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

Unit 4 Hands-on fun-Integration This integration part of Unit 4 "Hands-on fun" mainly focuses on hands - on activities. It includes learning about different DIY activities such as tie - dyeing, making a photo frame, etc. Students will get to know the steps, materials and tools needed for these activities. Through texts, pictures and practical tasks, students are guided to explore the fun of hands - on work and improve their practical skills and language abilities related to describing DIY processes. 教学目标 Students can master the key words and phrases related to DIY activities, such as "tie - dyeing", "method", "twist", "thread", "dye", "untie", "photo frame", "cardboard", "decorate", etc. Students are able to understand and use the important sentence patterns for describing DIY processes, like "The first step is to...", "Then, we need to...", "Finally,...". Students can understand the reading materials about DIY activities and extract relevant information accurately. 教学重难点 A. Key Points Key vocabulary and sentence patterns for describing DIY activities. Reading comprehension skills for DIY - related texts. The process of carrying out a DIY project and presenting it in English. B. Difficult Points How to use English to accurately and vividly describe the steps and difficulties in DIY activities. How to guide students to think creatively and complete a DIY project with their own ideas. Helping students overcome language barriers and express themselves freely in group work and presentations. A. Key Words DIY - related nouns: tie - dyeing (扎染), method (方法), cloth (布料), thread (线), dye (染料), photo frame (相框), cardboard (硬纸板), decoration (装饰), button (纽扣), bead (珠子) Verbs: twist (使弯曲), tie (捆，绑), dye (给…… 染色), untie (解开), cut (切割), fold (折叠), glue (粘贴), decorate (装饰) B. Key Phrases Describing steps: the first step (第一步), then (然后), next (接下来), finally (最后) Materials needed: a piece of cloth (一块布), some thread (一些线), a bottle of dye (一瓶染料), a pair of scissors (一把剪刀), cardboard pieces (硬纸板片) C. Key Sentence Patterns The tie - dyeing method is to first twist a piece of cloth and tie it with thread. (扎染的方法是先扭曲一块布，然后用线绑住。) To make a photo frame, we need some cardboard, scissors, glue and decorations. (为了制作一个相框，我们需要一些硬纸板、剪刀、胶水和装饰品。) First, cut the cardboard into the shape of a frame. Then, decorate it with buttons and beads. Finally, glue the photo inside. (首先，把硬纸板剪成相框的形状。然后，用纽扣和珠子装饰它。最后，把照片粘在里面。) 教学过程 A. Lead - in (5 minutes) Show some pictures of beautiful DIY works, such as tie - dyed T - shirts, handmade photo frames, etc. on the PPT. T: "Boys and girls, look at these pictures. These are all amazing works made by hand. Do you know how they are made? Today, we are going to explore the world of hands - on fun in our class." Ask students to share their own experiences of DIY activities briefly in Chinese. T: "Have you ever done any DIY projects? Can you tell us something about it in Chinese?" B. Pre - reading (8 minutes) New word teaching Present the new words on the PPT one by one, and explain their meanings and pronunciations. For example, when teaching "tie - dyeing", show a picture of a tie - dyed item and say, "Look, this is tie - dyeing. It's a very interesting DIY method. We twist the cloth and dye it. The pronunciation is /ˈtaɪ daɪɪŋ/." Let students read the words after the teacher several times, and then have a quick spelling check. Prediction Show the title of the reading passage "Let's Make a Tie - dyed T - shirt" and some pictures related to the process on the PPT. T: "Now, look at the title and these pictures. Can you predict what we will learn in the passage? Discuss in pairs and share your ideas." Invite several pairs of students to share their predictions. C. While - reading (15 minutes) Fast reading Let students read the passage quickly and answer the question: "What is the main idea of this passage?" Check the answer: "The passage mainly tells us how to make a tie - dyed T - shirt." Careful reading Ask students to read the passage carefully again and fill in the blanks in the form on the handout. The form includes columns like "Steps", "What to do", "Materials needed". After students finish, check the answers together and explain some difficult sentences in the passage, such as "Make sure the dye has covered all the parts you want to color." D. Post - reading (10 minutes) Group discussion Divide students into groups of four. Each group chooses a DIY activity they are interested in, such as making a photo frame, a paper flower, etc. T: "Now, in your groups, discuss the steps, materials and tools needed for your chosen DIY activity. Make a list." Walk around the classroom, listen to students' discussions and offer help if necessary. Group presentation Each group sends a representative to the front of the class to introduce their DIY plan. They should use the key words and sentence patterns they have learned. For example: "Our group wants to make a photo frame. First, we need some cardboard. We will cut the cardboard into the shape of a frame. Then, we will decorate it with some colorful beads. Finally, we will glue our favorite photo inside the frame." After each presentation, other groups can ask questions and give suggestions. E. Summary and Homework (7 minutes) Summary Summarize the key points of this class with students, including new words, sentence patterns and the process of DIY activities. T: "Today, we learned a lot about DIY activities. We learned new words like 'tie - dyeing','method', etc. We also learned how to describe the steps of making a tie - dyed T - shirt. And you all did a great job in discussing and presenting your own DIY plans." Homework Ask students to write a short passage about the DIY activity their group discussed in class. They should include at least 80 words and use the key words and sentence patterns. T: "For your homework, please write a passage about the DIY activity your group chose. Remember to use the words and sentences we learned today. You can also draw some pictures to illustrate your process if you like." 教学反思 In the teaching process, the use of pictures and real - life examples in the lead - in part effectively aroused students' interest in DIY activities, which laid a good foundation for the following teaching. However, more time could be allocated for students to share their DIY experiences to make the connection between students' real life and the teaching content closer. During the vocabulary teaching, the combination of pictures and real - object demonstrations made it easier for students to understand and remember new words. But for some students with weak learning abilities, more individual guidance might be needed to ensure they master the pronunciations and spellings. In the reading part, the prediction activity helped students activate their prior knowledge and better understand the reading content. However, in the future, more reading strategies can be taught, such as skimming for specific information, to improve students' reading efficiency. The group discussion and presentation activities provided students with opportunities to practice speaking English and cooperation. Some groups showed great creativity in their DIY plans. But in some groups, there were still students who were a little shy to speak. In the future, more encouragement and training should be given to these students to improve their oral English ability. The homework assignment is designed to consolidate students' learning in class. But when evaluating students' homework, attention should be paid not only to grammar and vocabulary usage but also to students' creativity and logical thinking in describing DIY activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$