Unit 2 课时7 Project（表格式教学设计）英语新教材人教版八年级上册

该初中英语教学设计聚焦家务活动词汇、频率表达及调查句型，通过图片观察家庭成员共同做家务导入，结合“家的意义”讨论激活情感，以“找出班级家务小能手”项目串联，提供清单勾选、问题模板、汇报框架等学习支架。 以项目式学习为核心特色，整合语言能力（调查采访与汇报）、文化意识（家庭责任认知）、思维品质（数据整理与逻辑表达），通过班级调查、“Housework Helper”评选等活动，提升学生综合语言运用与合作能力，为教师提供清晰流程与充分支架，高效落实核心素养。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版八年级上册 授课题目 Unit 2 Home Sweet Home Section B (project) 课时 课型 第7课时 项目课 主题情境 人与社会（家庭生活、家务劳动、家庭责任） 授课教师 语篇研读 【What】 本课核心语篇为项目式学习（Project）的指导框架与过程性文本。指导框架清晰设定了"找出班级家务小能手"的四步项目流程（4a-4d）。过程性文本包括：4a家务清单勾选表（含8项核心家务短语及自添项）；4b班级调查的三个核心问题（做什么家务/频率如何/如何看待做家务）；4c汇报模板（含填空框架）；4d分级评选标准。辅助语篇包括反思问题、语言点讲解和综合练习。 【Why】 旨在通过"找出班级家务小能手"这一真实的、竞争性的项目任务，驱动学生综合运用本单元所学的家务词汇、频率表达和礼貌请求句型。引导学生在调查采访、数据整理和口头汇报的过程中，深化对"家"的理解——家不仅是温暖的港湾，更是需要每个成员共同维护的地方，做家务是家庭责任的重要体现，也是表达对家人关爱的重要方式。 【How】 采用完整的"项目式学习"模式。教学路径遵循"情境导入-词汇激活-任务执行-成果展示-反思升华"。项目任务（班级家务调查）目标明确，步骤清晰（勾选->调查->汇报->评选）。提供的4b问题清单和4c汇报模板为学生搭建了强有力的语言支架。反思讨论和视频观看环节则将学习成果价值观化，深化了主题意义。 学情分析 学生经过本单元前6课时的系统学习，已熟练掌握家务活动词汇（sweep the floor, take out the rubbish, do the laundry等）和礼貌请求句型（Can/Could you please...? / Can/Could I...?）。八年级学生有较强的竞争意识和合作意愿，对"评选班级家务小能手"这类活动充满兴趣。但部分学生在口语采访中可能因紧张而表达不流畅；在整理调查数据时可能遗漏关键信息；在汇报时可能因缺乏结构意识而表达松散。需要教师提供明确的问题模板、汇报框架和语言支架，并通过同伴互助降低个体压力。 课标要求 ● 能就简单的话题提供信息，表达简单的观点和意见，参与讨论。 ● 能在小组活动中积极与他人合作，共同完成学习任务。 ● 能在语境中运用所学语法和词汇进行口头和书面表达。 ● 能尝试运用不同的学习资源，完成学习任务。 教学目标 通过本节课学习，学生能够： 1. 准确认读并说出常见的家务活动词汇（take out the rubbish, do the laundry, do the dishes, fold the clothes, walk the dog, sweep the floor, make the bed, clean the bathroom, help to cook等）；理解并能运用"How often...?"句型及其答语（once a week, twice a month, every day等）谈论做家务的频率。（学习理解） 2. 运用目标语言完成班级调查（4b），采访同学关于家务的情况；根据调查结果，使用4c汇报模板向全班做口头汇报；在汇报中使用正确的时态和连贯的表达。（应用实践） 3. 将课堂调查的经验迁移到实际生活中，理解家务劳动是家庭责任的重要体现；通过项目活动，深化对"家"的理解——家不仅是温暖的港湾，也是需要每个成员共同维护的地方；初步形成"家庭责任意识"，理解做家务是表达对家人关爱的重要方式。（迁移创新） 教学 重难点 重点：掌握8个核心家务短语和频率表达；运用"What chores do you do?""How often...?""What do you think about...?"进行口语调查和汇报。 难点：在限时调查和汇报中综合运用所学语言，做到表达流利、内容完整、逻辑清晰；在反思讨论中深入表达对"家"和"责任"的理解。 核心语言 【核心词汇】 sweep the floor, take out the rubbish, make the bed, do the laundry, walk the dog, clean the bathroom, fold the clothes, do the dishes, help to cook 【核心句型】 调查提问: What chores do you do? / How often do you do chores? / What do you think about doing chores? 频率回答: I sweep the floor every day. / I take out the rubbish twice a week. / I help to cook on weekends. 观点表达: It's meaningful. / It's tiring but necessary. / It's a way to help my family. / It's boring but important. 汇报模板: Hello everyone! I interviewed ____ students about their chores. Most students do... Some students also... They do chores about... They think doing chores is... 教学工具 PPT课件、视频资源、调查记录表（打印版）、汇报模板（4c）、彩笔/贴纸（评选用） 教学策略 项目式学习、合作学习法、任务型教学法、展示评价法 教学过程 教学环节 教学活动 学生活动 设计意图 Part1： Lead-in （3min） 1. Picture Observation & Free Talk: Show the picture on PPT (everyone helping with housework). Ask: "Look at this picture. What do you see?" Elicit: "Everyone is helping do housework." 2. Meaning Exploration: Ask: "What does home mean to you?" Show possible answers: "Home is a place of love." "Home is where family helps each other." "Home makes me feel warm." Have Ss share their own ideas. 3. Project Introduction: Say: "Today, we are going to find out: Who does the most chores at home in our class? Let's do a project and find our class 'Housework Helper'!" 1. Observe the picture and describe what they see. 2. Think about and share what home means to them. 3. Understand the project goal. 1. 通过图片直观展示家庭成员共同做家务的场景，激活学生对"家"的情感认知。 2. 自由讨论引导学生思考"家"的意义，为项目活动奠定情感基础。 