初中人教版（2024）Unit 2 Home Sweet Home Section B第4课时教案

这是一份初中人教版（2024）Unit 2 Home Sweet Home Section B第4课时教案，共3页。
Activity 1 Warming up (感知与注意)
T: Lk at the questin “Hw des hme make yu feel？”. Share yur thughts with yur partner. Fr example, yu can say hme makes yu feel warm r lved.
(Studentsdiscussinpairsandsharetheirfeelingsabuthme.)
T: Nw, we are ging t read a stry abut ging hme fr the Spring Festival. Let's get ready t explre the feelings and experiences in the stry.
设计意图：通过话题讨论，激发学生对家的情感表达，为接下来阅读故事营造情感氛围，做好主题铺垫。
Activity 2 Reading(获取与梳理)
T: Read the stry “Ging Hme fr the Spring Festival” in 1b. Then answer the fllwing questins：
Where did the writer g fr the Spring Festival?
What's the name f the writer?
In the text, what wrds are used t describe peple's feelings?
(Studentsreadthestrycarefully, findtheanswers, andthencheckwiththeirpartners.)
设计意图：通过定向阅读任务，训练学生快速提取关键信息(地点、情感)，理解故事的核心内容(春节回家的经历与情感)，为后续分析家庭互动做准备。
Activity 3 Practice(概括与整合)
T: Turn t 1c. Cmplete the sentences t see what each family member did t make the hme full f lve.
(Studentswrkindividually, andthenpeer­review.)
T: Discuss with yur partner: Hw d these actins shw lve at hme?(e.g. Grandpa's waiting→care; family cking tgether→tgetherness)
(Encuragestudentstfindmreexamplesfrmthetext.)
设计意图：通过细节提取，让学生理解家庭成员的具体行为如何构建“充满爱的家”，培养文本分析能力，深化对家的情感理解。
Activity 4 Grup wrk(内化与运用)
T: Wrk in grups. Discuss the questins belw：Why d yu think the family spent the Spring Festival at the village？What d yu think abut the writer's family members?
(Studentsdiscussingrups.)
T: Okay, time's up. Let's invite sme grups t share yur discussin results. The rest f yu, listen carefully and yu can ask questins r make cmments.
设计意图：培养学生口头沟通能力，通过小组合作讨论加深对文章内容和主题意义的理解，鼓励他们表达自己的观点，并从他人的视角中学习。
Activity 5 Writing(想象与创造)
T: Read the pem and pinins. Let's create ur wn “Hme Manifest”. Use the elements in the stry ( actins, hmetwn, familiar taste) and yur wn life.
(Studentswriteindividually, andthenshareinpairs. Theteacherselectsstudentstpresenttheirmanifeststtheclass.)
设计意图：通过创意写作，让学生将阅读感悟转化为个性化表达，提升语言运用能力，强化对“家”的主题理解，实现从输入(阅读故事)到输出(创作表达)的转化。
Activity 5 Hmewrk(课后作业)
Interview a family member abut what hme means t him r her. Write a shrt reprt.
eq \(\s\up7(),\s\d5( Blackbard Design(板书设计)))
eq \(\s\up7(),\s\d5( Teaching Reflectin(教学反思)))
Students shwed engagement during reading and discussin activities, but sme struggled t articulate their perspectives clearly in the discussin. Prviding mre tpic­specific language frames wuld supprt better expressin. While the summary writing task helped reinfrce cmprehensin, sme students needed guidance n balancing detail and cnciseness.
第四课时 Sectin B(1a—1e)
Key places: hmetwn, village
Key events: traveling hme, family reunin, sharing meals
Feelings and thughts: warm, nstalgic, sense f belnging, the meaning f hme
Sentence examples：
Hme is…
It smells like…(Grandma's cking)
It sunds like…(Dad's laughter)
It feels like…(warm hugs)