Unit 5 Work education Lesson 1-6教案（共9课时，表格式） 2025-2026学年冀教版（2024）八年级英语上册

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单元课题：Unit5: Work education 课 题：Lesson 1 Learning to cook 核心素养目标： 1. Knowledge Objectives Students will master vocabulary related to cooking and housework (e.g., prepare dinner, wash, chop, life skills, chores) and understand the conversations about learning to cook and doing housework. Students will be able to comprehend the conversations, answer questions, tick correct answers, judge true or false, and interview classmates about doing housework. 2. Ability Objectives Improve listening and reading skills: Extract information from conversations to complete tasks. Enhance speaking and collaborative skills: Discuss housework in groups and interview classmates about housework. Step 1: Warm - up & Lead - in Activity: Housework Discussion Ask students two questions: “How do you help at home ”, “Do you like cooking What food can you make ”. Let students share their answers. Step 2: Listening & Comprehension Activity 1: Conversation Listening and Question Answering Play the conversation audio between Jenny, Danny, Bill, and Mrs Dino. Ask students to listen and answer questions A - D: A: What is Jenny going to do after her chat with Danny and Bill (She's going to help her parents prepare dinner.) B: Where does Danny go after watching the cartoon (He goes to the kitchen.) C: What task does Mrs Dino give Danny in the kitchen (He can wash the corn, green beans, cucumbers and onions, then chop them.) D: What skill does Danny want to learn (He wants to learn to cook.) Check answers to ensure students grasp the main content of the conversation. Activity 2: Conversation Listening and Answer Ticking Play the conversation again. Ask students to listen and tick the correct answers for questions A - B (what brings Danny to the kitchen, main idea of the conversation). Activity 3: Dialogue Listening and True/False Judgment Play the dialogue audio between Song Hua and his mum. Ask students to listen and write true (T) or false (F) for statements A - C. Step 3: Interview & Group Work Activity: Classmate Interview about Housework Divide students into groups. Ask each group to interview classmates about doing housework, using the questions: “What chores do you do at home ”, “When do you usually do the housework ”. Then have groups share their findings with the class. Step 4: Discussion & Sharing Activity: Life Skills Discussion Ask students to discuss in groups about the importance of life skills like cooking and doing housework. Then invite some groups to share their opinions. Step 5: Summary & Homework Activity 1: Lesson Summary Recap key vocabulary and phrases (cooking and housework - related terms), the content of the conversations about learning to cook and doing housework, and the importance of life skills. Activity 2: Homework Assignment Assign homework: (1) Write a short passage about a time you helped with housework or cooking and how you felt. (2) Share your passage with family and talk about the importance of life skills. 作业设计 Homework: Write about housework/cooking experience & share with family. 板书设计 Lesson 1 Learning to cook Key Vocabulary & Phrases: prepare dinner, wash, chop, life skills, chores, help with, be careful with Conversation Summary: Jenny: help parents prepare dinner. Danny: inspired by Bill and Jenny, goes to kitchen, helps Mrs Dino wash and chop vegetables, wants to learn to cook. Mrs Dino: cooking is important life skill. 课后反思：
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单元课题：Unit 5: Work education 课 题：Lesson 2 The importance of physical work 1. Knowledge Objectives Students will master vocabulary related to physical work (e.g., physical work, life skills, build strength, character, cooperate) and understand the passage about the importance of physical work. Students will be able to comprehend the passage, judge true or false, complete mind maps and conversations, and discuss benefits of physical work. 2. Ability Objectives Improve reading and writing skills: Extract information from the passage to complete tasks. Enhance speaking and collaborative skills: Discuss physical work and its benefits with partners. Step 1: Warm - up & Lead - in Activity: Physical Work Tick - off and Discussion Ask students: “What physical work do you often do Tick and talk with your partner.” Let students tick physical work items (watering the plants, feeding animals, etc.) and share with partners. Step 2: Reading & Comprehension Activity 1: Passage Reading and True/False Judgment Have students read the passage and write true (T) or false (F) for statements A - C. Check answers to ensure students grasp the main content of the passage. Activity 2: Mind Map Completion Guide students to read the passage again and complete the mind map about the importance of physical work (teaching life skills, building strength, building character). Activity 3: Conversation Completion Ask students to read and complete the conversation about physical work importance with options A - D. Step 3: Discussion & Sharing Activity: Physical Work Benefits Discussion Invite students to discuss with partners about what benefits they know about physical work. Then have some pairs share their ideas with the class. Step 4: Summary & Homework Activity 1: Lesson Summary Recap key vocabulary and phrases (physical work - related terms), the content of the passage about physical work importance, and the benefits of physical work. Activity 2: Homework Assignment Assign homework: (1) Write a short passage about a physical work you did and how it benefited you. (2) Share your passage with family and encourage them to do physical work together. 作业设计 Use discussion, writing, and homework to help students connect with their own physical work experiences and enhance their awareness of physical work benefits. 板书设计 Lesson 2 The importance of physical work Key Vocabulary & Phrases: physical work, life skills, build strength, character, cooperate, play an important role in, as a result, build up Passage Summary: Physical work is important for physical/mental growth, health, well - being. Teaches life skills (hard work value, responsibility). Builds strength (stronger muscles/hearts, cooperation). Builds character (self - confidence, communication skills, friendships, respect others). 课后反思
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单元课题：Unit 5: Work education 课 题：Lesson 3 Learning by doing 核心素养目标： 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. 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. 作业设计 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. 板书设计： Lesson 3 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) 课后反思：
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单元课题：Unit 5: Work education 课 题：Lesson 4 I take pride in my work! 1. Knowledge Objectives Students will master vocabulary related to postal work and character description (e.g., responsible, busy, friendly, postman, messenger, deliver) and understand the passage about Wang Shunyou, a dedicated postman. Students will be able to comprehend the passage, answer questions, complete information cards, and write about a great person in their eyes. 2. Ability Objectives Improve reading and writing skills: Extract information from the passage to complete tasks and write descriptive paragraphs. Enhance speaking and collaborative skills: Discuss postal workers' traits and share opinions about great people. Step 1: Warm - up & Lead - in Activity: Postal Worker Description Ask students: “Do you often see postal workers in daily life Choose some words to describe them.” Let students choose words (responsible, busy, friendly, etc.) and share their choices. Step 2: Reading & Comprehension Activity 1: Passage Reading and Question Answering Have students read the passage and answer questions A - C: A: How old was Wang Shunyou when he started working as a postman (19 years old.) B: How far did he travel every year (He made two round trips a month, each round trip is 360 kilometres long, so 360×2×12 = 8640 kilometres every year.) C: What is the environment of the mountain and the valley (The mountain is 5,000 - metre - high, covered with snow and ice for six months of the year, no road. The valley is 1,000 metres above sea level, temperature sometimes as high as 40 degrees Celsius.) Check answers to ensure students grasp the main content of the passage. Activity 2: Information Card Completion Guide students to read the passage again and complete the information card about Wang Shunyou (job, what he did, what he said, etc.). Step 3: Writing & Sharing Activity: Great Person Writing Invite students to write a paragraph about a person who is great in their eyes, using the helpful questions: “Who is this person ”, “What is this person's job ”, “What makes this person great ”, “What do you think of this person ”. Then have some students share their paragraphs with the class. 作业设计 Assign homework: (1) Polish the paragraph about the great person and share with family. (2) Find more stories about dedicated people and share in the next class. 板书设计 Lesson 4 I take pride in my work! Key Vocabulary & Phrases: postman, messenger, deliver, newspaper, magazine, letter, package, responsible, busy, friendly, helpful, take pride in, on foot, round trip, stay in touch with Wang Shunyou's Story: Job: postman in Muli County, Sichuan. Started at 19, went on foot in mountains as messenger. Round trip: 360 km, 2 trips a month, 330 days on road yearly, travelled 260,000 km total. Delivered: 8,400+ newspapers, 330 magazines, 840 letters, 600 packages yearly. Said: “I take pride in my work.” 课后反思：
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单元课题：Unit 5: Work education 课 题：Lesson 5 A physical work program 1. Knowledge Objectives Students will master vocabulary related to physical work programs (e.g., diligence, labour skills, cleaning products, participants) and understand the passage about a school physical work program. Students will be able to comprehend the passage, fill in blanks about program elements, discuss work education programs, and develop a work education program for their class. 2. Ability Objectives Improve reading and writing skills: Extract information from the passage to complete tasks and write program details. Enhance speaking and collaborative skills: Discuss work education programs with partners and develop programs in groups. Step 1: Warm - up & Lead - in Activity: Program Element Discussion Ask students: “What elements do you think a physical work program should have ”. Let students share their ideas (time, purpose, theme, details, etc.). Step 2: Reading & Comprehension Activity 1: Passage Reading and Blank Filling Have students read the passage and fill in the blanks about program elements (start, end, Purpose, Theme, Details, participate). Check answers to ensure students grasp the main content of the passage. Step 3: Discussion & Group Work Activity 1: Work Education Program Discussion Invite students to discuss with partners about work education programs using questions A - C: “What work education programs did your school hold ”, “What did you do in those programs ”, “What did you learn from those programs ”. Activity 2: Group Program Development Divide students into groups. Ask each group to develop a work education program for their class, filling in details like name, time, purpose, and details. Step 4: Presentation & Voting Activity: Program Presentation and Voting Have each group present their work education program. Then ask the class to vote for the program they like, and plan to carry out the program with the most votes. Step 5: Summary & Homework Activity 1: Lesson Summary Recap key vocabulary and phrases (physical work program - related terms), the content of the physical work program passage, and the process of developing a work education program. 作业设计 Assign homework: (1) Write a reflection about the work education program development process. (2) Help prepare for the voted - for work education program if needed. 板书设计 Lesson5 A physical work program Key Vocabulary & Phrases: diligence, labour skills, cleaning products, participants, take action, be responsible for Program Elements: Time: start, end Purpose: goals to achieve 课后反思：
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单元课题：Unit 5: Work education 课 题：Lesson 6: What’s work education 核心素养目标： 1. Language Ability: - Students can understand and discuss the definition, purpose, and significance of "vocational education". - Master vocabulary and expressions related to vocational education (e.g., vocational education, career path, skill training, etc.). 2. Cultural Awareness: - Enhance cross-cultural understanding by comparing the vocational education systems of different countries. 3. Learning Ability: - Extract and summarize information related to vocational education based on listening materials. - Complete a survey report on vocational education through group cooperation. 第一环节：情景导入（5分钟） “What do you want to be in the future Why ” “Do you know how to achieve your dream job ” 引出主题 ：“Today, we will learn about work education and how it helps us prepare for our future careers.” 第二环节：探究新知（20分钟） 1 任务：听一段关于职业教育的对话，完成表格填空。 What is work education Why is it important What are some examples of work education program “Work education helps students prepare for their future careers by…” “In many countries, work education is an important part of the school curriculum.” 2. 阅读理解 How does the German vocational education system work What are the similarities and differences between Chinese and Japanese work education 对比不同国家职业教育体系的特点。 第三环节：提升练习（10分钟） 讲解： 使用“by doing sth.”结构表达通过某种方式实现 目标（如“By participating in work education programs, students can gain practical skills.”）。 对比“-ing”和“-ed”结尾的形容词用法（如“exciting” vs. “excited”）。 练习： 完成句子填空，巩固语法知识。 小组讨论：“How can work education benefit you personally ” 第四环节：小组合作（15分钟） 基础性作业：完成课后练习，整理职业教育相关词汇。 实践性作业：采访一位从事职业教育的老师或学生，撰写采访报告。 拓展性作业：搜索其他国家的职业教育体系，比较其与中国体系的异同，下节课分享。 板书设计 Understanding Culture: What's Work Education 1. **Vocabulary**: - vocational education, career path, skill training, internship 2. **Key Sentences**: - Work education helps students prepare for their future careers by… - By doing sth., students can gain practical skills. 3. **Grammar**: - -ing vs. -ed adjectives ( exciting vs. excited) 4. **Culture Comparison**: - German vs. Japanese vs. Chinese work education systems 课后反思：
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单元课题：Unit 5: Work education 课 题：定语 一、教学目标 1. 知识目标： 学生能够理解定语的定义及作用（修饰名词或代词）。 掌握前置定语和后置定语的常见形式及用法。 2. 能力目标： 能正确识别句子中的前置定语和后置定语。 能根据语境灵活运用定语修饰名词。 3. 情感目标： 通过语法学习，提升语言表达的准确性和丰富性。 二、教学重难点 重点： 前置定语的常见形式（形容词、名词、代词、数词等）。 后置定语的常见形式（介词短语、不定式短语、分词短语、定语从句等）。 难点： 区分前置定语与后置定语的适用场景。 避免定语位置错误导致的歧义。 三、教学方法 任务驱动法：通过句子分析和改写任务巩固知识。 对比分析法：对比中英文定语位置的差异。 小组合作法：分组完成定语识别与改写练习。 四、教学过程 环节1：导入（5分钟） 活动：展示两张图片（一张为“a red apple”，另一张为“an apple on the table”）。 提问： “Which word describes the apple’s color Where is it placed ” “Which phrase tells us the apple’s location Where is it placed ” 引出主题： “Today, we will learn about adjectives and phrases that describe nouns—calledattributives（定语）. They can be placed before or after the noun!” 环节2：新知讲解（15分钟） 1. 前置定语 定义：放在名词前的修饰成分 常见形式： 形容词：a beautiful flower 名词所有格：my brother’s book 代词：This pen 数词：three students 例句分析： “She wore a silk dress.”（形容词作前置定语） “Chinese history is fascinating.”（名词作前置定语） 2. 后置定语 定义：放在名词后的修饰成分。 常见形式： 介词短语：the book on the table 不定式短语：a plan to travel abroad 分词短语：the girl standing there 定语从句：the man who lives next door 例句分析： “The boy in blue is my brother.”（介词短语作后置定语） “I have something important to tell you.”（不定式短语作后置定语） 环节3：课堂练习（15分钟） 1. 任务1：定语识别 给出10个句子，让学生标出前置定语和后置定语。 “The old man sitting under the tree is my grandfather.” （前置定语：old；后置定语：sitting under the tree） 2. 任务2：定语改写 将前置定语改为后置定语，或反之。 原句：“A smart student answered the question.” 改写：“A student who is smart answered the question.” 3. 任务3：小组合作 每组用给定名词（如“car”“house”）创作句子，包含前置和后置定语 “There car parked near the gate belongs to Mr. Wang.” 环节4：总结与作业（5分钟） 课堂小结： 前置定语：短、简单（形容词/名词/代词）。 后置定语：长、复杂（短语/从句）。 作业设计： 基础题：完成教材PXX练习，识别定语位置。 提升题：用至少3个定语描述一个物品（如“a cup of hot coffee on the desk”）。 五、板书设计 定语（Attributive）1. **前置定语**（Before the noun） - 形容词：a *happy* dog - 名词所有格：my *sister’s* book - 代词：*this* pen - 数词：*five* apples2. **后置定语**（After the noun） - 介词短语：the boy *in red* - 不定式：a chance *to win* - 分词短语：the movie *directed by Spielberg* - 定语从句：the woman *who teaches English***注意**：- 前置定语通常较短，后置定语多为短语或从句。- 部分形容词（如present, involved）只能后置。 六、课后反思 学生能否准确区分前置和后置定语？ 练习难度是否适中？是否需要补充更多实例？
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学科：英语 主备教师：***** 审阅签字：***** 总计第__8__课时
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单元课题：Unit 5: Work education 课 题：作文 一、教学目标 1. 知识目标：学生能掌握与家务劳动相关的词汇（如prepare meals, do the dishes, sweep the floor等）和句型（如*Housework plays an important role in…, not only… but also…, It's + adj. + to do sth.*等）。 2. 能力目标：学生能根据写作思路，完成一篇结构清晰、内容充实的关于“家务劳动与成长”的英语短文，词数约100词。 3. 情感目标：学生认识到家务劳动在成长中的重要性，培养责任感和生活技能，增强家庭观念。 二、教学重难点 - 重点：运用所学词汇和句型，按照“开头-中间-结尾”的结构完成作文。 - 难点：灵活运用复合句（如not only… but also…）和高级表达（如develop a sense of responsibility, strengthen family relationships）提升作文质量。 三、教学准备 教材相关内容、作文思路导引及词句积累材料、佳作展示案例。 四、教学过程 （一）导入（5分钟） 通过提问引导学生思考：“Do you do housework at home What housework do you usually do ” 鼓励学生用英语回答，引出“家务劳动”的话题，进而点明本节课要完成的作文主题《Doing housework—part of growing up》。 （二）写作思路解析（10分钟） 1. 开头段：明确“家务劳动在成长中的重要性”。 - 结合教材中的开头句，如“Housework plays an important role in our growth. It not only teaches us some important life skills, but also builds up our fitness.” 讲解如何开篇点题，运用play an important role in和*not only… but also…*结构。 2. 中间段：介绍自己做家务的具体情况。 - 借助句型“It's important to do housework in our daily life. I often help my parents with housework at home, such as…” 引导学生列举自己常做的家务（如preparing meals, doing the dishes, sweeping the floor等），并表达自身感受（如I feel proud of myself）。 3. 结尾段：表达个人感受及看法。 - 结合结尾句“In my opinion, we can learn… and develop… by doing housework. Besides, doing housework can be a good way to…” 讲解如何总结观点，强调家务劳动对自我照顾、责任感培养及家庭关系的积极作用。 （三）词句积累与运用（10分钟） 1. 词汇学习：梳理“重要性”“家务劳动”“看法/感受”三类词汇，如develop a sense of responsibility, take out the rubbish, meaningful等，通过造句练习帮助学生掌握词汇用法。 2. 句型操练：针对not only… but also…, It's + adj. + to do sth., 特殊疑问词+动词不定式 等句型，设计替换练习，让学生熟练运用。 （四）佳作赏析（8分钟） 展示教材中的“佳作展示”范文，结合“名师点评”分析其结构、词汇和句型的亮点，如： - 结构清晰：开头点明重要性，中间结合自身实例，结尾表达看法。 - 词汇丰富：运用beneficial, strengthen, regular等高级词汇。 - 句型多样：使用not only… but also…, In my opinion等结构提升表达层次。 （五）学生写作（15分钟） 要求学生根据写作思路，结合词句积累，完成一篇100词左右的短文，需涵盖所有提示内容并适当发挥。教师巡视指导，针对学生的词汇、语法错误及时点拨。 （六）作文点评与反馈（12分钟） 1. 学生互评：随机选取2-3篇作文，让学生从结构、词汇、句型等方面进行点评，指出优点和不足。 2. 教师点评：结合学生写作中的共性问题（如词汇运用单一、句型结构错误等）进行总结，强调写作注意事项，如语法正确性、内容充实性、逻辑连贯性等。 五、作业布置 1. 修订课堂作文，誊写在作文本上。 2. 采访家人对自己做家务的看法，用英语记录并在下次课分享。 六、教学反思 通过本次作文教学，需关注学生对写作结构的掌握程度以及高级词汇、句型的运用能力，后续可针对学生薄弱环节进行专项训练，提升学生的英语写作水平。