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译林版（2024）八年级上册英语Unit 4 Hands-on fun教学设计
单元整体教学设计
单元主题
本单元主题为“Hands-on fun”（动手的乐趣），属于“人与自我”范畴，涉及“生活与劳动”主题群，聚焦“动手实践、DIY与创造力”子主题。
单元内容分析
本单元围绕“动手的乐趣”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读一个男孩做DIY的故事、了解不同类型的动手活动、描述自己制作东西的经历、更好地理解和享受自己动手制作东西的乐趣。
Welcome to the unit板块围绕“DIY活动”展开，通过图片匹配活动呈现making mooncakes、painting a wall、making lanterns、putting together a shelf等常见DIY活动，并通过课堂对话示范如何谈论自己想做的东西（所需材料、制作步骤等），激发学生对“动手制作”话题的兴趣。
Reading板块为一篇关于Suzy的表哥Andrew痴迷DIY的故事。Andrew并非天生能手——他曾因换灯泡导致整栋房子断电、因挂画打到水管导致房间淹水，但他没有放弃，通过阅读DIY书籍和参加在线课程不断提升技能，最终为Suzy制作了书架、自己制作了落地灯。文章采用“总—分—总”结构，按时间顺序展开，使用一般过去时叙述。语篇后附有事件排序、细节理解和词汇巩固等任务。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与主旨理解，第二课时侧重语言内化、结构分析与表达输出。
Grammar板块包含两个语法项目。A部分围绕“祈使句”展开，通过组装书架的对话呈现祈使句的肯定形式（Let‘s.../Please.../Make sure...）和否定形式（Don’t...），并配有指令写作练习。B部分围绕“should和had better”展开，通过粉刷鸟箱的对话呈现should/shouldn‘t和had better/had better not表建议的用法，并配有建议匹配和写作练习。
Word Power呈现前缀un-、in-、im-用于构成形容词反义词的构词法（如lucky→unlucky，correct→incorrect，possible→impossible），通过填空练习巩固运用。该板块整合至Grammar课时末尾教学。
Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（扎染工艺介绍）、听力（扎染工作坊指南、Amy和James在家制作东西的经历）和计划填空（Amy的博客），侧重听说读技能整合与DIY活动体验；第二课时聚焦Integration D，专项开展写作教学，围绕“一次DIY经历”主题，借助调查问卷、范文和写作指导，引导学生完成日记写作。
Assessment板块包含学生自我评价量表，从四个维度（复述学生自己动手制作东西的故事、正确使用祈使句和should/had better及前缀un-/in-/im-、谈论和写作制作东西、理解动手活动的重要性）引导学生反思单元学习成果。Further study推荐学生在线搜索感兴趣的DIY项目视频，尝试制作并分享经验。两个板块均不单独占用课时，由学生在课后自主完成。
七个板块从“认识DIY活动”到“阅读DIY故事”，从“学习指令与建议表达”到“描述DIY经历”，构成“感知→理解→内化→整合→表达”的完整学习链。
体现单元核心素养综合表现的重点语言表达如下。
【描述DIY步骤】
First, twist a piece of cloth and tie it with thread.
Next, put the T-shirt into a big bowl of blue dye.
Then, take it out and let it dry in the sun.
Finally, untie it and see the amazing patterns.
【祈使句——发出指令】
Let’s put the pieces of wood together.
Please hand the tools to me.
Make sure pieces of the same size are in the same group.
Don‘t mix them up.
【should和had better——给出建议】
You should mix the paint well.
You shouldn’t go too fast.
You‘d better clean the bird box first.
You’d better not get too much paint on the brush.
【描述DIY经历与感受】
I’m crazy about DIY.
I sometimes make mistakes.
It took a lot of work, but now it looks great!
We felt very proud and happy.
【前缀un-/in-/im-——构成反义词】
lucky → unlucky, correct → incorrect, possible → impossible
usual → unusual, complete → incomplete, polite → impolite
单元教学目标
教学目标 对应板块/课时
本单元学习后，学生能够： 1. 了解常见的DIY活动，谈论自己想做的东西和所需材料，初步感受动手制作的乐趣。 Welcome to the unit 图片、对话
阅读Andrew痴迷DIY的成长故事，获取和梳理他从不擅长到擅长的过程，理解坚持学习和实践的重要性。 Reading 音频、图片、故事文章
深入理解祈使句的肯定与否定形式、should和had better表建议的用法，掌握前缀un-、in-、im-的构词法，在描述制作过程和给出建议的语境中内化其用法。 Grammar & Word Power 表格、对话、短文
读、听关于扎染和DIY活动的材料，获取关键信息，思考并表达DIY活动的步骤和乐趣。 Integration A-C 音频、短文、对话、博客
综合运用话题词汇、祈使句和顺序连接词，撰写一篇关于自己DIY经历的日记，增强动手实践和记录生活的意识。 Integration D 提纲、范文、写作
板块教学设计
Welcome to the unit
语篇研读
主题和内容： 本课语篇属于“人与自我”范畴下“生活与劳动”主题群。Part A为四幅DIY活动图片与对应活动名称的匹配任务，呈现making mooncakes、painting a wall、making lanterns、putting together a shelf四种常见DIY活动。Part B为Millie与Suzy关于“制作纸玫瑰”的对话，涉及所需材料（coloured paper, tape/glue, scissors）和分工合作（fold paper, cut flower shapes, tape/glue pieces together），示范如何用英语谈论DIY活动。
意义和价值： 通过图片匹配和对话，帮助学生了解常见的DIY活动及相关词汇，感知“动手制作”的乐趣。Part B对话为后续谈论DIY经历提供了语言示范（What do you need to make them Can I make...with you When our job is complete...）。
方式和方法： Part A采用“图片+活动名称”匹配形式，直观呈现DIY活动，激活学生已有经验。Part B为日常对话语体，运用What are you going to do 、That sounds fun.、What do you need 、Can I...with you 等表达，示范如何讨论DIY计划、所需材料和合作意向。
教学设计
Period 1: Welcome to the unit Topic: Just make it
Learning objectives By the end of this period, students will be able to: Identify common DIY activities and match them with pictures. Use the target expressions to talk about what they would like to make and what materials they need. Develop interest in hands-on activities and understand the basic steps of making things.
Teaching focus Understanding the names of common DIY activities. Using the dialogue model to discuss DIY plans and materials.
Teaching difficulty Using appropriate expressions to describe materials and steps. Expressing interest and willingness to participate in DIY activities.
Teaching procedures Revision
Lead-in Activity 1: “DIY Show and Tell.” The teacher brings or shows pictures of three simple handmade items (a paper crane, a painted stone, a folded paper fan). The teacher asks: “Have you ever made anything like these by yourself ” The teacher then asks: “What did you make What did you need ” 2-3 students share briefly. The teacher says: “Today we are going to talk about making things by ourselves — DIY!” 设计意图： 用手工实物或图片快速激活学生的DIY经历，让有经验的学生分享，引发共鸣，自然引出DIY话题。 效果评价： 观察学生是否有DIY经验，能否说出简单的材料和成品名称。
Presentation Activity 2: Match and learn — DIY activities. Students look at the pictures in Part A and match them with the correct activities. They work individually, then check in pairs. The teacher checks with the whole class and helps pronounce difficult words (lanterns, shelf). The teacher then asks: “Which of these DIY activities have you done or would you like to try ” 设计意图： 通过匹配任务呈现常见DIY活动的英文表达，帮助学生建立图片与词汇的对应关系，激活已有经验。 效果评价： 观察学生匹配的正确率和能否用英语表达自己的偏好。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Millie and Suzy and answer: “What are they going to make What materials do they need ” (Paper roses; coloured paper, tape or glue, scissors.) The teacher highlights key expressions: “What are you going to do ”, “That sounds fun.”, “What do you need to make them ”, “Can I make...with you ” 设计意图： 通过听力获取对话中的关键信息（制作物品和所需材料），感知谈论DIY计划的交际表达。 效果评价： 观察学生能否准确回答问题并提取关键表达。
Practice Activity 4: Dialogue analysis and role-play. Students read the dialogue and identify the four parts: (1) asking about the plan, (2) expressing interest, (3) asking about materials, (4) offering to join. Students practise the dialogue in pairs, then create their own version, replacing “paper roses” with another DIY activity and changing the materials accordingly. The teacher provides a word bank on the board: “paper lanterns — coloured paper, glue, scissors / a bird box — wood, nails, hammer / cookies — flour, sugar, butter, eggs.” 设计意图： 通过分析对话结构帮助学生理解谈论DIY计划的交际框架，通过替换练习巩固语言运用。 效果评价： 观察学生能否准确使用目标表达进行对话替换。 Activity 5: Class survey — “DIY I want to try.” Students walk around and ask three classmates: “What DIY activity would you like to try What do you need ” They record the answers in a simple table. The teacher collects responses and creates a class “Top 3 DIY activities” list on the board. 设计意图： 用“班级调查”活动将语言运用与真实交流结合，提高课堂参与度，让学生在交际中巩固目标表达。 效果评价： 观察学生能否用英语进行调查并记录信息。 If students have difficulty creating new dialogues, the teacher can model one example with a different activity first, then let them practise in pairs.
Production Activity 6: Mini-presentation — “My DIY plan.” Students choose one DIY activity they would like to try and write a short paragraph (3-4 sentences): what they want to make, what materials they need, and who they would like to do it with. They share with a partner, and 2-3 students present to the class. 设计意图： 从口头对话过渡到书面表达，引导学生将所学语言用于表达个人DIY计划，实现个性化产出。 效果评价： 观察学生能否组织清晰的DIY计划并正确使用目标词汇。
Summary The teacher asks: “What DIY activities did we learn today What materials do we need for DIY ” Students share briefly. The teacher concludes: “Making things by yourself is fun and creative. Let’s explore more DIY ideas in this unit.” 设计意图： 回顾本课核心内容——DIY活动名称和所需材料表达，强化单元主题。 效果评价： 观察学生能否说出至少三种DIY活动名称。
Homework Basic: Read the Part B dialogue aloud 3 times. Finish the exercises in the workbook. Extended: Find a picture of a DIY project you would like to try and write 3 sentences about it (what it is, what materials you need, why you want to try it).
Blackboard design Unit 4 Hands-on fun Welcome to the unit: Just make it! DIY Activities: making mooncakes / painting a wall / making lanterns / putting together a shelf paper roses / paper lanterns / a bird box / cookies Talking about DIY: What are you going to do That sounds fun. What do you need to make them Can I make... with you Materials: coloured paper, tape, glue, scissors, wood, nails, hammer, flour, sugar, butter, eggs
教学反思
Activity 5的“班级调查”活动有效调动了学生的参与积极性，但部分学生在提问时只关注了“what”而忽略了“what materials”。后续可在调查表中增加“Materials”一栏，并提示学生在提问时使用“What do you need ”，确保目标表达的完整运用。
Activity 6的写作中，部分学生内容较为简单，缺乏对DIY步骤的描述。后续可提供简单框架（“I want to make... I need... I will make it with... I think it will be...”），帮助学生组织更完整的内容。
Reading
语篇研读
主题和内容： 本课语篇为Suzy撰写的关于她表哥Andrew的文章。Andrew痴迷于DIY，喜欢在家制作或修理东西。但他并非天生能手——换灯泡导致整栋房子断电，挂画打到水管导致房间淹水。他并未放弃，通过购买DIY书籍和参加在线课程不断提升技能。后来他为Suzy制作了书架，还自己制作了一盏落地灯。文章展现了Andrew从不擅长到擅长的成长过程，以及DIY带来的乐趣和成就感。
意义和价值： 通过Andrew的DIY成长故事，向学生传递“技能可以通过学习和实践获得”的积极信息——失败不可怕，坚持学习和实践终能进步。文章激励学生勇于尝试动手制作，不怕犯错，在错误中学习成长。
方式和方法： 文章采用“总—分—总”结构，按时间顺序（过去失败→学习提升→现在成功）展开。运用一般过去时叙述事件，使用连接词（However, Instead, Now）组织段落衔接。文章后附有事件排序、细节理解和词汇巩固等任务，形成完整的阅读教学闭环。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: DIY made easy
Learning objectives By the end of this period, students will be able to: Extract key information about Andrew‘s DIY experiences from the article and sequence the events in correct order. Use skimming and scanning skills to locate specific information and answer comprehension questions. Understand Andrew’s growth from a clumsy beginner to a skilled DIYer and identify the qualities that helped him improve.
Teaching focus Extracting key information and sequencing the events. Understanding Andrew‘s DIY journey and the lessons learned.
Teaching difficulty Understanding the sequence of events and their cause-and-effect relationships. Inferring personal qualities from the story.
Teaching procedures Revision
Lead-in Activity 1: “DIY disaster or DIY success ” The teacher asks: “Have you ever made a mistake when you were making something What happened ” Students share briefly. The teacher then asks: “If you made a mistake, did you stop trying or keep going ” Students vote by raising hands. The teacher says: “Today we’ll read about a boy who made big mistakes in DIY — but he didn‘t stop. Let’s find out what happened.” 设计意图： 通过让学生分享自己的DIY失败或成功经历，建立情感连接，引发对“犯错后是否坚持”的思考，自然导入阅读主题。 效果评价： 观察学生能否主动分享个人经历，能否对“坚持与否”做出选择。
Pre-reading Activity 2: “Picture prediction — What’s the story about ” The teacher shows four pictures (or simple sketches) on the board: (1) a person reading books, (2) a light bulb with a power cut symbol, (3) a water pipe bursting with water, (4) a person holding a shelf, (5) a person holding a floor lamp. Students work in pairs and discuss: “Look at these pictures. What do you think the person in the story is trying to do What problems might he have ” Students share their predictions. The teacher then says: “Let‘s read and find out if your predictions are correct.” 设计意图： 用图片预测活动激发阅读兴趣，激活学生对“DIY可能遇到的问题”的背景知识，建立阅读期待，同时自然引出后续词汇学习。 效果评价： 观察学生能否根据图片做出合理预测，能否用简单英语表达预测内容。 Activity 3: Vocabulary check — “DIY problem or solution ” The teacher presents key vocabulary with simple definitions and asks students to sort them into two categories: “Problems” (power cut, pipe, mess) and “Solutions/Tools” (shelf, floor lamp, handyman). Students work in pairs to categorize the words. The teacher confirms answers and clarifies any difficulties. 设计意图： 通过分类任务帮助学生理解关键词汇，在“问题—解决方案”的框架中建立词汇之间的逻辑联系。 效果评价： 观察学生能否正确分类词汇并理解其含义。 If students struggle to connect the pictures, the teacher can guide them with questions: “What is the person doing with the books What happens when the light is installed What is the water doing ”
While-reading Activity 4: Skim for structure. Students skim the article quickly and answer: “What is the article about What happened to Andrew at the beginning What happened later ” Students identify the three-part structure: Andrew‘s early failures → his learning process → his later successes. 设计意图： 训练略读获取主旨的能力，建立对文章“失败→学习→成功”结构的整体认知。 效果评价： 观察学生能否概括文章的三段结构。 Activity 5: Scan for details — sequencing the events. Students scan the article and put the sentences in the correct order (textbook exercise). They work individually, then check in pairs. The teacher checks with the whole class. After checking, the teacher asks: “What do the first three events (a, c, d) tell us about Andrew What do the last three events (f, e, g) tell us ” 设计意图： 通过事件排序梳理Andrew的DIY成长轨迹，引导学生对比“过去”和“现在”的变化，理解坚持学习的重要性。 效果评价： 观察学生能否准确排序，能否说出Andrew前后的变化。 Activity 6: Read and discuss — comprehension questions. Students read the article again and answer the textbook questions in pairs. The teacher focuses the discussion on the deeper questions: “Why does Suzy say Andrew is not a born handyman Use an example to explain.” “In your opinion, how can we improve our DIY skills ” “Would you like to try DIY Why or why not ” 设计意图： 通过细节问答和开放性问题引导学生深入理解文本，从具体事例上升到品质归纳和个人观点表达。 效果评价： 观察学生能否从文中找到支撑信息，能否表达个人观点。 If students struggle with the ordering, the teacher can guide them to look for time markers: “Once”, “One day”, “Last Saturday”.
Post-reading Activity 7: “What made Andrew improve ” Students work in pairs to discuss: “What qualities helped Andrew become good at DIY ” Students brainstorm: “not giving up”, “learning from mistakes”, “reading books”, “taking courses”, “practising”. The teacher writes them on the board. Students then reflect: “Which quality do you think is the most important Why ” 设计意图： 引导学生从故事中提炼成功品质，建立文本与自身的联系。 效果评价： 观察学生能否从文中提取品质并表达个人看法。
Summary The teacher asks: “What did Andrew learn from his DIY mistakes ” Students summarize: “He didn’t give up. He learned from his mistakes and kept trying.” The teacher concludes: “Making mistakes is part of learning. The important thing is to keep trying and keep learning.” 设计意图： 回顾故事核心信息——从错误中学习、永不放弃，强化单元主题。 效果评价： 观察学生能否概括Andrew的故事给我们的启示。
Homework Basic: Read the article aloud 2 plete the sequencing exercise if not finished in class. Finish the reading comprehension exercises in the workbook. Extended: Write 3 sentences about one quality from Andrew‘s story that you think is most important for learning.
Blackboard design Unit 4 Hands-on fun Reading (Period 1): DIY made easy Andrew’s DIY journey: Past (failures): tried to put in a light → power cut tried to put up a picture → water pipe → flooded room Learning: bought books / took an online course Now (successes): made a shelf for Suzy made a cool floor lamp Key message: Mistakes → Learning → Success Don‘t give up!
教学反思【Reading (1)】
Activity 5的事件排序任务帮助学生清晰梳理了Andrew的成长轨迹，但部分学生对“学习过程”这一中间环节理解不够，容易直接从“失败”跳到“成功”。后续可在排序完成后增加一个追问：“What happened between Andrew‘s failures and his successes What did he do ”引导学生关注“学习和坚持”这一关键过渡。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: DIY made easy
Learning objectives By the end of this period, students will be able to: Analyse the structure of the article and identify the writing techniques used (contrast, examples). Use key vocabulary and sentence patterns to describe a DIY experience. Apply lessons from Andrew‘s story to their own learning and DIY experiences.
Teaching focus Analysing the structure of the article. Using the target vocabulary to describe DIY experiences.
Teaching difficulty Using past tense and time markers to narrate a DIY experience. Expressing personal reflections on learning from mistakes.
Teaching procedures Revision
Lead-in Activity 1: “Two truths and a lie — DIY edition.” The teacher writes three sentences on the board about Andrew: (1) “Andrew caused a power cut when he tried to fix a light.” (2) “Andrew made a bookshelf for his cousin.” (3) “Andrew was born with perfect DIY skills.” Students identify the lie and explain why. The teacher then asks: “If he wasn’t born with perfect skills, how did he become good ” This leads into the lesson focus. 设计意图： 用“两真一假”游戏快速激活学生对Andrew故事的记忆，通过辨析“天生技能”与“后天学习”的对比，自然聚焦本课时主题——学习过程与方法。 效果评价： 观察学生能否回忆故事情节并判断真假。
Presentation Activity 2: Structure analysis — “How to tell a growth story.” Students re-read the article and identify the structure: Introduction (who Andrew is) → Past failures (examples) → Learning process → Present successes (examples) → Conclusion (what Andrew thinks about DIY). The teacher asks: “Why does the writer use examples of failures Why does the writer show both past and present ” (To show contrast and growth.) The teacher writes the structure on the board. 设计意图： 引导学生分析文章的“对比”结构——过去vs现在，失败vs成功，理解通过对比展示成长这一写作手法。 效果评价： 观察学生能否识别文章结构和对比手法。 Activity 3: Language focus — “Describing DIY experiences.” The teacher writes key vocabulary from the article on the board: “crazy about”, “make a mistake”, “power cut”, “pipe”, “mess”, “shelf”, “catch one‘s eye”, “impossible”. Students find sentences with these words and discuss their meanings. The teacher asks: “Which words describe problems Which words describe success ” 设计意图： 聚焦核心词汇，通过分类（问题类vs成功类）帮助学生理解词汇的语用功能。 效果评价： 观察学生能否准确理解词汇含义并正确分类。
Practice Activity 4: Sentence completion — completing the blog post (textbook exercise). Students complete Andrew’s blog post using the correct forms of the words and phrases in the box. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在博客语境中巩固核心词汇的运用，实现从识别到运用的过渡。 效果评价： 观察学生填空的正确率，特别是固定搭配的使用（crazy about, catch one‘s eye, take a course）。 Activity 5: “From Andrew’s story to my story.” Students complete a short reflection in pairs: “Andrew learned from his mistakes by ______.” “I can learn from my mistakes by ______.” “A mistake I made in learning/DIY was ______. I learned that ______.” They share their reflections with another pair. 设计意图： 将Andrew的故事与自身经历建立联系，深化主题意义理解。 效果评价： 观察学生能否将故事启示迁移到个人经验。
Production Activity 6: Mini-writing — “My DIY or learning story.” Students write a short paragraph (5-6 sentences) about a DIY experience or a learning experience in which they made mistakes and improved. They should include: what they tried to do, what mistake they made, how they felt, what they did to improve, and what the result was. They should use at least three vocabulary words from the article. The teacher walks around and provides individual help. 设计意图： 综合运用本课所学词汇、结构和“成长故事”叙事模式进行个性化书面产出。 效果评价： 观察学生能否运用过去时态叙述经历，能否使用本课核心词汇。 If students struggle with writing, provide sentence starters: “I tried to... / At first, I made a mistake because... / I felt... / I didn’t give up. I... / Now I can... / I learned that...”
Summary The teacher asks: “What did Andrew teach us about learning ” Students share takeaways. The teacher concludes: “Andrew shows us that skills are not born — they are built through practice, learning, and not giving up. Mistakes are part of the journey, not the end.” 设计意图： 总结本课的核心启示——技能不是天生的，而是通过实践和学习获得的，错误是成长的一部分。 效果评价： 观察学生能否用自己的话概括故事启示。
Homework Basic: Revise your DIY or learning story and write a clean copy. Finish the vocabulary and grammar exercises in the workbook. Extended: Interview a family member about a DIY experience they once had (success or failure) and write 3 sentences about it.
Blackboard design Unit 4 Hands-on fun (Reading Period 2) Story structure: Introduction → Past failures (examples) → Learning → Present successes (examples) → Conclusion Writing technique: Contrast (Past vs Present) Key vocabulary: Problems: make a mistake, power cut, mess Success: catch one‘s eye, shelf, impossible → possible Key message: Skills are not born — they are built through practice and learning.
教学反思【Reading (2)】
Activity 1的“两真一假”游戏有效激活了课堂氛围，学生参与度高，且能快速回顾上节课内容。后续可将此活动扩展为小组竞赛形式——每组编写关于Andrew的三个句子，其他组判断真假，进一步增加互动性和趣味性。
Activity 6的写作中，部分学生选择了DIY经历但细节不够具体。后续可在写作前增加“口头叙述”环节，让学生先口头讲给同伴听，在交流中丰富细节后再动笔。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块包含两个语法项目。A部分围绕“祈使句”展开，通过Millie和Andy组装书架时的对话呈现祈使句的肯定形式（Let‘s put...、Please hand...、Make sure...）和否定形式（Don’t mix them up.），并配有卡片制作指令写作练习和升降桌使用说明写作练习。B部分围绕“should和had better”展开，通过Suzy和妈妈粉刷鸟箱时的对话呈现should/shouldn‘t和had better/had better not表建议的用法，并配有DIY建议匹配和写作练习。Word Power呈现前缀un-、in-、im-用于构成形容词反义词的构词法（如usual→unusual，complete→incomplete，polite→impolite），通过填表练习巩固运用。
意义和价值： 祈使句是描述制作步骤的核心句式，should/had better是给出建议的重要表达，三个语法项目均与“指导制作”和“给出建议”的单元话题紧密相关。编者通过“DIY指导”这一真实语境，帮助学生在有意义的交流中感知和运用语法规则。
方式和方法： A部分以对话为导入，通过规则归纳呈现祈使句的形式与功能，练习从句子填空到自主写作。B部分以对话为导入，通过规则归纳和匹配练习巩固should和had better的用法，最后过渡到自主写作。Word Power以表格填空形式呈现，通过“形容词→反义词”转换练习帮助学生掌握构词法。
教学设计
Period 4: Grammar & Word Power Topic: Imperative sentences & Using should and had better & The prefixes un-, in- and im-
Learning objectives By the end of this period, students will be able to: Discover and summarize the forms and functions of imperative sentences (affirmative and negative). Understand and use should/shouldn’t and had better/had better not to give advice about DIY and other activities. Understand the prefixes un-, in-, im- and use them to form adjectives with opposite meanings.
Teaching focus Mastering the forms of imperative sentences (Let‘s..., Please..., Make sure..., Don’t...). Using should/shouldn‘t and had better/had better not to give advice. Using prefixes un-, in-, im- to form opposite adjectives.
Teaching difficulty Distinguishing between the different ways of forming imperatives. Choosing the correct prefix (un-, in-, or im-) for different adjectives. Using had better and should appropriately in advice-giving contexts.
Teaching procedures Revision
Lead-in Activity 1: “Simon says — DIY edition.” The teacher gives simple instructions using imperatives: “Stand up.” “Raise your right hand.” “Don’t sit down yet.” Students follow the actions. Then the teacher says: “When we give instructions, we use a special sentence type. Today we will learn how to give instructions and advice for DIY projects.” 设计意图： 用“Simon says”游戏让学生在动作体验中感知祈使句的形式和功能，快速激活课堂氛围，自然引出语法主题。 效果评价： 观察学生能否理解并执行指令，能否初步感知祈使句的特征。
Presentation Activity 2: “Giving instructions — imperative sentences.” Students read the dialogue in Grammar A. The teacher asks: “Find the sentences that tell people what to do and what not to do.” Students identify: “Let’s put...”, “Please hand...”, “Make sure...”, “Don‘t mix them up.” The teacher completes the Work out rules on the board: We start a sentence with the base form of a verb → tell people what to do. We add Don’t before a verb → tell people not to do something. We often add Please → make an instruction more polite. We can use Let‘s → suggest doing something together. 设计意图： 通过对话发现祈使句的形式规则，归纳肯定、否定、礼貌和提议四种形式。 效果评价： 观察学生能否准确找出祈使句并完成规则填空。 Activity 3: “Giving advice — should and had better.” Students read the dialogue in Grammar B. The teacher asks: “What advice does Mum give Suzy Find the sentences.” Students identify: “You should mix the paint well.” “You shouldn’t go too fast.” “We‘d better clean the bird box first.” “You’d better not get too much paint on the brush.” The teacher explains: “Should and had better are both used to give advice. Should is stronger — it means it‘s the right thing to do. Had better is more urgent — it means it’s a good idea or it could be dangerous if you don’t.” 设计意图： 通过对话发现should和had better的用法，理解两者的语义区别（should表“应该”，had better表“最好”）。 效果评价： 观察学生能否准确找出建议句并理解其含义。 Activity 4: “Opposites attract — prefixes un-, in-, im-.” Students read the Word Power table. The teacher asks: “What do unlucky, incorrect, and impossible have in common ” (They all mean “not”.) The teacher explains: “un- is the most common, in- goes before some words, im- goes before words starting with p or b.” Students complete the transformation exercise. 设计意图： 通过例词观察发现前缀的含义和规律，掌握un-/in-/im-的构词法。 效果评价： 观察学生能否正确使用前缀构成反义词。 If students confuse should and had better, the teacher can provide a simple rule: “Should is for general advice — what is right. Had better is for specific situations — it is the best choice now.”
Practice Activity 5: Controlled practice — completing the instructions (A1). Students complete the flashcards instructions with the correct imperative forms from the box. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在卡片制作语境中进行控制性练习，巩固祈使句的用法。 效果评价： 观察学生填空的正确率，特别是否定形式“Please don‘t give up”和肯定形式“Keep trying”。 Activity 6: Controlled practice — should and had better matching (B). Students match the advice situations with the correct responses using should/shouldn’t or had better/had better not. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在DIY建议语境中进行控制性练习，巩固should和had better的用法。 效果评价： 观察学生能否正确选择should/shouldn‘t或had better/had better not。 Activity 7: Semi-controlled practice — writing instructions (A2). Students write sentences to teach classmates how to use the new height-adjustable desk, using imperatives. They work individually, then share with a partner. 设计意图： 在真实校园情境中运用祈使句进行指令写作，实现从控制性到半开放性的过渡。 效果评价： 观察学生能否正确运用祈使句描述操作步骤。 If students struggle with writing instructions, the teacher can provide sentence starters: “First, press... / Then, adjust... / Don’t forget to... / Make sure that...”
Production Activity 8: “DIY Instructions Challenge.” Students work in pairs. Each pair chooses a simple DIY activity (making a paper plane, making a cup of tea, watering plants, etc.) and writes 4-5 instructions using imperatives (at least one Don‘t) and 2 pieces of advice using should/shouldn’t or had better/had better not. They present their instructions to another pair, who follow them. 设计意图： 综合运用祈使句和should/had better，在真实的“指导与被指导”语境中实现语法知识的整合运用。 效果评价： 观察学生能否正确运用多种句式给出清晰指令和建议。 If pairs finish early, encourage them to add “Please” to make their instructions more polite.
Summary The teacher asks quick questions: “How do we tell people what to do How do we tell people not to do something How do we give advice What prefix means ‘not’ When do we use im- instead of in- ” Students answer quickly. 设计意图： 快速回顾本课三个语法点的核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。
Homework Basic: Finish the grammar exercises in the workbook (imperative sentences, should/had better). Extended: Write 5 instructions for a DIY activity of your choice (e.g., making a sandwich, folding a paper crane) using imperatives and at least 2 pieces of advice using should/had better.
Blackboard design Unit 4 Hands-on fun — Grammar & Word Power Imperative Sentences: Do: Let’s... / Please... / Make sure... / [verb]... Don‘t: Don’t + [verb]... Polite: Please + [verb] Together: Let‘s + [verb] Advice: should + [verb] (general advice) shouldn’t + [verb] (advice against) had better + [verb] (urgent advice) had better not + [verb] (urgent advice against) Prefixes (not): un-: usual → unusual, lucky → unlucky in-: correct → incorrect, complete → incomplete im-: possible → impossible, polite → impolite
教学反思
Activity 8的“DIY Instructions Challenge”活动有效整合了祈使句和should/had better，但部分小组选择的DIY活动过于简单（如“drink water”），导致指令缺乏挑战性。后续可提供一份DIY活动参考清单（如“make a paper hat”“make a fruit salad”），引导学生选择更有内容的制作活动。
Integration A-C
语篇研读
语篇A（扎染工艺介绍）
主题和内容： 该语篇为关于扎染（tie-dyeing）的简要介绍。扎染是一门拥有1500多年历史、在唐代最为流行的古老艺术。制作步骤包括：扭转布料并用线扎紧→染色→干燥后解开，扎住的部分保持原色，其余部分呈现不同颜色。如今云南部分地区仍使用传统扎染方法制作围巾、包包等产品。
意义和价值： 扎染作为中国传统手工艺，具有深厚的文化底蕴。文章呈现了清晰的操作步骤，与单元主题“动手的乐趣”高度契合，为后续听力（扎染工作坊）和写作（DIY经历）提供了内容和语言准备。
方式和方法： 文章采用“总—分”结构：第一段介绍扎染的历史地位，第二段详细说明制作步骤，第三段补充现代应用。使用连接词（First, Then, When it is dry）组织步骤说明。后附两个理解性问题。
语篇B1（扎染工作坊——笔记填空）
主题和内容： 该听力材料为Amy在学校扎染工作坊中的经历分享，内容包括：扭转T恤各部分并用线扎紧→放入蓝色染料碗中→在染料中移动数分钟→取出在阳光下晾干→解开线看到图案。
意义和价值： 听力内容与阅读语篇（扎染介绍）形成“步骤概述→具体操作”的互补关系，帮助学生进一步理解扎染的具体操作方法，积累描述DIY步骤的语言素材。
方式和方法： 讲话为正式口语体，按时间顺序展开。后附笔记填空任务，训练学生抓取关键步骤信息的能力。
语篇B2（在家制作东西——笔记填空）
主题和内容： 该听力材料为Amy和James谈论在家制作东西的经历。Amy喜欢学习新菜谱和制作东西——做中餐、为宠物做可爱衣服；James喜欢制作东西——为蜜蜂做了鸟箱和小房子、有时修理父母的电脑。
意义和价值： 通过两位同龄人的分享，展示DIY活动的多样性（烹饪、缝纫、木工、修理），帮助学生拓宽对“动手”的理解，为口语讨论和写作提供更多素材。
方式和方法： 对话为日常口语体，采用问答交换信息模式。后附笔记填空任务，训练学生抓取关键细节的能力。
语篇B3（Amy的博客——计划填空）
主题和内容： 该语篇为Amy将B1和B2的信息整合成的博客文章。内容涵盖三个部分：首先介绍扎染（传统工艺、材料、步骤），接着列举其他DIY活动（烹饪、为宠物做衣服、做鸟箱、修理东西），最后用建议句式鼓励读者尝试DIY。
意义和价值： 博客将听力和阅读信息整合为连贯语篇，实现了从输入到输出的过渡，为学生提供了DIY主题写作的结构范例——总起→分项介绍→鼓励结尾，同时示范了如何用多种建议句式（Why not... 、How about... ）吸引读者。
方式和方法： 博客采用第一人称，语气亲切活泼。主体部分以总起句（Making things is great fun!）引入，中间用设问和感叹句增强互动性，结尾用建议句式（Why not try... 、How about... ）和感叹句（...is great fun!）收束。语言介于口语和书面语之间，句式多样，是学生模仿写作的合适范例。
语篇C（Amy的博客——计划填空）
主题和内容： 该语篇为Amy将B1和B2的信息整合成的博客文章，内容涵盖扎染（传统工艺、材料、步骤）和其他DIY活动（烹饪、为宠物做衣服、做鸟箱、修理东西），最后鼓励读者尝试DIY。
意义和价值： 博客将听力和阅读信息整合为连贯语篇，实现了从输入到输出的过渡，为学生提供了DIY主题写作的结构范例。
方式和方法： 博客采用第一人称，语气亲切，使用Why not try... 、How about... 等建议句型，语言介于口语和书面语之间。
教学设计
Period 5: Integration A-C Topic: Home-made fun
Learning objectives By the end of this period, students will be able to: Read about tie-dyeing and understand the basic steps of the craft. Listen to descriptions of DIY activities and complete plete a blog post about DIY activities using information from listening sources. Discuss DIY interests and experiences with classmates.
Teaching focus Extracting information from reading and listening materials about DIY activities. Using the target language to discuss DIY interests.
Teaching difficulty Integrating information from multiple listening sources to complete the blog post. Using appropriate expressions to discuss DIY activities and experiences.
Teaching procedures Revision
Lead-in Activity 1: “What can you make with cloth and dye ” The teacher shows pictures of tie-dyed T-shirts, scarves, and bags. The teacher asks: “Have you ever seen clothes like these How do you think they are made ” Students share their ideas. The teacher says: “Today we‘ll learn about an ancient Chinese craft — tie-dyeing.” 设计意图： 用扎染成品图片激发好奇心，引导学生猜测制作方法，自然引出扎染话题。 效果评价： 观察学生能否对图片产生兴趣并做出合理猜测。
Reading Activity 2: Reading about tie-dyeing. Students read the article and answer the two questions in pairs: 1. What are the steps to tie-dye a piece of cloth 2. What else do you know about tie-dyeing The teacher checks answers and highlights the key steps: First twist and tie → Then dye → When dry, untie. The teacher also points out the use of sequencing words (First, Then, When it is dry, Today). 设计意图： 通过阅读获取扎染的历史背景和制作步骤，感知顺序连接词在描述步骤时的作用。 效果评价： 观察学生能否准确提取扎染步骤。
Listening Activity 3: Listening B1 — Tie-dyeing workshop guide. Students listen to Amy‘s talk about the tie-dyeing workshop. Before listening, they read the notes. First listening: get the general idea. Second listening: fill in the blanks about the steps. Students check in pairs, then the teacher checks with the whole class. 设计意图： 通过听力获取扎染工作坊的具体操作步骤，训练抓取关键细节的听力策略。 效果评价： 观察学生能否准确填入关键词。 Activity 4: Listening B2 — Making things at home. Students listen to Amy and James talking about what they make at home. They complete the notes about Amy (learning recipes, cooking Chinese food, making clothes for her dog) and James (bird box, house for bees, fixing parents’ computer). The teacher checks answers. 设计意图： 通过听力获取两位同龄人DIY活动的具体信息，拓宽对DIY多样性的认识。 效果评价： 观察学生能否准确填写笔记。 Activity 5: Completing the blog post. Students use information from B1 and B2 to complete Amy‘s blog post. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面博客，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss some words, play the recording a third time with pauses after each key step. If students struggle, remind them to go back to their completed B1 and B2 notes.
Speaking Activity 6: Analysing the dialogue model. Students recall the dialogue from Part B of the Welcome section. The teacher asks: “What did Suzy want to make What materials did she need ” Students review. The teacher highlights key expressions for discussing DIY: “What are you going to do ”, “That sounds fun.”, “What do you need ”, “Can I... with you ” 设计意图： 通过回顾Welcome板块的对话，帮助学生激活关于DIY话题的已有语言知识，巩固谈论DIY计划的核心表达，为后续的口语产出活动做好语言准备。 效果评价： 观察学生能否准确回忆对话中的关键信息和功能表达，能否正确运用这些表达进行后续的口语交流。 Activity 7: Pair work — “DIY I want to try.” Students work in pairs and discuss a DIY activity they would like to try. They should cover: what they want to make, what materials they need, and who they would like to do it with. Then they switch roles. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达讨论DIY计划，实现从理解到产出的迁移。 效果评价： 观察学生能否清晰表达DIY计划并自然运用目标表达。 If students need more ideas, the teacher can show pictures of simple DIY projects on the board: “paper flowers”, “bookmarks”, “painted stones”, “cards”.
Summary The teacher asks: “What DIY activities did we learn about today (Tie-dyeing, cooking, making pet clothes, building bird boxes, fixing things.) Which one sounds the most interesting to you ” Students share briefly. 设计意图： 回顾本课所学的多种DIY活动，拓展学生对“动手”的认识。 效果评价： 观察学生能否列举至少三种DIY活动。
Homework Basic: Complete the blog post in Part C if not finished in class. Read it aloud once. Finish the vocabulary exercises in the workbook. Extended: Write 3 sentences about a DIY activity you would like to try with your family or friends and why.
Blackboard design Unit 4 Hands-on fun — Integration A-C Tie-dyeing steps: twist & tie → dye → dry → untie → see patterns Amy & James’ DIY: Amy: cooking, making pet clothes James: bird box, bee house, fixing computers Talking about DIY: What are you going to do That sounds fun. What do you need Can I... with you
教学反思
Activity 3和Activity 4的听力材料信息量较大，学生在连续完成两个听力任务后注意力有所下降。后续可将两次听力分别处理为“精听”和“泛听”——B1作为精听任务，播放两遍并完成填空；B2作为泛听任务，播放一遍后同伴合作完成填空，减轻听力疲劳。
Activity 7的口语对话环节中，部分学生对话内容较为单一，缺乏深入交流。后续可提供讨论问题清单（如“Why do you want to try this Have you ever made anything similar before ”），帮助学生拓展对话深度。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为DIY活动构思表，学生需要写下要制作的物品、材料、工具、步骤和感受。D2为Amy的日记范文，记录了她和Millie用旧手套制作布娃娃的经历——选择手套→用两个手指做腿→用另外两个手指做手臂→用主体部分做头和身体→用纽扣做眼睛→用彩色线做头发→送给邻居小女孩，感到自豪和快乐。范文后附有Useful expressions（On..., First, Next, Then, Finally, I/We felt...）。
意义和价值： 编者通过构思表+范文的配套呈现，为学生提供写作的全程示范——先构思内容（构思表），再展示如何将信息组织成文（日记）。范文按时间顺序展开，使用顺序连接词清晰描述步骤，结尾表达感受，结构完整、语言简洁，是学生模仿的合适范例。
方式和方法： 日记采用第一人称，按时间顺序（Last Saturday→First→Next→Then→Finally→After we finished）展开，使用一般过去时叙述事件，结尾表达感受。范文后附有语言支架，降低学生独立写作的难度。
教学设计
Period 6: Integration D Topic: Writing about a DIY activity
Learning objectives By the end of this period, students will be able to: Complete a planning sheet for a DIY experience by organizing materials, tools, steps, and feelings. Analyse the structure of the model diary entry and extract useful expressions. Write a diary entry of 80-100 words about a DIY experience, using sequence words and past tense. Evaluate their own and peers‘ writing based on a checklist and revise accordingly.
Teaching focus Analysing the model diary entry’s structure and extracting useful expressions. Organizing ideas from the planning sheet into a well-structured diary entry.
Teaching difficulty Using sequence words (First, Next, Then, Finally) to organize steps. Using past tense consistently to narrate a past experience. Including feelings and reflections in the conclusion.
Teaching procedures Revision
Lead-in Activity 1: “My best DIY memory.” The teacher asks: “Think about a DIY activity you did before or something you made by hand. It could be a gift, a craft, or even food. What did you make How did you feel ” Students think for 30 seconds, then share with a partner. 2-3 students share with the class. 设计意图： 通过回忆个人DIY经历激活写作话题，帮助学生建立“经历→步骤→感受”的叙事意识。 效果评价： 观察学生能否说出具体的DIY经历和感受。
Pre-writing Activity 2: Completing the planning sheet (Part D1). Students choose a DIY activity they have done or would like to write about. They complete the planning sheet: Materials, Tools, Steps, Feelings. They work individually, then share with a partner to get feedback and add missing details. 设计意图： 通过构思表帮助学生系统梳理DIY经历的关键信息，为写作做内容准备。 效果评价： 观察学生能否完整填写构思表，关注步骤的逻辑顺序。 Activity 3: Analysing the model diary entry. Students read Amy‘s diary entry. The teacher guides them to identify the structure: When: Last Saturday What: made a doll from an old glove Steps: First → Next → Then → Finally Result and feelings: gave to a little girl, felt proud and happy The teacher asks: “What tense does Amy use (Past tense.) What words help us follow the steps ” (First, Next, Then, Finally.) 设计意图： 通过分析范文结构帮助学生理解“时间→步骤→感受”的叙事框架和顺序连接词的作用。 效果评价： 观察学生能否识别结构、时态和顺序连接词。 Activity 4: Extracting useful expressions. Students underline useful expressions in the model. The teacher writes key sentence stems on the board by function: Opening: On..., I/we... Steps: First, I/we... / Next, I/we... / Then, I/we... / Finally, I/we... Feelings: I/We felt proud/happy/pleased... 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students have no DIY experience to write about, allow them to write about a craft they did in art class or a food they helped cook at home.
While-writing Activity 5: Writing the first draft. Students write their diary entry based on the planning sheet, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use past tense. Include at least three sequence words (First, Next, Then, Finally). End with how you felt.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的DIY词汇、顺序连接词和过去时态。 效果评价： 观察学生写作进度和结构完整性，关注基础薄弱学生。
Post-writing Activity 6: Self-evaluation and peer review. The teacher presents a simple checklist: ① Clear opening (when and what) ② Steps in order with sequence words ③ Past tense used correctly ④ Conclusion with feelings Students self-evaluate, then exchange with a partner using “Star and Wish”: Star (one good thing), Wish (one thing to improve). 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和语言准确性。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: Revision and sharing. Students revise based on feedback. The teacher invites 2 volunteers to share their revised diary entries. The teacher comments on the effective use of sequence words and expression of feelings. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model an example on the board first: “Star: You used ‘First, Next, Then, Finally’ — the steps are very clear. Wish: You could add how you felt at the end.”
Summary The teacher asks: “What structure did we use for our DIY diary (Opening → Steps → Feelings.) What tense did we use (Past tense.) What words helped us show the order of steps (First, Next, Then, Finally.)” Students answer. The teacher concludes: “Writing about our DIY experiences helps us remember the fun and share it with others.” 设计意图： 回顾写作结构的关键要素，强化“步骤描述+感受表达”的写作模式。 效果评价： 观察学生能否说出写作的三部分结构和顺序连接词。
Homework Basic: Revise your diary entry based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: If you could make anything you wanted, what would you make Write 3-4 sentences describing what you would make and why.
Blackboard design Unit 4 Hands-on fun — Writing a DIY Diary Structure: ① Opening: On..., I/we + [what we made] ② Steps: First, ... / Next, ... / Then, ... / Finally, ... ③ Feelings: I/We felt proud/happy/pleased... Tenses: Past tense (was, went, chose, made, glued, added, felt) Useful expressions: On Saturday, I/we... First, I/we... / Next, I/we... / Then, I/we... / Finally, I/we... After we finished, we... We felt proud/happy/pleased...
教学反思
Activity 2的构思表填写中，部分学生对“Steps”部分的描述过于笼统（如“First, I made it.”），缺乏具体细节。后续可提供步骤描述的范例（如“First, I cut the paper into small pieces.”），帮助学生将步骤写得更具体。
Activity 6的互评环节中，部分学生只关注了步骤是否完整，忽略了时态和感受表达。后续可在评价清单中增加“Feelings included ”这一项，引导学生关注情感表达这一重要维度。

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