译林版英语八年级上册Unit4教案

英语（八年级上册）Unit4DoityourselfComicstrip&welcometotheunitI.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:understandtheconversationbetweenHoboandEddie;knowthenamesofsomecommontoolsforDIY;talkaboutDIYinsimpleEnglish;understandthespiritofDIY.ILTeachingcontentsNewwordsandphrases:instruction,hadbetter,tool,brush,glue,rope,scissors,tape,DIY,exactly,standfor,repair,decorate,insteadof,rose,clearinstructions,hadbetter,noproblem,standfor,insteadof,paysomeonetodoitNewstructures:You'dbettergetsometools.What'sDIYexactly,Suzy?Itstandsfor"do-it-yourself\FocusofthelessonandpredictedareaofdifficultyTalkaboutDIYinEnglishfluently.TeachingproceduresComicstripStep1Lead-in1.LookatapictureaboutDIY.HelpthestudentstogetinformationaboutDIYfromthepictureasmuchaspossible.T:Whatcanyouseeinthepicture?WhatdoesDIYstandfor?（Teachthenewphrase“standpredicative.c.NotonlymysonbutalsohiscousiniscrazyaboutDIY.NotonlyMissLiubutalsosomestudentsinourclassarecrazyaboutDIY.f"notonly...butalso”canbeusedtolinksubjectsandtheverbsdependsontheadjacentsubject.4.Explain“instead”and“insteadof9PresentthefourthproblemthatAndrewhascaused:HeputupashelfforSuzy.Thebookscouldn'tstaytherebecauseoneendoftheshelfwasmuchhigherthantheother.Explain“instead“andinsteadof9'Presentthesentencesandexplaintheusage.AndrewdoeshisDIYjobsinsteadoftakingSuzy'sadvice.Instead,SuzyislearningaboutDIYherself.=SuzyislearningaboutDIYherselfinstead.T:"insteadof+n./doingsth."means"而不是，代替“；"instead”means"反而，去andisoftenusedatthebeginningortheendofthesentence.CompletethefollowingsentencesIt'srainingoutside.IhavetostayathometowatchTV.Hewalksdrivingtoworktoloseweight.Peter'sparentshopesthathecanbeadoctoranactor.【设计意图：以课文故事为线索，引导学生理解并学习相关的语言点。】Step3PracticeMakeaconversationbetweenSuzyandAndrewaccordingtothecontentofthearticle.Suzy:Andrew,Iheardyoupaintedthelivingroomlastmonth.Whydidyoudothat?Andrew:Suzy:Whatdidyourmothersay?Andrew:Suzy:Whathappenedatlast?Andrew:Suzy:Today,IwantAndrew:(Haifadaylater)Suzy:Wow,hereistheshelf!Howlongdidyoudoit?Andrew:I.Isn'titgreat?Suzy:Whoops!Thebookscan'tstaytherebecause.IthinkyoushouldtakeacourseinDIY.Andrew:No,thereisnoneedtodoso.【设计意图：让学生在理解课文的基础上将阅读内容进行重组，培养学生的实际语言运用能力。】Step4ConsolidationMakeupastoryaboutSuzy'sDIYexperienceNow,SheisbecomingDIY.Inherfreetime,shelovestothings,thingsandherhouse.WhenshefinishesdoingDIYjobs,shealwaysfeelshappyandmakesothershappy.Sheoncetriedtoanewshowerinthebathroom.Shewassocarefulthatshedidn't.Anothertime,sheaswing（秋千）intheyard.Lastmonth,shethoughtthelivingroominthehousewastoo,sosheherparentstoitorange.Anorangehouselooksbeautifulmakespeoplefeelwarmandcomfortableincolddays.Yesterdaywashermother's40thbirthday.Shedidn'tbuyanyfreshflowersintheflowershop.,shemadesomepaperflowers.Shehermother9sheartsurpriseandhappiness.SheisstillacourseinDIYeverySaturday.ShethinksherDIYskillswillbecomebetterandbetter.