3. 明确项目目标，激发学生的竞争意识和参与热情。通过评价了解学生对"家"的情感认知水平，为后续项目活动做铺垫。 效果评价：观察学生对图片的描述词汇丰富度，记录能主动用英语表达"家"的意义的学生。通过提问"What does home mean to you?"，评估学生的情感表达能力和词汇储备。对积极参与的学生给予口头表扬。 Part 2： Pre-project （10min） 1. Chore Vocabulary Review: Show 8 chore pictures one by one (sweep the floor, take out the rubbish, make the bed, do the laundry, walk the dog, clean the bathroom, fold the clothes, do the dishes, help to cook). Have Ss name each chore and drill pronunciation. 2. Sentence Making Practice: Show the pictures again. Guide Ss to make sentences using frequency expressions: "I sweep the floor every day." "I take out the rubbish twice a week." "I help to cook on weekends." Write frequency words on the board: every day, once a week, twice a week, three times a month, on weekends. 3. Review Question Forms: Ask: "Now let's review how to ask about chores." Show the key questions: 1) What chores do you do? 2) How often do you do chores? 3) What do you think about doing chores? Elicit sample answers for each. 4. Project Task Overview: Present the 4-step project roadmap: 1) Tick the chores you do at home (4a) -> 2) Do a class survey (4b) -> 3) Report your findings (4c) -> 4) Find out who does the most chores (4d). Explain each step briefly. 5. Frequency & Opinion Expressions: Show the frequency reference and opinion expressions on PPT. Have Ss read aloud: meaningful, tiring but necessary, a way to help family, boring but important, not too hard. 1. Name each chore picture and practice pronunciation. 2. Make sentences with frequency expressions for each chore. 3. Review the three key survey questions and sample answers. 4. Understand the 4-step project flow. 5. Read frequency words and opinion expressions aloud. 1. 复习家务词汇，确保学生能准确说出所有目标短语。 2. 句型操练将词汇与频率表达结合，为调查采访做语言准备。 3. 回顾调查问题句型，帮助学生明确采访时需要使用的语言。 4. 清晰呈现项目流程，让学生对整体任务有宏观把握。 5. 频率词和观点表达为后续调查和汇报提供语言支架。 效果评价：抽查学生朗读家务短语的准确性，记录发音困难较大的词汇（如laundry, rubbish）进行全班纠音。通过提问"How often do you sweep the floor?"，检查学生能否正确使用频率表达。对回答流利的学生给予"Chore Master"称号。 Part 3： While- project（11min） 1. Step 1 - Tick Chores (4a): Have Ss look at the chore list in 4a. Guide them to tick the chores they do at home. Encourage them to add more chores if they want. Give Ss 2 minutes. Monitor and help with vocabulary. 2. Sentence Practice Before Survey: Before the survey, have Ss look at the chore pictures again and make sentences: "I sweep the floor every day." "I take out the rubbish twice a week." "I help to cook on weekends." This warms up the language needed for the survey. 3. Step 2 - Class Survey (4b): Organize Ss into pairs or groups of four. Assign roles: Interviewer A asks the questions, Interviewee B answers. Then switch. The three survey questions: 1) What chores do you do? 2) How often do you do chores? 3) What do you think about doing chores? Give Ss 4-5 minutes to interview each other and take notes. 4. Survey Strategy Instruction: Remind Ss: a) Use polite questions (Can I ask you some questions?). b) Listen carefully and write down key words. c) Ask follow-up questions if time allows (e.g., "Why do you think so?"). 5. Step 3 - Report Findings (4c): Show the report template: "Hello everyone! I interviewed ____ students about their chores. Most students do ____________ at home. Some students also ____________. They do chores about ____________. They think doing chores is ____________. So, I think students in our class are very helpful at home!" Give Ss 3 minutes to prepare. 