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新人教版八年级上册英语 Unit 2 Section B (1a - 1e)教学设计
Core Literacy Objectives
1. Linguistic Competence: Students can accurately understand and use vocabulary related to family and home; they can express personal feelings about home using sentence frames like "Home is..." and "To me, home means...".
2. Cultural Awareness: Students can understand the cultural significance of "Going Home for the Spring Festival" as a traditional family reunion custom, and recognize the universal value of family love across cultures.
3. Thinking Quality: Students can analyze how family members show love through daily actions in the text, and think deeply about the connotation of "home" beyond its physical form.
4. Learning Ability: Students can actively participate in pair discussions and group activities, improve information extraction skills through reading, and gradually form the habit of connecting text content with personal experiences.
Key Points
- Identifying specific actions through which family members express love and care in the text.
- Expressing personal feelings and understandings about home using appropriate vocabulary and sentence structures.
Difficulties
- Interpreting the deeper meaning of "home" beyond being just a physical place.
- Using accurate language to describe complex feelings about home.
Teaching Aids
- Audio recording of the poem "Home"
- Whiteboard and markers
- Pictures related to family reunion
Teaching Methods
- Task-based learning
- Group discussion
- Interactive Q&A
Teaching Procedures
Steps Teacher's Activities Students' Activities Design Intent
StepⅠ. Warm-up (5 mins) - Smile and greet students: "Good morning, everyone! Today we’re going to talk about a warm topic—home. First, let’s think: How does home make you feel Is it warm Safe Happy "- Ask students to turn to their deskmates and share their feelings in 2 minutes.- Invite 2-3 pairs to share their ideas with the class, giving positive feedback like "That’s a nice feeling! Thank you for sharing." - Listen to the teacher’s question and think about their own feelings towards home.- Discuss with deskmates, using simple words like "warm", "safe", "happy" or short sentences.- Volunteer to share their thoughts with the class. To activate students’ prior experiences and emotions related to home, creating a relaxed learning atmosphere. This step helps connect students’ real life with the lesson topic, laying an emotional foundation for subsequent learning.
StepⅡ. Pre-reading (8 mins) - Introduce the theme: "Today, we’ll read a story about ‘Going Home for the Spring Festival’—a special time when Chinese families get together. Let’s first learn some key words to understand the story better."- Show pictures on the whiteboard and teach the vocabulary: luggage, snacks, set the table, familiar taste, tears.- Ask students to make simple sentences with these words in pairs, e.g., "My mom likes to set the table before dinner."- Walk around to check and help with mistakes. - Look at the pictures and learn the new vocabulary, repeating after the teacher to practice pronunciation.- Work with a partner to make sentences, trying to use the words in contexts they know.- Some students share their sentences with the class. To remove vocabulary barriers for reading, ensuring students can focus on understanding the text later. Using pictures helps visualize abstract words, and sentence-making practices helps consolidate word usage in context.
StepⅢ. While-reading (12 mins) - 1. Ask students to read the story silently for 3 minutes, focusing on the main idea: "What is the story mainly about "- 2. Read the story aloud with emotion, emphasizing words that show feelings to guide students to sense the warmth.- 3. Put comprehension questions on the whiteboard:- What did the family take when going home - What did the parents do to welcome them - How did the writer feel when tasting the food - Ask students to read the story again carefully and answer the questions individually, then check with a partner.- 4. Call on students to share answers, explaining difficult parts if needed. - 1. Read silently, underline key information to find the main idea (a family going home for Spring Festival and feeling warm).- 2. Listen to the teacher’s emotional reading, following along in the text.- 3. Read again, find details to answer the questions, then discuss answers with a partner.- 4. Share answers with the class, correcting mistakes together. 1. Silent reading trains fast reading and main idea extraction skills.2. Emotional reading helps students feel the text’s tone and connect with the writer’s feelings.3. Answering detailed questions enhances close reading ability and ensures understanding of specific information.
StepⅣ. Post-reading (10 mins) - 1. Hand out a worksheet with incomplete sentences about family actions in the story , ask students to fill in the blanks.- 2. Organize group discussion (4 students in a group) with two questions:- Why did the family go to the village (Connect to Spring Festival reunion culture)- What do you think about the writer’s family (Guide to find love in small actions)- 3. Join groups to listen, asking follow-up questions like "What makes you think they love each other " - 1. Fill in the blanks on the worksheet, recalling details from the story.- 2. Discuss in groups, sharing ideas and supporting their opinions with text details.- 3. One student from each group reports the discussion result. 1. Filling in blanks reinforces understanding of key actions in the story.2. Group discussion encourages collaborative thinking, helping students dig deeper into the family’s love and the cultural background of the story.
StepⅤ. Poetry Reading (7 mins) - 1. Introduce the poem "Home": "Now let’s read a poem about home. It may help us understand ‘home’ better."- 2. Play the audio recording of the poem, asking students to listen and follow.- 3. Read the poem together twice: first in chorus, then ask volunteers to read individually.- 4. Discuss the opinions about home below the poem in pairs: "Do you agree with these ideas Why or why not " - 1. Listen to the introduction and get ready to read the poem.- 2. Listen to the audio, marking pauses and emotional words.- 3. Read the poem aloud, trying to express the warmth in it.- 4. Talk with a partner about their views on the poem’s ideas about home. The poem enriches students’ understanding of "home" from a literary perspective. Listening and reading aloud improve language sense, while discussion connects the poem to personal opinions, deepening the comprehension of "home"’s meaning.
StepⅥ. Sharing (5 mins) - 1. Say: "We’ve read the story and the poem. Now, let’s share your own understanding of ‘home’. Use these starters: ‘Home is...’ or ‘To me, home means...’"- 2. Give examples: "Home is a place where my mom cooks my favorite food."- 3. Encourage all students to speak, even with simple words, and praise their efforts. - 1. Think about their own definitions of home, using the sentence starters.- 2. Raise hands to share, e.g., "Home is where my family is." "To me, home means safety." This step turns text understanding into personal expression, helping students apply language to convey their own feelings. It strengthens the emotional connection to the topic and practices speaking skills.
StepⅦ. Wrap-up (3 mins) - 1. Summarize: "Today, we read a story about going home for Spring Festival, learned some family-related words, and talked about what home means to us. Home is not just a house—it’s about family love and belonging."- 2. Write key vocabulary and sentence frames on the whiteboard again, asking students to read them together. - 1. Listen to the summary, recalling the main points of the lesson.- 2. Read the key words and sentences aloud, reinforcing memory. Summarizing helps students organize what they’ve learned, while reviewing key language points consolidates the linguistic knowledge from the lesson.
StepⅧ. Homework - Assign: "Write a short paragraph (50-60 words) about what home means to you. Use the words or sentence frames we learned today, like ‘familiar taste’ or ‘Home is a place where...’" - Note down the homework, planning to finish it after class. The homework extends the in-class learning, allowing students to practice writing skills and deepen their reflection on "home" through personal expression.
Blackboard Design
How Do You Feel at Home
Key words:
luggage, snacks, set the table,
familiar taste, tears.
Sentence Frames:
- Home is a place where...
- I feel... at home because...
- To me, home means...
Post-lesson Reflection
Students actively engaged in discussions around the theme of "home," and the story successfully resonated with them, evoking strong emotional connections. Most students could grasp the key vocabulary and use simple sentences to express their feelings about home. However, some students still struggled with expressing complex emotions in English—they often repeated simple words like "good" or "nice" instead of using more specific terms.
In future lessons, more targeted activities should be designed to expand their emotional vocabulary, such as matching feelings with pictures or practicing dialogues about family moments. Additionally, adding a short video clip of family reunions during Spring Festival, showing details like preparing meals together or chatting, would help students better understand cultural symbols related to home and provide more vivid materials for their expressions. Overall, the lesson achieved its main goals, but there’s room to enhance students’ linguistic accuracy in emotional expression.

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