Step2: Lead-in

1.  T: When your mother’s birthday is coming, what do you want to give her as a birthday gift?

2.  T: We all know Suzy is good at DIY. Her mother’s birthday is coming. Do you know what she decided to give her mother?

3.  Listen to the recording of the diary entry to get the answer to the question.(She made a birthday card.)

(设计意图：在导入环节，首先鼓励学生联系自己的生活实际，回答多种可能性，然后猜测Suzy送给妈 妈生日的礼物，最后再听课文录音，核对答案。一步步，循序渐进而又自然的导入到新课。)

Step3: Reading

1.  Let the students read the article on Page 52 carefully and find the answers to these questions. Work in pairs.

1)  Why didn’t Suzy make the card at home?

2)  How long did Suzy and Sandy spend making it?

3)  What mistakes did Suzy keep making when working on it?

4)  Did they make a mess in the house?

5)  What did Suzy hope?

2.  Work in groups.

1)  Read the article again and tell us what each paragraph is about after reading.

2)  Find out some useful expressions.

(设计意图：在写作之前，首先阅读Suzy的文章作为范文，一来可以让学生更清楚文章的脉络，利于指导学生有条理的写作，掌握写作方法。另一方面，也可以让学生再次熟悉有用的词句表达。在这个部分，设置了两人活动，以及小组互动，放手让学生自主学习探究，培养良好的学习习惯。)

Step4: Writing

1.  Discuss in pairs. Talk about one DIY job you did for your mother, father or friends.

2.  Get the students to write a diary entry about the DIY job, using the expressions to help them.

(设计意图：在写作部分，首先让学生进行简短的讨论，整理思路，适当的做些笔记，然后再独立动笔去写，这样去组织文章，让学生养成写作前构思、做笔记、有条理的写文章的好习惯。)

Step5: Peer correction and assessment

1.  Give the students a form, choose a student’s article as a model.

2.  Ask the students to mingle their articles and use the form to judge their work.

3.  Choose some of the students work to check their abilities of writing.

(设计意图：在最后的反馈部分，设计了让学生互评的环节，首先给学生批改标准，然后教师示范一份，让学生自己进行互相批改。这样学生对错误的印象更深刻，而好的句子和表达也可以成为互相学习的样本。在这个基础上，还可以让同学们评选出最佳作文，给与奖励，提高学生们写作的积极性。)

Step6: Homework

1.  Revise what we have learnt today.

2.  Finish the exercise paper.

有了上文梳理的初二英语unit4教案设计，相信大家对考试充满了信心，同时预祝大家考试取得好成绩。

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