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Unit 3 Lesson 2 A visit to a farm 教學設計
Teaching Objectives 教學目標
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 教學重難點
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 教學方法
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 教學工具
Multimedia Courseware: Including pictures, videos, and audio materials about the farm.
Flashcards: With farm - related words printed on them.
V. Teaching Procedures 教學過程
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 作業設置
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 板書設計
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 教學反思
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.

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