Unit5-Lesson6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 6 Understanding cultures: What's work education? 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 6 Understanding cultures: What's work education? 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 6 Understanding cultures: What's work education? 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 6 Understanding cultures: What's work education? 课型课时 跨文化主题阅读课（Understanding cultures）；第6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、跨文化比较、“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“生活与劳动”的子主题，并要求学生“在跨文化比较中了解不同国家的劳动教育，理解劳动对个人全面发展的价值”，“能围绕劳动教育等话题获取信息、梳理结构、用英语比较和介绍不同国家的劳动实践”，同时“能领会劳动的价值，尊重劳动、热爱劳动”。本课以“劳动教育”为主题，以“一篇介绍劳动教育理论与实践、比较中德俄三国做法的说明性语篇”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，新时代劳动教育强调以劳树德、以劳增智、以劳强体，本课作业正是把“崇尚劳动、尊重劳动”的价值引领与英语跨文化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 的第六课，课题为 What's work education?，属于 Understanding cultures（理解文化）板块的跨文化主题阅读课。语篇是一篇介绍劳动教育的说明文：“劳动教育项目的目标是促进学生身心全面发展”；“总的来说，该项目分为理论与实践两部分”。“第一部分是关于劳动的价值”——“动手劳动能教会学生尊重辛勤劳动和劳动人民”，“这种经历帮助学生培养与世界工作相关的积极态度、人际关系和技能”，“他们将更好地为自己的未来做好准备”。“实践部分则是解决问题”——“中国的学生参加许多课外活动”，“他们练习规划和准备饭菜、料理家务、在田间或工厂劳作以及参加志愿活动”；“德国的学生尝试烹饪和管理办公室事务，例如在手艺课上，老师可能带来一辆坏了的自行车，教学生修理它”；“而在俄罗斯，劳动教育注重教育与生产劳动之间的联系，学生学习在工厂和服务行业工作”。语篇还归纳了“项目方案的四个要素”：“时间告诉我们任务何时开始、何时结束”，“目的表明本任务要达成的目标”，“主题是任务的中心思想”，“细节则说明我们要做什么、需要什么工具、谁将参加”。本课语言重点为 program, all-around, respect, attitude, relationship, theory, practice, productive, volunteer, industry, service, solve, focus, connection 等；重点短语为 take part in, focus on, be prepared for, in general, take care of, work in the fields, the value of labour 等；语法重点为“一般现在时第三人称单数”、“动名词（短语）作宾语（practice planning and preparing meals / try cooking and managing an office）”、“be prepared for 等固定搭配”。八年级学生“对劳动教育有真切体验”，但用英语“比较并介绍不同国家的劳动实践、表达对劳动价值的理解”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“读懂劳动教育语篇—梳理理论与实践两大板块—复现目标语言—比较中德俄三国劳动教育，介绍身边的劳动教育”为真实情境主线，把语言学习与劳动教育自然融合，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 program, all-around, respect, attitude, relationship, theory, practice, productive, volunteer, industry, service, solve, focus, connection 以及重点短语 take part in, focus on, be prepared for, in general, take care of, work in the fields, the value of labour；能读懂介绍劳动教育的说明性语篇，获取劳动教育的目标、两大板块以及中德俄三国劳动实践等关键信息；能理解并初步运用“一般现在时第三人称单数”、“动名词（短语）作宾语”、“be prepared for” 等语言结构，能用 The goal of the program is to... / In general, the program has two parts... / Take part in... / focus on... 等功能句介绍和比较劳动教育；能结合身边实际，用英语介绍一次劳动教育活动并表达对劳动价值的理解。 2．文化意识：通过了解中、德、俄三国劳动教育的不同做法，体会“劳动教育不同国家各有特色、但都重视劳动的价值”，理解“劳动最光荣、劳动最崇高、劳动最伟大、劳动最美丽”的观念，愿意“尊重劳动、热爱劳动，主动参加力所能及的劳动实践”，增强“文化自信与家国情怀”。 3．思维品质：能借助表格、思维导图梳理“目标—理论—实践”的结构，通过比较、归纳不同国家劳动教育的特点，体会“理论联系实践”的思想，发展提取信息、比较分析与有条理表达的能力。 4．学习能力：能借助表格、问题链等工具梳理语篇信息；能主动运用略读抓主旨、找读抓细节、借助关键词完成表格等阅读策略；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，获取劳动教育的目标、两大板块与中德俄三国劳动实践等基本信息，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，掌握一般现在时第三人称单数、动名词（短语）作宾语、be prepared for 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，并复述语篇的主要信息。 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，介绍一次自己参加过的劳动教育活动，完成一次全班劳动情况的小调查，比较中德俄三国劳动教育，发展迁移创新能力与正确的劳动观，体会“劳动创造美好生活”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：劳动教育信息阅读与提取 读懂语篇，提取劳动教育的目标、两大板块与中德俄三国劳动实践 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、第三人称单数形式与固定搭配 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：劳动教育介绍 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：我参加过的劳动教育 综合运用本课语言，介绍劳动教育活动并表达体会 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：中外劳动教育对比 结合跨文化比较完成读写与跨学科探究 读写+跨文化比较 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，也关注劳动态度、口语表达与跨文化比较的表现。 （二）评价方式 1．学生自评：完成作业后用“★—★★—★★★”自评，并写下“我了解到的一种劳动教育”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，拓展层重跨文化比较的条理表达、信息完整与劳动态度的表现。 （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 能读懂语篇大意，提取部分关键信息，3个以内的细节题出现错误。 能完整读懂语篇，正确提取劳动教育的目标、两大板块与中德俄三国做法，正误判断完全正确。 能结构化梳理“目标—理论—实践”与中德俄对比结构，自主画出表格或思维导图，并说明各国劳动教育的特点。 语法与语用运用 能正确使用一般现在时第三人称单数与固定搭配，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 The goal...is to... / In general... / focus on... 等句型介绍语篇内容，语法错误少于2处。 能正确、自然地运用目标语言，写出结构清晰、信息完整、比较准确的介绍，用词准确。 拓展与表达 能写出一次劳动教育活动的主要信息，句子基本完整。 能用3-5个完整句子介绍一次劳动教育活动及其收获，条理清楚、表达连贯。 能自信地完成1分钟劳动教育汇报，信息完整、比较具体，小调查数据完整、结论合理，劳动态度积极。 （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中外劳动教育比较与展示分享。 六、试题详情 语篇材料 Read the passage and finish the tasks. What's work education? The goal of the work education program is to encourage students' all-around physical and mental development. In general, the program has two parts: theory and practice. The first part is about the value of labour. Working with their hands teaches students to respect hard work and working people. This experience helps students develop positive attitudes, relationships, and skills related to the world of work. They will be better prepared for their futures. The practice part is problem-solving. Students in China take part in many activities outside the classroom. They practice planning and preparing meals, taking care of homes, working in the fields or factories, and volunteering. Students in Germany try cooking and managing an office. In a shop class, for example, a teacher might bring a broken bicycle and teach students to repair it. In Russia, work education focuses on the connection between education and productive work. Students learn to work in factories and the service industry. Every program has four elements. Time tells us when the task will begin and when it will end. Purpose shows the goals this task is supposed to achieve. Theme is the main idea of this task. Details tell us what we will do in this task, including what tools we need and who will take part in it. ★ 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. ______ n. 项目；计划；节目 2. ______ adj. 全面的；多方面的 3. ______ v. 尊重；尊敬 4. ______ n. 态度；看法 5. ______ n. 关系；联系 6. ______ n. 理论；学说 7. ______ n. 实践；练习 8. ______ adj. 多产的；富有成效的 9. ______ v. 自愿做；志愿 10. ______ n. 工业；行业；产业 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 take part in 参加；参与 focus on 集中于；聚焦于 be prepared for 为……做好准备 in general 总的来说；通常 take care of 照顾；料理 the value of labour 劳动的价值 develop positive attitudes 培养积极的态度 work in the fields 在田间劳作 the service industry 服务业 physical and mental development 身心发展 题组3 语篇理解：劳动教育信息阅读与提取 （A）阅读上面的短文，选择正确答案。 1. What is the goal of the work education program? A. To sell products. B. To encourage students' all-around physical and mental development. C. To teach students English. D. To make students do their homework. 2. What are the two parts of work education? A. Theory and practice. B. Cooking and cleaning. C. Reading and writing. D. China and Germany. 3. What is the first part of the program about? A. The value of labour. B. Problem-solving. C. Cooking meals. D. Making friends. 4. What is the practice part of work education focused on? A. Theory. B. Problem-solving. C. Exams. D. Homework. 5. What do students in Germany try? A. Cooking and managing an office. B. Working in the fields. C. Only volunteering. D. Only repairing bikes. （B）根据短文内容，判断下列句子正（T）误（F）。 1. The work education program has two parts: theory and practice. （ ） 2. The first part of the program is about problem-solving. （ ） 3. Working with their hands teaches students to respect hard work and working people. （ ） 4. Students in China only study in the classroom. （ ） 5. In Russia, work education focuses on the connection between education and productive work. （ ） ★★ 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. ______ general, the program has two parts: theory and practice. A. In B. On C. At D. For 2. Students in China take part ______ many activities outside the classroom. A. at B. in C. on D. to 3. Working with their hands ______ students to respect hard work and working people. A. teach B. teaches C. teaching D. taught 4. In Russia, work education focuses ______ the connection between education and productive work. A. in B. at C. on D. for 5. They will be better ______ for their futures. A. prepare B. preparing C. prepared D. prepares 6. This experience helps students develop positive ______, relationships, and skills for work. A. attitude B. attitudes C. attituding D. attitudinally 7. The practice part is ______. A. problem-solve B. problem-solving C. problem-solved D. problem-solves 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. In general, the work education program has two parts: theory and ______ (practise). 2. Working with their hands ______ (teach) students to respect hard work and working people. 3. Students in Germany try ______ (cook) and ______ (manage) an office. 4. In Russia, work education ______ (focus) on the connection between education and productive work. 5. They will be better ______ (prepare) for their futures. 6. The program encourages students' all-around physical and ______ (mentally) development. 7. Students in China take part in many ______ (activity) outside the classroom. 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. goal, the, of, the, work, education, program, is, to, encourage, students', all-around, development, . 2. in, general, the, program, has, two, parts, theory, and, practice, . 3. working, with, their, hands, teaches, students, to, respect, hard, work, . 4. students, in, Germany, try, cooking, and, managing, an, office, . 5. in, Russia, work, education, focuses, on, the, connection, between, education, and, productive, work, . （B）根据汉语提示完成句子，每空一词。 1. 总的来说，该项目分为理论与实践两部分。______ ______, the program has two parts: theory and practice. 2. 中国的学生参加许多课外活动。Students in China ______ ______ ______ many activities outside the classroom. 3. 他们将更好地为自己的未来做好准备。They will be better ______ ______ their futures. 4. 劳动教育注重教育与生产劳动之间的联系。Work education ______ ______ the connection between education and productive work. 题组7 短文填空：劳动教育介绍 用方框内所给单词的正确形式补全短文，每词限用一次。 ( program, all-around, respect, attitude, relationship, theory, practice, productive, focus, volunteer ) The goal of the work education ____1____ is to encourage students' ____2____ physical and mental development. In general, the program has two parts: ____3____ and practice. The first part is about the value of labour. Working with their hands teaches students to ____4____ hard work and working people. This experience helps students develop positive ____5____, relationships, and skills related to the world of work. They will be better prepared for their futures. The practice part is problem-solving. Students in China take part in many activities outside the classroom. They practice planning and preparing meals, taking care of homes, working in the fields or factories, and ____6____. Students in Germany try cooking and managing an office. In Russia, work education ____7____ on the connection between education and ____8____ work. In our school, we also take part in work ____9____ every term and learn to build good ____10____ with each other. ★★★ 拓展创新层（选做，约15分钟） 题组8 采访汇报：我参加过的劳动教育 参加劳动（láo dòng）是成长中珍贵的一课。请完成以下任务： 1. 想一想你参加过的一次学校或家庭的劳动（如大扫除、植树、整理图书、洗碗等），用英语写出这次劳动教育活动的名称、时间、目的、任务分工与你的收获，可参考句型：Our school held a ... last ... / It aimed to ... / We took part in ... / I learned that ... 示例： Last month, our school held a work education activity in a small garden. It aimed to help us learn some life skills and develop a love for physical work. We took part in many activities outside the classroom. We planned and prepared meals, took care of the garden, and worked in the fields. Everyone worked hard and was happy. I learned that work education is an important part of our development. Working with our hands teaches us to respect hard work and working people, and we should value labour in our daily life. 2. 向你的同桌用1分钟时间用英语介绍这次劳动教育活动与你的收获，并说明你从中学到了什么。 题组9 读写与跨学科实践：中外劳动教育对比 课文告诉我们：劳动教育（láo dòng jiào yù）有助于我们身心全面发展，而且不同国家的劳动教育各有特色。请结合本课所学完成以下任务： 1. 阅读课文，完成下面关于中德俄三国劳动教育实践部分的对比表格。 国家 劳动教育实践内容 关键词 我的补充 中国 Students take part in many activities outside the classroom. They practice planning and preparing meals, taking care of homes, working in the fields or factories, and volunteering. outside the classroom 德国 Students try cooking and managing an office. In a shop class, a teacher might bring a broken bicycle and teach students to repair it. cooking, managing, repair 俄罗斯 Work education focuses on the connection between education and productive work. Students learn to work in factories and the service industry. productive work 2. 做一个小调查：统计全班同学最想参加的劳动实践（láo dòng shí jiàn）活动的人数，用公式计算“某项劳动实践活动的支持率”。 最后，用1-2句英语写下你的体会：Work education helps us grow, and we should respect hard work and value labour! （提示：可模仿课文“目标—理论—实践”的结构，注意一般现在时第三人称单数、动名词作宾语（practice doing sth. / try doing sth.）与固定搭配（take part in, focus on, be prepared for）的运用；结合跨文化比较，把“尊重劳动、热爱劳动”落到实处，并记下自己的收获。） 七、答案与解析 ★ 基础巩固层 题组1 词汇过关 1. program 2. all-around 3. respect 4. attitude 5. relationship 6. theory 7. practice 8. productive 9. volunteer 10. industry 题组2 短语速记（连线答案） take part in — 参加；参与；focus on — 集中于；聚焦于；be prepared for — 为……做好准备；in general — 总的来说；通常；take care of — 照顾；料理；the value of labour — 劳动的价值；develop positive attitudes — 培养积极的态度；work in the fields — 在田间劳作；the service industry — 服务业；physical and mental development — 身心发展。 题组3 语篇理解 （A）1. B 解析：根据“The goal of the work education program is to encourage students' all-around physical and mental development.”可知，劳动教育项目的目标是促进学生身心全面发展，故选B。 2. A 解析：根据“the program has two parts: theory and practice”可知，劳动教育分为理论与实践两部分，故选A。 3. A 解析：根据“The first part is about the value of labour.”可知，第一部分是关于劳动的价值，故选A。 4. B 解析：根据“The practice part is problem-solving.”可知，实践部分是解决问题，故选B。 5. A 解析：根据“Students in Germany try cooking and managing an office.”可知，德国学生尝试烹饪和管理办公室事务，故选A。 （B）1. T 解析：根据“the program has two parts: theory and practice”可知，劳动教育分为理论与实践两部分，表述正确。 2. F 解析：根据“The first part is about the value of labour.”可知，第一部分是关于劳动的价值，而不是解决问题，表述错误。 3. T 解析：根据“Working with their hands teaches students to respect hard work and working people.”可知，动手劳动能教会学生尊重辛勤劳动和劳动人民，表述正确。 4. F 解析：根据“Students in China take part in many activities outside the classroom.”可知，中国学生参加许多课外活动，而不是只在教室里学习，表述错误。 5. T 解析：根据“In Russia, work education focuses on the connection between education and productive work.”可知，俄罗斯的劳动教育注重教育与生产劳动之间的联系，表述正确。 ★★ 能力提升层 题组4 单项选择 1. A 解析：in general 意为“总的来说；通常”，是固定搭配，故选A。 2. B 解析：take part in 意为“参加；参与”，是固定搭配，故选B。 3. B 解析：动名词短语 Working with their hands 作主语，谓语动词用第三人称单数形式，故选B。 4. C 解析：focus on 意为“集中于；聚焦于”，是固定搭配，故选C。 5. C 解析：be prepared for 意为“为……做好准备”，be 后接过去分词 prepared，故选C。 6. B 解析：attitude 意为“态度”，此处表示多种积极态度，用复数 attitudes，故选B。 7. B 解析：problem-solving 意为“解决问题”，此处作表语，故选B。 题组5 词形变化 1. practice 解析：theory and practice 意为“理论与实践”，此处用名词 practice，故填 practice。 2. teaches 解析：动名词短语 Working with their hands 作主语，谓语用第三人称单数，故填 teaches。 3. cooking; managing 解析：try 后接动名词，cooking 与 managing 由 and 连接，故填 cooking; managing。 4. focuses 解析：主语 work education 为第三人称单数，全文为一般现在时，故填 focuses。 5. prepared 解析：be prepared for 意为“为……做好准备”，故填 prepared。 6. mental 解析：physical and mental development 意为“身心发展”，用形容词与 physical 并列，故填 mental。 7. activities 解析：many 后接可数名词复数，故填 activities。 题组6 连词成句与完成句子 （A）1. The goal of the work education program is to encourage students' all-around development. 2. In general, the program has two parts: theory and practice. 3. Working with their hands teaches students to respect hard work. 4. Students in Germany try cooking and managing an office. 5. In Russia, work education focuses on the connection between education and productive work. （B）1. In general 2. take part in 3. prepared for 4. focuses on 题组7 短文填空 1. program 2. all-around 3. theory 4. respect 5. attitudes 6. volunteering 7. focuses 8. productive 9. practice 10. relationships 解析：1. the work education program 意为“劳动教育项目”，填 program；2. all-around physical and mental development 意为“身心全面发展”，填 all-around；3. theory and practice 意为“理论与实践”，填 theory；4. teach sb. to respect hard work 意为“教学生尊重辛勤劳动”，填 respect；5. positive attitudes 意为“积极的态度”，用复数，填 attitudes；6. and 连接并列的动名词，与 volunteering 一致，填 volunteering；7. 主语 work education 为第三人称单数，填 focuses；8. productive work 意为“生产劳动”，填 productive；9. take part in work practice 意为“参加劳动实践”，填 practice；10. build good relationships 意为“建立良好的人际关系”，用复数，填 relationships。 ★★★ 拓展创新层 题组8 采访汇报：参考范文 Hello, everyone. I'd like to share a work education activity I took part in with you. Last month, our school held a work education activity in a small garden. It aimed to help us learn some life skills and develop a love for physical work. We took part in many activities outside the classroom. We planned and prepared meals, took care of the garden, and worked in the fields. Everyone worked hard and was happy. In general, work education has two parts: theory and practice. It is an important part of our all-around development. Working with our hands teaches us to respect hard work and working people, and we should be better prepared for our futures. I learned that work education is not just about cleaning or cooking, but about growing as a person. I will value labour and take part in more work practice in my daily life. Thank you. 范文点评：本篇汇报先用 I'd like to share a work education activity I took part in with you. 引出话题，接着按“活动名称—时间—目的—分工—收获”的顺序展开，层次清晰、内容具体；文中用 work education, aim to, take part in, take care of, work in the fields, respect hard work, be prepared for 等目标词汇和短语逐步推进，恰当体现了一般现在时第三人称单数与动名词作宾语等语言点，并借用课文中“理论与实践”和“尊重劳动”的表达升华主题，最后表明劳动态度，内容具体、情感真实，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. 中外劳动教育对比表格填写参考：中国—Students take part in many activities outside the classroom. They practice planning and preparing meals, taking care of homes, working in the fields or factories, and volunteering.；德国—Students try cooking and managing an office. In a shop class, a teacher might bring a broken bicycle and teach students to repair it.；俄罗斯—Work education focuses on the connection between education and productive work. Students learn to work in factories and the service industry. （可结合文化（wén huà）差异，比较中德俄三国劳动教育的特点，体会各国都重视劳动的价值。） 2. 小调查按实际统计的人数计算某项劳动实践活动的支持率即可（支持该项目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：Work education helps us grow, and we should respect hard work and value labour! 劳动教育让我们在动手实践中学会生活技能、培养责任与品格；不同国家的劳动教育各有特色，但都重视劳动的价值。我们要尊重劳动、热爱劳动，主动参加力所能及的劳动实践，用双手创造美好生活。 学科网（北京）股份有限公司 $