【设计意图：根据所学课文的内容适当进行拓展，编写一篇与课文类似的故事。此环节考查学生对语言知识的掌握程度，培养学生的写作能力。】Step5ExtensionLearnhowtomakealoveenvelopandtrytodescribetheproceduresinEnglish.Prepareapieceofheart-shapedcolourpaper.Ifyoudon'thaveit,Iadviseyoutocolourityourselfinstead.Foldnotonlythetwosidesbutalsothebottomside.Done!Youcanfillitwith...【设计意图：学会用英语描述DIY过程，让学生享受DIY的乐趣，并在真实语境中复习本课学到的词汇和短语。】V.HomeworkRetellthewholearticle;WriteaboutyourownDIYstoriesandsharetheminthenextclass.英语（八年级上册）Unit4DoityourselfGrammarI.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:learntheusageoftheimperativesentencesbygivinginstructions;use“should"or"hadbetter“whengivingadvice.TeachingcontentsNewwordsandphrases:cut,ontheothersideofNewstructures:Putupapictureonthewall.Don'tpaintthecat.Pleasefixtheshelfforme.Don'ttouchthewetpaint,please.YoushouldknowalittleaboutDIY.Youshouldnotputsomanybooksontheshelf.Yourwatchisbroken.Youhadbetterbuyanewone.Youhadbetternotbelateforschool.FocusofthelessonandpredictedareaofdifficultyLearntheusageoftheimperativesentencesbygivinginstructions;Use“should"or"hadbetter“whengivingadvice.IVTeachingproceduresAGivinginstructionsStep1Lead-inFreetalkPleaselookattheinstructionsandfindoutwhyAndrewisn'tgoodatDIY!T:Todaywe511learnUnit5—Grammar.Lookatthescreen.WhenAndrewpaintedthelivingroom,whatdidhismumsay?S:Shesaid,“Stopit!”(Shegaveinstructions.)PutupapictureonthewallDon'thitthepipe.Paintthewallsblue.Don'tpaintthecat.【设计意图：与本单元Reading内容紧密连接，创造学生心中熟悉的场景，引导他们初步接触D。型祈使句，熟悉其表达的语气和作用，自然有序地进入语法部分的学习。】Step2PresentationPutthesentenceintoasuitablepicturebelowWalkstraightTurnrightTurnleftGuessthemeaningofthesignsT:Canyouguesswhatthesesignsmean?Don'tsmokeDon'ttalkloudlyDon'ttakephotosMakeacardPleasefillintheblankaccordingtothesentencemeaningandthefirstletterFirstcut.Nextwrite.Thendraw.Finallylook.DiscussionT:Ifyoufinddifficultiesinmakingcards,howwillyousolvethem?Arethefollowingideasgood?Changethem!Giveupmakingcards.(Pleasedon'tgiveup.)Seldomtrytothinkofanotherwaytomakeit.(Keeptryingitinanotherway.)Justdoitwithoutrememberingtohaveallthematerialsyouneednearby.(Don'tforgettohaveallthematerialsyouneednearbybeforeyoudoit.)SumupthestepsofmakingcardsT:Doyouknowhowtomakecards?Canyousumupthesteps?Cutoutpiecesofcardwithapairofscissors.Writesomewordsorasentenceoneachcard.Drawapictureaboutthewordsorsentenceontheothersideofthecard.Lookatthepictureandtiytosaywhatisontheotherside.Pleasedon'tgiveup.Keeptryingandyouwillfindyoucanrememberthingsbetter.SumupthestructuresofimperativesentencesPositiveimperativesentences:Pleasedosth.;Be+adj.Negativeimperativesentences:Don'tdo;Don'tbeGivinginstructionstoothersinapoliterway.【设计意图：将书本47页卡片制作的流程转化为肯定祈使句与否定祈使句，让学生在使用中习得正确的句法结构。最后总结祈使句的肯定形式和否定形式，对前一部分所学内容进行总结和巩固。】BUseshouldandhadbetterStep1PresentationThinkandanswerT:Ifateachersaidtohisstudentsinclass,"YoumustreadEnglishmore","Youmustusemoreandbetterwordsandsentences,oryouwillneverwritegoodarticles!Doyouthinkitispolite?Howcanwemakesentencesinapoliterway?Sometimesorderingothersisnotawisechoicebutgivingadviceinapolitewayisthebest!Wecanchangethestrongword“must”into“should”.FillintheblanksT:Help!IknowlittleaboutDIY.WhatshouldIdo?Inordertolearnmoreaboutit,youhadbetterreadmoreusefulbooksaboutDIY.Youshould/hadbetter...DIYisnoteasy.Howcanweimproveourskills?S:Askothersforhelp.Workharder.JoinaDIYclub.T:Rewritethesesentenceswith“should"or"hadbetter”.S:Weshould/hadbetteraskothersforhelp.Weshould/hadbetterworkharder.Weshould/hadbetterjoinaDIYclubtolearnmore.T:Canyoumakesuchanelephant?MaybeyoucantBeforemakingit,whatshouldwereadfirst?Everytimewithoutreadinginstructions,youshouldn'tbeginyourDIYjob.Instructionsareimportant.Whatcanbedangerous?Scissorscanbedangerous.WhenyoudoDIYjobs,youshouldn'tplaywiththem.Sometimesit'lltaketimetodoaDIYjob.Youshouldbepatientenoughinordertosucceedintheend.【设计意图：向学生强调完成事情的先决条件就是要了解instructions的具体内容。在操练shoulddosth.和shouldn'tdosth.时，告诉学生在指导他人做某事时使用hadbetter(not)dosth.语气更强。】Step2ConsolidationCompletethefollowingsentencesIfyouhaveafever,youhadbetternoteatordrink...Ifyouhaveaheadache,youshouldtakesome...Ifyouhaveastomach,youhadbetternoteat...Ifyouhaveatoothache,youshouldoftenbrush...OffertwotipsBothofthemfollowadobehind.Tones(语气):hadbetter>shouldPairworkT:Somethingiswrongwiththehouse!Help!Findoutwhatweshouldchange.Problems:Thecolourofthefloordoesn'tmatchthatofthebedandwall.Thelightisnotintherightplace.Thewardrobeisnotintherightplace.Solutions:Changethecolourintogreen.Putthelightaboveyourbed.Putthewardrobeintherightplace.Rewritethesentences:Pleasepaintthefloorgreen.Youhadbetter/shouldputthelightaboveyourbed.Fixthewardrobeinthecorner.Youhadbetter/shouldfixthewardrobeinthecorner./Don^fixthewardrobeinanywrongplaces.【设计意图：展示一张卧室内部的装修图，让学生们2至4人一组，共同讨论，自主探究作为一名设计师此装修图有何需要改善的地方，从而巩固本节课所学的肯定祈使句和否定祈使句、hadbetter(not)dosth.结构及should(not)dosth.结构,体味hadbetter和should的使用场景和表达效果的共同点与不同点，达到学以致用的目的。】V.HomeworkOneofyourfriendswantstomakesomesandwichesforMother'sDay.Hehasnevermadesandwichesbeforeandwritesyouanemailaskingforhelp.Pleasewriteareplyandtellhimthestepsofmakingsandwiches.Pleaseuseimperativesentencesand"hadbetter/should“toshowthestepsandofferadvices;PreviewIntegratedSkills.英语(八年级上册)Unit4DIYIntegratedskillsLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:obtainthekeyinformationfromlistening;expressopinionsaboutDIY;becomemoreinterestedinDIYbylisteningandspeaking.ILTeachingcontentsNewwordsandphrases:grape,strawberry,spoon,salad,mix,add,example,leave,correct,finishedNewstructures:Cutsomeofthelargerfruitintosmallpieces.IILFocusofthelessonandpredictedareaofdifficultyObtainthekeyinformationfromlistening;ExpressopinionsaboutDIY.IV.TeachingproceduresAHowtomakeafruitsaladStep1Lead-in.Guesswhatweneedformakingasalad.T:Todaywe'llgoingtolearnhowtoDIYsomedeliciousfood,suchasafruitsalad.T:Ifwewanttomakeafruitsalad,whatdoweneed?Fruit!Right,wemayneedbananas,apples,strawberriesandgrapes.Nowreadthenewwordsafterme:strawbeiTy,grape.Ofcoursewealsoneedsaladcream.Nowreadafterme:saladcream.Weneedfruitandsaladcreamtomakeafruitsalad,butaretheyenough?