Unit 2 Home Sweet Home Section B 3a-3c 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 3a-3c 教学设计 The 3a activity usually focuses on pre - reading tasks, like predicting the content of the passage based on given titles or pictures, which helps students activate their prior knowledge and build expectations. In 3b, students engage in reading comprehension exercises, such as answering detailed questions, finding specific information, or summarizing the main idea. These tasks aim to improve their reading skills, including skimming, scanning, and inferring. The 3c section often involves post - reading activities, like discussion questions related to the text, which encourage students to think critically and express their own opinions about the topic of home. It may also include writing tasks, such as asking students to write a short summary of the passage or share their own similar experiences, thus integrating reading with speaking and writing skills. 教学目标 0. Students should be able to understand the new words, phrases, and sentence structures presented in the reading passage. For instance, they need to master words related to home - making, family emotions, and cultural aspects, such as “cherish,” “bond,” “inheritance,” etc. 0. They are expected to learn and be able to use relevant opinion - marking signals as they express their thoughts about the text. For example, words and phrases like “in my opinion,” “I think,” “as far as I'm concerned” to clearly state their viewpoints. 0. Develop students' reading skills, enabling them to skim the text quickly to get the main idea, scan for specific details, and infer the implied meaning. For example, they should be able to identify the key events and the author's attitude towards home in the reading passage. 教学重难点 0. Comprehending the reading passage thoroughly, including understanding the main idea, key details, and the author's purpose. For example, being able to answer questions like “What is the main message the author wants to convey about home?” 0. Mastering the new vocabulary and sentence patterns related to home, and being able to use them in appropriate contexts. For example, using the phrase “cherish the memories of home” correctly in a sentence. 0. Learning and applying opinion - marking signals to express personal opinions clearly in speaking and writing. 0. Helping students analyze and understand the deeper cultural and emotional connotations in the text. For example, understanding the significance of certain family traditions described in the passage in different cultural backgrounds. 0. Encouraging students to think critically and form their own unique opinions about the topic of home, and then express these opinions fluently and accurately in English. For example, in a discussion, they need to support their viewpoints with reasons and examples. 1. New Words and Phrases 0. cherish /ˈtʃerɪʃ/v. 珍爱；珍惜. E.g., We should cherish the time spent with our family. 0. bond /bɒnd/n. 纽带；联系 v. 使牢固结合. E.g., The shared experience created a strong bond between them. 0. inheritance /ɪnˈherɪtəns/n. 继承物；遗产；传统. E.g., He received a large inheritance from his grandfather. 0. ancestor /ˈænsestə(r)/n. 祖宗；祖先. E.g., Our ancestors passed down many valuable traditions. 0. tradition /trəˈdɪʃn/n. 传统；惯例. E.g., It's a family tradition to have a big dinner on New Year's Eve. 0. homeland /ˈhəʊmlænd/n. 祖国；家乡. E.g., Many overseas Chinese have a deep love for their homeland. 0. root /ruːt/n. 根；根源. E.g., Family is the root of our happiness. 0. reunite /ˌriːjuːˈnaɪt/v. （使）重逢；再联合；重聚. E.g., The family was finally reunited after years of separation. 0. in one's opinion 依某人看来. E.g., In my opinion, home is not just a place, but also a feeling. 0. as far as I'm concerned 就我而言. E.g., As far as I'm concerned, the most important thing about home is the people in it. 0. no matter what 无论什么. E.g., No matter what happens, home is always a safe haven. 1. Sentence Patterns 0. “It is + adj. + that - clause” pattern. For example, “It is important that we cherish our family relationships.” 0. “The reason why... is that...” structure. For example, “The reason why home is so special is that it is filled with love.” 0. Using relative clauses to describe home - related things. For example, “The house where I grew up is very old but full of memories.” 教学过程 1. Warming - up (10 minutes) 0. Start the class by showing some pictures of different homes around the world, including traditional houses, modern apartments, and unique homes in special regions. Ask students: “What kind of home do you like best? And why?” Encourage them to share their thoughts briefly. This activity aims to arouse students' interest in the topic of home and make a smooth transition to the following reading content. 3. Pre - reading (7 minutes) 0. Vocabulary Review (3 minutes): Quickly review some key vocabulary related to home - making and family activities, such as “decorate,” “cover,” “poster,” “scissors,” “glue,” “paper - cutting,” etc. Use flashcards or pictures to remind students of their meanings. For example, show a picture of someone using scissors to cut paper and ask students to say the word “scissors.” Then, let students make simple sentences with these words in pairs to reinforce their memory. 0. Prediction (4 minutes): Present the title and the first few sentences of the reading passage in 3a to students. It could be an email from someone asking for help in decorating their home. Ask students to predict what the email might be about. Guide them to think about aspects like who is writing the email, who the recipient is, what kind of help is needed, and what the plan for decoration is. 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 email in 3a. Then, ask them to answer a general question, such as “What is the main purpose of this email?” or “Who is asking for help and what do they want to do?” 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 3b. They need to put the things mentioned in the email in order to see how the writer organizes the ideas. Also, let them find out specific details, like “What is the current situation of the room?” and “What is the specific plan for the decoration?” After they finish, ask students to check their answers in pairs and discuss any differences. 0. In - depth Reading (6 minutes): Divide the email into several parts. For each part, analyze the language used to make requests and describe the plan. For example, in the part where the writer asks for help, look at the polite expressions like “Can you help us?” and “Could you bring them?” Also, pay attention to the use of phrases such as “share sth. with sb.” and “cover...with...” in the description of the room decoration plan. Guide students to imitate these sentence structures to make their own requests and descriptions. 5. Post - reading (10 minutes) 0. Group Discussion (4 minutes): Divide students into groups of four or five. Pose a discussion topic, such as “If you were the recipient of the email, what suggestions would you give to help with the home decoration?” or “What other creative ideas do you have for home decoration?” 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. Writing Guidance (6 minutes): Based on the reading passage, give students some guidance on writing an email to ask for help. Explain the basic structure of an email, including the greeting, the introduction of the purpose, the detailed description of the situation and the request, and the closing. Use the email in 3a as an example to show students how to make polite requests, describe the current situation clearly, and present the plan. Encourage students to use the vocabulary and sentence patterns they have learned in this unit. 6. Summary and Homework Assignment (3 minutes) 0. Summary (1 minute): Summarize the key points of this class with students. Review the new vocabulary, the way to make requests in an email, and the general structure of an email for asking for help. Emphasize the importance of clear and polite expression in writing. 0. Homework Assignment (2 minutes): Assign students to write an email asking for help in a situation they are familiar with, such as planning a party or organizing an event. They should use at least five new words and phrases learned in this unit and follow the correct email format. This homework can help students consolidate what they have learned in class and improve their writing ability. 学科网（北京）股份有限公司 $$