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 3 Section B 1a-1e
Content Analysis
What: This part of the teaching content mainly focuses on a reading-writing integrated lesson. It starts with a picture-based activity where students identify and tick the things they see on a farm in 1a. Then, they read Han Lin’s description of his uncle’s farm in 1b, which serves as a model text for learning how to describe a farm. After reading, students retell the description in 1c, and finally, they complete a writing task in 1e, where they need to describe a farm from their own perspective. The whole process is designed to help students master the vocabulary, sentence patterns, and writing structure related to farm description.
Why: This lesson is crucial for students as it not only helps them improve their language skills but also broadens their understanding of rural life. By learning to describe a farm, students can enhance their reading comprehension, writing, and speaking abilities. The integration of reading and writing activities allows students to internalize the language knowledge and use it in practical situations. Moreover, it encourages students to observe and appreciate the beauty of nature, promoting a positive attitude towards nature and rural life.
How: The lesson progresses in a step-by-step manner. First, the picture-ticking activity in 1a activates students’ prior knowledge and sets the context for the reading. The reading tasks in 1b and 1c guide students to analyze the text structure and language use through skimming and scanning. The post-reading retelling activity in 1d helps students consolidate their understanding of the text and practice speaking. The writing task in 1e provides an opportunity for students to apply what they have learned in a creative way, and the use of a checklist helps students self-assess and improve their writing.
Learning Objectives
By the end of this section, students will be able to:
1. Accurately identify and pronounce the English names of common farm animals, use appropriate adjectives to describe their size, quantity, and color, and proficiently apply sentence patterns like “Look! This is …” and “There are …” in both oral and written descriptions of a farm.
2. Read and comprehend the passage using various skills: skim the text quickly to identify the main items described in Han Lin’s introduction to the farm; scan the text accurately to obtain detailed information such as the quantity and color of farm animals; and analyze and understand the narrative logic of farm descriptions, such as the order from general to specific.
3. Write a well-structured description of a farm (including an introduction, body, and conclusion) by following the model text, using correct grammar, vocabulary, and sentence patterns, and self-assess and improve their writing based on a given checklist.
4. Cultivate good reading and thinking habits, such as critical thinking while reading and organized thinking while writing.
5. Understand and appreciate the harmony between humans and nature through learning about farms, and develop a positive attitude towards rural life.
Focal and Difficult Points
Focal Points
1. Master vocabulary related to farm animals and their descriptions, such as “cow, pig, sheep, black and white, many, big, small”.
2. Correctly use sentence patterns like “Look! This is …” and “There are …” correctly in speaking and writing.
3. Understand the structure of farm descriptions, including the order of introduction, body, and conclusion, as well as how to present details from general to specific.
Difficult Points
1. Organize writing in a logical order, especially following the “general to specific” structure as shown in Han Lin’s description.
2. Apply the learned vocabulary and sentence patterns accurately and creatively in writing, and be able to use them to describe a farm vividly.
3. Deeply understand the narrative logic of the text and internalize it for use in one’s own writing and speaking.
Procedures
Teaching Activity Learning Activity Purposes
Step 1. Lead in (Find beauty) Clearly introduce the learning objectives of this lesson. T: Today, we’ll learn how to describe a farm. By the end of this class, you’ll be able to read and write about a farm, and appreciate the beauty of rural life. Let students recall Peter’s story. T: Do you still remember Peter from the first lesson What did he do Show a vivid picture of a farm with various elements and ask: T: Look at this picture. Where do you think it is What can you see Distribute the worksheet with Activity 1a and say: T: Please look at the picture carefully and tick the things you see. Recall Peter’s story and share their memories. Observe the picture closely and make guesses about the location. Identify and tick the items they see on the farm. Connect the new lesson with previous knowledge to arouse students’ interest. Activate their prior knowledge about farms, introduce the theme of this lesson, and prepare students for further learning.
Step 2. Reading (Explore beauty) 1. Skimming and Scanning T: Now, read Han Lin’s description quickly. Circle the things he writes about. Try to find out the main idea of his introduction. Present the three guiding questions: Q1: What is the farm like Q2: How does Han Lin describe the fun things Q3: How does Han Lin feel about the farm Guide students to read the text again carefully to find the answers. After students finish, provide feedback: T: Let’s share our answers together. If you have different opinions, feel free to speak up. 2. Figure out the structure Help students analyze Han Lin’s writing structure by drawing a simple mind map on the board.（including an introduction, body, and conclusion） 3. Highlight useful sentences and phrases and have students read them together. This is... ; You can see…; How many …; There is/are.... 1. Skim and scan Han Lin’s passage. Try to find the main idea and circle the items mentioned in the text. （pigs, horses, ducks, sheep, chickens, trees, a house...） 2. Read the text carefully to answer the three questions. S1: It’s big. S2: He talks about the animals and their numbers. S3: He thinks it’s beautiful. 3. Try to understand the writing structure with the teacher’s guidance. 4. Read the useful sentences and phrases aloud and learn how to use them in writing. Enhance students’ reading skills, with a particular focus on skimming and scanning. Guide them to understand the text structure and language features in farm descriptions, and encourage them to think critically about how to organize descriptive writing.
Step 3. Post-reading (Share beauty) Retell the passage T: Now, let’s retell Han Lin’s description. You can use the pictures and key phrases on the board. First, work in pairs to practice. Provide sentence starters like “Han Lin’s uncle has a big farm. First, he talks about...” and some relevant vocabulary. T: How does the writer describe the farm （Following the logic of “from general to specific”从一般到具体） 1. Work with a partner. Use the pictures and provided expressions to retell Han Lin’s story about the farm. Sample: Look, this is Han Lin’s uncle’s farm. It’s a big farm. There are many animals on the green grass. You can see pigs, horses, cows, chickens, and ducks. There are 15 ducks on the farm. Look there! There is a duck behind the tree. The white house is his uncle’s. It’s beautiful. 2. Practice speaking by describing the farm with the target language. Listen to other pairs retelling and learn from them. 3. Figure out how the writer describes the farm. （from general to specific） Reinforce students’ understanding of the text through speaking practice. Enhance their ability to express themselves orally by having them use key phrases from the text.
Step 4. Writing (Share beauty) 1. Introduce the writing task T: Now, suppose you want to tell your friends about Han Lin’s uncle’s farm. Please write a short passage and remember to include an introduction, body, and conclusion. 2. Distribute the checklist for good writing T: This checklist includes aspects like structure, content, and language. Use it to check your writing while you are writing. 3. Display one sample and provide feedback T: Let’s look at a sample of your work. Let’s evaluate it together according to the checklist. 1. Write a description of Han Lin’s uncle’s farm following the given structure. One sample: Han Lin’s uncle has a big farm. It’s a really interesting place. There are lots of animals and plants on the farm. There are five cows. They are big and black-and-white. They give people milk. There are also some chickens. They run around and look for food. In the field, there are many potato plants. Near the house, there is a small orchard. There are apple trees. When the apples are ripe, they are red and sweet. The farm is really great. I like it. 2. Use the checklist to assess their own writing during the writing process. 3. Read and analyze the sample writing, and reflect on how to improve it based on the evaluation. Develop students’ writing skills by providing clear guidelines and feedback. Encourage self- assessment and reflection through the use of a checklist, and strengthen their ability to structure and organize descriptive writing.
Step 5. Homework 1. Must do Compare Han Lin’s uncle’s farm with Fu Xing’s grandpa’s farm yard and write a report on them. 2. Choose to do Go to a farm or somewhere in the countryside nearby. Find fun things there and write a passage to describe plete the homework. Extend learning beyond the classroom. The “Must do” task encourages creativity and language application, while the “Choose to do” task promotes real-life exploration and practical language use, reinforcing language skills in different contexts.
Blackboard Design
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