Unit 6 Home Sweet Home-Over to you 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“家与家庭”主题，涵盖家居、家庭成员相关词汇及There is/are...等句型，重点训练一般现在时的运用。课堂以图片展示房屋与家庭场景导入，通过提问引导学生关联生活经验，搭建从词汇学习到综合语言运用的学习支架。 资料特色在于主题贴近学生生活，通过词卡猜词、小组讨论理想家园并绘画描述等互动活动，融合语言能力（描述家庭、写作短文）与思维品质（创造表达）的培养。情感目标明确，助力学生增强家庭责任感，为教师提供清晰的教学流程与反思建议，提升课堂效率。

Unit 6 Home Sweet Home-Over to you 1. Content Overview Unit 6 “Home Sweet Home” in the Grade 7 English textbook of the Lujiao Edition (Five - Four Academic System, 2024) focuses on the theme of “home and family”. This unit contains various text materials, such as dialogues about family members’ daily life at home, descriptions of different family houses, and discussions about family traditions. Through reading, listening, speaking and writing activities related to these materials, students are expected to master relevant vocabulary, sentence patterns, and grammar knowledge. Moreover, this unit aims to cultivate students' awareness of family values and their ability to express their feelings and experiences about home and family in English. 教学目标 2.1 Knowledge Objectives Students will be able to master the key vocabulary related to home and family, such as “apartment”, “house”, “dining room”, “bedroom”, “relative”, “celebrate”, etc. Students will be able to understand and use the target sentence patterns, for example, “There is/are...”, “How many... are there in...?”, “We usually... to celebrate...”. Students will be familiar with the simple present tense used to describe daily routines and family traditions. 2.2 Ability Objectives Develop students' reading skills, including skimming for main ideas, scanning for specific information, and understanding the detailed content of texts about home and family. Improve students' listening ability to catch key information in dialogues about family life scenarios. Enhance students' speaking ability to describe their own homes, family members, and family traditions fluently and accurately. Train students' writing ability to write a short passage about their ideal home or a family celebration. 2.3 Emotional Objectives Foster students' love and cherish for their own homes and families, and enhance their sense of family responsibility. Cultivate students' interest in learning English by exploring the theme of home and family, which is closely related to their daily lives. 教学重难点 3.1 Key Points The key vocabulary and sentence patterns related to home and family. Using the simple present tense correctly to describe family daily life and traditions. Developing students' comprehensive language skills through various activities centered around the theme. 3.2 Difficult Points Helping students understand and use some abstract words related to family emotions and values, such as “warmth”, “harmony”. Guiding students to organize their thoughts and express their unique feelings and experiences about home and family in English writing. Encouraging students to actively participate in group discussions and oral presentations, and overcome their shyness and fear of making mistakes. 4.1 Vocabulary Rooms in a house/apartment: living room, bedroom, kitchen, bathroom, dining room, study, balcony Family members: father/dad/daddy, mother/mom/mummy, sister, brother, grandfather/grandpa, grandmother/grandma, uncle, aunt, cousin Home - related items: sofa, bed, table, chair, TV, refrigerator, stove, wardrobe Verbs related to family activities: clean, cook, watch, play, celebrate, gather 4.2 Sentence Patterns Describing the existence of things: There is a TV in the living room. There are three bedrooms in my house. Asking about the number of things: How many people are there in your family? How many rooms are there in your apartment? Describing family traditions: We usually have a big dinner together to celebrate the Spring Festival. On Christmas Eve, we always decorate the Christmas tree. 4.3 Grammar Simple Present Tense: The simple present tense is used to describe habitual actions, general truths, and present states. For example, “My father goes to work by car every day.” “My mother cooks delicious meals for us.” In the context of this unit, students use it to talk about family daily routines and traditions. The third - person singular form of verbs needs to be noted, such as adding “-s” or “-es” to the verb in the third - person singular subject (he/she/it). 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different beautiful houses and happy families on the PPT. Ask students some simple questions, such as “What can you see in the pictures?” “Do you like these houses/families? Why or why not?” This activity aims to arouse students' interest and lead them to the theme of this unit - “Home Sweet Home”. 5.2 Pre - reading (10 minutes) Present the new vocabulary related to home and family on the PPT. Teach the pronunciation, meaning, and spelling of each word one by one. For example, when teaching “apartment”, show a picture of an apartment building and explain that it is a building with many separate living units. Let students repeat the words several times to ensure they can pronounce them correctly. Divide students into pairs. Give each pair a set of word cards with the new vocabulary words. Ask them to take turns to pick a card and describe the word on the card without saying the word itself, and the other partner guesses the word. This activity can help students better understand and remember the new words. 5.3 While - reading (15 minutes) Show a short passage about a girl's home on the PPT. The passage can include information about the rooms in her house, where her family members usually stay, and some simple family activities. First, let students skim the passage quickly to get the main idea and answer the question “What is the passage mainly about?” Then, let students read the passage carefully for the second time. Ask them some detailed questions, such as “How many bedrooms are there in the girl's house?” “What do her parents usually do in the evening?” Have students find the relevant sentences in the passage to answer these questions. After that, divide students into groups of four. Let each group discuss and summarize the information about the girl's home, and then choose a representative to report to the whole class. This can train students' reading comprehension, information - gathering, and group - cooperation abilities. 5.4 Post - reading (10 minutes) Conduct a group discussion. Pose the question “What is your ideal home like?” Let students discuss in their groups. Each group member needs to share their ideas, such as the number of rooms, the style of the house, and what facilities they want to have in their ideal home. Encourage students to use the vocabulary and sentence patterns they have just learned. After the group discussion, ask each group to draw a simple picture of their ideal home on a piece of white paper and write a short description next to the picture. Then, invite several groups to come to the front of the class and show their pictures and descriptions. The rest of the students can ask questions if they are interested. This activity can combine students' speaking, writing, and creative abilities. 5.5 Summary and Homework (5 minutes) Summarize the key points of this class, including the new vocabulary, sentence patterns, and the main content of the reading passage. Review the simple present tense usage briefly. Assign homework: Ask students to write a passage about their own homes, including the description of the house, the family members, and some family traditions. They should use at least five new words and three sentence patterns learned in this class. The next class, some students will be invited to share their passages. 教学反思 In this class, the use of pictures and group activities effectively stimulates students' interest in learning. Most students actively participated in the class discussion and group work, which improved their speaking and cooperation abilities. However, some students still had difficulties in using the simple present tense correctly, especially when forming the third - person singular form of verbs. In future classes, more exercises and examples should be provided to strengthen this part of grammar knowledge. During the reading process, some students had trouble understanding long and complex sentences. It is necessary to teach students some reading skills, such as analyzing sentence structures and guessing the meaning of unfamiliar words from the context, in more detail in the following classes. The group discussion about the ideal home was very lively, but the time control was not perfect. Some groups did not have enough time to fully express their ideas. Next time, a more reasonable time arrangement should be made to ensure that each group can present their work comprehensively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $