Unit 1 Home Further study 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 1 Home-Further study This further study lesson of Unit 1 Home in the 2024 Yilin English textbook for Grade 7 aims to deepen students' understanding of the theme of "home". It integrates various language skills such as listening, speaking, reading, and writing. Students will explore different types of homes around China, expand their vocabulary related to homes, and practice using ordinal and cardinal numbers correctly. They will also be guided to describe their dream homes and discuss what makes a good home, enhancing their language application ability and cultural awareness. 教学目标 Students will be able to master and use new words and phrases related to homes, such as "seaside", "mountain area", "grasslands", etc. They can correctly use cardinal numbers (e.g., one, two, three...) and ordinal numbers (e.g., first, second, third...) in different contexts. 教学重难点 Key Points The correct usage of cardinal and ordinal numbers. Mastery and application of new vocabulary related to homes. The ability to describe the location, structure, and features of homes. Difficult Points Using English to vividly and comprehensively describe one's dream home, including details and personal feelings. Understanding the cultural connotations behind different types of homes. 1. Vocabulary Words related to locations: seaside (n.), mountain area, grasslands, city centre Words related to home structure: floor (n.), two - floor house 2. Grammar - Cardinal and Ordinal Numbers Cardinal numbers are used for counting. For example, There are five rooms in my house. Ordinal numbers are used to show the order. For example, My bedroom is on the second floor. 3. Sentence Patterns My dream home is... (e.g., My dream home is a big house with a garden.) I would like to live... (e.g., I would like to live by the seaside.) 教学过程 Step 1: Warming - up (5 minutes) Greet the students and show some pictures of different famous homes around the world on the PPT, such as the White House in the US and the Forbidden City in China. Ask students: "Do you know these homes? What do you think of them?" Encourage students to share their ideas briefly. This activity can arouse students' interest in the topic of homes and activate their prior knowledge. Step 2: Revision (8 minutes) Review the words about rooms in a house that students learned before, such as "living room", "bedroom", "kitchen", "bathroom". Write these words on the blackboard and ask several students to come to the blackboard to draw a simple house and label the rooms. Review the usage of "there be" sentence pattern. Give some examples on the PPT, like "There is a TV in the living room." and ask students to make their own sentences using "there be" to describe the items in different rooms. Step 3: Presentation (12 minutes) New Vocabulary Introduction Show pictures of different geographical locations in China, such as the seaside, a mountain area, and grasslands on the PPT. Teach new words one by one. For example, when showing the picture of the seaside, say, "Look at this picture. This is the seaside. The sea is very beautiful. We can swim and play on the beach at the seaside." Let students repeat the words several times. Explain the words "floor" and how to use ordinal numbers to express the floor number. Show a picture of a building and say, "This is a tall building. It has many floors. The first floor is usually for shops. If we want to say the third floor, we use the ordinal number 'third'." Write some examples on the blackboard: The library is on the fifth floor. Listening Activity Tell students that Simon is listening to three students' introductions about their homes. Play the recording on the textbook. Students listen carefully and complete the notes on Page XX of the textbook. After listening, check the answers together. This listening activity can help students improve their listening ability and understand the practical use of new words in context. Step 4: Practice (12 minutes) Group Discussion Divide students into groups of four. Give each group a topic: "What kind of home would you like to live in and why?" Each student in the group should share their opinion. Encourage students to use the new words and sentence patterns they just learned. For example, "I would like to live in a house in the mountain area because the air is fresh there." Walk around the classroom to monitor and offer help if necessary. After the discussion, invite some groups to share their ideas with the whole class. Writing Practice Guide students to write about their dream homes. First, show Millie's article about her dream home on the PPT and analyze its structure with students. Then, let students start writing according to the questions: "Where would you like to live?", "What kind of home would you like to live in?", "What do you want to have in your home?" Walk around to help students who have difficulties in writing. After they finish writing, ask some students to read their articles aloud, and give them positive feedback and suggestions. Step 5: Summary and Homework (8 minutes) Summary Summarize the key points of this class with students, including new words, the usage of cardinal and ordinal numbers, and how to describe dream homes. Ask students to recall and repeat some important knowledge points. Homework Ask students to make a poster about their dream homes. They should draw a picture of their dream home on the poster and write a short passage below the picture to describe it. They can use colorful pens to make the poster more attractive. Let students do the exercises on Page 106 of the textbook to further consolidate the new words and grammar they learned in this unit. 教学反思 After this class, I think the following aspects can be evaluated. In terms of teaching methods, the combination of pictures, listening materials, group discussions, and writing practice can effectively arouse students' interest and meet the needs of different learning styles. However, during the group discussion, some students were a bit shy to express their opinions, and I should have given more encouragement and guidance in a more timely manner. Also, in the writing practice, some students still made mistakes in grammar and vocabulary usage, which indicates that more grammar exercises and vocabulary reviews are needed in future classes. Overall, through this class, students have enhanced their understanding of the theme of "home" and improved their language skills to a certain extent, but there is still room for improvement in teaching strategies and student guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$