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Unit2 Home Sweet Home教学设计
Section B (Project)
Period 6 Section B(Project) 学习目标（根据核心素养）： By the end of the lesson, students will be able to... Apply chore-related vocabulary to describe family task plans. Design a feasible chore schedule using logical reasoning (e.g.,time management, ability matching) and justify plans with critical thinking. Use research tools to collect chore data and integrate peer suggestions to optimize projects, enhance collaborative learning. 修改意 见
重点： Structure a coherent project report and use visual aids (charts)to present chore distribution.
难点 ： Think about the meaning of doing chores and home.
学法指导： Cooperative Learning Method
教法指导: TBLT，Situational teaching method
预习案 Review and write down more words about chores: Do the laundry 洗衣服 make the bed 整理床铺 Fold the clothes 叠衣服 take out the rubbish 扔垃圾 Clean the room 打扫房间 do the dishes 洗盘子
情境创设 The teacher shows some pictures and asks students a question: What chores do you usually do at home The teacher invite more students to share their thoughts about family chores And lead to start the new lesson--Find out who does the most chores at home. 任务驱动 Presentation: Finish the task in 4a:Tick the chores you do at home. You can add more. Invite students to add more chores that they can do at home. 合作探究 Brainstorm and discuss in groups: Four students in a group and the teachers asks them to do a survey. Students need to ask their classmates the following questions. 1. What chores do you do 2. How often do you do chores 3. What do you think about doing chores The teacher asks some groups to present their survey results. (The report should include key points such as "the number of students surveyed, the common household chores, the type of household chore that the students do most frequently, and the general views of students on household chores) The teacher invites other groups to evaluate the presentation. 总结升华 The teacher lead students to find that who did the most types of chores and who did the chores with the highest frequency (For example, "Li Jia does 6 chores, and she does them every day") based on the reports of each group, and students vote together to select the class "housework helper". Then the teacher let students discuss: "Why can he/she do so much housework " What can we learn from it Guide students to say words like "help parents" and "be responsible", etc., to strengthen their sense of family responsibility.
评价反馈（检测案） Reflection and Evaluation List at least five words about home (such as chores, clean, comfortable); Make two sentences using "can"/" could "(such as Could I help clean the bathroom ); Write two things that make your home more comfortable (such as I can sweep the floor every day); Combining East or west, home is best, write down your understanding of the meaning of Home (such as "home is where family helps each other").
六、拓展延伸 The teacher shows the students videos introducing household chores in other countries and guides them to think about who does the most housework at home. Housework is not just the mother's responsibility; it should be shared by every member of the family.
作业布置： 必做：Write a short passage using the vocabulary we have learned to describe household chores, introducing what kind of housework you do, how often to do it and your own feelings about doing housework, no less than 80 words. 选做：Use "can" or "could" to make at least three polite requests to your family members and record their responses.
板书设计
课后反思 在教学过程中，要关注学生在小组活动中的参与度，确保每个学生都有机会开口交流。对于口语表达能力较弱的学生，要给予更多的鼓励和指导。同时，在讨论“家”的意义环节，可以提供更多的素材和引导，帮助学生更深入地思考和表达，进一步提升学生的情感认知和语言运用能力。

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