Unit 4 Smart home-B Smart living (Speaking)教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

Unit 4 Smart home-B Smart living (Speaking) This speaking lesson is from Unit 4 Smart home of the 7th - grade English textbook (Shanghai Education Press, 2024, five - four academic system). The topic "Smart Living" focuses on students' understanding and discussion of smart home devices and their impact on daily life. Through this lesson, students will be exposed to various smart home appliances such as smart fridges, smart lights, and smart security systems. They will learn relevant vocabulary, sentence patterns, and express their opinions on the advantages and potential disadvantages of smart living. The lesson aims to improve students' oral communication skills in a real - life - related context, making them more aware of the development of modern technology. 教学目标 Students will be able to master the key vocabulary related to smart home devices, such as "smart fridge", "smart light", "smart speaker", "security camera", "automated curtain", etc. Students will learn and use sentence patterns for describing functions and expressing opinions, like "The smart fridge can tell you when food is about to expire.", "I think smart homes make our lives more convenient." 教学重难点 A. Key Points Key vocabulary and sentence patterns related to smart home devices and smart living. Training students to describe the functions of smart home devices and express their opinions fluently. B. Difficult Points Helping students to think deeply and express complex ideas about the potential problems of smart living, such as privacy concerns. Guiding students to organize their thoughts and express themselves logically in English during discussions. A. Vocabulary Smart home devices: smart fridge (a fridge that can monitor food inventory, remind you to buy groceries, and even suggest recipes) smart light (lights that can be controlled remotely, change colors, and adjust brightness according to different moods or times) smart speaker (a device that can play music, answer questions, set reminders, and control other smart home devices with voice commands) security camera (used to monitor the home environment, can be accessed remotely through a mobile phone to ensure home security) automated curtain (curtains that can be opened or closed automatically, either by a timer or a remote control) Adjectives for describing smart living: convenient (making things easier and more efficient) comfortable (providing a pleasant and relaxing experience) energy - saving (using less energy, which is good for the environment) smart (intelligent and able to adapt to different situations) high - tech (involving advanced technology) B. Sentence Patterns Describing functions: The smart fridge can... Smart lights are able to... The security camera has the function of... Expressing opinions: I think smart homes are... because... In my opinion, the advantage of smart living is that... However, there are also some disadvantages, for example,... 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of modern houses on the PPT. Then ask students: "Boys and girls, look at these pictures. What kind of houses are they? Do you think they are special?" Let a few students answer. Then introduce the topic: "Today, we are going to talk about smart homes. Smart homes are becoming more and more popular in our daily life. Let's explore what makes them so special." B. Presentation (10 minutes) Vocabulary teaching Show pictures of different smart home devices one by one on the PPT, such as a smart fridge, a smart light, etc. While showing the pictures, teach the new words: "Look, this is a smart fridge. It is a very useful device in a smart home. Repeat after me, smart fridge." Make sure students can pronounce the words correctly. After teaching all the words, play a word - matching game. Show the names of the smart home devices on one side of the PPT and their pictures on the other side, and ask students to match them quickly. Sentence pattern teaching Write the sentence pattern "The smart fridge can..." on the blackboard. Then give an example: "The smart fridge can tell you when food is about to expire." Let students repeat the sentence. Divide students into pairs. Ask them to make sentences about other smart home devices using the same pattern. Walk around the classroom to offer help if necessary. Invite some pairs to share their sentences with the class. C. Practice (15 minutes) Pair - work activity Present a situation on the PPT: Suppose you are a salesperson in a smart home store, and your partner is a customer. The customer wants to buy some smart home devices. Your task is to introduce the functions of different smart home devices to the customer. Give students some time to prepare. They can use the vocabulary and sentence patterns they have just learned. Let students start their pair - work. Walk around the classroom to listen to their conversations and correct their mistakes in pronunciation, grammar, or expression in time. After the pair - work, invite some pairs to come to the front of the classroom and act out their conversations. Encourage other students to listen carefully and give comments. Group - work activity Divide students into groups of four. Give each group a piece of paper with the topic "The Advantages and Disadvantages of Smart Living". Ask students to discuss in their groups and write down as many advantages and disadvantages as they can think of. For example, advantages like "Smart homes are convenient because we can control devices remotely." and disadvantages like "Smart homes may cause privacy problems as they are connected to the Internet." Walk around the groups to guide their discussions, help them express their ideas in English, and encourage them to think from different perspectives. After the discussion, each group selects a representative to report their group's opinions to the whole class. D. Production (10 minutes) Role - play activity Present a new situation on the PPT: A family is moving into a new smart home. The family members are discussing how to use the smart home devices and sharing their feelings about smart living. Let students form groups of three or four to create a role - play. They need to decide who will play which family member (such as father, mother, son, daughter), and write a short script for their role - play. Give students about 5 minutes to prepare. Then let each group perform their role - play in front of the class. After all the groups have finished their performances, conduct a class vote to choose the best - performed group and the most creative group. E. Summary and Homework (5 minutes) Summary Review the key vocabulary and sentence patterns learned in this class with students. Ask students to summarize what they have learned about smart home devices and smart living. Emphasize the importance of using English to communicate about real - life topics and encourage students to pay more attention to modern technology. Homework Ask students to write a short passage about their dream smart home. They need to describe at least three smart home devices in their dream home and their functions. Encourage students to search for more information about smart homes on the Internet or in books and share it with the class next time. 教学反思 After this 45 - minute speaking class, generally, the teaching objectives have been achieved to a certain extent. Most students showed great interest in the topic of smart homes, which was reflected in their active participation in various activities, such as pair - work, group - work, and role - plays. The warm - up activity successfully attracted students' attention and led them smoothly into the new topic. In the vocabulary and sentence - pattern teaching part, the methods of using pictures and examples were effective. Students could quickly understand and master the new words and sentence structures. However, during the practice and production activities, some problems emerged. For example, when expressing complex ideas about the disadvantages of smart living, some students still had difficulties in organizing their thoughts and finding appropriate English words to describe. This indicates that in future teaching, more guidance on logical thinking and expanding vocabulary should be provided. The pair - work and group - work activities promoted students' communication skills and cooperation spirit. But there were also a few students who were relatively passive in group discussions. In the future, more attention should be paid to these students to encourage them to participate actively. In terms of time management, the role - play activity took a little longer than expected, which made the summary part a bit hasty. In the next class, I will adjust the time allocation more reasonably to ensure that each teaching link can be carried out more smoothly. Overall, this class has laid a good foundation for students' further learning about smart homes and using English to communicate in real - life - related situations, and I will continue to improve my teaching methods based on the problems found in this class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$