八年级英语上册 Unit 4 Do it yourself Welcome to the unit教案 （新版）牛津版-（新版）牛津版初中八年级上册英语教案.doc

Unit 4 Do it yourself
Welcome to the unit
Teaching aims
Knowledge aims: At the end of the lesson, the students should learn something about DIY and some vocabulary about its tools and making process.
Ability aims: At the end of the lesson, the students can describe a DIY activity with some new words.
Emotion aims: At the end of the lesson, the students may show great interest in DIY.
Important and difficult points
1. To describe some tools and how to use them correctly.
2. Some difficult language points such as, instead& instead of, you’d better (not) do and so on.
Teaching method
Audio-visual method, direct method and revealing method
Teaching aid
Multimedia Courseware
Teaching procedures
Step 1 Warming up
1. To talk about DIY with students to arise their interest. If possible, you may ask someone to give some details in Chinese.
2. Show them some pictures and introduce DIY in English.
Step 2 Presentation
1. Listen and answer the questions.
What does Hobo get?
What does Hobo need to build the house?
Can Eddie help Hobo?
2. Retell the dialogue.
Hobo gets a new ______. It is a ______ house. And Eddie tells Hobe to read the clear ____________ first. He also tells Hobo to get some _____ to build the house. But Eddie can’t help Hobo to start because it says, “_________________”.
Step 3 Practice
1. Here are some tools for DIY. Look at the picture and match the words in the box with the tools.
2. Listen to the dialogue between Millie and Suzy and answer the questions.
What does DIY stand for?
What do you exactly do when you do DIY?
How does Suzy like DIY?
Keys: It stands for “do-it-yourself”.
You need to make, repair or decorate things yourself.
Suzy enjoys it very much.
3. Read the dialogue.
Millie: What’s DIY exactly, Suzy?
Suzy: It stands for “do-it-yourself”. When you do DIY, you make, repair or decorate things yourself instead of paying someone to do it.
Millie: What are you going to do then?
Suzy: I’m going to make some paper roses.
Millie: It sounds lovely. What do you need for that?

Suzy: I need some paper, glue and a pair of scissors.
Millie: Do you like DIY?
Suzy: Yes, I do. I enjoy making something new. That’s fun.
Step 4 Language points
1. Here are clear instructions.
1) instruction n. 在表示说明或者指示的时候，往往用复数形式。其动词形是instruct。
e.g. You need to read instructions before you use this phone.
2) clear adj. “清楚的，明白的，清晰的”，也可作动词，“使……清楚，明白，清晰”，其其副词形式clearly。
e.g. We are happy to see this clear photo.看到这张清晰的照片我们很开心。
Could you say it clearly again? 你能清楚地在说一遍吗？
2. You’d better get some tools.
you’d better do sth.= you had better do sth. 其后只能接动词的原形，不能加to。
否定句型you’d better not do。
e.g. You’d better make a home page by yourselves. 你们最好独立制作主页。
You’d better not go to bed late.
你最好不要睡的太晚。
3. It stands for “do-it-yourself”.
stand for “代表，象征”，后面常接名词或名词性短语。
e.g. What does a rose stand for? 玫瑰象征什么呢？
It stands for love. 它代表着爱情。
4. When you do DIY, you make, repair or decorate things yourself instead of paying someone to do it.
1) instead of sth./doing sth.，“不是……而是，代替”，instead也可以单独使用，放在句末。
e.g. He went to the cinema instead of staying at home.
他没有呆在家里，而是去看电影了。
He went to the cinema instead.
2) pay sb. “付钱给某人，付某人工资”，中间不能加任何介词; 当译为“为……付款……时，常见结构 pay …for sth.
e.g. pay the bill 付账单
pay me 100 yuan every month 每月付我100元
She paid 10 dollars for the book. 这本书她付了10美元。
Step 4 Homework
1. Review what 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.
Reading
Teaching aims: Learn new words and phrases in Reading.
Get the students understand the passage.
Key ponits: instead, not only... but also...
fill...with... keep on doing
Teaching aids: multi-media blackboard
Teaching procedures:
Step 1 Look and learn
Ask the students to look at the pictures and learn the new words:
pipe, ceiling, shelf, crazy, mistake, terrible, repair, decorate,
Step 2 Read and answer
Suzy’s cousin Andrew is crazy about DIY. Read Suzy’s article about him.
Answer the questions:
1. What does the writer’s cousin like?
2. Who takes a course in DIY?
Step 3 Detailed information
Read each paragraph and find the answers
Step 4 Consolidation
Suzy’s cousin is not very good at DIY. Match the jobs he did with the problems
he caused.
1 Putting in a brighter light
2 Putting up a picture
3 Painting the living room
4 Putting up a shelf
a No books could stay on it.
b He hit a pipe and filled the room with water.
c The whole house had a power cut.
d The cat is blue now.
Read the following sentences. Write a True if a sentence is true or
an F if it is False.
1. Suzy’s cousin loves doing DIY.
2. Suzy’s cousin failed to put in a new light in his bedroom.
3. Suzy’s cousin put a picture on a pipe.
4. Suzy’s cousin thought the cat was boring, so he painted it blue.
5. It took Suzy’s cousin only a few minutes to put up the shelf on the wall.
6. Suzy’s cousin wants to get better at DIY.
Suzy is talking with Kitty about her cousin and his DIY. Complete their conversation with the information on page 44.
Suzy: My cousin Andrew is ______ about DIY. He loves to ______ things and decorate his house.
Kitty: What kind of things does he do?
Suzy: He once tried to put in a light in his bedroom, but he made a _______ and his house had a ______ ____.
Kitty: Oh dear!
Suzy: And last month, he thought the living room was ______ so he painted the walls ____. But he also painted the ceiling, the floor and even the cat!
Kitty: Oh no!
Suzy: He once spent five hours putting up a _____ for me, but my books couldn’t stay because one end of the shelf was much ______ than the other.
Kitty: He should take a ______ in DIY.
Suzy: But he says he already knows __________ about it!
Step 5 Language points
1. He wanted to put up a picture on his bedroom wall, but he hit a pipe and filled the room with water.
fill sth. with sth. 用某物充满某物
e.g. Smoke filled the room. 房间里烟雾弥漫。
2. But he kept on painting.
keep (on) doing sth. 不停做某事
e.g. keep on driving
Prices keep on increasing. 物价不断上涨。
3. Now the living room has not only blue walls but also a blue ceiling and floor.
not only...but also 不仅…… ，而且……
e.g. He not only sings well but also writes music.
他不但唱的好，而且还会谱曲。
4. Whoops! They couldn’t stay there because one end of the shelf was much higher than the other!
哎呀！书无法摆在上面，因为架子的一端比另一端高出好多。
“副词much+ 形容词比较级”体现比较的程度。
e.g I know much more about DIY than my cousin.
Step 6 Exercises
根据句子意思，用所学单词和短语完成句子。
1. Can you help me ___ the bottle ____ juice?
2. I felt tired, because I _____ on reading for 2 hours.
3. I _______ him to do some exercise yesterday. He stays at home all the time.
4. It rained last Sunday, so I didn’t go to the park. I went to the cinema _______.
5. The price of houses is much ______ than before.
6. Mr. Wang is ____ _____ my teacher ____ ____ my friend.
Step 7 Homework
l Recite the passage.
l Finish the exercise in your book.
l Preview next part.
Grammar
Teaching aims
Knowledge aims: At the end of the lesson, students should learn some phrases about making cards and DIY.
Ability aims: At the end of the lesson, the students should learn how to give instructions and advice.
Emotion aims: At the end of the lesson, the students will try to give instructions and advice.
Important and difficult points
1. The use of ‘cut’
2. The use of “should (not) and had better (not)”
Teaching method
Audio-visual method, interactive method
Teaching aid
Multimedia Courseware
Teaching procedures
Step 1 Warming up
1. To raise the students’ interest by talking about what to do in the library.
2. Try to make the students familiar with the patterns.
Step 2 Giving instructions
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.
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.
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.
Step 3 Practice
1. Millie is teaching her classmates how to make cards to help them remember things better. Look at the pictures and help Millie complete the instruction.
_____ out pieces of card with a pair of scissors.
_____ some words or a sentence on each card.
_____ a picture about the words or sentence on the other side of the card.
_____ at the picture and ___ to say what is on the other side.
Please _________ (not) up. ____ trying, and you will find you can remember things better.
Keys: Cut, Write, Draw, Look, try, don’t give, Keep
2. More practice
Park your bike here.
Please go slowly.
Be quiet, please.
Don’t make any noise.
Don’t swim here.
Don’t park your bike here.
Don’t smoke here.
Don’t fish here.
3. Some phrases to translate.
剪出……
写一些话或一个句子
在每张卡上
在卡的另一面
尝试做某事
记住某事
放弃
放弃某事/做某事
坚持尝试
把事情记得更好
Keys: cut out…
write some words or a
sentence
try to do sth.
remember sth.
give up sth. / doing sth.
keep trying
remember things better
Step 4 Using should and had better
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.
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.
Step 5 DIY advice
Suzy is giving DIY advice to her classmate. Read the advice below. Help Suzy make sentences with should (not) or had better (not).
a begin your work without reading them
b join a DIY club to learn more about it
c be patient
d buy some to learn more about it
e play with them when you do DIY jobs
1. There are many useful books about DIY.
2. DIY is not easy.
3. Instructions are important.
4. Scissors can be dangerous.
5. Sometimes it’ll take time to do a DIY job.
Keys: You should / had better buy some to learn more about it.
You should/ had better join a DIY club to learn more about it.
You shouldn’t / had better not begin your work without reading them.
You should not / had better not play with them when you do DIY jobs.
You should/ had better be patient.
Step 6 Discuss and fill in the blankets
How to be a good student
You _____________________ be late for school.
You _______________ listen carefully in class.
You _________ look out of the window in class.
You __________ keep your classroom clean.
You _________________ be friendly to others.
Step 7 Homework
1. Try to give instructions.
2. Try to use should (not) and had better (not) to give advice.

Integrated skills
Teaching aims
Knowledge aims: At the end of the lesson, students could learn some phrases about making a fruit salad and cards.
Ability aims: At the end of the lesson, students improve their listening skills and should learn how to make things.
Emotion aims: At the end of the lesson, students will try to make things.
Important and difficult points
1. The use of ‘mix, add ’
2. The steps of making things ‘first…, next…, then …, at last…’
Teaching method
Audio-visual method, interactive method
Teaching aid
Multimedia Courseware
Teaching procedures
Step 1 New words
Show pictures to teach new words:
What fruit do you know?
What other food do you know?
What cooking tools do you often use to make food?
What action do you do to make food?
Step 2 Listening
How to make a fruit salad
Amy and Suzy are making a fruit salad. Listen to their conversation and tick the things they need.
Keys: 2, 3, 4, 5, 6, 7, 9
Step 3 Post listening
1. Read Amy’s notes of how to make a fruit salad. Put her notes in the correct order. Write the numbers1-4.
( ) Wash the fruit.
( ) Mix them together. Add some salad cream if you like.
( ) Cut some of the larger fruit into small pieces.
( ) Choose your favourite fruit.
Keys: 2, 4, 3, 1
Step 4 Listening
1. Listen to Suzy giving Amy some tips for making a fruit salad. Help Amy complete her notes with the correct words.
Tips for making a fruit salad
Choose your favorite fruit. Use fruit (1) __________.
Make sure it is (2) ________.
Use fruit of (3) __________ colours and try to make your fruit salad look (4) _____________ it tastes.
For example, mixing red apples, green (5) ______, purple grapes and (6)
________ together will make the salad look very colorful.
Prepare the fruit salad (7) __________ you are going to eat it. Some of the fruit will quickly (8) ____________ when you leave it (9) _____________ for some time.
Keys: in season, fresh, different, as good as, pears, oranges, just before, turn brown, in the air
Step 5 Useful expressions
1. mix sth with sth
2. add sth to sth
3. get sth ready
4. tips for sth/ doing sth
5. cut… into…
6. make sure
7. for example
Step 6 Speak up
1. Sandy and her mum are talking about what to eat for lunch. Work in pairs and talk about what you can make for lunch. Use the conversation below as a model.
Sandy: It’s time for lunch, Mum. Can we stop cleaning the house and make some food? I’m hungry.
Mum: OK. Let’s make some sandwiches.
Sandy: Are they quick and easy to make?
Mum: Sure. Look at me. First, pick a piece of bread. Then put some tomato sauce on it.
Sandy: Next, we can put some ham and vegetables on it.
Mum: That’s correct.
Sandy: Is that all right?
Mum: Well, just put another piece of bread on the top of it. Finished!
2. Listen to the conversation between Sandy and her mum and answer the questions.
1. What are they going to make?
2. How can they make the food?
Keys: 1. They are going to make sandwiches.
2. First pick a piece of bread.
Then put some tomato sauce on it.
Next, put some ham and vegetables on it.
At last, put another piece of bread on the top of it.
Step 7 Homework
Try to make a fruit salad. And write down the instructions.

Study skills
Teaching aims: Make students understand the definition of prefix
Learn some words with prefixes like un-, im- and in-.
Key points: form a word with prefixes like un-, im- and in-
Teaching aids: the multi-media and the blackboard
Teaching procedures:
Step 1 Look and find the rule.
Give students some examples and ask them to find out the rule
Step 2 Definition
Give them the definition of prefix.
Prefix (前缀): a prefix is a letter or a group of letters that we add to the front of a word to form a new word.
One of the most common prefixes is un-. It means “not”. We add it to some adjectives to give them the opposite meaning.
Step 3 Exercises
Ask the students to