Unit2 Section B(1a～2c)教学设计 -2025-2026学年人教版八年级英语上册

该初中英语教学设计聚焦春节回家主题的语篇理解与表达，通过春节图片导入引导学生联想节日活动，结合小组讨论个人返乡经历搭建学习支架，衔接后续语篇关键信息获取与情感脉络梳理。 此资料亮点在于融合文化意识与语言能力培养，借助时间轴梳理叙事脉络提升思维品质，如分析语篇中家人情感表达、写作“我心中的家”文段，激发家国情怀。为教师提供结构化教学流程，助力学生提升语言运用能力与跨文化理解。

人教版八 年级 英语 科目课堂教学设计 课题 Unit2 Section B(1a－2c ) 时间 教师 二次备课 教学目标： 1.能够获取语篇中关于春节回家的关键信息，内容包括家庭在春节期间的主要活动、 家人的具体行为、人物的情感表达及蕴含的文化与情感元素。 2．能够梳理、概括语篇中回家过年的过程与情感脉络，借助时间轴或关系图等可视化工具呈现结构化知识（如按“出发前–旅途中–到家后–离别时”划分事件板 3.能够基于结构化知识和语篇内容，运用目标语言（如can/could 句型、情感描述词汇）复述家庭的春节经历;结合个人对“家”的理解，写一段关于“我心中的家”的文段，在班级中展示，强化对家庭亲情与家的温暖的珍视。 教学重点难点： 重点:获取文章细节信息，梳理叙事脉络，理解家人的情感表达。 难点:用英语准确描述家庭活动及情感，结合自身经历表达对“家”的深层理解。 教 学 过 程 设 计 Lead-in Look and Say Show students some pictures related to the Spring Festival,such as Chunyun(the Spring Festival travel rush),setting off fireworks,putting up the Spring Couplets,the reunion meal and so on.Ask students the following questions： ◆What do these pictures remind you of? ◆What do people usually do during the Spring Festival? Teaching Tip：For the second question，the teacher can add the answer “going back to hometown to reunite with family” if students don't mention it. Free Talk 1.Ask students to work in groups to talk about the following questions： ◆Have you ever been back to your hometown or your parents' hometowns for the Spring Festival? ◆How did you get there? ◆What did you do there? ◆How did you feel? Teaching Tip： The teacher can share his/her own experience of going home for the Spring Festival to set an example and encourage students to be more engaged.Provide some related photos if possible. 2. Invite some students to share their experiences with a time limit.Encourage them to briefly summarize their group's discussion if there are any common or interesting points.The teacher can also ask them to focus on the most memorable parts of their own experiences. Pre-reading 1a Have students work in pairs to talk about the question in 1a.The teacher can provide some useful expressions to help them talk： ◆Home provides me with happiness/security… ◆Home makes me feel at ease/relaxed… ◆Home is where I feel… ◆Home gives me a sense of… While-reading Skim Reading Ask students to read the story quickly and answer the following questions. ◆Where did the writer go during the Spring Festival? ◆What's the name of the writer？How do you know that? ◆How many people are there in the story? Careful Reading 1c 1. Have students read again, and then complete the sentences to see what each family member did to make home full of love.Invite some students to share the answers in class. 2. Ask students to find more examples from the text which show the love in the family.Invite some students to share in class. Analysis of Feelings 1. Ask students what words are used to describe people's feelings in the text.Circle these words in the text. 2. Have students work in pairs to analyze the feelings behind these words.The teacher can analyze one word as an example.Then invite some pairs to share their analysis. 3. Encourage students to find more detailed descriptions to analyze the people's feelings.The teacher can use the following questions as prompts： ◆What do these actions tell us about the characters' feelings? ◆How do these details make the story more touching? ◆What do Mum's two exclamations show? 1d 1. Ask students to read the two questions and discuss in groups. 2.Invite some groups to share their answers. 3.Guide students to realize the meaning of home.Present some positive sayings to summarize the class. Post-reading 1e 1. Ask students to read the poem and perceive the feeling behind it. 2. Guide students to read the opinions beside the poem and explain them if necessary. 3. Have students work in groups to share their understanding of home. 4. Invite some groups to share in class. Vocabulary in Use 2a 1. Ask students to read the instruction and make sure they get the meaning.Explain the word “puzzle” and “clue” if necessary. 2.Divide students into groups to work on the puzzle.Ask them to finish it as quickly and correctly as possible. 2. Decide the top 3 groups and give them some rewards. 2b 1. Have students read the phrases in column A and B and say the meanings.Then match the phrases in the two columns according to their meanings.Invite some students to share the new phrases and check answers. 2. Ask students to use the phrases to complete the four sentences.Then share answers in class. 2c 1. Have students skim the letter to identify its purpose and understand that it is an invitation from the Sunshine Community to its new residents. 2. Let students complete the letter by filling in the blanks with the words in the box，and then check the answers. 语言点精讲 1. At the end of the road, I saw Grandpa and my little cousin standing in the cold wind waitingfor us． 在路的尽头，我看到爷爷和小堂弟站在寒风中等待着我们。 see sb. doing sth.意思是“看见某人正在做某事”。 例如:l saw her reading a book in the library.我看见她正在图书馆里看书。 【辨析】see sb. do sth.看见某人做某事。 强调看到动作的全过程，不强调动作正在进行。例如: l saw him cross the road.我看见他过马路了。 2. Grandpa helped us pull the heavy luggage into the house. 爷爷帮我们把沉重的行李拉进屋里。 pull sth into拉进，拉入【拓展】pull的动词短语 ①pull out拔出;（火车、汽车等）出站。 例如:She pulled out a pen from her bag.她从包里掏出一支笔。The train pulled out of the station.火车驶出了车站。 pull up（使）停下;拔起。 例如: The driver pulled up at the traffic light. 司机在红绿灯前停下了车。 ③pull down拆毁;拉倒。 例如:They are going to pull down the old building. 他们打算拆除这座旧建筑。 ④pull through（使）渡过难关;（使）康复。 例如: With the doctor's help, he pulled through the illness. 在医生的帮助下，他从疾病中康复了。 3. Mm, the familiar taste of home!嗯，这熟悉的家乡味道!familiar是形容词，意为“熟悉的;常见的;亲近的”。 (1) be familiar with sth.熟悉某物 主语通常是人，表示“某人对某事﹔物熟悉”。 例如: l am familiar with this song.我熟悉这首歌。 (2) be familiar to sb.为某人所熟悉 主语通常是物，表示“某物﹔事为某人所熟知”。例如:This face is familiar to me.这张脸我很熟悉。 The city is familiar to tourists.这座城市为游客所熟知。 4.Mum nodded, with tears in her eyes．妈妈点点头，眼里含着泪水。 with tears in her eyes属于with的复合结构，也是独立主格结构。【独立主格】 独立主格结构是由“名词/代词＋形容词Ⅰ副词﹔介词短语Ⅰ分词Ⅰ不定式”构成的复合结构，用于修饰整个句子，表示伴随、原因、时间、条件等含义。其特点是: (1)逻辑主语独立:结构中的名词﹔代词是分词等的逻辑主语， 与主句的主语不同。 (2)不包含谓语动词:不是完整的句子，而是作为状语存在。with的独立主格结构常见形式 ①with+名词/代词＋介词短语 例如:She came in, with a book in her hand. 她手里拿着一本书进来了。 with＋名词!代词＋形容词 例如:He slept, with the window open.他开着窗户睡觉。 ③with＋名词/代词＋分词 现在分词(主动含义): 例如:The girl left, with tears falling down her face.女孩离开了，泪水从她脸上滑落。 过去分词（被动含义）: 例如:He sat there, with his hands crossed.他坐在那里，双手交叉。①with +名词﹔代词＋不定式 例如:I can't go out, with so much work to do. 有这么多工作要做，我不能出去。 5.No matter how long I’m away, home is always glad to see me again.不论我离开多久，家总是很高兴再次见到我。 no matter不论;不要紧 no matter常与 what、who、when、where、how 等疑问词连用( why不用于此结构），引导让步状语从句。 不论你走到世界的哪个角落，都不要忘记你的祖国。 No matter where you go in the world, don’t forget your motherland.不管我们有多少困难，我相信最终我们能解决所有的问题。 No matter how many difficulties we have, I believe we can solve all the problems in the end.6. We got up very early in the morning to catch the train. (不定式to catch作目的状语，表“早起”的目的是“赶火车” to do表示目的时，通常位于句首或句末，逻辑主语需与主句主语一致。例如:句首: To improve his English, he studies every day. 句末:He studies every day to improve his English. 同义短语: in order to do更正式，可置于句首或句末。 例: In order to pass the exam, she studied hard. so as to do:多用于句末，否定形式为so as not to。 例:He left early so as not to miss the train. catch v.过去式caught ①表示“抓住;接住”Catch the ball!（接住球!) ②意为“赶上(车、船等）” You should get up early to catch the early bus.(你应该早起赶上早班车。 ③表示“染上（疾病);感染” He caught a cold last week.(他上周感冒了。 【固定搭配】 ①用于“catch sb. doing sth.”结构，意为“发现某人正在做某事”。The teacher caught him sleeping in class. 老师发现他在课堂上睡觉。 ②“catch up with”表示“赶上;追上”。 l have to work hard to catch up with my classmates. 我必须努力学习以赶上我的同学们。 课堂小结 请学生总结本节课所学内容。 板书设计 1. What did Wenwen's family do during their Spring Festival trip to their hometown? 2. How do the characters' actions in the text reflect their emotions? 3.What does “home” mean to you? 作业布置： 完成配套练习册中的相关习题。 教学反思及作业反馈： （1） 存在问题： （2） 解决办法： 学科网（北京）股份有限公司 $