Unit 4 Hands - on fun Reading 教学设计2025-2026学年译林版八年级英语上册

Unit 4 Hands - on fun Reading 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand Suzy’s article about Andrew’s DIY experiences, mastering vocabulary like handyman, power cut, shelf, crazy about. Students will extract details to sequence events and answer comprehension questions. 2. Ability Objectives Improve reading skills: sequencing events, scanning for specific details (Andrew’s DIY mistakes, learning process). Enhance critical thinking by analyzing Andrew’s character and DIY attitudes. 3. Affective Objectives Foster appreciation for DIY perseverance, even with mistakes. Encourage students to reflect on DIY as a fun, money - saving activity and embrace learning through practice. II. Language Knowledge 1. Key Words & Phrases Handyman, power cut, shelf, crazy about, make a mistake, catch one’s eye 2. Key Sentences “My cousin Andrew is crazy about DIY, He loves to make or repair things around his house by himself, However, he is not a born handyman!” “Andrew thought he was just unlucky. But his mum told him, ‘Stop trying to fix things all by yourself, dear.’” 3. Key and Challenging Points Key Points: Comprehend Andrew’s DIY journey (mistakes, learning, achievements); sequence events correctly. Challenging Points: Interpreting Andrew’s character from his actions; understanding the impact of DIY on him. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading (5 Minutes) Show the title “DIY made easy” and ask: “What DIY projects have you tried? Did they go well, or did you make mistakes?” Introduce the task: “Today, we’ll read about Andrew’s DIY adventures—full of mistakes, learning, and success!” Step 2 While - reading (18 Minutes) Activity 1: Sequence Events (7 Minutes) Students put sentences (a - g) in correct order (Activity A), following Andrew’s DIY timeline. Walk around to assist, emphasizing event order (e.g., “First, tried to put in a light → power cut; then, picture on wall → water mess...”). Activity 2: Comprehension Questions (8 Minutes) Students answer Activity B’s questions (multiple - choice), focusing on details like: “What’s a handyman? (Good at repairing/making things)” “Why did Andrew’s mum ask him to stop? (To avoid trouble)” Discuss answers, highlighting Andrew’s growth (e.g., “From mistakes to learning via books/courses”). Activity 3: Vocabulary Check (3 Minutes) Quick review of key words (e.g., “crazy about”—very enthusiastic; “power cut”—electricity failure). Step 3 Post - reading (15 Minutes) Activity 1: Deepen Understanding—Activity C (10 Minutes) Students complete Andrew’s blog post (Activity C) using target words. Highlight phrases like “catch one’s eye, make a mistake, mess”. Discuss answers, connecting to Andrew’s DIY journey (e.g., “He’s crazy about DIY but made mistakes, then improved”). Activity 2: Critical Reflection (5 Minutes) Use Activity D’s questions: “Why isn’t Andrew a born handyman? How can we improve DIY skills?” Groups of 3–4 share ideas, encouraging use of text examples (e.g., “He made mistakes with the light and pipe—shows he’s not naturally skilled, but learned from books!”). Step 4 Summary & Homework (7 Minutes) Summary (4 Minutes): Recap Andrew’s DIY story: mistakes (light, pipe), learning (books, course), success (shelf, lamp). Homework (3 Minutes): Writing: Describe a DIY mistake you (or someone) made and what you learned. Reflection: List 2 ways to improve your DIY skills (inspired by Andrew). IV. Assessment of Teaching Effectiveness Check event sequencing (Activity A) for understanding of Andrew’s timeline. Evaluate comprehension answers (Activity B) for detail - capturing accuracy. Observe post - reading discussions (Activity D) for critical thinking and text - based opinions. V. Design Purpose Pre - reading: Connect to students’ DIY experiences, building empathy for Andrew’s mistakes. While - reading: Practice sequencing and detail - scanning, core reading skills for narrative texts. Post - reading: Apply vocabulary in new contexts (blog post) and reflect on DIY growth, linking to personal learning. VI. Blackboard Design Unit 4 Reading—Andrew’s DIY Journey Key Events (Sequence): 1. Tried to put in a light → power cut 2. Tried to hang a picture → water mess 3. Studied DIY (books + course) → improved 4. Made shelf, cool lamp → success Homework: Describe your DIY mistake & lesson! VII. Teaching Reflection Strengths: Narrative text engages students with relatable mistakes and growth. Activities balance skills and reflection. Weaknesses: Some students may struggle to interpret Andrew’s character beyond “makes mistakes.” Improvements: Add a “character trait” chart: List Andrew’s actions and label traits (e.g., “Persistent—kept trying despite mistakes”). This deepens character analysis. 学科网（北京）股份有限公司 $$