Unit 4 Hands-on fun-Reading 教学设计 2025-2026学年译林版英语八年级上册

Unit 4 Hands-on fun-Reading The reading passage in Unit 4 of Yilin Edition (2024) English textbook for Grade 8 is titled "DIY Made Easy". It tells the story of Suzy's cousin, Andrew, who is crazy about DIY. Andrew loves to make or repair things around his house by himself. However, he didn't start as a skillful handyman. For example, when he tried to put in a brighter light in his bedroom, he caused a power cut in the whole house. When he put up a picture on the wall, he hit a pipe and filled the room with water. His mother advised him not to repair things himself, but he didn't listen. Instead, he bought some DIY books and took an online DIY course. Gradually, he became proficient in various DIY activities. He made a bookshelf for Suzy with wooden boards, which made her room tidier. He also made a cool floor lamp by himself. Now, Andrew thinks DIY is both interesting and money-saving, and there is no DIY job he can't do. Through this story, students can learn about different DIY activities, understand the development logic of events in a narrative text, and feel Andrew's persistence from failure to success in DIY. 教学目标 Students will be able to master the key vocabulary and phrases related to DIY in the text, such as "crazy about", "power cut", "pipe", "instead", "attend", "put up", "fill... with", "not only... but also", etc. Students will understand the narrative text structure, including the sequence of Andrew's DIY experiences (from failures to learning and then to successes). Students will be able to understand the usage of new words and phrases in different contexts and be able to use them to make sentences. 教学重难点 Key vocabulary and phrases: Make sure students can accurately understand and use words and phrases related to DIY, such as those mentioned in the knowledge objectives. Teachers can use examples and exercises to strengthen students' memory. Understanding the narrative text: Guide students to clearly understand the sequence of Andrew's DIY experiences, including his initial failures, the learning process, and the final successes. Teachers can use a timeline or a flow chart to help students visualize the story. Reading skills training: Focus on training students' skimming, scanning, and inferring skills. Design relevant reading tasks, such as asking students to quickly summarize the main idea of the text through skimming and find specific information through scanning. A. Vocabulary DIY: Do It Yourself, the activity of making, repairing or decorating things by oneself instead of paying someone else. Example: Many people enjoy DIY as a hobby. crazy about: extremely interested in or enthusiastic about something. Example: Andrew is crazy about DIY. He spends most of his free time on it. power cut: a period when the electricity supply to a building or area stops. Example: There was a power cut last night, so we had to use candles. pipe: a tube through which liquids or gases can flow. Example: Andrew hit a pipe when he was putting up a picture, and water flooded the room. instead: as an alternative or substitute. Example: His mother advised him to ask a professional, but he decided to do it himself instead. attend: to go regularly to a place, event, or activity. Example: Andrew attended an online DIY course to improve his skills. put up: to hang or fasten something on a wall or other surface. Example: They put up a new painting in the living room. fill... with: to make something full of a particular substance. Example: She filled the bottle with water. not only... but also: used to connect two related things, showing that both are true. Example: The living room has not only blue walls but also a blue ceiling and floor. B. Phrase Usage be crazy about (doing) sth.: like/enjoy (doing) sth. very much He is crazy about playing basketball. make a mistake: commit an error Everyone makes mistakes, but it's important to learn from them. put in: install They decided to put in a new air - conditioner. put up: in addition to "hang or fasten", it can also mean "build" or "raise" They put up a tent in the backyard. fill... with (active voice) - be filled with (passive voice) = be full of The box is filled with books. = The box is full of books. not only... but also: when connecting two subjects, the verb agrees with the subject closer to it. Not only Tom but also his friends are going to the party. C. Sentence Patterns Sb. be crazy about (doing) sth.: It is used to express someone's strong interest in something. She is crazy about reading novels. try to do sth.: It means to make an attempt to do something. He tried to fix his broken bike. make + sb./sth. + adj.: This structure is used to make someone or something have a certain state. His words made me happy. not only... but also...: It is used to connect two parallel elements in a sentence, such as two nouns, two verbs, or two adjectives. He can not only speak English but also French. 