Unit
4
Do
it
yourself
Task
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
write
an
article
about
a
DIY
story;
2.
learn
to
work
in
pairs,
assess
and
reflect
after
writing;
3.
enjoy
the
achievement
of
writing.
II.
Teaching
contents
1.
New
words
and
phrases:
secret,
wrong,
spell,
cut
out,
complete,
paint,
put
together
a
piece
of
furniture
2.
New
structure:
Mum’s
birthday
is
coming,
so
I
decided
to
make
her
a
birthday
card
by
myself.
I
went
to
Sandy’s
home
to
make
the
card
because
I
wanted
to
keep
it
secret.
We
had
fun
working
together.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Write
an
article
about
a
DIY
story
IV.
Teaching
procedures
Step
1
Lead-in
Ask
and
answer
T:
Now,
let’s
look
at
the
screen
together.
What
did
Andrew
do
And
what
problem
has
he
caused
after
doing
it
(He
put
in
a
brighter
light
but
the
whole
house
has
a
power
cut,)
T:
Look
at
the
other
two
pictures
and
tell
me
what
else
did
Andrew
do
and
what
problems
he
has
caused
【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感受描述DIY时应当考虑的写作要素并自然过渡到本单元写作话题。
Step
2
Presentation
Read
and
predict
T:
Now
please
turn
to
page
52.
Read
the
first
paragraph
and
try
to
guess
what
will
you
write
about
in
the
next
paragraph
if
you
are
Suzy
Detail
reading
(1)
Read
the
first
paragraph
carefully
T:
Now
please
read
the
first
paragraph.
First
please
pay
attention
to
the
sentences
in
the
red
brackets
here.
Tell
me
what
Line
1
to
Line
3
mainly
talks
about.
S:
Line
1
to
Line
3
mainly
talk
about
ways
to
make
a
birthday
card.
T:
Why
did
she
go
to
Sandy’s
home
instead
of
her
own
home
S:
Because
she
didn’t
want
to
give
her
mother
a
surprise!
T:
Yes!
That
is
to
say,
Suzy
wants
to
keep
it
secret!
(2)
Read
the
second
paragraph
(Line
1-4)
and
the
third
paragraph
(Line
1-3)
carefully.
T:
Let’s
move
on
to
the
second
paragraph.
Here
are
also
two
useful
verbs
to
describe
what
they
did
in
a
DIY
job,
“make
,,,
with”
and
“help
…
with”.
So,
what
Line
1
to
Line
4
mainly
talk
about
S:
Line
1
to
Line
4
mainly
talk
about
how
to
make
it.
T:
What
Line
1
to
Line
3
in
Para
3
mainly
talk
about
S:
They
still
talk
about
how
to
make
it.
T:
Now
let’s
have
a
conclusion
of
the
first
half
part
of
paragragh2
to
3.
How
did
Suzy
make
her
mother
a
birthday
card
Step
1:
She
made
a
birthday
card
with
some
roses
on
it!
Step
2:
She
colored
the
roses
red,
blue
and
pink.
Step
3:
She
cut
a
picture
of
colorful
balloons
and
stuck
it
on
the
cover.
(3)
Read
the
remaining
part
of
the
second
paragraph
and
the
third
paragraph
T:
What
else
do
Paras
2
&
3
tell
Let’s
read
the
remaining
part
of
these
two
paras.
S:
The
remaining
part
of
problems
talks
about
the
problems
caused
and
fun
in
DIY.
The
third
paragraph
talks
about
the
attitude
and
feelings.
(4)
Read
the
last
paragraph
T:
What
does
the
last
paragraph
talk
about
S:
It
mainly
talks
about
Suzy’s
hope
and
wish.
T:
How
will
Suzy
feel
if
her
mother
dislikes
the
card
S:
She
will
be
sad
about
it.
3.
Review
the
useful
expressions
in
each
part
What
to
make
(Part
1):
make
…
by,
make
…
with
How
to
make
it
(Part
2):
colour
…
red,
cut
…
and
stick
…
Problems
and
fun
(Part
3):
make
mistakes
when
writing
…,
keep
…
wrong,
there
be
Feeling
(Part
4):
have
fun,
be
excited
【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；再分段细读，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。
Step
3
Writing
1.
Learn
the
rules
T:
Hey,
how
to
write
a
diary
entry
about
DIY
Let’s
conclude
and
learn
the
rules.
Aspect
1:
what
to
make
Aspect
2:
steps
to
make
it
Aspect
3:
difficulties
Aspect
4:
attitude
and
feelings
Aspect
5:
hope/wish
Aspect
6:
…
2.
Choose
a
topic/collect
details
T:
Practice
makes
perfect!
2
to
3
students
in
a
group
and
choose
a
topic
to
say
something
about
it.
I
will
give
you
2
minutes.
Begin!
Making
your
mum/dad
a
card
Painting
a
room
Fixing
a
bicycle
…
3.
Writing
(1)
Write
a
first
draft:
a
beginning
+
a
middle
+
an
ending
(2)
Show
the
model
draft
and
analyze
the
structure
of
it
4.
Improve
the
writing
(1)
Talk
with
a
partner.
Show
the
response
sheet.
Ask
students
to
work
in
pairs:
one
reads
the
writing
out
aloud
and
the
other
team
members
listen
carefully
and
tell
what
they
like
and
ask
questions.
(2)
Rewrite
parts.
Ask
students
to
make
three
sentences
better.
Give
two
tips:
use
specific
words;
use
sentences
of
different
lengths.
(3)
Editing—check
for
errors
Invite
the
students
to
check
the
article
for
punctuation,
capitalization,
grammar
and
spelling.
5.
Publishing—share
your
writing
Show
the
final
copy.
Give
two
tips:
use
your
best
handwriting;
indent
the
first
line
of
each
paragraph.
6.
Assessing
and
reflecting
on
the
final
copy
Show
how
to
assess
the
final
copy.
Reflect
by
answering
three
questions.
【设计意图】整篇文章学习完，呈现并总结如何写好DIY作文的六个方面。同伴反馈表格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，说明修改的原因，并给出了一些修改的小提示，可以启发鼓励学生改善自己的习作。
V.
Homework
1.
Review
the
useful
expression
in
this
period.
2.
Choose
another
topic
on
P53
and
writ
a
short
article.
PAGE
1Unit
4
Do
it
yourself
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
identify
the
general
information
about
Andrew
and
his
DIY;
2.
get
the
specific
information
about
Andrew
and
his
DIY.
II.
Teaching
contents
1.
New
words
and
phrases:
crazy,
terrible,
once,
mistake,
pipe,
fill,
ceiling,
shelf,
whoops,
advise,
course,
already,
instead,
attend,
put
in,
make
a
mistake,
power
cut,
fill…with…,
not
only…but
(also)
2.
New
structure:
Now
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Identify
the
main
idea
and
the
specific
information
about
Andrew
and
his
DIY.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Show
the
pictures
about
DIY
T:
DIY
is
popular
around
the
world..
2.
New
words
and
phrases
Teach
some
new
words
and
phrases
with
the
help
of
the
story
about
Hobo.
T:
Here
is
the
house
made
by
Hobo.
After
finishing
building
the
house
by
himself,
he
got
to
love
DIY
and
he
is
crazy
about
doing
DIY.
(Teach
new
phrase
“be
crazy
about”)
Now
he
is
able
to
do
many
DIY
jobs.
Look,
he
can
put
in
a
light.
(Teach
the
new
phrase
“put
in”).
Next,
he
is
putting
up
a
picture,
putting
up
a
shelf.
(Teach
the
new
phrase
“put
up”).
And
he
is
painting
the
house,
painting
the
ceiling.
(Teach
the
new
word
“ceiling”)
Now,
the
house
looks
beautiful.
【设计意图】让学生在情境中学习掌握本课的部分生词，短语和句型，使其能顺利的阅读文章。
Step
2
Presentation
1.
Preview
T:
Before
we
read
the
text,
try
to
answer
the
two
questions
by
predicting.
What’s
the
article
mainly
about
Is
he
good
at
doing
DIY
2.
Go
through
the
article
quickly,
and
put
it
into
3
parts
T:
Let’s
check
the
answer.
The
first
part
includes
paragraph
one.
The
second
part
includes
paras
2-4.
And
the
third
part
is
para
5
3.
Read
through
the
article
again
and
try
to
find
the
main
idea
of
each
part
Part
1:
Introduction
of
Andrew
Part
2:
Andrew’s
DIY
jobs
Part
3:
Advice
from
Suzy
4.
Read
the
article
again
and
decide
whether
the
following
sentences
are
true
or
false
Suzy’s
cousin
loves
doing
DIY.
Suzy’s
cousin
failed
to
put
in
a
new
light
in
his
bedroom.
Suzy’s
cousin
put
a
picture
on
a
pipe.
Suzy’s
cousin
thought
the
cat
was
boring,
so
he
painted
it
blue.
It
took
Suzy’s
cousin
only
a
few
minutes
to
put
up
the
shelf
on
the
wall.
Suzy’s
cousin
wants
to
get
better
at
DIY.
5.
Find
out
more
about
the
details
of
the
text
(1)
Find
out
what
Andrew
has
done
T:
Now
you
see
why
Andrew’s
house
looks
so
terrible
Because
he
isn’t
good
at
doing
DIY.
When
doing
DIY,
he
caused
many
problems.
Now
let’s
see
what
Andrew
has
done
and
what
problems
he
caused.
Try
to
fill
in
the
form
one
by
one.
He
put
in
a
brighter
light
in
his
bedroom,
but
his
whole
house
had
a
power
cut.
He
put
up
a
picture
on
his
bedroom
wall,
but
he
hit
a
pipe
and
filled
the
room
with
water.
He
painted
the
wall
blue,
but
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor,.
Even
his
cat
is
blue
now.
He
spent
five
hours
putting
up
the
shelf
on
the
wall.
But
the
books
couldn’t
stay
there.
Why
Because
one
end
of
the
shelf
was
much
higher
than
the
other.
(2)
Find
out
what
is
Suzy’s
advice
T:
Since
Suzy’s
cousin
Andrew
caused
so
many
problems
in
the
course
of
doing
DIY,
Suzy
wanted
to
help.
What
did
she
do
(She
bought
books
about
DIY
for
him
and
advised
him
to
take
a
course
in
DIY)
What
was
Andrew’s
reaction
(He
was
very
angry.)
What
does
he
say
(He
says
he
already
knows
everything
about
it.)
What
does
Suzy
have
to
do
(She
is
reading
all
the
books
herself
and
attending
lessons
every
Saturday.)
What
is
the
result
(She
knows
much
more
about
DIY
than
Andrew.)
【设计意图】让学生根据课文内容填写表格，以检测学生对课文的理解和概括能力。通过划分课文部分、判断对错、填表格等方式让学生能够充分掌握课文主旨大意和细节。
Step
3
Practice
1.
Complete
the
dialogue
between
Suzy
and
Andrew
according
to
the
last
part
of
the
article
Suzy:
I
bought
some
books
about
DIY
for
you.
Andrew:
Books
I
don’t
________________
Suzy:
But
I
think
you
should
learn
something
about
DIY.
Maybe
you
should
_________.
Andrew:
Are
you
joking
_______________.
A
month
later
Suzy:
Look,
I
made
…
by
myself.
Andrew:
How
can
you
make
it
Suzy:
Because
________________.
Andrew:
….
2.
Fill
in
the
blanks
with
the
correct
words
according
to
the
article
Andrew
is
________
about
DIY.
He
loves
to
________
things
and
________
his
house.
But
When
he
finishes,
the
house
always
looks
_________.
Once
he
hit
the
pipe
and
the
whole
house
had
a
___________
and
_______
the
room
with
water.
Last
month,
he
painted
the
whole
living
room
_______,
including
his
cat.
Another
time,
he
helped
me
put
up
a
shelf
on
the
wall,
but
after
he
finished,
the
books
didn’t
________
on
the
shelf.
Andrew
made
a
lot
of
________,
so
I
__________
him
to
take
a
course
in
DIY,
but
he
didn’t
follow
my
advice
because
he
thought
he
already
knew
everything
about
the
subject.
【设计意图】进一步考察学生对课文的内容的掌握情况，同时引导学生进一步思考课文内容，为下一步的讨论作准备。
Step
4
Conclusion
1.
Have
a
debate:
T:
Do
you
like
Andrew
Why
or
why
not
If
you
like
Andrew,
please
give
me
your
reasons.
If
you
don’t,
please
say
your
reasons.
For
example,
some
people
don’t
like
Andrew
because
they
think
he
is
careless
and
stubborn
and
some
people
like
Andrew
because
they
think
he
is
active
and
he
keeps
trying
and
never
gives
up.
2.
Have
a
discussion
T:
If
you
want
to
do
DIY
jobs,
what
will
you
do
(Be
modest
and
be
willing
to
learn
from
others
or
books
or
attend
some
lessons).
And
I
want
you
to
remember
:
When
you
do
something
well,
you
should
keep
trying
and
never
give
up.
【设计意图】引导学生对文章中的人物进行合理评价，从而让学生明辨是非，培养积极的思想感情。
V.
Homework
Read
the
article
fluently,
and
memorize
the
vocabulary,
phrases
and
sentences.
2.
Try
to
recite
the
article.
PAGE
1Unit
4
Do
it
yourself
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
obtain
the
key
information
from
listening;
2.
express
opinions
about
DIY;
3.
become
more
interested
in
DIY
by
listening
and
speaking.
II.
Teaching
contents
1.
New
words
and
phrases:
grape,
strawberry,
spoon,
salad,
mix,
add,
example,
leave
correct,
finished
2.
New
structures:
Cut
some
of
the
larger
fruit
into
small
pieces.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Obtain
the
key
information
from
listening.
Express
opinions
about
DIY.
IV.
Teaching
procedures
A
How
to
make
a
fruit
salad
Step
1
Lead-in.
Guess
what
we
need
for
making
a
salad.
T:
Today
we’ll
going
to
learn
how
to
DIY
some
delicious
food,
such
as
a
fruit
salad.
T:
If
we
want
to
make
a
fruit
salad,
what
do
we
need
Fruit!
Right,
we
may
need
bananas,
apples,
strawberries
and
grapes.
Now
read
the
new
words
after
me:
strawberry,
grape.
Of
course
we
also
need
salad
cream.
Now
read
after
me:
salad
cream.
We
need
fruit
and
salad
cream
to
make
a
fruit
salad,
but
are
they
enough
【设计意图】启发学生思考做沙拉所需要的物品，既对下一个环节进行预判，也为下面的听力训练扫除了生词障碍。
Step
2
Presentation
1.
Listen
to
the
conversation
Play
the
recording
for
the
first
time
and
get
students
to
answer
the
questions.
T:
Amy
and
Suzy
are
making
a
fruit
salad，Let’s
listen
to
their
conversation
and
find
out
what
they
need
to
make
a
fruit
salad.
2.
Put
the
steps
in
the
right
order
T:
Now
we
know
what
we
need
to
make
a
fruit
salad,
but
how
can
we
make
it
Here
are
some
steps
of
making
a
fruit
salad.
Let’s
see
them
together.
Are
they
right
No,
they
are
in
the
wrong
order.
Can
you
put
them
in
the
right
order
All
of
you
did
a
good
job.
If
we
want
to
make
a
fruit
salad,
we’d
better
remember
these
steps.
Please
pay
attention
to
the
order
of
time:
first,
then,
next,
and
at
last.
Let’s
have
a
try!
3.
Ask
some
students
to
retell
the
order
of
making
a
fruit
salad.
4.
Tips
for
making
a
fruit
salad
T:
Now
we
have
known
how
to
make
a
fruit
salad.
Do
you
want
to
make
it
better
Here
are
some
tips
for
you.
Let’s
listen
to
the
tape
and
complete
the
notes.
I
hope
these
tips
will
be
help
to
you.
Listen
to
the
tape
and
then
check
the
answers
with
the
students.
Get
the
students
to
read
the
passage
and
then
deal
with
some
language
points
such
as:
leave
it
in
the
air.
【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。通过给制作沙拉步骤排序，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。
B
Speak
up:
Let’s
make
some
sandwiches.
Step
1
Presentation
1.
Listen
and
answer
T:
Since
we
have
known
how
to
make
a
good
fruit
salad,
why
not
make
some
sandwiches
for
lunch
Sandy
and
her
mum
are
talking
about
making
some
sandwiches.
Let’s
listen
to
their
dialogue
and
then
answer
three
questions.
What
are
they
going
to
make
for
lunch
(Some
sandwiches)
Are
they
quick
and
easy
to
make
(Yes,
they
are.)
What
do
they
need
to
make
a
sandwich
2.
Get
students
to
read
the
dialogue
together
T:
Since
we
have
known
what
we
need
to
make
a
sandwich,
let’s
read
the
dialogue
again
to
find
out
how
to
make
it.
Please
read
the
dialogue
carefully
and
pay
attention
to
the
sequence:
first,
then,
next
and
just.
3.
Sum
up
the
steps
of
making
sandwich
Ask
some
students
to
find
out
the
steps
of
making
a
sandwich
and
try
to
retell
in
their
own
words.
T:
All
of
you
have
found
the
steps
of
making
a
sandwich,
can
you
remember
them
Let’s
have
a
try!
4.
Act
out
your
own
dialogue
Give
students
some
time
to
work
with
their
partners
and
then
act
out
their
new
dialogue.
Here
is
a
model
dialogue.
A:
It’s
time
for
…
B:
OK.
Let’s
...
A:
Are
they
…
B:
Sure.
First,
...
Then,
...
A:
Next,
…
B:
That’s
...
A:
Is
that
…
B:
Well.
Just
...
Finished!
【设计意图】首先让学生带着三个简单问题听录音，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。最后让学生自己组织语言，将听力材料中的内容转化为学生口头输出的内容。让学生掌握做三明治的基本步骤，为下一步自己动手三明治做好准备。
Step
2
Extension
1.
Discussion
What
other
DIY
works
can
we
do
in
our
daily
life
2.
Show
students
how
to
make
a
banana
milk
shake
3.
Summary
T:
Thank
you,
guys!
And
all
of
you
did
a
good
job
today.
I
had
some
advice
for
you.
As
Grade
8
students,
you
must
be
very
busy
with
your
lessons.
As
you
see,
we
can
still
make
our
life
more
colourful
with
our
hands
and
mind.
【设计意图】让学生多动脑想出更多的创意，最后做杯香蕉奶昔，结合前面水果沙拉，三明治，一顿丰盛的早餐就齐了。
V.
Homework
1.
Find
out
more
works
about
DIY
around
you.
2.
Make
a
fruit
salad
or
sandwiches
for
your
parents
tonight.
PAGE
1Unit
4
Do
it
yourself
Comic
strip
and
welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
understand
the
conversation
between
Hobo
and
Eddie;
2.
know
the
names
of
some
common
tools
for
DIY;
3.
talk
about
DIY
in
simple
English;
4.
understand
the
spirit
of
DIY.
II.
Teaching
contents
1.
New
words
and
phrases:
instruction,
had
better,
tool,
brush,
glue,
rope,
scissors,
tape,
DIY,
exactly,
stand
for,
repair,
decorate,
instead
of,
rose,
clear
instructions,
had
better,
no
problem,
stand
for,
instead
of,
pay
someone
to
do
it
2.
New
structures:
You’d
better
get
some
tools.
What’s
DIY
exactly,
Suzy
It
stands
for
“do-it-yourself”.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
DIY
in
English
fluently.
IV.
Teaching
procedures
A
Comic
strip
Step
1
Lead-in
1.
Look
at
a
picture
about
DIY.
Help
the
students
to
get
information
about
DIY
from
the
picture
as
much
as
possible.
T:
What
can
you
see
in
the
picture
What
does
DIY
stand
for
(Teach
the
new
phrase
“stand
for”)
What
does
the
whole
picture
look
like
Can
you
describe
the
whole
picture
in
a
sentence
2.
Introduce
the
origin
of
DIY
in
simple
English
with
the
help
of
pictures.
T:
The
concept
of
DIY
started
from
the
1960s
in
the
West.
It
is
said
that
Barry
Bucknell,
was
the
first
person
who
defined
the
concept
of
DIY.
He
was
a
British
TV
presenter
and
craftsman,
D
stands
for
“do”,
I
stands
for
“it”,
Y
stands
for
“yourself”.
When
people
do
DIY,
they
make,
repair
or
decorate
things
with
their
own
hands
instead
of
paying
someone
to
do
it.
They
repair
an
electric
fan,
make
biscuits,
make
a
table,
make
a
table,
decorate
the
house,
repair
a
car,
etc.
all
by
themselves.
At
first,
some
Europeans
did
DIY
in
order
to
save
money.
But
then
they
found
DIY
brought
them
joy,
made
them
feel
relaxed,
and
they
got
a
sense
of
success,
and
what’s
more,
they
learned
a
skill.
Therefore
DIY
is
popular
all
over
the
world
now,
(Explain
some
new
words
and
phrases
such
“repair”,
“decorate”,
and
“instead
of”.)
【设计意图】以简单的英语，配以图片，使学生了解DIY的由来，及其意义。
Step
2
Presentation
1.
Present
the
story
about
DIY
between
Eddie
and
Hobo
Students
watch
the
flash
and
try
to
answer
the
following
questions.
What’s
Hobo
going
to
do
Will
Eddie
help
Hobo
What
should
Hobo
read
first
What
does
Hobo
probably
need
What
should
Hobo
do
at
last
2.
Act
the
dialogue
out
3.
Complete
the
story
about
DIY
【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DIY。
B
Welcome
to
the
unit
Step
1
Lead-in
1.
Explain
some
names
of
common
tools
for
DIY
T:
Now
Hobo
has
finished
his
house.
This
is
a
house
made
by
himself.
Please
think
about
this
Question:
what
tools
did
Hobo
use
(Teach
some
names
of
tools:
hammer,
axe,
screwdriver.)
T:
What
other
tools
did
Hobo
use
T:
Oh,
here
are
different
guesses.
What
are
the
English
words
for
these
tools (Tell
students
how
to
say
these
tools
in
English:
glue,
scissors,
tape,
brush,
rope.)
2.
Look
at
the
picture
and
match
the
words
in
the
box
with
the
tools
3.
Do
a
matching
game:
Find
the
explanations
【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。
Step
2
Presentation
1.
Read
the
dialogue
and
try
to
answer
the
questions
T:
Millie
and
Suzy
are
also
talking
about
DIY.
Listen
to
them
and
tell
me
what
Suzy
is
going
to
do
today.
Listen
to
the
tape.
Read
after
the
tape
Answer
the
following
questions
What’s
DIY
exactly
What
is
Suzy
going
to
do
What
does
Suzy
need
for
her
DIY
2.
Read
and
act
the
dialogue
3.
Make
up
a
similar
dialogue
Offer
some
help
by
giving
the
names
of
the
things
and
tools
to
be
used.
A:
What’s
DIY
exactly,
xxx
B:
It
stands
for
_____________.
When
you
do
DIY,
___________________.
A:
What
are
you
going
to
do
then
B:
I’m
going
to
_____________________.
A:
It
sounds
_______.
What
do
you
need
for
that
B:
I
need
___________________________.
A:
Do
you
like
DIY
B:
Yes,
I
do.
I
_______________________.
That’s
fun.
Step
3
Discussion
Have
a
discussion
about
DIY
T:
Do
you
like
DIY
What
do
you
like
to
make
What
tools
do
you
need
Step
4
Conclusion
T:
Today
we
learn
something
about
DIY,
and
we
know
DIY
is
popular
around
the
world.
At
last,
I
want
to
share
my
opinion
with
you.
Activate
your
brain,
and
use
your
hands
to
create
something
you
will
be
proud
of.
As
long
as
you
set
your
heart
on
it,
you
will
make
it.
This
is
the
spirit
of
DIY.
From
nature,
back
to
nature.
Make
yourself
feel
relaxed
and
feel
beautiful
things
around
in
DIY.
This
is
the
idea
of
DIY.
Give
some
sugar
to
our
life.
This
is
the
purpose
of
DIY.
Remember
V.
Homework
1.
Review
new
words
and
phrases.
2.
Show
one
of
your
works
of
DIY
in
your
group
and
try
to
introduce
it
to
your
classmates
in
English.
3.
Preview
the
reading
passage
“Do
it
yourself”.
PAGE
1Unit
4
Do
it
yourself
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
learn
the
usage
of
the
imperative
sentences
by
giving
instructions;
2.
use
‘should’
or
‘had
better’
when
giving
advice.
II.
Teaching
contents
1.
New
words
and
phrases:
cut,
on
the
other
side
of
2.
New
structures:
Put
up
a
picture
on
the
wall.
Don't
paint
the
cat.
Please
fix
the
shelf
for
me.
Don't
touch
the
wet
paint,
please.
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.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Learn
the
usage
of
the
imperative
sentences
by
giving
instructions.
Use
‘should’
or
‘had
better’
when
giving
advice.
IV.
Teaching
procedures
A
Giving
instructions
Step
1
Lead-in
Free
talk
Please
look
at
the
instructions
and
find
out
why
Andrew
isn’t
good
at
DIY!
T:
Today
we’ll
learn
Unit
5—Grammar.
Look
at
the
screen.
When
Andrew
painted
the
living
room,
what
did
his
mum
say
S:
She
said,
“Stop
it!”
(She
gave
instructions.)
Put
up
a
picture
on
the
wall
Don’t
hit
the
pipe.
Paint
the
walls
blue.
Don’t
paint
the
cat.
【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Do型祈使句表达的语气和作用，自然有序地进入语法部分的学习。
Step
2
Presentation
1.
Put
the sentence
into
a suitable
picture
below
Walk
straight
Turn
right
Turn
left
2.
Guess
the
meaning
of
the
signs
T;
Can
you
guess
what
these
signs
mean
Don’t
smoke
Don’t
talk
loudly
Don’t
take
photos
3.
Make
a
card
(1)
Please
fill in the blank according to the sentence meaning and the first letter
First
cut.
Next
write.
Then
draw.
Finally
look.
(2)
Discussion
T:
If
you
find
difficulties
in
making
cards,
how
will
you
solve
them
Are
the
following
ideas
good
Change
them!
Give
up
making
cards.
(Please
don’t
give
up.)
Seldom
try
to
think
of
another
way
to
make
it.
(Keep
trying
it
in
another
way.)
Just
do
it
without
remembering
to
have
all
the
materials
you
need
nearby.
(Don't
forget
to
have
all
the
materials
you
need
nearby
before
you
do
it.)
Sum
up
the
steps
of
making
cards
T:
Do
you
know
how
to
make
cards
Can
you
sum
up
the
steps
Cut
out
pieces
of
card
with
a
pair
of
scissors.
Write
some
words
or
a
sentence
on
each
card.
Draw
a
picture
about
the
words
or
sentence
on
the
other
side
of
the
card.
Look
at
the
picture
and
try
to
say
what
is
on
the
other
side.
Please
don’t
(not
give)
up.
Keep
trying
and
you
will
find
you
can
remember
things
better.
4.
Sum
up
the
structures
of
imperative
sentences
Positive
imperative
sentences:
Please
do
sth;
Be+
adj.
Negative
imperative
sentences:
Don’t
do;
Don’t
be
Giving
instructions
to
others
in
a
politer
way.
【设计意图】将书本47页制作卡片的流程转化为肯定祈使句与否定祈使句相互转化的情境，让学生在使用中习得正确的句法结构。最后总结祈使句肯定和否定形式的机构，对前一部分所学内容进行总结和巩固。
B
Use
should
and
had
better
Step
1
Presentation
1.
Think
and
answer
T:
If
a
teacher
said
to
his
students
in
class,
“You
must
read
English
more”,
“You
must
use
more
better
words
and
sentences,
or
you
will
never
write
good
articles!,
do
you
think
it
it
polite
to
say
so
How
can
we
make
sentences
in
a
politer
way
Sometimes
ordering
others
is
not
a
wise
choice
but
giving
advice
in
a
polite
way
is
the
best!
We
can
change
the
strong
word
“must”
into
“should”.
2.
Fill
in
the
blanks
T:
Help!
I
know
little
about
DIY.
What
should
I
do
S:
In
order
to
learn
more
about
it,
you
had
better
read
more
useful
books
about
DIY.
You
should/had
better…
T:
DIY
is
not
easy.
How
can
we
improve
our
skills
S:
Ask
others
for
help.
Work
harder.
Join
a
DIY
club.
T:
Rewrite
these
sentences
with
“should”
or
“had
better”.
S:
We
should/had
better
ask
others
for
help.
We
should/had
better
work
harder.
We
should/had
better
join
a
DIY
club
to
learn
more.
T:
Can
you
make
such
an
elephant
Maybe
you
can’t.
Before
making
it,
what
should
we
read
first
Every
time
without
reading
instructions,
you
shouldn’t
begin
your
DIY
job.
S:
Instructions
are
important.
T:
What
can
be
dangerous
Scissors
can
be
dangerous.
When
you
do
DIY
jobs,
you
shouldn’t
play
with
them.
Sometimes
it’ll
take
time
to
do
a
DIY
job,
you
should
be
patient
enough
in
order
to
succeed
in
the
end.
【设计意图】运用学生日常生活知识，再次强完成事情的先决条件就是要先了解instructions的具体内容，在操练should
do
sth
和shouldn’t
do
sth
时，告诉学生在指导他人做某事时使用had
better(not)
do
sth
语气更强。
Step
2
Consolidation
1.
Complete
the
following
sentences
If
you
have
a
fever,
you
had
better
not
eat
or
drink
…
If
you
have
a
headache,
you
should
take
some
…
If
you
have
a
stomach,
you
had
better
not
eat
…
If
you
have
a
toothache,
you
should
often
brush
…
2.
Offer
two
tips
Both
of
them
follows
a
do
behind.
Tones
(语气):
had
better
>
should
3.
Pair
work
T:
Something
is
wrong
with
the
house!
Help!
Find
out
what
we
should
change.
Problems:
The
color
of
the
floor
doesn’t
match
that
of
the
bed
and
wall.
The
light
is
not
in
the
right
place.
The
wardrobe
is
not
in
the
right
place.
Solutions:
Change
the
color
into
green.
Put
the
light
above
your
bed.
Put
the
wardrobe
in
the
right
place.
Rewrite
the
sentences:
Please
paint
the
floor
green.
You
had
better/should
put
the
light
above
your
bed.
Fix
the
wardrobe
in
the
corner.
(You
had
better/should
fix
the
wardrobe
in
the
corner.
/
Don’t
fix
the
wardrobe
in
any
wrong
places.)
【设计意图】通过展示一张装修卧室内部的图片，学生们2至4人一组，共同积极参与讨论，自主探究作为一名设计师此装修图有何地方需要改善，从而巩固学习本节课所学的肯定或否定祈使句句式、had
better(not)
do
sth以及
should(not)
do
sth结构，体味
had
better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.
Homework
1.
One
of
your
friends
wants
to
make
some
sandwiches
for
Mother’s
Day.
He
has
never
made
sandwiches
before
and
wrote
you
an
email
and
ask
for
help.
Please
write
a
replay
and
tell
him
the
steps
of
making
sandwiches.
Please
use
imperative
sentences
and
“had
better/should”
to
show
the
steps
and
offer
advices.
2.
Preview
“Integrated
skills”.
PAGE
1Unit
4
Do
it
yourself
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
master
the
usage
of
the
prefixes
un-,
in-
and
im-
;
2.
use
the
suitable
adjectives
in
contexts,
and
express
positive
or
negative
meanings
by
using
the
right
prefixes.
II.
Teaching
contents
1.
New
words
and
phrases:
certain,
active,
possible,
tidy,
tidy
up
2.
The
prefixes
un-,
in-
and
im-
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
the
suitable
adjectives
in
contexts.
Express
positive
or
negative
meanings
by
using
the
right
prefixes
un-,
in-
and
im-.
IV.
Teaching
procedures
Step
1
Lead-in
Show
the
pictures
and
introduce
the
target
words
T:
Boys
and
girls.
Let’s
look
at
this
picture.
These
boys
like
playing
basketball.
They
are
active
in
doing
sports,
but
they
are
not
active
in
study.
Here
“not
active”,
we
can
also
say
“inactive”.
T:
Look,
he
is
happy
but
he
is
not
happy,
or
we
can
say
unhappy.
T:
I
will
finish
my
homework
as
much
as
possible.
But
it’s
not
possible
for
me
to
finish
all
of
it.
We
can
use
“impossible”
to
replace
“not
possible”.
T:
Millie’s
mom
is
on
business.
Look
her
bedroom
is
not
tidy.
Can
you
help
her
make
the
room
tidy
So
we
can
use
“untidy”
to
replace
“not
tidy”.
【设计意图】以图片自然导入新课。
Step
2
Presentation
1.
Introduce
the
prefixes
to
the
students
T:
All
these
words
are
opposites
and
these
are
prefixes.
So
we
can
add
“un-”,“im-”,
“in-”
before
an
adjective
to
express
the
opposite
meaning.
2.
Show
the
rules
and
offer
more
examples
T:
For
most
of
the
adjectives,
we
add
“un-”
to
make
it
opposite.
Let’s
see.
T:
These
words
begin
with
“p”.
If
the
adjective
begins
with
“p”,
we
usually
add
“im-”
before
it.
T:
But
some
adjectives
are
special.
You
should
add
“
in-”
before
them
to
make
the
opposite
meaning.
【设计意图】通过设计带有前缀的题目，引导学生去观察、思考、感悟和猜测其词义，并且让他们找出构词的规律来，激起学生学习的兴趣。引导学生自我探究、举一反三、触类旁通，发现列举形容词的共同点，并发现更多类似的词，启发引导学生回忆含有此类构词法的词汇
Step
3
Practice
1.
Fill
in
the
blanks
T:
Can
you
remember
the
words
and
rules
OK!
Let’s
check
your
memory.
I
think
all
of
you
can
do
a
good
job.
We
can
add
“ir”
or
“dis”
before
an
adjective
to
express
the
opposite
meaning.
2.
Correct
the
words
in
the
conversation
Read
the
conversation
below.
Add
the
correct
prefixes
to
some
of
the
adjectives
so
that
all
the
sentences
make
sense.
T:
Boys
and
girls,
here
are
some
conversations.
Can
you
add
the
correct
prefixes
to
the
adjectives
so
that
all
the
sentences
make
sense
3.
Complete
the
sentences
Discuss
with
your
partners
about
how
to
behave
properly
in
class
or
school,
and
then
finish
the
sentences.
4.
Complete
the
passage
T:
Here
is
a
story
of
the
twins,
but
some
of
the
words
are
missing.
Please
read
the
story
and
then
complete
it.
Don’t
forget
to
use
the
words
with
prefixes.
【设计意图】了解基本规律后，迅速对所学的前缀做巩固练习，这样能更深刻的记忆所学的词的前缀。给学生不同类型的练习来巩固所学知识。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，最终学生根据上下文，完成语篇练习。
Step
4
Activity
Play
a
game:
a
magic
box
T:
Here
is
a
magic
box
with
nine
cards,
and
under
each
card
there
is
a
task
for
you
to
finish.
Choose
any
of
them
and
finish
the
task.
After
you
finish
all
the
tasks,
there
is
a
big
surprise
for
you!
Believe
yourself.
Just
have
a
try!
【设计意图】设计时以学生已有的知识经验和学习能力为基础，通过小组合作学习，使得学生的口语表达和交际能力也有不同程度的改善或提高。
Step
5
Conclusion
Sum
up
the
rules
For
most
of
the
adjectives,
we
add
“un-”
to
make
it
opposite.
(unkind,
unhappy,
unlucky
…)
If
the
adjective
begins
with
“p”,
we
usually
add
“im-”
before
it.
(impossible,
impolite
…)
But
some
adjectives
are
special.
You
should
add
“in-”
before
them
to
make
the
opposite
meaning.
(incorrect,
inactive
…)
V.
Homework
1.
Remember
all
the
negative
prefixes.
2.
Try
to
find
out
some
other
negative
prefixes.
3.
Preview
the
TASK
part.
PAGE
1Unit
4
Do
it
yourself
Reading
II
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
how
to
use
the
new
words,
phrases
and
sentence
structures
in
the
article
2.
describe
things
using
the
new
words
,
phrases
and
sentence
structure
II.
Teaching
contents
1.
New
words
and
phrases:
crazy,
terrible,
fill,
advise,
course,
instead,
attend,
put
in,
make
a
mistake,
put
up,
power
cut,
fill…with…,
not
only…but
(also)
2.
New
structure:
Now
the
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
DIY
work
using
new
words,
phrases
and
structures
correctly
and
fluently.
IV.
Teaching
procedures
Step
1
Lead-in
Get
the
students
to
recall
what
jobs
Andrew
does,
and
what
problems
he
causes.
【设计意图】让学生通过复习上一届课的内容，为第二步做准备，使Reading部分的两个课时恰当衔接。
Step
2
Presentation
1.
Explain
“power
cut”
Present
the
first
problem
that
Andrew
has
caused:
He
once
tried
to
put
in
a
brighter
light
in
his
bedroom.
His
whole
house
had
a
“power
cut”.
2.
Explain
“put
in”,
“put
up”
and
“fill
with”
(1)
Present
the
second
problem
that
Andrew
has
caused:
He
put
up
a
picture
on
his
bedroom
wall.
He
hit
a
pipe
and
filled
the
room
with
water.
(2)
Compare
the
following
phrases：put
on/
put
up/
put
away/
put
in/put
off
Complete
the
sentences
We
had
to
the
meeting
because
of
the
heavy
rain.
Tom,
go
back
home
and
your
school
uniform.
Andrew,
your
bedroom
is
in
a
mess.
(一团糟).
You
must
all
of
your
things.
If
I
get
to
the
camp
before
you
,
I
will
try
to
a
tent.
I
want
to
_______
a
shower
in
the
bathroom.
(3)
Explain
“fill
…
with
…”
and
make
sentences
with
the
help
of
pictures
To
keep
fish,
we
should
fill
the
fish
tank
(鱼缸)
with
water
first.
To
grow
flowers,
we
should
fill
the
flowerpot
with
earth
first.
3.
Explain
“not
only
…
but
also
…”
(1)
Present
the
third
problem
that
Andrew
has
caused:
He
painted
the
living
room
blue.
The
living
room
has
not
only
blue
walls
but
also
a
blue
ceiling
and
floor.
Even
his
cat
is
blue.
(2)
Explain
“not
only
…
but
also”.
a.
Zhang
Bichen
sings
not
only
Chinese
songs
but
also
foreign
songs.
→
“not
only…
but
also”
can
be
used
to
link
objects.
b.
She
is
not
only
a
singer
but
also
an
actress.
→
“not
only…
but
also”
can
be
used
to
link
predicative.
c.
Not
only
my
son
but
also
his
cousin
is
crazy
about
DIY.
Not
only
Miss
Liu
but
also
some
students
in
our
class
are
crazy
about
DIY.
→
“not
only…
but
also”
can
be
used
to
link
subjects
and
the
verbs
depends
on
the
adjacent
subject.
4.
Explain
“instead”
and
“instead
of”
(1)
Present
the
fourth
problem
that
Andrew
has
caused:
He
put
up
a
shelf
for
Suzy.
The
books
couldn’t
stay
there
because
one
end
of
the
shelf
was
much
higher
than
the
other.
(2)
Explain
“instead”
and
instead
of”
a.
Present
the
sentences
and
explain
the
usage.
Andrew
does
his
DIY
jobs
instead
of
taking
Suzy’s
advice.
Instead,
Suzy
is
learning
about
DIY
herself.
=
Suzy
is
learning
about
DIY
herself
instead.
T:
“instead
of
+
n./
doing
sth”
means
“而不是，代替”;
“instead”
means
“反而，却”
and
is
often
used
at
the
beginning
or
the
end
of
the
sentence.
b.
Complete
the
following
sentences
It’s
raining
outside.
I
have
to
stay
at
home
to
watch
TV
.
He
walks
driving
to
work
to
lose
weight.
Peter’s
parents
hopes
that
he
can
be
a
doctor
an
actor.
【设计意图】以课文的故事为线索，引导学生理解并学习相关的语言点。
Step
3
Practice
Make
a
conversation
between
Suzy
and
Andrew
according
to
the
content
of
the
article.
Suzy:
Andrew,
I
heard
you
painted
the
living
room
last
month.
Why
did
you
do
that
Andrew:
____________________________________________________
Suzy:
What
did
your
mother
say
Andrew:
____________________________________________________
Suzy:
What
happened
at
last
Andrew:
____________________________________________________
Suzy:
Today,
I
want
____________________________________________________
Andrew:
____________________________________________________
(Half
a
day
later)
Suzy:
Wow,
here
is
the
shelf!
How
long
did
you
do
it
Andrew:
I
______________________________________________.Isn’t
it
great
Suzy:
Whoops!
The
books
can’t
stay
there
because
_______________________________.
I
think
you
should
take
a
course
in
DIY.
Andrew:
No,
there
is
no
need
to
do
so.
【设计意图】让学生在理解课文的基础将阅读内容进行重组，培养学生的实际语言运用能力。
Step
4
Consolidation
Make
up
a
story
about
Suzy’s
DIY
experience
Now,
She
is
becoming
__________
DIY.
In
her
free
time,
she
loves
to
_______
things,
________
things
and
__________
her
house.
When
she
finishes
doing
DIY
jobs,
she
always
feels
happy
and
makes
others
happy.
She
once
tried
to
_______
a
new
shower
in
the
bathroom.
She
was
so
careful
that
she
didn’t
_____________.
Another
time,
she
_________a
swing(秋千)
in
the
yard.
Last
month,
she
thought
the
living
room
in
the
house
was
too
_______,
so
she
________
her
parents
to_______
it
orange.
An
orange
house
________
looks
beautiful
_________
makes
people
feel
warm
and
comfortable
in
cold
days.
Yesterday
was
her
mother’s
40th
birthday.
She
didn’t
buy
any
fresh
flowers
in
the
flower
shop.
_______
,
she
made
some
paper
flowers.
She
_______
her
mother’s
heart
_______
surprise
and
happiness.
She
is
still________
a
course
in
DIY
every
Saturday.
She
thinks
her
DIY
skills
will
become
better
and
better.
【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，考查学生对语言知识的掌握程度，培养学生的写作能力
Step
5
Extension
Learn
how
to
make
a
love
envelop
and
try
to
describe
the
procedures
in
English.
Prepare
a
piece
of
heart-shaped
colour
paper.
If
you
don’t
have
it,
I
advise
you
to
colour
it
yourself
instead.
Fold
not
only
the
two
sides
but
also
the
bottom
side
Done!
You
can
fill
it
with
...
【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科学到的词汇和短语。
V.
Homework
1.
Retell
the
whole
article.
2.
Write
about
your
own
DIY
stories.
Let’s
share
them
in
the
next
class.
PAGE
1
