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104648001168400012103100121158001192530011925300Unit 2 Home Sweet Home-Section B Vocabulary in Use

This section from Unit 2 “Home Sweet Home” in the 2024 PEP English textbook for Grade 8 focuses on vocabulary related to home - related feelings, experiences, and activities. It includes new words like “journey,” “luggage,” “familiar,” “joke,” “describe,” etc., and phrases such as “share sth. with sb.,” “no matter.” The vocabulary is presented in the context of various home - related scenarios, like traveling home, decorating the house, and interacting with family members, aiming to help students express their feelings and experiences about home more vividly and accurately.
教学目标
Students will be able to master the pronunciation, spelling, and meaning of the new words and phrases in this section.
Students can understand and use the key sentence patterns related to the vocabulary, such as “No matter how long I’m away, home is always glad to see me again.”
教学重难点
1 Key Points
The pronunciation, spelling, and usage of new words and phrases. For example, the pronunciation of “journey” /?d???ni/ and the correct use of the phrase “share sth. with sb.”
The understanding and application of sentence patterns like “No matter + wh - word + clause, …”
2 Difficult Points
Helping students distinguish between similar words, such as “journey,” “trip,” and “travel.”
Guiding students to use the vocabulary flexibly and accurately in different contexts, especially in writing and speaking.
1 New Words
journey /?d???ni/n. 旅行；历程 v. 旅行. E.g., The journey from Beijing to Shanghai takes about five hours by high - speed train.
pull /p?l/v. 拉；拖；拔. E.g., Pull the door gently, or it will make a loud noise.
luggage /?l?ɡ?d?/n. 行李 (uncountable). E.g., We carried our luggage and walked to the hotel.
ah /ɑ?/interj. 啊（表示高兴、惊奇等）. E.g., Ah! What a beautiful sight!
mm /m/ (=mmm) interj. 嗯（表示喜欢、同意等）. E.g., Mm, this cake tastes delicious.
familiar /f??m?li?(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 am familiar with this song. / This song is familiar to me.
joke /d???k/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 likes to tell jokes to make us laugh.
several /?sevr?l/pron. 几个；一些 adj. 各自的. E.g., There are several books on the desk.
nod /n?d/v. & n. 点 (头). Nod one’s head 点头. E.g., She nodded her head in agreement.
writer /?ra?t?(r)/n. 作者. E.g., He is a famous writer.
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 will text you later.
describe /d??skra?b/v. 描述；形容. Describe sth. /sb. as… 把…… 描述为……. E.g., She described the beautiful scenery as a picture.
wherever /we?r?ev?(r)/adv. & con. 无论去哪里；在任何地方. E.g., Wherever you go, I will follow you.
matter /?m?t?(r)/v. 要紧 n. 问题. No matter 不论；不要紧. E.g., It doesn’t matter if you make mistakes.
perhaps /p??h?ps/adv. 也许；可能. E.g., Perhaps it will rain tomorrow.
plate /ple?t/n. 盘子；碟子. E.g., Put the food on the plate.
freshly /?fre?li/adv. 刚刚. E.g., The bread is freshly baked.
2 Phrases
share sth. with sb. 与某人分享某物. E.g., Share your toys with your little brother.
no matter 不论；不要紧. No matter what /who/when /where/how… 无论什么 / 谁 / 何时 / 何地 / 怎样……. E.g., No matter what difficulties we meet, we should never give up.
3 Key Sentence Patterns
“No matter how long I’m away, home is always glad to see me again.”
“I saw Grandpa and my little cousin standing in the cold wind waiting for us.” (see sb. doing sth. 看见某人正在做某事)
教学过程
1 Warming - up (5 minutes)
Greet the students as usual. Then, show some pictures on the PPT, including pictures of people traveling home, decorating their houses, and having fun with family at home. Ask students to describe what they see in simple English. For example:
“What can you see in this picture?”
“Who are they? What are they doing?”
Encourage students to share their own experiences related to the pictures briefly. This can activate students’ prior knowledge and lead in to the topic of this class - home - related vocabulary.
2 Presentation (10 minutes)
New Words
Teach the new words one by one. First, show the word on the PPT, pronounce it clearly, and ask students to repeat after you several times. For example, when teaching “journey,” say “journey, /?d???ni/, journey” and let students imitate.
Explain the meaning and usage of each word with examples. For the word “familiar,” write the two common phrases “be familiar with” and “be familiar to” on the blackboard and give examples: “I am familiar with this place. I have been here many times.” and “This place is familiar to me. I often come here.”
Use some simple actions or pictures to help students understand the words better. When teaching “pull,” pull a door or a rope in front of the class; for “nod,” nod your head.
Phrases and Sentence Patterns
Present the phrases “share sth. with sb.” and “no matter” in a similar way. Use examples like “Share your story with the class.” and “No matter how hard the work is, we should finish it on time.”
For the key sentence pattern “No matter how long I’m away, home is always glad to see me again,” explain the meaning and the usage of “no matter + how + adj./adv. + clause” structure. Let students understand the emphasis on the condition and the unchanging result.
3 Practice (15 minutes)
Word - matching Activity
Prepare some cards with new words on one side and their definitions or pictures on the other side. Divide students into pairs. One student takes out a card and reads the word, and the other student finds the corresponding definition or picture. Then they switch roles. Walk around the classroom to monitor and help.
Sentence - making Practice
Ask students to make sentences using the new words and phrases they have just learned. Write some prompts on the PPT, such as “your journey,” “share your happiness,” “no matter what.” Let students write their sentences on a piece of paper and then share them with their partners. Select several students to read their sentences aloud to the class.
Reading Comprehension
Provide a short passage on the PPT that contains the new vocabulary. The passage can be about a person’s journey home and the feelings when seeing family. For example:
“My journey home was long but full of joy. I pulled my heavy luggage and couldn’t wait to see my family. When I arrived home, I saw my mom standing at the door with a big smile. She was so familiar to me. We shared the stories of what happened these days with each other. No matter how tired I was on the way, home always made me feel warm.”
Ask students to read the passage quickly and answer some simple questions, like “How was the writer’s journey home?” “What did the writer and his mom do?” This can help students practice using the vocabulary in context and improve their reading comprehension ability.
4 Production (10 minutes)
Group Discussion
Divide students into groups of four or five. Give each group a topic related to home, such as “Describe your most unforgettable journey home,” “How do you decorate your room to make it more comfortable,” or “Share a funny joke that happened at home.”
Ask students to discuss in their groups, using the new vocabulary and sentence patterns as much as possible. Walk around the groups, listen to their discussions, and offer guidance when necessary.
Report
Each group selects a representative to report their discussion results to the whole class. The representative should speak clearly and use correct grammar and vocabulary. After each report, other students can ask questions or make comments.
5 Summary and Homework (5 minutes)
Summary
Summarize the new words, phrases, and sentence patterns learned in this class with the students. Write the key points on the blackboard again and ask students to copy them in their notebooks.
Review the main ideas of the reading passage and the group discussions to reinforce students’ understanding.
Homework
Ask students to write a short passage about their home - related experiences, using at least five new words and two phrases learned in this class.
Tell students to review the new vocabulary by reading and reciting it. They can also make flashcards to help them remember the words better.
教学反思
After this class, I found that the warming - up activity was effective in attracting students’ attention and arousing their interest in the topic. Most students were actively involved in the word - matching and sentence - making practices, which helped them master the basic usage of new words and phrases. However, during the group discussion and report, some students still had difficulty using the vocabulary accurately and fluently. Maybe I should give more guidance and model sentences before the group work.
In the future, I will pay more attention to individual differences among students. For those who have a relatively weak foundation, I will provide more targeted exercises and extra help. Also, I will try to create more real - life - like situations in class to let students use the vocabulary more naturally, improving their language application ability.

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