Unit 2 Home Sweet Home Section B 1a-1d 教学设计 2025-2026学年人教版八年级英语上册

Unit 2 Home Sweet Home Section B 1a-1d 教学设计

一、教材分析

What：本课是第六单元“Home Sweet Home”的第三课时，属于阅读课型。主题为“回家过春季”背景下家庭成员之间的关爱与责任。语篇为一篇回家过春季的记叙文，内容围

绕决定回老家过年，回家之旅，家人团聚，临行道别展开。通过小视频以及春节照片展开话题。内容涉及判断文章文体，谈论对家的感受，对文章进行段落划分，与主题连线，分段阅读回答问题。问题形式有填空，任务型阅读以及学生互动等。

Why：通过本课学习，学生能够理解家的含义，家人相聚的重要性，更够结合记叙文的语篇特征，理解其中的人物、情节、情感态度和主题意义，能够通过细节描写推断人物的感受与态度。能够深入思考并阐明对“家”的个人理解。

How：语篇为记叙文，使用标题信息、插图等信息来推测故事可能发生的时间、地点、人物和情节。在阅读中，引导学生梳理故事情节，关注人物语言、动作及情感态度，通过故事情节理解本篇文章要表达的主题。

二、学情分析

七年级学生已具备一定的英语基础，能进行简单的日常对话。他们对家庭话题有切身感受，容易产生共鸣。但在表达情感态度和文化内涵方面仍需引导。需通过情境创设、任务驱动和合作学习等方式激发表达欲望，提升语言综合运用能力。

三、课时目标

【语言能力】

1. 能听懂、认读并运用以下短语：wait for , pull, luggage，share sth.with sb....

2. 能够对以下句型进行回应：

1）How many characters are there in the story? What did they do?

2)How did they feel? Find words that are used to describe people’s feelings in the text.

3)Why do you think so many Chinese people travel far to go home for the Spring Festival?

3. 能理解并表达家庭成员之间的关爱行为与情感态度。

【学习能力】

1. 能通过阅读文章提取关键信息，完成各类试题以及活动任务。

2. 能通过小组活动提升语言表达能力。

【思维品质】

通过分析家庭相聚背后的情感动机，培养归纳、推理思维。

【文化意识】

理解中国人对传统节日的重视以及对家人相聚的期盼。

四、教学重难点

重点：如何通过对家的感受，过渡到如何营造温馨舒适的家。

难点：在真实情境中运用所学语言进行表达与交流；理解“family reunion”的真正意义。

五、教学过程设计

Step 1: Warming-up & Lead-in

Free Talk:

Ask students two questions: "How does home make you feel?" and "When is home more lively? What are the reunion festivals?" Show pictures of the Spring Festival, Lantern Festival, Mid-Autumn Festival, and Dragon Boat Festival on the PPT to arouse students’ interest.

Lead-in: Focus on the Spring Festival, the most important reunion festival, and tell students: "Today, we will read a story about a family going home for the Spring Festival. Let’s explore

their experience together."

Step 2: Pre-reading

Prediction:

Guide students to look at the title "Going Home for the Spring Festival" and the pictures in the text. Ask: "What festival are they celebrating?" "Where are they?" Let students share their predictions to activate prior knowledge.

Tip: We can predict some information from the picture before reading.

读前观察图片，我们可以猜测相关信息。

Genre Recognition:

Present the question "This passage is a(n) ______ (Exposition/Narrative/Argumentation)"

and remind students to judge the genre based on the title. Confirm that it is a narrative and briefly explain the characteristics of a narrative (tells a story with a beginning, middle, and end) to help students better understand the text structure.

Tip: The title of the article can help determine the type of the article.

标题可以帮我们判断文章体裁

Step 3: While-reading

Fast Reading (Task 4):

Ask students to read the text quickly, divide it into 4 parts, and match each part with the given headings ("Heading home for Spring Festival", "Our journey for Spring Festival", "Meeting for family reunion", "Ending – Time to leave"). Invite several students to share their answers and

explain the reasons to sort out the text structure.

Detailed Reading:

Para. 1-2 (Tasks 5-6):

Let students read carefully and answer questions:

"Where did Wenwen want to go for the holiday?"

"Where did Wenwen’s Dad decide to go?"

参考答案 Hainan.

He decided to go to Wenwen’s mum’s hometown.

"How did Wenwen feel?" Sad, disappointed or upset? Surprised ? Expected? Excited? Happy? ...

Then ask the further thinking question:

"Why did Wenwen’s family decide to go to Wenwen’s mum’s hometown?

To stay with Wenwen’s grandparents.

What value does this decision reflect?"

It reflects the importance of family reunion and hometown bonds（故乡情节）.

Guide students to understand the importance of family reunion.

Para. 3-7 (Task 7):

Ask students to find what each family member did to show love. Let them complete sentences like "Grandpa and my cousin ______ in the cold wind" and "Grandma, my aunt and my uncle ______ in the kitchen". Check answers and explain key words ( "pull", "luggage", "share sth