Starter Unit 3 Welcome!-Section B-1a-1e 教学设计 2025-2026学年人教版英语七年级上册

Starter Unit 3 Welcome!-Section B-1a-1e 1a: This activity presents a picture of a farm. Students are required to look at the picture and check the words they see. It aims to review and activate relevant vocabulary about animals and things on the farm that students may already know, such as “pigs”, “horses”, “cows”, etc., laying a vocabulary foundation for the subsequent reading. 1b: Students read the text about Han Lin's introduction to his uncle's farm and circle the things mentioned in the picture. This activity trains students' reading comprehension ability, specifically the skill of scanning for specific information. 1c: It consists of several questions based on the reading text. Students need to answer these questions to further understand the details in the text, like the types of animals on the farm, the number of ducks, and the color of the house. This deepens their understanding of the text and helps them master key information. 1d: Students are asked to observe the picture again, find more things on the farm, and answer questions about the quantity and color of these things. This activity not only promotes students' ability to extract information from pictures but also encourages them to use English to describe what they see, improving their speaking and writing skills. 1e: Students are required to write a short passage about the farm, using the information from the picture and their imagination. This is a comprehensive output activity that combines reading, writing, and thinking, enabling students to integrate and apply what they have learned in this section. 教学目标 Students can master the vocabulary related to animals and things on the farm, such as “pigs”, “horses”, “cows”, “ducks”, “sheep”, “chickens”, “grass”, “house”, etc. Students can understand and use the sentence patterns for introducing and describing a farm, like “This is my uncle’s farm. It’s a big farm. You can see many kinds of animals. How many... does my uncle have ”. Students can learn how to use numbers to express the quantity of things on the farm and ask questions about quantity. 教学重难点 The vocabulary related to animals and things on the farm and how to use them correctly. The sentence patterns for introducing and describing a farm, and being able to use them in practical situations. Mastering the use of numbers to express quantity and asking questions about quantity. 1. 词汇 动物类:pig (pl. pigs), horse (pl. horses), cow (pl. cows), duck (pl. ducks), sheep (pl. sheep), chicken (pl. chickens) 其他事物类:grass, house, tree 功能词汇:count, another, else 2. 句型 Introduction: This is my uncle’s farm. Description of the farm: It’s a big farm. The grass is so green. You can see many kinds of animals. Asking about quantity: How many ducks does my uncle have Expressing quantity: He has... ducks. Another duck is behind the big tree. 3. 语法 Using numbers to express quantity. Singular and plural forms of nouns. 教学过程 1. Warming-up (5 minutes) Greet the class: Good morning/afternoon, class. Nice to see you again. How are you today Review: Show some pictures of animals and things in a yard on the PPT. Ask students to recall and say their English names. For example: T: Look at this picture. What’s this in English S: It’s a dog. T: And what are these S: They are baby chickens. Then briefly review the sentence patterns learned in Section A, such as “What’s this/that It’s...” and “What are these/those They are...”. 2. Presentation (10 minutes) 1a: Show the picture of the farm in 1a on the PPT. Say: Look, class. Today we are going to visit a farm. This is a picture of a farm. Please look at it carefully and find out the animals and things you know. Then check the words in the box. Give students a few minutes to complete the task. Then ask some students to share their answers. T: Who can tell me what you have checked S: I checked “pigs”, “horses”, “cows”... Vocabulary teaching: Teach the new words one by one. Pronounce each word clearly and ask students to repeat after you several times. For example: T: Pig, p - i - g, pig. It’s an animal. We can see it on the farm. Follow me, pig. S: Pig. Use real pictures or body language to help students understand the meaning of the words better. For example, when teaching “horse”, show a picture of a horse and imitate the action of riding a horse. 3. Reading (15 minutes) 1b: Say: Now, let’s listen to Han Lin introducing his uncle’s farm. After listening, read the text by yourselves and circle the things he talks about in the picture in 1a. Play the recording of the text for students to listen. Then give them some time to read and circle. Walk around the classroom to check students' work and offer help if necessary. After that, ask students to share the things they have circled. T: What things did Han Lin talk about in the text S: He talked about pigs, horses, cows, ducks... 1c: Ask students to read the text in 1b again and answer the questions in 1c. T: Please read the text carefully again and answer these questions. You can discuss with your partners. Give students a few minutes to read, think and discuss. Then invite some students to answer the questions and write the answers on the blackboard. T: Who can answer the first question What animals does Han Lin’s uncle have on his farm S: He has pigs, horses, cows, ducks, sheep, and chickens. For each answer, check with the class to see if it is correct and explain any difficult points if there are. 4. Practice (10 minutes) 1d: Show the picture in 1a again. Say: Look at the picture again. I want you to find out more things on the farm. Then answer the questions about the quantity and color of these things. First, work in pairs. One asks the questions, and the other answers. Give students an example: T: What else can you see on the farm S: I can see rabbits on the farm. T: How many of them does Peter’s uncle have S: He has... rabbits. T: What color is it/are they S: They are white. Let students practice in pairs for a few minutes. Then ask some pairs to come to the front of the classroom and act out their conversations. 5. Production (10 minutes) 1e: Say: Now, it’s your turn to show your own farms. Look at the picture and the information you have got. Try to write a short passage about the farm. You can start like this: “This is my uncle’s farm. It’s a... farm.” You can also add more details about the animals, the things, and the colors on the farm. Give students enough time to write. Walk around the classroom to provide guidance and help. After students finish writing, ask some of them to read their passages aloud to the class. Praise their good work and give some suggestions for improvement. 6. Summary and Homework (5 minutes) Summary: Review the key vocabulary, sentence patterns, and grammar points learned in this class with the students. T: Class, today we have learned a lot about the farm. Who can tell me some of the new words we learned S: Pig, horse, cow... T: Very good. And what about the sentence patterns S: This is my uncle’s farm. How many... does my uncle have Homework: Ask students to copy the new words and sentence patterns in their notebooks three times. Let students draw a picture of their own ideal farms and write a short passage to describe it. They can share their works with their classmates in the next class. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $