资源简介

(共33张PPT)
课时4 Section B 1a-1e
Unit 2 Home Sweet Home
人教版英语（新教材）八年级上册
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（学习理解）
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” 划分事件板块，标注主要情节、人物行为）。（应用实践）
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。（迁移创新）
核
心
素
养
目
标
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
How does home make you feel Share your ideas with a partner.
warmth
（温暖）
safe
（安全）
relaxed
（放松）
loved
（被爱的）
happy
（快乐）
bad
(不好的)
1a
journey
n. 旅行；历程 v. 旅行
/ d ni/
familiar
adj. 熟悉的
/f m li (r)/
be familiar with
对……熟悉
several
pron. 几个；一些
adj. 各自的
/ sevr l/
describe
v. 描述；形容
/d skra b/
description
n. 描述
Learn some new words before reading.
Look at the picture and answer questions.
Q: What are the family members doing
They’re busy preparing for the Spring Festival.
1. What kind of text is this passage
A: Exposition (说明文）
B: Narrative （记叙文）
C: Argumentation（议论文）
2. The passage is about _______.
A. A trip to Hainan
B. Family reunion during the Spring Festival
C. Making snacks for the Spring Festival
Read and choose the right answers.
Farewell(告别) moment
Family reunions and interactions (互动)
Spring Festival plans
The journey to mum’s hometown
Match each paragraph with its main idea.
Q1: Where did the writer want to go for Spring Festival
Q2: Where did the writer finally go for Spring Festival
Read Part 1 and answer the questions.
The author's mother's hometown
The writer want to go to Hainan for Spring Festival.
①
②
Read Para. 2 and put the pictures into the right order.
1
3
4
2
①
②
③
④
Q1: On the way home
□ tired □ relaxed □ comfortable
Q2: When he saw grandpa and his cousin
□ terrible □ excited □ moved
Read again and choose the writer’s feelings.
get up very early
in the morning
catch the train
(>7 hours)
took the bus
in the evening
√
√
√
Read part 3 and fill in the blanks. Then number the pictures.
Grandpa helped _______ the heavy _______ into the house.
Grandma, my aunt and uncle were busy _________ dinner.
I ______ Grandpa _______ school.
He was happy _________ I was doing well at school.
I helped
______ the table.
cooking
pull
luggage
set
told about
to hear
1
2
4
3
Read Part 4 and think: If you use emojis to represent Mum‘s feelings at this moment, which of the following emojis are appropriate
① (Shows sadness and not wanting to leave, because Mum hates leaving Grandma)
② (Shows being touched, because Grandma hopes the family stays together)
③ (Means love, for Grandma and their home)
④ (Shows a little guilt, because Mum can’t come back often)
⑤ (Shows a warm promise, to come back home more)
Read the story and answer the questions.
1. Where did the writer go for the Spring Festival
2. What is the name of the writer
3. In the text, what words are used to describe people’s feelings
The writer went to her mum's hometown, a village where her grandparents lived.
Wenwen.
Words used to describe people’s feelings include: smile, happy, laugh (as in “had a good laugh”), familiar, with tears in eyes (showing a bittersweet feeling of reluctance).
1b
Read again. Complete the sentences to see what each family member did to make home full of love. Find more examples from the text.
1c
Grandma and cousin ______________ in the cold wind.
____________ helped us pull our luggage into the house.
Grandma, my aunt, and my uncle ____________ in the kitchen.
____________ went to the kitchen to help.
Grandpa ____________ my favourite snacks.
____________ shared the snacks with my cousin.
waited for us
Grandpa
cooked dinner
My parents
I
brought out
Let’s fill in the mind map according to the article.
Going Home
for the Spring
Festival
where: _________________
activities
Grandpa: pulled the luggage; ____________
Grandpa and the little cousin: waited for Wenwen's family
Grandma asked if we'd come home more often
brought snacks
Peter
Grandma, Aunt, and Uncle: cooked dinner
Dad and Mum: went to the kitchen to help
Wenwen: shared the snacks; ______________________; set the table
Uncle: told jokes
Mum ________
talked about the school life
cried
Mum's hometown
It was almost the Spring Festival. The writer asked to go to Hainan, but Dad answered with a 1. ______ and said they would visit Mum’s 2. _________ instead.
Soon, the family woke up very early to 3. _____ a train. The train 4. _______ took over seven hours. Then they 5. ________ to a bus to reach the village. At the 6. ____ of the road, Grandpa and the cousin stood 7. ____ the cold wind waiting.
Grandpa helped pull the heavy 8. _________ inside. Mum smiled and said, “Home again!” Relatives cooked dinner, and everyone was happy. Grandma asked Grandpa to bring the writer’s favourite 9. _________ .
During dinner, Mum praised the 10. _________ taste of home. Later, when leaving, Grandma held the writer’s hands and asked, “Will you come home more often ” Mum 11. _________ , with tears in her eyes.
Fill in the blanks and Retell 1b.
smile
hometown
catch
journey
changed
end
in
luggage
snacks
familiar
nodded
Watch and feel the meaning of home.
Meaning of home
unconditional love（无条件的爱）
familiar laughter
support
shared joys
warm
memories
mutual understanding
相互的理解
Can you complete the sentence
Home is_________________ that ____________________.
Home ________________.
……
Read the poem and opinions. Then share your understanding of “home”.
greets me
the smell of pancakes
make me feel sweet
1d
What is the meaning of home for a person
Home is a place full of love and warmth where people can feel safe and get support.
Home is like a ______ (比喻) to me. It can ______ (赋予家的 “能力”) when I ______, making me feel ______.
warm blanket（温暖的毯子 ）
soft pillow（软枕头 ）
safe harbor（安全的港湾 ）
cozy nest（舒适的小窝 ）
happiness box（快乐盒子 ）
smile maker（造笑机 ）
heal my heart（治愈我的心 ）
chase away darkness（赶走黑暗
wrap me in love（用爱包围我 ）
melt my sadness（融化我的悲伤 ）
show me old memories（给我看旧回忆 ）
turn tears into smiles（把眼泪变笑容 ）
come back tired（疲惫地回家 ）
fail an exam（考试失利 ）
have a bad day（糟糕的一天 ）
miss my family（想念家人 ）
feel lonely（感到孤独 ）
like a star（像星星一样闪耀 ）
as bright as sunshine（像阳光一样明亮 ）
forever peaceful（永远宁静 ）
deeply loved（被深深爱着 ）
magically happy（神奇地快乐 ）
Summary
Unit 2 Home Sweet Home (Section B 1a-1d)
We can
We’ve learnt
journey, luggage, share, familiar, nod; share sth. with sb. , the taste of home...
vocabulary
sentence patterns
"Can/Could you please... " for requests.
"Could you... / Can I... v for permission.
describe family feelings and traditions.
Let's learn and take notes.
almost adv.差不多；几乎
词
讲
练
常位于实义动词之前，连系动词be、情态动词或助动词之后。 almost可与no、never、nothing、nobody等表示否定意义的词连用，但不能与 very、not 连用。
He slipped and almost fell. 他滑了一下，险些跌倒。
It's almost time for bed. 快到睡觉时间了。
There is almost nothing in the fridge. 冰箱里几乎没有东西。
Almost nobody believed her. 几乎没有人相信她。
例
almost, one, in, uses, everyone, electricity, way (连词成句)
_______________________________________.
Almost everyone uses electricity in one way
Let's learn and take notes.
journey n.旅行；历程 v.旅行
词
讲
练
【可数名词】通常指远距离的“旅行”，也可以指“行程”。【动词】旅行
make a journey 旅行 go on a journey 去旅行
Many people make journeys to different places.
许多人去不同的地方旅行。(2024湖北中考)
We are going on a journey to a strange country. 我们将要去一个陌生的国家旅行。
They left the town and journeyed south. 他们离开小镇，去南方旅行。
例
在这本小说中，作者把人生比作一场旅行。
In the novel, the author compares life to a ___________.
journey
Let's learn and take notes.
pull v./n. 拉；拖；拔
词
讲
练
反义词：push 推 既可作动词，又可作名词。
pull together 齐心协力；通力合作。
I pull and you push. Let's move the stone away.
我拉你推。咱们把这块石头移走吧。(作动词)
I gave the door a pull and it opened. 我拽了一下门，它就开了。(作名词)
What a team! They're always pulling together.
多好的团队啊!他们总是齐心协力。(2024武汉中考)
例
In a football match, we should pull our all steps. Never give up.
The best Chinese for the underlined expression is ________.
A. 全力以赴 B. 半途而废 C. 保持警惕
A
Let's learn and take notes.
familiar adj. 熟悉的
词
讲
练
在句中可作定语或表语。反义词：unfamiliar 不熟悉的
辨析：be familiar with 与 be familiar to
be familiar with “熟悉....；通晓....”，主语通常是人，介词with后的宾语
通常为物，表示某人熟悉某物。
be familiar to “为···所熟悉”，主语通常是物，介词to后的宾语常为人，
表示某事物为某人所熟悉。
He's a familiar figure in the neighbourhood.他在这个社区是大家熟悉的人物。The smell is very familiar to everyone who lives near a bakery.
住在面包店附近的人都很熟悉这种气味。
例
—Tom, do you know where the nearest supermarket is
—Sorry. This city is unfamiliar ______ me. You can ask Bill.
He is familiar ______ this place.
A. to; to B. with; with C. to; with D. with; to
C
Let's learn and take notes.
describe v.描述；形容 名词形式: description 描写；说明
词
讲
练
describe sth./sb. (to/for sb.) (向/为某人)描述某物/某人
describe...as... 把......描述成......
A group of volunteers there describe movies to blind people.
那里有一群志愿者向盲人描述电影内容。（云南中考）
He described the Summer Palace as the greatest palace that he had ever seen.
他形容颐和园是他见过的最伟大的宫殿。(通辽中考)
例
(2024武汉中考) —Can you ______ your new coach(教练)
—Hmm... I think he's very intelligent and humorous.
A. believe B. describe C. support D. follow
B
Let's learn and take notes.
no matter不论；不要紧
词
讲
练
no matter 常与what、who、when、where、how等连用, 引导让步状语从句。(注：why不用于此结构)引导让步状语从句时，“no matter+疑问词” 相当于 “疑问词+-ever”。
No matter where/Wherever you go in the world, don't forget your motherland.
不论你走到世界的哪个角落，都不要忘记你的祖国。(2024重庆中考A卷)
例
在我们的日常生活中，不论我们遇到什么困难，我们都应该勇敢地面对。
In our daily life, ______ ______ ______ difficulties we meet, we should face them bravely.
no matter what
一、语法填空。
1. __________ (where) you work, you must serve the people whole-heartedly.
2. The girl stopped _______ (text) when the bus came.
3. My farther taught for several years before becoming a ________. (write)
4. Could you please _________ how you usually prepare for a job interview (description)
5. The shy boy answered the teacher’s question by _________ (nod) his head.
6. Jim is an interesting man and he likes telling ______ (joke).
7. I’d like to share some of my wonderful _________ to different cities in China. (journey)
8. Linda, go and see how many ______(plate) we have.
Wherever
texting
writer
describe
nodding
jokes
journeys
plates
二、补全句子。
1.莉萨总是讲有趣的故事，让她的朋友们欢笑。
Lisa always ________ ________ ________ and makes her friends laugh.
2. 她伤心地看着妈妈，眼里含着泪水。
She looked sadly at her mum ______ ______ ______ ______ ______.
3. 这个女孩很饿，他想要一些刚做好的饼干。
The girl is very hungry and he wants some _____________ ________.
4. 无论你去哪里，你的家人永远支持你。
______ _______ _______ you go, your family always supports you.
5. 他迫不及待要和同学们分享这个好消息。
He can't wait _______ _______ the good news _______ his classmates.
tells funny stories
with tears in her eyes
freshly-made biscuits
No matter where
to share with
基础作业：制作生词思维导图，背诵生词及重点短语。
进阶作业：写80字春节回忆录(用8个新词)。
拓展作业：对比中西方家庭聚会差异表；策划"班级文化展"春节主题区。
Homework
Thank you
for listening!/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级上册
授课题目 Unit 2 Home Sweet Home Section B (1a-1e) 课时 课型 第 4课时 阅读课
主题情境 人与社会 授课教师
语篇研读 【What】 本文是一篇记叙文，讲述了作者一家春节回母亲家乡与祖父母团聚的经历，包括出发前的计划、旅途中的行程、到家后的互动、聚餐的欢乐以及离别时的不舍，展现了家庭团聚的温暖与亲情。 【Why】 通过讲述春节回家的故事，传递家庭亲情的珍贵和家的温暖，让学生感受中国传统节日中团聚的意义，同时学习如何用英语描述家庭活动和情感。 【How】 文章按时间顺序展开，语言生动平实，包含大量动作描写（如 “pull the luggage”“set the table”）和情感表达（如 “with a smile”“tears in her eyes”），运用 can/could 句型体现请求与互动，适合培养学生的细节理解和情感感知能力。
学情分析 学生已掌握基础的家庭活动词汇和 can/could 句型，对春节有一定的生活体验，但对文中 “journey”“familiar” 等词汇可能陌生，且在梳理长文本信息、感知深层情感及用英语表达个人对 “家” 的理解方面存在困难。教学中需通过分层任务降低阅读难度，结合情感体验活动促进语言输出。
课标要求 能读懂关于家庭生活的记叙文，获取主要信息和细节。 能梳理文章结构，理解人物情感和事件发展。 能运用所学词汇和句型描述家庭活动及个人感受。 能结合自身经历，表达对 “家” 的理解，培养家庭责任感。
教学目标 通过本节课学习，学生能够： 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。（学习理解） 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” 划分事件板块，标注主要情节、人物行为）。（应用实践） 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。（迁移创新）
教学 重难点 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。
核心语言 【核心词汇】 journey, luggage, familiar, describe, nod, joke, several, pull, share 【核心短语】 share sth. with sb., the taste of home, set the table, wait for 【核心句型】 1. 请求与互动：Could you bring... Can I help 2. 动作描述：We got up early to catch the train. Grandpa helped pull the luggage. 3. 情感表达：Mum said with a smile. Mum nodded with tears in her eyes.
教学工具 PPT，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （3min） T shows a video and asks students to free talk about home. T asks students to think : How does home make you feel Share your ideas with a partner. 1. 观看视频，说出看到的家庭活动和感受到的情感。 2. 小组讨论后，选代表分享对家的感受。 通过视频激活学生对春节和家庭的生活经验，用情感词汇铺垫文本的情感基调，自然导入主题。
效果评价：1. 观察学生能否用 3 个以上情感词汇描述感受，表达是否连贯。 2. 对能结合具体事例说明原因的学生给予 “情感小达人” 贴纸。
Part 2： Pre-reading （10min） T asks students to Learn some new words before reading. T asks students to Look at the picture and answer questions. 1. 看图识词，跟读并造句，标记易混淆词。 2. 小组猜测故事情节。 通过图片辅助词汇学习，降低阅读障碍；预测活动培养学生的逻辑推理能力，激发阅读兴趣。
效果评价：1. 抽查 5 个词汇的认读和运用，正确率需达 80% 以上。 2. 评估小组预测是否合理，对有创意的猜测给予鼓励。
Part 3： While-reading（11min） T asks students to Read and choose the right answers. T asks students to Match each paragraph with its main idea. T asks students to Read Part 1 and answer the questions. T asks students to Read Para. 2 and put the pictures into the right order. T asks students to Read again and choose the writer’s feelings. T asks students to Read part 3 and fill in the blanks. Then number the pictures. T asks students to Read Part 4 and think: If you use emojis to represent Mum‘s feelings at this moment, which of the following emojis are appropriate T asks students to finish the task in 1b -- Read the story and answer the questions. T asks students to finish the task in 1c -- Read again. Complete the sentences to see what each family member did to make home full of love. Find more examples from the text. 1. 快速阅读后抢答文体和主题，在文中划出依据。 2. 分段阅读，独立完成问题、排序和填空，组内核对时说明理由（如 “Because the text says ‘train journey took 7 hours’”）。 3. 小组合作填写表格，用不同颜色标注动作和情感词。 通过勾画定位词和定位句，培养学生捕捉关键信息的能力；帮助学生整体感知文本内容，并培养学生准确找出关键信息的能力。梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。引导学生关注文本细节信息和结构信息，为进一步在现实生活情境中运用所学做好铺垫。（获取与梳理、描述与阐释、内化与运用）
效果评价：1. 检查快速阅读的正确率，重点关注主题选择的理由是否充分。 2. 评估时间轴和表格的完整性，对能准确匹配行为与情感的小组加分。 3. 观察学生能否结合文本解释 “familiar taste”（如 “like home-cooked food”）。
Part 4： Post-reading （11min） T asks students to fill in the mind map according to the article. T ask students to Fill in the blanks and Retell 1b. T ask students to Watch and feel the meaning of home. T ask students to finish the task in 1d-- Read the poem and opinions. Then share your understanding of “home”. 1. 两人一组，根据思维导图轮流复述，互相补充细节。 2. 独立完成比喻句，在班级展示并说明原因。 3. 小组讨论后，派代表分享观点。 复述活动巩固文本理解和语言运用；比喻创作和讨论促进知识迁移，让学生从文本情感过渡到个人感悟，深化主题理解。
效果评价：1. 评估复述的完整性和准确性，是否包含 3 个以上关键事件。 2. 检查比喻句的合理性和语言准确性，对新颖表达给予 “创意之星” 奖励。 3. 观察讨论中能否结合文本和自身经历，观点是否清晰。
Part 5： Summary （2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 简洁总结帮助学生梳理本课重点，板书强化记忆，为后续输出做准备。
Part 6： Language points（5min） T explains language points. 将知识点做好笔记进行理解消化。 针对难点词汇和句型进行专项讲解，通过仿写巩固用法，提升语言准确性。
Part 7： Exercises （3min） T assigns the test. 完成课堂练习。 即时检测词汇和情感理解的掌握情况，及时查漏补缺。
Part 8： Homework 基础作业：制作生词思维导图，背诵生词及重点短语。 进阶作业：写80字春节回忆录(用8个新词)。 拓展作业：对比中西方家庭聚会差异表；策划"班级文化展"春节主题区。 将家庭作业做好记录。 分层作业兼顾基础巩固和能力拓展，将课堂学习延伸到生活实践，强化语言运用和情感体验。
板书设计
教学反思 本课通过春节团聚的文本，结合多形式活动助力学生理解与表达。亮点在于：分层阅读任务清晰，思维导图等工具有效梳理信息；情感讨论和比喻创作激发学生共鸣，实现语言学习与情感教育结合。 但部分学生复述时细节遗漏，创意表达词汇单一。改进方向：复述前提供关键词提示；增加情感词汇积累活动，如 “情感词银行”；小组活动中设 “细节监督员”，提升表达完整性。
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