Unit 5 Work education Lesson 3教学设计-2025-2026学年冀教版八年级英语上册

该初中英语教学设计聚焦“学习通过实践”这一核心主题，围绕Jack的农场研学经历展开，从图片导入激发兴趣，到阅读理解、属性识别、填空练习层层递进，构建起词汇、语法与语用的立体学习支架，帮助学生在真实语境中掌握教育旅行相关表达。 本设计亮点突出语言能力与思维品质的融合，如通过圈画句子中的属性成分，引导学生分析修饰关系，提升语言敏感度和逻辑推理能力。同时借助“分享动手经历”活动，强化文化意识，鼓励学生联系生活实际反思实践价值，体现跨学科育人理念。教师可直接套用结构清晰、任务明确的教学流程，有效落实新课标要求，助力学生实现知识内化与素养跃升。

Unit 5 Work education Lesson 3 Learning by doing 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to educational tours and farming (e.g., educational tour, out - of - school activity, harvest, sickle, bend down, master skills) and understand the passage about Jack's educational tour to a rice farm. Students will be able to comprehend the passage, choose a title, identify attributes in sentences, and fill in blanks about the educational tour. 2. Ability Objectives Improve reading and grammar skills: Extract information from the passage and identify attributes correctly. Enhance speaking and collaborative skills: Discuss activities in pictures and share knowledge about farming with classmates. 3. Affective Objectives Help students appreciate the "learning by doing" approach, understand the value of hands - on experience, and foster an interest in combining learning with practical activities like educational tours. II. Language Knowledge 1. Key Vocabulary & Phrases Educational tour - related words: educational tour, out - of - school activity, harvest, sickle Key phrases: bend down, master skills, combine learning with travel 2. Key Sentence Patterns Talking about educational tours: “I just experienced a new way of learning called an educational tour. It was an out - of - school activity.” “My school organised the trip ‘Celebrating the Harvest Festival’ to a rice farm. We would learn how to harvest rice by hand that day.” Describing experiences: “‘Take your sickle, bend down, hold the rice stems, and cut them at 15–25 centimetres above ground level,’ said the farmer.” “It took me ten minutes to learn the basic skills.” “The rice tasted much sweeter than before.” 3. Key and Challenging Points Key Points: Understand the passage about Jack's educational tour, master related vocabulary and phrases, and complete reading and grammar tasks. Challenging Points: Identifying attributes in sentences accurately and understanding the function of attributes in modifying nouns. III. Teaching Procedures Step 1: Warm - up & Lead - in Activity: Picture Discussion Show students the pictures and ask two questions: “What is the activity in each picture?”, “Do you have any skills or knowledge about these activities? Share with your classmates.” Let students discuss in pairs and share their ideas. Step 2: Reading & Comprehension Activity 1: Passage Reading and Title Choosing Have students read the passage and choose a title for it (A. The Harvest Festival, B. Farming skills, C. My one - day educational tour). Check answers to ensure students grasp the main content of the passage. Activity 2: Attribute Identification Guide students to pay attention to the parts in yellow and circle the attributes in the sentences. Then explain that an attribute modifies a noun and can be an adjective, adverb, noun, etc. Ask students to identify attributes in sentences A - D. Activity 3: Blank Filling about Educational Tour Ask students to read about Jack's educational tour again and fill in the blanks with correct words (date, festival name, skills, dinner description, how rice comes, tour type). Step 3: Discussion & Sharing Activity: "Learning by Doing" Sharing Invite students to share their own experiences of "learning by doing" (e.g., a DIY project, a cooking experience) and discuss what they learned from those experiences. Step 4: Summary & Homework Activity 1: Lesson Summary Recap key vocabulary and phrases (educational tour - related terms), the content of Jack's educational tour, and the concept of attributes in sentences. Activity 2: Homework Assignment Assign homework: (1) Write a short passage about your own "learning by doing" experience. (2) Share your passage with family and talk about the benefits of hands - on learning. IV. Assessment In - class: Assess students’ performance in reading comprehension tasks, attribute identification, blank filling, discussion participation, and ability to express "learning by doing" experiences. Homework: Evaluate students' passages about "learning by doing" and their discussions with family to see if they can reflect on and appreciate hands - on learning. V. Design Purpose Skill Integration: Combine reading (comprehension), writing (short passage), speaking (discussion, sharing), and grammar (attribute identification) to deepen understanding of "learning by doing" and language structures. Real - life Application: Use discussion, writing, and homework to help students connect with their own hands - on learning experiences and enhance their appreciation for practical learning methods. VI. Blackboard Design Unit 5 Learning by doing Key Vocabulary & Phrases: educational tour, out - of - school activity, harvest, sickle, bend down, master skills, combine learning with travel Passage Summary: Jack's educational tour: on Sept 22, school trip to rice farm "Celebrating the Harvest Festival". Learned to use sickle to harvest rice (hard but tried best). Back home, had delicious dinner, realized rice comes a long way. Educational tours combine learning, travel, physical training — great way of learning. Attributes: modify nouns (e.g., new way, out - of - school activity, about using a sickle) Homework: Write "learning by doing" experience & share with family. 学科网（北京）股份有限公司 $