Unit 3 Home and Places Speaking Workshop 教学设计- 2025-2026学年北师大版英语七年级上册

Unit 3 Home and Places-Speaking Workshop This Speaking Workshop centers on the theme "Home and Places," guiding students to discuss different types of homes (e.g., apartments, houses) and surrounding places (e.g., parks, supermarkets). Through interactive activities, students practice describing locations, expressing preferences for living environments, and asking/answering questions about neighborhoods. The workshop integrates vocabulary from the unit (e.g., "balcony," "community," "convenient") and functional language for communication (e.g., "Where do you live?" "I prefer... because..."). 教学目标 Knowledge Objectives: Master key vocabulary related to homes and places: types of residences (apartment, villa, cottage), facilities (garden, garage, elevator), and surrounding places (library, hospital, restaurant). Understand and use functional expressions for talking about living environments: Asking: "What kind of home do you live in?" "Is there a park near your home?" Responding: "I live in a small apartment with a balcony." "Yes, there's a big park where I often play." Skill Objectives: Speak fluently about one’s home and neighborhood using correct vocabulary and sentence structures. Engage in short dialogues to exchange information about living environments. Express personal preferences and give simple reasons (e.g., "I like living in the city because it’s convenient"). Cultural Awareness: Develop an awareness of diverse living styles and respect different choices of homes. Cultivate interest in describing one’s own life environment and understanding others’. affective Objectives: Enhance confidence in speaking English through interactive practice. Foster cooperation and communication skills in pair/group work. 教学重难点 Key Points: Using vocabulary about homes and places accurately in speaking. Mastering functional language for discussing living environments. Difficult Points: Forming coherent sentences to describe homes with details (e.g., size, facilities, location). Using complex structures to express preferences and reasons (e.g., "I prefer living in a house rather than an apartment because..."). Vocabulary: Residences: apartment, house, villa, cottage, dormitory Facilities: balcony, garden, garage, kitchen, bathroom, elevator, staircase Surrounding places: park, supermarket, school, hospital, library, restaurant, bank Adjectives: big, small, comfortable, convenient, quiet, noisy, modern, old Useful Expressions: Describing homes: "I live in a three-bedroom apartment on the 5th floor." "My house has a big garden with many flowers." Asking about others’ homes: "Where is your home located?" "What facilities does your community have?" Expressing preferences: "I like living in the suburbs because it’s quiet." "I don’t like living downtown because it’s too noisy." 教学过程 Stage 1: Warm-up & Lead-in (5 minutes) Activity 1: Picture Guessing Show pictures of different homes (apartment, house, villa) and surrounding places (park, supermarket) on the screen. Ask students to guess the words in English (e.g., "What’s this? It’s a place where you can buy food." → supermarket). Aim: Activate prior knowledge and review key vocabulary. Stage 2: Presentation (10 minutes) Activity 2: Model Dialogue Present a short dialogue between two students: A: "Where do you live, Lily?" B: "I live in an apartment near the school." A: "Does it have a balcony?" B: "Yes, it does. I often read books there. What about you?" A: "I live in a house with a garden. I like playing with my dog there." Read the dialogue aloud with the class, explaining new expressions (e.g., "near the school," "have a balcony"). Ask students to repeat and imitate the intonation. Activity 3: Vocabulary Expansion Introduce more words (e.g., "elevator," "staircase," "quiet," "convenient") with pictures. Practice pronunciation through choral reading and individual checks. Stage 3: Practice (15 minutes) Activity 4: Pair Work – "Describe Your Home" Students work in pairs. One student asks questions using the model (e.g., "What kind of home do you live in?"), and the other answers, adding details (e.g., "I live in a small apartment. It has a kitchen and a bathroom. There’s a park nearby."). Teacher walks around to offer help, correcting mistakes in vocabulary or grammar. Activity 5: Group Discussion – "My Ideal Home" Divide students into groups of 4. Each group discusses: "What’s your ideal home? Where is it? What facilities does it have?" Encourage using expressions like "I prefer... because..." One representative from each group shares the group’s ideas with the class. Stage 4: Production (10 minutes) Activity 6: Role-play – "House Hunting" Assign roles: Student A is a tenant, Student B is a real estate agent. Task: A asks about available homes (e.g., "Do you have any apartments with a balcony?"), and B introduces the details (e.g., "Yes, there’s one near the park. It’s modern and quiet."). Students perform the role-play in pairs, then some pairs present in front of the class. Activity 7: Quick Feedback After presentations, the class votes for the "Best Dialogue" based on fluency and accuracy. Stage 5: Summary & Homework (5 minutes) Summary: Review key vocabulary and expressions with the class. Highlight common mistakes (e.g., confusing "house" and "home"). Homework: Describe your home in 5 sentences and record it (2-3 minutes). Interview a family member about their ideal home and report back in the next class. 教学反思 Strengths: The warm-up activity effectively aroused students’ interest by using vivid pictures. Pair and group work provided sufficient opportunities for students to practice speaking, enhancing their communication skills. The role-play activity simulated real-life scenarios, making the language learning more practical. Weaknesses: Some students with lower proficiency struggled to use complex sentences (e.g., "I prefer... because..."). More guided practice is needed. Time management was slightly tight in the role-play stage; some pairs didn’t get enough time to present. Improvement Suggestions: Prepare simpler sentence frames for slow learners (e.g., "My home is a/an _____. It has a _____. Near my home, there is a _____. I like it because _____.") Allocate more time for the production stage or reduce the number of presenters to ensure quality. Integrate more audio materials (e.g., native speakers talking about their homes) to expose students to authentic pronunciation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $