8A Unit4 Hands-on fun 教学设计2026-2027学年译林版八年级英语上册

该初中英语教学设计聚焦“动手活动与DIY”主题，围绕指令句、建议表达及工具材料等词汇展开。课堂导入通过头脑风暴、学生作品展示激活经验，以“DIY idea bank”“结构图表”等支架衔接前后知识，逐步构建语言运用能力。 特色体现“教—学—评一体化”，活动分层且任务驱动，如归纳式语法教学让学生从文本发现祈使句规则，写作流程“材料卡—草稿—checklist—修改”培养思维品质。对比中外动手文化渗透文化意识，提升学生语言能力与跨文化理解，为教师提供清晰教学路径与评估工具。

8A Unit 4 Hands-on fun · Teaching Designs (2022 Edition Curriculum Standards) 8A Unit 4 Hands-on fun 教学设计 新译林版《英语》八年级上册（2024 年审定） Module 1 Teenage life · 《义务教育英语课程标准（2022 年版）》对表 · 核心素养目标版 Unit Overview 单元整体说明 This unit plan covers New Yilin English 8A, Unit 4 Hands-on fun, and is written in line with the English Curriculum Standards for Compulsory Education (2022 Edition). Following the school template, every period below is a complete teaching design written in English, with objectives, key and difficult points, timed procedures and blackboard design. Unit theme: 人与自我 → 生活与学习 → 劳动实践与动手创造. Unit big idea: Hands-on work brings joy and skills; plan carefully, work safely and enjoy creating with your own hands. Unit objectives (By the end of the unit, students will be able to:) (1) obtain and sort out information about hands-on activities and DIY, and use imperatives and “should / had better” to give step-by-step instructions and advice orally, and to write an instruction sheet “How to make ______” in English (language ability); (2) value labor and hands-on creation, and perceive that making things with one's own hands brings joy to teenagers and families both at home and abroad (cultural awareness); (3) analyze the structure of instruction texts, sequence DIY steps in a logical order, judge safe and sensible ways of doing things, and work out the meanings of new words with the prefixes un- / in- / im- (thinking capacity); (4) summarize the writing routine “material card → draft → checklist → revision” and the word-formation strategy of prefixes, transfer them to new hands-on tasks, and monitor their own learning with checklists and self-assessment (learning ability); Unit final product: A step-by-step instruction sheet “How to make ______” (at least six imperatives and two pieces of advice with should / had better) plus a short introduction, shared at the class mini “Hands-on Fair”. How the teaching objectives follow the 2022 standards (1) Every period sets three or four integrative objectives written from the learners' perspective (“students will be able to ...”), each tagged with the core competency it mainly develops — language ability, cultural awareness, thinking capacity or learning ability. The old three-way split of knowledge / ability / emotional objectives is no longer used. (2) Every objective is observable and checkable: each teaching step carries a Purpose line marked with the objective numbers it serves (→ O1–O4), and the Summary section states the assessment evidence, so that teaching, learning and assessment are integrated（教—学—评一体化）. (3) Classroom activities move through the three layers of the English learning activity view — learning & understanding → applying & practicing → transferring & creating. (4) Homework is tiered in three types for every period — Consolidation / Extension / Practice — and the Practice tasks feed the real unit tasks. Teaching arrangements 课时安排 Period Section(s) Lesson type 1 Unit opening + Welcome to the unit Listening & speaking · unit opening 2 Reading (1) — first reading Reading comprehension 3 Reading (2) — deep reading Reading & language focus 4 Grammar Grammar (inductive) 5 Word power Vocabulary · word formation 6 Integration A–C Integrated skills · story & listening 7 Integration D + Assessment Reading & writing · unit assessment Period 1 · Unit 4 Hands-on fun Welcome to the unit 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] perceive, understand and read aloud the hands-on activity phrases in Part A (make mooncakes, put together a shelf, etc.), match them with the pictures correctly, and exchange hands-on experiences in a pair talk of at least three turns, using “What did you make?”, “I made ... last weekend.” and “It was fun / difficult because ...” (O1); (2) [Cultural awareness] realize that making things with one's own hands brings joy in different cultures — from making mooncakes for the Mid-Autumn Festival in China to putting together furniture at home abroad — and value labor and creation in daily life (O2); (3) [Thinking capacity] describe a hands-on experience as a “what → how → result and feeling” chain instead of a single phrase, and judge which hands-on skills are most useful for teenagers, giving at least one clear reason (O3); (4) [Learning ability] start a personal “DIY idea bank” for the unit task — writing a step-by-step instruction sheet “How to make ______” for the class mini “Hands-on Fair” — and record one hands-on wish in two written sentences (O4). II. Language Knowledge 1. Key words & phrases make mooncakes, put together a shelf, make ... with one's own hands, do-it-yourself (DIY); tool, material, step, instruction, safety; scissors, glue, tape (e.g. teacher-added examples) 2. Key sentences What did you make? — I made mooncakes with my mum last weekend. It was fun to put together a shelf, but it was not easy. I'd like to make ______ because ______. 3. Key and challenging points Key: master the sound, form, meaning and use of the hands-on phrases above, and talk about past hands-on experiences with the patterns. Challenging: describe an experience as a process (“what I made → how I made it → the result and feeling”) instead of just naming the activity. III. Teaching Procedures Step 1 Lead-in (5 minutes) Read the unit theme “Just make it!” and go through the unit goals with the class. Present the unit task: write a step-by-step instruction sheet “How to make ______” and share it at the class mini “Hands-on Fair”. Brainstorm: “What have you ever made with your own hands?” Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name one thing they have made (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the hands-on phrases in Part A with pictures and simple definitions: make mooncakes → make the traditional Chinese food for the Mid-Autumn Festival; put together a shelf → join the parts of a shelf and build it at home. Add two or three easy classroom examples (e.g. make a card, make a paper plane) for repetition. Students read the phrases aloud for pronunciation, then take a quick quiz (Chinese → English). Purpose: build the language basis for the discussion; success is measured by the quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: Students match the phrases with the pictures in Part A individually and check in pairs. When checking, ask “What do you need to make mooncakes / to put together a shelf?” so that students talk about materials and tools in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then talk about their own hands-on experiences: “What did you make? How did you make it? How did you feel?” The teacher probes: “What was the first step? What did you use?” to push process answers. Purpose: move from recognizing the phrases to using them in real talk; success is a 2–3-sentence turn with a “what → how → feeling” chain (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students think about “What would you like to make this term?” and write two sentences (“I'd like to make ... because ...”). Several students share; others comment: “Is it easy or difficult? What do you need?” The two sentences go into each student's DIY idea bank (page 1). Purpose: turn the topic back on students themselves — from talking about others' making to planning their own — and open the idea bank for the unit task (transferring & creating: imagining & creating; → O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: hands-on work brings joy and skills; plan carefully, work safely and enjoy creating with your own hands (→ O2). Consolidation: read and copy the hands-on phrases; finish the vocabulary exercises in the Workbook. Extension: write three sentences with “I made ______ with ______. It was ______ because ______.” Practice: watch a family member make or repair something at home, and note down in one sentence what he/she does first. IV. Assessment of Teaching Effectiveness Each objective is checked in class as follows (teaching–learning–assessment integration): Objective Success evidence How to check O1 Language ability Part A matching basically correct; the pair talk keeps three or more turns with the target patterns Check the matching answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students restate “hands-on work brings joy and skills” in their own words at the summary Listen to the summary statements O3 Thinking capacity Experiences are described as a “what → how → result” chain, not a single phrase Listen for process questions and answers in Activities B and C O4 Learning ability The DIY idea bank is started with one hands-on wish written in two sentences Collect the bank page (or the two sentences) at the end of the lesson V. Design Purpose The lead-in publishes the unit task and builds learning expectation for the whole unit. Pre-discussion teaches the key hands-on phrases as the basis of all further activities. While-activity moves students from matching (understanding) to talking about real experiences (using). Post-discussion completes the turn from “what others make” to “what I want to make” and opens the DIY idea bank, planting the unit big idea of labor, planning and safety. VI. Blackboard Design Content Unit 4 Hands-on fun — Welcome to the unit Key phrases: make mooncakes, put together a shelf, make ... with one's own hands Key sentences: What did you make? / I made ... It was fun because ... Big idea: Hands-on work brings joy and skills; plan carefully, work safely. Unit task: Write “How to make ______” → class mini “Hands-on Fair”. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student describe a hands-on experience as a process, not just name the activity? (2) Did the shy students get real chances to speak in the pair work? (3) Was the quick quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 4 Hands-on fun Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article “DIY made easy” and find what DIY is, why people love it and how to do it safely to complete the DIY fact sheet with accurate details (O1); (2) [Cultural awareness] perceive that DIY brings both fun and skills from the title and pictures, and get ready to learn how DIY is made easy in the next period (O2); (3) [Thinking capacity] sort and organize the information found in the text into the DIY fact sheet clearly, and check every answer against the text with its source sentence (O3); (4) [Learning ability] use the reading strategies of predicting from the title and pictures, skimming for the main idea and scanning for details with a clear purpose, and mark the parts they are not sure about for the deep reading in the next period (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea and the structure of the article “DIY made easy”. (2) Finding the details needed for the DIY fact sheet and organizing them clearly. Difficult Points (1) Scanning efficiently for the needed information. (2) Checking every answer against the text instead of guessing. III. Teaching Procedures 1. Lead-in (5 minutes) Show photos of students' hands-on work collected in Period 1 and ask: “Do you like making things yourself? What can you make?” Tell students that today they will read a text called “DIY made easy” and find out what DIY really means. Purpose: activate prior knowledge and focus attention on “making things by oneself” (learning & understanding: perceiving & noticing; → O1). 2. Pre-reading (7 minutes) Students predict from the title and pictures: What is DIY? Why do people love it? What may the text tell us to do? Collect predictions on the board. Teach the abbreviation “DIY = do-it-yourself” and pre-teach the key words tool, material, step, instruction and safety with real objects or pictures. Purpose: prediction gives students a clear reading purpose, and pre-teaching clears the word barriers (learning & understanding: perceiving & noticing; → O1, O4). 3. Reading for gist (10 minutes) Skimming (4'): read the text quickly and check the predictions on the board — the text answers three questions: What is DIY? Why do people like it? How can we do DIY well? Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & detailing (8'): students read again and complete the three-part structure chart: What is DIY? / Why do people like it? / How can we do DIY well (basic steps, tools and safety notes), filling each part with details from the text; they check answers in pairs and read out the source sentences. Purpose: scan for the details and organize them into the DIY fact sheet (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the DIY fact sheet in pairs and correct the answers with the text; each pair marks one question they are not sure about — it will be solved in the next period. The teacher collects the common questions on the board. Purpose: get ready for the deep reading in the next period; success = the DIY fact sheet basically complete with source sentences marked (→ O3, O4). IV. Summary (2 minutes) Students summarize in one sentence: “We have got the main idea, the structure and the key facts of the article “DIY made easy”.” The teacher points to the questions collected on the board: they will be solved in the next period. Assessment of objectives: O1 and O3 via the completed the DIY fact sheet and the pair check; O2 via the sharing in the lead-in and pre-reading; O4 via the strategy use observed in class. V. Homework (2 minutes) Consolidation: read the article “DIY made easy” aloud until fluent; complete the DIY fact sheet if it is not finished. Extension: mark your favourite sentence in the text and be ready to explain why you like it in the next period. Practice: choose one thing you want to make for the “Hands-on Fair” and list three things you need for it in your DIY idea bank. VI. Blackboard Design Part Content Text the article “DIY made easy” Structure the main parts of the text (found by skimming) Details the DIY fact sheet — completed with source sentences Strategies predict → skim for gist → scan for details Next period deep reading: answer with evidence, find the pattern Period 3 · 8A Unit 4 Hands-on fun Reading (2) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article more deeply, answer the questions with source sentences, and use the key expressions about DIY (e.g., do-it-yourself, step by step, safety first) correctly (O1); (2) [Cultural awareness] appreciate the DIY lifestyle popular among teenagers and families at home and abroad, and feel the value of doing things by oneself — learning skills, saving money and enjoying the fun of creation (O2); (3) [Thinking capacity] analyze how the text is organized (what DIY is → why people like it → how to do it), put the DIY steps in a logical order, and judge which safety advice matters most, giving reasons (O3); (4) [Learning ability] collect step verbs (e.g. cut, glue, paint, put together) and safety chunks into the DIY idea bank as material for the unit instruction sheet (O4). II. Teaching Key Points and Difficult Points Key Points (1) Answering the questions with source sentences — evidence-based reading. (2) The language focus and the writing pattern of the text. Difficult Points (1) Inferring the feelings and values behind the details. (2) Using the collected chunks correctly in the speaking task. III. Teaching Procedures 1. Review and retell (4 minutes) Students retell the main idea of the article “DIY made easy” with the DIY fact sheet completed last period; the teacher checks quickly and solves one or two of the questions collected last time. Purpose: reactivate the main idea and set the goal of this period — reading deeper with evidence (perceiving & noticing; → O1). 2. Deep reading with evidence (12 minutes) Ordering & questioning (5'): students put jumbled step cards made from the How part into a logical order (e.g. read the instructions first → prepare the tools and materials → do each step carefully → check and clean up), then answer the comprehension questions, reading out the source sentence for each answer. Purpose: from getting information to organizing it, then to text-based reasoning; success = a completed structure chart, a correctly ordered step chain and answers with source sentences (learning & understanding: obtaining & organizing → summarizing & integrating; applying & practicing: analyzing & judging; → O1, O3). 3. Language focus and pattern discovery (12 minutes) Pattern discovery: students go back to the How part and notice the instruction language — short imperatives and sequencing words (First ..., Next ..., Then ..., Finally ...). The class works out the writing pattern of an instruction text: short introduction → steps in order → safety tips. Purpose: make the text structure visible for the unit writing product (learning & understanding: summarizing & integrating; → O3, O4). 4. Thinking and judging (7 minutes) Students answer the question: “Which tip makes DIY easy and safe for you? Find it in the text and explain your choice.” They must find the evidence in the text and report with “I choose ... because the text says ...”. The teacher guides: deep reading means reading with evidence. Purpose: text-based reasoning — from facts to judgement (transferring & creating: reasoning & arguing; → O2, O3). 5. Speaking (6 minutes) In groups of four, students answer: “Would you like to try DIY? What would you like to make? What should we be careful with?” using “I'd like to ... because ...” and “We should / shouldn't ...”. Two or three groups report to the class. Purpose: transfer text information into personal opinions and safety advice, preparing for the grammar lesson in Period 3 (transferring & creating: reasoning & arguing; → O2, O3). IV. Summary (2 minutes) Students summarize in one sentence: “Reading deeply means answering with evidence and finding the writer's pattern.” The teacher highlights the key chunks and the pattern on the board. Assessment of objectives: O1 via the source-sentence answers and the chunk use in speaking; O2 and O3 via the judging discussion and the group report; O4 via the material-bank entries. V. Homework (2 minutes) Consolidation: read the text aloud until fluent; finish the reading exercises in the Workbook. Extension: write two sentences: “DIY is ______ because ______.” and “When we do DIY, we should ______.” Practice: choose one thing you want to make for the “Hands-on Fair” and list three things you need for it in your DIY idea bank. VI. Blackboard Design Part Content Vocabulary DIY = do-it-yourself; tool, material, step, instruction, safety; be careful with ... Structure What DIY is → Why people like it → How to do DIY well (steps + tools + safety) Pattern Introduction → Steps (First ... Next ... Then ... Finally ...) → Safety tips Big idea Plan carefully, work safely and enjoy creating with your own hands. Period 4 · 8A Unit 4 Hands-on fun Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand and use affirmative and negative imperatives (e.g. Read the instructions first. / Don't touch the wet paint. / Please pass me the scissors.) to give step-by-step instructions for DIY, completing at least eight of ten rewrite and fill-in tasks correctly (O1); (2) [Cultural awareness] perceive that English speakers often soften orders with please and show care through advice like “You should ...” and “You had better ...”, and use these polite ways with family members and classmates in hands-on tasks (O2); (3) [Thinking capacity] compare imperatives with “should / had better”, work out when to instruct and when to advise, and sort at least five of six given DIY situations correctly (O3); (4) [Learning ability] induce the two grammar rules from examples found in the reading text and classroom activities, and record them on a self-made grammar card for revision (O4). II. Teaching Key Points and Difficult Points Key Points (1) Form and use affirmative and negative imperatives (with please for politeness) to give instructions and steps. (2) Form and use “should / shouldn't” and “had better / had better not” to give advice about DIY. Difficult Points (1) Choose between an imperative and “should / had better” according to the situation — instructing a step or advising a person. (2) Use the correct negative forms “Don't ...”, “shouldn't” and “had better not ...”, and avoid adding “to” after them (e.g. not “had better to do”). III. Teaching Procedures 1. Lead-in (5 minutes) Play a “follow the order” game: the teacher gives quick classroom orders (Stand up. Open your books. Don't look at your books.) and students act them out. Then ask: “What do these sentences have in common?” Students notice: they begin with a verb and have no subject. Purpose: feel the form and function of imperatives in real use before the rule is stated (learning & understanding: perceiving & noticing; → O1, O4). 2. Discovery of Rule A — imperatives (10 minutes) Students go back to the How part of “DIY made easy” and underline the instruction sentences. In groups they observe and induce the rules: affirmative imperatives begin with the base verb (Read the instructions first.); negatives use Don't (Don't rush.); add please to be polite (Please be careful.); imperatives suit steps and orders. Groups report with one example each; the teacher writes the rules on the board. Purpose: students induce the rule from text evidence instead of receiving it; success = each group states the rule with one example (learning & understanding: summarizing & integrating; → O1, O4). 3. Controlled practice of imperatives (8 minutes) Students complete the graded tasks: write the steps of making a paper plane or a fruit salad as imperatives (teacher's e.g. version on the board), turn affirmative orders into negatives and vice versa, and put jumbled words into imperative sentences. Quick peer check with the answer key; the teacher re-teaches the common errors (a missing Don't, an extra subject). Purpose: internalize the form through graded accuracy work; success = at least 80% correct in the quick check (applying & practicing: internalizing & utilizing; → O1). 4. Discovery of Rule B — should / had better (10 minutes) Present DIY problem situations (e.g. glue everywhere, a crooked shelf, a friend wanting to use a knife alone). Students try to advise in their own words first, then compare the model sentences: You should keep the tools tidy. / You had better ask Dad for help.; negatives: You shouldn't cut it so fast. / You had better not do it alone. Groups induce when to use each form, then sort six DIY situation cards into “instruction (imperative)” vs “advice (should / had better)”. Purpose: compare the two ways of speaking and judge the suitable one for each situation; success = correct sorting of at least five of six cards (applying & practicing: analyzing & judging; → O1, O3). 5. Production — “DIY Doctor” role-play (7 minutes) Pairs role-play “DIY Doctor”: Student A tells a hands-on trouble (real or imagined), Student B gives two pieces of advice with should / had better and one warning with Don't ... or had better not ...; then they change roles. One or two pairs perform; the class listens for the target forms and gives a thumbs-up. Purpose: transfer the grammar into real communication about safety and care (transferring & creating: reasoning & arguing; → O1, O2, O3). IV. Summary (3 minutes) Students finish the summary map on the board: “For steps we use ______. For advice we use ______ or ______. The negatives are ______, ______ and ______.” The teacher highlights: imperative → instruct; should / had better → advise. Assessment of objectives: O1 via the rewrite and fill-in accuracy and the role-play imperatives; O2 via the polite advice turns in the DIY Doctor game; O3 via the situation-card sorting; O4 via the self-made grammar card collected after class. V. Homework (2 minutes) Consolidation: finish the Grammar exercises in the Workbook; read the model sentences on the grammar card aloud. Extension: write three pieces of advice for a friend who wants to put together a shelf alone, using should / had better (one of them negative). Practice: prepare one step of your “How to make ______” sheet and say it as an imperative to your family at home. VI. Blackboard Design Part Content Imperatives Read the instructions first. / Don't rush. / Please be careful. — for steps and orders Advice You should keep the tools tidy. / You had better ask Dad for help. Negatives Don't touch it. / You shouldn't cut it so fast. / You had better not do it alone. Choose Steps → imperatives; good ideas → should; the best thing to do now → had better. Period 5 · 8A Unit 4 Hands-on fun Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand, read aloud and write the adjectives with the negative prefixes un- / in- / im- (unhappy, unlucky, unfair, unable, untidy, unimportant; incorrect, incomplete, inexpensive; impossible, impolite, impatient), and complete the prefix exercises with at least nine of twelve answers correct (O1); (2) [Cultural awareness] use the new adjectives to describe real people and things in hands-on life, and value patience, tidiness and fairness in labor and cooperation (O2); (3) [Thinking capacity] analyze the rule of the prefixes (un- is the most common; im- usually goes before p / b / m: impossible, impolite, impatient; in- before other letters) and use it to guess the meanings of new words without a dictionary, explaining at least three unfamiliar words correctly (O3); (4) [Learning ability] summarize the word-formation strategy “prefix + base word = opposite” into a personal word list, and add at least three self-found new words to it (O4). II. Teaching Key Points and Difficult Points Key Points (1) The forms, meanings and pronunciation of the twelve target adjectives with un- / in- / im-. (2) Using the prefixes to build opposites and to describe DIY situations (e.g. an untidy workbench, an incomplete model). Difficult Points (1) Choosing the right prefix, especially im- before p / b / m (impossible, impolite, impatient) vs in- elsewhere. (2) Guessing new prefixed words independently while reading, with the meaning of the base word as support. III. Teaching Procedures 1. Lead-in (5 minutes) Play the “opposite face” game: the teacher shows adjective cards one by one (happy, lucky, fair, able, tidy, important, correct, complete, expensive, possible, polite, patient) and students call out the opposites. When they get stuck, the teacher reveals today's secret: English builds opposites with prefixes. Purpose: wake up the base words and create the need for the rule (learning & understanding: perceiving & noticing; → O1, O3). 2. Discovery of the rule (10 minutes) Students sort the word cards of Part A into three groups by prefix (un- / in- / im-) and work out in groups: what does each prefix do to the meaning? where does im- usually appear? Groups report; the teacher builds the rule chart on the board: prefix + base word = opposite meaning; im- usually before p / b / m. Purpose: organize the words by form and induce the rule from the sorted groups (learning & understanding: obtaining & organizing → summarizing & integrating; → O1, O3, O4). 3. Controlled practice (12 minutes) Exercise 1 (4'): complete the sentences with the correct prefixed words (e.g. My workbench is so untidy that I can't find my scissors. — teacher's e.g. version); check answers together. Exercise 2 (4'): word chain: given the base words (happy, possible, polite, complete, fair, patient ...), students write the opposites and make one DIY-context sentence for two of them. Exercise 3 (4'): guessing game: meet three new prefixed words not on the list (e.g. unhelpful, imperfect); students guess the meanings with the rule and explain them in simple English. Purpose: internalize the rule through accuracy work, then use it as a tool for new words; success = nine of twelve correct and three new words explained (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 4. Use in context (8 minutes) “DIY advice with opposites”: pairs write four sentences about safe and happy DIY using at least three new adjectives (e.g. Don't be impatient when you put together a shelf. A tidy table helps you work well.). Then a quick “describe and guess” game: one student describes a habit or a person with a new word, and the others guess the word. Purpose: move the words from exercises into real DIY contexts and cooperation values (transferring & creating: imagining & creating; → O1, O2). 5. Prefix relay (5 minutes) Two teams take turns adding prefixed words to the board list within one minute; the class checks the meanings together and the teacher highlights the strategy: meet a new word → look for the prefix. Each student copies the strategy into the personal word list. Purpose: consolidate the rule as a reusable learning strategy for future reading (applying & practicing: analyzing & judging; → O3, O4). IV. Summary (3 minutes) Students summarize: “prefix (un- / in- / im-) + base word = opposite; im- usually before p / b / m.” The teacher reminds them to use the strategy in reading and to keep the personal word list growing all through the unit. Assessment of objectives: O1 via the exercise accuracy (nine of twelve); O2 via the context sentences showing patience, tidiness and fairness; O3 via the three new-word guesses; O4 via the personal word list with three self-found words. V. Homework (2 minutes) Consolidation: copy the twelve target words with their base words; finish the Word power exercises in the Workbook. Extension: find three more words with un- / in- / im- in your reading (books, labels, instructions) and add them to your word list with meanings. Practice: write two DIY rules for your “Hands-on Fair” sheet using the new adjectives (e.g. Be patient. Keep the table tidy.). VI. Blackboard Design Part Content Prefix un- unhappy, unlucky, unfair, unable, untidy, unimportant — the most common one Prefix in- incorrect, incomplete, inexpensive Prefix im- impossible, impolite, impatient — usually before p / b / m Strategy prefix + base word = opposite; guess new words by the prefix. Period 6 · 8A Unit 4 Hands-on fun Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the story in Part A and the two listening materials in Part B, catching the key information about home-made fun (what people make, how they make it and what they need), and complete the listening and integrating tasks B1–B3 with at least 80% accuracy (O1); (2) [Cultural awareness] appreciate the joy and value of home-made work shown in the materials — making things by oneself or together with family is a happy part of life at home and abroad (O2); (3) [Thinking capacity] retell the story in Part A with a clear “beginning → middle → end” chain, and predict the listening answers from the options before listening, checking them against the key words noted (O3); (4) [Learning ability] use the note-taking strategy of writing key words instead of whole sentences while listening, and exchange opinions in Part C with the given response frames, collecting ideas for the unit instruction sheet (O4). II. Teaching Key Points and Difficult Points Key Points (1) Catch the key information of the two listening materials and finish B1–B3 correctly. (2) Talk about home-made fun and give DIY advice with “should / had better” in the Part C discussion. Difficult Points (1) Note key words quickly while listening and turn them into complete answers in B3. (2) Keep a group discussion going in English with the given response frames. III. Teaching Procedures 1. Lead-in (4 minutes) Free talk: “What home-made things do you know? What did your family make at home?” Link the answers to the Integration theme “Home-made fun” and tell students that today they will read about a story of making things and hear two students talking about their home-made fun. Purpose: activate family hands-on experiences as the background of the materials (learning & understanding: perceiving & noticing; → O1, O2). 2. Part A — the story (10 minutes) Predict & read (6'): students look at the pictures of the story in Part A and predict what the people will make and what may happen; then they read the story and check their predictions. Retell (4'): students retell the story with the plot chain “beginning → middle → end”, using the picture prompts and the sentence starters on the board (First ... Then ... In the end ...); they retell in pairs first, then two students retell to the class. Purpose: from predicting to reading to retelling, grasping the story as a whole; success = a complete three-part retell with picture prompts (learning & understanding: obtaining & organizing → summarizing & integrating; → O1, O3). 3. Part B — listening (12 minutes) B1 (4'): students read the options first and predict the answers, then listen and choose; they compare answers in pairs and say the key words that helped them decide. B2 (4'): listen again and complete the notes; students write key words only (not whole sentences) while listening. B3 (4'): students integrate the information from Part A and Part B to complete the integrating task, then check with source evidence: “Which part tells you this?” Purpose: train the listening routine “predict → note key words → integrate and check”; success = at least 80% accuracy across B1–B3 (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3, O4). 4. Part C — discussion (8 minutes) In groups of four, students discuss the two questions in Part C: “What would you like to make? What should we pay attention to when we make it?” Each student gives at least one idea and one piece of advice, using “I'd like to make ...”, “You should ...” and “You had better (not) ...”; they respond to each other with simple frames (e.g. “I agree.” “That's true, but ...”) and choose the group's best idea to report. Purpose: exchange real opinions and advice with the target language of Period 3 (transferring & creating: reasoning & arguing; → O1, O2, O3). 5. Idea cards for the Hands-on Fair (5 minutes) Each group writes its best “make it” idea on an idea card: what to make, what is needed, and two pieces of advice with should / had better. The cards go onto the class “Home-made fun” wall, ready to grow into the instruction sheets of Period 6. Purpose: turn today's discussion into visible material for the unit product, connecting Integration with the writing lesson (transferring & creating: imagining & creating; → O2, O4). IV. Summary (3 minutes) Students summarize the lesson with the three question words on the board: “What did the people make? How did they make it? What should we pay attention to?” The teacher highlights the listening routine (predict → key words → check) and the advice patterns. Assessment of objectives: O1 via the B1–B3 accuracy; O2 via the discussion of the joy and value of home-made work; O3 via the story retell and the prediction check; O4 via the key-word notes and the group idea card. V. Homework (3 minutes) Consolidation: read the story in Part A aloud until fluent; finish the Integration exercises in the Workbook. Extension: write three or four sentences about your group's best idea: what to make, what you need, and one piece of advice with should / had better. Practice: interview a family member about one thing he/she made by hand before, and note the answers to “What? How? Why?” in your DIY idea bank. VI. Blackboard Design Part Content Part A The story in Part A: beginning → middle → end (First ... Then ... In the end ...) Part B Listening routine: predict → note key words → integrate and check Part C I'd like to make ... / You should ... / You had better (not) ... Big idea Home-made fun: making things by hand brings joy and brings people together. Period 7 · 8A Unit 4 Hands-on fun Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] analyze the structure of the model article in Part D (a short introduction → steps with imperatives → advice with should / had better → closing feeling) and write an instruction sheet “How to make ______” with a two-or-three-sentence introduction, at least six imperatives with First / Next / Then / Finally, and two pieces of advice with should / had better (O1); (2) [Cultural awareness] show the joy and value of hands-on work in the closing part of the sheet — writing why the work is worth doing and who it is for — and feel pride in sharing real work with classmates (O2); (3) [Thinking capacity] evaluate a partner's draft with the checklist “one star and one wish”, judging whether the steps are complete, in order and safe, and improve the draft accordingly (O3); (4) [Learning ability] use the writing process “material card → draft → checklist → revision” and the unit self-assessment chart to monitor their own progress, finishing the revision after class (O4). II. Teaching Key Points and Difficult Points Key Points (1) The structure of an instruction sheet: introduction → steps → advice → closing feeling. (2) Writing steps with clear imperatives and the sequencing words First / Next / Then / Finally. Difficult Points (1) Turning the idea cards into complete, ordered steps rather than a list of words. (2) Evaluating a partner's draft against the checklist and giving specific, helpful feedback. III. Teaching Procedures 1. Lead-in (4 minutes) Announce the mini “Hands-on Fair”: every student will put one instruction sheet on the Fair table and introduce it in one minute. Review the writing pattern discovered in Period 2 and show the idea cards from Period 5 as the starting materials. Purpose: publish the final task of the unit and connect the existing materials to it (learning & understanding: perceiving & noticing; → O1, O4). 2. Analyze the model (8 minutes) Students read the model article in Part D and label its four parts: introduction (what to make and why) → steps (imperatives with First / Next / Then / Finally) → advice (should / had better) → closing feeling. The class turns the model into a checklist for a good instruction sheet: clear steps in order, six imperatives or more, two pieces of advice, safe and friendly tone. Purpose: make the model structure visible and let students own the checklist they will write with (learning & understanding: summarizing & integrating; → O1, O3, O4). 3. Drafting (15 minutes) Material card (4'): students fill in the card for their own work: what to make, what is needed, three to five key steps (key words only), one or two safety points. Drafting (8'): students write the first draft independently: a two-or-three-sentence introduction, steps with at least six imperatives and First / Next / Then / Finally, and two pieces of advice with should / had better. The teacher circulates and supports with sentence starters. Self-check (3'): students count and tick against the checklist: introduction done, six imperatives or more, two pieces of advice, closing feeling done. Purpose: write for a real audience with clear, checkable requirements; success = a complete draft that ticks all four items (applying & practicing: internalizing & utilizing; → O1, O2). 4. Peer review (8 minutes) Exchange drafts in pairs. Each reviewer gives “one star and one wish”: one thing done well (e.g. clear steps) and one wish (e.g. “Please write the steps in order.”). Reviewers also check safety: is any step dangerous without advice? Writers revise two or three sentences on the spot according to the wish. Purpose: learn to evaluate and improve writing against a checklist (applying & practicing → transferring & creating: critiquing & evaluating; → O2, O3). 5. Publishing and unit self-assessment (6 minutes) Two or three students read their improved sheets aloud; the class votes for the clearest sheet. Then students complete the unit self-assessment chart: I can use imperatives to give steps; I can give advice with should / had better; I can build and guess words with un- / in- / im-; I know how to stay safe in DIY. They mark stars for each item and name one thing to improve next. Purpose: publish the unit product and close the learning loop with self-assessment; success = each student names one strength and one improvement (transferring & creating: critiquing & evaluating; → O2, O4). IV. Summary and self-assessment (2 minutes) Students summarize the unit in one sentence around the big idea: “Hands-on work brings joy and skills — plan carefully, work safely and enjoy creating.” The teacher collects the best sheets for the Fair wall and reminds students to bring their works or photos to the Fair next time. Assessment of objectives: O1 via the drafted and revised instruction sheets; O2 via the closing-feeling sentences and the Fair vote; O3 via the “one star and one wish” review; O4 via the completed self-assessment chart and the revision plan. V. Homework (2 minutes) Consolidation: polish your instruction sheet with the peer's wish and copy the final version neatly for the “Hands-on Fair”. Extension: add a safety tip box of two “Don't ...” sentences to your sheet for younger students. Practice: make the thing in your sheet (or take photos while a family member helps you), and rehearse your one-minute introduction for the Fair. VI. Blackboard Design Part Content Structure Introduction → Steps (First / Next / Then / Finally) → Advice (should / had better) → Feeling Checklist introduction done, six imperatives or more, two pieces of advice, closing feeling done Review One star and one wish: Is it clear? In order? Safe? Big idea Plan carefully, work safely and enjoy creating with your own hands. 编写依据：新译林版《英语》八年级上册 Unit 4 Hands-on fun；《义务教育英语课程标准（2022 年版）》。课时目标、活动与作业为依据教材与课标的设计，实际教学中请根据班情调整时间分配与难度分层。 学科网（北京）股份有限公司 $