Unit 2 Home Sweet Home-Section B Project教学设计 2025-2026学年人教版英语八年级上册

Unit 2 Home Sweet Home-Section B Project This section is a project-based learning part in Unit 2 “Home Sweet Home”. It aims to let students comprehensively apply the language knowledge and skills they have learned in this unit. The main task is to carry out a survey on “Find out who does the most chores at home” and make a report. Through this project, students need to use relevant vocabulary about household chores, such as “take out the rubbish”, “do the dishes”, “make the bed”, etc., and polite request sentences like “Can you...?” and “Could you please...?” to communicate and cooperate with each other. They also need to collect data, organize information, and finally present their findings in the form of a report, which can effectively improve students' language practical ability, cooperative learning ability, and problem - solving ability. 教学目标 Students can master the key vocabulary and phrases related to household chores and polite requests in this unit. Students are able to use the learned vocabulary and sentence patterns correctly in the process of project implementation. 教学重难点 1. Key Points The correct use of vocabulary and sentence patterns related to household chores and polite requests. Guide students to effectively carry out the survey and collect accurate data. Help students master the basic structure and writing method of the report. 2. Difficult Points How to make students use English flexibly and appropriately in the process of communication during the project, and overcome the fear of speaking English. How to guide students to deeply analyze the survey results and make reasonable suggestions in the report. 1. Vocabulary Household Chores: take out the rubbish, do the dishes, do the laundry, fold the clothes, sweep the floor, mop the floor, make the bed, clean the bathroom, walk the dog, set the table, etc. Polite Request Words: can, could, would you please, etc. 2. Sentence Patterns Can you help me (to) do sth.? Could you please do sth.? Would you mind doing sth.? I need you to do sth. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different people doing household chores on the PPT, and ask students to quickly say out the corresponding English expressions of the chores they see. For example, when showing a picture of a person washing dishes, ask students “What is he/she doing?”, and guide students to answer “He/She is doing the dishes.” This activity can quickly review the relevant vocabulary and arouse students' interest. 2. Task Introduction (3 minutes) Present the project task “Find out who does the most chores at home” to the students. Explain the purpose and requirements of this project in detail. Divide the students into groups of 4 - 5. Each group selects a group leader. The group leader is responsible for organizing group discussions, distributing tasks, and coordinating the progress of the project. 3. Group Discussion and Planning (10 minutes) Let each group discuss how to carry out this survey. Guide students to consider aspects such as who to survey (family members), what chores to list, and how to record the data. Provide each group with a piece of paper and a pen. The group members work together to design a simple survey form. The form should include columns such as family member names, types of chores, and frequency of doing chores. Walk around the classroom, listen to the group discussions, and offer necessary guidance and help. For example, if a group has difficulty in listing chores, remind them of the vocabulary learned before. 4. Data Collection (10 minutes) Each group member goes home after class and conducts a survey on their family members according to the designed survey form. They need to ask family members about the chores they do and record the information truthfully. In the next class, group members get together again. They share the data they have collected with their group members. The group leader is responsible for collating and summarizing all the data of the group. 5. Report Writing Guidance (10 minutes) Return to the classroom. First, show a sample report about a similar survey on the PPT. Analyze the structure of the report with the students, including the title, introduction, main body (data presentation and analysis), conclusion, and suggestions. Guide students to write their own reports based on the survey data of their groups. In the introduction part, they can briefly introduce the purpose of the survey. In the main body, use charts or tables to clearly show the survey results, such as which family member does which chore the most frequently. In the conclusion part, summarize the overall situation of who does the most chores in each family of the group members. In the suggestions part, students can put forward some reasonable suggestions on how to share household chores more evenly in the family. Walk around the classroom to provide writing guidance for students. Help them with grammar mistakes, sentence construction, and vocabulary usage. 6. Group Report Presentation (7 minutes) Each group selects a representative to come to the front of the classroom and present the group's report. The representative should use clear and fluent English to introduce the survey process, results, and suggestions of the group. Other groups listen carefully and can ask questions or make comments after the presentation. The presenting group should try their best to answer the questions. 7. Summary and Evaluation (5 minutes) Summarize the whole project process, review the key vocabulary and sentence patterns used in this project. Evaluate each group's performance from aspects such as group cooperation, data collection accuracy, report writing quality, and presentation effect. Give praise and encouragement to excellent groups and individuals, and also put forward improvement suggestions for groups with deficiencies. 教学反思 Advantages: The project - based learning method can arouse students' strong interest and enthusiasm. They are actively involved in the whole process from survey design to report writing, which effectively improves their language practical ability and cooperative learning ability. Through the discussion and survey of household chores, students have a deeper understanding of family responsibilities, which has a positive impact on their moral education. Disadvantages: In the process of group discussion, some students are too active, while some students are relatively passive and do not fully participate in the discussion. In the future, more attention should be paid to mobilizing the enthusiasm of each student. When writing the report, some students still have many grammar and vocabulary errors, indicating that their language foundation needs to be further strengthened. Improvement Measures: In group activities, design more specific tasks for each student to ensure that everyone can play their role. Strengthen grammar and vocabulary teaching in daily teaching, and increase relevant writing exercises to improve students' language accuracy. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$