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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 4 Project
Content Analysis
What: This section features a project-based learning activity in which students design their own farms. They first engage in group discussions to determine what they want to include on their farms, such as animals, plants, and buildings. Subsequently, they draw a picture of their farms and describe it using the vocabulary and sentence patterns acquired in this unit.
Why: This project is designed to integrate students’ language skills, creativity, and knowledge of rural life. It enables students to apply what they have learned in a practical and creative manner, thereby enhancing their language proficiency, imagination, and problem-solving capabilities. Additionally, through group discussions and presentations, students can refine their teamwork and communication skills.
How: The project is carried out step by step. First, students brainstorm ideas in groups, a process that fosters collaborative thinking. Next, they create drawings to visually represent their ideas. Finally, they describe their farms, integrating writing and speaking skills. Throughout the process, the teacher provides guidance and support—for instance, offering vocabulary suggestions and reviewing students’ descriptions.
Learning Objectives
By the end of this section, students will be able to:
1. Actively participate in group discussions, share ideas, and listen to others’ opinions to design a unique farm.
2. Use the learned vocabulary about rural life, such as animal names, plant names, and adjectives, to describe the features of their designed farms in both writing and speaking.
3. Draw a clear and creative picture of their farms, with labels in English to show different elements.
4. Present their designed farms to the class in an organized and confident manner, using appropriate language and expressions.
Focal and Difficult Points
Focal Points
1. Design a farm with various elements, including animals, plants, and buildings, and be able to describe them in English.
2. Employ correct vocabulary and sentence patterns to express ideas about the farm, such as “There are...”, “I have...”, and use adjectives to describe size, color, and quantity.
3. Present the designed farm clearly and confidently to the class.
Difficult Points
1. Facilitate effective group discussions to ensure all members’ ideas are heard and integrated into the farm design.
2. Use language creatively and accurately to describe the farm, especially when expressing unique or complex ideas.
3. Overcome stage fright and present the farm design with proper pronunciation, intonation, and body language.
Procedures
Teaching Activity Learning Activity Purposes
Step 1: Lead-in Display some interesting pictures of different farms from around the world. Invite students to share their ideas on farms. T: Boys and girls, look at these interesting pictures of different farms around the world. Take a close look and think about this: What do you think are the key elements of a great farm And if you are going to design your own farm, what would you like to include T: Today, we are going to be farm designers! You’ll have the opportunity to create your own dream farms. Let’s begin by imagining all the amazing things we can add to our farms. 1. Look at the pictures and think over the questions. Share their ideas with the class: S1: I want to dig a big pond on my farm. Then, I can swim in it during the summer and raise many beautiful fish. S2: I’d like to have a large field of colorful flowers on my farm. There will be all kinds of flowers, and it must be extremely beautiful. 2. Get excited about the project and start imagining their own farms. Arouse students’ interest in the project and activate their prior knowledge about farms.
Step 2: Group Brainstorming Divide the class into groups of four or five. Give each group a large piece of paper and some colored pens. Instruct them to write down all the ideas about their farms, including animals, plants, buildings, and any other features they want. T: Now, I’ll divide you into groups of four or five. Each group, come to the front and get a large piece of paper and some colored pens. Then, write down all your ideas about your farms on the paper, including animals, plants, buildings, and any other special features you can think of. 2. Circulate among the groups, joining in the discussions and offering suggestions when necessary. T: What about some special animals Or a unique building Work in groups to brainstorm ideas. Write down their thoughts on paper and discuss with group members. S1: Let’s have a horse-riding area. S2: We can plant different kinds of fruit trees. S3: I also want to raise some cute rabbits. They are so funny when they hop around. Promote collaborative thinking and generate ideas for the farm design.
Step 3: Drawing the Farm 1. After the brainstorming, ask each group to start drawing their farm on the large piece of paper. Encourage them to be creative and use colors. Remind them to label the different elements in English, such as “cows”, “apple trees”, and “red house”. T: The brainstorming is over. Now, each group starts drawing your farm on the large paper according to your ideas. Be creative and use lots of colors to make your farm more beautiful. Remember to label different elements in English, like “cows”, “apple trees”, “red house”. 2. Provide some vocabulary posters or word lists on the board for students to refer to. 1. Draw the farm according to the group’s ideas. Use colors to make the picture attractive and label the elements in English. 2. Refer to the vocabulary resources on the board when needed, and help to complete the drawing. Visualize the farm design and practice using English vocabulary in a practical context.
Step 4: Describing the Farm 1. Give each group a worksheet with sentence starters like “My farm has ...”, “There are ... on my farm”, and “The ... on my farm is/are ...”. Instruct them to write a description of their farm. T: I’ll hand out a worksheet to each group. There are sentence starters like “My farm has ...”, “There are ... on my farm”, and “The ... on my farm is/are ...” on it. Use these sentence starters and the vocabulary we’ve learned to write a description of your farm. 2. Circulate among the groups, checking their writing progress, and offering grammar and vocabulary help when necessary. After they finish writing, ask each group to practice reading their descriptions aloud. 1. Write the descriptions of their farms on the worksheet, using the sentence starters and learned vocabulary. S1: My farm is a wonderful place full of life. There are five black-and-white cows on it. These cows are not only cute but also very productive. They produce a lot of delicious milk every day. There are also many apple trees. In autumn, the trees are loaded with apples, and we can pick them. What’s more, my farm has strong horses. They are fast runners. Overall, my farm has lovely animals and fruitful plants. 2. Practice reading the descriptions aloud in the group. Develop students’ writing and speaking skills. Help them apply the learned language knowledge to describe the farm.
Step 5: Presentation and Evaluation 1. Ask each group to present their farm design and description to the class. Provide a simple evaluation rubric on the board. T: Now, each group come to the front of the class and present your farm design and description. Look at the board. Here is a simple evaluation rubric, including “clear description”, “correct vocabulary usage”, “creative design”, and “good pronunciation”. 2. After each presentation, let the other students ask questions and give feedback. The teacher also gives comments, highlighting strengths and areas for improvement. 1. Present the farm designs and descriptions to the class, speaking clearly and confidently. Answer the questions from other students. 2. Listen to other groups’ presentations, ask questions, and give feedback. Take notes of the teacher’s comments for future improvement. Improve students’ presentation skills and critical thinking. Provide opportunities for students to learn from each other.
Step 6: Summary and Homework 1. Summarize the key points of the project, such as the importance of teamwork, creativity, and proper language use. Ask students to reflect on what they have learned from this project. T: Well, let’s summarize the key points of this project. Teamwork, creativity, and language use are all very important in this project. Now, think about what you’ve learned from this project. 2. Assign homework Level A: Ask students to write a short paragraph about what they learned from this project and what they would do differently if they could do it again. Level B: Find more information about farms around the world and make a report on them. 1. Listen to the teacher’s summary and reflect on their learning experience. Share their thoughts with the class, using examples like “I learned how to work better in a group” or “I improved my English writing skills”. 2. For homework, write a short paragraph reflecting on their project experience and possible improvements. Alternatively, choose to make a report on farms around the world. Review and reinforce the learning outcomes of the project. Encourage students to reflect on their learning process.
Blackboard Design
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