Unit 5 Work education Lesson 3 Learning by doing 教学设计- 2025-2026学年冀教版英语八年级上册

Unit 5 Work education-Lesson 3 Learning by doing This lesson, “Learning by doing” from Unit 5 Work education in the 2024 edition of Hebei Education Press English textbooks for Grade 8, focuses on work education. It presents various real - life work scenarios through texts, pictures, and dialogues. Students will learn about different jobs like cooking, farming, and delivering newspapers. By engaging with these materials, they will not only acquire new vocabulary and expressions related to work but also understand the process and value of different jobs, as well as develop relevant language skills in listening, speaking, reading, and writing. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary and phrases related to work, such as “leave, prepare, chop, bend, deliver, corn, knife, responsibility, communication, service, above” etc. They can understand and use the sentence patterns for describing work processes, like “I'm going to...”, “You can... Then...”. Comprehend the text about different work experiences and extract key information. B. Ability Objectives Improve students' reading ability to understand texts about work, including skimming for the main idea and scanning for specific details. Develop students' speaking ability to talk about their own or others' work experiences using the learned language. Enhance students' writing ability to describe a simple work process. Cultivate students' listening ability to catch key information from dialogues or recordings related to work. C. Emotional Objectives Raise students' awareness of the importance of different jobs and respect for all kinds of labor. Encourage students to be willing to participate in work and develop a sense of responsibility. 教学重难点 A. Teaching Key Points Key vocabulary and phrases related to work and their correct usage. Sentence patterns for describing work processes and applying them in real - life situations. Understanding and summarizing the main idea and details of the text about work. B. Teaching Difficult Points Helping students use the learned vocabulary and sentence patterns flexibly to express their own work experiences or describe jobs they are familiar with. Cultivating students' ability to think critically about the value of different jobs and develop a positive attitude towards work. A. Key Vocabulary leave /liːv/ Meaning: 离开 Example: Bill: I have to leave now. She will leave for Beijing tomorrow. Usage: “leave for + place” means “set off for a certain place”; “leave sth. + place” means “leave something in a certain place”, e.g., I left my book at home. prepare /prɪˈpeə(r)/ Meaning: 准备；预备 Example: Jenny: I'm going to help my parents prepare dinner. We need to prepare for the exam. Usage: “prepare sth.” means “prepare something”; “prepare for sth.” means “get ready for something”. chop /tʃɒp/ Meaning: 切碎；砍 Example: Mrs Dino: You can wash the corn... Then chop them carefully. He chopped the wood into small pieces. Usage: “chop sth.” means “cut or hack something”, often used with “up”, “chop up sth.” means “cut something into small pieces”. bend /bend/ Meaning:（使四肢等）弯曲 Example: The farmer: Take your sickle, bend down, hold the rice stems... She bent down to pick up the pen. Usage: “bend down” means “stoop”; “bend one's knees” means “kneel down”. deliver /dɪˈlɪvə(r)/ Meaning: 投递；传送；发表 Example: On average, Shunyou delivered more than 8,400 newspapers... every year on time. The postman delivers letters every morning. Usage: “deliver sth. to sb.” means “send something to someone”. corn /kɔːn/ Meaning: 玉米；谷物；谷粒 Example: Mrs Dino: You can wash the corn, green beans, cucumbers and onions. The farmer grows a lot of corn in the field. Usage: When “corn” means “maize”, it is an uncountable noun; when it means “grain”, it can be a countable noun. knife /naɪf/ (plural: knives) Meaning: 刀 Example: Mrs Dino: Just be careful with the knife. He used a knife to cut the apple. Usage: “a knife” means one knife, “two knives” means two knives. responsibility /rɪˌspɒnsəˈbɪləti/ Meaning: 责任 Example: Through activities such as doing chores, we learn the value of hard work and develop a sense of responsibility. It's our responsibility to protect the environment. Usage: The adjective form is “responsible”, “be responsible for” means “be in charge of something”. communication /kəˌmjuːnɪˈkeɪʃn/ Meaning: 表达；交流 Example: It helps us develop self - confidence, communication skills, and friendships. Good communication is important in a team. Usage: The verb form is “communicate”, “communicate with sb.” means “exchange information with someone”. service /ˈsɜːvɪs/ Meaning: 服务；服役 Example: His great service helped the local people stay in touch with the outside world. The hotel provides good service. Usage: The verb form is “serve”, “serve sb.” means “provide service for someone”. above /əˈbʌv/ Meaning: 在上面；超过 Example: The farmer: ...cut them at 15 - 25 centimetres above ground level. The moon is above the mountains. Usage: “above” means “higher than something”, not necessarily directly overhead. B. Key Sentence Patterns “I'm going to...” is used to express future plans or intentions related to work. For example, “I'm going to help my parents prepare dinner.” “You can... Then...” is used to describe a work process step by step. For example, “You can wash the corn, then chop them carefully.” 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different jobs on the PPT, such as a chef cooking, a farmer working in the field, and a postman delivering letters. Ask students to look at the pictures and quickly say out the jobs they see. T: “Boys and girls, look at the pictures on the screen. What jobs can you see? Raise your hands and tell me.” Ss may answer: “A chef”, “A farmer”, “A postman” etc. B. New Knowledge Presentation (15 minutes) Vocabulary teaching Teach the new words one by one. For each word, show its pronunciation on the PPT, read it aloud for students to imitate, and explain its meaning with examples. For example, when teaching “prepare”, show the sentence “Jenny: I'm going to help my parents prepare dinner.” on the PPT, and explain that “prepare” here means to get things ready for dinner. Let students repeat the word and the sentence several times. Use some simple actions to help students understand words like “chop” and “bend”. For “chop”, make a chopping gesture with your hand; for “bend”, bend down yourself. Text teaching Let students listen to the recording of the text for the first time, and ask them to just listen and get a general idea of what the text is about. T: “Now, listen to the recording carefully. Try to figure out what jobs are mentioned in the text.” After listening, ask some students to share their ideas. Then, let students read the text by themselves quickly and find out the key information about each job, such as what people do in these jobs. Divide the students into pairs to discuss and fill in a simple table on the PPT. Ask several pairs of students to report their answers, and correct and summarize on the PPT. C. Practice (15 minutes) Speaking practice Divide the students into groups of four. Each group chooses one job from the text or a job they are familiar with. Let them use the learned vocabulary and sentence patterns to describe the work process within the group. T: “Now, work in groups. Choose a job and describe how to do it. Remember to use the words and sentences we just learned.” Walk around the classroom to listen to their discussions and offer help if necessary. Then, invite some groups to come to the front of the class and present their descriptions. The rest of the students listen and can ask questions. Writing practice Ask students to write a short passage about a simple work process they know, such as making a sandwich or cleaning the room. Remind them to use at least three new words and two sentence patterns from this lesson. T: “Now, take out your exercise books and write a short passage. You can choose a simple work you often do at home.” After they finish writing, ask some students to read their passages aloud. Give them some comments and suggestions on their writing, such as grammar, spelling, and whether they use the learned language correctly. D. Summary (7 minutes) Review the key vocabulary and sentence patterns of this lesson with the students. Write the main words and sentences on the blackboard and ask students to read them together. T: “Let's review what we have learned today. Look at the blackboard. First, the new words...” Summarize the main content of the text, emphasizing the value of different jobs and the importance of learning by doing. T: “In this lesson, we learned about different jobs like cooking, farming, and delivering newspapers. We know that each job is important and we can learn a lot from doing these jobs.” Ask students if they have any questions or if there is anything they still don't understand. Answer their questions. E. Homework Assignment (3 minutes) Ask students to write a more detailed passage about a job they are interested in, including the work process, the difficulties they may encounter, and why they are interested in it. They should use at least five new words and three sentence patterns from this lesson. Let students search for more information about a special job they like on the Internet and be ready to share it in the next class. 教学反思 After teaching this lesson, I have the following reflections. In the vocabulary teaching part, using actions and real - life examples can effectively help students understand and remember new words. However, some students may still have difficulty in correctly using some words in sentences, such as confusing “prepare sth.” and “prepare for sth.” In the future, more sentence - making exercises and in - class drills are needed to strengthen their understanding. During the text teaching, most students can understand the main idea of the text through listening and reading, but when extracting detailed information, some students are still a little slow. I should guide them to read more carefully and teach them some reading skills, like how to find key words. In the speaking and writing practice, students show great enthusiasm, but there are some problems in language accuracy. Some students make grammar mistakes, and some have difficulty in expressing their ideas clearly. In the future, I will pay more attention to providing more language support and model examples for them. Also, I can arrange more peer - to - peer correction activities to let students learn from each other. Overall, this lesson has achieved most of the teaching objectives, but there is still room for improvement in teaching methods and students' language practice. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $