全國賽課一等獎人教版初中英語七年級上冊（2024新編）《Starter Unit 3》單元教學(xué)設(shè)計

StarterUnit3WelcomeSectionBWhatisfunonafarm?第一課時(1a-1b)StudyoftheTextWhat:Thislessonisforreadingandwriting.1ashowsafarmsceneinwhichphrasesaboutthesizesandcoloursofsomeplants,animalsandthingsareexpressed.1bisashorttextaboutHanLin'suncle'sfarm.Theshorttexttellsoftheanimalsandtheirnumbersandthehouseonthefarm.1cand1daskquestionsabouttheshorttextandtheinformationinthepictureoutsidetheshorttext.Theydrawstudents'attentiontothethingsonthefarmandtheirnumbersandcolours.1easksstudentstowriteareportaboutHanLin'suncle'sfarm.Why:Throughthestudyofashortintroductorytextaboutafarm,studentswilllearntoextractkeyinformationaboutcoloursandnumbers.Andtheycancorrectlydescribethecoloursandthenumberofplants,animalsandthingsonthefarm.Thus,theywillmasterthecommunicativeskillsofintroducingafarm.How:Thislessoncontainsanexpositorytextthatintroducesafarm.Itbeginsbydescribingthesizeofthefarm,andthendescribestheanimalsonthefarmandtheirnumbersandlocations.Finally,itdescribesthefarmowner'shouse.Thetextalsocontainsvocabularyonthetopicoffarmanimals,theirnumbers,coloursandsizes,aswellasbasicsentencepatternssuchas“Thisis…/Thatis…”.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.findouttheinformationaboutHanLin'suncle'sfarm;2.talkaboutthethingsonthefarminpairs;3.writeareportaboutHanLin'suncle'sfarm.TeachingProcessTeachingObjectivesTeachingActivitiesEffectivenessEvaluation1.TofindouttheinformationaboutHanLin'suncle'sfarm.Step1Lead-inCreateasituation:Onlinefarmstudytour.WewillvisitafarmthroughtheInternetandwriteareport.Whosefarmwillwevisit?(HanLin'suncle'sfarm.)Step2Workon1aLookatthepicture.Tickthethingsyousee.Step3Reading(1b&1c)1.ReadthetextandcirclethethingsHanLintalksaboutinthepicturein1a.Observewhetherstu-dentscancompletelyandaccuratelycheckoutthethingsappearinginthepicturetofindoutstudents'reservesofrelatedvocabulary.◎Key:thegrass,pigs,horses,cows,ducks,sheep,chickens,thebigtree,theredhouse2.Readthetextin1bagainandcompletethesentences.◎Key:(1)pigs,horses,cows,ducks,sheep;chickens(2)fifteen(3)redBasedonstudents'answers,understandhowthoroughlyandaccuratelystudentshaveaccessedanddiscernedinformation.PurposeCreateasituationofanonlinefarmstudytourtostimulatestudents'interestinreadingandguidethemtomastertheskillofextractingtherequiredinformationbyreadingpicturesandarticles.Toconsolidatethemasteryofthematicvocabularysuchasfarmanimals,coloursandnumbers.2.Totalkaboutthethingsonthefarminpairs.Step4Workon1d1.Theteacherguidesstudentstoanswerthefollowingthreequestions.(1)Whatelsecanyouseeonthefarm?(2)HowmanyofthemdoesHanLin'sunclehave?(3)Whatcolourisit/arethey?2.Pair-work.Talkaboutwhatelseyoucanseeinthepicturein1a.3.Shareyouropinions.WhatdoyouthinkofHanLin'suncle'sfarm?Tip:Youcantalkaboutyourfeelings(likeordon'tlike)orgivesomesuggestions.Observewhetherstu-dentscanextractaddi-tionalinformationfromthepicturetounder-standtheirabilitytointernalizeandapplywhattheyhavelearned.Observewhetherstu-dentscanaccuratelyandthoroughlydiscussotherinformationpresentedinthepicture.Provideappropriateguidanceandfeedbackifneces-sary.PurposeToguidestudentstogobeyondthediscourseandfurtherextractinformationfromthepicture,cultivatestudents'abilitytoextractinformationanddeveloptheirabilitytothinkoutofthebox.Throughthepair-workdialogues,studentscancorrectlydescribethethingsonthefarm,andtheircolours,numbersandotherinformation,andcanexpresstheirfeelingsaboutHanLin'suncle'sfarmorgivesuggestions.3.TowriteareportaboutHanLin'suncle'sfarm.Step5Writeareport1.Thinkaboutthefollowingquestions.(1)Whatelsecanyouseeonthefarm?(2)HowmanyofthemdoesHanLin'sunclehave?(3)Whatcolourisit/arethey?(4)Whatdoyouthinkofthefarm?2.WriteareportaboutHanLin'suncle'sfarm.3.Showyourreport.EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent★★★Great★★Good★Focusonstudents'abilitytocorrectlypresentinformationaboutthefarmthroughwrittenandverbalexpressions.Providetimelyguidanceandfeedbackforstudentsaccordingtotheirperformance.Makeself-assessmentandpeer-assessmentintermsoflanguage,pronunciation,performanceandself-confidence.PurposeStudentsareguidedtocompleteareportonafarmbasedontheinformationtheyhaveacquiredfromreading,relatedvocabularyandsentenceexpressions,andexpressitbothinwritingandorally.Developstudents'abilitytointernalizeandapplythelanguageandculturalknowledgetheyhavegot,andpromotetransferandinnovation.HomeworkRequired:Designyourownfarmanddecidewhatanimalsorplantsyouwanttokeeporgrowonit.Optional:Takeafieldtourofthefarmandwriteareport.TeachingReflection

StarterUnit3WelcomeSectionA第二課時(Pronunciation)StudyoftheTextWhat:Thislessonisaphoneticlesson.Part1presentsatablewiththepronunciationsandwordscontainingthe5vowelletters.Part2distinguishestwodifferentpronunciationsofthe5vowelletters.Parts3and4consolidatethepronunciationsofthevowellettersinwordsbyrecognizingandchantingrespectively.Why:Throughrepeating,categorizing,chantingandotherforms,studentscanmasterthebasicpronunciationofthe5vowellettersaswellasthepronunciationrules,andatthesametimelearntorecognizetheirdifferentpronunciationsindifferentwords.Studentswillmastercertainpronunciationrulesandinitiallyestablishphonologicalawareness.How:Demonstratethepronunciationsofthe5vowellettersandtheirrulesbycategorizingandchanting.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.pronouncethedifferentsoundsofthe5vowelletters;2.learnthepronunciationrulesofthe5vowelletters;3.tellandreadthedifferentsoundsofthe5vowellettersindifferentwords.TeachingProcessTeachingObjectivesTeachingActivitiesEffectivenessEvaluation1.Topronouncethedifferentsoundsofthe5vowelletters.Step1Lead-inFriends'Party—Todaywearegoingtohaveafriends'party.Let'smeetsomenewfriends.Learnaboutthesoundsofthevowelletters(a,e,i,o,u).Step2Workon1Listenandrepeat.Payattentiontothesounds.Observewhetherstu-dentscanfollowthepronunciationsofthevowelletters(a,e,i,o,u)correctly.Findouttheirmasteryofthepronunciationofthevowelletters.PurposeCreateasituationtointroducethethemetostimulatestudents'interestinlearning.2.Tolearnthepro-nunciationrulesofthe5vowelletters.Step3PresentationLearntherulesofdifferentsoundsofeachletter.1.Knowaboutthefriend“a”.Readashortpassageandfindthetwopronun-ciationsoftheletter“a”.Summary:Letter“a”hastwosounds:/?/:dad,bad,sad,hat…/e?/:cake,game,name,make…2.Knowaboutthefriend“e”.Readashortpassageandfindthetwopronun-ciationsoftheletter“e”.Summary:Letter“e”hasthreesounds:/e/:let,best,neck,bed…/i?/:he,we,she…mute:huge,rose,kite,make…3.Knowaboutthefriend“i”.Readashortpassageandfindthetwopronun-ciationsoftheletter“i”.Summary:Letter“i”hastwosounds:/?/:pig,sit,kiss,six…/a?/:like,bike,five,rice…4.Knowaboutthefriend“o”.Readashortpassageandfindthetwopronun-ciationsoftheletter“o”.Summary:Letter“o”hastwosounds:/?/:not,box,dog,lot…/??/:note,nose,rose,hope…5.Knowaboutthefriend“u”.Readashortpassageandfindthetwopronun-ciationsoftheletter“u”.Summary:Letter“u”hastwosounds:/?/:up,but,cup,duck…/ju?/:huge,mute,tube…Observewhetherstu-dentscanrecognizethetwosoundsofeachvowelletter,grasptheessentialsofeachpronun-ciation,andreadthecorrespondingwordsaloudcorrectly.Giveinstructionsandfeedbackasneeded.PurposeThroughshortandcatchytext,thedifferentpronunciationsofthe5vowellettersandthepronunciationrulesarepresentedinturn,clarifyingthekeypointsofpronunciationofeachphoneme.Studentswillbeabletoperceiveandsummarizethedifferencesinthepronunciationsofthevowellettersindifferentwords,soastomastertheirpronunciationrules.3.Totellandreadthedifferentsoundsofthe5vowellettersindifferentwords.Step4Practice1.Workon2.Listentothewords.Putthemintothecorrectgroups.2.Workon3.Practisereadingthewords.3.Workon4.Listenandreadthechantaloud.Observewhetherstudentscanrecognizethedifferentpronun-ciationsinordertocategorizethem.Capturehowwellstudentsinternalizewhattheyhavelearned.Focusonstudents'abilitytoreadthechantaloudcorrectlyandconfidently.Giveguidanceandfeedbackasneeded.PurposeThroughdifferentformsofpracticeactivitiessuchasrepeating,sortingandchanting,helpstudentstofurtherconsolidatethedifferentpronunciationsofthe5vowelletterstheyhavelearned.HomeworkRequired:Readthevowellettersa,e,i,o,u.Optional:1.Findmorewordswiththetensoundsandtrytospellnewwordsusingthepronunciationrulesyou'velearned.2.Prepareanotebooktoaccumulatethepronunciationknowledgeyouhavegotthissemester.TeachingReflection

StarterUnit3WelcomeSectionB第三課時(Project)StudyoftheTextWhat:2aasksstudentstoimagineafarm.Thinkabout“Whatdotheyhaveonthefarm?”,“Howmanyofthemdotheyhave?”and“Whatcolourisit/arethey?”.2basksstudentstodrawapictureoftheirimaginaryfarm.2casksstudentstocompletewritingtodescribetheimaginaryfarm.Why:Byguidingstudentstothinkaboutthethingsontheirfarms,includingtheircoloursandnumbers,studentswillbeabletodesigntheirownfarmsfromtheseaspectsandusethecorevocabularyandsentencepatternstheyhavelearnedinthisunittodescribethefarmscorrectlyandcompletethewritingtask.How:Inthislesson,studentsareaskedtocompleteanexplanatoryessayaboutafarm.Theessayisrequiredtocontaininformationaboutthethings,thenumbersandthecoloursonthefarm.Thebasicsentencepatternsare“Thereare…Howmany…canyousee/doyouhave?Whatabout…?”.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.talkaboutthenames,coloursandthenumbersoffarmanimals;2.designtheirownfarmsanddrawpicturesofthem;3.learnabouthowtowriteapassagetodescribeafarm;4.writeapassagetodescribeafarm.TeachingProcessTeachingObjectivesTeachingActivitiesEffectivenessEvaluation1.Totalkaboutthenames,coloursandthenumbersoffarmanimals.Step1Lead-inCreateasituation:FarmDesignCompetitionInresponsetotheruralvitalizationstrategy,wewillholdaFarmDesignCompetition.Youneedtodrawapictureofyourfarmanddescribeitwithashortpassage.Step2LearnfromthemodelessayWhatcanyouseeonthefarm?—Whatarethese?—Theyare…—Whatcolourarethey?—Theyare…—Howmany…doesAndyhave?—Andyhas…Observewhetherstu-dentscananswerques-tionsaccuratelyabouttheanimalsandthingsonthefarm,theircoloursandquantities.Observetheaccuracyandstandardizationofthelanguageusedbystudentsintheirresponses.Giveguidanceandfeedbackaccordingly.Step3ReviewAndyhassixwhiteducks.Andyhassevenbrownhorses.Andyhastwelvegreyrabbits.…(number+colour+animalsorthings)PurposeCreateasituationinwhichafarmdesigncompetitionisheldinresponsetotherevitalizationofthecountryside,andguidestudentstoapplywhattheyhavelearnedtosolvepracticalproblems.Throughtheexampleofawell-designedfarm,reviewthekeyvocabularyandsentencepatternsofthisunitandbuildthescaffoldingofvocabularyandsentencepatterns.Andthroughconcreteexamples,studentswillperceiveandlearnhowtodesignanddescribeafarm.2.Todesigntheirownfarmsanddrawpicturesofthem.Step4DrawapictureofthedesignedfarmThinkaboutthefollowingquestionswhiledesigning:1.Whatdoyouhaveonyourfarm?2.Howmanyofthemdoyouhave?3.Whatcolourisit/arethey?Observewhetherstu-dentscanconsiderthethreeaspectswhendesigningafarm.Understandtheirabilitytointernalizeandapplywhattheyhavelearnedandtheirabilitytodesignafarmcreatively.PurposeToguidestudentstodesigntheirownfarmsandaskthemtoconsiderthethreeaspectsintheirdesign.Todevelopstudents'abilitytoapplywhattheyhavelearnedtotransferandinnovate.3.Tolearnabouthowtowriteapassagetodescribeafarm.Step5Learntodescribeafarme.g.1.Whataspectsaretalkedaboutinthepassage?2.Learnusefulexpressions.Look!Ihave…Ialsohavemanykindsofanimals/differentkindsofanimals.Thereare+number+colour+animals.Howmany…canyousee/doyouhave?Whatabout…?Thisisabeautiful/wonderful/rich/large/funfarm.Observewhetherstudentscancompre-hensivelyidentifythethreeaspectsaboutthefarmpresentedinthemodelessay.Seeifstudentscanfindsentencepatt