Unit 6 Home Sweet Home Section A 教学设计 -2025-2026学年鲁教版（五四学制）英语七年级上册

该初中英语教学设计聚焦“家”主题，核心知识点涵盖房间（客厅、卧室等）和家具（沙发、床等）词汇、There be句型及现在进行时。课堂通过展示不同房子图片提问导入，激活生活经验，构建从词汇到句型再到语用的学习支架，衔接日常与课堂。 特色为情境化与多模态融合，以“家”为生活主题，通过Flash-card游戏巩固词汇、结对对话描述家庭活动（语言能力），渗透爱家情感（文化意识），绘画写作作业结合实践。提供完整教学流程与反思建议，助力教师高效教学，学生实现语言知识向语用能力转化。

Unit 6 Home Sweet Home-Section A This section of Unit 6 "Home Sweet Home" focuses on the theme of home and family. It mainly includes vocabulary related to different rooms in a house, such as living room, bedroom, kitchen, etc., as well as daily activities that take place at home. Through listening, speaking, reading and writing exercises, students will learn to describe their homes and talk about what they do at home. The section also contains a short dialogue and a simple passage which provide language input for students to imitate and practice. 教学目标 A. Knowledge Objectives Students will be able to master the new words and phrases related to rooms in a house, such as living room, bedroom, study, bathroom, kitchen, dining room, balcony, etc., and the words for furniture like sofa, bed, desk, chair, etc. Students will learn the key sentence patterns for describing the location of things in a room, such as "There is/are... in/on/under...", "It's in/on/under...", and use them to talk about the layout of their homes. Students will understand and be able to use the present continuous tense to describe actions happening at the moment, like "I'm watching TV.", "She is cooking in the kitchen." B. Ability Objectives Students can listen for specific information about rooms and activities at home in listening materials, and improve their listening comprehension ability. Students are able to communicate with their partners about their homes, including the description of rooms and what they are doing at home, enhancing their oral English skills. Students can read the short passage about a home and understand the main idea, and improve their reading skills. Students can write a short passage to introduce their own homes with the learned words and sentence patterns, improving their writing ability. C. Emotional Objectives Through the discussion of homes, students will enhance their love for their own homes and families, and cultivate a positive attitude towards family life. Students will be more interested in learning English by exploring the theme of home which is closely related to their daily lives. 教学重难点 A. Key Points Mastery of vocabulary related to rooms and furniture, and the correct use of sentence patterns for location description. Understanding and correct application of the present continuous tense to describe current actions. Using the learned language knowledge to communicate about homes and daily activities at home. B. Difficult Points Differentiating the use of "There is" and "There are" according to the number of objects. Correctly forming and using the present continuous tense, especially paying attention to the spelling changes of verbs when adding -ing, such as "run - running", "swim - swimming". Organizing thoughts and expressing themselves fluently and accurately in English when describing their homes. A. New Words and Phrases Rooms: living room (客厅), bedroom (卧室), study (书房), bathroom (浴室), kitchen (厨房), dining room (餐厅), balcony (阳台) Furniture: sofa (沙发), bed (床), desk (书桌), chair (椅子), table (桌子), wardrobe (衣柜), bookshelf (书架) Others: in (在…… 里面), on (在…… 上面), under (在…… 下面), near (在…… 附近), next to (紧挨着), in front of (在…… 前面), behind (在…… 后面), watch TV (看电视), read a book (读书), cook (做饭), sleep (睡觉), clean the room (打扫房间) B. Key Sentence Patterns There is + singular noun + in/on/under... 例如：There is a book on the desk.（书桌上有一本书。） There are + plural nouns + in/on/under... 例如：There are some chairs in the living room.（客厅里有一些椅子。） Subject + be (am/is/are) + verb - ing... 例如：I am doing my homework.（我正在做作业。） She is singing in the bedroom.（她正在卧室里唱歌。） C. Grammar - Present Continuous Tense Form: be (am/is/are) + verb - ing The form of "be" changes according to the subject. "am" is used with "I", "is" is used with the third - person singular subjects (he/she/it), and "are" is used with plural subjects (we/you/they). For most verbs, just add -ing directly, like "play - playing", "read - reading". For verbs ending with a silent "e", remove the "e" and then add -ing, such as "write - writing", "make - making". For verbs with a single vowel letter followed by a single consonant letter in a stressed closed syllable, double the consonant letter and then add -ing, like "run - running", "stop - stopping". Usage: It is used to describe an action that is happening at the moment of speaking. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different houses on the PPT and ask students some simple questions, such as "What can you see in the picture?", "Do you like this house? Why or why not?". This can arouse students' interest and lead in the topic of this unit - home. B. Presentation (12 minutes) Vocabulary Teaching Present the new words about rooms one by one on the PPT. For each room, show a vivid picture of it, for example, when showing the word "living room", show a picture of a comfortable living room with a sofa, TV, etc. Read the word clearly and ask students to repeat after the teacher several times. Then, let students practice reading the words in pairs. Do the same way to teach the words for furniture. After teaching all the words, play a "Flash - card" game. Show the flash - cards of words quickly and ask students to read the words out as fast as they can. The one who reads correctly and quickly gets a small point. Sentence Pattern Teaching Use the pictures of rooms and furniture again. Point to a picture of a bedroom with a bed in it and say, "Look! There is a bed in the bedroom." Repeat this sentence several times and explain the meaning and structure of "There is... in...". Then, ask students to make sentences using other rooms and furniture with the same pattern. For example, a student may say, "There is a sofa in the living room." Next, teach the pattern "There are...". Show a picture of a study with many books on the bookshelf and say, "There are many books on the bookshelf." Explain the difference between "There is" and "There are" according to the number of objects. Let students practice making sentences with "There are...". Then, introduce the present continuous tense. Do an action like reading a book in front of the class and say, "I am reading a book." Let students imitate the action and say the sentence. Then, ask some students to do different actions, such as singing, dancing, cleaning the blackboard, etc., and the other students describe their actions using the present continuous tense. C. Listening (8 minutes) Tell students that they will listen to a dialogue between two friends about one's home. Before listening, show some questions on the PPT, such as "How many rooms are there in his house?", "What is in the living room?", "What is his mother doing in the kitchen?". Let students read the questions first to get a general idea of what they will listen for. Play the recording for the first time. Students just listen and try to get a general understanding of the dialogue. Play the recording for the second time. Students listen carefully and answer the questions on the PPT. After that, check the answers together. Play the recording for the third time. This time, students listen and repeat sentence by sentence, paying attention to the pronunciation and intonation. D. Speaking (10 minutes) Divide students into pairs. Let them talk about their own homes using the learned words and sentence patterns. They can describe the rooms in their homes, the furniture in each room, and what their family members are doing at home at the moment. For example: A: How many rooms are there in your house? B: There are five rooms in my house. There is a big living room, two bedrooms, a kitchen, a bathroom and a study. A: What is in your living room? B: There is a sofa, a TV and a coffee table in the living room. Oh, and there are also some flowers on the table. My mother likes flowers. A: What are your parents doing now? B: My father is reading a newspaper in the study. My mother is cooking dinner in the kitchen. Walk around the classroom and offer help and guidance when students have difficulties in communication. After a few minutes, invite some pairs to come to the front of the class and act out their dialogues. Give them positive feedback and praise. E. Reading (5 minutes) Show a short passage about a girl's home on the PPT. The passage can include information about the rooms, furniture and what her family members are doing. Let students read the passage silently for the first time and try to understand the main idea. After that, ask some simple questions, such as "What is the girl's name?", "How many people are there in her family?", "What is her brother doing?". Let students read the passage again carefully to find the answers. Explain some new words or difficult sentences in the passage, if there are any. Then, let students read the passage aloud together, paying attention to the pronunciation and intonation. F. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the new words about rooms and furniture, the sentence patterns for location description and the present continuous tense. Review some important sentences and let students repeat them. Ask students to share what they have learned in this class. Homework Ask students to draw a picture of their own homes and write a short passage to introduce it, using at least five sentences with the learned words and sentence patterns. Tell students to listen to the recording of this section again at home to improve their listening skills. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in the vocabulary teaching part, the "Flash - card" game was quite effective in arousing students' enthusiasm, but some students still had problems in pronouncing some words correctly. Maybe I should spend more time on individual pronunciation correction. Secondly, during the speaking activity, most students could communicate with their partners, but there were still a few students who were too shy to speak. In the future, I should encourage them more and create more relaxed speaking environments. Thirdly, in the listening part, some students had difficulty in catching the key information. I need to teach them more listening strategies, such as predicting the content before listening and taking notes while listening. Overall, through this class, students have basically mastered the key knowledge, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $