Unit 2 Home Sweet Home Section B 1a-1e 教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit 2 Home Sweet Home Section B 1a-1e 教学设计 Unit 2 "Home Sweet Home" in the 2025 - 2026 academic year for Grade 8 English (People's Education Press 2024 version), Section B 1a - 1e, centers around the theme of home, specifically exploring the experience of family reunion during the Spring Festival. This part includes a reading passage that details a family's journey back to the mother's hometown for the Spring Festival. Through the story, students will encounter various aspects such as the preparation before the trip, the journey by train and bus, the warm welcome at the destination, and the activities during the stay. They will also learn about the feelings expressed by different family members. Besides the reading, there are vocabulary - building activities related to this theme, helping students expand their word bank related to family gatherings, travel, and emotions. 教学目标 0. Students should master the new words and phrases in this part, such as "journey", "pull", "luggage", "familiar", "joke", "several", "nod", "writer", "text", "describe", "wherever", "matter", "perhaps", "plate", "freshly", etc. 0. They are expected to understand the narrative text about the Spring Festival family reunion, including the details of events, characters' actions, and emotions. 0. Develop students' reading skills, such as skimming to get the main idea, scanning for specific information, and inferring the implied meaning. For example, students should be able to quickly skim the text to find out where the family went for the Spring Festival and scan for details like how long the journey took. 0. Improve students' ability to express themselves. They should be able to talk about their own experiences of family gatherings during festivals using the target language they have learned. 教学重难点 0. Comprehending the reading text about the Spring Festival family reunion, including grasping the key events, characters, and emotions. For instance, understanding how the family members felt when they saw each other after a long time. 0. Mastering the new vocabulary and phrases related to the theme, as these words are crucial for students to understand and talk about similar topics. 0. Helping students analyze and understand the implicit emotions and cultural connotations in the text. For example, the significance of the "familiar taste of home" mentioned in the text, which not only represents the food but also implies the deep - rooted family affection and cultural heritage. 0. Encouraging students to connect the content in the text with their own real - life experiences and express their personal feelings and thoughts about family in English fluently and accurately. 1. New Words and Phrases 0. Journey: It means a long trip, especially by land, sea, or air. For example, "The train journey took more than five hours." 0. Pull: As a verb, it means to move something towards yourself or in the direction of the handle, etc. For example, "Grandpa helped us pull the heavy luggage into the house." 0. Luggage: It refers to the bags, cases, etc. that you take with you when you travel. 0. Familiar: It describes something that you know well. In the text, "Mm, the familiar taste of home!" shows that the taste makes the mother feel a strong sense of home. 0. Joke: It can be a noun, like "During the dinner, my uncle told us some jokes", or a verb, such as "Don't joke with him like that." 0. Several: It means more than two but not very many. For example, "Several days later when we were leaving..." 0. Nod: When you nod, you move your head down and then up, usually to show agreement, understanding, or as a greeting. For example, "Mum nodded, with tears in her eyes." 0. Writer: A person who writes books, stories, articles, etc. 0. Text: It can refer to the main body of written work, such as the story in this section. Also, it can be used as a verb, meaning to send a text message. 0. Describe: To say or write what someone or something is like. For example, students need to be able to describe their family gatherings. 0. Wherever: It means in, at, or to any place. For example, "Wherever you go, home is always in your heart." 0. Matter: As a verb, it means to be important. As a noun, it can refer to a subject or situation that you have to consider. For example, "It doesn't matter if you are late." 0. Perhaps: It means maybe. For example, "Perhaps we will have a big party during the Spring Festival next year." 0. Plate: A flat, usually round dish that you put food on. 0. Freshly: It means recently. For example, "The bread is freshly baked." 1. Key Sentences in the Text 0. "We got up very early in the morning to catch the train." This sentence shows the action of getting up early for the purpose of catching the train, using the infinitive "to catch the train" to express the intention. 0. "At the end of the road, I saw Grandpa and my little cousin standing in the cold wind waiting for us." Here, "saw...standing" is a structure that describes what the writer saw. The present participle "standing" and "waiting" are used to show the ongoing actions of Grandpa and the little cousin. 0. "Ah, home again!" said Mum with a smile on her face. This sentence vividly shows the mother's emotion of returning home, with the phrase "with a smile on her face" adding more details to her state. 教学过程 1. Lead - in (3 minutes) 0. Begin the class by showing students some pictures related to family gatherings during festivals, especially the Spring Festival. Ask them: “What festivals do you see in these pictures? And what do you usually do with your family during these festivals?” Encourage students to share their experiences briefly. This activity aims to activate students' prior knowledge and life experiences related to the theme of family and festivals, thus arousing their interest in the following learning content. 3. Pre - reading (7 minutes) 0. Vocabulary Introduction (4 minutes): Present the new words and phrases in this part, such as “journey”, “luggage”, “familiar”, “joke”, “several”, “nod”, “writer”, “text”, “describe”, “wherever”, “matter”, “perhaps”, “plate”, “freshly” on the PPT with pictures or short video clips to illustrate their meanings. For example, show a picture of people carrying suitcases to explain “luggage”. Let students read the words and phrases after the teacher, and then ask them to make simple sentences using these words in pairs. Walk around the classroom to monitor and offer help. 0. Prediction (3 minutes): Show students the title of the reading passage “Going Home for the Spring Festival” and the picture in 1a. Ask them to predict what the story might be about. Guide them to think about aspects like who will go home, how they will go, and what they might do when they get home. Let students share their predictions in groups. This step helps students build expectations for the reading and improves their logical thinking ability. 4. While - reading (15 minutes) 0. Skimming (3 minutes): Instruct students to quickly skim the passage in 1b. Then, ask them to answer a general question, such as “What is the main idea of this passage?” or “Where did the family go for the Spring Festival?” This helps students get a general understanding of the text and practice their skimming skills. 0. Scanning (6 minutes): Next, ask students to read the text carefully again and complete the tasks in 1c. They need to read each paragraph and match it with the correct main idea. Also, let them find out specific details, like “What did each family member do to make home full of love?” and write down the relevant sentences. After they finish, ask students to check their answers in pairs and discuss any differences. 0. In - depth Reading (6 minutes): Divide the text into several parts. For each part, ask students to analyze the language used to express emotions. For example, in the part where they describe seeing Grandpa and cousin waiting in the cold wind, discuss how the description makes them feel. Let students find sentences with words like “smile”, “tears” and analyze why the author uses these words. Also, pay attention to grammar points like the simple past tense used throughout the text to describe past events and the “with” - phrases such as “with a smile on her face” and “with tears in her eyes” which are used to describe the state of characters. Guide students to imitate these sentence structures to describe emotions. 5. Post - reading (8 minutes) 0. Group Discussion (4 minutes): Divide students into groups of four or five. Pose a discussion topic, such as “What do you think is the most important part of a family reunion during the Spring Festival? And why?” Let each group member share their opinions, and the group chooses a representative to report their discussion results to the whole class. This activity can improve students' communication and cooperation skills, as well as their ability to express their own thoughts in English. 0. Role - play (4 minutes): Ask students to choose a part of the story and act it out in groups. They can add some dialogues and actions based on the text. After the role - play, other groups can give feedback, such as what they did well and what could be improved. This role - play activity can help students further understand the text and practice using the language in a more vivid and practical way. 6. Summary (2 minutes) 0. Summarize the key points of this class with students. Review the new words and phrases, the grammar points (simple past tense and “with” - phrases), and the main idea of the text. Emphasize the importance of family reunions and the value of home as shown in the story. Encourage students to cherish their family time and express their love for family members. 学科网（北京）股份有限公司 $$