【设计意图：启发学生思考做沙拉所需耍的物品。既帮助学生对下一个环节进行了预判，也为学生做下面的听力训练扫除了生词障碍。】Step2PresentationListentotheconversationPlaytherecordingforthefirsttimeandgetstudentstoanswerthequestions.T:AmyandSuzyaremakingafruitsalad,Let'slistentotheirconversationandfindoutwhattheyneedtomakeafruitsalad.PutthestepsintherightorderT:Nowweknowwhatweneedtomakeafruitsalad,buthowcanwemakeit?Herearesomestepsofmakingafruitsalad.Let'sseethemtogether.Aretheyright?No,theyareinthewrongorder.Canyouputthemintherightorder?Allofyoudidagoodjob.Ifwewanttomakeafruitsalad,we'dbetterrememberthesesteps.Pleasepayattentiontotheorderoftime:first,then,next,andatlast.Lefshaveatry!Asksomestudentstoretelltheorderofmakingafruitsalad.TipsformakingafruitsaladT:Nowwehaveknownhowtomakeafruitsalad.Doyouwanttomakeitbetter?Herearesometipsforyou.Let'slistentothetapeandcompletethenotes.Ihopethesetipswillbehelptoyou.Listentothetapeandthenchecktheanswerswiththestudents.Getthestudentstoreadthepassageandthendealwithsomelanguagepointssuchas:leaveitintheair.【设计意图：作为听力练习的有效策略，听前预测能够帮助学生进行有意识的推断，有效激发学生思维，对听力理解能起到很好的辅助作用。通过给制作沙拉的步骤，让学生掌握如何制作沙拉，并且知道如何按时间顺序描述事件。】BSpeakup:Let'smakesomesandwiches.Step1PresentationListenandanswerT:Sincewehaveknownhowtomakeagoodfruitsalad,whynotmakesomesandwichesforlunch?Sandyandhermumaretalkingaboutmakingsomesandwiches.Let'slistentotheirdialogueandthenanswerthreequestions.Whataretheygoingtomakeforlunch?(Somesandwiches)Aretheyquickandeasytomake?(Yes,theyare.)Whatdotheyneedtomakeasandwich?GetstudentstoreadthedialoguetogetherT:Sincewehaveknownwhatweneedtomakeasandwich,let'sreadthedialogueagaintofindouthowtomakeit.Pleasereadthedialoguecarefullyandpayattentiontothesequence:first,then,nextandjust.SumupthestepsofmakingsandwichAsksomestudentstofindoutthestepsofmakingasandwichandtrytoretellintheirownwords.T:Allofyouhavefoundthestepsofmakingasandwich,canyourememberthem?Let'shaveatry!ActoutyourowndialogueGivestudentssometimetoworkwiththeirpartnersandthenactouttheirnewdialogue.Hereisamodeldialogue.A:It'stimefor...B:OK.Let's...Arethey...?Sure.First,...Then,...A:Next,...B:That's...A:Isthat...?B:Well.Just...Finished!【设计意图：首先让学生带着三个简单的问题听录音，初步感知听力录音中的大致内容，为后面的阅读做一个前期铺垫。然后让学生自己组织语言，将听力材料中的内容转化为口语输出。最后让学生掌握做三明治的基本步骤，为下一步自己动手做三明治做好准备。】Step2ExtensionDiscussionWhatotherDIYworkscanwedoinourdailylife?ShowstudentshowtomakeabananamilkshakeSummaryT:Thankyou,guys!Andallofyoudidagoodjobtoday.Ihadsomeadviceforyou.AsGrade8students,youmustbeverybusywithyourlessons.Asyousee,wecanstillmakeourlifefor”.)Whatdoesthewholepicturelooklike?Canyoudescribethewholepictureinasentence?2.IntroducetheoriginofDIYinsimpleEnglishwiththehelpofpictures.T:TheconceptofDIYstartedfromthe1960sintheWest.ItissaidthatBarryBucknellwasthefirstpersonwhodefinedtheconceptofDIY.HewasaBritishTVpresenterandacraftsman.Dstandsfor“do”,Istandsfor“it"，Ystandsfor"yourself\WhenpeopledoDIY,theymake,repairordecoratethingswiththeirownhandsinsteadofpayingsomeonetodoit.Theyrepairanelectricfan,makebiscuits,makeatable,decoratethehouse,repairacar,etc.allbythemselves.Atfirst,someEuropeansdidDIYinordertosavemoney.ButthentheyfoundDIYbroughtthemjoy,madethemfeelrelaxed,andtheygotasenseofsuccess,andwhat'smore,theylearnedaskill.ThereforeDIYispopularallovertheworldnow.(Explainsomenewwordsandphrasessuch"repair”,“decorate",and"insteadof\)【设计意图：用简单的英语辅以图片，使学生了解DIY的由来及其意义。】Step2PresentationPresentthestoryaboutDIYbetweenEddieandHoboStudentswatchtheflashandtrytoanswerthefollowingquestions.What'sHobogoingtodo?WillEddiehelpHobo?WhatshouldHoboreadfirst?WhatdoesHoboprobablyneed?WhatshouldHobodoatlast?ActthedialogueoutCompletethestoryaboutDIY【设计意图：让学生观看动画，并回答问题，帮助学生理解漫画的含义，使其进一步了解DIYo]WelcometotheunitStep1Lead-in1.ExplainsomenamesofcommontoolsforDIYmorecolourfulwithourhandsandmind.【设计意图：让学生多动脑筋想出更多的创意。最后做杯香蕉奶昔，搭配前面的水果沙拉和三明治，一顿丰盛的早餐就齐了。】V.HomeworkFindoutmoreworksaboutDIYaroundyou;Makeafruitsaladorsandwichesforyourparentstonight.英语（八年级上册）Unit4DIYStudyskillsLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:mastertheusageoftheprefixes"un-”,"in-"and"im-”;usethesuitableadjectivesincontexts,andexpresspositiveornegativemeaningsbyusingtherightprefixes.II.TeachingcontentsNewwordsandphrases:certain,active,possible,tidy,tidyup;Theprefixes“un-»,“in-"and“im-”IILFocusofthelessonandpredictedareaofdifficultyUsethesuitableadjectivesincontexts;Expresspositiveornegativemeaningsbyusingtherightprefixes“un-”,“in-"andIVTeachingproceduresStep1Lead-inShowthepicturesandintroducethetargetwordsT:Boysandgirls.Let'slookatthispicture.Theseboyslikeplayingbasketball.Theyareactiveindoingsports,buttheyarenotactiveinstudy.Here“notactive”,wecanalsosay“inactive”.T:Look,heishappybutheisnothappy,orwecansayunhappy.T:Iwillfinishmyhomeworkasmuchaspossible.Butit'snotpossibleformetofinishallofit.Wecanuse“impossible"toreplace“notpossible”.T:Millie'smomisonbusiness.Lookherbedroomisnottidy.Canyouhelphermaketheroomtidy?Sowecanuse“untidy"toreplace“nottidy”.【设计意图：以图片自然导入新课。】Step2PresentationIntroducetheprefixestothestudentsT:Allthesewordsareoppositesandtheseareprefixes.Sowecanadd”un-”,"im-”,"in・"beforeanadjectivetoexpresstheoppositemeaning.ShowtherulesandoffermoreexamplesT:Formostoftheadjectives,weadd"un「tomakeitopposite.Let'ssee.T:Thesewordsbeginwith“p”.Iftheadjectivebeginswith“p”,weusuallyaddbeforeit.T:Butsomeadjectivesarespecial.Youshouldadd"in-"beforethemtomaketheoppositemeaning.【设计意图：通过设计带有前缀的题目，引导学生去观察、思考、体会和猜测其词义，并且让他们找出构词的规律来，激起学生的学习兴趣。引导学生自我探究、举一反三，列举此类形容词的共同点，发现更多类似的词并回忆学过的运用此类构词法产生的词汇。】Step3PracticeFillintheblanksT:Canyourememberthewordsandrules?OK!Let'scheckyourmemory.Ithinkallofyoucandoagoodjob.Wecanadd“ir-"or“dis-"beforeanadjectivetoexpresstheoppositemeaning.CorrectthewordsintheconversationReadtheconversationbelow.Addthecorrectprefixestosomeoftheadjectivessothatallthesentencesmakesense.T:Boysandgirls,herearesomeconversations.Canyouaddthecorrectprefixestotheadjectivessothatallthesentencesmakesense?CompletethesentencesDiscusswithyourpartnersabouthowtobehaveproperlyinclassorschool,andthenfinishthesentences.CompletethepassageT:Hereisastoryofthetwins,butsomeofthewordsaremissing.Pleasereadthestoryandthencompleteit.Don'tforgettousethewordswithprefixes.【设计意图：了解基本规律后，迅速给学生不同类型的练习来巩固所学知识，这样能使学生更深刻地记忆所学词的前缀。遵循任务梯度性原则，设计任务做到由易到难、由浅入深，让所有学生都能理解和掌握构词法。最终让学生完成课本练习。】Step4ActivityPlayagame:amagicboxT:Hereisamagicboxwithninecards,andundereachcardthereisataskforyoutofinish.Chooseanyofthemandfinishthetask.Afteryoufinishallthetasks,thereisabigsurpriseforyou!Believeyourself.Justhaveatry!【设计意图：设计时以学生已有的知识为基础，根据学生的普遍学习能力，以小组合作学习的方式帮助学生提高口语表达能力和交际能力。】Step5ConclusionSumuptherulesFormostoftheadjectives,weadd“un-"tomakeitopposite,(unkind,unhappy,unlucky...)Iftheadjectivebeginswith"p”,weusuallyaddbeforeit.(impossible,impolite...)Butsomeadjectivesarespecial.Youshouldadd"in-"beforethemtomaketheoppositemeaning,(incorrect,inactive...)V.HomeworkRememberallthenegativeprefixes;Trytofindoutsomeothernegativeprefixes;PreviewtheTaskpart.英语（八年级上册）Unit4DIYTaskLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:writeanarticleaboutaDIYstory;learntoworkinpairs,assessandreflectafterwriting;enjoythesenseofachievementofwriting.ILTeachingcontentsNewwordsandphrases:secret,wrong,spell,cutout,complete,paint,puttogetherapieceoffurnitureNewstructure:Mum'sbirthdayiscoming,soIdecidedtomakeherabirthdaycardbymyself.IwenttoSandy'shometomakethecardbecauseIwantedtokeepitsecret.Wehadfunworkingtogether.IILFocusofthelessonandpredictedareaofdifficultyWriteanarticleaboutaDIYstory.IVTeachingproceduresStep1Lead-inAskandanswerT:Now,let'slookatthescreentogether.WhatdidAndrewdo?Andwhatproblemhashecausedafterdoingit?(Heputinabrighterlightbutthewholehousehasapowercut.)T:LookattheothertwopicturesandtellmewhatelsedidAndrewdoandwhatproblemshehascaused?【设计意图：与本单元Reading内容紧密连接，创造学生心中熟悉的场景，引导他们通过熟悉的文章初步思考描述DIY时应当考虑的写作要素，然后自然过渡到本单元的写作话题。】Step2PresentationReadandpredictT:Nowpleaseturntopage52.ReadthefirstparagraphandtrytoguesswhatwillyouwriteaboutinthenextparagraphifyouareSuzy?DetailreadingReadthefirstparagraphcarefullyT:Nowpleasereadthefirstparagraph.Firstpleasepayattentiontothesentencesintheredbracketshere.TellmewhatLine1toLine3mainlytalkabout.Line1toLine3mainlytalkaboutwaystomakeabirthdaycard.WhydidshegotoSandy'shomeinsteadofherownhome?Becauseshewantedtogivehermotherasurprise!Yes!Thatistosay,Suzywantstokeepitsecret!Readthesecondparagraph(Line1-4)andthethirdparagraph(Line1-3)carefully.T:Let'smoveontothesecondparagraph.HerearealsotwousefulverbstodescribewhattheydidinaDIYjob,"make...with"and"help...with”.So,whatdoLine1toLine4mainlytalkabout?Line1toLine4mainlytalkabouthowtomakeit.WhatdoLine1toLine3inPara3mainlytalkabout?Theystilltalkabouthowtomakeit.Nowlet'shaveaconclusionofthefirsthalfpartofparagraph2to3.HowdidSuzymakehermotherabirthdaycard?Step1:Shemadeabirthdaycardwithsomerosesonit!Step2:Shecolouredtherosesred,blueandpink.Step3:Shecutapictureofcolourfulballoonsandstuckitonthecover.ReadtheremainingpartofthesecondparagraphandthethirdparagraphT:WhatelsedoParas2&3tell?Let'sreadtheremainingpartofthesetwoparagraphs.S:TheremainingpartofproblemstalksabouttheproblemscausedandfuninDIY.Thethirdparagraphtalksabouttheattitudeandfeelings.ReadthelastparagraphT:Whatdoesthelastparagraphtalkabout?ItmainlytalksaboutSuzy'shopeandwish.HowwillSuzyfeelifhermotherdislikesthecard?S:Shewillbesadaboutit.ReviewtheusefulexpressionsineachpartWhattomake(Part1):make...by,make...withHowtomakeit(Part2):colour...red,cut...andstick...Problemsandfun(Part3):makemistakeswhenwritingkeep...wrong,therebeFeeling(Part4):havefun,beexcited【设计意图：首先让学生主动思考此开放性问题，并主动猜想接下来可能会进行哪部分内容的描写，从而在潜移默化中培养学生的整体语篇意识。从阅读文章、回答问题入手，引导学生总结出文章大体的段落结构；分段细读，帮助学生赏析写作示范文章的遣词造句和段落结构。层层深入，为下一环节的写作提供素材和范例。】Step3WritingLearntherulesT:Hey,howtowriteadiaryentryaboutDIY?Let'sconcludeandlearntherules.Aspect1:whattomakeAspect2:stepstomakeitAspect3:difficultiesAspect4:attitudeandfeelingsAspect5:hope/wishAspect6:...Chooseatopic/collectdetailsT:Practicemakesperfect!Put2to3studentsinagroupandchooseatopictosaysomethingaboutit.Iwillgiveyou2minutes.Begin!Makingyourmum/dadacardPaintingaroomFixingabicycleWritingWriteafirstdraft:abeginning+abody+anendingShowthemodeldraftandanalyzethestructureofitImprovethewritingTalkwithapartner.Showtheresponsesheet.Askstudentstoworkinpairs:onereadsthewritingoutaloudandtheotherteammemberlistenscarefullyandtellwhathe/shelikesandasksquestions.Rewriteparts.Askstudentstomakethreesentencesbetter.Givetwotips:usespecificwords;usesentencesofdifferentlengths.Editing-checkforerrorsInvitethestudentstocheckthearticleforpunctuation,capitalization,grammarandspelling.Publishing-shareyourwritingShowthefinalcopy.Givetwotips:useyourbesthandwriting;indentthefirstlineofeachparagraph.AssessingandreflectingonthefinalcopyShowhowtoassessthefinalcopy.Reflectbyansweringthreequestions.【设计意图：学习完整篇文章，总结写好关于DIY的作文的六个方面。同伴反馈表格可具体指导学生如何合作，避免了以往小组讨论流于形式的问题。如何润色英语作文是一个难点,学生往往感觉无从下手。本环节的设计通过修改例文，说明修改原因，并给出一些修改的小提示，来鼓励学生改善自己的习作。】V.HomeworkReviewtheusefulexpressionsinthisperiod;ChooseanothertopiconP53andwriteashortarticle.T:NowHobohasfinishedhishouse.ThisisahousemadebyHobohimself.Pleasethinkaboutthisquestion:whattoolsdidHobouse?(Teachsomenamesoftools:hammer,axe,screwdriver.)T:WhatothertoolsdidHobouse?T:Oh,herearedifferentguesses.WhataretheEnglishwordsforthesetools?(TellstudentshowtosaythesetoolsinEnglish:glue,scissors,tape,brush,rope.)LookatthepictureandmatchthewordsintheboxwiththetoolsDoamatchinggame:Findtheexplanations【设计意图：以图片的形式帮助学生学习生词，使其更快记忆单词及其含义。】Step2PresentationReadthedialogueandtrytoanswerthequestionsT:MillieandSuzyarealsotalkingaboutDIY.ListentothemandtellmewhatSuzyisgoingtodotoday.Listentothetape.Readafterthetapeandanswerthefollowingquestions:WhafsDIYexactly?WhatisSuzygoingtodo?WhatdoesSuzyneedforherDIY?ReadandactthedialogueMakeupasimilardialogueOffersomehelpbygivingthenamesofthethingsandtoolstobeused.A:What'sDIYexactly,xxx?B:Itstandsfor.WhenyoudoDIY,.Whatareyougoingtodothen?Tmgoingto.Itsounds•Whatdoyouneedforthat?Ineed.DoyoulikeDIY?Yes,Ido.I・That'sfun.Step3DiscussionHaveadiscussionaboutDIYT:DoyoulikeDIY?Whatdoyouliketomake?Whattoolsdoyouneed?Step4ConclusionT:TodaywelearnsomethingaboutDIY,andweknowDIYispopulararoundtheworld.Atlast,Iwanttosharemyopinionwithyou.Activateyourbrain,anduseyourhandstocreatesomethingyouwillbeproudof.Aslongasyousetyourheartonit,youwillmakeit.ThisisthespiritofDTY:fromnature,backtonature.MakeyourselffeelrelaxedandfeelbeautifulthingsaroundinDIY.ThisistheideaofDIY.Givesomesugartoourlife.ThisisthepurposeofDIY.RememberV.HomeworkReviewnewwordsandphrases;ShowoneofyourworksofDIYinyourgroupandtrytointroduceittoyourclassmatesinEnglish;PreviewthereadingpassageDoItYourself.英语(八年级上册)Unit4DoityourselfReading(I)I.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:identifythegeneralinformationaboutAndrewandhisDIY;getthespecificinformationaboutAndrewandhisDIY.ILTeachingcontentsNewwordsandphrases:crazy,terrible,once,mistake,pipe,fill,ceiling,shelf,whoops,advise,course,already,instead,attend,putin,makeamistake,powercut,fill...withnotonly...but(also)Newstructure:Nowthelivingroomhasnotonlybluewallsbutalsoablueceilingandfloor.FocusofthelessonandpredictedareaofdifficultyIdentifythemainideaandthespecificinformationaboutAndrewandhisDIY.TeachingproceduresStep1Lead-inShowthepicturesaboutDIYT:DIYispopulararoundtheworld.NewwordsandphrasesTeachsomenewwordsandphraseswiththehelpofthestoryaboutHobo.T:HereisthehousemadebyHobo.Afterfinishingbuildingthehousebyhimself,hegottoloveDIYandheiscrazyaboutdoingDIY.(Teachnewphrase"becrazyabout".)NowheisabletodomanyDIYjobs.Look,hecanputinalight.(Teachthenewphrase“putin".).Next,heisputtingupapicture,puttingupashelf.(Teachthenewphrase"putup".).Andheispaintingthehouse,paintingtheceiling.(Teachthenewword"ceiling".)Now,thehouselooksbeautiful.【设计意图：让学生在情境中学习本课的部分生词、短语和句型，使其能顺利的阅读文章。】Step2PresentationPreviewT:Beforewereadthetext,trytoanswerthetwoquestionsbypredicting.What'sthearticlemainlyabout?IshegoodatdoingDIY?Gothroughthe