Unit 2 Home Sweet Home Section B Vocabulary in Use 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 Vocabulary in Use 教学设计 New words introduced in this section are presented in context. For example, “journey” is used to describe the travel experience when going home, as in “The train journey took more than seven hours”. “Luggage” is associated with the items one brings home, like “We carried our luggage and walked to the house”. “Familiar” is used to express the sense of recognition and comfort at home, such as “Mm, the familiar taste of home!”. Words like “joke” and “nod” are related to the interactions and expressions within the family at home, as seen in “My uncle told us some jokes and we had a good laugh” and “She nodded her head in agreement”. There are also phrases related to home - related activities. For instance, phrases about home decoration like “decorate the room”, “paint the walls light green”, “hang up photos”, “make paper cuttings”, and those about household chores such as “take out the rubbish”, “do the laundry”, “fold the clothes”. These vocabulary items are integrated into different scenarios, such as family gatherings during festivals, daily life at home, and interactions with neighbors in the community, enabling students to understand and use them in real - life - like situations. 教学目标 0. Strengthen students' writing abilities. They need to be able to write short passages about their own home experiences, using the newly learned vocabulary accurately and appropriately. For example, write about a memorable family event at home, describing the journey to get there, the feelings upon arrival, and the activities during the event. 0. Improve students' speaking skills. Through pair - work and group discussions, students are expected to communicate about their homes, sharing their experiences, feelings, and opinions, using the relevant vocabulary. For instance, discuss how they would decorate their rooms or what they usually do to help with household chores. 0. Enhance students' listening skills. They should be able to understand spoken English that involves these vocabulary items, such as dialogues about family travel plans, conversations about home - improvement projects, or announcements in a community - related context. 教学重难点 0. Distinguishing between similar words. For example, differentiating “journey” (a long trip, often with a sense of purpose), “trip” (a more general term for a journey, usually shorter), and “travel” (the activity of moving from one place to another, often used in a more general or abstract sense). 0. Guiding students to use the vocabulary accurately and vividly in writing and speaking. They may face challenges in choosing the most appropriate words to describe their feelings, experiences, or ideas related to home, and in using the vocabulary to create a clear and engaging narrative or description. 1. Vocabulary 1. journey /ˈdʒɜːni/n. 旅行；历程 v. 旅行. E.g., The journey from my school to my hometown by train is quite long. 1. pull /pʊl/v. 拉；拖；拔. E.g., Pull the rope gently, or it might break. 1. luggage /ˈlʌɡɪdʒ/n. 行李 (uncountable). E.g., We left our luggage at the hotel reception. 1. ah /ɑː/interj. 啊（表示高兴、惊奇等）. E.g., Ah! I can't believe I'm finally home. 1. mm /m/ (=mmm) interj. 嗯（表示喜欢、同意等）. E.g., Mm, this home - cooked meal tastes so good. 1. familiar /fəˈmɪliə(r)/adj. 熟悉的. Be familiar with sth. /sb. 对…… 熟悉；be familiar to sb. 为某人所熟悉. E.g., I'm familiar with every corner of my house. / The old song is familiar to many people. 1. joke /dʒəʊk/n. 笑话 v. 开玩笑. Tell a joke /jokes 讲笑话；play a joke on sb. 开某人玩笑. E.g., He always tells jokes to make his little sister laugh. 1. several /ˈsevrəl/pron. 几个；一些 adj. 各自的. E.g., I have several books about home decoration. 1. nod /nɒd/v. & n. 点 (头). Nod one’s head 点头. E.g., She nodded her head to show her approval. 1. text /tekst/n. 正文；文本 v. (用手机给某人) 发短信. E.g., Read the text carefully and answer the questions. / I'll text you when I get home. 1. describe /dɪˈskraɪb/v. 描述；形容. Describe sth. /sb. as… 把…… 描述为……. E.g., She described her new home as a cozy little cottage. 1. smell /smel/v. 发臭；闻到 n. 气味；臭味. E.g., The garbage is starting to smell. / I love the smell of fresh - baked bread at home. 1. joy /dʒɔɪ/n. 喜悦；乐趣. E.g., The family reunion brought great joy to everyone. 1. apartment /əˈpɑːtmənt/n. 房间；公寓套房. E.g., They live in a small apartment in the city center. 1. block /blɒk/n. 大楼；街区；大块. E.g., Our apartment block has a beautiful view. 1. decorate /ˈdekəreɪt/v. 装饰；装潢. E.g., We are going to decorate our living room for the Spring Festival. 1. cover /ˈkʌvə(r)/v. 遮盖；包括 n. 遮盖物；封皮. E.g., Cover the table with a clean cloth. / The cover of the book is very attractive. 1. poster /ˈpəʊstə(r)/n. 海报. E.g., She put up a poster of her favorite band on the wall. 1. scissors /ˈsɪzəz/n. 剪刀. E.g., You need a pair of scissors to cut the paper. 1. glue /ɡluː/n. 胶水 v. 粘贴. E.g., Use some glue to stick the paper together. 1. paper - cutting /ˈpeɪpə(r) ˌkʌtɪŋ/n. 剪纸. E.g., Paper - cutting is a traditional Chinese art. 教学过程 1. Warming - up and Lead - in (5 minutes) 0. Activity: Begin the class by showing some pictures related to home on the screen. These pictures can include family members having a meal together at home, people decorating their houses during festivals, and someone taking out the rubbish. Ask students to describe what they see in the pictures briefly in English. For example, “I see a family having dinner in the dining room.” “There is a person hanging up a poster on the wall.” Then, start a quick - fire question game. Ask students, “What do you think is the most important part of your home?” “What activities do you often do at home?” Encourage them to answer quickly and share their ideas with the class. 0. Purpose: This activity aims to quickly engage students in the class, arouse their interest in the topic of home, and activate their prior knowledge and vocabulary related to home. It also helps to create a lively and relaxed learning atmosphere, making it easier for students to enter the following learning process. 1. Vocabulary Presentation (10 minutes) 0. Activity: 3. Use flashcards or a PPT to present new vocabulary words one by one. For each word, such as “journey” /ˈdʒɜːni/, “luggage” /ˈlʌɡɪdʒ/, “familiar” /fəˈmɪliə(r)/, “joke” /dʒəʊk/, “nod” /nɒd/, pronounce it clearly, write it on the blackboard, and explain its meaning with simple English and vivid examples. For instance, when presenting “journey”, say “A journey is a long trip, like when you take a train to visit your grandparents far away. The journey might take several hours.” When introducing “familiar”, show a picture of a student's own home and say “Your home is a familiar place to you. You know every corner of it.” 3. Teach word - formation rules related to the vocabulary. Take “describe - description”, “joy - joyful”, “familiar - familiarity” as examples. Explain how the suffixes change the word forms and meanings. Let students observe and try to find more examples of word - formation in the vocabulary list. For example, they might notice “friend - friendly” and figure out the pattern. 0. Purpose: This step helps students to accurately master the pronunciation, spelling, and meaning of new words, as well as understand the word - formation rules, which is beneficial for them to expand their vocabulary independently. 1. Vocabulary Practice (15 minutes) 0. Activity: 5. Conduct a vocabulary matching game. Divide the new words into two columns on the PPT, one with words and the other with their definitions. For example, on one side, write “journey”, “luggage”, “familiar”, and on the other side, write “a long trip”, “bags and suitcases you take when traveling”, “well - known and recognized”. Ask students to match them as quickly as possible. They can raise their hands to answer. 5. Arrange a sentence - making activity. Give students some key words and phrases, like “share sth. with sb.”, “no matter”, “be familiar with”. Instruct them to make sentences using these words and phrases within 3 minutes. Then, ask several students to share their sentences. For example, a student might say “No matter how tired I am, I always feel happy when I get home.” 5. Do a cloze - test exercise. Present a short passage about a person's journey home on the screen with some blanks. The blanks should be filled with the new vocabulary words. For example: “After a long ____ (journey), I finally arrived home. I carried my heavy ____ (luggage) and opened the door. The ____ (familiar) smell of home made me feel relaxed immediately.” Let students read the passage carefully and fill in the blanks. After they finish, check the answers together. 0. Purpose: Through these practice activities, students can strengthen their memory of vocabulary and learn how to use them in different contexts, improving their language - using ability. 1. Vocabulary Application (10 minutes) 0. Activity: 7. Organize a group discussion. Divide students into groups of 4 - 5. Give each group a topic related to home, such as “Describe a memorable journey home” or “How do you decorate your room at home? Share your ideas with your group members using the new vocabulary we learned today.” Encourage students to discuss in groups for about 5 minutes. Each group should choose a representative to report their discussion results to the whole class. 7. In 3c, ask students to write a short passage about their home - related experiences. They can choose a topic like “My Favorite Activity at Home” or “A Special Day at Home”. Remind them to use at least 8 - 10 new vocabulary words in their writing. Provide them with some useful sentence patterns, such as “The journey of getting home was...”, “I often share my joys at home with...”, “No matter what happens, home is always...”. After they finish writing, ask them to exchange their passages with a partner and give each other feedback. 0. Purpose: This part improves students' speaking and writing skills. They can express their own ideas and communicate with their peers using the vocabulary in a real - life - like situation. The writing activity allows them to integrate the vocabulary into a complete passage, further enhancing their vocabulary application ability. 1. Summary and Homework (5 minutes) 0. Summary: Briefly summarize the key vocabulary, word - formation rules, and the main points of the vocabulary application practice. Emphasize the importance of mastering these vocabulary words for understanding and expressing ideas related to home. 0. Homework: 10. Ask students to make flashcards of the new words they learned today. On one side of the flashcard, write the word, and on the other side, write its definition, an example sentence, and a simple drawing related to the word. 10. Encourage them to write a more detailed passage about their home, using all the new vocabulary words and phrases they learned in this class. They can also add some pictures or stickers to decorate their writing if they want. 学科网（北京）股份有限公司 $$