “Don't worry! The animals are friendly.” on the blackboard. Explain “Don't worry” is used to comfort someone, and “friendly” is an adjective to describe the character of people or animals. Let students practice using these expressions in pairs.
C. Text Learning (10 minutes)
Let students listen to the dialogue between Li Ming and Wang Mei on the farm once. Ask them to listen carefully and answer the question: “What are Li Ming and Wang Mei mainly talking about ”
Play the dialogue again. This time, ask students to listen and answer more detailed questions, such as “What does Wang Mei think of the countryside ”, “What does Li Ming like to do on the farm ”, “Why is Wang Mei afraid at first ”
Let students read the dialogue in pairs, imitating the intonation and pronunciation. Walk around the classroom to monitor and offer help if necessary.
Choose several pairs of students to come to the front of the class and act out the dialogue. Give them praise and encouragement.
D. Practice (10 minutes)
Group Work
Divide students into groups of four. Give each group a set of pictures about farm activities. Let them discuss in the group: “What can we see in the pictures What are the people/animals doing Do you like these activities Why or why not ”
Each group chooses a representative to report their discussion results to the whole class.
Writing Practice
Ask students to write a short passage about a farm visit. They can use the sentence patterns and vocabulary they have learned in this lesson. For example, “Last Sunday, I visited a farm. It was far from the city. I saw many cows and sheep. I liked to feed the chickens. It was a lot of fun.”
Walk around the classroom to offer guidance and help during students' writing process. After they finish writing, let them exchange their passages with their partners to check for grammar and spelling mistakes.
E. Summary and Homework (5 minutes)
Summary
Summarize the key vocabulary, sentence patterns, and grammar points learned in this lesson with the students. Ask them to recall and repeat.
Emphasize the importance of observing and experiencing rural life, and encourage them to express their feelings and experiences in English.
Homework
Ask students to write a more detailed composition about their ideal farm visit, with at least 80 words. They should include what they would do, what they would see, and how they would feel.
Ask students to find more information about farms, such as different types of farms or interesting facts about farm animals, and share it with the class next time.
教学反思
After teaching this lesson, I found that most students were interested in the topic of the farm visit. The use of multimedia materials such as pictures and videos effectively attracted their attention and helped them understand the new vocabulary. However, some students still had difficulties in using the simple past tense, especially the irregular verb forms. In future teaching, more targeted exercises and examples should be provided to help students master this grammar point. Additionally, during the group work, some groups may not have fully participated. I need to improve my group - organizing skills to ensure that every student can actively engage in the learning process. Also, some students may have limited creativity in the writing practice. I should offer more guidance and inspiration to help them expand their ideas and improve their writing abilities.

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