八年级英语牛津版8A Unit4 Grammar 教学设计

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牛津译林版8上Unit4 Grammar 教案

Module 1 Unit 4教案二Grammar教学目标1学会运用祈使句表达指令。

2学会用should和had better来提出建议教学内容四会内容词汇：cut sentence词组：on the other side of句型：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.教学准备制作卡片的图片。

教学步骤A Giving instructionsStep I呈现1教师说：Suzy's cousin thinks he's good at DIY. Does his mother agree? 学生回答：No, she doesn't教师继续提问：Why do you think so? 鼓励学生回答：When he was painting the walls, his mother said, "Stop it.”教师板书：Stop it启发学生思考如何用祈使句来表达指令。

2引导学生自己总结祈使句的构成：We start a sentence with the base form of a verb when wewant to tell people what to do. We add do not/don't in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.3教师说：Now open your books and turn to page 47, please Let's read the sentences together让学生翻到课本第47页，朗读A部分的例句。

牛津译林版英语八年级上册Unit4Grammar教学设计

3.学生能够通过阅读、听力等途径获取有关过去活动的信息，提高英语阅读和听力理解能力。
4.学生能够掌握英语日记的基本格式和写作方法，运用一般过去时进行日记写作，表达自己的过去经历和感受。
（二）过程与方法
1.通过小组合作、讨论、分享等方式，培养学生合作学习、探究学习的能力。
2.利用多媒体、网络资源等教学手段，创设丰富的语境，激发学生的学习兴趣，提高学生的英语实际运用能力。
4.布置课后作业，要求学生运用一般过去时编写一段话或日记，巩固所学知识。
五、作业布置
为了巩固本章节所学的一般过去时知识，培养学生实际运用英语的能力，特布置以下作业：
1.编写一篇关于自己过去经历的日记，要求使用一般过去时描述事件，不少于80词。
2.从课本中选择一个话题，如：My last weekend、A visit to a museum等，用一般过去时进行描述，不少于100词。
2.学生完成练习题，教师及时给予反馈和解答。
3.针对学生的薄弱环节，教师设计针对性练习，帮助学生提高。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时的用法和动词过去式的变化规律。
2.学生分享学习心得，交流学习方法和技巧。
3.教师强调一般过去时在实际语境中的重要性，鼓励学生在日常交流中多加运用。
二、学情分析
牛津译林版英语八年级上册Unit4 Grammar的教学对象为八年级学生。经过前三个单元的学习，学生已具备一定的英语基础，能够运用一般现在时、一般将来时进行简单的交流。在此基础上，学生对一般过去时的学习将更具挑战性。此外，学生在七年级阶段已接触过动词过去式，但对规则变化和不规则变化的掌握程度不一，需要在本章节中进行巩固和拓展。
八年级学生正处于青春期，思维活跃，求知欲强，对于新鲜事物充满好奇心。在本章节的教学中，教师应充分利用学生的这一特点，设计富有情境和趣味的教学活动，激发学生的学习兴趣。同时，学生已具备一定的自主学习能力和合作意识，教师可以引导他们通过小组合作、讨论等方式，共同探究语法知识，提高学习效果。

(完整版)牛津译林版英语八年级上册Unit4Grammar教学设计

情感态度 6
了解 DIY 的好处，倡导 DIY 的生活方式 O
掌握发出指令，should 和 had better 等句型 I
运用发出指令，should 和 had better 等句型 h
运用发出指令，should 和 had better 等句型来谈论如何预防腮腺
炎6
时间
2 minutes before class4
Help the students complete the exercise and check the answers. English people like DIY. A lot of people spend their holiday making their homes more b______1______. If there is anything that needs repairing or decorating around their homes, such as p_____2_____ the walls or putting in a new shower, they will do the jobs themselves. They s_____3______ DIY experience with their friends. More and more people show an i______4_____ in DIY. Sometimes people also DIY in order to s_____5_____ money. They are trying to find ways to make their house better when they can’t afford the c______6_____. So, it’s not surprising that DIY is very popular. DIY can be different. People often find it more e______7______ to build a piece of furniture because they can’t understand the instructions well. Sometimes the instructions are simple and clear, but the furniture i______8_____ is difficult to build. DIY can also be d______9_____. People should learn much about DIY work before doing it. U______10_____, many people don’t care about that. So they may be in

英语牛津译林八上Unit4经典教案(5)(Grammar1)

英语牛津译林八上Unit 4：经典教案（5）（Grammar 1）8A Unit 4 Wild animals--- Grammar 1【Aims and demands】Knowledge objects：1．To recognize and use conditional sentences to talk about possible situation.2. To recognize and use conditional sentences to talk about repeatedand predictable situation and events.Ability objects:To use conditional sentences in a report about protecting animals Emotion objects:To enable the Ss to realize the importance of protecting animals by using if the ‘if’—clause.【TEACHING KEY AND DIFFICULT POINTS】How to use the ‘if’—cause correctly(‘if’引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。

) 【Teaching method】 Task-based approach.【Teaching aids】 A small blackboard & a computer【Teaching steps】Step1.RevisionWe’ve learned a report about giant pandas. We know they are very lovely. But they are in danger. They may have many problems in the future.If hunters catch a giant panda, they will kill it for its fur.If farmers cut down trees and forests, giant pandas will have nowhere to live.If people find baby pandas alone, they will often take them away.If we do nothing, there will be no giant pandas in the world.There will be no giant pandas in the world if we do nothing.Step2. Presentation （Grammar Part A）Try to elicit the conditional structure by asking questions such as What will happen if you come to school late? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience.Write the most interesting answers on the Bb.Step3 PracticeWrite some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the BbStep3 Exercise1.Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.2.For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.3.Ask S s to complete “Work out the rule” at the bottom of page 65.Well, let’s work out the rule together!‘if’引导的条件状语从句中用一般现在时表示将来，主句中用一般将来时。

牛津译林版英语八年级上册Unit4Grammar优秀教学案例

（四）总结归纳
1.引导学生进行自我反思，检查自己的学习成果和不足之处，提高学生的自我认知能力。
2.组织学生进行同伴评价，培养学生的评价能力和批判性思维。
3.通过课后作业和练习题，检测学生的学习效果，及时发现和解决学生的问题。
（五）作业小结
1.布置针对性的作业，让学生进一步巩固所学知识，提高学生的实际运用能力。
4.反思与评价促进自我认知：在教学过程中，我引导学生进行自我反思，检查自己的学习成果和不足之处，提高了学生的自我认知能力。同时，组织学生进行同伴评价，培养了学生的评价能力和批判性思维。
5.教学内容与过程详细严谨：本案例中的教学内容与过程设计得非常详细和严谨，从导入新课到讲授新知，再到学生小组讨论、总结归纳和作业小结，每个环节都紧扣教材内容，注重培养学生的语言运用能力。此外，我还及时反馈和解答学生的问题，确保了教学效果的达成。
2.问题导向激发思考：在教学过程中，我设计了富有挑战性和思考性的问题，引导学生主动探究和思考被动语态的构成和用法。通过提问和讨论，激发了学生的思维活力，培养了学生独立思考和解决问题的能力。
3.小组合作增强参与：我组织了学生进行小组讨论和角色扮演活动，使学生在互动中运用被动语态，增强了学生的参与感和合作意识。这种小组合作的方式不仅提高了学生的团队协作能力，还增加了课堂的活力和效果。
在案例中，我首先通过一个有趣的动画故事引入本节课的主题，激发学生的学习兴趣。接着，我设计了一个小组讨论活动，让学生在互动中探究一般现在时和一般过去时被动语态的构成。在学生基本掌握被动语态的构成后，我组织了一个角色扮演活动，让学生在实际语境中运用所学知识。此外，我还设计了一些针对性的练习题，帮助学生巩固所学内容。
二、教学目标
（一）知识与技能
1.学生能够掌握一般现在时和一般过去时的被动语态的构成及其用法。

牛津8AUnit4教案(完整资料).doc

2.Show them some pictures and introduce DIY in English.
Step two- Presentation
1.Show them some tools and introduce thewords.
2.Finish the exercise in the text book and check answers.
nguage points.
7.Listen to a dialogue again and answer the three questions.
8.Let the students read and give some explanations.
9.Make a similar dialogue and act it out.
Teaching focus
To describe some tools and how to use them correctly.
Difficult points
Some difficult language points such as, instead& instead of, you’d better (not) do and so on.
((2)look at the picture again, and discuss:
Do you think Suzy’s cousin is good at DIY?
S: No, he isn’t. He caused a lot of problems when he did things himself.
I’ll show you a form to help you.Discuss with your partners.

八年级英语上册第四单元语法部分教学设计牛津版

牛津英语教学设计课题：Oxford English 8A Unit 4 Grammar1. Teaching aims （教学目标）(1). knowledge aims （知识目标）1. To recognize and use conditional sentences to talk about the possible result of a possible action.2. To use conditional sentences in a report about conversation issues.(2).emotional aims （情感目标）a. Through the learning of conditional sentences, students can talk about what may happen in the future. They will feel easier to communicate with others in daily life.b. After introducing some wild animals which are in great danger in the world, arouse the feelings of students to help and protect the poor animals.2. Language points （语言知识）a. vocabulary : Delicious, snake, rainforest, noon, information, report, attack, thirsty,maleb. grammar: Conditional sentences (‘If’ clause)E.g. If hunters catch a giant panda, they will kill it for its fur.Rules: ‘If’ clause main clause(Simple present tense) (Simple future tense)3. Teaching aids（教学用具）: multimedia player4. Teaching ways（教学方法）: Task-based approach.5. Teaching procedures （教学过程）Part One: Pre-task（任务前）1. Revision: Review the Comic Strip and ask Ss to perform. Let them have a basic understanding of ‘if’ clause.2. Ask and answerT: What do you think of Eddie? If you are/ he/she is Eddie, what will you/ he/she do ? （Get the students’answer as many as possible. Give them some help to use “if”clause. ）Write the sentences on the blackboard:If I am Eddie , I will….. I will…if I am Eddie.If he/she is Eddie , he /she will…. He/She will…if he/she is Eddie.3. A game: Give Ss some riddles to review the names of wild animals.1) It’ s the king of the forest.2) It lives in Australia and carries a pocket.3) It has black and white fur and it’s like both a cat and a bear.4) It’s the cleverest animal in the sea.Part Two: while-task (p64, 65)1. Talk about the animals:T: What animal do you like (like best) ? Why?What animal do you want to have?What will you do if you have a tiger/giant panda/kangaroo/dolphin?（Get the students’answer as many as possible. Give them some help to use “if”clause. ）2. Conclusion: Summary the usage of the “If ” clause.‘If’ clause main clause(Simple present tense) (Simple future tense)3. Let Ss discuss in groups and try to use ‘if’ clause.4. Ask the students to match the sentences of part A1on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.5. Practice: Give the Ss some pictures, ask them to say sentences.a.What will happen if you come to school late? (I will miss some classes.)b.What will happen if you don’t prepare for an exam? (I will get a badmark.)6. Do part A2 and check the answers.Part Three: Post-task (p66)1. Let Ss make a dialogue to act Amy and his father. Discuss with your partner and make a short play. Try to use more ‘if’ clauses.2. For Part A3, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.3. Work through the examples and elaborate further on the meanings of the words and the function of the sentences. Read the rules to the whole class and checkunderstanding.Part Four: Homework1. Learn the language points by heart.2. Write a passage which contains at least 10 ‘if’ clauses.。

初中英语八年级下册(牛津译林版)Unit4Grammar教学设计

-教师引导学生回顾本节课学习的重点，如一般将来时的构成和用法。
-学生分享自己在本节课的学习收获，提高他们的反思能力。
2.语法规则总结：
-教师通过提问方式，引导学生总结一般将来时的语法规则。
-学生用自己的话复述语法规则，加深对知识点的理解。
3.课后任务布置：
-布置与未来相关的写作任务，要求学生运用一般将来时。
2.学生英语水平：经过前两年的英语学习，学生已具备一定的英语基础，掌握了一般现在时、一般过去时等基本时态。但在实际运用中，对一般将来时的掌握程度仍有待提高。
3.学生学习习惯：部分学生习惯于被动接受知识，缺乏自主学习能力。在教学过程中，教师需关注学生的学习方法，引导他们养成良好的学习习惯，提高学习效率。
-分享在学习本章节过程中的心得体会，包括对一般将来时理解上的突破和学习方法的改进。
作业布置时，教师应提醒学生注意以下事项：
-完成作业时，要注重语言表达的准确性和流畅性。
-主动发现并纠正自己在语法运用上的错误，提高自我纠错能力。
-养成良好的学习习惯，按时提交作业，培养责任感和自律性。
-在作业批改中，关注学生对一般将来时的掌握程度，给予有针对性的反馈。
7.拓展与延伸：
-鼓励学生课后阅读与未来相关的英语文章、书籍，提高他们的阅读兴趣和水平。
-组织英语角活动，让学生在实际交流中运用一般将来时，提高他们的口语表达能力。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-利用多媒体展示一组关于未来科技的图片，如自动驾驶汽车、智能家居等，引发学生对未来的思考。
-设计有针对性的练习题，包括填空、选择、改错等，帮助学生巩固所学知识。
5.作业布置：
-布置与未来相关的写作任务，如写一篇关于未来职业规划的文章，要求学生运用一般将来时。

牛津译林版英语八年级上册Unit4_Grammar教学设计

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。

牛津译林版八年级上册Unit 4《Do it yourself》(Grammar)教学设计

牛津译林版八年级上册Unit 4《Do it yourself》（Grammar）教学设计一. 教材分析《Do it yourself》是人教版牛津译林八年级上册第五单元的一篇阅读文章，主要讲述了一个关于孩子们自己动手做玩具的故事，通过这个故事，让学生学会如何使用一般现在时描述习惯和能力。

本节课的主要目标是让学生掌握一般现在时的用法，并能运用到实际情景中。

二. 学情分析八年级的学生已经具备了一定的英语基础，对一般现在时有所了解，但部分学生可能对时态的运用还不够熟练。

学生在学习过程中，需要通过大量的练习来巩固知识点。

此外，学生对动手操作的活动感兴趣，可以通过实践活动提高学生的学习积极性。

三. 教学目标1.知识目标：让学生掌握一般现在时的结构（主语+动词原形）和用法，能够正确运用一般现在时描述自己的习惯和能力。

2.能力目标：培养学生阅读理解能力，提高学生运用英语进行交际的能力。

3.情感目标：培养学生热爱生活，勇于尝试自己动手解决问题的良好品质。

四. 教学重难点1.重点：一般现在时的用法和结构。

2.难点：一般现在时在实际情景中的运用。

五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中掌握一般现在时的用法。

2.情境教学法：创设真实情境，让学生在实际情景中运用一般现在时。

3.游戏教学法：通过趣味游戏，激发学生的学习兴趣，提高学生的学习积极性。

六. 教学准备1.教材：《Do it yourself》相关材料。

2.多媒体设备：电脑、投影仪等。

3.教学道具：玩具、图片等。

4.教学课件：制作相关课件，包括图片、动画、游戏等。

七. 教学过程1.导入（5分钟）利用图片和动画引入话题，激发学生的学习兴趣。

提问学生：“你们喜欢自己动手做东西吗？为什么？”引导学生谈论自己喜欢的动手活动。

2.呈现（10分钟）呈现故事情境，让学生感知一般现在时的用法。

通过讲述故事，引导学生关注故事中孩子们自己动手做玩具的情节，提问学生：“他们是怎么做玩具的？”引导学生用一般现在时描述孩子们的行为。

Unit4Grammar教学设计-牛津译林版英语八年级上册

1: Before classAsk students to collect some basic information about the restaurant around their homes, such as the price of food, the distance from their homes, qualities of food…2:While classStep1: warming up Teacher leads students to go over 2d and the article feature.Teacher leads students to think about what’s important in the neighborhood.Step2:Teacher leads students make a list of important places in the neighborhood. Teacher shows some qualities of movie theater and leads students to think of the qualities of other places.Step3:Teacher makes a conversation with one of the students.Teacher leads students to make a similar conversation in two. Collect from the internet orgo out to ask about therelevant information.Review the frame of article.Think about what’simportant in theneighborhood.First, answer the questions.Secondly, discuss withgroup members aboutqualities of other places.Pair work:Students makeconversations in pairs to talkabout the qualities of theimportant places in the通过收集餐馆的信息，让学生体会到学习与生活的交汇有无穷乐趣，为本课的最后任务做铺垫。

【初中英语】Wild animals教案译林牛津版

《牛津初中英语》8A Unit 4 Wild animals Grammar简要提示一、年级：八年级二、教学内容：8A Unit 4 Wild animals三、课型：Grammar四、教学目标1.知识目标1)学习并掌握‘if’引导的条件状语从句。

2)学习并掌握‘because’, ‘because of’ 的用法及区别。

2.能力目标1)能运用‘if’引导的条件状语从句。

2)能运用‘because’和‘because of’ 。

五、教学重难点‘if’引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。

教学流程Grammar APart One Lead-inIn this unit, we learned a report about giant pandas. We know they are very lovely. But they are in danger. They may have many problems in the future.Do you remember ‘the story of Xi Wang’.Do you remember what problems they may have in the future?Yes. If hunters catch a giant panda, they will kill it for its fur.If farmers cut down trees and forests, giant pandas will have nowhere to live.If people find baby pandas alone, they will often take them away.Please remember:If we do nothing, there will be no giant pandas in the world.We can also say:There will be no giant pandas in the world if we do nothing.Part Two learning for useStep 1 PresentationWe really need to do something to protect wild animals. Amy also knew a lot about wild animals. Now she is thinking about wild animals. What will Amy do if she sees a snake?Let’s use coditional sentences to talk about the possible result of a possible action.阿梅正在考虑有关野生动物的事情。

牛津译林版8AUnit4 Grammar教学案(无答案)

课题 Unit4班级姓名学号【教学目标】This lesson introduces how to give instructions and how to use “should and had better”.1. To be able to give instructions correctly.2. To use “should and had better” correctly.【教学重难点】重点：To use “should and had better” correctly.难点：【学时安排】一课时【教学方法】exercises【教学过程】第一段自主学习1.导入新课1. Present some sentences they have learnt.2. Encourage the students to summarize the structure of Imperative Sentence.2.学生自学3.自学检测1 / 64.反馈纠错第二段问题探究5.问题探究问题（一）Explain how to give instructions.1.问题（二）Present use of should and had better.2.Present more sentences to show how to use should and had better.问题（三）Make up a dialogue in pair to give advice.6.课堂质疑7.课堂小结第三段当堂检测8.课堂检测一、根据句意、首字母或中文提示写出单词。

1. — Can you make ___________(句子) with the English words? — Of course, I can.2. You can ____________(切下) the flowers from the tree and put them in a vase.二、单项选择。

牛津译林版-英语-八上-8A-教案设计- 4单元 Grammar A

1. To master the new words.2. To use imperative sentences to give instructions.3. To use imperative sentences to give instructions in correct context.Step 1 GreetingsOne-minute speech about the article.Step 2 Lead in1. Play a gameGive instructions.E.g. Please have a seat!Sit down please!Open the door!Please don’t close the window!………Step 3 Presentation1. Write these sentences on Bb and ask ss to discuss thestructure.Put up a picture on the wall.Don’t stand on the desk.Please pass the book to me.2. Sum up the structure: We start a sentence with the baseform of a verb when we want to tell people what to do. Weadd do not/don’t in front of the verb when we want to tellpeople not to do something. We often add please in asentence if we want to give inst ructions politely.3. T: Now open your books and turn to page 47, please. Let’s read the sentences together.Step4 Practice1. Present the pictures of making cards: Please look at these four pictures. What’s Millie doing?Then ask: Do you know how to make cards? What should we do first?Have ss guess the meaning o f “cut”, lead the reading.2. T: Open your books and turn to page 47. Look at the pictures carefully. Can you help Millie complete the instructions?Have ss watch the pictures and finish the exercise.3. T: Let’s read the sentences togeth er.Check answers together.Step 5 Activities1. T：Now let’s play a game. I’ll tell you what to do and please follow my instructions.(1) Touch your nose.(2) Stand up.(3) Put up your books open.(4) Don’t keep your books open.(5) Don’t close your eyes.2. Play a game call e d “Eddie says …” Ask all the students to stand up, the teacher is the judge.Game begins, the teacher give the instructions. E.g.Eddie says“stand up”Ask ss to respond to teacher’s instruct ions quickly.3. 将下列句子改成肯定否定祈使句Come here early.Ask him.Don’t climb the tree.Read the book carefully. Don’t wait for her. Homework1.Preview GrammarB2.Finish the relative exerci se.。

八年级英语上册Unit4Grammar教学设计(牛津译林版)

八年级英语上册Unit4Grammar教学设计（牛津译林版）Unit4Doityourself教学设计盐城市盐阜中学董爱红一、教学内容分析教学内容牛津英语8Aunit4Graar教学对象教学项目单词、短语和句型cutsentenceontheothersidebeginyourorithoutreadingthe等语法发出指令、使用should和hadbetter教学方法学生中心教学法，多媒体教学教学目标语言知识掌握发出指令，should和hadbetter 等句型24语言技能归纳总结技能t语言运用h运用发出指令，should和hadbetter等句型情感态度6了解DIy的好处，倡导DIy的生活方式o教学重点5掌握发出指令，should和hadbetter等句型I教学难点a运用发出指令，should和hadbetter等句型h运用任务P运用发出指令，should和hadbetter等句型来谈论如何预防腮腺炎6二、课堂教学过程时间教学步骤6教师活动8学生活动Z教学目的2inutesbeforeclass4arup0Agae:Dooppositeactions.A Forexaple:Standup,Sitdon,Don’tturnleft,Don’tturnright…fStudentsdooppositeactionsA激活学生已有知识并调动学生兴趣=inutes=PresentationPresentsoesentencesfrothetext:Readthefirst.Doityourself.Stopit.Readandfindoutther ule:hotogiveinstructions.激活学生已有知识并归纳总结提升inutesPracticeAs:HotoaeapupinlanternDiscussingroup, aeitandsay.使用刚刚学习过的语法inutesPracticeHelpstudentsplete:HotoaecardsonP47and chectheansers.plete:HotoaecardsonP47.完成练习inutesPracticeAs:hatshouldedointhelibrary?hatshouldn’tedointhelibrary?Discussingroupsandsay.激活学生已有知识inutesPresentationPresentsoesentencesfrothetext:hatshouldedo?you’dbettergetsoetools.Readandfindouttherule:hotousesho uldandhadbetter.激活学生已有知识并归纳总结提升inutesPresentationAs:Hotobeagoodstudent?Discussingroupsandsay使用刚刚学习过的语法inutesPracticeHelpstudentsplete:DIyadviceandchecthe ansers.plete:DIyadvice完成练习inutesPresentationAs:HotopreventupsDiscussingroupsandsay拓展思维inutesExerciseHelpthestudentspletetheexerciseandche ctheansers.EnglishpeoplelieDIy.Alotofpeoplespendtheirholidayai ngtheirhoesoreb______1______.Ifthereisanythingthatn eedsrepairingordecoratingaroundtheirhoes,suchasp_____2_____theallsorputtinginaneshoer,theyilldothejobstheselves.Theys_____3______DIyexperienceiththeirfri ends.oreandorepeopleshoani______4_____inDIy.Soeties peoplealsoDIyinordertos_____5_____oney.Theyaretryin gtofindaystoaetheirhousebetterhentheycan’taffordthec______6_____.So,it’snotsurprisingthatDIyisverypopular.DIycanbedifferent.Peopleoftenfinditoree______7_____ _tobuildapieceoffurniturebecausetheycan’tunderstandtheinstructionsell.Soetiestheinstruction saresipleandclear,butthefurniturei______8_____isdif ficulttobuild.DIycanalsobed______9_____.Peopleshoul dlearnuchaboutDIyorbeforedoingit.U______10_____,any peopledon’tcareaboutthat.Sotheyaybeindanger.pletetheexercise.当堂检测inuteHoeorSay:Finishsoeexercises.三、教学反思教学反思。