6. Step 4 - Find 'Housework Helper' (4d): Show the time-based categories: >=10h every week (mum level), >=6h (sister/brother level), >=3h (I level), <=2h (dad level). Have Ss calculate their own chore hours and find out who in the class does the most chores. Announce the class 'Housework Helper'! 7. Class Reports: Invite 2-3 Ss to present their reports to the class. Encourage them to speak clearly and confidently. 1. Tick the chores they do at home in 4a. 2. Make sentences with frequency expressions as warm-up. 3. Work in pairs/groups to interview each other using the 3 questions. 4. Listen to the strategy tips and apply them. 5. Prepare a short report using the template. 6. Calculate chore hours and compare with classmates. 7. Volunteers present their reports. 1. 4a任务帮助学生自我盘点家务劳动情况，为调查做准备。 2. 句型预热激活目标语言，降低调查时的表达焦虑。 3. 4b调查活动训练学生的口语交际能力和信息搜集能力。 4. 策略指导帮助学生掌握采访技巧，提升交际的礼貌性。 5. 4c报告模板为学生提供清晰的汇报框架，降低表达难度。 6. 4d分级评选增加活动的趣味性和仪式感。 7. 班级汇报锻炼学生的口语表达和自信心。 效果评价：巡视各组调查过程，观察学生使用目标句型的准确性和流利度。检查学生的调查记录，评估信息搜集的完整性。通过报告展示，评估学生的口语表达（流利度、准确度、音量）和报告内容的逻辑性。评选"最佳小记者"和"Housework Helper"。 Part 4： Post- project （11min） 1. Pair Sharing & Helping: Show the instruction: "Share your answers with your partner, and give a hand if he/she can't do a thing well." Have Ss work in pairs to share their survey experience and help each other with language difficulties. 2. Reflecting Questions Discussion: Lead a whole-class discussion using four reflection questions. 3. Video Watching: Play the short video about family chores. After watching, ask: "What can you learn from the video?" Guide Ss to: "It's our duty to do chores at home, because we are a member of the family." 4. Theme Conclusion: Present: "Home is a place full of love. Home can give you the strength to face difficulties. Home is where we share responsibilities and care for each other." 1. Share with a partner and help each other. 2. Discuss the four reflecting questions and share answers. 3. Watch the video and reflect on the message. 4. Read and internalize the theme conclusion. 1. 同伴互助培养合作精神，帮助有困难的学生巩固语言。 2. 反思讨论引导学生系统回顾本单元所学语言，深化对"家"的理解。 3. 视频升华情感，让学生认识到做家务是家庭责任。 4. 主题总结将项目活动升华到价值观层面。 效果评价：通过反思讨论的参与度，评估学生对本单元核心语言的掌握程度。观察学生能否系统列举描述"家"的词汇和句型。通过提问"What did you learn about the meaning of home?"，评估学生的情感认知深度。对回答深刻的学生给予"Home Lover"称号。 Part 5： Summary （2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 结构化总结帮助学生系统回顾本课收获，避免知识碎片化；齐诵宣言增强仪式感，让 “家庭责任” 的理念更深刻。 Part 6： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。 Part 7： Exercise （3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。 Part 8： Homework 基础作业：完成项目任务单上的调查表填写（3位同学的数据整理）；抄写4b的三个核心问题及其答案示例（每个问题配1个回答），每个英文抄写2遍。 进阶作业：回家后用英文采访3位家人，问他们："What chores do you do at home?"和"What do you think about doing chores?"用英文记录结果，并写出你发现的最有趣的回答。 拓展作业：记录自己一周内每天做的家务，用英文写一篇"My Housework Week"的周记（至少5句话），并写下你的感受。可以尝试用频率词（every day, twice a week等）来描述。 将家庭作业做好记录。 基础作业强化家务词汇运用，连接课堂与家庭生活；进阶作业提升数据可视化与书面表达能力；拓展作业帮助学生构建单元知识体系，实现 “语言 - 话题 - 情感” 的系统整合。 板书设计 教学反思 本课作为单元项目总结课，以"找出班级家务小能手"为驱动任务，成功地将复习、应用、创造、合作与价值观教育融为一体，是单元学习成果的综合汇报与创造性升华。教学流程清晰，从情境创设、词汇激活，到项目步骤执行（勾选->调查->汇报->评选），再到反思讨论和视频升华，环节完整，支架充分。 学生在项目中表现出极高的参与热情，能较好地运用家务词汇和频率表达进行口语采访和汇报。4c汇报模板为学生提供了清晰的语言框架，降低了表达难度。反思讨论环节有效引导学生回顾本单元所学语言，并深化了对"家"和"责任"的理解。视频观看将"做家务是家庭责任"的主题直观传递，引发学生共鸣。语言点讲解（sweep/laundry/fold/rubbish）结合练习，扎实有效。 需注意的是，在有限课堂时间内，要平衡好调查采访、汇报展示和反思讨论的时间，对进度较慢的小组需加强过程性指导；在汇报环节，应鼓励更多组员参与，而不仅限于代表发言。个别学生在口语表达中仍存在频率词使用不准确的问题（如"once times"等），需要在后续口语练习中加强纠正。 总体而言，本节课生动、高效地达成了单元综合运用的教学目标，并显著提升了学生的合作能力、信息搜集能力和家庭责任意识。 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $