资源简介

Unit 6 Being creative
Lesson 1 Let’s DIY !
一、教学内容分析
本课时为听说课，内容围绕“DIY活动”展开讨论。手工课堂上，格林老师与学生通过对话的形式，依次展示了珍妮做鸟屋关爱野鸟、彼得做小桌子孝敬祖父母、汤姆做企鹅送给妹妹的制作计划。从教学层面出发，这一内容能够极大地激发学生兴趣，让学生在动手实践中锻炼创新能力，增强手部精细动作发展。同时，频繁的师生互动有助于营造积极的课堂氛围，提升学生参与度。语言简单易懂，适合训练学生的听说能力，还巧妙传递了关爱自然、亲人等情感价值观，于潜移默化间培养学生的品德修养，使其兼具趣味性与教育性。
二、语篇分析
【What】 本课时包含一组对话。格林老师在工艺课上带来木头并提议开展手工制作（DIY），询问学生打算用木头做什么。珍妮想做鸟屋给野鸟安家；彼得要做小桌子送祖父母；汤姆计划做企鹅给妹妹，并说了制作步骤。最后，格林先生表示期待并让大家开始动手。 【Why】 本课时语篇展现了课堂上师生间关于手工制作计划的交流，体现了学生们发挥创意，将手工制作与关爱他人、爱护自然相结合。老师引导和鼓励营造了积极的课堂氛围，旨在激发学生的动手能力和创造力，同时培养他们的爱心与责任感。 【How】 本课时采用课堂对话形式，老师提出问题引发讨论，学生们清晰阐述自己的制作目标与方法，语篇内容丰富且有条理。有“I’d like to...” “I want to...” 表达个人想法的句式，有“That’s great! ” “Good idea.” 对学生的想法给予肯定的评价，生动展现课堂场景与学生构思。
三、学情分析
此话题接近学生们的日常生活，学生们积极参与讨论，表现出对 DIY 浓厚兴趣，具备一定的好奇心和探索欲。他们能清晰表达自己的创意，有一定的语言表达能力。但在具体表达个人想法、操作步骤等，会有一定的困难。教师需引导学生参与通过听说等实践活动，感知、体验、参与、合作等方式，激发学生的学习能力，提升学生的思维深度和语言技能。
四、教学目标
通过本节课的学习，学生能够： 准确理解DIY的含义，并熟练运用所学语言对其进行解释和表述； 听对话并梳理文本，提升英文听力理解能力和信息处理能力； 在实际交流中运用所学语言阐述自己的 DIY 想法和计划； 掌握四组字母组合的发音； 培养手工制作活动的兴趣和热情，激发创造力和动手实践的积极性。
五、教学重难点
【重点】 听对话并梳理文本，提升英文听力理解能力和信息处理能力； 在实际交流中运用所学语言阐述自己的 DIY 想法和计划； 掌握四组字母组合的发音。 【难点】 熟练运用所学语言准确且有条理地阐述自己的 DIY 计划和创意； 2. 从对话中理解人物制作物品背后的情感和意义，体会 DIY 的价值。
六、教学活动设计
环节一：结合图片，探讨DIY的含义，导入本课话题。（5 mins） 展示关于DIY的图片，学生探讨其含义，列举一些常见的DIY及用途，谈论送礼的方式并分享关于DIY的更多信息。
教学活动 活动层次 效果评价
Students explain in their own words: What is DIY Students list some examples about what people can make with DIY. Students show their ideas: When giving a gift, do they usually buy one or make one by themselves Why 学习理解之感知与注意 观察学生阐述观点的准确性，判断其对基础知识的理解和掌握程度，了解学生的已知和未知。
环节设计意图：通过图片展示和讨论，激发学生对DIY的兴趣，锻炼口语表达能力。鼓励学生结合生活举例，拓展思维，并建立对本课主题的初步认知。
环节二：围绕对话内容，展开听力、阅读训练，完成相关任务。（20 mins） 教师引导学生采取正确的听力和阅读策略，完成匹配信息、填空、回答问题等学习任务。学生先听对话，完成听力活动；然后进行文本阅读，梳理并加深对文本的理解；再分析和总结重点单词和短语并进行练习，巩固所学内容。
教学活动 活动层次 效果评价
Students listen to the conversation and match the words with the pictures. Students listen to the conversation again and fill in the blanks. Students listen to the conversation and answer some questions. 学习理解之获取与梳理、概括与整合 根据学生的回答，评价学生能否有效地利用听力策略，获取有效信息，完成听力任务。
Students read the conversation and finish the tasks. Answer questions. Fill in the blanks. Explain the key words and phrases and conclude the usages of them. wild birds; It’s time for ...; do with; good idea;cut out the shape; come to life; get started. Students complete the summary of the conversation. 学习理解之获取与梳理、概括与整合 应用实践之描述与阐释、分析与判断 观察学生在整个环节中的主动性，是否积极思考、主动探索，能否举一反三，对有困难的学生给予及时的帮助。
环节设计意图: 引导学生运用听力策略，锻炼学生捕捉关键信息、理解语音语调含义的能力；阅读环节，让学生梳理文本、加深理解，学会从文本中提取主旨和细节，提升阅读理解能力；分析和总结重点单词、短语并练习，帮助学生积累词汇，理解词汇在语境中的运用。
环节三：小组合作，运用所学语言操练，提升语言表达能力。（15 mins） 教师引导学生完成读后任务；学生两两交流，用关键句型表达阐述自己想用 DIY 做什么及原因，参考给出的范例进行练习，之后学生相互评价。
教学活动 活动层次 效果评价
Students read the whole passage and finish the two tasks: (1) Colour the words to express wishes and encouragement. (2) Underline the sentence patterns that show something will happen. Students talk with their partners: What would they like to do with DIY Show their ideas and reasons with key expressions. One possible version is provided and students practice in pairs. 应用实践之分析与判断、内化与运用 迁移创新之想象与创造、批判与评价 观察学生依据两两交流时对 DIY 想法和原因的阐述，评估其口语表达的流畅度、准确性和逻辑性，能否灵活运用关键表达，对有困难的学生提供指导和帮助，对表现较好的学生提出表扬。
环节设计意图: 完成读后任务，加深对文章语言知识的理解与记忆；组织学生交流想法，锻炼口语表达，提高语言实际运用能力，并激发学生动手实践的积极性。
环节四：语音训练，掌握音标发音，正确读出字母组合的单词。（5 mins）
教学活动 活动层次 效果评价
Students listen and repeat: / :/ / / / / /dr/ Students write more words in each group and then read them correctly. 应用实践之分析与判断、内化与运用 观察学生的训练表现，了解学生发音情况，纠正其存在的错误，给予及时的鼓励或帮助。
环节设计意图: 学习并运用相关语音知识，正确、流利地朗读句子，提高口语水平。
作业与拓展 (Required) Read the conversation fluently. Have a conversation with your partner about DIY. Ask each other what you would like to do by DIY. (Optional) 3. Make a record about your own DIY plan, including what you want to make, why you want to make it and how you plan to make it.
4 / 4(共21张PPT)
Being creative
第1课时
Unit 6
Lesson 1
Learning
Learning objectives
通过本节课的学习，学生能够：
1.准确理解DIY的含义，并熟练运用所学语言对其进行解释和表述；
2.听对话并梳理文本，提升英文听力理解能力和信息处理能力；
3.在实际交流中运用所学语言阐述自己的 DIY 想法和计划；
4.掌握四组字母组合的发音；
5.培养手工制作活动的兴趣和热情，激发创造力和动手实践的积极性。
重点
重点
重点
Look and say
What is DIY Explain in your own words.
DIY is short for “do-it-yourself”.
It means making, modifying or repairing things on your own.
It is quite popular throughout the world.
DIY
What can we make by DIY List some examples.
Paper Crafts
Clay Decorations
Wooden Furniture
Handmade toys
DIY
make gifts: a special card or a handmade toy.
decorate rooms: wall-hangings or small decorations.
build things: a bird-house or a small table.
We can use DIY to ...
share ideas: turn thoughts into real things by DIY.
When giving a gift, do you usually buy one or make one by yourself Why
I usually buy gifts. There are lots of choices in stores, so I can find a good one fast.
I like making gifts. Handmade gifts are special. They show how much I care.
I always make gifts. When my friend likes the gift I made, I feel really good.
In a word, making gifts shows more love and care than buying them, and it can also bring a sense of achievement.
Listen and match
Listen to the conversation and match the words with the pictures.
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Mr Green is talking with his students in shop class.
Jenny
Peter
Tom
little sister
grandparents
birds
Listen and fill
Listen to the conversation again and fill in the blanks.
I am Jenny. We took a shop class last week. I made a bird house from ________. I put it in a tree and it became a _______ for _______birds.
Peter made a table for his ____________ and Tom made a ________ for
his little sister.
wood
grandparents
penguin
wild
home
Read and answer
Read the conversation and answer some questions.
1. What did Mr Green bring
2. What would Jenny like to do with the wood
3. What does Peter want to make
He wants to make a small table.
4. Whom will Tom give the penguin to
He brought a lot of wood.
She’d like to make a bird house.
To his little sister.
5. How does Tom plan to make the penguin
He will draw a penguin on the wood. Then, he will cut out the shape.
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY! What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Read and analyze
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let's get started!
What class is it now
What did Mr Green bring for the class
He brought a lot of wood.
Shop class.
do with
___________
处理；应对
你把信怎么处理了？
______ did you ______ ______ the letter
What
do with
deal with
______ did you ______ ______ the letter
How
deal with
Read and finish the task.
该做某事了
Read and analyze
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let's get started!
do with
你把信怎么处理了？
______ did you ______ ______ the letter
deal with
Jenny
Peter
What to make
A bird house.
A small table.
Why
It will be a home for wild birds.
It will be a gift for his grandparents.
野生鸟类
Read and analyze
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Tom
What to make
A penguin.
Why
Give it to his little sister.
How
______ a penguin on the _____. Then _____ out the shape.
Draw
wood
cut
剪出形状
开始
好主意
变得生动
[ pe ɡw n] n. 企鹅
Read and complete
In the shop class, Mr Green brought a lot of ______ and asked the students what they _______ like to do with the wood. Jenny wanted to make a _____ house and put it in a tree as a home for ______ birds. Mr Green thought it was great. Then he asked Peter. Peter wanted to make a small _______as a gift for his grandparents. Mr Green said it was a good ______. Next, he turned to Tom. Tom wanted to make a ________ for his little sister. He would first ______ a penguin on the wood and then ______out the shape. Mr Green was looking ________ to seeing these wonderful ideas come to life and then they started their DIY projects.
wood
Complete the summary of the conversation.
would
bird
wild
table
idea
penguin
draw
cut
forward
Read and find
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Read and find: 1. Colour the phrases to express wishes and encouragement.
2. Underline the sentence patterns that show something will happen.
Talk and share
A: What would you like to do
B: I’d like to make...
A: Why do you want to make that
B: ...
A: How do you plan to make it
B: ...
Tips: 1. Express what you would like to make and give the reasons.
2. Use key expressions : I’d like to ... I want to... I plan to ...
3: Make sure your DIY is creative and attractive.
Let’s DIY. What would you like to do Talk with your partner.
Have a show
A: What would you like to do
B: I’d like to make a clay flower pot.
A: Why do you want to make that
B: Because I want to put my plants into the clay flower pot. It will be perfect
and make my room look more lively.
A: How do you plan to make it
B: First, soften the clay. Then, shape it into a round bottom and build the sides
of the pot. At last, let it dry and paint it.
Sample
Evaluate
Make a reasonable evaluation of your classmates’ performance.
How many stars can you get 1. Did he/she clearly express what they wanted to make
2. Did he/she give good reasons for making that
3. Did he/she use correct grammar and vocabulary
4. Did he/she work well with partners
5. Is the DIY creative and attractive
Listen and repeat
or / / forward corner _________________
oo / / wood look __________________
sh / / shop wash __________________
dr /dr/ draw dream _________________
sheep short brush
born order torch
book cook foot
drink drive dress
Listen and repeat. Write more words in each group.
Summary
talk about the reasons and plans for DIY projects.
read some phonetic alphabets correctly.
describe different DIY plans.
2
3
1
After learning this lesson,
I can
a bird house
a small table
a penguin
A: What would you like to do
B: I’d like to make...
A: Why do you want to make that
B: ...
A: How do you plan to make it
B: ...
/ / , / /, / /, /dr/
Homework
(Required)
1. Read the conversation fluently.
2. Have a conversation with your friends about DIY. Ask each other what you
would like to do by DIY.
(Optional)
3. Make a record about your own DIY plan, including what you want to make,
why you want to make it and how you plan to make it.
Bye-bye!

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