Unit 3 Lesson 2 A visit to a farm 教学设计 (英文版，共1课时) 冀教版（2024）七年级英语下册
文档属性
| 名称 | Unit 3 Lesson 2 A visit to a farm 教学设计 (英文版，共1课时) 冀教版（2024）七年级英语下册 |  | |
| 格式 | docx | ||
| 文件大小 | 23.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 冀教版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-18 13:59:11 | ||
图片预览
文档简介
Unit 3 Lesson 2 A visit to a farm 教学设计
Teaching Objectives 教学目标
1. Knowledge Objectives
（1）Students are expected to master the vocabulary related to the farm, such as "farm", "cow", "sheep", "horse", "chicken", "tomato", "potato", etc.
（2）They should learn to use sentence patterns for describing things and activities on the farm, like "There be...", "I saw...", "I fed...", etc.
（3）Students need to understand and be able to use the simple past tense to describe a past farm - visiting experience.
2. Ability Objectives
（1）Students can understand descriptions about a farm visit and extract key information.
（2）They are capable of describing their own or others' farm - visiting experiences in English, thereby improving their oral and writing skills.
（3）Develop the students' abilities of observation, thinking, and summarization, and enhance their information - processing skills.
3. Emotional Objectives
（1）Stimulate students' interest in agricultural production and rural life, and cultivate their love for nature.
（2）Foster students' teamwork spirit and communication skills through group - cooperation activities.
II. Teaching Key Points and Difficult Points 教学重难点
1. Teaching Key Points
（1）Master the new vocabulary related to the farm and the common sentence patterns for describing the farm.
（2）Correctly use the simple past tense to describe past farm - visiting activities.
2. Teaching Difficult Points
Accurately use the irregular verb forms in the simple past tense.
Vividly and systematically describe the experiences and feelings of a farm visit.
III. Teaching Methods 教学方法
Situational Teaching Method: Create real - life situations related to the farm to help students understand and use the language.
Task - based Teaching Method: Assign various tasks to students to promote their active participation in learning.
Cooperative Learning Method: Organize students into groups to complete tasks together, enhancing their teamwork ability.
IV. Teaching Aids 教学工具
Multimedia Courseware: Including pictures, videos, and audio materials about the farm.
Flashcards: With farm - related words printed on them.
V. Teaching Procedures 教学过程
1. Lead - in (5 minutes)
（1）Show some pictures of beautiful rural scenery on the multimedia, including farms, animals, and crops. Then ask students the following questions:
"Do you like the countryside "
"Have you ever visited a farm "
（2）Let several students share their thoughts and experiences briefly to arouse their interest in the topic of this lesson.
2. Presentation of New Knowledge (15 minutes)
（1）Vocabulary Teaching
Use flashcards to present new words one by one, such as "farm", "cow", "sheep", "horse", "chicken", "tomato", "potato". For each word, show a corresponding picture, read the word clearly, and let students repeat after. Explain the meaning of each word in simple English or with gestures if necessary.
Play a short video about a farm, highlighting the animals and crops mentioned above. Pause the video at appropriate times to let students identify and say the corresponding words.
（2）Sentence Pattern Teaching
Write the sentence "There is a farm." on the blackboard and read it aloud. Then change it to the plural form "There are some cows on the farm." and explain the usage of "There be" structure in the past tense, e.g., "There was a big tree on the farm last year." "There were many chickens in the coop."
Use the picture - based teaching materials to introduce sentences like "I saw a horse." "I fed the sheep." and explain the change of verbs in the simple past tense, especially for irregular verbs like "see - saw", "feed - fed".
3. Listening and Comprehension (10 minutes)
（1）Play the listening material from the textbook. It is a dialogue or a passage about a visit to a farm. Before playing, present some pre - listening questions on the blackboard, such as:
"What animals did the speaker see on the farm "
"Did the speaker feed the cows "
（2）Let students listen carefully and try to answer the questions. Play the audio twice if necessary. After that, check the answers with the whole class and explain any difficult points in the listening material.
4. Group Work (10 minutes)
（1）Divide students into groups of four or five. Give each group a task: to create a short dialogue about a farm visit using the new vocabulary and sentence patterns learned in this lesson. Each group member should have a role, such as a visitor, a farmer, etc.
（2）Walk around the classroom to observe the groups' discussions, offer help and guidance when needed. After about 8 minutes, ask some groups to perform their dialogues in front of the class. Provide positive feedback and correct any language errors.
5. Summary and Consolidation (5 minutes)
（1）Summarize the main content of this lesson with students, including the new vocabulary, sentence patterns, and the usage of the simple past tense.
（2）Ask students some review questions, like "What can you see on a farm " "How to describe your farm - visiting experience in the past " to help them consolidate what they have learned.
VI. Homework Assignment 作业设置
Write a short passage (about 80 - 100 words) to describe your imaginary farm visit using the vocabulary and sentence patterns learned in this lesson.
Read the new words and sentences three times and record your reading. Send the recording to the teacher via the learning platform.
VII. Blackboard Design 板书设计
Position Content
Main Blackboard Unit 3 Lesson 2 A visit to a farm
New Vocabulary: farm, cow, sheep, horse, chicken, tomato, potato
Sentence Patterns: There be... (past tense: There was/were...)
I saw...
I fed...
Simple Past Tense: see - saw, feed - fed, etc.
Sub - blackboard Key points and examples explained during the class
VIII. Teaching Reflection 教学反思
After teaching this lesson, I found that most students were interested in the topic of the farm visit. The use of multimedia materials such as pictures and videos effectively attracted their attention and helped them understand the new vocabulary. However, some students still had difficulties in using the simple past tense, especially the irregular verb forms. In future teaching, more targeted exercises and examples should be provided to help students master this grammar point. Additionally, during the group work, some groups may not have fully participated. I need to improve my group - organizing skills to ensure that every student can actively engage in the learning process.
Teaching Objectives 教学目标
1. Knowledge Objectives
（1）Students are expected to master the vocabulary related to the farm, such as "farm", "cow", "sheep", "horse", "chicken", "tomato", "potato", etc.
（2）They should learn to use sentence patterns for describing things and activities on the farm, like "There be...", "I saw...", "I fed...", etc.
（3）Students need to understand and be able to use the simple past tense to describe a past farm - visiting experience.
2. Ability Objectives
（1）Students can understand descriptions about a farm visit and extract key information.
（2）They are capable of describing their own or others' farm - visiting experiences in English, thereby improving their oral and writing skills.
（3）Develop the students' abilities of observation, thinking, and summarization, and enhance their information - processing skills.
3. Emotional Objectives
（1）Stimulate students' interest in agricultural production and rural life, and cultivate their love for nature.
（2）Foster students' teamwork spirit and communication skills through group - cooperation activities.
II. Teaching Key Points and Difficult Points 教学重难点
1. Teaching Key Points
（1）Master the new vocabulary related to the farm and the common sentence patterns for describing the farm.
（2）Correctly use the simple past tense to describe past farm - visiting activities.
2. Teaching Difficult Points
Accurately use the irregular verb forms in the simple past tense.
Vividly and systematically describe the experiences and feelings of a farm visit.
III. Teaching Methods 教学方法
Situational Teaching Method: Create real - life situations related to the farm to help students understand and use the language.
Task - based Teaching Method: Assign various tasks to students to promote their active participation in learning.
Cooperative Learning Method: Organize students into groups to complete tasks together, enhancing their teamwork ability.
IV. Teaching Aids 教学工具
Multimedia Courseware: Including pictures, videos, and audio materials about the farm.
Flashcards: With farm - related words printed on them.
V. Teaching Procedures 教学过程
1. Lead - in (5 minutes)
（1）Show some pictures of beautiful rural scenery on the multimedia, including farms, animals, and crops. Then ask students the following questions:
"Do you like the countryside "
"Have you ever visited a farm "
（2）Let several students share their thoughts and experiences briefly to arouse their interest in the topic of this lesson.
2. Presentation of New Knowledge (15 minutes)
（1）Vocabulary Teaching
Use flashcards to present new words one by one, such as "farm", "cow", "sheep", "horse", "chicken", "tomato", "potato". For each word, show a corresponding picture, read the word clearly, and let students repeat after. Explain the meaning of each word in simple English or with gestures if necessary.
Play a short video about a farm, highlighting the animals and crops mentioned above. Pause the video at appropriate times to let students identify and say the corresponding words.
（2）Sentence Pattern Teaching
Write the sentence "There is a farm." on the blackboard and read it aloud. Then change it to the plural form "There are some cows on the farm." and explain the usage of "There be" structure in the past tense, e.g., "There was a big tree on the farm last year." "There were many chickens in the coop."
Use the picture - based teaching materials to introduce sentences like "I saw a horse." "I fed the sheep." and explain the change of verbs in the simple past tense, especially for irregular verbs like "see - saw", "feed - fed".
3. Listening and Comprehension (10 minutes)
（1）Play the listening material from the textbook. It is a dialogue or a passage about a visit to a farm. Before playing, present some pre - listening questions on the blackboard, such as:
"What animals did the speaker see on the farm "
"Did the speaker feed the cows "
（2）Let students listen carefully and try to answer the questions. Play the audio twice if necessary. After that, check the answers with the whole class and explain any difficult points in the listening material.
4. Group Work (10 minutes)
（1）Divide students into groups of four or five. Give each group a task: to create a short dialogue about a farm visit using the new vocabulary and sentence patterns learned in this lesson. Each group member should have a role, such as a visitor, a farmer, etc.
（2）Walk around the classroom to observe the groups' discussions, offer help and guidance when needed. After about 8 minutes, ask some groups to perform their dialogues in front of the class. Provide positive feedback and correct any language errors.
5. Summary and Consolidation (5 minutes)
（1）Summarize the main content of this lesson with students, including the new vocabulary, sentence patterns, and the usage of the simple past tense.
（2）Ask students some review questions, like "What can you see on a farm " "How to describe your farm - visiting experience in the past " to help them consolidate what they have learned.
VI. Homework Assignment 作业设置
Write a short passage (about 80 - 100 words) to describe your imaginary farm visit using the vocabulary and sentence patterns learned in this lesson.
Read the new words and sentences three times and record your reading. Send the recording to the teacher via the learning platform.
VII. Blackboard Design 板书设计
Position Content
Main Blackboard Unit 3 Lesson 2 A visit to a farm
New Vocabulary: farm, cow, sheep, horse, chicken, tomato, potato
Sentence Patterns: There be... (past tense: There was/were...)
I saw...
I fed...
Simple Past Tense: see - saw, feed - fed, etc.
Sub - blackboard Key points and examples explained during the class
VIII. Teaching Reflection 教学反思
After teaching this lesson, I found that most students were interested in the topic of the farm visit. The use of multimedia materials such as pictures and videos effectively attracted their attention and helped them understand the new vocabulary. However, some students still had difficulties in using the simple past tense, especially the irregular verb forms. In future teaching, more targeted exercises and examples should be provided to help students master this grammar point. Additionally, during the group work, some groups may not have fully participated. I need to improve my group - organizing skills to ensure that every student can actively engage in the learning process.
同课章节目录