Unit 1 Home（Reading）教案-2024-2025学年译林版（2024）英语七年级下册

该教案聚焦七年级英语Unit 1 Home的阅读教学，围绕“不同类型的家园”展开，通过视频导入激发兴趣，借助图片猜测激活旧知，再以任务驱动的方式引导学生完成skimming、scanning和intensive reading三个层次的阅读训练，层层递进地搭建语言输入与输出的学习支架。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在Lead-in环节播放全球特色住宅视频，直观呈现多元居住环境，增强学生跨文化认知；在Production环节组织小组讨论理想家园并写作表达，既锻炼语言运用能力，又促进批判性思维发展；教师适时点拨关键句型如“It is only a short stroll from the beach to my house”，帮助学生实现从理解到迁移的跃升。此设计不仅提升学生英语表达与文化理解力，也为教师提供可复制、易操作的教学范式，助力课堂高效实施。

教学设计 课程基本信息 学科 英语 年级 七年级 学期 春季 课题 Unit 1 Home（Reading） 教学目标 1. Knowledge Aims Students are able to master the new words and phrases related to different types of homes and their surroundings, such as “cottage”, “villa”, “suburb”, “harbour” etc., and can pronounce and spell them correctly. Students can understand and use the key sentence patterns for describing the features, locations and feelings of different homes, like “There lies... near...” “It takes... t get frm... t...” etc. 2. Ability Aims Cultivate students' reading skills, including skimming for the main idea and scanning for specific information, so as to improve their reading speed and comprehension ability. Enhance students' analytical and summarizing abilities. They should be able to summarize the characteristics of different characters' homes and their living experiences, and briefly express them in English. Strengthen students' oral expression ability. They can clearly express their opinions and feelings about different types of homes in group discussions and class sharing. 3. Emotional Aims Stimulate students' interest in and desire to explore different living environments, and cultivate their awareness of respecting and appreciating diverse living cultures. Make students cherish their own homes more, feel the significance of home in life, and enhance their sense of family belonging. 重难点 1. Teaching Key Points Master the new words, phrases and key sentence patterns in the text, and understand the main content of the article. Apply reading skills to accurately obtain and process information in the text. 2. Teaching Difficult Points Guide students to deeply understand the emotions expressed by the author when describing different homes, and understand the impact of different living environments on life. Inspire students to think deeply after reading, form their own unique views on the ideal home, and clearly express them in English. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Play a wonderful video of different - style homes around the world, such as the log cabins in Switzerland, the water houses in Venice, and the thatched huts in Africa. At the same time, show relevant beautiful pictures with light music. After the video, ask students: “What kind of homes did you see in the video? Which one impressed you the most? Why?” Guide students to share their observations and feelings in English, for example, “I saw some amazing houses on the mountainside. The one with a huge terrace impressed me most because I can enjoy the beautiful scenery there.” Design Intention: The vivid video and pictures can quickly attract students' attention, arouse their interest in different homes, and activate their prior knowledge related to the topic. The subsequent questions encourage students to express themselves in English, creating a good language - using atmosphere for the following learning. Presentation (12 minutes) Create the “Global Home Tour” situation: “Dear friends, today we are going to start an exciting journey around the world to explore different homes. Are you ready? Let's go!” Show the title of the article “Homes around the World” and the pictures of the four main characters in the text. Let students observe the pictures and guess what the article might introduce. The teacher asks: “Who do you think these people are? Where do you think they live? What kind of homes might they have?” Encourage students to make bold guesses and speak out. Present the pictures of some new words in the article, such as “cottage”, “villa”, “suburb”, “harbour” etc. Guide students to guess the meanings of the words according to the pictures. The teacher gives a simple explanation and pronunciation demonstration to help students initially get familiar with the new words. Design Intention: The created situation can make students more involved in the learning process. Guessing activities based on the title and pictures can stimulate students' curiosity and critical thinking, and the pre - teaching of new words through pictures can reduce students' reading difficulties and lay a foundation for their smooth reading. Practice (15 minutes) (1) Skimming (3 minutes) Put forward the task: “Now, let's quickly look through the passage and find out how many people are introduced and where they live. You have one minute to finish this task.” Students quickly read the passage, and the teacher walks around to guide. Invite students to answer the question, and the teacher summarizes: “There are four people in the passage. They live in the countryside, by the beach, in a town and in a castle respectively.” Design Intention: Skimming can help students quickly get the overall structure and main information of the text, which is beneficial for them to establish a general understanding of the text and better understand the following details. (2) Scanning (5 minutes) Assign the task: “Read the passage carefully and fill in the following table with the information about their homes.” Show a table including the names of the characters, living places, types of homes, surrounding environments, etc. Students conduct scanning, look for specific information and fill in the table. The teacher reminds students to pay attention to key words, such as names of people and places. Check the answers within groups, and then ask group representatives to report. The teacher gives comments and corrections. Design Intention: Scanning trains students' ability to find specific information accurately. The group - checking and reporting process can not only ensure the accuracy of students' answers but also cultivate their cooperation and communication skills. (3) Intensive Reading (12 minutes) Put forward questions to guide students to read the text intensively: “What are the advantages of living in the countryside according to the passage?” “How does the boy feel about living by the beach?” “What makes the townhouse special?” “Why is the castle a unique home?” Students read the passage paragraph by paragraph with the questions, think and take notes of the answers. The teacher walks around and encourages students to mark the key information in the text. Discuss the questions within groups, share their understandings and ideas. The teacher participates in the discussions of some groups, giving guidance and inspiration. Each group elects a representative to report to the whole class. The teacher guides other groups to make supplements and raise questions, and jointly deeply understand the text content. For the key sentence patterns and difficult sentences in the text, such as “There are always plenty of things to do in the town.” “It is only a short stroll from the beach to my house.”, the teacher gives detailed explanations and expands with examples to help students master and use them. Design Intention: Intensive reading with questions can guide students to deeply analyze the text, understand the details and connotations, and improve their reading comprehension and language analysis ability. The group discussion and class - reporting form can promote students' active participation, thinking collision and language expression. Production (10 minutes) (1) Group Discussion (6 minutes) Put forward the discussion topic: “If you could choose one of these homes to live in, which one would you choose? Why? And what do you think are the disadvantages of living in that home?” Students are divided into groups to discuss. Each group fully exchanges their views and reasons around the topic. The teacher walks around each group, encourages students to speak actively, and uses the words and sentence patterns learned in the text to express their ideas. Each group elects a representative to report to the whole class, sharing the results of the group discussion. The teacher guides other groups to make evaluations and supplements, promoting the ideological exchanges and collisions among students. Design Intention: The group - discussion activity can let students further integrate the knowledge learned in the text, express their personal opinions and thinking, and improve their language application ability and critical thinking. The class - sharing and evaluation process can expand students' thinking perspectives and learn from each other. (2) Writing (6 minutes) Ask students to write a short passage about their ideal homes. They should describe the location, appearance, facilities and reasons why they like it, using the words, phrases and sentence patterns learned in this class. Students start writing. The teacher walks around to provide individual guidance, such as helping with word selection, grammar usage and logical expression. After writing, ask several students to read their passages aloud. The teacher and other students listen carefully and give positive feedback and constructive suggestions, such as praising the good expressions and correcting the wrong sentences. Design Intention: Writing can consolidate students' language knowledge, train their writing ability and logical thinking. Reading aloud and getting feedback can make students more aware of their own writing problems and improve their writing level. Summary and Homework (3 minutes) Briefly review the new words, key sentence patterns and main content of the text with students. Emphasize the importance of understanding different living environments and cherishing our own homes. Encourage students to continue to explore the topic of “home” after class, such as collecting more information about unique homes around the world or sharing their own home stories with family and friends in English. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $