Starter Unit 3 Welcome!-Section B1a-1e 教学设计 2024-2025学年人教版英语七年级上册

该初中英语教学设计聚焦农场相关词汇与数量、颜色表达句型，以“看图识词—阅读理解—情境运用”为主线，构建由感知到输出的学习支架。通过视频导入激发兴趣，借助图片和任务驱动实现知识内化，再通过小组活动促进语言迁移，层层递进，自然衔接新旧知识。 本设计亮点突出语言能力、文化意识与思维品质的融合培养。例如，在阅读环节中引导学生用skimming和scanning策略提取关键信息，提升语言理解力；通过比较中外农场差异，拓展文化视野，增强跨文化认知；在写作任务中鼓励学生描述理想农场，激发创造力，发展逻辑思维。教师可直接套用此流程开展高效课堂，学生则能在真实语境中习得语言，提升综合素养。

Starter Unit 3 Welcome!-Section B-1a-1e Subject: English Grade: Seven Teaching Material: People's Education Press (2024) English - Grade 7 Volume 1 Teaching Content: Starter Unit 3 Welcome! Section B (1a - 1e) Teaching Period: 45 minutes 教学目标 Language Competence Students are able to recognize and pronounce the words related to animals and things on the farm correctly, such as "cow", "duck", "sheep", "horse", "lake", "house", etc. They can use the sentence patterns to describe the quantity of things, like "How many... are there?", "There are...", and ask about colors, e.g., "What color is/are...?" Students can understand the reading text about the farm and extract key information, including the types, quantities, and colors of animals and things on the farm. Be capable of using the target language to describe a farm orally and in writing. Learning Ability Develop students' reading skills, including skimming for general ideas and scanning for specific details. Improve students' listening and speaking skills through pair - work and group - work activities. Foster students' writing ability by guiding them to organize their thoughts and express themselves in written English. Cultural Awareness Broaden students' knowledge about farm life in different cultures. Cultivate students' interest in exploring different lifestyles. Affective Attitude Stimulate students' enthusiasm for learning English. Encourage students to cooperate with their peers in group activities. 教学重难点 Key Points Master the vocabulary related to the farm. Grasp the sentence patterns for describing quantity and asking about colors. Comprehend the reading text and summarize the main information. Use the learned language to describe a farm. Difficult Points Differentiate and correctly use countable and uncountable nouns when describing quantities. Organize language logically and vividly in writing to describe a farm. Apply the learned language flexibly in real - life communication. Vocabulary Animals: cow, duck, sheep, horse, rabbit, chicken, pig Things on the farm: lake, house, tree, grass Others: count, another, else, circle Sentence Patterns Describing quantity: How many + countable noun (plural) + are there? There are... How many ducks are there? There are ten ducks. Asking about colors: What color is/are...? It's/They're... What color is the house? It's red. What color are the cows? They're black and white. Reading Skills Skimming: Get the general idea of the text quickly by reading the title, the first and last paragraphs. Scanning: Look for specific information, such as numbers, names, etc., in the text. 教学过程 Step 1: Warming - up and Lead - in (5 minutes) Greet the students as usual. Play a short video about farm life. After watching, ask students some simple questions, like "What can you see in the video?" "Do you like the farm?" to arouse their interest in the topic. Step 2: Presentation (10 minutes) Show the picture in 1a on the screen. Let students look at it carefully and then ask them to tick the things they see in the picture. Check the answers together. Teach the new words one by one. For example, when teaching "cow", show the picture of a cow, say the word clearly and ask students to repeat several times. Then ask students to spell the word. Do the same for other new words like "duck", "sheep", "horse", "lake", "house", etc. Drill the new words. Divide students into pairs. One student says the English word, and the other points to the corresponding picture in 1a. Then change roles. Walk around the classroom to monitor and offer help. Step 3: Reading (15 minutes) Fast Reading (3 minutes) Let students read the text in 1b quickly. Ask them to circle the things Han Lin talks about in the picture in 1a. Check the answers and ask students to briefly tell what Han Lin mentions in the text. Careful Reading (7 minutes) Let students read the text in 1b again. Then ask them to complete the sentences in 1c. Check the answers and explain some key language points. For example, explain the usage of "many kinds of", "Let me count", "another". "You can see many kinds of animals." Here, "many kinds of" means a large number of different types. "Let me count." is an imperative sentence, and "count" means to say numbers in order. "Another duck is behind the big tree." "Another" means one more of the same kind. Further Comprehension (5 minutes) Ask students to answer the questions in 1d. First, let them circle the things they can see on the farm in the picture. Then discuss in pairs about the quantity and color of these things. Invite some pairs to share their answers with the whole class. Step 4: Practice (10 minutes) Oral Practice Divide students into groups of four. Each group gets a set of cards with pictures of different animals and things on the farm, and some cards with numbers and color words. Group members take turns to pick a card. If it's a picture card, the student should describe it using the learned sentence patterns, like "There is a white sheep." "How many brown horses are there? There are three." If it's a number or color card, the student should make up a relevant sentence, e.g., "The house is red." "There are five ducks." Walk around the groups to listen and give guidance. Written Practice Let students write about the farm in 1a in their own words according to the requirements in 1e. They can start with "Han Lin's uncle has a big farm." and describe the animals, their colors, and quantities. Ask several students to read their writing aloud. Give praise and suggestions for improvement. Step 5: Summary and Homework (5 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Review the reading text and the main points. Ask students to recall what they have learned and share their learning gains in class. Homework Ask students to draw a picture of their ideal farm and write a short passage to introduce it. They should use at least five sentences with the words and sentence patterns learned in this class. Tell students to listen to the recording of this section and read the text aloud to improve their pronunciation and intonation. 教学反思 In this class, the use of pictures and videos in the warming - up and presentation stages effectively attracted students' attention and made the learning process more vivid. However, some students still had difficulty in pronouncing a few words, such as "sheep" and "circle". In the future, more time should be spent on individual pronunciation correction. During the group - work activities, most students actively participated and cooperated well. But there were still a few students who were a bit shy and less involved. In the following classes, more encouragement and specific guidance should be given to these students to help them overcome their timidity and actively engage in class activities. In the reading part, students basically mastered the reading skills of skimming and scanning. However, when answering some inference - based questions, many students still had difficulties. In future teaching, more training on reading comprehension strategies should be provided to improve students' overall reading ability. The writing practice in class helped students consolidate the learned knowledge, but some students' writing was rather simple and lacked creativity. In the future, more writing models and expansion exercises can be provided to guide students to write more vividly and richly. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $