Unit5-Lesson3分层作业河北省八年级2026-2027学年冀教版英语上册

冀教版（2024年版）英语八年级上册 Unit 5 Work education Lesson 3 Learning by doing 分层作业 一、作品基础信息 本作业为冀教版（2024）八年级上册 Unit 5 Work education 中 Lesson 3 Learning by doing 的课时分层作业，面向河北省八年级学生设计，作品基础信息如下表所示。 作品名称 河北省八年级英语分层作业设计——Unit 5 Work education Lesson 3 Learning by doing 学科 英语 学段年级 初中八年级 教材版本 冀教版（2024）八年级上册（2026—2027学年第一学期） 单元及课题 Unit 5 Work education；Lesson 3 Learning by doing 课型课时 新授课（阅读课）；第3课时 设计者 （教师姓名） 适用对象 使用冀教版（2024）教材的八年级学生 作业类型 分层作业（基础巩固层·能力提升层·拓展创新层） 作业容量 共3个层级、9个题组 预计用时 基础巩固层约10分钟，能力提升层约15分钟，拓展创新层约15分钟；完成必做与选做后总量控制在30分钟以内 设计依据 《义务教育英语课程标准（2022年版）》；“双减”政策作业管理要求；英语学习活动观 设计理念 主题引领、分层进阶、学用结合、“教—学—评”一致 二、设计背景与意图 （一）设计背景 1．课标依据。《义务教育英语课程标准（2022年版）》坚持核心素养导向，主张学生在主题意义引领下，通过学习理解、应用实践、迁移创新三类相互关联、循环递进的活动整合性地学习语言；本课属于“人与自我”主题范畴下“生活与学习”的子主题，要求学生“能围绕劳动实践等话题获取信息、梳理过程、表达感受”，并“能树立正确的劳动观念，主动参与劳动实践，懂得在实践中学习、在劳动中成长”。本课以“一次收割水稻的研学（教育）之旅”为主题，以“一篇以第一人称记叙劳动体验的记叙文”为载体，为落实上述要求提供了良好素材。 2．政策导向。“双减”政策要求把作业设计纳入教研体系，控制作业总量与完成时长，鼓励设计分层、个性化作业，切实减轻学生过重的课业负担，把时间还给学生，促进学生全面而有个性的发展。同时，劳动教育强调“做中学”，本课作业正是把“learning by doing（在做中学）”的理念与语言学习有机结合的有益尝试。 3．教材与学情。本课是冀教版（2024）八年级上册 Unit 5 Work education 的第三课，课题为 Learning by doing，是一节以“一次教育之旅（研学旅行）”为话题的阅读课。语篇是杰克（Jack）写的一篇记叙文：他“刚刚体验了一种叫作教育之旅的新的学习方式”，那是一次“校外活动”；“9月22日”他早早起床，“很兴奋地参加这次教育之旅”；“九月是收获的季节”，学校组织了去稻田“庆祝丰收节”的旅行，那天他们“要学习如何用手收割水稻”；他们“之前对使用镰刀一无所知”，一位农夫作了示范，一边说““拿起你的镰刀，弯下腰，抓住稻秆，在离地面15至25厘米的高度把它们割下来””，那位农夫“很有耐心，也很友善”；“学会这些基本技巧花了“我”十分钟”，“有的同学做得好，有的同学做得不好，但大家都尽了最大努力”；一天结束时，他们“学会了收割水稻的技能”，“尽管很累，却享受着劳动的快乐”，“米饭吃起来比以往甜多了”；晚上回到家，他“洗了个澡、吃了晚饭”，并想到““在做中学”是学习新事物的好方法，它把学习与真实生活和技能训练结合起来”。本课语言重点为 educational, tour, base, sickle, bend, stem, centimetre, above, patient, basic, shower, taste, combine, training, harvest, activity 等；重点短语为 educational tour, out-of-school activity, by hand, bend down, at the end of the day, take a shower, combine...with..., try one's best, learn the basic skills 等；语法重点为“定语（形容词、介词短语等作定语，注意前置与后置）”、“过去将来时（would 表从过去看将来）”以及 it takes sb. some time to do sth.、while 表对比等句型。八年级学生对“参加研学、去做农活、体验劳动实践”并不陌生，但用英语“有条理地叙述一次实践经历、描述劳动步骤并表达真实感受”的能力还不足；分层作业有助于降低表达难度，让每个学生都能学有所获、说有所依。 （二）设计意图 1．目标统领，分层进阶。以本课时学习目标为统领，依据英语学习活动的三个层级，把作业设计为“基础巩固层（学习理解）—能力提升层（应用实践）—拓展创新层（迁移创新）”三个梯度，让不同水平的学生都能“跳一跳，够得着”。 2．情境贯穿，学用结合。以“读懂一次教育之旅的记叙文—理清收割水稻的步骤与感受—复现叙述语言—介绍自己的研学与实践经历”为真实情境主线，把语言学习与劳动实践体验自然融合，实现学用结合。 3．弹性选择，减负提质。基础巩固层、能力提升层为必做，拓展创新层为选做，允许学生根据自身水平自主选择，做到总量可控、时长可测，落实减负提质。 4．学评一致，以评促学。作业目标与课堂学习目标、学业质量要求一一对应，并配套可操作的分层评价量表，实现“教—学—评”一致，让评价真正促进学生学习。 三、作业目标 （一）总体目标（核心素养四维度） 1．语言能力：能正确认读、拼写并运用本课核心词汇 educational, tour, base, sickle, bend, stem, centimetre, above, patient, basic, shower, taste, combine, training, harvest, activity 以及重点短语 educational tour, out-of-school activity, by hand, bend down, at the end of the day, take a shower, combine...with..., try one's best, learn the basic skills；能读懂关于“一次教育之旅”的记叙文，获取时间、地点、活动过程与感受等关键信息；能理解并初步运用“定语（形容词、介词短语等作定语）”、“过去将来时 would”、it takes sb. some time to do sth. 等语言结构，能用 It took me...to... / It was an out-of-school activity. / Although..., we... 等功能句叙述一次劳动实践经历；能就“我参加过的研学或劳动实践及我的收获”写出结构完整、条理清楚的短文。 2．文化意识：通过了解一次收割水稻的教育之旅，体会“在做中学（learning by doing）、在劳动中成长”的价值观念，理解“把学习与真实生活和技能训练结合起来”的意义，愿意“主动参与研学、劳动实践，尊重劳动、热爱劳动”，增强“在实践中锻炼自己、学以致用”的意识与劳动观念。 3．思维品质：能借助时间轴、表格、思维导图梳理记叙文“起因—过程—结果—感受”的结构与收割水稻的步骤，通过比较、归纳体会记叙文的叙述方式，发展提取信息、梳理过程与有条理表达的能力，能结合自身实际形成自己的实践体验与认识。 4．学习能力：能借助时间轴、问题链等工具梳理记叙文信息；能主动运用略读抓主旨、找读抓细节、根据上下文猜测词义等阅读策略；能运用提示词与句型完成表达，主动反思并优化自己的学习方法，增强自主学习意识与合作交流能力。 （二）分层目标 1．基础巩固层（★，必做）：巩固本课核心词汇、短语的认读与拼写；读懂语篇大意，获取时间、地点、活动与感受等基本信息，完成正误判断。 2．能力提升层（★★，必做）：能在语境中正确运用目标词汇、短语，掌握定语、过去将来时 would、it takes sb. some time to do sth. 等语言结构，完成选择、词形变化、连词成句与完成句子、短文填空等任务，并复述文章的主要过程与感受。 3．拓展创新层（★★★，选做）：能综合运用所学语言，完成采访汇报、读写表达与跨学科实践任务，写出自己参加研学或劳动实践的经历与收获，完成一次全班实践参与情况的小调查，发展迁移创新能力与劳动观念，体会“在做中学，让我成长”的价值。 四、作业内容与目标对应表 本作业共设 3 个层级、9 个题组，各题组与作业目标、主要题型的对应关系如下表所示。 序号 题组名称 对应作业目标 主要题型 完成层级 预计用时 1 词汇过关：火眼金睛认单词 能正确认读、拼写本课核心词汇 单词拼写 基础层★必做 2分钟 2 短语速记：连线搭配 能掌握本课核心短语并理解其含义 短语连线 基础层★必做 2分钟 3 语篇理解：记叙文阅读与信息提取 读懂记叙文，提取时间、地点、过程与感受 阅读理解+正误判断 基础层★必做 6分钟 4 单项选择：语法与语境 在语境中正确运用词汇、短语与语法 单项选择 提升层★★必做 3分钟 5 词形变化与语法应用 正确运用词形变化与定语、时态结构 词形变换 提升层★★必做 4分钟 6 连词成句与完成句子 运用目标句型重组信息、完成句子 连词成句+完成句子 提升层★★必做 4分钟 7 短文填空：我的教育之旅 在完整语篇中运用核心词汇与语法 短文填空 提升层★★必做 4分钟 8 采访汇报：我参加过的一次研学/实践 综合运用本课语言，介绍经历并表达感受 口语表达/微型汇报 拓展层★★★选做 8分钟 9 读写与跨学科实践：劳动实践参与小调查 结合生活实际完成读写与跨学科探究 读写+跨学科实践 拓展层★★★选做 7分钟 五、作业评价 （一）评价原则 1．“教—学—评”一致：评价标准与作业目标、学业质量要求一一对应。 2．多元主体：学生自评、同伴互评与教师评价相结合，避免单一评价。 3．分层标准：不同层级使用不同的评价标准，重在激励与发展，让每个学生都能获得成功体验。 4．过程与结果并重：既关注答案的正确性，也关注劳动意识、口语表达与实践感悟的表现。 （二）评价方式 1．学生自评：完成作业后用“★—★★—★★★”自评，并写下“我参加实践后最大的一项收获”与“我还想改进的地方”。 2．同伴互评：口语汇报与书面表达由同伴依据量表互评，给出“一个亮点+一条小建议”。 3．教师评价：以星级加描述性评语为主，基础层重准确，提升层重运用，拓展层重实践经历的条理表达、感受表达与合作表达品质的表现。 （三）分层评价量表 评价维度 ★ 基础达标 ★★ 良好 ★★★ 优秀 词汇短语掌握 核心词汇短语的拼写、词义匹配正确率达到70%及以上，少量错误经提示后可自行订正。 核心词汇短语的拼写、词义匹配正确率达到90%及以上，能在句子中正确使用。 核心词汇短语全部掌握，能在语篇与真实表达中灵活运用，没有语言错误。 阅读与信息提取 能读懂短文大意，提取部分关键信息，3个以内的细节题出现错误。 能完整读懂短文，正确提取时间、地点、过程与感受，正误判断完全正确。 能结构化梳理记叙文“起因—过程—结果—感受”结构，自主画出时间轴或思维导图，并说明作者的感受与收获。 语法与语用运用 能正确使用定语与固定搭配，出现少量错误。 能正确运用本课词汇、短语与目标句型，能使用 It took me...to... / Although..., we... 等句型叙述经历，语法错误少于2处。 能正确、自然地运用目标语言，写出经历具体、条理清楚、感受真实的短文，用词准确。 拓展与表达 能写出一件自己参加过的实践活动，句子基本完整。 能用3-5个完整句子介绍自己参加研学或劳动实践的经历与感受，条理清楚、表达连贯。 能自信地完成1分钟实践汇报，经历具体、感受充分，小调查数据完整、结论合理。 （四）综合评价与结果运用 本次分层作业的综合评价采用多元加权计算方式，计算公式如下： 最终评价结果以星级等级呈现，不排名、不公开学生个体分数，重点反馈“我有了怎样的进步”和“下一步怎么努力”，将评价结果转化为后续课堂分层指导的依据：对基础仍有困难的学生进行词汇与固定搭配的针对性辅导，对学有余力的学生引导其进行更深入的经历表达与实践分享。 六、试题详情 语篇材料 Read the passage and finish the tasks. My one-day educational tour I just experienced a new way of learning called an educational tour. It was an out-of-school activity. On September 22, I got up early. I was excited to take the educational tour. September is the harvest season. My school organized the trip “Celebrating the Harvest Festival” to a rice farm. We would learn how to harvest rice by hand that day. We knew nothing about using a sickle before. A farmer showed us how to use it. “Take your sickle, bend down, hold the rice stems, and cut them at 15-25 centimetres above ground level,” said the farmer. He was patient and nice. It took me ten minutes to learn the basic skills. Some of us did a good job, while others did not. But we all tried our best. At the end of the day, we learned the skill of harvesting rice. Although it was tiring, we enjoyed the happiness of farming. The rice tasted much sweeter than before. When I got back home in the evening, I took a shower and had dinner. I thought, “Learning by doing is a really good way to learn new things. It combines learning with real life and trains our skills.” ★ 基础巩固层（必做，约10分钟） 题组1 词汇过关：火眼金睛认单词 根据汉语提示写出单词的正确形式： 1. ______ adj. 教育的；有教育意义的 2. ______ n. 旅行；观光 3. ______ n. 镰刀 4. ______ v. (使)弯曲；弯腰 5. ______ n. 茎；柄 6. ______ n. 厘米 7. ______ prep. 在……上面；超过 8. ______ adj. 有耐心的；能容忍的 9. ______ adj. 基本的；基础的 10. ______ v. (使)结合；使联合 题组2 短语速记：连线搭配 把A栏与B栏中含义匹配的短语用直线连起来： A栏 连 线 B栏 educational tour 教育之旅；研学旅行 out-of-school activity 校外活动 by hand 用手；手工 bend down 弯下腰 at the end of the day 一天结束时 take a shower 洗淋浴 combine...with... 把……与……结合起来 try one's best 尽某人最大努力 learn the basic skills 学会基本技能 the harvest season 收获的季节 题组3 语篇理解：记叙文阅读与信息提取 （A）阅读上面的短文，选择正确答案。 1. When did Jack take the educational tour? A. On September 22. B. On October 22. C. On September 12. D. On October 12. 2. Where did Jack's school organize the trip? A. To a city park. B. To a rice farm. C. To a school library. D. To a mountain. 3. What would Jack and his classmates learn that day? A. How to plant trees. B. How to harvest rice by hand. C. How to cook rice. D. How to draw pictures. 4. How long did it take Jack to learn the basic skills? A. Ten minutes. B. Twenty minutes. C. Half an hour. D. One hour. 5. What did Jack do when he got back home? A. He went to bed at once. B. He took a shower and had dinner. C. He did his homework. D. He watched TV. （B）根据短文内容，判断下列句子正（T）误（F）。 1. The educational tour was an out-of-school activity. （ ） 2. Jack knew a lot about using a sickle before the trip. （ ） 3. It took Jack ten minutes to learn the basic skills. （ ） 4. The rice tasted much sweeter than before. （ ） 5. Jack thinks learning by doing is not a good way to learn. （ ） ★★ 能力提升层（必做，约15分钟） 题组4 单项选择：语法与语境 从A、B、C、D四个选项中选出可以填入空白处的最佳答案。 1. I just experienced a new way of learning ______ an educational tour. A. call B. called C. calling D. to call 2. It was an out-of-school ______. A. act B. active C. activity D. actively 3. A farmer ______ us how to use a sickle. A. showed B. shows C. showing D. show 4. It ______ me ten minutes to learn the basic skills. A. took B. takes C. spent D. cost 5. Some of us did a good job, ______ others did not. A. while B. when C. because D. if 6. ______ it was tiring, we enjoyed the happiness of farming. A. Although B. Because C. So D. If 7. The rice ______ much sweeter than before. A. taste B. tastes C. tasted D. tasting 题组5 词形变化与语法应用 用括号内所给单词的正确形式填空。 1. I just experienced a new way of ______ (learn). 2. It was an ______ (educate) tour. 3. I was ______ (excite) to take the educational tour. 4. It took me ten minutes to learn the ______ (base) skills. 5. The farmer was ______ (patience) and nice. 6. Although it was ______ (tire), we enjoyed the happiness of farming. 题组6 连词成句与完成句子 （A）将下列单词连成正确的句子，注意大小写与标点符号。 1. just, I, a, experienced, way, of, new, learning, . 2. was, it, an, out-of-school, activity, . 3. it, me, ten, took, to, minutes, learn, the, basic, skills, . 4. all, we, our, tried, best, . 5. the, tasted, rice, much, sweeter, than, before, . （B）根据汉语提示完成句子，每空一词。 1. 我刚刚体验了一种叫作教育之旅的新的学习方式。I just ______ a new way of ______ called an educational tour. 2. 那天我们将学习如何用手收割水稻。We ______ learn how to ______ rice by hand that day. 3. 我们之前对使用镰刀一无所知。We ______ ______ about using a sickle before. 4. 学会这些基本技能花了我十分钟。It ______ me ten minutes to learn the ______ skills. 题组7 短文填空：我的教育之旅 用方框内所给单词的正确形式补全短文，每词限用一次。 ( educational, activity, harvest, by, sickle, patient, basic, tiring, happiness, combines ) I just experienced a new way of learning called an ____1____ tour. It was an out-of-school ____2____. On September 22, I was excited to take it. September is the ____3____ season. My school organized the trip to a rice farm, and we would learn to harvest rice ____4____ hand that day. We knew nothing about using a ____5____ before. A farmer showed us how to use it. He was ____6____ and nice. It took me ten minutes to learn the ____7____ skills. Some of us did a good job, while others did not. But we all tried our best. At the end of the day, we learned the skill of harvesting rice. Although it was ____8____, we enjoyed the ____9____ of farming. The rice tasted much sweeter than before. I think learning by doing is a really good way to learn new things. It ____10____ learning with real life. ★★★ 拓展创新层（选做，约15分钟） 题组8 采访汇报：我参加过的一次研学/实践 想一想：杰克在短文里写道，““在做中学”是学习新事物的好方法，它把学习与真实生活和技能训练结合起来”。你参加过哪些研学（yán xué）或劳动实践（láo dòng shí jiàn）活动呢？请完成以下任务： 1. 用英语写出你参加过的一次研学或劳动实践经历，并说明你做了什么、有什么感受，可参考句型：Last..., I took part in... / We would... / It took me...to... / Although..., I... / I think learning by doing is... 示例： Last term, I took part in an educational tour to a rice farm with my class. It was an out-of-school activity. September is the harvest season, and we would learn how to harvest rice by hand that day. A farmer was patient and showed us how to use a sickle. "Take your sickle, bend down, hold the rice stems, and cut them above ground level," he said. It took me ten minutes to learn the basic skills. Some of us did a good job, while others did not. But we all tried our best. At the end of the day, I learned the skill of harvesting rice. Although it was tiring, I enjoyed the happiness of farming. The rice tasted much sweeter than before. I think learning by doing is a really good way to learn new things. It combines learning with real life and trains our skills. 2. 向你的同桌用1分钟时间用英语介绍这次实践经历与感受，并邀请更多同学一起走进实践、在做中学。 题组9 读写与跨学科实践：劳动实践参与小调查 杰克通过一次教育之旅体会到““在做中学”的快乐”。请结合本课所学，完成一次关于劳动实践参与情况的小调查，学做爱实践、会学习的人： 1. 填写下表，为你自己建立一份英文的“实践成长卡”。 实践项目 我做过吗 英文表达 具体做法 我的收获 研学/教育之旅 校园劳动 做农活/家务 2. 做一个小调查：统计全班同学参加劳动实践的情况，用公式计算“某项劳动实践的参与占比”。 最后，在成长卡结尾用1-2句英语写下你的体会：Learning by doing is a good way to learn, and I will keep learning by doing! （提示：可模仿短文的叙述方式，按“时间—地点—活动—感受”的顺序介绍一次实践经历，结合自己能参加的实践活动，把“在做中学、在劳动中成长”落到实处，并记下自己每天的收获。） 七、答案与解析 ★ 基础巩固层 题组1 词汇过关 1. educational 2. tour 3. sickle 4. bend 5. stem 6. centimetre 7. above 8. patient 9. basic 10. combine 题组2 短语速记（连线答案） educational tour — 教育之旅；研学旅行；out-of-school activity — 校外活动；by hand — 用手；手工；bend down — 弯下腰；at the end of the day — 一天结束时；take a shower — 洗淋浴；combine...with... — 把……与……结合起来；try one's best — 尽某人最大努力；learn the basic skills — 学会基本技能；the harvest season — 收获的季节。 题组3 语篇理解 （A）1. A 解析：根据“On September 22, I got up early. I was excited to take the educational tour.”可知，杰克在9月22日参加这次教育之旅，故选A。 2. B 解析：根据“My school organized the trip ... to a rice farm.”可知，学校组织的旅行是去稻田，故选B。 3. B 解析：根据“We would learn how to harvest rice by hand that day.”可知，那天他们要学习如何用手收割水稻，故选B。 4. A 解析：根据“It took me ten minutes to learn the basic skills.”可知，学会基本技能花了杰克十分钟，故选A。 5. B 解析：根据“When I got back home in the evening, I took a shower and had dinner.”可知，回到家后他洗了澡、吃了晚饭，故选B。 （B）1. T 解析：根据“It was an out-of-school activity.”可知，这次教育之旅是一次校外活动，表述正确。 2. F 解析：根据“We knew nothing about using a sickle before.”可知，他们之前对使用镰刀一无所知，而不是“很了解”，表述错误。 3. T 解析：根据“It took me ten minutes to learn the basic skills.”可知，学会基本技能花了十分钟，表述正确。 4. T 解析：根据“The rice tasted much sweeter than before.”可知，米饭吃起来比以往甜多了，表述正确。 5. F 解析：根据“Learning by doing is a really good way to learn new things.”可知，杰克认为在做中学是学习新事物的好方法，表述错误。 ★★ 能力提升层 题组4 单项选择 1. B 解析：called an educational tour 为过去分词短语作后置定语，修饰 a new way of learning，意为“一种叫作教育之旅的新的学习方式”，故选B。 2. C 解析：an out-of-school activity 意为“一次校外活动”，activity 为名词，作表语，故选C。 3. A 解析：全文叙述过去发生的事，用一般过去时，show 的过去式为 showed，故选A。 4. A 解析：It takes sb. some time to do sth. 意为“某人做某事花费多长时间”，本文为过去时，用 took，故选A。 5. A 解析：while 作并列连词，表示对比，意为“然而”，此处对比“有的同学做得好，有的同学做得不好”，故选A。 6. A 解析：Although 引导让步状语从句，意为“尽管”，与后半句构成让步关系，故选A。 7. C 解析：全文叙述过去发生的事，用一般过去时，taste 的过去式为 tasted，故选C。 题组5 词形变化 1. learning 解析：a new way of... 意为“一种……的方式”，of 为介词，后接动词-ing 形式，故填 learning。 2. educational 解析：修饰名词 tour 用形容词，educate 的形容词形式为 educational，故填 educational。 3. excited 解析：be excited to do sth. 意为“很兴奋地做某事”，此处用形容词修饰人的感受，故填 excited。 4. basic 解析：修饰名词 skills 用形容词，base 的形容词形式为 basic，故填 basic。 5. patient 解析：was 后接形容词作表语，patience 的形容词形式为 patient，故填 patient。 6. tiring 解析：此处表示“这件事令人疲劳”，用形容词 tiring 作表语，故填 tiring。 题组6 连词成句与完成句子 （A）1. I just experienced a new way of learning. 2. It was an out-of-school activity. 3. It took me ten minutes to learn the basic skills. 4. We all tried our best. 5. The rice tasted much sweeter than before. （B）1. experienced; learning 2. would; harvest 3. knew; nothing 4. took; basic 题组7 短文填空 1. educational 2. activity 3. harvest 4. by 5. sickle 6. patient 7. basic 8. tiring 9. happiness 10. combines 解析：1. an educational tour 意为“一次教育之旅”，填 educational；2. an out-of-school activity 意为“一次校外活动”，填 activity；3. the harvest season 意为“收获的季节”，填 harvest；4. by hand 意为“用手；手工”，填 by；5. using a sickle 意为“使用镰刀”，填 sickle；6. 农夫“很有耐心”，填 patient；7. the basic skills 意为“基本技能”，填 basic；8. “尽管很累”，填 tiring；9. the happiness of farming 意为“劳动的快乐”，填 happiness；10. combine...with... 意为“把……与……结合起来”，主语 It 为第三人称单数，填 combines。 ★★★ 拓展创新层 题组8 采访汇报：参考范文 Hello, everyone. I'd like to share my experience of an educational tour. Last term, I took part in an educational tour to a rice farm with my class. It was an out-of-school activity. September is the harvest season, and we would learn how to harvest rice by hand that day. Before the trip, we knew nothing about using a sickle. A farmer was patient and showed us how to use it. "Take your sickle, bend down, hold the rice stems, and cut them above ground level," he said. It took me ten minutes to learn the basic skills. Some of us did a good job, while others did not. But we all tried our best. At the end of the day, I learned the skill of harvesting rice. Although it was tiring, I enjoyed the happiness of farming. The rice tasted much sweeter than before. I think learning by doing is a really good way to learn new things. It combines learning with real life and trains our skills. Would you like to join us? Let's learn by doing together. Thank you. 范文点评：本篇汇报先用 I'd like to share my experience of an educational tour. 引出话题，接着按“时间—地点—活动—感受”的顺序叙述这次研学经历，层次清晰、内容具体；文中用 educational tour, out-of-school activity, harvest rice by hand, by hand, the basic skills, try our best, at the end of the day, the happiness of farming, combine...with... 等目标词汇和短语逐步展开，恰当体现了记叙文的叙述思路，并借用短文中“在做中学是学习新事物的好方法”的观点收尾，最后发出邀请，内容具体、感受真实，完全符合本课语言输出的要求，1分钟以内即可完成口头汇报，适合八年级学生水平。 题组9 读写与跨学科实践：参考答案 1. 实践成长卡填写参考： 研学/教育之旅：educational tour；英文表达：I took part in an educational tour to a rice farm.；具体做法：harvest rice by hand with a sickle；我的收获：I learned the happiness of farming and the skill of harvesting rice. 校园劳动：do some physical work at school；英文表达：I water the plants in the school garden.；具体做法：water the plants with my classmates；我的收获：I learn how to combine learning with real life. 做农活/家务：do farm work / do some housework；英文表达：I help my grandparents on the farm.；具体做法：help pick fruit and vegetables；我的收获：I learn the basic skills and try my best to do things well. （可结合研学（yán xué）与实践（shí jiàn）的表达，丰富内容、体会在做中学的快乐。） 2. 小调查按实际统计的人数计算某项劳动实践的参与占比即可（参加该项劳动实践的同学人数除以被调查的总人数，再乘100%），数据保留一位小数。 开放性句子示例：Learning by doing is a good way to learn, and I will keep learning by doing! “在做中学”把学习与真实生活和技能训练结合起来；多参加研学与劳动实践，不仅能学到生活技能，还能在劳动中体会快乐、获得成长。 学科网（北京）股份有限公司 $