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

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