Unit 1 Home Welcome to the unit 教学设计 2024-2025学年译林版（2024）七年级英语下册

该初中英语教学设计聚焦“Home”主题，核心为不同房子类型词汇（如cottage, flat等）及谈论房子的句型（如“What type of house do you live in?”等）。课堂以短视频展示世界各地房子导入，激发兴趣，通过PPT呈现词汇、听力填空、pair-work对话练习，搭建从词汇输入到交际输出的学习支架，为后续单元内容铺垫。 亮点在于融合语言能力与文化意识培养，听力活动训练信息抓取能力，对话练习提升真实交际中的语言表达，短视频和作业搜索特殊房子（如树屋、冰屋）增强跨文化认知，教学反思提供个性化指导建议，助力教师优化课堂，提升学生学习效果。

Unit 1 Home-Welcome to the unit This unit is centered around the theme of "Home". The "Welcome to the unit" section serves as an introduction, aiming to arouse students' interest in different types of houses around the world. It mainly includes learning the vocabulary of various houses such as cottage, flat, farmhouse, modern house, mobile home, town house, etc., and understanding the differences among them. Students will also engage in conversations to talk about their own houses and favorite places at home, which paves the way for further exploration of the unit's content about home life and dream homes. 教学目标 A. Knowledge Objectives Students will be able to recognize and pronounce the vocabulary related to different types of houses correctly. Master the key sentence patterns for talking about houses, such as "What type of house do you live in?" and "My favorite place at home is... because...". B. Ability Objectives Enable students to describe the characteristics of different houses using the learned vocabulary and sentence patterns. Develop students' listening, speaking, and communicative skills through pair - work and group - work activities. C. Emotional Objectives Cultivate students' interest in different housing cultures around the world, enhancing their cultural awareness. Encourage students to cherish their own homes and share their feelings about home with others. 教学重难点 A. Key Points Vocabulary: cottage, flat, farmhouse, modern house, mobile home, town house, study, bedroom, etc. Sentence patterns: "What type of house do you live in?" "I live in a...", "What's your favorite place at home?" "My favorite place is... because...". B. Difficult Points Helping students to use the sentence patterns fluently and accurately in real - life communication. Guiding students to express their own ideas and feelings about their homes vividly. A. Vocabulary cottage /ˈkɒtɪdʒ/n. a small, old - fashioned house, usually in the countryside 村舍，小屋 flat /flæt/n. (BrE) a set of rooms for living in, usually on one floor of a large building 公寓 farmhouse /ˈfɑːmhaʊs/n. the main house on a farm, where the farmer lives 农舍 modern house /ˈmɒdn haʊs/n. a house built in a contemporary style 现代房屋 mobile home /ˈməʊbaɪl həʊm/n. a large vehicle that people can live in, which can be moved from place to place 活动房屋 town house /ˈtaʊn haʊs/n. a house in a town, especially one in a row of similar houses 联排式住宅 study /ˈstʌdi/n. a room used for reading, writing, and studying 书房 bedroom /ˈbedruːm/n. a room for sleeping in 卧室 B. Sentence Patterns What type of house do you live in? - This is used to ask about the kind of house someone lives in. The answer can be "I live in a + type of house", for example, "I live in a flat." What's your favorite place at home? - To inquire about the most - liked area in one's home. The response can be "My favorite place is... because...", such as "My favorite place is my bedroom because it's quiet and I can relax there." 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show students a short video about different houses around the world. After watching, ask some simple questions, such as "What kind of houses did you see in the video?" and "Which house do you like best?". This activity aims to quickly draw students' attention to the topic and arouse their interest. B. Presentation (10 minutes) Use PPT to show pictures of different types of houses one by one, such as a cottage, a flat, a farmhouse, etc. While showing each picture, teach the corresponding vocabulary, pronounce it clearly, and ask students to repeat after the teacher several times. Write the new words on the blackboard, emphasizing the spelling and pronunciation rules. For example, for the word "cottage", explain the pronunciation of the double "t" and the vowel sound. Do a quick quiz. Show the pictures again and ask students to quickly call out the English names of the houses to check their understanding and memory of the new words. C. Listening (10 minutes) Tell students that they are going to listen to a conversation between Simon and Will about their houses. Before listening, let them look at the table on the textbook which has columns for "Name", "Type of House", "Favourite place" and "Why". Explain the task: they need to fill in the blanks while listening. Play the recording for the first time. Students just listen and get a general idea of the conversation. Play the recording for the second time. This time, students listen carefully and fill in the table. Check the answers together. Play the recording for the third time if necessary, pausing at the key information to clarify any misunderstandings. D. Pair - work (10 minutes) Divide students into pairs. Each pair is required to have a conversation using the sentence patterns they have learned, such as "What type of house do you live in?" and "What's your favorite place at home?". They should answer based on their own real - life situations. Walk around the classroom, listen to their conversations, and offer help and guidance when necessary. Encourage students to use as many new words and correct sentence patterns as possible. After a few minutes, invite some pairs to come to the front of the class and act out their conversations. Give positive feedback and praise to all the pairs who participate. E. Summary and Homework (10 minutes) Summarize the key points of this class with students, including the new vocabulary of different houses and the important sentence patterns for talking about houses. Review the pronunciation and usage of the words and sentences briefly. Assign homework: Ask students to draw a picture of their own house and write a short passage to describe it, using at least five new words and three sentence patterns they learned in this class. Encourage students to search for more information about special houses around the world on the Internet, such as tree houses or igloos, and be ready to share in the next class. 教学反思 In this class, the use of multimedia resources like the video in the lead - in part was effective in attracting students' attention and making the abstract topic of different houses more vivid. However, in the future, it could be better if the video included more detailed introductions of each type of house. During the vocabulary presentation, most students were able to follow the teacher's instructions and master the new words. But for some students with weaker English foundations, more individual practice and repetition might be needed. Next time, small - group vocabulary drills could be added to ensure everyone's understanding. The listening activity achieved the expected goal. Students improved their listening skills by catching the key information. But some students still had difficulty in understanding the fast - spoken parts. To address this, more pre - listening guidance and post - listening explanations could be provided, such as teaching some common words and phrases that might appear in the conversation in advance. The pair - work activity promoted students' communicative skills. However, some pairs seemed a bit shy and did not fully express their ideas. In future classes, more encouragement and ice - breaking activities could be carried out to create a more relaxed and active speaking environment. Regarding the homework, it is hoped that through drawing and writing, students can further consolidate what they have learned. By searching for special houses, students' interest in different housing cultures will be further enhanced. But it is necessary to remind students to use reliable sources when searching for information on the Internet. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$