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Unit 6 Being creative
Lesson 1 Let’s DIY !
一、教學內容分析
本課時為聽說課，內容圍繞“DIY活動”展開討論。手工課堂上，格林老師與學生通過對話的形式，依次展示了珍妮做鳥屋關愛野鳥、彼得做小桌子孝敬祖父母、湯姆做企鵝送給妹妹的制作計劃。從教學層面出發，這一內容能夠極大地激發學生興趣，讓學生在動手實踐中鍛煉創新能力，增強手部精細動作發展。同時，頻繁的師生互動有助于營造積極的課堂氛圍，提升學生參與度。語言簡單易懂，適合訓練學生的聽說能力，還巧妙傳遞了關愛自然、親人等情感價值觀，于潛移默化間培養學生的品德修養，使其兼具趣味性與教育性。
二、語篇分析
【What】 本課時包含一組對話。格林老師在工藝課上帶來木頭并提議開展手工制作（DIY），詢問學生打算用木頭做什么。珍妮想做鳥屋給野鳥安家；彼得要做小桌子送祖父母；湯姆計劃做企鵝給妹妹，并說了制作步驟。最后，格林先生表示期待并讓大家開始動手。 【Why】 本課時語篇展現了課堂上師生間關于手工制作計劃的交流，體現了學生們發揮創意，將手工制作與關愛他人、愛護自然相結合。老師引導和鼓勵營造了積極的課堂氛圍，旨在激發學生的動手能力和創造力，同時培養他們的愛心與責任感。 【How】 本課時采用課堂對話形式，老師提出問題引發討論，學生們清晰闡述自己的制作目標與方法，語篇內容豐富且有條理。有“I’d like to...” “I want to...” 表達個人想法的句式，有“That’s great! ” “Good idea.” 對學生的想法給予肯定的評價，生動展現課堂場景與學生構思。
三、學情分析
此話題接近學生們的日常生活，學生們積極參與討論，表現出對 DIY 濃厚興趣，具備一定的好奇心和探索欲。他們能清晰表達自己的創意，有一定的語言表達能力。但在具體表達個人想法、操作步驟等，會有一定的困難。教師需引導學生參與通過聽說等實踐活動，感知、體驗、參與、合作等方式，激發學生的學習能力，提升學生的思維深度和語言技能。
四、教學目標
通過本節課的學習，學生能夠： 準確理解DIY的含義，并熟練運用所學語言對其進行解釋和表述； 聽對話并梳理文本，提升英文聽力理解能力和信息處理能力； 在實際交流中運用所學語言闡述自己的 DIY 想法和計劃； 掌握四組字母組合的發音； 培養手工制作活動的興趣和熱情，激發創造力和動手實踐的積極性。
五、教學重難點
【重點】 聽對話并梳理文本，提升英文聽力理解能力和信息處理能力； 在實際交流中運用所學語言闡述自己的 DIY 想法和計劃； 掌握四組字母組合的發音。 【難點】 熟練運用所學語言準確且有條理地闡述自己的 DIY 計劃和創意； 2. 從對話中理解人物制作物品背后的情感和意義，體會 DIY 的價值。
六、教學活動設計
環節一：結合圖片，探討DIY的含義，導入本課話題。（5 mins） 展示關于DIY的圖片，學生探討其含義，列舉一些常見的DIY及用途，談論送禮的方式并分享關于DIY的更多信息。
教學活動 活動層次 效果評價
Students explain in their own words: What is DIY Students list some examples about what people can make with DIY. Students show their ideas: When giving a gift, do they usually buy one or make one by themselves Why 學習理解之感知與注意 觀察學生闡述觀點的準確性，判斷其對基礎知識的理解和掌握程度，了解學生的已知和未知。
環節設計意圖：通過圖片展示和討論，激發學生對DIY的興趣，鍛煉口語表達能力。鼓勵學生結合生活舉例，拓展思維，并建立對本課主題的初步認知。
環節二：圍繞對話內容，展開聽力、閱讀訓練，完成相關任務。（20 mins） 教師引導學生采取正確的聽力和閱讀策略，完成匹配信息、填空、回答問題等學習任務。學生先聽對話，完成聽力活動；然后進行文本閱讀，梳理并加深對文本的理解；再分析和總結重點單詞和短語并進行練習，鞏固所學內容。
教學活動 活動層次 效果評價
Students listen to the conversation and match the words with the pictures. Students listen to the conversation again and fill in the blanks. Students listen to the conversation and answer some questions. 學習理解之獲取與梳理、概括與整合 根據學生的回答，評價學生能否有效地利用聽力策略，獲取有效信息，完成聽力任務。
Students read the conversation and finish the tasks. Answer questions. Fill in the blanks. Explain the key words and phrases and conclude the usages of them. wild birds; It’s time for ...; do with; good idea;cut out the shape; come to life; get started. Students complete the summary of the conversation. 學習理解之獲取與梳理、概括與整合 應用實踐之描述與闡釋、分析與判斷 觀察學生在整個環節中的主動性，是否積極思考、主動探索，能否舉一反三，對有困難的學生給予及時的幫助。
環節設計意圖: 引導學生運用聽力策略，鍛煉學生捕捉關鍵信息、理解語音語調含義的能力；閱讀環節，讓學生梳理文本、加深理解，學會從文本中提取主旨和細節，提升閱讀理解能力；分析和總結重點單詞、短語并練習，幫助學生積累詞匯，理解詞匯在語境中的運用。
環節三：小組合作，運用所學語言操練，提升語言表達能力。（15 mins） 教師引導學生完成讀后任務；學生兩兩交流，用關鍵句型表達闡述自己想用 DIY 做什么及原因，參考給出的范例進行練習，之后學生相互評價。
教學活動 活動層次 效果評價
Students read the whole passage and finish the two tasks: (1) Colour the words to express wishes and encouragement. (2) Underline the sentence patterns that show something will happen. Students talk with their partners: What would they like to do with DIY Show their ideas and reasons with key expressions. One possible version is provided and students practice in pairs. 應用實踐之分析與判斷、內化與運用 遷移創新之想象與創造、批判與評價 觀察學生依據兩兩交流時對 DIY 想法和原因的闡述，評估其口語表達的流暢度、準確性和邏輯性，能否靈活運用關鍵表達，對有困難的學生提供指導和幫助，對表現較好的學生提出表揚。
環節設計意圖: 完成讀后任務，加深對文章語言知識的理解與記憶；組織學生交流想法，鍛煉口語表達，提高語言實際運用能力，并激發學生動手實踐的積極性。
環節四：語音訓練，掌握音標發音，正確讀出字母組合的單詞。（5 mins）
教學活動 活動層次 效果評價
Students listen and repeat: / :/ / / / / /dr/ Students write more words in each group and then read them correctly. 應用實踐之分析與判斷、內化與運用 觀察學生的訓練表現，了解學生發音情況，糾正其存在的錯誤，給予及時的鼓勵或幫助。
環節設計意圖: 學習并運用相關語音知識，正確、流利地朗讀句子，提高口語水平。
作業與拓展 (Required) Read the conversation fluently. Have a conversation with your partner about DIY. Ask each other what you would like to do by DIY. (Optional) 3. Make a record about your own DIY plan, including what you want to make, why you want to make it and how you plan to make it.
4 / 4(共21張PPT)
Being creative
第1課時
Unit 6
Lesson 1
Learning
Learning objectives
通過本節課的學習，學生能夠：
1.準確理解DIY的含義，并熟練運用所學語言對其進行解釋和表述；
2.聽對話并梳理文本，提升英文聽力理解能力和信息處理能力；
3.在實際交流中運用所學語言闡述自己的 DIY 想法和計劃；
4.掌握四組字母組合的發音；
5.培養手工制作活動的興趣和熱情，激發創造力和動手實踐的積極性。
重點
重點
重點
Look and say
What is DIY Explain in your own words.
DIY is short for “do-it-yourself”.
It means making, modifying or repairing things on your own.
It is quite popular throughout the world.
DIY
What can we make by DIY List some examples.
Paper Crafts
Clay Decorations
Wooden Furniture
Handmade toys
DIY
make gifts: a special card or a handmade toy.
decorate rooms: wall-hangings or small decorations.
build things: a bird-house or a small table.
We can use DIY to ...
share ideas: turn thoughts into real things by DIY.
When giving a gift, do you usually buy one or make one by yourself Why
I usually buy gifts. There are lots of choices in stores, so I can find a good one fast.
I like making gifts. Handmade gifts are special. They show how much I care.
I always make gifts. When my friend likes the gift I made, I feel really good.
In a word, making gifts shows more love and care than buying them, and it can also bring a sense of achievement.
Listen and match
Listen to the conversation and match the words with the pictures.
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Mr Green is talking with his students in shop class.
Jenny
Peter
Tom
little sister
grandparents
birds
Listen and fill
Listen to the conversation again and fill in the blanks.
I am Jenny. We took a shop class last week. I made a bird house from ________. I put it in a tree and it became a _______ for _______birds.
Peter made a table for his ____________ and Tom made a ________ for
his little sister.
wood
grandparents
penguin
wild
home
Read and answer
Read the conversation and answer some questions.
1. What did Mr Green bring
2. What would Jenny like to do with the wood
3. What does Peter want to make
He wants to make a small table.
4. Whom will Tom give the penguin to
He brought a lot of wood.
She’d like to make a bird house.
To his little sister.
5. How does Tom plan to make the penguin
He will draw a penguin on the wood. Then, he will cut out the shape.
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY! What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Read and analyze
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let's get started!
What class is it now
What did Mr Green bring for the class
He brought a lot of wood.
Shop class.
do with
___________
處理；應對
你把信怎么處理了？
______ did you ______ ______ the letter
What
do with
deal with
______ did you ______ ______ the letter
How
deal with
Read and finish the task.
該做某事了
Read and analyze
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let's get started!
do with
你把信怎么處理了？
______ did you ______ ______ the letter
deal with
Jenny
Peter
What to make
A bird house.
A small table.
Why
It will be a home for wild birds.
It will be a gift for his grandparents.
野生鳥類
Read and analyze
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Tom
What to make
A penguin.
Why
Give it to his little sister.
How
______ a penguin on the _____. Then _____ out the shape.
Draw
wood
cut
剪出形狀
開始
好主意
變得生動
[ pe ɡw n] n. 企鵝
Read and complete
In the shop class, Mr Green brought a lot of ______ and asked the students what they _______ like to do with the wood. Jenny wanted to make a _____ house and put it in a tree as a home for ______ birds. Mr Green thought it was great. Then he asked Peter. Peter wanted to make a small _______as a gift for his grandparents. Mr Green said it was a good ______. Next, he turned to Tom. Tom wanted to make a ________ for his little sister. He would first ______ a penguin on the wood and then ______out the shape. Mr Green was looking ________ to seeing these wonderful ideas come to life and then they started their DIY projects.
wood
Complete the summary of the conversation.
would
bird
wild
table
idea
penguin
draw
cut
forward
Read and find
Mr Green: It’s time for our shop class now. I brought a lot of wood. Let’s DIY!
What would you like to do with the wood
Jenny: Hmm... I’d like to make a bird house.
Mr Green: Why do you want to do that
Jenny: I want to put it in a tree. It will be a home for wild birds.
Mr Green: That’s great! What about you, Peter
Peter: I want to make a small table. It will be a gift for my grandparents.
Mr Green: Good idea. And you, Tom
Tom: I want to make a penguin. I will give it to my little sister.
Mr Green: Good. How do you plan to make it
Tom: I will draw a penguin on the wood. Then, I will cut out the shape.
Mr Green: I’m looking forward to seeing your great ideas come to life. Let’s get started!
Read and find: 1. Colour the phrases to express wishes and encouragement.
2. Underline the sentence patterns that show something will happen.
Talk and share
A: What would you like to do
B: I’d like to make...
A: Why do you want to make that
B: ...
A: How do you plan to make it
B: ...
Tips: 1. Express what you would like to make and give the reasons.
2. Use key expressions : I’d like to ... I want to... I plan to ...
3: Make sure your DIY is creative and attractive.
Let’s DIY. What would you like to do Talk with your partner.
Have a show
A: What would you like to do
B: I’d like to make a clay flower pot.
A: Why do you want to make that
B: Because I want to put my plants into the clay flower pot. It will be perfect
and make my room look more lively.
A: How do you plan to make it
B: First, soften the clay. Then, shape it into a round bottom and build the sides
of the pot. At last, let it dry and paint it.
Sample
Evaluate
Make a reasonable evaluation of your classmates’ performance.
How many stars can you get 1. Did he/she clearly express what they wanted to make
2. Did he/she give good reasons for making that
3. Did he/she use correct grammar and vocabulary
4. Did he/she work well with partners
5. Is the DIY creative and attractive
Listen and repeat
or / / forward corner _________________
oo / / wood look __________________
sh / / shop wash __________________
dr /dr/ draw dream _________________
sheep short brush
born order torch
book cook foot
drink drive dress
Listen and repeat. Write more words in each group.
Summary
talk about the reasons and plans for DIY projects.
read some phonetic alphabets correctly.
describe different DIY plans.
2
3
1
After learning this lesson,
I can
a bird house
a small table
a penguin
A: What would you like to do
B: I’d like to make...
A: Why do you want to make that
B: ...
A: How do you plan to make it
B: ...
/ / , / /, / /, /dr/
Homework
(Required)
1. Read the conversation fluently.
2. Have a conversation with your friends about DIY. Ask each other what you
would like to do by DIY.
(Optional)
3. Make a record about your own DIY plan, including what you want to make,
why you want to make it and how you plan to make it.
Bye-bye!

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