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of DIY products, such as handmade wooden chairs, painted flower pots, and knitted scarves. T: Good morning/afternoon, class! Look at these pictures. What can you see? Ss: We can see some handmade things. Ask students to share their own DIY experiences briefly. T: Have you ever made anything by yourself? Please share your stories with your partners. (Students talk in pairs for about 2 minutes, and then some volunteers share their stories with the whole class.) Introduce the topic of this lesson - DIY made easy, and show the learning objectives to the students. T: Today, we are going to learn a story about a boy named Andrew, who is crazy about DIY. Let's see how he makes DIY easy. B. Pre - reading (5 minutes) Brainstorm words related to DIY. Write students' answers on the blackboard. T: Before reading, let's think about some words that are related to DIY. What words come to your mind? Ss: repair, make, decorate, tools... Show some new words and phrases on the PPT, such as "crazy about", "power cut", "pipe", and teach students how to pronounce and understand them briefly. T: Look at these new words and phrases. Let's read them together. (Students read after the teacher several times, and the teacher explains the meanings with simple examples.) C. While - reading (20 minutes) Skimming Ask students to read the text quickly and answer the following questions: What is the main idea of the text? Who is the main character? Give students 2 minutes to read and then check the answers. T: OK, stop reading. Who can tell me the main idea of the text? S1: The text is about Andrew's DIY experiences. T: Very good. And who is the main character? Ss: Andrew. Scanning Divide students into groups of four. Ask each group to read the text carefully and complete a timeline of Andrew's DIY experiences. The timeline should include his failures, learning process, and successes. T: Now, read the text carefully in your groups and complete the timeline. You have 5 minutes. (After 5 minutes, ask each group to present their timeline on the blackboard and explain it.) Group 1: First, Andrew tried to put in a brighter light and caused a power cut. Then he put up a picture and hit a pipe, flooding the room. After that, he bought DIY books and took an online course. Finally, he made a bookshelf for Suzy and a cool floor lamp. Detailed Reading Ask students to read the text again and answer some detailed questions on the PPT, such as: Why did Andrew's mother advise him not to repair things himself? How did Andrew improve his DIY skills? What does Andrew think of DIY now? Give students 5 minutes to read and answer the questions. Then check the answers together. T: Now, let's check the answers. Why did Andrew's mother advise him not to repair things himself? S2: Because he always made mistakes and caused problems, like the power cut and flooding the room. T: Right. How did Andrew improve his DIY skills? S3: He bought DIY books and took an online course. T: Good. What does Andrew think of DIY now? S4: He thinks DIY is both interesting and money - saving. Then, explain some difficult sentences in the text, such as "The living room has not only blue walls but also a blue ceiling and floor." Analyze the structure of "not only... but also..." and give more examples for students to understand. T: Look at this sentence. "Not only... but also..." is used to connect two parallel parts. For example, "He is not only good at math but also good at English." D. Post - reading (10 minutes) Group discussion Present a topic for students to discuss in groups: If you were Andrew, what would you do differently in your DIY process? T: Now, let's have a group discussion. If you were Andrew, what would you do differently in your DIY process? You have 3 minutes. (After the discussion, ask some groups to share their ideas.) Group 2: If I were Andrew, I would ask a professional for advice before starting a DIY project. Role - play Ask students to role - play a conversation between Andrew and Suzy. One student acts as Andrew, sharing his latest DIY success, and the other acts as Suzy, expressing her surprise and admiration. T: Now, find a partner and role - play a conversation between Andrew and Suzy. You can start like this: Andrew: Hi, Suzy! I just made a new bookshelf. Suzy: Wow, really? That's amazing! (Students role - play for about 3 minutes, and then some pairs perform in front of the class.) Summary Summarize the key points of this lesson, including important vocabulary, sentence patterns, and Andrew's DIY experiences. T: Today, we learned a lot about DIY. We learned some new words and phrases, like "crazy about", "power cut", etc. We also learned how Andrew improved his DIY skills from failures. Remember these key points. E. Homework (5 minutes) Ask students to write a short passage about a DIY activity they want to try in the future. They should include the materials they need, the steps they will take, and why they want to do it. T: For your homework, write a short passage about a DIY activity you want to try in the future. Encourage students to look for more DIY ideas online or in books and share them with the class next time. T: Also, you can look for more DIY ideas online or in books and share them with us next time. 教学反思 After teaching this reading lesson, I have the following reflections. In the lead - in part, showing pictures of DIY products and asking students to share their experiences effectively aroused students' interest in the topic. However, during the pre - reading word - teaching process, some students may not have fully grasped the new words and phrases, as the time was relatively limited. In the while - reading part, the skimming, scanning, and detailed reading tasks were well - received by students. They actively participated in group work and were able to understand the text to a certain extent. But when explaining difficult sentences, some students still seemed a bit confused, and more examples and exercises could have been provided. During the post - reading group discussion and role - play, students showed great enthusiasm, which enhanced their oral English ability and understanding of the text. In the future, I will adjust the teaching time more reasonably, allocate more time for word - learning and difficult - sentence explanation, and design more diverse and interesting activities to further improve students' reading ability and language application ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$