资源简介

世界
Unit 1　Home
第1课时　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This section of the text introduces various types of houses, including cottages, flats, farmhouses, modern houses, mobile homes, and town houses. It also contains a dialogue between Simon and Will about favourite places in their homes.
Why: The purpose of this text is to educate students about the variety of housing options available worldwide. It aims to enhance their ability to observe and categorize different house types. Additionally, it promotes effective communication skills by encouraging students to participate in discussions about their living environments, following the example set by Simon and Will.
How: The text uses clear and concise language suitable for Grade 7 students. It incorporates images of different house styles to aid comprehension. The dialogue between Simon and Will acts as a model for students to use when describing their own living places and their favourite places at home.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about different types of houses;
2.talk about their home with partners;
3.feel the warmth that home brings them.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about different types of houses. Step 1: Lead in 1.The teacher introduces the topic of houses and their importance in our lives. 2.Students look at a picture and answer questions about who is in the picture, where they are, and how they know. The effectiveness of the lead in will be measured by students' participation in dis cussing the picture and their understanding of the importance of home.
Step 2: Presentation 1.Students look at pictures of different types of houses and label each one. 2.Students listen to a conversation between Simon and Will about their houses. Q:What kind of houses do Will and Simon live in Success will be assessed through students' ability to identify and name different types of houses in the pictures and comprehend the conversation between Simon and Will.
Purpose To get students to think about different types of houses and their concept of home, while setting them up for pair work activities.
2.To talk about their home with partners. 3.To feel the warmth that home brings them.　 Step 3: Pair work 1.Students work in pairs to talk about their homes using a model conversation provided. 2.Students describe the types of houses they live in and their favourite places at home. The effectiveness will be evaluated by the quality of the conver sations, including the description of their homes and reasons for their favourite places.
Purpose To provide students with an interactive platform to practise conversational English, specifically focusing on describing houses and giving reasons, and to encourage peer to peer interaction and learning.
Step 4: Language points 1.Students review the language points about asking and answering questions related to the types of houses someone lives in. 2.Students practise using these expressions in sentences, focusing on the correct gram matical forms. Step 5: Exercise The effectiveness will be evaluated based on students' ability to construct sentences accurately using these expressions. The success of the written exercise will be determined by students' ability to correctly match types of houses with descrip tions, showcasing their understanding of the vocabulary and grammar covered in the lesson.
Purpose To reinforce the vocabulary and grammar related to houses, ensuring students can effectively communicate these concepts.
Homework Required: Listen and repeat the conversation. Optional: Interview other students about what kind of house they live in and make a report.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2课时　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson consists of a set of reading materials about homes around the world. The content includes three blog posts by students from different countries, describing their family life situations and personal preferences.
Why: The purpose of this text is to help students understand the lifestyles and characteristics of families from various cultural backgrounds by showcasing family lives in different cultures. Through reading these blog posts, students can broaden their horizons and enhance their cross cultural communication skills.
How: First, students read each blog post carefully to understand the family background and personal interests. Next, they fill out a chart based on the content of the articles, extracting key information. Then, they assess the accuracy of certain statements and correct some mistakes. Students also use vocabulary from the articles to complete note filling tasks, deepening their memory. Finally, through discussions, they share personal insights to improve their communication skills. The entire process not only strengthens their language skills but also fosters their critical thinking.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.sort out the information of different family lives in three blog posts;
2.explore the features of the three families;
3.compare different family lives and understand the same meanings behind homes;
4.appreciate the warmth and importance of families.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To sort out the information of different family lives in three blog posts. Step 1: Pre reading Students contemplate what their homes are like, whether the homes are described differently, and what they enjoy doing at home. Step 2: Fast reading Students skim the blog posts about the homes of three students from around the world to gather basic information, including places, types of homes and favourite things. The effectiveness will be measured by the students' engagement in describing their own home environments and preferences. The effectiveness will be evaluated by the students' ability to quickly extract key information, such as locations, types of dwellings, and favou rite activities.
Purpose To encourage students to think about their home life and family interactions, preparing them to discuss household differences across cultures. To improve students' skimming skills and help them quickly find the main ideas in the text.
2.To explore the features of the three families. Step 3: Detailed reading 1.Students read the blog posts carefully and respond to questions regarding what Li Mengtian, Neil and Femi typically do at home. Q1: What does Li Mengtian often do at home Q2: What do Neil's family like to do Q3: What does Femi often do during the busy season 2.Students read the blog posts again and write a T if a sentence is true or an F if it is false. Then correct the false ones. 3.Students complete the notes with the correct forms of the words and phrases in the box. The effectiveness will be assessed through the accuracy of students' responses to detailed questions.
Purpose To reinforce students' close reading abilities and ensure a thorough understanding of all text elements.
3.To compare different family lives and under stand the same meanings behind homes. 4.To appreciate the warmth and importance of families. Step 4: Post reading 1.Students reflect on whether they prefer living in a small or a large family and discuss how they usually assist their parents at home. Q1: Would you like to live in a small family or a big one Why Q2: How do you usually help your parents at home 2.Students discuss and work together to draw and introduce their family. The effectiveness will be evaluated through students' participation in group discussion, which gauges their understanding of the topics covered.
Purpose To promote interactions among students and deepen their appreciation of varied lifestyles and family structures.
Step 5: Language points The teacher instructs students in important language points, such as the usage of inversion sentences (both partial and full inversion). Step 6: Exercise Students complete relevant exercises, such as selecting the proper verb form to fill in sentences. e.g.We had a lot of fun 　　　　in the park yesterday.(B) A.play　B.playing　C.to play　D.played The effectiveness will be assessed through class tests or assignments that check students' grasp of new linguistic concepts. The effectiveness will be evaluated through the accuracy of the students' completed exercises.
Purpose To help students acquire new grammar and apply it practically.
Homework Required: Write down the words on Page 149 of this unit's reading in the English textbook (4 times for each word). Read the text aloud and correctly. Optional: Create a mind map of the three families' lifestyle, with both pictures and text.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3课时　Grammar&Pronunciation
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson covers the teaching content of cardinal numbers, ordinal numbers and syllable division. It helps students understand and master these concepts through specific examples and exercises.
Why: The purpose of this text is to teach students how to use cardinal and ordinal numbers to describe quantities, positions and dates. Additionally, learning syllable division improves their pronunciation and word recognition skills.
How: This lesson introduces cardinal and ordinal numbers through practical examples and exercises, covering usage in various contexts like distances and birthdays. It also teaches syllable division with listening and reading exercises to improve pronunciation and word recognition, all structured in a step by step manner to ensure practical application and flexible learning.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use cardinal and ordinal numbers correctly in sentences;
2.identify the use of cardinal and ordinal numbers in describing distances, house numbers, areas, years, the number of people and things, grades, dates, positions, etc.;
3.talk about homes and families by using cardinal and ordinal numbers;
4.improve syllable awareness and pronunciation skills.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use cardinal and ordinal numbers correctly in sen tences. 2.To identify the use of cardinal and ordinal numbers in describing distances, house numbers, areas, years, the number of people and things, grades, dates, positions, etc.　 Step 1: Grammar (Cardinal numbers) 1.Students learn the definition of cardinal numbers and how to use them correctly in sentences to express quantities, numbers, ages and time. 2.Students read the text below about Neil's home and pay attention to the use of cardinal numbers. 3.Students try to read the big numbers below. 4.Students read the sentences in Part A1 and pay attention to the numbers. 5.Students talk with their partners about their homes and families, using cardinal numbers. The effectiveness will be measured by students' ability to accurately identify and apply cardinal numbers, for example, stating“There are five books on the desk.”
Step 2: Grammar (Ordinal numbers) 1.Students understand how to form ordinal numbers and how to use them to indicate the order of things and events. 2.Students read the sentences in Part B about Li Mengtian and pay attention to the use of ordinal numbers. 3.Students look at the numbers in Part B1 and write the numbers out in words. 4.Students complete the sentences in Part B2 with the correct ordinal numbers. The effectiveness will be assessed through the accuracy of the students' responses to detailed questions.
Purpose To familiarize students with cardinal and ordinal numbers, enabling them to use cardinal numbers in everyday context and ordinal numbers for ranking and dates.
3.To talk about homes and fam ilies by using cardinal and or dinal numbers. Step 3: Writing Students write a short text about their family life, using both cardinal numbers and ordinal numbers. The effectiveness of this activity will be evaluated by observing if students can successfully incorp orate both cardinal and ordinal numbers into their writing while maintaining coherence and relevance to the topic of family life.
Purpose To reinforce the practical application of cardinal and ordinal numbers in describing daily life experiences, strengthening students' grasp of these concepts.
4.To improve syllable awareness and pronunciation skills. Step 4: Pronunciation (Syllables in words) 1.Students learn about the number of syllables in words and practise determining the number of syllables by clapping or counting vowel sounds. 2.Students listen to the singular and plural forms of the words in Part B. 3.Students listen to the poem in Part C. Pay attention to the syllables in the words. The effectiveness will be measured by students' ability to correctly divide words into syllables and identify the number of syllables in words.
Purpose To enhance students' pronunciation skills by enabling them to recognize and pronounce the number of syllables in words accurately.
Step 5: Exercise Students complete relevant exercises,such as choosing the right answer and recognizing the number of syllables. e.g. Neil's home is about 15 miles from London.“15”is a(n) 　　　　.(A) A.cardinal number　　　B.ordinal number The effectiveness will be evaluated through the accuracy of students' completed exercises.
Purpose To help students acquire new grammar and apply it practically.
Homework Required: Write down the cardinal numbers from 0 to 10 and their corresponding ordinal numbers. Optional: Write a sentence about your home or family using both cardinal and ordinal numbers.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4课时　Integration (A—C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson uses reading and listening materials to introduce three types of houses in different parts of China: sturdy stone houses by the sea, light and airy bamboo houses in the mountains, and movable yurts on the grasslands. It shows how these homes fit into the local environment and lifestyle through the stories of three students.
Why: The lesson aims to help students understand China's diverse geography and lifestyles. Students learn about different building styles and materials that match the local weather. The listening part also covers everyday activities and cultural differences, like fishing and tea picking.
