资源简介

第3课时　Grammar & Word power
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about English grammar and vocabulary learning, focusing on imperative sentences, the usage of “should (not)” and “had better (not)”, and the prefixes “un-”, “in-” and “im-”. It includes conversations, exercises and rule explanations. Through reading conversations and doing exercises, students are guided to learn and practise these grammar and vocabulary points.
Why: The text aims to help students learn effectively and apply English grammar and vocabulary. By using conversations and practical examples, it aims to make the learning process more engaging and knowledge easier to understand. The structured exercises are intended to reinforce students learning, enabling them to build confidence in using these grammar and vocabulary elements correctly. The overall attitude is educational and supportive, aiming to promote students English language proficiency.
How: The text uses a practical-instructional approach. It presents grammar rules through real-life conversations, making the learning content more relatable. Exercises are designed in a step-by-step manner, from filling in the blanks to creating sentences, which help students gradually master the knowledge. The language is simple and straightforward, suitable for English language learners at a certain basic level. The content structure is organized by grammar points, with clear sections for each topic.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the usage of imperative sentences;
2.understand the usage of modal verbs “should (not)” and “had better (not)”;
3.understand the usage of the prefixes “un-”, “in-” and “im-”;
4.write about DIY jobs and give advice in daily conversations with grammar and words mastered.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To understand the usage of imperative sentences. Step 1　Grammar (Imperative Sentences) 1.Observe the process of putting the pieces of wood together and get a preliminary sense of imperative sentences. 2.Read the conversation carefully and pay attention to the parts in bold. Analyze the characteristics of imperative sentences, such as their structure and function. Evaluate if students have developed a basic perception of imperative sentences through reading the conver-sation. Assess whether students can accurately analyze the characteristics of imperative sentences in bold from the conversation.
(续表)
3.Guide students to study the given statements carefully. Help them summarize the rules of forming imperative sentences, such as when to use the base form of a verb, “don t”, “please”, and “let s”, and then check if they ve grasped these rules. 4.Instruct students to complete the sentence rewriting and situation-based imperative sentence writing tasks. 5.Guide students to complete the exercises in Parts A1 and A2. For A1, ask them to use given verbs to finish sentences according to pictures; for A2, let them write operation instructions for the desk using imperative sentences. Check if students have successfully summarized the rules of forming imperative sentences and understood their usage.
Purpose To help students observe, analyze, summarize and practise imperative sentences, and assess their understanding and application abilities.
2.To understand the usage of modal verbs “should (not)” and “had better (not)”. Step 2　Grammar (Modal Verbs) 1.Show the conversation to students. Ask them to observe the sentences with modal verbs “had better (not)” and “should (not)”, and help them get a preliminary understanding of modal verbs. 2.Ask students to read the conversation and focus on the parts in bold. Guide students to analyze what these modal verbs express and the differences between “had better (not)” and “should (not)”. 3.Guide students to summarize the rules of using “had better (not)” and “should (not)” in the “Work out the rule” section. 4.Instruct students to complete the sentences and help Suzy make sentences in B1 and B2 using “should (not)” or “had better (not)”. Check if students have initially understood the usage of modal verbs “had better (not)” and “should (not)” by observing the conversation. Check if students have correctly summarized the rules of using “had better (not)” and “should (not)” in the “Work out the rule” section. Check if students can appropriately use “should (not)” or “had better (not)” to make sentences in B1 and B2.
(续表)
Purpose To help students observe, analyze, summarize and practise imperative sentences, and assess their understanding and application abilities.
3.To understand the usage of the prefixes “un-”, “in-” and “im-”. Step 3　Word Power (The Prefixes) 1.Introduce the concept of prefixes to students. Guide students to observe the table and examples, and ask them to find out the rules of forming new adjectives with the prefixes “un-”, “in-” and “im-”. 2.Assign the exercises in Parts A, B, and C to students. Instruct them to complete the exercises in Part A by adding prefixes to form antonyms and the exercises in Part B by filling in the blanks with prefixed words. Assess if students have identified the rules of forming new adjectives with prefixes through observing the table and examples. Verify if students can complete the exercises in Parts A, B, and C correctly by applying the knowledge of prefixes.
Purpose To introduce the concept of prefixes, guide students to discover the rules of forming new adjectives with the prefixes “un-”, “in-” and “im-”, and verify their application abilities through exercises.
4.To write about DIY jobs and give advice in daily conversations with grammar and words mastered. Step 4　Product 1.Ask students to write more advice on DIY using “should (not)” and “had better (not)”, with the help of the provided useful expressions. 2.Ask students to write about their and their friends DIY jobs using the prefixes “un-”, “in-” and “im-” and the provided useful expressions. Check if students can correctly use “should (not)” and “had better (not)” and the prefixes “un-”, “in-” and “im-” in their writings according to the provided expressions.
Purpose To enable students to enhance their practical writing skills in creating DIY-related advice and descriptions of DIY jobs, with the support of provided useful expressions.
Step 5　Language Point Present the language points to students. Explain the meanings and usage of phrases like “put…together” and modal verbs such as “had better” and “should”, and use examples to help students understand. Evaluate if students have grasped the meanings and usage of phrases and modal verbs through the explanation and examples.
(续表)
Step 6　Exercise Instruct students to complete the sentence-transformation and fill-in-the-blank exercises, and then check their answers to help them reinforce the knowledge of sentence patterns and word usage. Check if students have strengthened their knowledge of sentence patterns and word usage by correctly completing the exercises.
Purpose To present and explain language points, using examples to help students understand the meanings and usage of phrases and modal verbs. To consolidate students knowledge of sentence patterns and word usage through exercises and evaluate their learning effect.
Homework Basic homework: Write five imperative sentences and five sentences with “should (not)” or “had better (not)”. Practical homework: Make a small DIY item and write instructions using the grammar you ve learned. Extended homework: Find a DIY video online and write a short summary about it.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　







导入一　互动讨论导入
Organize a discussion on “How DIY activities can strengthen family relationships.” Have students share their opinions and personal stories about the DIY projects they have done with their families. Encourage them to discuss how these activities have brought them closer together.
导入二　环保创意导入
Introduce the concept of using recycled materials for DIY projects. Show examples of creative upcycling ideas (e.g. turning old jars into planters or making art from scrap materials). Ask students to brainstorm how they could involve their families in eco-friendly DIY projects and why this is important for the environment.
导入三　DIY作品展览导入
Organize a mini DIY exhibition in the classroom where students can show their own DIY projects or items they have brought from home. Each student can briefly explain the story behind their project, such as how it was made, who helped them, and what it means to them. This hands-on experience will inspire students curiosity and provide real-life examples of how DIY activities connect students and families.
导入四　手工制作体验导入
Start the lesson by giving students a simple DIY task, such as paper folding, decorating a small wooden block, or creating a paper flower. As they work on the task, encourage them to think about how such activities could be done with family members and what they might learn from each other during the process.
导入五　互动问题导入
Pose a series of questions related to DIY activities and family interactions. For example, “What are the benefits of doing DIY projects as a family ” or “How can DIY activities teach us important life skills ”. Encourage students to think critically and share their thoughts in small groups before discussing as a class.
导入六　创意设计导入
Challenge students to come up with their own DIY project ideas that they would like to do with their families. Have them sketch out their ideas and explain why they choose those particular projects. This will not only engage their creativity but also help them see the practical applications of DIY skills in family settings.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　 Introduction to the Theme
教师简短介绍活动目的,并利用PPT展示各种DIY活动的照片,如制作月饼、粉刷墙壁、制作灯笼、组装书架等。
活动目标:
1.Students will learn about the benefits of DIY activities.
2.Students will discover various types of DIY projects.
3.Students will be motivated to try DIY activities themselves.
活动二　 Group Discussion
学生被分为小组,每个小组负责讨论并选择一种DIY活动进行详细介绍。教师监督并引导讨论,最后每个小组选择一位代表向全班报告结果。
活动三　 Role-play
设计一系列与DIY活动有关的情景,让学生扮演其中的角色。例如,一些学生扮演家庭成员,一起制作月饼;其他学生扮演装修工人,合作完成粉刷墙壁的任务。通过角色扮演来探讨DIY活动对家庭关系的影响。
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　祈使句、情态动词和前缀“un-”, “in-”和“im-”的用法
【观察】
Please hand the tools to me.请把工具递给我。
Now you should mix the paint well. 现在你应该把油漆搅拌均匀。
You d better not get too much paint on the brush. 你最好不要在刷子上蘸太多油漆。
It s unlucky to find me without a DIY job to do. 找不到DIY工作做对我来说是不幸的。
It s impossible to finish a DIY job if you are not patient.
如果你没有耐心,完成一个DIY工作是不可能的。
　　【探究】
语法点 概念 用法
祈使句 用于表达命令、请求、建议或劝告的句子,通常省略主语,以动词原形开头。 肯定形式直接使用动词原形。否定形式在动词前加don t。
情态动词should和had better 用于给出建议或劝告,表示某事是合适的或必要的。 should表示建议或义务,语气较委婉。 had better表示更强烈的建议或必要性,语气较强。
前缀“un-”, “in-”和“im-” 用于形容词前,表示否定或相反的意义。 “un-”表示“不”或“非”;“in-”和“im-”也表示否定,但用于特定的形容词前。
　　【总结】
1.祈使句用于直接表达命令或建议,通常以动词原形开头,否定形式加don t。
2.情态动词should和had better用于提出建议,其中had better语气更强。
3.前缀“un-”,“in-”和“im-”用于构成形容词的否定形式,分别表示“不”,“非”和特定否定含义。
听说训练——探索DIY活动的乐趣与技巧　　　　　　　　　　　　　　　　　　　　　　　　　
　　目标:
1.提高学生的英语听力理解能力,使其能够理解关于各种DIY活动的介绍和步骤。
2.培养学生的口头表达能力和批判性思维,使其能够就DIY活动的选择、过程及成果进行有逻辑的交流和深入思考。
实施步骤:
预习导入:学生阅读关于不同DIY活动的文章,预习相关词汇,如DIY(自己动手做)、craft(手工艺)、materials(材料)、instructions(说明)等。
听力训练:
Step 1　播放一段关于几种常见DIY活动的音频,学生整体把握主要内容,如制作月饼、粉刷墙壁、制作灯笼和组装书架的过程和所需材料。
Step 2　再次播放音频,学生完成细节信息的记录或选择,如:
“What materials are needed for making mooncakes (制作月饼需要哪些材料 )”
“How does one assemble a shelf (如何组装架子 )”
Step 3　学生分组讨论他们对哪种DIY活动最感兴趣,以及为什么。反思在日常生活中尝试DIY活动的好处和挑战,并分享个人经验或设想。
Step 4　学生分组模拟举办一场DIY作品展览,每个小组选择一种DIY活动作为主题,准备介绍展品的英语讲解词,并进行模拟展览讲解。其他小组作为参观者进行互动提问。 通过这种方式,让学生在实践中运用所学英语知识,同时锻炼团队协作和沟通能力。第2课时　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the concept of DIY, exploring the experiences and activities related to it. The text uses a narrative about Suzy s cousin Andrew who is passionate about DIY projects. It describes various DIY attempts by Andrew, including both his successes and failures, and how he improved his skills over time. The inclusion of pictures and questions encourages students to engage with the content and reflect on their own DIY experiences.
Why: The text aims to introduce the concept of DIY and show that with learning and practice. It also aims to inspire students interest in DIY. Through Andrew s story, the author conveys a positive attitude towards DIY. That is, mistakes are part of the learning process, and continuous efforts can lead to success. Additionally, the exercises are designed to help students improve their reading comprehension and language-using abilities.
How: The text is a narrative. It uses a chronological order as the content structure, telling stories of Andrew from DIY failures (such as the power cut when putting in a light, and hitting a water pipe and flooding the room when putting up a picture), learning by reading books and taking online courses, and then successfully making a shelf, a floor lamp and other works. The language is simple and vivid, using descriptive sentences like “filled the room with water” and “my room looks great” to make the stories lively. It also uses specific examples and brief dialogues to present characters and events, making it easy for students to understand Andrew s DIY journey.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.predict some information about the story according to the title and the pictures;
2.know the story about Suzy s cousin—Andrew s various DIY attempts and tell why Andrew failed at first but succeeded later;
3.retell Andrew s DIY stories according to the “5W1H (Who, What, When, Where, Why, How)” elements.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To predict some information about the story according to the title and the pictures. Step 1　Lead-in 1.Introduce the lesson by playing a video clip from BBC Kids—“Turning Waste into Treasure”—to spark students interest in DIY activities. 2.Display DIY-related pictures and pose questions to guide students to think and share their DIY experiences and ideas about why people enjoy DIY, thus activating students background knowledge and paving the way for subsequent learning. Step 2　Pre-reading Guide students to observe the title and pictures carefully and predict relevant information, and ask questions like “What is the boy doing ” and “Is the boy good at making first ” to make students think and make judgments. Observe students partici-pation and interest during the video-watching and discussion sessions to evaluate whether the lead-in successfully sparks their interest in DIY activities. Pay attention to students performance when observing the title and pictures and answering questions to determine if they can guide them to think and make reasonable speculations.
(续表)
Purpose To effectively arouse students interest in DIY activities and activate their prior knowledge related to DIY, creating a favourable starting point for subsequent learning. To cultivate students observation and thinking abilities, and help them make reasonable predictions.
2.To know the story about Suzy s cousin—Andrew s various DIY attempts and tell why Andrew failed at first but succeeded later. 3.To retell Andrew s DIY stories accord-ing to the “5W1H (Who, What, When, Where, Why, How)” elements. Step 3　While-reading 1.Ask students to read the article quickly and check their previous answers to questions like “What is the boy doing ” and “Is the boy good at making first ”. 2.Ask students to read the article carefully and answer the related questions. Step 4　Post-reading 1.Guide students to read the sentences about Andrew s DIY, and based on the time sequence of events, write the numbers 1—7 in the boxes before the corresponding sentences to put them in order. 2.Guide students to reread the article and choose correct answers to the questions; use proper forms of words and phrases in the box to complete Andrew s blog post about one of his DIY experiences; think about related questions and share their answers with classmates. 3.Ask students to retell Andrew s DIY-related stories according to the “5W1H (Who, What, When, Where, Why, How)” elements, referring to the pictures and text prompts. Check students article comprehension during quick reading and careful reading, and examine the accuracy of their answers to evaluate the effectiveness of reading guidance. Focus on students performance in tasks like sequencing, answering questions, completing the blog post, discussing, sharing, and retelling the story to assess their comprehensive understanding and application of the article.
Purpose To improve students reading comprehension skills and enable them to accurately understand the article information. To comprehensively assess students understanding, analysis, and application abilities of the article, as well as their language expression skills.
(续表)
Step 5　Language Point Explain three language points—“make a mistake (to commit an error)”, “power cut (power failure)”, and “fill…with… (to fill something with something else)”—to students. State their meanings, common collocations or passive forms respectively, and provide example sentences to aid in understanding. Step 6　Exercise Ask students to read the sentences and choose the correct words from the given ones to fill in the blanks, discuss and state their opinions on “If you were Andrew s mum, would you support his DIY ” and think and write some DIY safety rules using “should/shouldn t”. Assess the clarity and effectiveness of language-point explanations through students understanding of example sentences and their application in subsequent exercises. Evaluate students knowledge mastery and application abilities based on their performances in fill-in-the-blanks, discussion, and writing exercises, and determine if the exercises achieve the goal of consolidating knowledge.
Purpose To help students accurately understand and proficiently use key language points through detailed explanations and examples. To evaluate students knowledge mastery and application abilities and further consolidate learned knowledge and skills via fill-in-the-blanks, discussion, and writing exercises.
Homework Basic homework: Choose 10 key vocabulary words to write one sentence per word. Practical homework: Write 5 DIY safety tips using “should” or “had better”. Extended homework: Record a 1-minute video in English introducing a DIY project you or your family did.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


第1课时　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about DIY activities, including matching the pictures with the correct activities like making mooncakes, painting a wall, making lanterns and putting together a shelf, presenting a dialogue between Millie and Suzy about making paper roses as a model, and raising a thinking question about whether making things by hand is fun.
Why: The text aims to introduce DIY-related activities, guide students to discuss and participate in DIY communication, explore students attitudes towards hand-made things, and arouse students interest in hand-made creations and the enthusiasm for classroom interactive communication.
How: The text uses picture-matching tasks to present the content intuitively, employs the dialogue form vividly to show the DIY communication process, and utilizes questions to arouse thinking. Its language is simple and colloquial, catering to students needs for understanding and practice. Structurally, there are clear arrangements of task setting, dialogue presentation and question raising.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn some DIY activities and match the pictures with the correct activities;
2.learn what is needed to make some paper roses and how to make them and role-play conversations about making crafts, following the model dialogue;
3.share a personal DIY story using simple sentences.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn some DIY activities and match the pictures with the correct activities. Step 1　Lead-in Watch a video about “The DIY Song” to spark students interest in the DIY activities. Step 2　Pre-listening 1.Look and match Look at the pictures and match them with the correct DIY activities. 2.Prediction Guide students to guess the materials Millie and Suzy will need for making paper roses. Observe students level of engagement and interest in the DIY activities. Check if students can make reasonable predictions based on available information and express their thoughts.
(续表)
Purpose To spark students interest in DIY topics, activate their prior knowledge, and prepare them for upcoming learning activities. To encourage students to use existing information for making predictions, enhancing their logical thinking and language expression skills.
2.To learn what is needed to make some paper roses and how to make them and role-play conversations about making crafts, following the model dialogue. Step 3　While-listening Listen to the conversation between Millie and Suzy on how to make paper roses and complete the table-filling task to understand the required materials and their usage methods. Evaluate students ability to listen for key details and accurately fill out the table with required materials and steps.
Purpose To develop students skills in listening for specific details while learning about the steps and materials needed for DIY projects.
3.To share a personal DIY story using simple sentences. Step 4　Post-listening Do Task 1 and Task 2, and then, design a poster about “My Favourite DIY” in groups, choose a preferred DIY project, and describe the steps and reasons for liking it. Assess students performance in teamwork and their ability to creatively express what they have learned.
Purpose To enhance students practical skills and creativity through teamwork and increase their interest and understanding of DIY projects.
Step 5　Language Point Explain the “need+infinitive” structure (used to express the need to do something), and the usage of vocabulary such as “fold (to fold)”, “cut (to cut)”, “tape (to stick with tape)”, and “glue (to glue)”. Step 6　Exercise Complete the fill-in-the-blanks, trans-lations, and word selection exercises. Assess whether students can accurately complete the fill-in-the-blanks, translations, and word selection exercises to demonstrate their under-standing and application of the learned language points.
(续表)
Purpose To help students master the usage of the “need+infinitive” structure and the correct use of vocabulary such as “fold (to fold)”, “cut (to cut)”, “tape (to stick with tape)”, and “glue (to glue)” through specific exercises and practical examples.
Homework Basic homework: Read and recite the dialogue. Practical homework: Write a short passage to introduce your DIY work. Extended homework: Research a traditional DIY craft from another country and prepare 2—3 sentences to introduce it in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　





第5课时　Integration D
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about writing a diary about a DIY activity. Firstly, Mr Wu asks the students of Class 1, Grade 8 to write a diary entry about a DIY activity they once did. Then it guides students to think about the DIY activity they want to write about and make some notes, providing items such as time, place, activity, materials, steps, and feelings. Next, it shows an example of Amy s diary entry about making dolls from old gloves. Finally, it asks students to write their own diary entry based on the information in Part D1, using Amy s diary as a model and referring to the given useful expressions. It aims to guide students to record their DIY activities.
Why: The text aims to cultivate students English writing ability, especially the ability to write narrative essays recording life experiences. Through the theme of DIY activities, which is close to students lives, it stimulates students writing interest and enables them to master the format and common expressions of diary writing in practice. At the same time, it guides students to review and reflect on their DIY activities, cultivates their observation and thinking abilities regarding practical activities in life, and enhances students enthusiasm and participation in English learning. It reflects a value orientation of combining education with entertainment and emphasizing practical application.
How: The text adopts a step-by-step teaching-guiding approach. First, it assigns the task, and then guides students to sort out the key points of the activity and make notes. By showing a specific diary example, it makes the writing model clear to students. Finally, it provides useful expressions to assist with writing. The language is simple and easy to understand, mostly using everyday English expressions, which meet the needs of students writing practice. The overall structure is clear, guiding students step by step from task assignments to writing guidance to complete the diary writing, which is suitable for classroom teaching scenarios.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know the basic elements (time, place, activity, materials, steps, feelings) of a DIY diary entry;
2.write a diary entry about a DIY activity following the model, using sequencing words (first, next, then, finally) and useful expressions;
3.understand the significance of hands-on DIY activities and create and share more DIY activities.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To know the basic elements (time, place, activity, materials, steps, feelings) of a DIY diary entry. Step 1　Lead-in 1.Guide students to guess various DIY activities and categorize activities like making paper roses (handicraft-making), painting a wall (home decoration), and making biscuits (cooking). 2.Let students think about the DIY activities they want to do and guide them to recognize the materials needed, such as coloured paper, tape, etc. Step 2　Reading 1.Ask students to think about the DIY activities they want to write about and make notes on details like time, place, activity, materials, steps and feelings in the table. 2.Ask students to read Amy s diary entry about a DIY activity, analyze its structure (introduction, main body, conclusion), and learn words for describing the order of steps and expressions for recording results and feelings. Observe whether students actively participate in the guessing and categorizing activities, and judge whether their understanding of different DIY activity types has improved. Check whether students can accurately record the details related to DIY activities, and evaluate the accuracy of their analysis of the diary structure and their mastery of relevant expressions.
(续表)
Purpose To stimulate students interest in the DIY theme, introduce relevant knowledge by guiding them to guess and categorize DIY activities, and let students think about the DIY activities they want to do and the materials needed. To help students prepare for writing and enhance their text-analyzing ability by asking them to think about the DIY activities they want to write about, record details, analyze the diary structure, and learn relevant expressions.
2.To write a diary entry about a DIY activity following the model, using sequencing words (first, next, then, finally) and useful expressions. Step 3　Writing Ask students to write their own diary entries about DIY activities based on the information in Part D1, using Amy s diary entry as a model and referring to the given useful expressions, and encourage them to find more from the unit. Check whether students diary entries meet the requirements, and evaluate whether they can reasonably use the reference expressions and find more appropriate expressions from the unit.
Purpose To exercise students writing ability and test their application of the learned expressions by asking them to write diary entries based on the previously recorded information and using Amy s diary entry as a model.
3.To understand the significance of hands-on DIY activities and create and share more DIY activities. Step 4　Reflection Guide students to review the unit content and summarize the key points of having fun in DIY activities, such as choosing the right project, preparing well, being creative, and enjoying the process. Observe whether students can clearly summarize the key points of having fun in DIY activities, and judge whether their reviews and under-standing of the unit content are in-depth.
Purpose To help students deepen their understanding of the unit content and sort out the key elements of having fun in DIY activities by guiding them to review the unit content and summarize the key points.
(续表)
Step 5　Language Point Explain the meanings and usages of the language points “make sth from…”, “glue…onto…”, and “sew sth above…” to students, and help them understand through example sentences. Step 6　Exercise Ask students to do exercises including Chinese-to-English translation, filling in the blanks with the proper forms of given words, and reading a passage to answer questions. Test students understanding and application abilities of the language points such as “make sth from…”, “glue…onto…”, and “sew sth above…” through questioning, exercises, etc.　 Check students performance in Chinese-to-English transla-tion, word-filling, and reading comprehension exercises, and evaluate their mastery and application levels of the learned language knowledge.
Purpose To enable students to master the meanings and usages of the key words and phrases by explaining language points and helping them understand through example sentences. To test students understanding, mastery, and application abilities of language knowledge by asking them to do various exercises.
Homework Basic homework: Listen and repeat the words and sentences in Integration D. Practical homework: Try to write a DIY activity by using what you have learned in this unit. Extended homework: Search for more information about “hands-on fun”, and share it with your classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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