牛津译林版英语八年级上册 Unit4 Do it yourself 教案（6课时，表格式）

Title
8A
Unit4
Welcome
to
the
unit
Teaching
objectives:
1.Knowledge
objectives:
(1)
Words
and
phrases:
instruction,
had
better,
tool,
brush,
glue,
rope,
scissors,
tape,
exactly,
stand
for,
repair,
decorate,
instead
of,
rose
(2)
Structures:
You’d
better
get
some
tools.
No
problem.
2.Ability
objectives:
(1)
To
know
the
names
of
different
kinds
of
tools.
(2)
To
make
dialogues
about
DIY
in
English.
3.Value
objectives：
(1)
Students
are
encouraged
to
act
out
the
dialogue
between
Eddie
and
Hobo.
(2)
Ask
students
to
work
in
pairs
and
talk
about
their
DIY
jobs.
At
the
end
of
the
lesson,
the
students
may
show
great
interest
in
DIY.
Teaching
key
points
and
difficult
points:
(1)
To
introduce
the
topic
‘do
it
yourself’
to
students.
(2)
To
make
sure
that
students
can
talk
about
different
names
of
the
tools.
(3)
To
sort
out
vocabulary
about
tools.
(4)
Make
dialogues
about
DIY.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Welcome
to
the
unit
Step1:
Lead-in
1.T:
There
is
something
wrong
with
my
computer.
I’m
going
to
fix
it
today.
I’m
going
to
do
some
DIY
work.
Do
you
know
what
does
“DIY”
mean?
Encourage
students
to
guess
the
meaning
.DIY
means
do
it
yourself..
2.T:When
you
do
DIY
work,
you
do
things
yourself..
Can
you
do
any
DIY
work
?
What
can
you
do?
Ss:I
can
make
kites/repair
my
bicycle/paint
the
shelf…
通过身边的事自然导出本单元话题，激发学生对DIY话题的兴趣。
Step2:
Presentation
Part
A
1Show
them
some
tools
and
introduce
the
words.
2.Finish
Part
A：About
DIY:
Some
tools
for
DIY
and
check
the
answers.
3.Play
a
guess
game
(1).We
use
it
to
paint
the
walls.——brush
(2).We
can't
cut
paper
easily
without
it.
——scissors
(3).We
can
use
it
to
stick
paper.
It's
often
in
the
bottle.
——glue
(4).We
always
use
it
to
stick
paper
on
the
wall——tape
通过让学生根据老师描述的功能猜工具这个游戏能让学生更好地掌握和巩固这些生词。
Part
B
1.Millie
and
Suzy
are
talking
about
DIY.
Listen
to
their
conversation
and
answer
the
questions.
(1).What’s
DIY?
(2).What
do
you
exactly
do
when
you
do
DIY?
(3).What
is
Suzy
going
to
do?
(4).What
does
Suzy
need
for
her
DIY?
2.Repeat
Eddie
and
Hobo’s
dialogue
after
the
tape.
3.Work
in
pairs
and
talk
about
something
you
would
like
to
do.
Use
Millie
and
Suzy’s
conversation
as
a
model.
Step3:Discussion
Divide
the
class
into
groups
of
four,design
sth.
according
to
the
questions.
1.Do
you
like
DIY?
2.What
do
you
like
to
make?
3.What
tools
do
you
need?
4.What
do
you
make
it
for?
通过设计一些问题，让学生讨论并分享他们DIY的计划。
B:
Comic
strip
Step1:Presentation
Watch
a
video
about
Eddie
and
Hobo
and
answer
the
question.
What
is
Hobo
going
to
do?
Step2:Practice
Read
after
the
radio.
Practice
in
pairs
Give
students
a
few
minutes
to
read
and
act
out
the
dialogue
between
Eddie
and
Hobo
as
models
in
front
of
the
whole
class.
3.Explain
some
language
points.
eg.
No
problem.
Do
it
yourself.
You’d
better
get
some
tools.
通过对话操练复习巩固关于“自己动手做事”的词汇和句型。
Step3:
Conclusion
Show
great
interest
in
DIY.
DIY
will
bring
us
lots
of
fun.
总结本课时，达成情感目标。
Step4:
Homework
1.Review
what
you
have
learnt
in
class.
2.Show
one
of
your
works
of
DIY
in
your
group
and
try
to
introduce
it
to
your
classmate
in
English
next
period.
3.Complete
the
exercises.
巩固所学，利用课堂所学知识,来解决实际问题，提高其运用能力。
Title
8A
Unit4
Reading1
Teaching
objectives:
Knowledge
objectives:
(1)Words
and
phrases:
be
crazy
about,
terrible,
once,
put
in,
make
a
mistake,
power
cut
pipe,
fill…
with…,
not
only…
but
also…,
ceiling,
shelf,
advise,
course,
already,
instead,
attend.
(2)Structures:
He
once
tried
to
put
in
a
brighter
light
in
his
bedroom,
but
he
made
a
mistake.
Now
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor.
Ability
objectives:
(1)
To
guess
general
meaning
from
pictures
and
keywords.
(2)
To
understand
the
main
points
of
the
reading
passages.
Value
objectives：
Whatever
you
do
in
the
future,
you
should
try
your
best,
then
your
dream
will
come
true.
Teaching
key
points
and
difficult
points:
1.Words
and
phrases:
be
crazy
about,
terrible,
once,
put
in,
make
a
mistake,
power
cut
pipe,
fill…
with…,
not
only…
but
also…,
ceiling,
shelf,
advise,
course,
already,
instead,
attend.
2.Structures:
He
once
tried
to
put
in
a
brighter
light
in
his
bedroom,
but
he
made
a
mistake.
Now
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor..
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Free
talk
T:
Have
you
done
anything
about
“DIY”
in
your
family?
What
have
you
done?
Students
give
different
answers.
T:
Andrew
likes
DIY
a
lot.
Let’s
learn
something
about
him.
问题直接导入主题，在唤醒学生对已学知识的记忆的同时，激活学生的思维，营造轻松的学习氛围。
Step2:
Reading
1.Pre-reading
Task
1:
Words:
Look
at
pictures
and
learn
new
words.
Task
2:
Match
the
words
on
the
left
with
the
meanings
on
the
right.(P45.B1)
2.While-reading
Task
1:
Skimming
Read
the
article
and
answer
questions
1.What’s
the
article
mainly
about?
2.How
many
parts
can
the
article
be
divided
into?
Task
2:
Scanning
Read
the
article
and
answer
questions
1.What
does
Andrew
love
to
do?
2.Is
Andrew
good
at
DIY?
Task
3:
Detailed
reading
Suzy’s
cousin
Andrew
is
crazy
about
DIY,
but
he
is
not
very
good
at
it.
listen
to
Suzy’s
article
and
try
to
tell
us
the
jobs
he
did
with
the
problems
he
caused.
Read
and
finish
exercises.
1.Match
the
jobs
with
the
problems.
2.Read
and
do
T
or
F.
3.Read
and
fill
in
the
blanks
在文章处理上通过“提炼大意，情节捕捉，合作探究和延伸训练”四个步骤培养学生概括主题，捕捉细节和再现阅读内容的技能。
Step3:
Group
work:
Give
some
key
words
and
ask
the
students
to
retell
each
paragraph
Paragraph
1:
be
crazy
about,
repair,
decorate,
look
terrible
Paragraph
2:
a
brighter
light,
make
a
mistake,
power
cut,
put
up
a
picture,
hit
a
pipe,
fill…with…
Paragraph
3:
living
room,
boring,
paint…blue,
ceiling,
floor,
cat
Paragraph
4:
a
shelf,
above,
spend
five
hours,
not
stay,
much
higher
Paragraph
5:
buy,
advise,
make
him
angry,
attend
lessons,
know
much
more
让学生根据每段提炼的关键字，鼓励他们使用所学的词组、句型、语言点来复述课文，既为语言知识的运用创造了真实的情境，又提供了团队合作的机会。
Step4:
Group
Discussion
1.What
do
you
think
of
Andrew?
2.If
you
were
Andrew,
how
would
you
paint
your
living
room?
3.What
should
we
do
when
we
do
DIY
jobs?
通过这个活动加深学生对这篇课文的理解，培养学生通过合作、探究的方式提高解决问题的能力。
Step5:
Conclusion
Whatever
you
do
in
the
future,
you
should
try
your
best,
then
your
dream
will
come
true.
总结本课时，达成情感目标。
Step6:
Homework
1.Read
the
text
correctly
and
fluently.
2.Complete
the
exercises.
巩固所学，利用课堂所学知识来解决实际问题，提高其语用能力。
Title
8A
Unit4
Reading2
Teaching
objectives:
Knowledge
objectives:
(1).
Words
and
phrases:
be
crazy
about,
terrible,
once,
put
in,
make
a
mistake,
power
cut
pipe,
fill…
with…,
not
only…
but
also…,
ceiling,
shelf,
advise,
course,
already,
instead,
attend.
(2).Structures:
He
once
tried
to
put
in
a
brighter
light
in
his
bedroom,
but
he
made
a
mistake.
Now
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor.
Ability
objectives:
(1).To
understand
the
structure
of
each
passage.
(2).To
use
the
sentences
in
the
passage
to
talk
or
write
about
DIY.
(3).To
focus
on
the
language
points.
Value
objectives：
Whatever
you
do
in
the
future,
you
should
try
your
best,
then
your
dream
will
come
true.
Teaching
key
points
and
difficult
points:
1.Words
and
phrases:
be
crazy
about,
terrible,
once,
put
in,
make
a
mistake,
power
cut
pipe,
fill…
with…,
not
only…
but
also…,
ceiling,
shelf,
advise,
course,
already,
instead,
attend.
2.Structures:
He
once
tried
to
put
in
a
brighter
light
in
his
bedroom,
but
he
made
a
mistake.
Now
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Review
T:
We’ve
learnt
about
Suzy’s
cousin
Andrew.
Tell
me
something
about
him.
T:
What
funny
stories
did
you
learn
about?
(Encourage
Ss
to
retell
the
article
with
the
help
of
key
words.)
学生根据PPT上的关键词，对文章进行复述，巩固和加深对文章内容的印象。
Step2:
Presentation
1.Check
the
new
words
&
phrases
in
the
form
of
a
DIY
advertisement.
2.Present
language
items
(instead/
instead
of,
fill…
with…not
only…
but
also…,)
in
the
form
of
telling
the
teacher’s
DIY
jobs.
(1)
instead/
instead
of
Andrew
is
stubborn.
He
didn’t
take
Suzy’s
advice.
Instead,
Suzy
is
learning
about
DIY
herself.
=
Suzy
is
learning
about
DIY
herself
instead.
Andrew
does
his
DIY
jobs
instead
of
taking
Suzy’s
advice.
(2)fill…
with..
I
filled
the
pillow
with
cotton
To
keep
fish,
we
should
fill…
with…
first
To
grow
flowers,
we
should
fill…
with…
first
(3)
not
only…
but
also…,
Not
only
Mrs.
Lee
but
also
Mrs
Zhao
______
DIY.
Not
only
Mrs.
Lee
but
also
some
students
in
our
class
______
DIY.
=
Not
only
some
students
in
our
class
but
also
Mrs.
Lee
_____
DIY.
设计了一个DIY广告推荐给Andrew，学生要用刚学到的知识来帮助完成这个广告。
通过Andrew和我自身的DIY经历，展示了instead,
fill…with…,
not
only…but
also这几个重要语言点。语言点的呈现放到了和DIY相关的语境中，避免了孤立和为了语言点而学语言点的感觉，另外，语言点的呈现使用让学生自己根据例子归纳的方法，最大化激发了学生的主动思考积极性。
Step3:
Activity:
Activity1:Enjoy
DIY!
Invite
Ss
to
finish
a
DIY
job:
Making
a
love
envelope.
Prepare
a
piece
of
heart-shaped
colour
paper.
If
you
don’t
have
it,
I
advise
you
to
colour
it
yourself
instead.
Not
only
fold
(折叠)
the
two
sides,
but
also
the
bottom
side.
Done!
You
can
fill
the
envelope
with
…
Activity2:Make
up
a
dialogue
about
DIY
according
to
your
own
situation.
Tips:
(1).What
do
you
like
to
do?
(2).What
do
you
often
help
your
parents
do?
(3).Do
you
think
it’s
good
to
help
with
the
house
work?
(4).Are
you
good
at
DIY?
(5).What
do
you
think
is
the
best
thing
about
DIY?
Why?
(6).Do
you
have
any
problems
with
DIY?
(7).Who
can
you
ask
for
DIY
advice?
设计了一个课堂制作DIY爱心信封的活动，让学生亲身体验DIY，并且让他们运用所学的英语表达相应的步骤指示，
Step4:
Conclusion
1.Provide
Ss
with
some
DIY
advice
and
Internet
resource.
Enjoy
fun
in
DIY!
Be
careful
with
DIY!
http://www.6diy.com
http://www.
http://www.
2.Things
learnt
through
practice
are
more
effective
than
the
ones
learnt
from
books.
Try
to
do
some
DIY
work
and
you
can
learn
what
you
never
expected.
让学生真正明白做好DIY需要相关的知识，并且使学生享受到了DIY的乐趣
Step5:
Homework
Write
about
your
own
DIY
stories.
Let’s
share
them
next
class.
巩固所学，利用课堂所学知识来解决实际问题，提高其运用能力。
Title
8A
Unit4
Grammar
Teaching
objectives:
Knowledge
objectives:
(1).Words
and
phrases:
cut,
sentence,
give
up,
keep
trying
(2).Structures:
Please
fix
the
shelf
for
me.
Don’t
touch
the
wet
paint,
please.
You
should
know
a
little
about
DIY.
You
had
better
not
be
late
for
school.
Ability
objectives:
(1).To
learn
to
give
instructions.
(2).To
learn
to
use
should
and
had
better
Value
objectives：
At
the
end
of
the
lesson,
the
students
will
try
to
give
instructions
and
advice.
Teaching
key
points
and
difficult
points:
(1).To
learn
to
start
a
sentence
with
the
base
form
of
a
verb
when
we
want
to
tell
people
what
to
do.
(2).To
learn
to
use
should
and
had
better
when
giving
advice
and
telling
people
what
we
think
is
the
best
or
right
thing
to
do.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Revision
and
lead-in
(By
revising
Andrew’s
DIY,lead
in
the
question)
(1)What
should
we
do
before
we
begin
to
do
DIY?
(2).What
should
we
do
in
the
library?
(3).What
shouldn’t
we
do
in
the
library?
复习和设置情景相结合，自然导入到本课语法。由于祈使句这一语法现象在我们的日常生活中常用，所以就抛出了情境What
should
we
do
in
the
library?
Step2:
Presentation
Grammar
A
Step1.Presentation
Imperative
Sentence
---giving
instructions
1.We
start
a
sentence
with
the
base
form
of
a
verb
when
we
want
to
tell
people
what
to
do.
e.g.
Put
up
a
picture
on
the
wall.
Paint
the
walls
blue
2.We
often
add
please
in
a
sentence
to
make
an
instruction
more
polite.
e.g.
Please
fix
the
shelf
for
me.
Don’t
touch
the
wet
paint,
please
3.We
often
add
do
not/don’t
in
front
of
a
verb
when
we
want
to
tell
people
not
to
do
something.
e.g.
Don’t
paint
the
cat.
Don’t
do
it
before
reading
instructions.
Step2.Learn
and
practice
(1).Get
students
to
read
through
Part
A
on
Page
47,and
help
them
understand
the
rules
of
forming
the
imperative
sentences.
(2).Do
the
exercises
“How
to
make
cards”
Divide
the
whole
class
into
several
groups
and
give
them
a
few
minutes
to
read
through
the
instructions
and
discuss
how
to
complete
the
instructions.
(3).Students
from
each
group
present
their
answers
and
check
them
together.
(4).Students
practice
reading
these
instructions
and
learn
to
make
cards.
(5).Do
more
practice.
创设情境，创设语境，吸引学生很快进入学习状态，积极，主动地去学习并且巩固所学词汇，掌握本单元的语法知识。
2.Grammar
B
Step1:Presentation
1.T:
We
know
Suzy
doesn’t
think
her
cousin
knows
much
about
DIY
either.
What
did
she
advise
him
to
do?
S:
She
advised
he
should
take
a
course
in
DIY.
T:
Do
you
think
we
can
use
had
better
instead
of
should
in
this
sentences.?
2.Present
more
sentences.
Let
students
know
how
to
use
should
and
had
better.
e.g.
You
should
know
a
little
about
DIY.
You
should
not
put
so
many
books
on
the
shelf.
Your
watch
is
broken.
You
had
better
buy
a
new
one.
You
had
better
not
be
late
for
school.
3.Summary:We
use
should
and
had
better
when
giving
advice
and
telling
people
what
we
think
is
the
best
or
right
thing
to
do.
The
tone
of
had
better
is
stronger
than
should.
Step2.Practice
1.Help
Suzy
make
sentences
with
should
(not)
or
had
better
(not).
2.Read
together.
通过例句比较，让学生充分体会should
和had
better
的区别。
Step3:Discussion
1.T:
You
have
learnt
how
to
give
advice.
Can
you
discuss
how
to
be
a
good
student？should
(not);
had
better
(not)
We
_________
be
late
for
school.
We
_________
listen
carefully
in
class.
We
_________
look
out
of
the
window
in
class.
We
_________
keep
your
classroom
clean.
We
________
be
friendly
to
others.
2.Work
in
pairs,
Talk
about
your
problems
and
try
to
give
useful
advice.
通过讨论How
to
be
a
good
student？让学生既对本课语言点得到了很好的巩固，又让学生的情感价值观得到了升华。
Step4:
Homework
1.
Try
to
give
instructions.
2.
Try
to
use
should
(not)
and
had
better
(not)
to
give
advice
巩固所学，利用课堂所学知识，来解决实际问题，提高其语用能力。
Title
8A
Unit4
Integrated
skills
Teaching
objectives:
Knowledge
objectives:
(1).
Words
and
phrases:
grape,
strawberry,
spoon,
salad,
cream,
mix,
add,
tip,
for
example,
leave,
sauce,
ham,
correct,
finished
(2)
.Structures:
Add
some
salad
cream
if
you
like.
Cut
some
of
the
larger
fruit
into
small
pieces.
Ability
objectives:
(1)
To
listen
to
the
tape
for
specific
information
that
they
need
to
complete
a
table.
(2).To
help
the
students
develop
the
ability
to
recognize
the
keywords
and
grasp
the
main
points
of
a
listening
material.
Value
objectives：
At
the
end
of
the
lesson,
the
students
will
try
to
make
things.
Teaching
key
points
and
difficult
points:
1.To
response
to
information
abstained
from
listening
and
reading.
2.To
develop
the
ability
to
organize
the
information
they
get
through
listening.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead
in
Watch
a
video.
1.Do
you
like
DIY?
2.What
did
you
make
before?
3.How
did
you
make
it?
通过一段视频导入主题，视频内容能充分激发学生对DIY的认知，激活学生的思维，营造轻松的学习氛围。
Step2:
Presentation
T:
What
did
you
have
for
breakfast
today?
What
food
do
you
like
best?
Do
you
have
a
healthy
diet?
Look
at
the
pictures.
This
is
my
favorite
food.
What
is
it?
Yes,
it’s
a
salad.
Salad
is
healthy.
Do
you
like
it?
Do
you
think
it’s
easy
to
make
a
salad?
Can
you
make
a
salad?
What
do
you
need
when
making
a
salad?
Step3.Listening
Activity1:
1.Look
at
the
pictures
in
Part
A1,When
we
make
a
salad,
we
need
some
tools
and
we
can
add
anything
we
like.
Amy
and
Suzy
are
making
a
fruit
salad.
They
are
talking
about
what
they
need
Listen
to
their
conversation
and
tick
the
things
they
need.
Listen
and
tick
the
things
they
need.
2.Check
the
answers
together.
Activity
2:
1.Amy
is
making
some
notes
of
how
to
make
fruit
salad.
Read
her
notes
and
put
the
sentences
in
the
correct
order.
2.Check
the
answers
together.
Activity3
:
1.Amy
wants
to
make
a
fruit
salad.
She’s
asking
Suzy
for
some
tips.
Please
listen
to
their
conversation
and
help
Amy
complete
her
notes
in
PartA3
on
Page
50.
2.Check
the
answers
together.
3.Read
and
remember
her
notes.
Step4.Group
work
Please
work
in
groups
of
four.
Talk
about
the
dishes
you
can
make
and
tell
your
group
members
how
to
make
it.
以DIY这一话题为主线，以多样化的活动为途径，将知识学习，技能培养，综合运用有机地结合。
Step5:
Speak
up
1.Lots
of
people
make
their
food
at
home
.Now
Sandy
and
her
mum
are
talking
about
what
to
eat
for
lunch.
Listen
to
them
and
answer
the
following
questions.
(1).What
are
they
going
to
make
for
lunch?(Some
sandwiches).
(2).Are
they
quick
and
easy
to
make?(Yes,
they
are).
2
Read
the
dialogues
in
pairs.
3
Work
in
pairs.
Make
a
similar
dialogue.
Talk
about
what
you
can
make
for
lunch.
培养学生听说读写综合运用的能力。
Step6:Activity:DIY
competition
T:
Let’s
have
a
DIY
competition.
First,
Please
take
out
DIY
materials
you
have
prepared.
Then,
arrange
the
work.
One
student
can
write
down
how
to
make
it
and
introduce
it
to
us
after
finishing
DIY,
the
other
students
work
together.
Next,
Each
group
will
take
the
stage
to
show
your
group.
Finally,
Let’s
see
which
group
does
the
best.
在设计这个环节时，以学生的生活经验和兴趣为出发点，采用竞赛形式，充分调动学生积极性。有助于英语知识的学习，语言技能的发展和语言实际运用能力的提高，使学生的思维能力，想象力，动手能力，审美情趣，艺术感受，协作和创新精神等综合素质得到发展。
Step7:
Conclusion
DIY
is
very
popular
now.
I
hope
you
can
often
do
something
by
yourselves
and
I
think
it
must
bring
you
endless
fun.
在培养学生知识技能的同时，也达到了促进学生情感发展的效果。
Step8:
Homework
Make
something
for
your
parents
and
then
write
the
process
down.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。
Title
8A
Unit4
Task
Teaching
objectives:
Knowledge
objectives:
(1).
Words
and
phrases:
keep
it
secret,
go
wrong,
spell,
cut
out,
balloon,
stick,
cover,
complete,
paint,
furniture
(2).
Structures:
I
decided
to
make
her
a
birthday
card
by
myself.
We
had
fun
working
together.
Lots
of
things
went
wrong
during
that
time.
Ability
objectives:
(1)
.The
students
should
learn
some
related
vocabulary
about
DIY
jobs
such
as
making
cards,
cakes,
pizza
and
so
on.
(2).The
students
should
learn
how
to
arrange
a
passage
according
to
the
writing
topic.
At
the
end
of
the
lesson,
the
students
should
have
a
general
idea
about
writing.
Value
objectives：
At
the
end
of
the
lesson,
the
students
will
try
to
make
things
and
enjoy
their
lives.
Teaching
key
points
and
difficult
points:
1.Words
and
phrases:
keep
it
secret,
go
wrong,
spell,
cut
out,
balloon,
stick,
cover,
complete,
paint,
furniture
2.Structures:
I
decided
to
make
her
a
birthday
card
by
myself.
We
had
fun
working
together.
Lots
of
things
went
wrong
during
that
time.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Brainstorming
and
free
discussion
T:
If
we
want
to
do
well
in
a
“DIY”
job,
what
should
we
do?
S:
We
should
learn
from
others,
take
a
“DIY”
course
or
practice
frequently.
T:
In
our
life,
what
kinds
of
“DIY”
jobs
can
we
do?
S:
We
can
paint
a
room,
fix
a
bicycle,
make
things
from
old
clothes
,make
biscuits,
cakes
or
a
pizza,
repair
a
computer,
put
together
a
piece
of
furniture,
etc.
T:
We
know
Suzy
is
good
at
DIY.
Her
mother’s
birthday
is
coming.
Do
you
know
what
she
decided
to
give
her
mother?
通过引入有趣的话题，和学生一起创设真实的生活情境，激发学生兴趣，使学生产生强烈的写作动机和愿望，从而导入新课，让学生明确写作任务。
Step2:
Reading
T:
Suzy
made
a
birthday
card
at
the
weekend.
Listen
to
her
diary
entry
carefully
and
find
the
answers
to
these
questions.
Please
ask
and
answer
these
questions
in
pairs.
Why
didn’t
Suzy
make
the
card
at
home?
Did
Sandy
help?
How
long
did
Suzy
and
Sandy
spend
making
it?
What
mistakes
did
Suzy
keep
making
when
working
on
it?
What
colour
did
she
use
for
the
roses?
Did
they
make
a
mess
in
the
house?
Open
your
books
and
turn
to
page
52,
please.
Let’s
repeat
after
the
tape
sentence
by
sentence.
I
need
four
of
you
to
read
Suzy’s
diary
entry.
Each
student
will
read
one
paragraph.
Please
tell
us
what
each
paragraph
is
about
after
reading.
Guide
students
to
read
the
sample
passage,
then
try
to
complete
the
table
below.
Paragraph
1the
reason
why
Suzy
made
a
birthday
card.Paragraph
2how
she
made
the
card.Paragraph
3what
happened
in
the
end.Paragraph
4Suzy’s
hope.
通过学习范文，帮助学生理清文章写作思路，引导他们把握写作方法。
Step3:
Writing::
1.Write
your
own
diary
entry
about
one
of
the
DIY
jobs
you
did.
Use
the
diary
entry
in
part
A
as
a
model
and
use
the
useful
expressions
on
page
52
to
help
you.
Look
at
the
ideas
in
part
B.
you
can
choose
to
write
about
one
of
them
or
use
your
own
ideas.
2.Useful
expressions
I
decide
to…by
myself.
I
…because…
…helped
me
with…
We
had
fun
working
together.
It
took
me…
minutes
Finally,...
3.Write
your
own
DIY
story
在学生掌握了写作思路之后，再进一步要求学生进入具体写作实践，进行写作练习。
Step4:
Share
and
show
After
the
students
finished
their
writing,
ask
them
to
work
in
groups
of
4
,share
their
writings
and
present
the
excellent
writing.
通过学生自查自纠，个别典型作品集体示范讲评等方法来帮助学生完善作品，总结得失，帮助他们提高写作水平。
Step5:
Homework
Choose
one
of
the
topics
and
write
your
own
passage.
Prepare
for
the
presentation
next
period.
巩固所学，利用课堂所学知识来解决实际问题，提高其写作能力。