【教案】Unit+6Section+A+1a+-+1e+教學設(shè)計人教版英語七年級上冊

Unit6ADayintheLifeSectionA（1a-1e）教學設(shè)計教學依據(jù)《義務(wù)教育英語課程標準（2022年版）》強調(diào)培養(yǎng)學生的語言能力、文化意識、思維品質(zhì)和學習能力等核心素養(yǎng)，倡導(dǎo)通過真實情境下的語言實踐活動，幫助學生在體驗中學習、在實踐中運用、在遷移中創(chuàng)新。本部分教學內(nèi)容圍繞日常生活中的時間安排與活動展開，通過多種活動形式，讓學生學習時間表達和日?；顒酉嚓P(guān)詞匯與句型，符合課程標準對學生在真實情境中運用語言進行交流的要求，有助于學生提高語言運用能力，了解不同文化背景下的日常生活，培養(yǎng)良好的時間管理和跨文化交際意識。語篇研讀What語篇主題和主要內(nèi)容ThethemeofthediscourseisDailyTimeArrangementsandActivitiesindailylife.1apresentsclocksofdifferenttimesandcorrespondingtimeexpressions,suchasoneforty-five,sixfifteen,eighto'clock,fourthirty,etc.,toguidestudentstolearntimeexpressionsinEnglish.1bThroughPeter'smorningactivitydialogue,involvingdailyactivityvocabularysuchastakeashower,getdressed,brushteeth,havebreakfast,etc.,letstudentsunderstandPeter'smorningactivitysequenceandhowtoaskanddescribetheseactivities.1cisthedialoguebetweenPeterandHanLinaboutwhytheycametoschoolearly.Itinvolvesexpressionssuchasdosomereadingbeforeclassandonduty,whichfurtherexpandsstudents'vocabularyfordailyactivities.1drequiresstudentstofillinPeterandHanLin'sdailyactivitytimeaccordingtotheconversationcontent,suchasPeter'sschoolstarttime,wakeuptime,breakfasttime,bathtimeandHanLin'sbathtime,etc.,toconsolidatethetimeexpressionanddescriptionofdailyactivities.1eLetstudentstalkabouttheirmorningschoolroutineandputwhattheyhavelearnedintopractice.Why語篇傳遞的主題意義Bylearningthetimearrangementandactivitiesindailylife,studentscancultivatetheirawarenessoftimemanagement,understandtheimportanceofreasonabletimearrangement,learntoplantheirdailylife,andimprovetheefficiencyofstudyandlife.Understandingthedailyactivitiesofdifferentpeoplehelpsstudentstorecognizeindividualdifferences,cultivatestudents'abilitytoobserveandunderstandothers,andguidestudentstoreflectontheirownhabitsandpromoteself-growth.Thearrangementofdailyactivitiesindifferentcountriesandculturalbackgroundsmaybedifferent,whichcanstimulatestudents'interestindifferentcultures,cultivatestudents'interculturalcommunicationawareness,enablestudentstorespectandunderstandculturaldiversity,andenhanceculturaltolerance.How文體結(jié)構(gòu)、語言特點及功能文體結(jié)構(gòu)Thispartmainlyadoptstheformofdialogueandtaskinstructions.1aelicitstimeexpressionbymatchingclockwithtime;1band1cshowthecharacters'dailyactivitiesandthereasonsforcomingtoschoolearlyintheformofdialogue,andpresentrichvocabularyandsentencepatternsofdailyactivities;1dFillintheblanksbasedontheconversationcontenttodeepentheunderstandingoftimeandactivities;1eisanopenoralexpressiontask,whichallowsstudentstodescribetheirdailyactivitieswithwhattheyhavelearned.Thestructureisfromsimpletodeep,whichconformstothecognitivelawofstudents.語言特點及功能Thelanguageisconciseandclear,usingsimplesentencesandcommonvocabulary,whichiseasyforstudentstounderstandandmaster.Forexample,whendescribingdailyactivities,simplesentencessuchas"Petertakesashower."and"HanLinisonduty."areusedtodirectlyexpressthecharacter'sbehaviorandstate.Itusesalargenumberofwordsrelatedtotimeanddailyactivities,suchastimenumber,oclock,quarter,halfpast,etc.,aswellasactivityphrasalverbs,sothatstudentscanlearnandusethesewordsinspecificcontextsandenrichlanguageexpression.Inthedialogue,thesimplepresenttenseisusedtodescribedailyhabitualactivities,whichstrengthenstheuseofthesimplepresenttenseintheactualcontext,sothatstudentscanunderstandandmasteritsfunctioninexpressingdailyactivities.學情分析（一）已知Studentshavemasteredacertainamountofbasicvocabularyandsimplesentencepatternsinthepreviousstudy,haveacertainunderstandingofnumbers1-60,andcanperformsimplenumericalexpressions.Havecertaincognitionandexperienceofsomecommonactivitiesindailylife(suchasgettingup,eating,goingtoschool,etc.),andcandescribetheseactivitiesinChinese.Havecertainobservationabilityandlogicalthinkingability,andcanobtaininformationaccordingtopicturesorsimpleprompts.（二）未知TheexpressionoftimeinEnglish,especiallytheexpressionofnon-hourlytime(suchastheuseofpastandto)maynotbefamiliar,anditiseasytoconfuseandmakemistakes.AlthoughIhaveacertainunderstandingofdailyactivities,ImaynothaveenoughvocabularyandsentencepatternstoaccuratelyexpresstheseactivitiesinEnglish.Forexample,IamnotfamiliarwiththeEnglishexpressionsofsomespecificactivities(suchaspackone'sbag,haveanap,etc.),andtheremaybegrammaticalerrorsorpoorexpressionindescribingactivities.Lackofunderstandingofthedifferencesindailyactivityarrangementsindifferentcountriesandculturalbackgrounds,lackofinterculturalcommunicationawareness,andmayhavedifficultiesinunderstandingandprocessingdailyactivityinformationinvolvingdifferentcultures.（三）能知Bywatchinganimatedvideosandimitatingexercises,studentscanmasterthemethodsoftimeexpressioninEnglish,includingtheaccurateexpressionofthehour,half,quarterandnon-hour,soastoimprovetheaccuracyandfluencyoftimeexpression.WiththehelpofEnglishlearningappsandclassroomlearning,studentscanenrichtheirvocabularyrelatedtodailyactivities,learntocorrectlyusethesevocabularyandsentencepatternstodescribetheirownandothers'dailyactivities,andimprovetheiroralandwrittenexpressionskills.Undertheguidanceofteachersandthroughreferenceofmaterials,studentscanunderstandthedifferencesindailyactivityarrangementsindifferentcountries,cultivateinterculturalcommunicationawareness,learntorespectandunderstanddifferentlifestylesininterculturalcommunication,andimprovetheiracculturationability.教學目標LanguageAbilitiesBeabletoaccuratelyread,writeandspeaktimeexpressionsinEnglish,includingtheexpressionofthehour,half,quarterandnon-hourtime.SuchasIt'stwoo'clock.,It'shalfpastthree.,It'saquarterpastfour.,It'stentofive.Andunderstandandcorrectlyusethepastandtodescribetime.Beabletomasterandusethespecialquestionsguidedbywhattimeandwhentoaskaboutthetimeofdailyactivities,suchasWhattimedoyougetup?Whendoyouhavebreakfast?Andansweraccuratelyinthesimplepresenttense,e.g.Igetupat6:30.Ihavebreakfastat7:00.Suchsentencestructurecanaskanddescribethetimeofdailyactivitiesnaturallyandsmoothlyinactualcommunication.Beabletoread,writeandusevocabularyrelatedtodailyactivities,Suchastakeashower,getdressed,brushteeth,havebreakfast,packone'sbag,rideabiketoschool,haveanap,etc.Understanditsmeaningandbeabletouseitcorrectlywhendescribingdailyactivitiestoenrichthecontentoflanguageexpression.思維能力ThroughtheanalysisofPeterandHanLin'sdailyactivityarrangement,students'logicalthinkingabilitywascultivated,suchassummarizingthesequenceofdifferentactivities,comparingdifferentactivitiesofdifferentpeopleatthesametime,andanalyzingtheinfluenceoftimearrangementonstudyandlife.學習能力Intheprocessofgroupcooperationincompletingtasks(suchasdiscussingdailyactivityarrangements,makingtimelines,comparingdailyactivitiesindifferentcountries,etc.),cultivatecooperativelearningabilityandteamworkspirit,learntolistentoothers'opinions,solveproblemstogether,andimprovecommunicationandcooperationefficiency.文化品格Understandthedifferencesindailyactivityarrangementsofpeopleindifferentcountriesandculturalbackgrounds,suchasthecharacteristicsofextra-curricularactivitiesofstudentsinWesterncountriesandthelearningtimearrangementofstudentsinAsiancountries,cultivateinterculturalcommunicationawarenessandculturaltolerance,andrespectthelifestyleandhabitsofdifferentcultures.Bysharingtheirdailyactivities,studentscandevelopself-managementawarenessandgoodlivinghabits,suchasgettingupontime,reasonablyarrangingstudyandresttime,etc.,whileencouragingstudentstoactivelyparticipateindailylifeandcultivateahealthyattitudetowardslife.教學重難點教學重點：ThewayinwhichtimeisexpressedinEnglish,especiallythewayinwhichtimeisnotonthehour(suchastheuseofpastandto).Usewhattimeandwhentoaskaboutdailyactivitiesandusethepresentsimpletensetoanswerthesentencestructure.教學難點：Inpracticalcommunication,Icanflexiblyusewordsrelatedtotimeexpressionanddailyactivitiesaccordingtothesituation,accuratelyandsmoothlydescribethedailyactivitiesofmyselfandothers,payattentiontocorrectgrammar,appropriatevocabularyandnaturalexpression.Understandandrespecttheculturaldifferencesinthedailyactivityarrangementsofdifferentcountries,integrateculturalknowledgeintothedescriptionandcommunicationofdailyactivities,improvecross-culturalcommunicationskills,andavoidcommunicationbarrierscausedbyculturalmisunderstandings.課前預(yù)習TaskOneWatchtheonlineanimationvideo"TellingTimeinEnglish"(whichcanbesearchedonYoukuorTencentVideoandotherplatforms),learntheEnglishtimeexpressionintroducedinthevideo,includingtheexpressionofthehour,half,quarterandothernon-hourtime,andwriteanexampleofeachtimeexpressiononthepreviewlist，suchasIt'sthreeo'clock.；It'shalfpastfour.；It'saquarterpastfive.；It'stenpastsix.Completethefollowingtimeexpressionexercisesaccordingtotheanimationvideo:(1)WritethetimeshownbythefollowingclocksinEnglish:[Pictureshowsseveraldifferentclocks,suchas7:15,8:45,9:30,etc.](2)TranslatethefollowingChinesetimeintoEnglish:5:15,10:30,10to12.(3)Recordtheaudioofyourreadingtimeexpression,requiringaccurateandclearpronunciationandnaturalintonation.TaskTwoReviewandconsolidatevocabularyrelatedtodailyactivities,suchasgetup,gotoschool,dohomework,etc.,andlearnsomenewhomeworkvocabulary.Suchaspackone'sbag,rideabiketoschool,haveanap,etc.,recordonthepreviewlist.FollowtheexampleanddescribeyourdailyactivitiesofyesterdayinEnglish,includingatleastfivedifferentactivities.Foxexample:Igotupat7o'clockinthemorning.ThenIhadbreakfastandwenttoschoolat8o'clock.Ihadclassesallday.Afterschool,Iplayedbasketballwithmyfriends.Intheevening,IdidmyhomeworkandwatchedTV.TaskThreeUseasearchengine(suchasBaidu)tofindthedailyactivitiesofstudentsfromatleasttwodifferentcountries(includingwakeuptime,schooltime,schooltime,extra-curricularactivities,etc.)andrecordtheminsimpleEnglishonthepreviewlist,withthenameofthecountry.Suchas：IntheUS,studentsusuallygetupat7o'clockandgotoschoolat8:30.Theyhavevariousafter-schoolactivitieslikeplayingsportsorjoiningclubs.教學過程教學環(huán)節(jié)教學內(nèi)容效果評估Step1Warming-upWatchvideoandsingalongTheteacherplaysthechantvideoof"Whattimeisit"throughmultimediateachingequipment(suchasintelligentwhiteboardorprojector)toguidestudentstosingalong.Intheprocessofplayback,teacherscanusethepauseandplaybackfunctionsofmultimediasoftwaretoexplainthetimedisplayanddailyactivitiesinthevideotohelpstudentsbetterunderstand.InteractivegamesUsethetimeinthevideoforinteractivegameactivities.Matchtheclockswiththetimes.Duringtheinteractivegame"Matchtheclockswiththetimes",teacherscanusethesoftwaretodisplaytheclockpictureandtimeoptions,andaskstudentstodragtheclockpicturetothecorrespondingtimetomatch.Therecordingfunctionoftheelectronicwhiteboardcanrecordtheoperationprocessofstudents,whichisconvenientforteacherstocommentandsummarize.Whenthechantvideoisplayedandstudentsareguidedtosingalong,itisobservedwhetherstudentsactivelyparticipateinsingingalongandwhethertheycankeepupwiththerhythmandrhymeofthevideo.Participationcanbejudgedbythesizeofastudent'svoice,howengagedtheirexpressionis,andtheaccuracyoftheirsingingalong.Ifmostofthestudentshaveloudvoices,happyexpressionsandaccuratesingingalong,itindicatesthatthestudentsareinterestedinthevideocontentandhavehighparticipation;Ontheotherhand,ifthestudent'svoiceisweak,theexpressionisindifferent,orthesingingalongmistakesaremore,theparticipationmaybelow.Inthe"Matchtheclockswiththetimes"interactivegame,observethestudents'enthusiasmandinitiativetooperateonstage.Recordthenumberofstudentswhoactivelyraisedtheirhandstorequesttheclockandtimematchingoperation,andwhethertheycarefullythoughtandaccuratelycompletedthematchingduringtheoperation.Themoreactiveandaccuratestudentsare,themoreenthusiastictheyareaboutthegame,andthebettertheyunderstandandmastertheexpressionoftime.設(shè)計意圖Step2PresentationDifferenttimeexpressions整點表達法：“鐘點數(shù)+o'clock”意為“幾點”。o'clock=oftheclock，意為“（表示整點）……點鐘”，其前面通常是整點。例如：fiveo’clock=5:00，eleveno'clock=11:00非整點表達法：順讀法：先小時后分鐘，即“鐘點數(shù)+分鐘數(shù)”意為“幾點幾分”。例如：eighttwenty8:20，tenthirty-five=10:35，nineonine（表示零幾分時可用o表示）=9:09逆讀法：先分鐘后小時當分鐘數(shù)≤30時，分past時；用“分鐘數(shù)+past+鐘點數(shù)”表示，意為“幾點幾分”。例如：twenty-fivepastsix=6:25，halfpastthree=3:30當分鐘數(shù)>30時，差幾分到幾點；差的分鐘數(shù)to下一點鐘。用“（60－原分鐘數(shù)）+to+（原鐘點數(shù)+1）”，意為“差幾分幾點”。例如：tentoeight=7:50（差10分8點），eleventotwelve=11:49（差11分12點）注：半點和一刻鐘的特殊表達，aquarter代表15分鐘，half代表半小時。A:Whattimeisit?/What'sthetime?B:It's...若想表明所說時間是上午，只需在時間后加上a.m.（am）若想表達下午，只需在時間后加上p.m.（pm）Interactivegame:TimesolitaristTheteacherfirstnamesatime,suchasIt'shalfpastfive.Thenaskthestudentstonamethenexttime,suchasIt'stentosix.,basedonthenumberofminutesoftheprevioustime1a：Matchtheclockswiththetimes.Studentsindependentlycompletetheclockandtimematchingexercisesin1aandthenchecktheanswers.Teacherscanusemultimediacoursewaretoshowtheanswers,andatthesametimere-emphasizethemethodoftimeexpression,especiallythematchingpointsofnon-hourtime.Interactivegames:Matchtheclockswiththepicture.利用《Whattimeisit》視頻中的時間和日常活動進行互動游戲活動Matchtheclockswiththepicture.Learnvocabularyandphrasessuchastakeashower,getdressed,brushteeth,havebreakfastWhattimedoyoutakeashower?Whattimedoyoutakeashower?Whattimedoyoutakeashower?Whendoyouhavebreakfast?Explainsentencestructure:questionword(whattime/when)+auxiliaryverb(do/does)+subject+verbbase+other?atthesametime,usethesimplepresenttensepositiveandnegativeanswersforexample,suchasItakeashowerat7o'clock./Idon'ttakeashowerinthemorning.Let'swait.Usetheanimatedpresentationsandexamplesentencesinonlinegrammarlearningwebsitesorappstomoreintuitivelyshowstudentssentencestructureandusagedifferences.Forexample,animationshowsthecompositionofsentencecomponentsandthespecificuseexamplesofwhattimeandwhenindifferentscenestohelpstudentsunderstandandremember.Afterstudentsfinishthe"Matchtheclockswiththetimes"exercise,checktheaccuracyofstudents'answers,countthenumberofcorrectmatchesofthetimeexpressionsofthewholepoint,thenon-timeexpressionsofthesequentialreadingandthetimeexpressionsofthebackwardreading(includingthecorrectuseofpastandto),andcalculatethecorrectratesofeachtypeoftimeexpression.Findouthowwellstudentshavemastereddifferentexpressionsoftime.Afterlearningthevocabularyandsentencepatternsofdailyactivities,thestudentshaveasimpleconversationpractice.Askeachotherinpairsaboutthetimeofdailyactivities,suchas"Whattimedoyougetup?"“Whendoyouhavebreakfast?”O(jiān)bservewhetherstudentscanaccuratelyusesentencepatternstoaskquestionsandanswer,andcounttheproportionofstudentswhocancorrectlyusesentencepatternsandgivesmoothanswerstothetotalnumberofgroups.Inthe"Timesolitarist"game,observewhetherthestudentscanquicklysaythenexttimeaccordingtotheminutesoftheprevioustime,evaluatethestudents'thinkingagilityandlogicalunderstandingoftimesequenceandexpression.Recordthereactiontimeandthenumberoferrorsofstudentsintheprocessoftherelay.Theshorterthereactiontimeandthefewerthenumberoferrors,thestrongerthethinkingabilityofstudents.Observestudents'concentrationandparticipationwhentheyuseonlinegrammarlearningwebsitesorappstolearnsentencestructureandusagedifferences,suchaswhethertheyactivelywatchanimationdemonstrations,whethertheyactivelyclicktoseemoreexamplesentences,etc.,tounderstandstudents'abilityandenthusiasminusinginformationtechnologytolearnindependently.設(shè)計意圖Bysystematicallyintroducinghourlyandnon-hourlytimeexpressions,dailyactivityvocabularyandrelatedsentencepatterns,thispaperhelpsstudentsbuildacompleteknowledgesystemaboutthedescriptionofdailylifetimearrangement.Itenablesstudentstoaccuratelyexpresstime,describedailyactivitiesandinquireaboutothers'activitytimeinpracticalcommunication,andimprovesstudents'comprehensivelanguageapplicationability.Step3：Pratice1b：ListentothefirstconversationandtickPeter'sactivitiesthismorning.Playtherecordingoftheconversationinpart1bandletthestudentsperceivetheconversationcontentasawholewhentheylistentoitforthefirsttime.Then,accordingtothedialoguecontent,checkoutPeter'sactivitiesthismorningfromthedailyactivitieslistedonthepreviewlist.Whenlisteningforthesecondtime,payattentiontothespecifictimePeterdoeseachactivity,andrecorditnexttothecorrespondingactivityonthepreviewlist.1c：Listentothesecondconversation.WhyarePeterandHanLinatschoolearly?Matchthenameswiththereasons.PlaytherecordingoftheconversationinPart1c.ThestudentslistenandmatchPeterandHanLinwiththeirreasonsforcomingtoschoolearly.Thenplaytherecordingagainandaskthestudentstolistencarefullytothetimeexpressionsanddailyactivitieswordsinthedialoguetodeepentheirunderstandingofthelisteningcontent.1d：Listentothetwoconversationsandfillintheblanks.PlaytheaudioinPart1d.Studentslistenandwritedowntheanswersandanswerthequestions.Notice:Whenplayingconversationsrecordedinparts1b,1c,and1d,teacherscanadjusttheplaybackspeedaccordingtostudents'listeninglevelbyusingthevariablespeedfunctionofthemultimediaaudioplayer.Forstudentswithweakhearing,theycanslowdownappropriatelytohelpthemunderstandtheconversationbetter.Afterstudentscompletethelisteningpractice,teacherscanusetheonlineanswersystem(suchasthequestionnairestarortheschool'sonlinetestplatform)toquicklycollectstudents'answers,andimmediatelygeneratetheanswerdataanalysisreporttounderstandthestudents'graspofthelisteningcontent,includingwhichquestionshaveahigherrorrate,whichtimeexpressionsordailyactivitieswordsarepronetomistakesinlistening,etc.Inordertopertinentlyexplainandreview.PairWork1e:Talkaboutyourschooldayroutineinthemorning.Usesentencepatternstoaskandanswerquestionswithyourdeskmates.A：Whattimedoyouusually+.../Whendoyou+...?B：Iusually+...at+timeObservethestudent'sreactionandperformancewhentheteacherusesthevariablespeedfunctionofthemultimediaaudioplayer.Forstudentswithweakhearing,payattentiontotheirunderstandingimprovementafterslowingdownproperly,suchaswhethertheycancapturekeyinformationmoreaccuratelyandreduceerrors.Atthesametime,comparingtheperformanceofstudentswithgoodlisteningabilityinnormalspeedandvariablespeed,understandingtheinfluenceofvariablespeedfunctiononstudentswithdifferentlisteninglevels,andevaluatingitseffectivenessinhelpingstudentsimprovelisteningcomprehension.Theimprovementofstudents'answersafterlisteningtotherecordingforasecondtime(1b,1c)oragain(1d)wasanalyzed.Ifthestudentscancorrectsomemistakesafterrepeatedlistening,itshowsthattheyhavegraduallymasteredthelisteningskillstoobtainaccurateinformationthroughrepeatedlistening.Ontheotherhand,iferrorsarenotsignificantlyreduced,itmaymeanthatstudentshavedifficultiesinusinglisteningskills,suchasnotknowinghowtofocusonpreviouslymissedormisunderstoodinformationduringrepeatedlistening.設(shè)計意圖Designavarietyofinteractivegames(suchas"Matchtheclockswiththetimes","Matchtheclockswiththepicture","TimeSolitarizing",etc.)totransformboringknowledgelearningintointerestinggameactivities.LetstudentslearnEnglishinarelaxedandpleasantatmosphere.Thecompetitionandfunofthegamecanattractstudents'attention,stimulatestudents'enthusiasmforlearning,andmakestudentsmoreactivelyparticipateinlearning.Usingmultimediaresources(suchasvideo,animationdemonstration,etc.)topresentteachingcontent,increasetheintuitivenessandvividnessofteaching.Step4ProductionGroupWork:dailyactivitytimelineproductionEachgroupshouldworktogethertomakeatimelineofPeterorHanLin'sdailyactivities.Thetime(inEnglish)andcontent(inpicturesorsimpleEnglishphrases)ofeachactivityshouldbeaccuratelymarkedonthetimelineTeammemberscaneditthecontentofthetimelinetogetherthroughonlinecollaborationtools(suchasTencentDocuments),shareideasandresourcesinrealtime,andimprovecooperationefficiency.RepresentativesfromeachteamwillbesenttothestagetopresenttheproductiontimelineandintroducePeterorHanLin'sdailyactivitiesinEnglish.AsPetergetsupat6:30.Thenhetakesashowerat6:45.Afterthat,hehasbreakfastat7:15andgoestoschoolat7:30.Othergroupscanaskquestionsandmakecomments,suchasWhattimedoeshedohishomework?Ishisschedulebusy?Cultivatestudents'oralexpressionabilityandteamworkability.ThinkaboutandanswerthedifferencesinPeople'sDailyactivitiesindifferentcountriesandculturesS：IntheUS,studentsusuallygetupat7o'clockandgotoschoolat8:30.Theyhavevariousafter-schoolactivitieslikeplayingsportsorjoiningclubs.CheckthattheEnglishexpressionsoftheactivitytimeonthetimelinemadebyeachteamareaccurate.Observewhetherthestudents'useofthehour,halfhourandnon-hourtime(includingsequentialreadingandreversereading)iscorrect,forexample,whethertheycancorrectlywrite"halfpastseven(7:30)""aquartertonine(8:45)"andsoon.Evaluatewhetherthedailyactivityvocabularyusedinthedescriptionoftheactivitycontentisappropriateandrich.Checkwhetherthestudentshavecorrectlyusedthevocabularyfordailyactivitiestheyhavelearned,suchas"takeashower","havebreakfast","gotoschool",etc.,andwhethertheycanchoosetheappropriatevocabularytodescribethesituationaccordingtothespecificsituation.Atthesametime,payattentiontowhetherthespellingofwordsiscorrect,soastoavoidaffectingtheaccuracyofexpressionduetospel