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Lots of students are very interested in DIY，and we can see DIY works everywhere in our life.

Key words:DIY，tools.

Ⅰ Background information

Students want to do DIY jobs，but most of the time，they don't know how to do it well and they spend much money buying lots of materials instead of using the old things to do it.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Understand the meanings of the new words.

Use them in proper situations.

2.Know different functions of different tools.

3.Imagine how to repair the window when it is broken.

4.Cooperate with partners and experience the feeling of success.

5.Work in groups to make a DIY thing and then describe the steps of the DIY work.

Ⅳ Teaching content

1.New words:tool，repair，introduction，rope，scissors，exactly，decorate

2.Phrases:had better，get some tools，clear introductions

stand for，instead of，make some paper roses，a pair of scissors

3.Patterns:You'd better get some tools.

Ⅴ Focus of the lesson and predicted area of difficulty

1.Functions of the tools

2.Describe the steps of DIY work

1.Blackboard 2.Chalk 3.Computer 4.Multimedia

5.Some bottles and tools for DIY

Ⅶ Teaching procedures

Step 1 Watch a video（Warm-up）

Enjoy some pictures in the video about some very beautiful DIY works.

【设计理念:1.通过教师制作的video导入DIY话题，吸引学生的注意力。video里面的图片展示了很多精彩的DIY作品，也包括很多手工必需的工具和材料。】

T:Just now，we watched a video.What is the video about？Yes，it's about DIY.But what does DIY stand for？Yes，it stands for making，repairing and decorating things yourself instead of paying someone else to do it.

T:But before DIY，what should you do？Yes，you had better read the clear instructions very carefully，right？

Step 2 Lead-in（Talk to the students freely）

【设计理念:1.通过自由对话的方式导入生词（词组）DIY，repair，decorate，stand for，clear instructions，had better等。在语境中理解，学生更容易记得牢固。2.强化学生对DIY的定义，激发学生的学习兴趣，调动参与的积极性。】

T:So boys and girls，do you like DIY？Me too！I even have a DIY box.Do you want to know what's in the box？Have a guess！

T:I have a pair of scissors，glue，tape and so on.And I also have this.

T:Yes，I made it for my daughter.But you know，it's broken，so I have to repair it.

Step 3 Make a birthday card

【设计理念:1.通过现场做生日卡片，让学生认知不同工具的使用及其功能，并且记住操作过程中使用到的工具。2.让学生感知把普通的卡纸变成美丽的卡片的过程，从而增强他们自己动手的主观意识。3.把卡片送给一位近期过生日的班级学生，让他体验老师的关怀。】

T:But today I'm going to make something different.First，choose some colour paper like this，use the colour pen to draw some shapes on it，and cut it with a pair of scissors.When I cut it，I should be very careful because the scissors are dangerous，and I also need to be quick，because we don't have much time in class.Then use the tape or glue to stick it on another piece of color paper.After that，I can use something else to decorate it.At last，because it is a birthday card，what should I write？

T:Yes.Because Jack's birthday is coming，so let's give to him.

B:Know the tools and functions

T:What tools did I use when making the birthday card？

T:Yes.I show you the pictures and you tell me the name，OK？

Please read after me.

T:Now，all of you know the tools，but you know every tool has its function.Can you help me match the tools with their functions？

C:Pairwork（What can you do？）

T:Now，you know the names of the tools and all their functions.I want you to work with your partner.For example，I am a hammer.I can help…

D:Guessing game（Who am I？）

T:You did a very good job.I'm very happy，so I want to play a game with you.But before the game，I want to tell you the rules.Rule 1，you don't have to put up your hands，just stand up as quickly as you can.Rule 2，please don't stand up when saying“one two begin”.Rule 3，the most important one is that I have some presents for you if you guess it right.

Step 4 Make paper roses（Part B:A talk between Suzy and Millie）

【设计理念:1.通过上一环节奖品paper roses导入到43页Suzy和Millie的对话，通过提问三个问题，处理对话内容。2.通过pair work，让学生自由谈论感兴趣的DIY，并说出制作该手工所需要的工具，强化学生对工具的认知。3.通过提问“Who do you want to give it to？”增强学生对父母、老师和朋友的感恩之心。】

A:A present from Suzy（Part B）

T:Just now，some of the students got some paper flowers from me.Do you like flowers？Suzy also likes flowers.Look at the picture.What kind of flowers are they？

T:Yes，and because they are made of paper，so we call them paper roses.This time please turn your book to Page 43.There is a talk between Suzy and her friend Millie.Let's listen to it and answer 3 questions.

1.What do you do when you do DIY？

2.What is Suzy going to do？

3.What does Suzy need for her DIY？

T:（请一个学生回答）Suzy wants to make paper roses.What about you？What tools do you need？Who do you want to give it to？Why？Different people may have different ideas.Now，please talk with your partner，and use the dialogue as a model.

A:What do you want to make？ B:I want to make…

A:What tools do you need？　B:I need…

A:Who do you want to give it to？　B:I want to give it to…

【设计理念:1.通过看video、回答问题、带读、齐读等方式处理Hobo和Eddie的对话，让学生深入理解对话内容，感受漫画的幽默所在。2.通过设计Hobo在DIY过程中犯的错误，让学生想办法弥补，让破掉的洞实用又美观，可以充分发挥学生的创造性和想象力。而这样的品质也是DIY时必须要具备的。3.操练本节课重点句型:You'd better do sth.。】

T:I know most of you are interested in DIY.What about our friends Hobo and Eddie？Are they interested in DIY？Now，please turn your book to Page 42.There is a dialogue between Hobo and Eddie.So let's watch the video and answer the three questions.

1）What does Eddie buy for Hobo？

2）What should Hobo do first？

3）Why can't Eddie help Hobo？

B:Who can help Hobo？

T:From the video，we can see that Eddie didn't want to help Hobo make the house，so he had to make it himself，but Hobo was so careless that he made a hole on the wall.Can you give Hobo some creative ideas to solve the problem？For example，you can make a window here.Now，you can talk to members in your group.You can use the sentence structure:

You'd better__________________________________.

Step 6 Group work:DIY a vase for Hobo.

【设计理念:1.发挥学生的创造性和自己动手的能力，同时引导学生学会废物利用，看似无用的瓶子经过精心的DIY，都可能变成实用又美丽的花瓶，实现废物利用，避免浪费。2.在小组活动中，分工明确，可以增强组内成员的团队合作精神，提高效率，同时体验成功。3.在一节课内容学习之后，希望学生能通过组织语言，将本节课的重点进行语言输出。】

T:With your help，Hobo made the house successfully.But look at the picture，there is nothing in the house，so do you think it's beautiful？

T:So I want you to make a vase for Hobo to make the house beautiful.But I don't have much money，so I give you some bottles，tools and some other materials.Please work in groups to make a vase and then you can choose one reporter to tell us how to make it，and choose one model to show us the vase.Then we will choose the most beautiful one for Hobo.

We want to DIY a vase for you！

First，we_____________________Second，we_____________________

Then，we____________________…

We hope you will like it and have fun in your new house！

T:All the vases are great.I think Hobo will be very happy to see that.Thank you！

T:Boys and girls，in today's lesson，we know that we can use our own hands to make lots of beautiful things，right？So next time，when you want to throw something away，please think about if we still can make use of it.

【设计理念:1.因为本节课的时间有限，在设计时Hobo和Eddie的对话部分没有要求学生表演，但是此部分学生仍很感兴趣，所以可以以小组的形式课后准备，下节课挑选部分小组表演。2.希望学生能在能力范围内用自己的双手为父母送上礼物。】

T:Now please remember your homework:

1）Listen to the comic strip and act it out.

2）DIY something for your parents.

Ⅷ Blackboard design

DIY a birthday card repair

You'd better　decorate clear instructions

Ⅸ Teaching reflection

本节课以DIY为主线，从对工具的认知到其对应的功能，再到手工作品的制作。总体而言，本节课充分调动了学生参与课堂的积极性和主动性，因为此话题是这一代学生非常熟悉的，随着时代的发展，他们的手工已经不仅仅局限于谋生，而是为了乐趣。本节课的设计更重要的一个出发点是希望学生多将身边闲着的废弃物进行手工改造，实现废物再利用。

从课堂的效果来看，有几个环节学生参与积极性较高。一部分就是guessing game环节，因为是抢答，又有礼物驱动，参与的热情很高涨。另外一个部分是教师现场制作的圣诞卡片，学生很有兴趣。还有最后vase的制作，小组活动气氛很浓厚。

但原本以为是亮点设计的帮助Hobo修房子部分，却因为学生的想象力没有完全被激发出来，而显得有些冷场。教师提前应该多给学生一些例子引导，不能让学生的思维局限在某一个方面，这也是以后需要深入思考的地方。

Welcome课型包括两大部分:开篇的卡通画（Comic strip），风趣的漫画、简洁的对白，带着学生轻松地进入本单元的学习；导入（Welcome to the unit），一组图片、一段对话，激活学生关于本单元话题已有的知识和经验。因此，课堂中各种任务的设计应重在培养学生的学习兴趣，提高学生英语学习的积极性，使他们很好地融入英语知识的学习过程中。比如，本节课的授课老师设计了guessing game这一环节，既有抢答，又有礼物作为奖励，这使得学生能够更加积极地参与到活动之中。教师现场制作的圣诞卡片和最后vase的制作这两个环节设置非常巧妙，牢牢地吸引了学生的注意力，激发学生对英语课的兴趣，活跃了课堂气氛。试想这一年龄段的青少年谁不喜欢玩游戏和手工制作呢？

另外，通过各种有效的教学设计，使学生在听和说的训练中提高英语交际能力，从而牢固地掌握基础知识，达到灵活运用的地步。例如，授课教师由上一环节奖品paper roses导入到下一环节43页Suzy和Millie的对话，通过提问三个问题，处理对话内容，然后通过pair work，让学生自由谈论感兴趣的DIY，并说出制作该手工所需要的工具，强化学生对工具的认知。这一环节有助于学生将本堂课所学内容用于实际的英语交际当中，活学活用。

最后，本节课教师展示大量的图片和创建情境，对学生进行适时的情感教育。英语课程标准指出，英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。授课老师非常细心，而且能够做到在恰当的时候对学生进行教育。比如，制作完paper roses后，教师通过提问“Who do you want to give it to？”增强学生对父母、老师和朋友的感恩之心。还有，Hobo在DIY过程中犯了错误，老师鼓励学生想办法帮Hobo弥补，让破掉的洞实用又美观。这有助于孩子养成乐于帮助别人的美德。