八年级英语上册 Unit 4 Do it yourself Grammar教案 (新版)牛津版

Unit 4 Do it yourselfWelcome 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 maki ng 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 points1.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 methodAudio-visual method, direct method and revealing methodTeaching aidMultimedia CoursewareTeaching proceduresStep 1 Warming up1.To talk about DIY with students to aris e their interest. If possible, youmay ask someone to give some details in Chinese.2.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 theclear ____________ 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 boxwith 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 s tands 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。

1.熟练掌握第三单元单词、词组、语法2.熟练掌握祈使句结构New Words Time1.Carpool__________________________________________________________________E.G. You should be more careful when you carpool through the internet.在网上拼车时，一定要注意安全。

2.Checkup_________________________________________________________________E.G.It’s important to have regular checkups.________________________________________3. Double room____________________ Twin room________________________________E.G. Double rooms have a balcony and sea view, twin rooms have a balcony facing the garden._____________________________________________________________________课本知识点拨1.You’d better get some tools.你最好去取些工具。

‘d better是had better的缩略形式，had better意为“最好”，后面必须跟动词原形。

用于对别人的劝告、建议或表示一种愿望。

had better的否定形式是在其后加上not。

【中考链接】You had better ______ because you have to drive back home.A.not drinkingB.not drinkC.don’t drinkD.not to drink2.No problem. 没问题No problem B.I hope so C.That’s all right D.That’s a good idea3.It stands for “do-it-yourself”.它代表“自己动手做”。

8A Unit 4 Do it yourselfPeriod 1 Welcome to the unitTeaching Aims1. To get Ss to grasp the names of some common tools for DIY.2. To get Ss to talk about DIY and help them become interested in DIY.Teaching Focuses or Difficulties1.To learn some new words and important expressions.Teaching ProceduresStep 1 Presentation1. Have a talk with Ss:There’s something wrong with my computer. I’m going to fix it today. I’m going to do some DIY work. Do you know what DIY stands for? (Write Do it yourself on Bb)When you do DIY work, you do things yourself. Can you do any DIY work? What can you do? Step 2 Listening1.Show Ss the pictures of Hobo and Eddie and say to them: Look at these pictures, please.Hobo has some work to do today. Do you think Eddie will help him?2.Now let’s listen to their dialogue. Please answer some questions:(1)What’s Hobo going to do?(2)What should Hobo do first?(3)What does Hobo probably need?Step 3 Practice1.Get Ss to repeat the dialogue after the tape and pay attention to the pronunciation and intonation.2. Ask Ss to act the dialogue out.Step 4 Presentation1. Say to Ss: Hobo has to build his new house on his own. He needs some tools.What tools do you think he needs?2. Teach Ss the names of some common tools: brush glue rope scissors tape3. Ask Ss to complete Part A4. Talk about the use of the tools with Ss.Step 5 Practice1.T: These tools are very useful when we do DIY. Do you like doing DIY? Millie and Suzy are also talking about DIY. Let’s listen to them and tell me what Suzy is going to do today?2. Ask Ss to practice reading the dialogue in pairs.3. Get Ss to talk about DIY.Make some similar dialogues using the conversation in part B as a model.4. Invite some pairs to the front and act their dialogues out.Step 6 Homework1. Recite the new words and expressions.2. Preview the Reading part.3.Finish the paper.8A Unit 4 Do it yourselfPeriod 2 Reading1Teaching Aims1.To get Ss to grasp some new words about DIY.2.To read the text to understand the content and do some exercises correctly.3.To encourage Ss to do some DIY work.Teaching Focuses or DifficultiesTo read the text to understand the content and do some exercises correctly. Teaching ProceduresStep 1 Lead-inA free talk with Ss:Do you like DIY? Have you ever tried DIY? What’s it?Step 2 Pre-reading1. Tell Ss that Suzy’s cousin Andrew likes DIY a lot. He’s crazy about DIY. Teach ‘be crazy about’2. Show Ss the picture o Page 44 and ask: What happened to Andrew?Encourage Ss to answer the question: He tried to hit the nail with a hammer, but he hit a pipe and filled the room with water. He made a mistake. It was terrible.3. Get Ss to complete Part B1.4. T: Do you think Suzy’s cousin is good at DIY?No, he isn’t. He caused a lot of problems when he did things himself.Step 3 While-reading1. Go through the text and complete Part B2.2. Play the tape for Ss and ask them to do some “T or F” exercises. If the sentence is false, ask Ss to correct it.3. Read Para 1 and answer some questions:Does Andrew like DIY?How is his house after he finishes DIY?1.Give Ss some key words and useful expressions and ask them to retell the text oneparagraph by one paragraph.2.Give Ss three minutes to get ready for retelling the whole story.Step 5 homework1.Read text aloud and try to remember the new words.2.Underline the useful phrases in the text.Blackboard Writing8A Unit 4 Do it yourselfPeriod 3 Reading(2)Teaching Aims1.To enable Ss to retell the text.2.To enable Ss to grasp some useful expressions: be crazy about, fill… with…,advise sb. to do sth., not only… but also…, make a mistake,…Teaching Focuses or DifficultiesTo enable Ss to grasp some language points.Teaching ProceduresStep 1 Revision1.Say to Ss: We’ve learnt something about Suzy’s cousin Andrew.Tell me something about him.2.Give Ss some key words and ask them to retell the text one paragraph by one paragraph. Step 2 PresentationExplain some language points while the Ss are retelling the text.1. be crazy about (doing) sth2. try to do sth3. make a mistakes4. have a power cut5. put up6. fill … with…7. paint… blue8. keep on doing sth.9. not only… but also…10. advise sb to do sth11. know everything aboutStep 3 Practice1. Get Ss to complete the following sentences:1）. It was __________ (一个很大的错误) to leave my umbrella at home. 2）. The meeting room _________ (充满了) thick smoke an hour ago. 3）. Please put the book _________ (架子上).4）. My mother decided to __________ (参加烹饪课学习).5）. Only ten people ____________ (出席会议) yesterday.6）. Where should I __________ (把这幅画挂起来)？2. Tell Ss that Suzy is telling Kitty about her cousin’s DIY.Get Ss to complete the conversation in Part B4.3. Check the answers and read the conversation in pairs.4. A group workPut Ss in groups of four and discuss the following questions: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 housework?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?5. Get Ss to make dialogues according to the discussion.Step 4 Homework1. Remember the language points.2. Try to recite the text.3. Finish the paper.Blackboard Writing8A Unit 4 Do it yourselfPeriod 4 GrammarTeaching Aims1.To enable Ss to learn about how to give instructions.2.To enable Ss to use “should” and “had better” to give adv ice.Teaching Focuses or DifficultiesTo learn how to give instructions and advice.Teaching ProceduresStep 1 Presentation1.Say to Ss that Suzy’s cousin thinks he’s good at DIY. Does his mother agree?Why do you think so?Encourage Ss to answer: When he was painting the walls, his mother said, “Stop it”.2. Write “Stop it” on Bb and tell Ss that we can use the sentences like this to give instructions.3. Help Ss to work out the rule: How to give instructions?4. Ask Ss to read the model sentences together.Step 2 Practice1. Show SS the pictures on Page 47 and ask: What is Millie doing?Do you know how to make cards?What should we do first?2. Get Ss to complete the instructions and then read them.Step 3 Presentation1. Andrew is crazy about DIY, but he isn’t good at it. Can you give him your advice?You should take a course in DIY. You’d better take a course in DIY.2. Show more advice and help Ss to work out the rule: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.3. Read the model sentences on Page 48.Step 4 Practice1. Tell Ss that Suzy is giving DIY advice to her classmates and ask them to make sentences with should (not) / had better (not).2. Check the answers and get Ss to read then together.3. Say to Ss:Boys and girls, you have learnt how to give advice. I have a problem and I need your help. I can’t sleep well at night and I feel tired during the day, Can you give me some advice? Encourage Ss to give advice.Step 5 Homework1. Revise the Grammar Part, including the knowledge of the grammar, vocabulary and useful expressions.2. Preview Integrated skills.3.Finish the paper.8A Unit 4 Do it yourselfPeriod 5 Integrated skillsTeaching Aims1. To enable Ss to catch some useful information from listening.2. To learn to talk about DIY in English.Teaching Focuses or DifficultiesTo improve the students’ abilities of listening, reading, writing and speaking.Teaching ProceduresStep 1Presentation1. Have a talk with Ss:What did you have for breakfast / lunch today?What food do you like best?Do you have a healthy diet?Can you cook dinner on your own?2. Show Ss a picture of a salad and ask:This is my favorite food. What’s it?Teach the new word: salad3. T: Salad is healthy. Do you think it’s easy to make a salad? Can you make a salad?4. Ask Ss :What do you need when making a salad?Teach the new words: spoon, salad creamStep 2 Listening1.Get Ss to look at the pictures in Part A1 on Page 49, and talk about the things in the pictures. Teach the new words: strawberry, grape2.Tell Ss that Amy and Suzy are making a fruit salad.. They are talking about what they need. Play the tape and ask Ss to listen to their conversation and tick the things they need.3. After checking the answers, ask Ss a question:Why aren’t watermelons good for a fruit salad?4. Play the tape again and complete Part A2.5. Play the tape for Part A3 and ask Ss to complete the notes with the correct words.6. Get Ss to read the notes together.Step 3 Speaking up1. T: 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?2) Are they quick and easy to make?3) How does Sandy’s mum make a sandwich?2. Ask Ss to read the conversation after the tape.3. Ask Ss to practise the conversation and then act it out in pairs.Step 4 Homework1.Remember all the new words .2.Preview Page 51.3.Finish the paper.8A Unit 4 Do it yourselfPeriod 6 Study skillsTeaching AimsTo learn how to use the prefixes un-, in-, and im- to form adjectives.Teaching Focuses or DifficultiesTo learn how to use the prefixes un-, in-, and im- to form adjectives.Teaching ProceduresStep 1 Presentation1. T: We know salad is good for us. You can add anything you like to a salad. Is it healthy to add much sugar? No, it’s not h ealthy. It’s unhealthy.2. Write “not healthy” and “unhealthy” on Bb. Get Ss to read them.3. Explain the use of the prefix un- to Ss:By adding a group of letters to the front of an adjective, we can change its meaning. One of the most common prefixes for adjectives is un-. It means “not”. We add it to some adjectives to give them the opposite meaning.4. Introduce the prefixes in- and im-.Step 2 Practice1. A brain storm:Put Ss into pairs and one says out any adjective in the book and the other says out the opposite and its spelling.2. Make a summary:1)大部分形容词前加un-2)in-从来不会加在以字母l、r开头的单词前。

八年级英语Unit4 Do it yourself(Task)[教材简解]：牛津英语教材自改版后，话题丰富而有趣、练习形式多样、单元各个学习板块的内容充实却不繁琐。

分别由Comic strip、Welcome to the unit 、Reading、Grammar 、Integrated skills、Study skills、Task 和Self-assessment 构成。

在Comic strip 中趣味的漫画简洁易懂，激发学生学习的兴趣。

Reading 的话题源于生活，每个单元话题不同，能够让学生把书本的知识很好的用于日常口语交际中，达到学以致用的效果。

每个Grammar 板块能够梳理本单元的语法现象，能帮助学生更好地掌握语言规则。

通过Integrated skills的听、说、读、写得训练，培养学生的综合语言运用能力。

Task 板块能够引导学生更好地组织书面语言。

最后通过Self-assessment 自我评价与反馈，及时找到自己掌握不足的地方并加以巩固.[目标预设] 1.培养学生的语篇意识。

2.学习如何写日记，包括段落分布、句子衔接等。

学会围绕本单元话题，写一篇关于自己的DIY的日记。

[重点、难点] 1.掌握关于DIY的词汇、词组和句型。

2.如何组织好写日记是的语言[设计理念]写作是一个复杂的思维过程，我们教师必须为学生营造一个积极、合作与富有鼓励性的写作环境，使他们了与写作。

充分发挥自己的思维能力。

写作要有明确的动机与积极的态度，应结合学生的实际生活与需要，让他们有写作欲望，而不是为了应付老师而做的作业，要认识到写作是一个长期训练的过程，只要坚持不懈的练习，写作水平就会提高。

[设计思路] 1.通过复习Reading 内容，让学生回忆有关DIY的词汇、短语和句子。

2.因为在课前给学生布置了一个任务，让他们DIY了一件作品，接着可以让学生用所学的相关语言去描述自己的作品，让他们六人一组，选出理想的作品并且陈述，说完后由教师给出相应的点评。

牛津译林版英语八年级上册Unit4_Grammar教学设计一. 教材分析牛津译林版英语八年级上册Unit4的主题是“一般现在时”，本节课的主要内容是让学生掌握一般现在时的构成和用法，以及如何用一般现在时描述习惯和经常发生的动作。

教材通过丰富的语境和实践活动，帮助学生理解和运用一般现在时。

二. 学情分析八年级的学生已经掌握了英语学习的基本语法知识，对英语有一定的听、说、读、写能力。

但是，对于一般现在时的理解和运用还需要进一步的指导和练习。

因此，在教学过程中，需要结合学生的实际情况，设计符合他们认知水平的活动。

三. 教学目标1.知识目标：让学生掌握一般现在时的构成（主语+动词原形）和用法，能用一般现在时描述自己的习惯和经常发生的动作。

2.能力目标：通过课堂学习和实践活动，提高学生运用一般现在时进行交流的能力。

3.情感目标：激发学生学习英语的兴趣，培养他们的自信心和合作精神。

四. 教学重难点1.教学重点：一般现在时的构成和用法。

2.教学难点：一般现在时在实际语境中的运用。

五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中运用一般现在时，提高他们的实际运用能力。

2.情境教学法：创设各种情境，让学生在真实的语境中感受和理解一般现在时。

3.互动式教学法：鼓励学生积极参与课堂活动，加强师生之间、学生之间的互动，提高课堂氛围。

六. 教学准备1.准备相关课件和教学材料。

2.设计各种任务和实践活动。

3.准备一些图片和实物，用于创设情境。

七. 教学过程1.导入（5分钟）利用图片和实物，引导学生谈论日常生活中的一些习惯和经常发生的动作，激发学生的学习兴趣。

2.呈现（10分钟）介绍一般现在时的构成（主语+动词原形）和用法，让学生初步理解一般现在时的概念。

3.操练（15分钟）设计一些简单的练习，让学生用一般现在时描述自己的习惯和经常发生的动作。

教师给予指导和反馈。

4.巩固（10分钟）通过小组活动，让学生在实际语境中运用一般现在时。

Unit4 Do it yourself第一课时Comic strip and welcome to the unit 知识点总结1.exactly adv.精确地,确切地eg: We were wearing exactly the same clothes that day.那天我们穿着一模一样的衣服。

「注意]其形容词形式为exact。

eg:This is an exact description of that animal.这是对那个动物的精确描述。

2. had better 最好,其后跟动词原形。

eg:You had better stay here and wait for us.你最好呆在这儿等我们。

[注意]①had better没有人称和数的变化;①had better not do sth.最好不要做某事。

3.stand for代表;象征,相当于represent。

eg:The Great Wall stands for China.长城象征着中国。

4.instead of 而不是,代替。

其后跟名词、代词或动名词。

eg:I went shopping instead of staying at home.我去买东西了，而没呆在家里。

[注意]instead为副词，其后不能跟名词、代词、动名词,常单独位于句首或句尾。

eg:He didn't play soccer,he played the piano instead.他没有踢足球,相反,他弹了钢琴。

Unit4 Do it yourself 第二课时Reading(1) 知识点总结1. crazy adj.着迷的,狂热的;发疯的be crazy about 对……着迷eg:Jack is crazy about pop music.杰克对流行音乐痴迷。

[注意]about为介词,后跟动词时应使用动词的-ing形式。

2. terrible adj.可怕的[注意]其副词形式为terribly。

Unit 4 Do it yourself教学目标 1.知识目标：学习词汇：Instruction，had better，tool，brush，glue，rope，scissors，tape，DIY，exactly，stand for，repair，decorate，instead of，rose学习词组： had better do sth. , No problem, do it yourself, stand for， instead of ，make some paper roses学习句子：—What’s DIY exactly, Suzy?—It stands for “do-it-yourself”.When you do DIY, you make, repair or decorate things yourself instead of paying someone to d o it.She’s going to make some paper roses. She needs some paper, glue and a pair of scissors.You'd better get some tools.2. 技能目标：a. To learn to understand the conversation between Hobo and Eddie.b. To learn some tools for DIY.c. To learn to talk about DIY.3. 情感目标：培养亲自动手能力。

教学重点词汇识记运用，重点句型的运用。

教学难点Learn to talk about DIY.教学媒体录影机，多媒体，实物等教学过程Step1：预习指导与检测见导学案交流预习情况，讨论预习中存在的问题Step2：展示目标见导学案Step3：课堂导学与互动任务一：Free talkShow some pictures to talk about what is do-it-yourself.任务二：PresentationShow some pictures to talk about how to do it yourself.T: Eddie and Hobo want to do something by themselves.Ask: How can we do it yourself?DIY a sweater:如果你觉得自己的sweater太过单调，可以试着在上面画一幅画。

Unit 4 Do it yourselfGrammar1.with a pair of scissors(1)with的含义和用法:作___________: With these words, the tiger jumped into the river.作___________: I like Chinese tea with nothing in it.作___________: He is writing a letter with a pencil.【注意】区分介词at,in,by和with(2)一把剪刀_______________________与scissor类似的单词：___________________________________解析：(1) 作伴随状语: With these words, the tiger jumped into the river.作后置定语: I like Chinese tea with nothing in it.作方式状语: He is writing a letter with a pencil.【注意】记忆:with有形,by手段,语言声音in在前,at用在价格速度前。

如: He is writing with a pencil.The man earned money by writing.He read the text in a loud(sweet, low)voice.The car ran at a speed of 120 miles an hour.(2) a pair of scissors的含义和用法:一把剪刀。

一些形式为复数,意思为单数的名词,如: trousers,pants, shorts, glasses，scissors等作主语时,谓语动词用复数。

如: Her glasses are new.她的眼镜是新的。