Unit 4 Hands-on fun-Welcome to the unit 教学设计 2024-2025学年译林版英语八年级上册

Unit 4 Hands-on fun-Welcome to the unit This part of "Welcome to the unit" in Unit 4 "Hands - on fun" of the 2024 Yilin English textbook for Grade 8 mainly focuses on introducing the concept of DIY (Do It Yourself) and some common DIY activities. It starts with a dialogue between Millie and Suzy, where Suzy is going to make paper roses, which naturally leads to the discussion of DIY. Through this, students can get to know various DIY activities like making mooncakes, putting together a shelf, etc. The content is full of real - life scenarios, aiming to arouse students' interest in hands - on activities and lay a solid foundation for further learning about DIY in this unit. 教学目标 Students will be able to master key vocabulary related to DIY activities, such as "DIY", "mooncake", "rose", "scissors", "tape", "glue", etc. They can understand and use sentence patterns for expressing DIY activities, like "What are you going to do...?", "I need...", "That sounds...". Grasp the usage of imperative sentences used for giving instructions and making suggestions in DIY contexts. 教学重难点 1. Key Points Key vocabulary and sentence patterns related to DIY activities. The understanding and application of imperative sentences in DIY scenarios. How to guide students to express their ideas and plans about DIY activities clearly in English. 2. Difficult Points Helping students use the learned vocabulary and sentence patterns flexibly in real - life - like situations to communicate about DIY. Making students understand the implicit meaning and tone of imperative sentences used in DIY instructions. 1. Vocabulary DIY (n./adj.): Do It Yourself. For example, "DIY is very popular among young people." mooncake (n.): A traditional Chinese pastry eaten during the Mid - Autumn Festival. "We make mooncakes every Mid - Autumn Festival." rose (n.): A kind of flower. "She made some beautiful paper roses." scissors (n., always in plural form): A tool for cutting. "You need a pair of scissors to cut the paper." tape (n.): A thin, sticky strip used for attaching or mending things. "Use tape to stick the pieces together." glue (n.): A sticky substance used for joining things together. "Apply some glue on the paper." 2. Sentence Patterns What are you going to do...?: Used to ask about someone's plan. "What are you going to do this weekend?" "What are you going to do, Suzy?" I need...: To express one's needs. "I need some coloured paper to make a card." "I need some coloured paper, tape or glue and a pair of scissors." That sounds...: To comment on something. "That sounds interesting/great/fun." "That sounds fun." 3. Grammar - Imperative Sentences Affirmative Imperative Sentences: Start with the base form of the verb, used to give commands, make requests or give instructions. For example, "Cut the paper into small pieces." "Fold the paper in half." Negative Imperative Sentences: Add "Don't" before the base form of the verb. "Don't forget to glue the edges." "Don't make a mess." 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of finished DIY products, such as a handmade wooden box, a knitted scarf, and a painted vase, on the PPT. Ask students: "Boys and girls, look at these pictures. Are they beautiful? Do you know how they are made?" Encourage students to express their opinions freely. This step can quickly attract students' attention and arouse their interest in the topic of DIY. 2. Presentation (15 minutes) Vocabulary Teaching Use the pictures on the textbook or additional pictures on the PPT to teach new words. For example, when showing a picture of mooncakes, say, "Look, this is a mooncake. We often eat mooncakes during the Mid - Autumn Festival. Read after me, mooncake." Teach other words like "rose", "scissors", "tape", "glue" in the same way. Drill the words several times to help students remember the pronunciation and spelling. After teaching the words, play a word - matching game. Write the words on the left side of the blackboard and their corresponding pictures on the right side. Ask students to come to the blackboard and draw lines to match the words with the pictures. Dialogue Teaching Play the recording of the dialogue between Millie and Suzy in the textbook. Let students listen carefully and answer the following questions: "What is Suzy going to do?", "What materials does she need?" Play the recording again, and this time, students listen and repeat sentence by sentence, paying attention to the pronunciation and intonation. Explain the key sentence patterns in the dialogue, such as "What are you going to do...?", "I need...", "That sounds...". Give more examples for students to understand, like "What are you going to do for your mother's birthday? I need a beautiful gift box and some flowers. That sounds a good idea." Divide students into pairs to practice the dialogue. They can change some words according to their own ideas, for example, changing "make paper roses" to "make a paper boat" and adjusting the materials needed accordingly. Then, invite some pairs to come to the front of the class to act out their dialogues. 3. Practice (15 minutes) Listening Practice Prepare a short listening material about a DIY activity, for example, making a paper lantern. The material can include information about what materials are needed, the steps of making it, and some precautions. Play the recording for students to listen and fill in the blanks on the handout. The blanks can be about key words like materials (coloured paper, bamboo stick, string) or steps (first, fold the paper; then, cut the shape...). Check the answers with the whole class and play the recording again if necessary for students to clarify their misunderstandings. Speaking Practice - Group Work Divide students into groups of four. Each group is given a topic of a DIY activity, such as making a fruit salad, building a small bookshelf, or making a friendship bracelet. Ask each group to discuss the following aspects: what materials are needed, the steps of making it, and any difficulties they may encounter. They need to use the learned vocabulary and sentence patterns in their discussions. For example, "We need some fruits like apples, bananas, and strawberries. First, we should wash the fruits. Then, cut them into small pieces. But we may have difficulty cutting the fruits neatly." Each group selects a representative to report their discussion results to the whole class. The other groups can ask questions if they have any doubts. 4. Production (5 minutes) Ask students to think about a DIY activity they want to do in the future. They need to write a short plan about it, including what they are going to make, what materials they need, and the steps they will follow. They can use the simple present tense and imperative sentences they have learned. For example: DIY Plan: I am going to make a photo frame. I need some wooden sticks, glue, and photos. First, cut the wooden sticks into the right length. Then, use glue to stick the sticks together to form a frame. Next, put the photos into the frame. Finally, decorate the frame with some stickers. Walk around the classroom to offer help and guidance when students are writing. After they finish, ask some students to share their plans with the class. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary about DIY activities, important sentence patterns, and the usage of imperative sentences. Ask students to recall and repeat some key words and sentences. Emphasize the importance of hands - on activities and encourage students to try more DIY projects in their daily life. Homework Ask students to actually carry out the DIY activity they planned in class and write a short report about it next class. The report should include how they felt during the process, whether they met any problems and how they solved them. Let students search for more information about interesting DIY activities on the Internet and share it with their classmates in the next class. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in vocabulary teaching, although using pictures and games can help students remember words, I should also pay more attention to the context - based usage of these words. For example, when teaching "tape" and "glue", I could give more real - life examples of when and how to use them accurately. Secondly, during the dialogue practice, some students were a bit shy and not very active. In the future, I should create a more relaxed and encouraging atmosphere, and perhaps give more rewards to those who actively participate. Thirdly, in the group work, some groups did not fully utilize the learned language knowledge. I need to strengthen the guidance before group work, such as giving more sample sentences and expressions related to the topics. Finally, for the production part, some students had difficulties in writing the DIY plan. I should provide more writing templates or model texts in class to help them get started. Overall, this class has laid a foundation for students to learn about DIY in this unit, but there is still room for improvement in teaching methods and student engagement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$