资源简介

中小学教育资源及组卷应用平台
人民教育出版社 七年级上册教学设计
Starter Unit 3 Welcome! Section 1 Section A (1a-2d)
Overview
Starter Unit 3 centers on the theme of “Country Life”, closely related to the sub-themes of “things and environment around us” in the “man and society” theme category and “common animals” and “animal characteristics and living environments” in the “man and nature” theme category. It presents two unique rural scenes: a traditional Chinese farmyard and a modern farm. Through activities like observing pictures, listening to conversations, reading introductions, and designing farms, students get familiar with rural life, learn about common plants and animals, express their love for nature, and feel the fun of rural life. This unit also helps students review and reinforce knowledge learned in primary school, such as numerals, names of common plants and animals, demonstrative pronouns, singular and plural forms, and the simple present tense.
Teaching Aims
By the end of Starter Unit 3, students will be able to:
1. Identify common plants and animals in a farmyard and on a modern farm through picture observation and say their English names.
2. Distinguish and correctly read numbers within 20, as well as the plural forms of common plant
and animal names.
3. Use demonstrative pronouns and the simple present tense correctly to ask and answer about
items in a farmyard. Describe the features of a farm using the learned vocabulary and sentence
patterns.
4. Recognize the common pronunciations of the five vowel letters a, e, i, o, u in stressed closed
syllables, and correctly read common monosyllabic words containing these letters. Correctly
read the contracted and full forms of the verb “be” in the simple present tense.
5. Understand and experience the features of Chinese rural life, and develop the ability to observe
the things and environment around them.
Framework Diagram of Unit Theme Content
中小学教育资源及组卷应用平台
21世纪教育网(www.21cnjy.com)
Sections
Section 1: Section A (1a-2d)
Section 2: Pronunciation
Section 3: Section B (1a-1e)
Section 4: Project
Focal and Difficult Points
Focal Points
1. Master basic rural vocabulary and sentence patterns: Recognize and remember the English
names of common plants and animals in rural areas, such as “cat” “dog” “apple tree” “tomato
plant”. Master sentence patterns like “What’s this/that ” “What are these/those ” “How many ... can you see ” to talk about rural things.
2. Grasp the pronunciation rules of vowel letters: Identify and correctly pronounce the common sounds of the five vowel letters a, e, i, o, u in stressed closed syllables, like / /, /e/, / /, / /, / /. Be able to classify words according to these pronunciation rules and read related words accurately.
3. Understand the description logic of rural scenes: Comprehend the narrative logic of farm introduction, such as from overall to local, from far to near. Be able to extract key information from texts about rural life, like the types, quantities, and colors of animals, and the features of farm buildings.
4. Use language to describe rural scenes: Apply learned vocabulary and sentence patterns to describe the scenery of a farmyard or a farm, including details about animals, plants, buildings, and other elements. Be able to write simple paragraphs about rural scenes.
Difficult Points
1. Pronunciation accuracy: Correctly pronounce some difficult numbers within 20, such as “three” /θri /, “five” /fa v/. Distinguish between similar-sounding numbers like “fifteen” and “fifty”, and pronounce the plural forms of plant and animal names accurately.
2. Flexible application of language: Spontaneously use the learned sentence patterns to ask and answer about rural things in real-life-like situations. Correctly use demonstrative pronouns “this” “that” “these” “those” according to the context, and match them with singular or plural nouns appropriately.
3. In-depth understanding of rural texts: Comprehend the implicit information and cultural connotations in rural-themed texts. For example, understand the friendliness and hospitality in rural life from the dialogues. Analyze the narrative structure of texts and use it to better understand and retell rural stories.
4. Creative expression in writing: When writing about a farm, organize thoughts clearly, and describe with rich details. Use appropriate adjectives to depict the characteristics of animals and plants, and show creativity in writing while following grammar rules.
Section 1 Section A (1a-2d)
Content Analysis
What: This section includes an interactive picture-based activity and a listening-dialogue part. In Activities 1a and 1b, students observe a picture of a Chinese farmyard with various plants and animals. They identify these elements in the picture and practice using demonstrative pronouns in context, such as asking and answering “What’s this/that ” and “What are these/those ”. This helps review relevant vocabulary and noun plural forms. In the following listening and speaking activity, students learn to read and write numbers within 20, and through dialogues like “What’s that It’s a cat.” and “What are those plants They’re tomato plants.”, they learn to inquire about the names of unfamiliar plants and animals and respond correctly.
Why: This section aims to lay a foundation for students to describe rural life scenes in English. The picture-based discussion activates students’ prior knowledge of plants and animals and encourages them to talk about the rural environment. Practicing these questions not only strengthens the understanding of demonstrative pronouns and noun plural forms but also builds students’ confidence in asking about new things. The listening and speaking activities about plants and animals are practical for simulating the experience of rural life. In a rural or farm-visiting context, asking about the names of plants and animals is common. Mastering these expressions enables students to communicate better in such scenarios and shows their interest in the rural world. Culturally, it also helps students understand rural life in China.
How: The contexts and tasks are designed to simulate real-life rural communication. The use of a vivid farmyard picture provides a realistic context for language use. Students can point to the plants and animals in the picture and talk about them, making the abstract concepts of “this/that/these/those” more concrete. When it comes to the listening and dialogue part, the textbook uses conversations among characters in the farmyard scene. By listening to native or fluent speakers asking about plants and animals, students get used to the natural pace and intonation. This section scaffolds learning: first, controlled practice with the picture-based activity, then semi-controlled listening and speaking practice. This step-by-step approach (picture observation → listening and speaking practice) helps students internalize the language. Pair work and group activities, such as discussing the picture or role-playing the dialogues, encourage information exchange. For example, one student asks about a plant or animal in the picture, and the other answers, practicing both speaking and listening.
Learning Objectives
By the end of Section 1, students will be able to:
1. Recognize and say the English names of various plants and animals in the farmyard picture.
2. Use the questions “What’s this/that ” and “What are these/those ” to ask about the names of plants and animals around them, and give corresponding answers.
3. Correctly use the demonstrative pronouns this, that, these, those to talk about plants and animals around them.
4. Improve listening skills: identify numerals within 20 in the text, accurately record quantity -related information, capture key words and obtain detailed information such as the names and quantities of things.
Focal and Difficult Points
Focal Points
1. Master the key expressions for asking about the names of plants and animals, especially “What’s this/that ” “What are these/those ” and their response patterns.
2. Review and correctly read numbers within 20. Clear pronunciation of numbers is important when students talk about the quantity of plants and animals.
3. Correctly use demonstrative pronouns and noun plural forms in context.
Difficult Points
1. Listening for numbers: Students may find it hard to catch numbers in English, especially when numbers appear in a fast-paced conversation or when some number words sound similar.
2. Pronunciation: Some students may struggle with the pronunciation of certain words, such as the pronunciation of “three” /θri / or distinguishing between “fifteen” and “fifty”.
3. Using new structures spontaneously: While students may understand the question forms in theory, they may hesitate to use them in free conversation or mix them up with other learned structures.
4. Applying demonstratives correctly: Understanding the difference between “these” and “those” and correctly using them with plural nouns can be challenging. Students may also have trouble with the pronunciation.
5. Overcoming shyness in communication: Some students may be shy to talk about plants and animals with classmates or perform role-plays. The teacher needs to create a supportive environment.
Procedures
Teaching Activity Learning Activity Purposes
Step 1: Lead-in The teacher begins with an enthusiastic greeting and shows an engaging short video about a lively rural yard filled with various animals and plants. After the video, the teacher poses thought-provoking questions to the students about the video content. T: Welcome to today’s exciting English class! Before we start, let’s watch a short video. Pay close attention to what you see. (play the video) T: So, class, what were the most interesting things you saw in the video And where do you think that yard was Students watch the video attentively. After the video, share their observations. S1: I saw a lot of colorful flowers and a cute puppy. S2: I think it was in the countryside because there were so many plants. Spark students’ curiosity about rural life and activate their prior knowledge. The video serves as an attention-grabber, making the start of the lesson more interesting and setting a positive tone for learning.
Step 2: Pre-listening The teacher projects the 1a picture on the smart board and initiates a group brainstorming session about what could be in a rural yard. Then, the teacher uses flashcards to introduce the vocabulary from 1a in an interactive way and distributes a worksheet with picture-related tasks in a game-like format. T: Look at this picture on the board. Let’s work in groups and brainstorm what else we might find in a yard. Then, I’ll show you some flashcards. When I show a card, if you know the word, shout it out! （after the brainstorming and flashcard activity） T: Now, here’s a worksheet. It’s like a little game. Let’s see who can answer the questions about the picture the fastest. In groups, students excitedly discuss and share their ideas about yard items. They actively participate in the flashcard activity, shouting out the words they remember. Then, they focus on the worksheet, trying to answer the questions quickly. Ss’ prediction: S1: I think Helen will see a duck in the yard because there are many ducks in the picture. S2: Maybe Peter will see potato plants. There are some green plants in the garden, and they could be potatoes ... Encourage collaborative thinking and familiarize students with the vocabulary. The game- based worksheet makes the pre-listening preparation more fun and effective, helping students better focus on the picture details.
Step 3: While-listening 1. Making predictions The teacher divides the class into small groups and gives each group a set of prediction cards related to the 2c listening questions. T: Okay, everyone. You’re in groups now. Here are some prediction cards. Look at the questions on them and discuss what you think the answers might be. Then, we’ll listen to the conversation. 2. Listening for the numbers After students make predictions, the teacher plays the first part of the conversation. Then, the teacher conducts a “listening relay” activity where students in each group take turns reading the numbers in a line. Then, the teacher plays the listening recording and asks students to listen for the numbers in 2b. 3. Listening relay for the answers in 2c The teacher leads students to answer the questions in 2c based on what they hear. After the first listening, lead students to answer questions in 2c. Q1. What animal does Helen see in the yard Q2. What plants does Peter see in the yard Q3. How many apple trees does Fu Xing’s grandpa have Q4. How many rabbits does Fu Xing’s grandpa have T: Now, it’s time for listening. Listen for 2c and circle the correct answers. Work in pairs and check your answers. 1. Students in groups discuss and make predictions using the cards. 2. Students read after the recording and repeat the numbers in 2a. Then they take turns reading the numbers in a line. Students listen and write down the numbers they hear in 2b. 3. During the listening, students listen carefully for the answers in 2c. Then answer questions. In the listening relay, they take turns answering the questions in 2c, collaborating with their group members. Answer 1: A duck. Answer 2: Tomato plants. Answer 3: Two apple trees. Answer 4: Twelve. Students work in groups and check the answers. Develop students’ prediction skills and listening comprehension. The listening relay promotes teamwork and active listening, as students need to focus on supporting their group.
Step 4: Post-listening 1. Role play The teacher organizes a “yard-themed” role-play activity. Students are given different roles related to the yard scenario, like a visitor, a yard owner, or a gardener. They create and perform short skits using the vocabulary and sentence patterns. T: Let’s have some fun with a role-play! You can be a visitor, a yard owner, or a gardener. T: Create a short skit using the words and sentences we have learned. (Ask Ss to do self-evaluation and peer evaluation after they finish.) ChecklistStarUsing learned vocabulary and sentences with fluent expressions☆☆☆Using unique plots and novel, creative questions☆☆☆Using natural performance, loud voice, and excellent cooperation with partners☆☆☆
Students enthusiastically take on their roles, create and perform skits with their partners. Then make evaluations. Group 1: Visitor: What’s that over there Yard Owner: It’s an apple tree. We have two of them. Visitor: What are those Yard Owner: They’re tomato plants. We grow them every year. Group 2: Gardener: Welcome to our yard. You can see many beautiful flowers here. Visitor: How many rabbits are there in the yard Gardener: I can see five rabbits. They like to eat the carrots we grow. In the question-creating competition, students think creatively and write down questions, and then share them with the class. Enhance students’ speaking skills and creativity. The role-play allows students to use the language in a real- life-like context, and the competition encourages them to think outside the box.
Step 5: Summary and Homework The teacher summarizes the key points of the lesson through a fun “vocabulary bingo” game, where students mark the learned words on a bingo card as the teacher mentions them. Then, the teacher assigns a creative homework of writing a dialogue or creating a short comic strip about a yard. T: Let’s review what we learned with a game of vocabulary bingo. Listen for the words we learned today and mark them on your card. Here we go: fun, yard, carrot, chicken, goose T: For homework, you can choose one from Level A and Level B: Level A: Make up a dialogue about a tour of a rural yard. Use words and expressions we have learned. Level B: Create a short comic strip about a yard. Use at least five English sentences in your comic. 1. Students actively join in the bingo game, marking the words. 2. Students choose one from two levels of homework. Review and reinforce learned vocabulary in an engaging way. The homework encourages students to be creative, making the learning experience more well-rounded.
Blackboard Design
Section 2 Pronun
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