八年级上册（2013年6月第2版）《Reading 1： Do it yourself》新课标教案下载-乐山市优质课

Enable students to have a full understanding of Andrew’s DIY journey by providing different tasks, including questions, retelling and making a dialogue;

Strengthen the ability of analyzing Andrew’s characteristics by further discussing.

Part 4 Teaching Strategies

Communicative Approach; Task-based Approach

Part 5 Teaching Procedures

Step 1: Lead-in (Meeting DIY)

Watch a video about IKEA;

Encourage students to describe the video by using a key word and further explain the purpose of the video;

Inspire students to brainstorm any information about IKEA.

(The purpose is to guide students to get close to the topic of this lesson and arouse interest in reading the article)

Step 2: Pre-reading (Introducing Andrew)

1. Lead students to match some new words with the meanings;

2. Present a new word and get the students to guess the meaning and then show an example sentence for better understanding;

3. Ask students to describe Andrew by showing some pictures.

(The purpose is to pave the way for students’ reading by learning key vocabulary in the context and develop reading skills of predicting)

Step 3: While-reading (Andrew’s DIY Journey)

Skimming: ask students to read the article and list examples to prove Andrew’s craziness. Meanwhile, students are required to describe examples with complete sentences;

Retelling: lead students to locate related sentences in the article and retell the proofs one by one:

Proof 1: once…cut off a wire…power cut;

Proof 2: another time…hit a pipe…fill the room with water;

Proof 3: What happened to the living room and the cat? (not only…but also)

Why did Andrew want to paint the room blue? (so…that…)

Proof 4: Comparison between Suzy’s dream shelf and Andrew’s finished shelf.

3. Summary: summarize different DIY jobs and corresponding problems by filling in a table;

Pair Work: inspire students to work in pairs and talk about Andrew and his DIY work (a sample dialogue is given for reference);

Brainstorming: what would Suzy think of her cousin? what is the result? (One possible answer: He is neither talented nor skilled!)

Check students’ understanding of the whole article by completing the conversation on Page 46.

Step 4: Post-reading (Character Analysis)

Summary of Andrew’s temperament by shortlisting some sentences:

Made a mistake and had a power cut----careless/clumsy/unskilled