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8A Unit4 Hands-on fun
Welcome to the Unit
教学目标
通过本课时学习，学生能够：
（1）初步认识和了解生活中常见的DIY活动;
（2）从对话中获取制作纸玫瑰花的材料和方法等信息，提取和规划询问、描述DIY活动的词汇和语言表达;
（3）运用相关词汇和语言表达，与同伴谈论自己想要尝试的DIY活动，初步感知DIY活动的趣味性和创造性。
教学重点
学生能够熟练掌握手工活动相关的核心词汇与重点句型；能清晰描述手工活动的工具/材料、制作步骤。
教学难点
学生能灵活运用相关词汇和语言表达描述手工制作步骤；能结合具体语境，完整且逻辑清晰地表达手工活动的相关信息（工具、步骤、感受）。
教学过程
教学活动及互动 教学意图 活动层次 二次备课
Step1: Lead-in Look at pictures on PPT and ask students:“What festivals are they about What do people usually do to celebrate them ” Guide student to say the phrases“make mooncakes、make rice dumplings、make paper-cuts…” Then ask “These activities all need to make things by hand. Do you know what we call them ” Introduce the topic“hands-on activities” and explain the meaning：“They mean making things by hand, also called DIY (do-it-yourself).” Encourage students to think more about hands-on activities and finish the match on PPT. 通过节日手工活动的图片创设情境，激发学生的学习兴趣，引出单元主题，营造轻松的课堂文化氛围。 感知与注意
Step2: Listening Tell students that Millie and Suzy are talking about interesting hands - on activities. Ask them to listen carefully and fill in the table on PPT. Play the audio twice and check answers. Analyze the structure: What How (tools/materials, steps) 通过听力输入巩固词汇和句型。 感知与注意
Step3: Core Vocabulary Teaching Show “tape、glue、scissors、brush、flour、screwdriver、oven、decorate” on the PPT with corresponding pictures. Pattern 1. Take “making paper flowers” as an example. Show coloured paper, tape, scissors and say: “I want to make paper flowers. I need coloured paper, tape and a pair of scissors to make them.” Explain the meaning and usage. Let students make sentences with “paint the wall、make a card” etc. Pattern 2. Take the steps of “making paper flowers” as an example. Demonstrate while describing: “First, fold the paper. Then, cut the flower shapes. Finally, tape the pieces together.” Explain the function of these conjunctions. Let students describe “cooking pasta” and “making mooncakes” steps with themselves. 通过图片 帮助学生快速掌握词汇；结合具体手工活动场景讲解句型，让学生在语境中理解用法，为后续交流表达奠定基础。 获取与梳理
Step4: Speaking Practice Pair Work: Show a dialogue model on PPT: Let students work in pairs to make their own dialogues using the model and knowledge about hands - on activities learned. Group Discussion: Do you think making things by hand is fun Why or why not 借助小组讨论和思考，让学生在真实交流场景中运用所学知识，灵活运用语言。 内化与运用
Step5: Summary Review the key points of this class, including: Key sentence patterns like “I need... to...、First..., then..., finally...”. How to talk about hands - on activities (what, how, why). Emphasize the fun of hands - on activities and encourage students to try more. 系统梳理本课知识，帮助学生构建清晰的知识框架。
Step6: Practice Take “Making Leaf Prints” as an example. Play the video and guide students to use key sentence patterns for summary. Show an interview template. Do a demo with a student. Then students work in groups of four to practice. Each group selects a representative to present. The interview should include: tools/materials, steps, whether it’s fun and why (at least 2 reasons). 借助小组采访的互动形式，让学生在交流中运用所学知识，提升听说能力。 内化与运用
Step7: Homework For all students: Search for information related to craft activities online. For some students: Find a hands - on activity you like, write down the tools needed and the steps, and be ready to share in the next class. 让全体学生巩固所学知识，又能为部分学生提供提升空间。 感知巩固提高
5. 教学反思：
Reading
1.教学目标
通过本课时学习，学生能够：
（1）获取和梳理Andrew从失败到成功的DIY经历，理解记叙文的语篇结构和叙事逻辑，掌握描述DIY活动的主题词汇和表达；
（2）赏析和运用语篇中描述人物情感、动作和场景的词汇和句型，并运用相关语言和恰当的时态描述Andrew的DIY经历；
（3）分析和评价Andrew的人物形象，探讨其从失败到成功的关键因素，理解科学的方法和坚持不懈的精神的重要性，并将其迁移到自身的学习和生活中，培养勤于动手、乐于实践的精神。
2.教学重点
学生将能够掌握课文中的核心词汇、短语和关键句型，并通过运用略读和扫读策略来理解课文的主要观点和关键细节。
3.教学难点
学生将能够灵活运用略读和扫读策略高效完成阅读任务，以逻辑清晰的方式复述课文，并运用所学语言对安德鲁的DIY经历发表个人看法。
4.教学过程
教学活动及互动 教学意图 活动层次 二次备课
Step1:Warm-up & Lead-in Show some pictures on PPT and ask guiding questions: "Have you ever made something by yourselves What was it " "Why do you think many people enjoy doing DIY " 通过图片,激活学生对DIY的已有知识，并激发他们的好奇心。 感知与注意
Step2: Pre-reading 1. Show the text title "My cousin and DIY" and a picture of Andrew on PPT. 2. Guide students to predict: "What is the article probably about What can you see in the pictures " 通过预测段落内容，培养学生的阅读预测能力，激发主动阅读的欲望。 感知与注意 获取与梳理
Step3: While-reading 1.Skim the article and complete the table about Passage Matching Question. 2.Scan the article and finish Part A. 3.Careful reading: Ask students to read Para.1 carefully and answer questions: "What does Andrew love to do Is he good at DIY " and finish the first question on Part B. Ask student to read Paras.2-5. and pay attention to the Tense and Order. (simple past tense, time order). Finish the table on PPT according to Para.2-3. 4.Pair work: Ask and answer the following questions “Did Andrew know why he failed If you were Andrew, will you stop doing DIY jobs What can you learn from him ” 5.Complete the blog post on Part C and finish the second question on Part B. 6.Further thinking: How can we improve our DIY skills 7.Finish the table on PPT according to Para.4-5 and find the adjectives and phrases. 8.Group work: Discuss the question“What makes Andrew a good DIYer ” 9.Further thinking: How can he avoid the problems 10.Read the Para.6 and finish questions on Part B and think about the question“What do you think of DIY ” 精读环节引导学生获取细节信息。 获取与梳理
Step4: Post-reading 1.Retell the article with the structure on PPT and pay attention to the simple past tense and time order. 2.Think about the question“Would you like to try DIY ” Watch a video about making cookie by himself. 3.Remind students of the precautions and operational norms during hands-on practice. 帮助学生联系自身，落实情感目标，同时锻炼英语表达能力。 获取与梳理 内化与运用
Step5: Summary Invite a student to retell the text briefly with the help of the PPT. The teacher supplements and emphasizes the key points. 帮助其梳理知识框架，巩固所学内容。
Step6: Homework For all students: Write a short passage (50 words) about "My DIY Experience" or "Advice for Andrew". For some students: Search for a successful DIY story online and prepare to share it in the next class. 让全体学生巩固所学知识，又能为部分学生提供提升空间。 感知巩固提高
5. 教学反思
Grammar
1.教学目标
通过本课时学习，学生能够：
(1)获取和梳理祈使句和should、had better的基本特征，理解其语义功能，归纳其他使用规则。
(2)在不同的DIY活动的语境中，通过填空和造句等练习，巩固与内化祈使句和should、had better的用法。
(3)在真实语境中，运用祈使句教同学调节新课桌高度，使用should和had better给出DIY建议，深化对DIY活动的认知和理解，提升语言运用能力。
2.教学重点
学生将能够理解祈使句的基本结构以及should和had better在给出建议时的核心用法。
3.教学难点
学生将能够在不同的DIY场景中灵活区分和使用祈使句（用于指示）和“应该/最好”（用于建议），并根据语境（如礼貌、建议的紧迫性）准确调整语言表达。
4.教学过程
教学活动及互动 教学意图 活动层次 二次备课
Step1: Lead-in 1.Play a video about the song Hey Jude. Ask students: "Look at the lyrics. What words tell people what to do (e.g., ‘let’, ‘start’) Do you know what kind of sentences these are " 3.Introduce the lesson theme: "imperative sentences (for giving instructions) and ‘should/had better’ (for giving advice), which are very useful for DIY activities." 利用歌曲，激发学生的兴趣，通过歌词分析引入祈使句，从而为学习打下情境基础。 感知与注意 获取与梳理
Step2: Presentation (Imperative sentences) 1.Show 4 sample sentences on PPT and guide students to analyze the structure and function of each sentence: Affirmative: Base form of verb → Tell people to do sth. Negative: "Don’t + base form" → Tell people not to do sth. Polite/suggestive: "Please + ..." or "Let’s + ..." → Make instructions polite or suggest doing sth. together. 2.Show 4 pictures (e.g., cutting paper, writing on cards, drawing pictures, looking at designs) and 4 imperative sentences on PPT. Ask students to match each picture with the correct sentence . 3.Have students read the conversation between Millie and Andy aloud to exploring the rules. 帮助学生系统地掌握祈使句的结构和用法。 获取与梳理
Step3: Practice 1.Have students finish Part A1 on page 54. 2.Show the steps of making potato stamps. Ask students to work in pairs to write 1-2 more imperative sentences for the steps. Select 2-3 pairs to present their instructions. 结合DIY场景，使语法学习更具体和实用，提高学生的语法应用能力。 获取与梳理
Step4: Presentation (Using should and had better) 1.Show the conversation between Suzy and her mum on PPT, highlighting sentences like "We’d better clean the bird box first" "You should mix the paint well" "You’d better not get too much paint". 2.Guide students to explore rules: Both "should (not)" and "had better (not)" are used to give advice. Structure: "You should (not) do sth." / "You had better (not) do sth." (Note: "’d better" = "had better", "shouldn’t" = "should not"). Tone difference: "had better" is stronger than "should". 以对话场景为切入点，帮助学生理解语法知识点。 获取与梳理 内化与运用
Step5: Practice 1.Connect to the "potato stamps" activity in Step 3. Ask students to work in groups of 3 to give 2-3 pieces of advice using "should" or "had better". Each group selects a representative to share advice. 2. Have students finish Part B1 on the page 55. 通过与之前DIY任务的联系，加强学生根据上下文给出适当建议的能力。 内化与运用
Step6: Production 1.Show some pictures about DIY tasks, ask students to work in pairs to give instructions and advice, using should and had better. 2.Walk around to guide, and invite 1 pair to demonstrate the dialogue. 将两个语法点整合到一个DIY任务中，帮助学生巩固知识。 内化与运用
Step7: Summary Guide students to review the key points: Instructions: Imperative sentences (Affirmative: Verb + ...; Negative: Don’t + Verb; Polite: Please/Let’s + ...). Advice: "should (not)" (gentle advice) / "had better (not)" (stronger advice). 总结回顾 内化与运用
Step8: Homework Must do: 1. Finish the exercises on the worksheet. 2. Teach your friends how to do a DIY job and give some advice. Choose to do: Do more DIY jobs. 帮助其梳理知识框架，巩固所学内容。 总结提升
教学反思：
Word power
1.教学目标
通过本课时学习，学生能够：
(1) 获取和梳理形容词否定前缀un-、in-、im-的基本特征，理解其语义功能，归纳其构词规则。
(2) 通过不同形式的练习，巩固形容词否定前缀的使用方法，内化构词方法。
(3)在真实语境中运用含有否定前缀的形容词描写自己或朋友的DIY经历，进一步提升语言运用能力。
2.教学重点
学生将能够识别前缀un-、in-和im-（表示形容词的“不”）的功能，并掌握匹配规则：un-用于大多数形容词，im-用于以/b/、/m/、/p/开头的形容词，in-用于特定的形容词。
3.教学难点
学生将能够准确区分和选择不同形容词的正确前缀（un-、in-、im-）（尤其是容易混淆的形容词，如“pleasant→unpleasant”而不是“inpleasant”），并在DIY相关语境中灵活使用这些前缀形容词。
4.教学过程
教学活动及互动 教学意图 活动层次 二次备课
Step1: Warm-up & Revision 1.Show PPT pictures of DIY works and ask: "Look at these pairs of things. What’s the difference The transformed one is common or not common " Then present the sentence "DIY can make common things uncommon and unusual." on PPT, and explain: "We add ‘un-’ before ‘common’ to make ‘uncommon’, which means ‘not common’." 2.Show key events from Andrew’s DIY story on PPT (e.g., "He made a mistake" → "not correct"; "The room with water was not comfortable") and ask students to express "not correct" and "not comfortable" in one word. Present the words "incorrect" and "uncomfortable" on PPT, and guide students to find the rule: "not correct = incorrect (in- + correct)", "not comfortable = uncomfortable (un- + comfortable)". 通过图片对比，引出前缀“un-”，激发学生对构词法的兴趣。 感知与注意 获取与梳理
Step2: Presentation (Prefixes un-, in-, im-) Display a word-formation table on PPT to summarize the rules with examples: Highlight special cases: "pleasant→unpleasant", "popular→unpopular" to avoid mistakes. Ask students to read twice to consolidate pronunciation and spelling. 将新知识与先前学习联系起来，减轻学生的认知负担,强调特殊情况以防止常见错误。 获取与梳理
Step3: Practice 1.Ask students to complete the exercise on Part A individually first, then check answers in pairs. Invite students to share answers and explain their choices (e.g., "‘friendly’ uses ‘un-’ because it’s a common adjective"). Correct mistakes in time (e.g., remind students "‘patient’ uses ‘im-’ because it starts with /p/"). 2.Ask students to add the correct prefixes to the words and fill in the blanks on PPT, and explain the meaning of the completed sentences to ensure understanding. 3.Add the correct prefixes to some of the adjectives on PPT so that the sentences make sense. 4.Finish the Part B. 5. Show Suzy’s incomplete DIY story on PPT , add the correct prefixes to the words and finish Suzy’s DIY story. After completion, each group selects a representative to read the story aloud. 先集中精力掌握前缀匹配，再把带前缀的形容词应用到句子中。这样有助于学生一步步巩固规则，为后续的语境应用打下基础。 获取与梳理
Step4: Production 1.Present a survey shows that DIY activities among young people are becoming increasingly popular. 2.Provide a sentence frame on PPT to guide students complete the frame with their own experiences on DIY jobs, then share with their deskmates. Invite 2-3 students to share with the whole class. 通过个人分享，将前缀学习与现实生活中的DIY体验联系起来，达到“学以致用”的目的。 获取与梳理 内化与运用
Step5: Summary & Assessment 1.Summarize the core content: Prefix Function: un-, in-, im- + adjectives → adjectives with "not" meaning. Matching Rules: un- (most adjectives), im- (adj. starting with /b/, /m/, /p/), in- (specific adj.). 2.Assess whether you have mastered the usage of prefixes. 帮助学生形成清晰的知识框架。激发他们自主词汇学习的兴趣。 内化与运用
Step6: Homework Must do: 1.Review the prefixes and adjectives learned in this lesson, master the rules and use them in your study. 2.Finish your own DIY story with the adjectives starting with un- , in-, and im- and share it with others. Choose to do: Look for other prefixes with the meaning of “not”. 帮助其梳理知识框架，巩固所学内容。 学习理解 应用实践 迁移创新
教学反思：
Integration
1.教学目标
通过本课时学习，学生能够：
(1) 在读、看、听活动中，获取并梳理扎染的基本信息、操作步骤，以及Amy和James在家常做的动手实践活动，整合相关信息，并将关于自制物品的博客文章补充完整。
(2) 在口语交流中，模仿对话范例，运用相关表达与同伴讨论DIY活动的乐趣，清晰阐述个人观点和制作体验。
(3) 在写作活动中，综合运用本单元词汇知识与表达和语篇结构知识与表达，模仿范文，撰写一篇日记，逻辑清晰地介绍自己的一次DIY经历，反思动手实践活动的乐趣与意义。
2.教学重点
学生将能够从阅读和听力材料中提取关于扎染的关键细节；整合单元语言知识进行与DIY相关的角色扮演；并写一篇结构清晰的日记，介绍一次DIY体验（引言、正文、结论）。
3.教学难点
学生将能够灵活运用综合语言知识在口语和写作中表达DIY过程和经验；并深刻理解传统工艺的文化价值，并在语言输出中传达出来。
4.教学过程
教学活动及互动 教学意图 活动层次 二次备课
Step 1: Warm-up & Lead-in Show students a video about tie-dyeing, allowing them to gain a comprehensive understanding of tie-dyeing . 利用生动的扎染视频，激发学生的好奇心，了解传统DIY工艺。 感知与注意
Step 2: Reading 1.Pre-reading Ask students to predict what information the reading passage about tie-dyeing might include. Invite students to share predictions. 2.While-reading: Read passage on Part A and ask students to answer following questions: Check answers and highlighting key information. 3.Post-reading Ask: "1. Why do local people still use traditional tie-dyeing methods to make different products 2. Why is tie-dyeing not only a form of art but also a lifestyle 3. What can we teenagers do to protect and spread it " Guide students to refer to the passage and share ideas. 通过有针对性的任务训练学生的阅读技能。 感知与注意内化与运用
Step 3: Listening (Fill in the Blanks) Show Amy’s incomplete workshop notes on PPT. Play the audio twice. Ask students to fill in the blanks individually. Check answers by inviting students to read the completed notes aloud, correcting pronunciation and spelling. 提升学生的听力理解能力（包括笔记和细节捕捉）。 感知与注意内化与运用
Step 4: Listening (Fill in the Blanks) Display the second listening task from Part B2. Play the audio twice. Students complete the task then share plete the Part B3 with the information in Part B1 and B2. 将听力内容与日常生活紧密相连，为后续的口语练习打下坚实基础。 感知与注意内化与运用
Step 5: Speaking Play the audio of Amy and her classmates’ conversation and finish the table on PPT. Divide students into pairs. Ask them to talk about the fun of DIY, using the conversation as a model. Invite 2-3 pairs to act out their dialogues in class. 让学生了解DIY在生活中的积极意义，拓展学生的生活认知和文化视野。 巩固提高
Step 6: Writing Ask students to think about “What does Amy write in her diary ” “How many parts are there in Amy’s diary entry ”, while reading Amy’s diary. Show Amy’s diary on PPT and guide students to identify its structure: Introduction: Time (Last Saturday), Place (Millie’s home), Activity (made a doll from an old glove). Main body: Materials (clean glove, buttons, thread) + Steps (First→Next→Then→Finally). Conclusion: Result (gave to a little girl), Feelings (proud, happy). Highlight key points: Correct tense (simple past), sequence words, and clear feelings. Ask students to fill in the Part D1 first, then write a 60-80 word diary entry. Write common sequence words (First, Next, Then) and feeling adjectives (happy, proud) on the blackboard. After writing, students exchange drafts with partners to review, using the check list. Students revise their articles according to partners’ suggestions. 让学生明确写作框架；引导学生关注具体细节的描述。培养合自我修正的能力，提升写作质量。 内化与运用
Step 7: Homework Must do：Polish the article and share it; Review the unit. Choose to do：Collect more learning improvement ideas. 基础巩固和能力拓展。 巩固提升
5. 教学反思：

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