资源简介

Unit 1 Home-Reading
This reading passage in Unit 1 Home of Yilin Edition (2024) for Grade 7 is mainly about blog posts from three different teenagers around the world. Li Mengtian from Beijing, Neil from the UK, and Femi from Egypt share details about their homes, including the location, type of house, favorite places at home, and family activities. Through their descriptions, students can not only learn some new words and expressions related to homes but also get to know the diversity of home life in different cultures.
教学目标 Students will be able to understand and master the key vocabulary and phrases related to homes, such as “flat”, “balcony”, “town”, “village”, “yard”, “in the south of”, “15 miles from” etc. They can understand and use the sentence patterns for describing homes, like “I live in...”, “My home is a...”, “I like to...at home”. Enable students to comprehend the main ideas and details of the three blog posts.
教学重难点 Teaching Key Points Mastery of key vocabulary, phrases, and sentence patterns for describing prehension of the main ideas and details in the reading passage, and the ability to complete relevant reading exercises such as true - false judgment and filling in the blanks. Development of reading skills like skimming and scanning. Teaching Difficult Points How to help students use the learned knowledge to vividly and accurately describe their own family life and compare the characteristics of different families. Enable students to understand the differences in home life under different cultural backgrounds and develop cross - cultural understanding.
Key Vocabulary
Location - related: south, north, east, west, in the south/north/east/west of, near, from
House types: flat, house, farmhouse
Parts of the house: balcony, living room, yard
Activities: relax, collect, have fun, barbecue (BBQ)
Key Phrases
look at the view
be away from
share sth. with sb.
Key Sentence Patterns
I live in a/an...in...
My home is a...with...
I like to...because...
教学过程
Step 1: Lead - in (5 minutes)
Greet the students as usual.
Show some pictures of different types of houses around the world, such as apartments in big cities, villas in the suburbs, and cottages in the countryside. Ask students: “What kind of home do you like Why ” Encourage them to express their opinions freely.
Then introduce the topic of this lesson: “Today, we are going to read some blog posts from three teenagers from different countries. They will show us their homes. Let’s see what their homes are like.”
Step 2: Pre - reading (5 minutes)
Write the title “Homes around the world” on the blackboard. Ask students to predict what they will read about according to the title. Guide them to think about aspects like where the bloggers are from, what their houses look like, and what they do at home.
Let students skim the passage quickly without reading the details, just looking at the headings, pictures, and the first and last sentences of each paragraph. Then ask them to answer two simple questions:
How many bloggers are mentioned in the passage (Three)
What are the names of the bloggers (Li Mengtian, Neil, Femi)
Step 3: While - reading (20 minutes)
Skimming (3 minutes)
Let students read the passage quickly again to find out the general idea of each blog post. Then ask them to match the main ideas with the corresponding bloggers:
Li Mengtian: Lives in a flat in Beijing, likes the balcony.
Neil: Lives in a house in a town near London, has a big family.
Femi: Lives in a farmhouse near Cairo, enjoys family activities in the yard.
Scanning (7 minutes)
Divide the students into three groups. Each group is responsible for one blog post.
After they finish, ask each group to report their answers. Check the answers together and explain any difficult points.
Careful Reading (10 minutes)
Let students read the whole passage carefully again. Set some detailed true - false questions for them to answer, for example:
Li Mengtian lives in a house. (F)
Neil’s family often has barbecues in the yard. (F)
Femi likes to collect eggs with his sister. (T)
After they finish answering, ask them to find the sentences in the passage to support their answers. This can help them better understand the details of the passage.
Explain some important language points in the passage, such as new words, phrases, and sentence patterns. For example, when explaining “in the south of”, show them on the map to make it more intuitive.
Step 4: Post - reading (10 minutes)
Group Work
Divide the students into groups of four. Each group member is required to introduce their home briefly according to the aspects learned in the passage (location, type of house, favorite place at home, family activities). The other members can ask questions.
After each member finishes speaking, the group selects one representative to introduce the most interesting home in their group to the whole class.
Discussion
Pose a discussion topic: “If you could choose, which blogger’s home would you like to live in Why ” Encourage students to express their opinions and reasons. This can not only review the knowledge in the passage but also cultivate their critical thinking ability.
Step 5: Summary and Homework (5 minutes)
Summary
Summarize the key vocabulary, phrases, sentence patterns, and the main content of the passage with the students. Emphasize the importance of understanding different home cultures.
Homework
Ask students to write a short passage about their own homes, including at least three aspects: location, type of house, and favorite place at home. They can also add some family activities if they want.
Encourage students to search for more information about homes in other countries and share it in the next class.
教学反思
In this lesson, the use of pictures in the lead - in stage effectively aroused students’ interest and motivation. However, in the future, more interactive ways can be added, such as asking students to describe the houses in the pictures in more detail.
During the reading process, most students could master the reading skills of skimming and scanning, but some students still had difficulty in finding specific information accurately. In the following teaching, more targeted training should be provided.
The group work and discussion in the post - reading stage gave students a chance to practice speaking English. But some students were still a little shy to express themselves. It is necessary to create a more relaxed and encouraging atmosphere to boost their confidence.
For the homework, it is expected that students can apply the knowledge learned in class to writing. When grading the homework, attention should be paid to not only grammar and spelling but also the content and organization of the passage. Provide detailed feedback to help students improve their writing skills.

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