Unit2 SectionB教学设计课件 2025-2026学年人教版英语八年级上册

Unit 2 Home Sweet Home 教学设计 分课时解读：第三课时Grammar Focus 3a 呈现核心句式，归纳结构功能 3b 补全对话语义，训练理解运用 3c 选择真实语境，创编有效对话 分课时解读：第三课时Grammar Focus 本单元的目标语法是情态动词can和could用于礼貌地提出请求和征得许可，这与本单元“家”的主题是紧密相关的。 分课时解读：第三课时Grammar Focus 本单元的语法是情态动词can和could用于礼貌地提出请求和征得许可，并作出答语。 分课时解读：第四课时 Section B 1a-1e(Reading) 读前活动 1a 引出话题、感知主题 读中活动 1b-1c 理解文本、分析判断 读后活动 1e 解读情感、激发体会 阅读文本内容分析 语篇以第一人称记叙了中国女孩WenWen和父母一起回母亲家乡过年的故事。通过女孩的描述，一家人在春节团聚时其乐融融的家庭群像跃然纸上，呈现出温暖兴奋的家庭氛围。春节是中国传统文化中最重要的节日，蕴含着丰富而深刻的文化内涵与价值情感，围绕“家”这一单元主题，在中国文化的语境下，“回家过年”是具有代表性的子话题和真实情境。文章以青少年的视角，展现农村春节团聚的场景，探究“回家过年”的文化内涵，能够反映普遍现象，关联学生生活，激发个体共鸣，增强’家”这一主题意义的广度与深度。语篇属于记叙文，作者用生动细致的笔触，通过细节描写和情感烘托，勾勒祖孙三代的家庭群像；也自然融入多个单元核心句式，在新的语境中呈现can 和could用于礼貌请求或征询许可的使用，帮助学生探究的过程中进一步巩固单元核心语法。 While-reading(Fast reading) Part 1. Read the story and answer the questions. 1b This passage is a __________. A: Exposition (说明文） B: Narrative （记叙文） C: Argumentation（议论文） Tip: The requirements and the title of the article can help determine the type of the article. 分析文章的类型 7 Part 2. Match each paragraph with the main ideas.匹配文章段落大意 Para. 1-2 Para. 3-4 Para. 5-11 Para. 12-13 On the way – our journey home Meet – family members got together Ending – It’s time to leave Hope – heading home for Spring Festival Read again and complete the sentences 1. Grandpa and my cousin ____________ in the cold wind. 2. ________ helped us pull our luggage into the house. waited for us Grandpa 3. Grandma, my aunt and my uncle ____________in the kitchen. 4. ___________ went to the kitchen to help. 5. Grandma ____________ my favourite snacks. 6. _______ shared the snacks with my cousin. My parents brought (out) I cooked dinner What do you think of the writer’s family members? The home is full of love and joy Wenwen’s _____________ Wenwen’s _____________ grandfather grandmother Wenwen’s __________ aunt Wenwen’s __________ uncle Wenwen’s __________ father Wenwen’s __________ mother Wenwen’s _______ Wenwen cousin Write down all the family members mentioned in the text. What is the name of the writer? Finish the mind map 分课时解读：第六课时Section B 3a-3c(Reading for Writing) 3a 阅读邮件，理解语篇大意 3b 搭建支架，梳理逻辑顺序 3c 写作输出，实现迁移创新 4a 勾选自己在家做的家务劳动 4b 基于上述表格，进行班级调研 4c 汇报调研结果 4d 基于调研情况，选出“劳动小能手” Home Follow the road, Anywhere it goes. But at the end, Are family and friends. Wherever I go, Finally I go, To my home, sweet home. My home is also called family. No matter how long I’m away, home is always glad to see me again. Home is a place of love. It always welcomes me with open arms―and perhaps a plate of freshly-made biscuits. Home is not a place … It’s a kind of feeling. It greets me when I walk through the door. Read the poem and opinions. Then share your understanding of “home”. 1d 无论何地方 no matter不论；不要紧 也许；可能 plate n. 盘子；碟子 freshly adv. 刚刚 读一首诗歌并与同伴分享“家”的含义 861b240d-cd4e-4b4b-87c2-161e8c2fa4ea.source.default.zh-Hans 13 节选名著《绿 山墙的安妮》，安妮的决定就是留在绿山墙，照顾Marilla,并在那里教书。引导学生思考家的内涵。 Thanks! $