Unit 2 Home Sweet Home-Section B 1a-1e 教学设计 2025-2026学年人教版英语八年级上册

Unit 2 Home Sweet Home-Section B 1a-1e This section focuses on a story about a family's journey back to the mother's hometown for the Spring Festival. Through reading the story, students will encounter new vocabulary related to travel, family interactions, and emotions. They will also learn to describe experiences, express feelings, and understand the significance of family reunions. The section also includes a poem and discussions about the concept of "home", aiming to deepen students' emotional understanding and language application. 教学目标 Students will be able to understand and master the key vocabulary in the text, such as "journey", "pull", "luggage", "familiar", "joke", "several", "nod", "writer", "text", "describe", "wherever", "matter", "perhaps", "plate", "freshly". Students can comprehend and use the key sentences, like "No matter how long I’m away, home is always glad to see me again." and "Could you bring Wenwen her favourite snacks?" Be familiar with the usage of simple past tense and modal verbs "could", "can" in the context. 教学重难点 A. Teaching Key Points Grasp the key vocabulary, phrases, and sentence patterns in the text and be able to apply them in real - life situations. Comprehend the content of the article and obtain detailed information about the author's Spring Festival home - coming. Learn to express feelings and understanding of "home" in English. B. Teaching Difficult Points Experience the emotions implied in the article, deeply understand the meaning of "home", and accurately express it in English. Use the learned knowledge creatively to describe their own family reunion experiences or insights about home. A. New Words journey /ˈdʒɜːni/n. a long trip, especially by car, train, plane, etc. 旅行；行程 e.g. The train journey took more than five hours. pull /pʊl/v. to move something towards you by using force 拉；拽 e.g. Grandpa helped us pull the heavy luggage into the house. luggage /ˈlʌɡɪdʒ/n. the bags, suitcases, etc. that you take with you when you travel 行李 e.g. We carried our luggage to the hotel. familiar /fəˈmɪliə(r)/adj. well - known to you because you have seen, heard or experienced it before 熟悉的 e.g. “Mm, the familiar taste of home!” joke /dʒəʊk/n. something that you say or do to make people laugh 笑话 e.g. During the dinner, my uncle told us some jokes and we had a good laugh. several /ˈsevrəl/det. more than two but not very many 几个；若干 e.g. Several days later when we were leaving... nod /nɒd/v. to move your head down and then up again, especially to show agreement, understanding or as a greeting 点头 e.g. Mum nodded, with tears in her eyes. writer /ˈraɪtə(r)/n. a person who writes books, stories, articles, etc. 作家；作者 text /tekst/n. the main part of a piece of writing, not the pictures, notes, etc. 文本；正文 describe /dɪˈskraɪb/v. to say what someone or something is like 描述；形容 wherever /weərˈevə(r)/conj. in or to any place 无论在哪里；无论到哪里 e.g. Wherever I go, finally I go to my home, sweet home. matter /ˈmætə(r)/v. to be important 要紧；有关系 e.g. No matter how long I’m away, home is always glad to see me again. perhaps /pəˈhæps/adv. used to show that something is possible or that you are not sure about something 也许；可能 plate /pleɪt/n. a flat, round dish that you use for eating or serving food 盘子 freshly /ˈfreʃli/adv. recently and in a new way 刚刚；新近 B. Key Sentences No matter how long I’m away, home is always glad to see me again. 无论我离开多久，家总是很高兴再次见到我。 “It’s almost the Spring Festival. Can we go to Hainan for the holiday, Dad?” “快到春节了。爸爸，我们可以去海南度假吗？” “Not this time,” Dad answered with a smile. “We’re going to your mum’s hometown!” “这次不行，” 爸爸微笑着回答。“我们要去你妈妈的家乡！” Could you bring Wenwen her favourite snacks? 你能给文文拿她最喜欢的零食吗？ C. Grammar Focus Simple Past Tense: Used to describe actions that happened in the past. For example, “We got up very early in the morning to catch the train.” The past forms of regular verbs are usually formed by adding “-ed” at the end, and irregular verbs have their own special past forms, like “go - went”, “see - saw”. Modal Verbs “could” and “can”: “Could” is the past form of “can”. “Could” can be used to ask for permission in a more polite way in the present, and it is also used to express the ability in the past. “Can” is used to ask for permission or express ability in the present. For example, “Could you bring Wenwen her favourite snacks?” (asking for permission in a polite way), “I can help with the housework.” (expressing present ability). 教学过程 A. Lead - in (5 minutes) Play a video about the lively scenes during the Spring Festival, such as family reunions for the New Year's Eve dinner, setting off firecrackers, and paying New Year's calls. Ask students: “How do you spend the Spring Festival? What do you like most about the Spring Festival?” Encourage students to speak freely and share their experiences and feelings of celebrating the Spring Festival, thus leading to the theme of this class “Going Home for the Spring Festival”. B. Pre - reading (3 minutes) Show some pictures related to the article, such as the train station, the country road, and the family sitting around the table for a meal. Let students observe the pictures and predict what the article might be about. For example, ask them: “Where do you think the writer is going? Who might the writer meet?” Teach some key words and phrases related to the article content, like “hometown”, “journey”, “pull”, “set the table” etc. Use pictures, actions or real objects to help students understand the meanings. For example, when teaching “pull”, the teacher can pull a heavy box in front of the class to show the action. C. While - reading Fast Reading (3 minutes) Let students quickly skim the article and answer the question: “Where did the writer go for the Spring Festival?” This aims to cultivate students' ability to quickly obtain the main idea of the article. Invite several students to answer the question and check the answers as a class. Careful Reading (7 minutes) Let students read the article again and complete the questions in 1b. Ask them to underline the relevant evidence in the text. After students finish, they discuss the answers in groups. The teacher walks around the classroom to provide guidance. Each group selects a representative to answer the questions. The teacher gives comments and explanations, focusing on the key vocabulary, phrases and sentence patterns that appear in the article, such as “It’s almost the Spring Festival.” “Could you bring Wenwen her favourite snacks?” etc. Guide students to analyze the words and sentences that describe people's emotions in the article, such as “smile”, “happy”, “tears in her eyes” etc. Let students experience the family affection and warmth expressed in the article. Organize students to have a group discussion: “How do these words and sentences make you feel? Can you find similar expressions in your daily life?” Each group elects a representative to share the discussion results. D. Post - reading Complete 1c (5 minutes) Let students independently complete the sentence - filling in 1c, reviewing what family members did to make the home full of love in the article. Students check answers with their deskmates. The teacher invites several students to share the answers and emphasizes the key content in the article again. Group Discussion (5 minutes) Students discuss the questions in 1d in groups: “Why do you think the family spent the Spring Festival at the village? What do you think about the writer's family members?” Each group selects a representative to report the group's discussion results to the whole class. The teacher gives comments and summaries, guiding students to realize the importance of family reunions and the preciousness of family affection. Share Understanding of “Home” (5 minutes) Students read the poem and opinions in 1e and think about their own understanding of “home”. Invite several students to stand up and share their feelings about “home” in English. Other students can make supplements and ask questions. E. Summary (5 minutes) Review the key content learned in this class with students, including key vocabulary, phrases, sentence patterns, and the meaning of family reunions and “home” conveyed in the article. Summarize and evaluate students' performance in class. Praise students who actively participated in the discussion and speaking, and encourage other students to be more active and proactive in future learning. F. Homework (2 minutes) Recite the paragraphs they like in the article to deepen their understanding and memory of the text. Imitate the article and write a short passage about their own family reunion experiences, describing the unforgettable moments and their feelings during the reunion, with no less than 80 words. 教学反思 In the teaching process, students showed great interest in the theme of family reunions during the Spring Festival. The use of videos and pictures in the lead - in and pre - reading stages effectively attracted students' attention and motivated their enthusiasm for learning. However, in the discussion of the meaning of “home”, some students had difficulty expressing their deep feelings in English. In the future, more guided practice and model sentences can be provided to help students improve their language expression ability. Group work played an important role in this class, which promoted students' communication and cooperation. But it was found that in some groups, a few students dominated the discussion, while some students participated less. In the follow - up teaching, it is necessary to pay more attention to the participation of each student, encourage introverted or students with weak English foundations, and give them more opportunities to express themselves. The reading comprehension part achieved good results. Most students were able to extract key information from the text and answer relevant questions. But for some students with lower English levels, they still had difficulties in understanding long sentences and new words. More individual guidance and targeted exercises should be given to help them improve their reading ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$