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课题 Unit 2 Home Sweet Home Section B (Project) 学段 初中 年级 八
课型 项目活动课 课时 6 学科 English
单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“家庭与家庭生活”子主题内容，从实践层面引导学生思考如何通过家务劳动和空间布置为家庭做贡献；从语言功能层面培养“礼貌请求与许可”的社交沟通能力；从情感层面探讨家庭对于我们的重要意义；从文化视角比较不同家庭观念的异同。本单元通过语言学习与人文关怀的结合，最终实现“知家、爱家、护家”的育人目标。
文本解读 What:本课时是人教版(2024)八年级上册第二单元Home Sweet Home的第六课时，该项目围绕“Find out who does the most chores at home”展开，通过表格勾选、问卷调查、数据汇报等任务环节，引导学生用英语探讨家务劳动分配问题，反思部分通过开放性问题（如家的意义、如何营造舒适家庭环境）引导学生关联生活体验，从劳动实践延伸到对“家”的情感理解。 Why:通过调查家务分工，引导学生反思家庭责任分配的公平性，认识到劳动对家庭运转的重要性。结合谚语“East or west, home is best”，项目将语言学习与“家”的情感价值联结，帮助学生理解家务劳动背后的文化意义——维护家庭和谐与归属感。 How:利用图片或视频展示常见家务场景，预教词汇（如用动作模仿sweep the floor）；通过“家务转盘”游戏随机抽取任务，让学生用“I often...”造句；分组进行采访，指导学生用多样化句式记录答案（如频率副词usually/sometimes、表达观点的句型“I think chores are...”）；提供表格模板汇总数据，辅以图表生成工具（如柱状图对比家务频率），让汇报更直观；通过情景角色扮演（如“用could请求家人帮忙”），强化礼貌用语，结合艺术创作将语言输出与情感表达结合。
学情分析 1.学生基本情况 本课的教学对象为初中八年级学生，处于英语学习的基础到过渡阶段。他们在日常生活中已接触过部分家务相关的词汇（如clean, wash, cook），但可能对更具体的表达（如fold the clothes, sweep the floor）不够熟悉。此外，学生已初步掌握一般现在时和频率副词（often, sometimes）的用法，但在实际交际中可能缺乏灵活运用的机会。 2.已有知识经验 能理解简单的调查指令，并运用基础句型（如“I usually...”）回答问题,对家庭生活话题有亲身经历，容易产生共鸣，参与讨论的积极性较高。 3.学习难点预测 部分学生可能对“家务分工”的公平性缺乏反思意识，需引导其从被 动接受任务转向主动思考家庭责任。 在采访和汇报环节，部分学生可能因语言储备不足而依赖简单句，需提供句式支架。 4.教学对策 提供词汇视觉辅助（如家务图片匹配单词）；对于基础层的学生简化采访问题。
教学目标 语言 能力 1.Students will be able to recognize and use household chore-related vocabulary (eg, sweep the floor, fold the clothes, take out the rubbish). 2.Students will practice frequency adverbs (always, often, sometimes) and modal verbs(can/could) to make polite requests.
文化意识 1.Students will explore the proverb"East or west, home is best" to understand how chores contribute to family harmony. 2. Students will practice making polite requests ("Could you... ") to reflect respectful family communication.
思维品质 1.Students will analyze survey data to compare chore distribution (eg, "Who does the most chores Is it fair "). 2.Students will organize information to present findings logically.
学习能力 1.Students will interview peers and work in groups to compile data, enhancing teamwork skills. 2.Students will use visual aids (eg, chore charts) and digital tools(eg, creating bar graphs) to present results.
教学 重难点 教学重点 Students will conduct surveys using target questions ("What chores do you do ") and report findings in simple sentences ("Three students walk the dog daily.").
教学难点 Structuring a coherent project report (goals-tasks-evaluation) and using visual aids (charts) to present chore distribution.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Lead-in The teacher presents some pictures of household-related scenarios and provides the sentence pattern: A:Can/Could you please... B: Sure./Sorry, I have to... Let students practice dialogue based on the scene. Look at the pictures and make up conversations with partners. 通过图片和句型导入，激活学生已有的关于家庭和家务劳动的知识，自然引入本节课的主题，同时复习相关表达。
Step 2 Ticking Work on 4a 1.Introduce the project:Today we’ll learn the project “Find out who does the most chores at home”. 2.The teacher presents the table of 4a, and asks students to read aloud these phrases related to housework, making sure they know the meanings and pronunciation. 3.Have students tick the chores they do at home, and leave a space in the last column to add other chores. 1.Listen to the project instructions and clarify tasks. 2.Read the phrase aloud. 3.Finish 4a:Tick the chores you do at home. You can add more. 通过介绍项目活动，使学生明确任务；学生在实践中复习和运用所学相关表达谈论家务，巩固和扩充知识储备。
Step 3 Do a survey Work on 4b 1.T:Let’s do a class survey. You need to ask your classmates the following questions: ①What chores do you do ②How often do you do chores ③What do you think about doing chores 2.Teacher invites a student to demonstrate to the whole class. For example: T:What chores do you do S:I clean the room, take out the rubbish and water plants. T:How often do you do chores S:Almost every day. T:What do you think about doing chores S:It makes me feel great. 3.Teacher gives the students a set time to carry out a class survey, actively asking their classmates and recording the survey results, and can use charts to summarize the results. The teacher patrols and provides guidance and assistance when necessary. 1.Students clarify the questions of 4b. 2.Students conduct surveys among themselves. 3.Record and summarize the survey results. 教师展示4b的问题，指导学生进行班级调查，同时随机调查一个学生为全班做示范，提高学生的调查效率，避免学生浪费不必要的时间；在学生调查过程中，教师巡视并及时给予帮助，指导学生记录并汇总调查结果，确保任务的有序推进。
