Unit 2 Home Sweet Home Period 4 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 Period 4 Section B 1a~1e I. Teaching Objectives 1. Master vocabulary related to returning home for the Spring Festival and family reunion scenes in the text accurately. 2. Read and understand passages about family atmosphere, master the reading skill of using key-words to retrieve information, quickly grasp key information such as the journey home for Spring Festival and family reunion activities in the article, and accurately answer related questions. 3. Through sharing and communication, enhance the feeling of attachment to home and foster beautiful emotions of cherishing family bonds and valuing family. Ⅱ. Language Knowledge 1. Key vocabulary & phrases: almost, journey, pull, familiar, joke, several, nod, writer, text, describe, wherever, matter, perhaps, plate, freshly; the Spring Festival; get up very early; at the end of, wait for, share sth. with sb.; tell jokes, no matter, a kind of 2. Key sentences: (1) The train journey took more than five hours, and then we changed to a bus to get to my grandparents' village in the afternoon Su③ Who was waiting for them at the end of the road? (2) Read the rest of the passage, answer the questions: ① What's the name of the writer? ② What words are used to describe people's feelings? (3) Read the whole passage again, work on 1C. T: Each family member helped to make home full of love. What do you often do during the Spring Festival? Step 4 Post-reading Group work Divide the whole class into groups of five, make up a dialogue according to the passage, then role-play it. Step 5 Language points & discussion 1. Explain the key words, phrases and sentences in the article. 2. To asks Ss to discuss the two sentences: (1) "Ah, home again." What can you feel her from the word "again"? (2) When the writer left home, why did her grandma hold her hands? 3. Work on 1d, discuss the understanding of "home". III Assessment of Teaching Effectiveness 1. Observe whether Ss can use prior knowledge to interact with the teacher. Observe if Ss can guess home scenarios based on the sounds. 2. Observe whether Ss can name some Spring Festival activities correctly, providing assistance and guidance when necessary. 3. Observe whether Ss can master skimming and scanning skills, find keywords, and use context clues to infer word meanings. 4. T observes the division of labor within each group and provides guidance when difficulties are encountered. 5. Encourage Ss to try their best to imitate the characters' pronunciation, intonation, gestures and actions to gain a deeper understanding of the characters' inner worlds during the role-play. 6. Ss appreciate the mother's longing for home and the grandmother's reluctance to part with the author's family. Design Purpose 1. Ss are guided to guess the sounds and share the home scenes they associate with them, as well as their feelings about home by playing common household sounds such as cooking noises in the kitchen, family laughter, and pet sounds. The sounds are used to evoke emotional resonance, exercise Ss' oral expression skills, and allow them to enter the extended reading with their own perceptions of home, thereby helping them under-stand the textual content about family emotions and themes more profoundly. 2. Using images and questions, Ss are guided to associate with the tradition of returning home and reuniting during the Chinese New Year, setting the cultural background for the story. 3. Ss can gain an in-depth understanding of the textual content, exercise their ability to filter and integrate information from the text, build a logical thinking framework, and also become aware of the preciousness of family affection and the special emotional sense of belonging associated with their hometown. 4. To consolidate the knowledge learned and facilitate language output, cultivating students' comprehensive language application skills. Once again, students are immersed in the scenario to experience the warmth of home and the joyful atmosphere of the festival. 5. Enable students to appreciate the meaning of home and the family emotions conveyed in the text. IV. Blackboard Design V. Homework 1. Recite the key words, phrases and sentences that appear in the text and write them three times to deepen your memory. 2. Write an English short passage to share your family's experience and feelings during the Spring Festival. 3. Learn about the festivals in other countries that are similar to the Spring Festival, which are occasions for family reunions, and record them in English. VI. Teaching Reflection During the teaching process of this lesson, the use of various teaching methods contributed to a relatively strong understanding and mastery of the text among Ss. In terms of vocabulary and grammar instruction, Ss actively participated in exercises and demonstrated a solid grasp of key knowledge points. During the reading and oral practice sessions, Ss showed high levels of engage-ment and were able to effectively apply what they had learned to express themselves. However, some shortcomings were observed during the lesson. For instance, some Ss lacked confidence in oral expression, indicating a need for more encourage-ment and guidance in future teaching. Additionally, time management could be further refined to ensure each teaching segment is fully developed. In future teaching practices, efforts will be made to continuously improve teaching methods and enhance the quality of instruction, enabling Ss to gain more enjoyment and achievements in their English learning. 学科网（北京）股份有限公司 $$