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

Unit 4 Hands-on fun-Assessment Unit 4 “Hands-on Fun” in the 2024 Yilin English textbook for Grade 8, Upper Volume, centers around hands - on activities. It aims to guide students to describe various hands - on experiences and hobbies, helping them master relevant vocabulary, sentence patterns, and grammar knowledge in the context of practical activities. The unit includes reading materials about different hobbies like making model planes, cooking, and gardening. Through these texts, students can not only improve their reading comprehension skills but also expand their vocabulary related to hobbies and hands - on work. Besides, listening materials are designed to train students to understand conversations about people's hobbies and the process of doing hands - on activities. Writing tasks require students to write a passage about their own or others' hobbies, applying the learned language knowledge. 教学目标 Students will be able to master key vocabulary related to hands - on activities and hobbies, such as “collect, create, decorate, DIY (do - it - yourself), model, hobby, interest, skill” etc. Students are expected to learn and correctly use sentence patterns for expressing hobbies and describing the process of hands - on activities, like “One of my hobbies is...”, “I enjoy/love doing... because...”, “First,... Then,... Next,... Finally,...” Students should understand and be able to use the present continuous tense for expressing current actions in the context of hands - on activities, e.g., “I am making a model ship now.” 教学重难点 A. Key Points Key vocabulary and sentence patterns related to hands - on activities and hobbies. Teachers need to ensure students can remember and correctly use these words and patterns in different situations. The present continuous tense used in the context of describing current hands - on actions. Teachers should design various exercises to help students master the usage of this tense. Reading comprehension skills training for texts about hands - on activities. Teachers need to guide students to learn reading strategies, such as skimming for the main idea and scanning for specific information. B. Difficult Points How to help students use the learned vocabulary and sentence patterns flexibly to express their own unique hands - on experiences and hobbies, rather than just reciting mechanically. The application of the present continuous tense in complex sentences and real - life communication. Students may have difficulties in using the correct form of verbs and expressing time adverbials accurately. Writing a well - organized and detailed passage about hands - on activities. Students may struggle with logical organization, grammar errors, and lack of vivid descriptions. A. Vocabulary Nouns: hobby, interest, collection, model, skill, activity, project, garden, plant, tool, etc. Verbs: collect, create, decorate, make, enjoy, love, like, start, finish, learn, etc. Adjectives: interesting, exciting, relaxing, difficult, easy, useful, etc. B. Sentence Patterns Expressing hobbies: One of my hobbies is + noun/verb - ing. E.g., One of my hobbies is collecting stamps. I have a great interest in + noun/verb - ing. E.g., I have a great interest in making model planes. My favorite hobby is + noun/verb - ing. E.g., My favorite hobby is gardening. Describing the process of hands - on activities: First,... Then,... Next,... Finally,... E.g., First, I prepare all the materials. Then, I start to make the model. Next, I decorate it. Finally, I show it to my friends. When doing... (hands - on activity), I... E.g., When making a cake, I need to mix the flour, eggs and sugar first. C. Grammar The present continuous tense: Structure: Subject + am/is/are + verb - ing + other components. Usage: To express an action that is happening at the moment of speaking. E.g., She is making a card for her mother now. To express an action that is planned to happen in the near future. E.g., We are going to have a DIY party this weekend. 教学过程 A. Warming - up (5 minutes) Greet students as usual. Show some pictures of different hands - on activities, such as painting, building a Lego castle, and fixing a bicycle, on the PPT. Then ask students to quickly name the activities they see. T: “Boys and girls, look at the pictures on the screen. What are these people doing? Raise your hands and tell me.” B. Lead - in (5 minutes) After the warming - up, start a short conversation with students about their hobbies. T: “We have seen so many interesting hands - on activities. Now, I want to know what your hobbies are. Who would like to share with the class?” Invite several students to answer. Write down some of the students' hobbies on the blackboard, and then introduce the topic of this unit - “Hands - on Fun”. T: “Today, we are going to learn Unit 4 Hands - on Fun. Through this unit, we will learn more about various hands - on activities and hobbies, and how to describe them in English.” C. New Knowledge Presentation (15 minutes) Vocabulary teaching Present the new words related to hands - on activities and hobbies on the PPT one by one, along with pictures or short videos to help students understand the meanings. For example, when teaching the word “collect”, show a picture of a boy collecting coins. Read the words aloud for students to imitate, paying attention to the pronunciation and intonation. Then let students read the words in groups, and correct their pronunciation if necessary. Do a quick word - matching game. Divide the new words into two columns on the PPT, one column is the words and the other is the pictures or short descriptions. Ask students to match them as quickly as possible. Sentence pattern teaching Write the sentence pattern “One of my hobbies is...” on the blackboard. Explain its meaning and usage, and then give some examples: “One of my hobbies is reading books. One of my hobbies is playing basketball.” Ask students to make sentences using this pattern about their own hobbies. Invite several students to share their sentences with the class. Teach other sentence patterns in a similar way, such as “I enjoy/love doing... because...” and “First,... Then,... Next,... Finally,...” Use examples and group work to help students understand and practice these patterns. D. Practice (12 minutes) Reading practice Give each student a short passage about a person's hobby (e.g., making model cars). The passage should include the new vocabulary and sentence patterns learned. Ask students to read the passage silently first, and then answer some simple questions on the PPT, such as “What is the person's hobby?”, “What does he do first when making model cars?” etc. After students finish answering, check the answers together. Then ask students to read the passage aloud in pairs, imitating the pronunciation and intonation. Listening practice Play a short dialogue about two people talking about their hands - on activities on the recorder. The dialogue should cover the key points of this unit. Ask students to listen carefully and fill in the blanks on their worksheets. The blanks can be about key information like what hobbies they have, what steps they take in their hands - on activities. Play the dialogue again for students to check their answers. Then invite some students to read the completed dialogue aloud. Speaking practice Divide students into groups of four. Each student in the group needs to talk about a hands - on activity or hobby they like. They should use the learned vocabulary and sentence patterns. Set a time limit of about 3 - 4 minutes for each group. Walk around the classroom, listen to students' conversations, and offer help if necessary. After the group work, select several groups to perform their conversations in front of the class. E. Summary and Homework (8 minutes) Summary Summarize the key points of this class with students, including new vocabulary, sentence patterns, and grammar knowledge. Write them on the blackboard. Ask students to recall the content of the reading passage, listening dialogue, and their speaking practice. Emphasize the importance of using these language points in real - life communication. Homework Ask students to write a passage about their favorite hands - on activity or hobby. They should include at least 80 words, using the learned vocabulary and sentence patterns. Encourage students to collect more information about hands - on activities or hobbies, and share it with the class in the next lesson. 教学反思 After teaching this unit, I found that the warming - up and lead - in activities were effective in arousing students' interest in the topic. Most students were actively involved in the class discussion about their hobbies at the beginning. However, during the vocabulary teaching, some students still had difficulty in remembering the new words, especially those with similar meanings. Maybe I should design more vivid and interesting memory - aiding methods, such as word - association games. In the sentence pattern teaching, group work helped students practice the patterns well. But when it came to the writing practice, some students still made grammar mistakes, especially in using the present continuous tense. This indicates that more grammar exercises and writing guidance are needed in future classes. The reading, listening, and speaking practice activities were generally successful. Students improved their language skills to some extent. But for the less - advanced students, they still faced challenges in understanding complex texts and expressing their ideas fluently. In the future, I should provide more differentiated teaching materials and tasks to meet the needs of different students. Overall, through this teaching process, I realized that continuous improvement in teaching methods and more attention to individual differences are crucial for better teaching results. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$