Step 4 Reporting Work on 4c 1.Organize several students to come to the front to report the survey results. For example: We did a class survey about doing chores at home. Here are the results. Mary is helpful at home. Every day she helps set the table and do the dishes.Our classmate Tom is helpful too. He often waters plants, cleans up the bathroom and folds the clothes. As for John, he hardly ever does chores. He thinks doing chores is a waste of time... 2.When the student representatives finished the report, teacher shows the evaluation form and organizes other students to score their performance. 1.The student representatives report the results. 2.Other students to score their performance. 教师邀请学生代表进行汇报，其他学生根据评价量表对其的表现进行评价，教师给予反馈。
Step 5 Moral education Work on 4d T:Now let's look at who does the most chores at home based on the survey results. Ss:Mary! Discussion T:Now let's discuss a question: Do you think teenagers should do chores at home like Mary Why State your reasons. S1:I think teenagers should do chores, it can cultivate our good habits. S2:I think teenagers should do chores, we are all members of the family, we should share chores with our parents. S3:I think teenagers should not do chores,because their main task is to study. Watch and think Teacher plays a short video about family and chores and asks:What can you learn from the video Ss:... T:Do chores together. Make our home clean and sweet. 1.Find out who does the most chores at home. 2.Students have a short discussion and share their ideas. 3.Students watch and think. 教师引导学生查明谁在家做的家务最多，并顺势抛出问题让学生进行探讨:青少年在家该不该做家务 深化本节课的主题，培养学生的批判性思维和口语表达能力。 学生对于青少年该不该做家务的看法不一，通过短视频再次对学生进行情感教育,让学生明白:家=责任+爱,我们在享受爱的同时要承担自己的那份责任。
Step 6 Reflecting 1.Lead students to discuss on reflecting questions: -What words and expressions can you use to talk about your home -Can you use can or could to make polite requests and ask for permission -What can you do to make your home comfortable -What did you learn about the meaning of home Answer reflecting questions in pairs,and share with the whole class. 学生就自我反思中的四个问题进行自查，检验本单元的学习情况并分享，课下及时查漏补缺。
Step 7 Summary Summarize the content learned in this class, including phrases, reports, and emotional attitudes towards family and chores. Review the knowledge of this unit. 回顾本节课所学知识，加深理解和记忆，帮助学生梳理知识脉络。
Step 8 Homework Level A:Do a survey about what chores your family members do at home and share the result with your friends. Level B:Write a short essay in 6-8 sentences: "My Chores and My Family"(Content should include frequency, feelings, and improvement ideas). Level C:Based on the survey data of the class, use bar graphs to compare the difference in division of household chores between boys and girls, and write a letter of to parents ("We suggest assigning chores equally because..."). 通过分层作业，兼顾语言能力与思维培养，让不同水平学生均能“跳一跳够得着”。
板书设计 Unit 2 Home Sweet Home Section B (Project)
教学反思 成功之处: 1.真实情境创设激发学习动机:本次课程以"家庭家务分工调查"为主题，成功构建了真实的教学情境。学生通过勾选自己实际从事的家务清单，立即产生了强烈的参与感。在课堂观察中发现，90%以上的学生都能积极投入调查活动，特别是当讨论到"谁做家务最多"时，引发了热烈的辩论。这种贴近生活的主题设计，有效解决了传统语言教学中"学用分离"的问题。 2.多元能力融合发展:课程设计突破了单一的语言技能训练，实现了多项能力的融合发展。语言能力上，学生自然运用了频率副词和情态动词等目标语言；数据思维上，通过收集整理班级家务数据，培养了初步的统计意识；批判思维上，在分析家务分配公平性时，部分学生提出了"应根据年龄分配任务"等深刻见解；文化意识上，对"East or west, home is best"的讨论，帮助学生理解家务劳动的文化内涵。 二、存在问题: 1.语言输出质量不均衡:虽然学生参与度高，但语言产出质量存在明显差异,30%的学生仍停留在单词和短语层面，无法组织完整句子;采访环节中，部分学生过度依赖教师提供的句型框架;汇报展示时，多数表达为简单句，复合句使用率不足5%。 2.文化认知存在偏差:在讨论家务分配时，发现一些值得关注的认知偏差。部分学生认为"女生更应该做清洁类家务"；将家务简单等同于"劳动"，忽视其情感价值；在跨文化讨论时，仅停留在事实陈述层面。 三、改进措施: 1.语言支架系统化:针对语言输出问题，将构建更完善的支持系统, 建立"词汇-句型-语篇"三级语言支架,增设"语言加油站"环节：在各活动阶段提供即时语言支持,开发自评量表：帮助学生监控语言质量。 2.文化认知深化工程:为提升文化教学深度，计划采取以下措施:解构刻板印象（通过各国家务分配数据）;情感映射（绘制"家务情感温度计"）;行动方案（制定"家庭责任公约"）。

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