初中英语牛津译林版八年级上册Welcome to the unit教案及反思

这是一份初中英语牛津译林版八年级上册Welcome to the unit教案及反思，

Unit 4 Do it yourself Welcome to the unitTeaching aimsKnowledge 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 pointsTo describe some tools and how to use them correctly. 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 methodTeaching aid Multimedia CoursewareTeaching proceduresStep 1 Warming upTo talk about DIY with students to arise their interest. If possible, you may ask someone to give some details in Chinese.Show them some pictures and introduce DIY in English.Step 2 Presentation1. 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 Practice1. 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 points1. 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 HomeworkReview what have learnt in class.Show one of your works of DIY in your group and try to introduce it to your classmate in English next period.ReadingTeaching 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 doingTeaching aids: multi-media blackboardTeaching 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 light2 Putting up a picture3 Painting the living room4 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 points1. 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 drivingPrices 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 Recite the passage. Finish the exercise in your book.Preview next part.GrammarTeaching aimsKnowledge 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 points1. The use of ‘cut’2. The use of “should (not) and had better (not)”Teaching method Audio-visual method, interactive methodTeaching aid Multimedia CoursewareTeaching proceduresStep 1 Warming up1. 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 instructionsWe 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 Practice1. 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, Keep2. 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 betterStep 4 Using should and had betterWe 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 adviceSuzy 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 themb join a DIY club to learn more about it c be patient d buy some to learn more about ite play with them when you do DIY jobs1. 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 blanketsHow to be a good studentYou _____________________ 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 Homework1. Try to give instructions. 2. Try to use should (not) and had better (not) to give advice.Integrated skillsTeaching aimsKnowledge 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 points1. The use of ‘mix, add ’2. The steps of making things ‘first…, next…, then …, at last…’Teaching method Audio-visual method, interactive methodTeaching aid Multimedia CoursewareTeaching proceduresStep 1 New wordsShow 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 ListeningHow to make a fruit saladAmy and Suzy are making a fruit salad. Listen to their conversation and tick the things they need.Keys: 2, 3, 4, 5, 6, 7, 9Step 3 Post listening1. 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, 1Step 4 Listening1. 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 airStep 5 Useful expressionsmix sth with sthadd sth to sthget sth readytips for sth/ doing sthcut… into…make sure for exampleStep 6 Speak up1. 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 HomeworkTry to make a fruit salad. And write down the instructions.Study skillsTeaching 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 blackboardTeaching procedures:Step 1 Look and find the rule.Give students some examples and ask them to find out the rule Step 2 DefinitionGive 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 find out more examples about un-.Step 4 More words of prefixes like im- and in-.Step 5 Introduce suffix to the students and give them examples.We have prefixes and we also have suffixes, such as –ful and –less.The suffixes changes a word into adjective and –less means “not”. Step 6 Exercises on those affixes. Read the conversation below. Add the correct prefixes to some of the adjectives so that all the sentences make sense. 1. Annie: Do you spend a lot of time doing outdoor sports? Simon: Sure. It’s usual for me to stay at home all day.2. Sandy: Our neighbor next door is putting something on the wall. Mum: It’s possible to sleep with all that noise.3. Mille: Are you able to fix your bicycle, Andy? Andy: No. I’m certain that I can fix it myself.4. Mum: Suzy, your room is really tidy-things are all over the floor. Suzy: Sorry, Mum. I’ll tidy up right now.Step 7 Exercise1. Don’t be __________. He is only five years old. (patient)2. It’s ________ for him to be rude. He is always polite. (usual)3. Nick’s room is really ______. His mother is angry with him. (tidy)4. It’s very hot today. I feel _____________. (comfortable)5. The book is _____________. I will never read it again. (interest)6. The dog was really __________ to me. It barked at me all the time. (friendly) Keys: impatient, unusual, untidy, uncomfortable, uninteresting, unfriendlyStep 8 Homework1. Find out more affixes you know.2. Preview next part in the unit.TaskTeaching aimsKnowledge aims: At the end of the lesson, students could learn some related vocabulary about DIY jobs such as making cards, cakes, pizza and so on.Ability aims: At the end of the lesson, students could learn how to arrange a passage according to the writing topic.Emotion aims: At the end of the lesson, students could have a general idea about writing.Important and difficult points1. How to arrange the writing structure in English writing2. The usage of some logic words, such as finally, when, because and so on.Teaching method Inductive method, direct method and revealing methodTeaching aid Multimedia CoursewareTeaching proceduresStep 1 Warming up1. To present some pictures of Ideas of DIY jobs and encourage students to find out writing topics by themselves.2. Show them the topics.Step 2 PresentationShow students a DIY story about how to make cards.1. Suzy did a DIY job at the weekend. Listen to her diary entry.2. Read Suzy’s diary entry and try to learn how to write a DIY story by yourself.Step 3 Imitate writing1. Choose a topic—Painting a room.2. Encourage them to summarize their own writing structure.3. Ask them to finish a similar story about painting a room orally.Painting a roomI decided to …by myself.I … because …… helped me with …We had fun working together.It took me … minutes/ hours to finish.I made some mistakes when …Finally/ In the end, …When I completed …, …4. Sample: I decided to paint my bedroom by myself. I decorate it because I want to make it beautiful. My best friend Andy helped me to paint it. We had fun working together. It took us three hours to finish painting. We felt tired but happy when painting. Finally, we found my bedroom beautiful. When I completed painting, there was paint on everything: the floor, my bed and table, our hands and faces.Step 4 Language points1. I went to Sandy’s home to make the card because I wanted to keep it secret. keep it secret，其中secret是形容词，句型结构为 keep sth. + adj. secret还可以做名词， keep secrets “保守秘密”。e.g. 让你保持开心 keep you happy 保持我们的教室干净 keep our classroom clean2. I also cut out a picture of colorful balloons and stuck it on the cover. stick sth. on sth. 把……粘贴到……上e.g. Don’t stick any stickers on your textbook. 不要把贴纸粘在你的书上。3. When I completed the card, there was paint on everything… complete “完成”。用法和finish相似，可以直接加名词或动名词。e.g. 完成这个工作 complete/ finish the job 写完作业 complete/finish doing homeworkStep 5 Homework1. Choose one of the topics and write your own passage. 2. Review the whole unit and be ready for a quiz.able unablefriendly unfriendlyhappy unhappyhealthy unhealthylucky unluckyusual unusualkind unkindtidy untidy...activeinactivecorrectincorrectpatientimpatientpossibleimpossiblepoliteimpolite... helphelpfulhelplessuseusefuluselesshopehopefulhopelesscarecarefulcareless...