Unit4 Do it yourself Task教学设计 - 2024-2025学年牛津译林版八年级英语上册

教学设计 课程基本信息 学科 初中英语 年级 八年级 学期 秋季 课题 8A unit4 Do it yourself （Period6 Task） 教学目标 By the end of the class, students are expected to be able to: 1.Language ability: 1) recognize the professional words with the help of context, picture etc. 2) master the following sentence patterns. I decided to…by myself. We had fun doing… Lots of things went wrong. / Something unexpected happened. I made some mistakes when… add too much…to… have difficulty in doing… 2. Learning ability: 1) show basic writing content (time, place, characters, cause, beginning, development, ending) 2) set some reasonable conflicts while they create a story. 3) learn how to keep a diary, and finish a diary about a DIY story. 3. Thinking ability: 1) read and think critically by appreciating the context. 2) evaluate a writing with the help of the writing checklist. 3) be willing to share their writing with partners in pair and group work. 4. Cultural awareness 1) realize the true value of DIY by doing more DIY jobs. 2) strengthen an awareness of developing creativity and critical thinking ability by reading and writing. 教学重难点 教学重点： 1.show basic writing content (time, place, characters, cause, beginning, development, ending) 2. set some reasonable conflicts while they create a story. 3.learn how to keep a diary, and finish a diary about a DIY story. 教学难点： 1. Some new expressions about doing DIY jobs. 2. Finish a diary about a DIY story. 教学过程 Teaching Procedures Step 1 DIY-To convey love A touching video about making a DIY card arouses students’ interest in doing DIY jobs. T: Can we buy the special card from a shop? Why? T: Why not buy a card from a shop instead? T: Doing DIY jobs is a good way to show our love. Many people give us love, who are they? T: We need to show love to our beloved ones because of their selfless love, inspiring encouragement and warm help. What other DIY job can we do for our beloved ones? T: Among these creative ideas, I have listed two popular and easy DIY jobs for you. One is making a cake, the other one is putting up a bookshelf. Please tick your choice on the writing paper. (Students are encouraged to brainstorm the DIY jobs which they are interested in. The design aims to arouse students’ interest and let them have a clear purpose of their writing task.) Step 2 DIY-To experience love Sample writing exploration 1.Encourage Ss to go through the whole article written by Suzy on P52 T: What is genre of the genre of the article? (The design intends to ask students to focus on format and tense when organizing a diary in the hope that students use propre tenses in a diary.) 2.Get Ss to Skim Suzy’s diary and match the main idea with paragraphs presented on PPT. Para 1: Why did Suzy do the DIY job? the reason for a DIY job Para 2-3: How did Suzy make the birthday card? the process of doing a DIY job Para 4: What does she hope? hope/feelings (The design enables students to have a brief understanding of the sample writing “Suzy’s DIY story” and know the writing structure.) the reason for a DIY job 1.Get Ss to Scan Para 1 and answer some questions. 1) T: Why did Suzy do the DIY job? 2) T: Where did she complete the handmade card? Why? (By answering these questions about Para1, students know basic elements in a story: time, place, characters, reason) After knowing the structure and basic elements, help students organize the beginning of the diary. T: Who do you make a cake/ put up a bookshelf for? Why? (The design not only directs students to finish the beginning of the diary based on their reasons for their DIY jobs using versatile sentence structures but also enables students to speak English freely in an organized way mentioned above. The atmosphere of the class can be greatly enlivened in a mini speech.) the process of doing a DIY job After finishing the beginning of the writing. Students are asked to scan Para 2-3 and fill in the blanks with correct word forms. 1.Word hunting Suzy planned to make the card with roses on it. Sandy helped her with the drawing. They ____ ____ working together. Lots of things ____ ____. She ____ ____ _____ when she wrote some sentences. She kept ______ (spell) the words wrong. She was too_____(excite). F______, she coloured the roses. She ___ ___(剪出)a picture of colorful balloons and _____(stick) it on the cover. When she _______(完成)the card, there was paint on everything: the table , Sandy’s books, her clothes, her hands and face. 2.Step hunting By giving students steps to make a cake / put up a bookshelf on the writing paper, check their vocabulary of doing DIY jobs, and then, ask them to tick out two wrong steps. Last, ask students to list and read aloud the correct steps as a group. 3.Problem predicting After knowing the proper steps to make a cake/ put up a bookshelf. Then, students are divided into groups and encouraged to predict problems/difficulties while they do DIY jobs. 4.Story creating At the end of problem predicting, students are guided to learn that when we create a fully- developed story, setting conflicts (difficulties) can make a story impressive and attractive. Then, they are asked to create their own DIY stories. (The design directs what is taught at the first half of the class to the book, which aims to train students’ writing skills, spoken English, organization ability, teamwork spirit and etc. By hunting words and proper steps, students gain a better understanding of the sample writing. Furthermore, students are able to create their DIY stories in term of problem predicting.) Step 3 DIY- To love life After finishing cresting a DIY story, students are encouraged to discuss the value of DIY. Then, they are going to add a meaningful ending to their diary. T: How will Suzy’s mother feel after receiving the DIY card? T: How will Suzy feel after seeing her mother’s smiling face? T: What can Suzy benefit from making a card? T: What can you benefit from making a cake/ putting up a bookshelf? (Give students 2 minutes to discuss in their study groups, then ask them to present their ideas) (The further discussion intends students to encourage students to find the true value of DIY, try to seek happiness by doing DIY jobs. It is hoped that students can be encouraged to search more and think further.) Step 4 DIY-To present love When students finish their diary, guide them to evaluate their writing according to the writing checklist. 1. I set a clear writing purpose. 2. I show basic writing content. (time, place, characters, cause) 3. I choose proper writing tenses. 4. I create a fully-developed story. (beginning, development, ending) 5. I talk about the difficulty in detail in the process of DIY. 6. I pay attention to my handwriting. At last, students are encouraged to present their writing individually. Step 5 Assignment Requirements: Level 1 Finish your writing by using Suzy’s diary on P52 as a model. Level 2 Polish your diary by using as many diverse sentences and advanced vocabulary as possible. Teaching Handwriting: Unit 4 Do it yourself Task Writing structure The reasons for a DIY job The process of doing a DIY job Hope/ Feelings Word bank …I chose/decided to… for…, because ... …The reason why …I chose/decided to… for…is that ... Lots of things went wrong. / Something unexpected happened. add too much…to… spill the milk and flour all over the table leave the cake in the oven for too long time have difficulty in using the screwdriver/hammer… fix the boards in wrong places 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 学科网（北京）股份有限公司 $$