How: By using pictures and texts in reading materials and real life dialogues in listening exercises, this lesson helps students learn about unique houses in China. It also improves their listening, note taking and speaking skills through role playing activities.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify features of different homes around China;
2.use the sentence structure “would like…” and locative words correctly;
3.talk about where they would like to go by using the model.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify features of different homes around China. Step 1: Lead in Students review the types of houses they currently live in and the types of houses they would like to live in. They also discuss where they live now. Q1: What type of houses do you live in Q2: Where do you live Step 2: Presentation 1.Students watch and learn about unique houses in China, including seaweed houses by the seaside, bamboo buildings in south western mountain areas, and Mongolian yurts on the northern grasslands. Q1: What are the features of a seaweed house/bamboo building/Mongolian yurt Q2: Where can you see a bamboo house Q3: How do you like each kind of house above Why 2.Students think about the question below and share their ideas. Q: Do you know any other kind of house 3.Students listen and complete the notes. (详见课件资源) 4.Students work in pairs and talk about the topic. Use the conversation in Part C as a model. 5.Students listen and imitate the conversation. The effectiveness will be evaluated by the students' engagement in discussing different types of houses and their current living situations.
Purpose To get students to think about housing types and introduce them to various residential structures and their characteristics around China, enhancing their cultural understanding.
(续表)
2.To use the sentence structure“would like…”and locative words correctly. Step 3: Pair work Students work in pairs to talk about where they would like to live and why, using descriptive language and the model provided. —Where would you like to live —I'd like to live on… —Why —Because life there is…, and it's…to… —What about you —I'd like to live in…It is a great place to…and… The effectiveness will be assessed by the quality of discussions and the use of appropriate vocabulary and sentence structures.
Purpose To practise communication skills and use new vocabulary in a practical context, reinforcing the lesson's focus on different types of homes.
3.To talk about where they would like to go by using the model. Step 4: Language points Students learn the usage of the“would like…”structure and locative words. Step 5: Exercise Activity: Students complete exercises involving the use of cardinal directions and adjectives to describe locations. e.g. 1.Our beach house is located on the 　　　　(西部的) coast of the island, perfect for watching the sunset every evening.(west) 2.I prefer to live in a house with a big garden where I can 　　　　.(A) A.plant flowers　　　　B.watch TV The effectiveness will be evaluated through exercises and class participation demon strating understanding and application of the new language structures.
Purpose To teach students how to express preferences and use locative prepositions, enhancing their language skills. To reinforce the learning of direction terms and adjectives, building their vocabulary and grammar.
Homework Required: Introduce the houses you would like to live in. Optional: Talk about your dream house with your friend.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第5课时　Integration (D)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about Millie's dream home, describing her ideal living place with two floors, away from the city centre, featuring a garden, a balcony and a room for her grandparents. It includes details about her favourite activities at home and concludes with her love for this dream home.
Why: The text inspires students to imagine and describe their dream homes, promoting creativity and self expression. It shows how to structure thoughts from the types of homes to favourite activities and feelings. It serves as an example for students' own writing, teaching useful phrases and encouraging deeper thinking about what makes an ideal home.
How: The text includes a short intro and Millie's description of her dream home using simple language and common words. Key words and phrases are “dream home” “two floors” “away from the city centre” “nice garden” “balcony” and “grandparents”. It's written in the simple present tense, giving a clear picture of Millie's dream home.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information about the structure and logic of an article;
2.learn some useful expressions to describe the dream home;
3.write an article to introduce the dream home.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get information about the struc ture and logic of an article. 2.To learn some useful expressions to describe the dream home. Step 1: Lead in Students review special houses in China such as seaweed houses, bamboo buildings, and Mongolian yurts. Step 2: Complete the questionnaire Students fill out a questionnaire regarding their dream homes, including locations, types, family members and activities. Step 3: Reading Activity: Students read an example of a student's description of his/her dream home and learn useful expressions to describe their own. Q1: How many parts does this article have Q2: What makes Millie's dream home The effectiveness will be measured by the students' ability to identify key compon ents of the text and understand new vocabu lary.　
Purpose To prepare students for discussing their ideal living environment and provide a model for writing about it, introducing useful vocabulary and phrases.
3.To write an article to intro duce the dream home. Step 4: Writing Students write an article about their dream homes based on their questionnaire answers, using the provided model.(详见课件资源) The effectiveness will be evaluated by the quality of the written pieces and the incor poration of learned expressions.
Purpose To help students apply learned language skills in a creative writing task and share their compositions with classmates.
Step 5: Exercise Students complete exercises on sentence transformation and matching vocabulary with its meaning. e.g. 1.I would like to live in a cottage.(转换为一般疑问句) (Would you like to live in a cottage ) 2.I enjoy living in a 　　　　because it's close to nature.(B) A.town house　　　　B.farmhouse The effectiveness will be judged by the correctness of the completed exercises.
Purpose To reinforce the learning of sentence structures and vocabulary through practical exercises.
Homework Required: Write down the words and sentences in this unit. Optional: Draw a picture of your dream house.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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