Unit_2.It's_a_nice_day__isn't_it_教案

八年级英语下册Unit 2
Unit 2 It’s a nice day, isn’t it? Period 1
授课班级班授课时间第____2__周第___1___课时课题Unit 2 It’s a nice day, isn’t it?课型Speaking & Listening
教学目标知识目标
Knowledge Objects
(1)New vocabulary: Small talk; rain; umbrella
(2)Target language；Listening practice.
能力目标
Ability Objects
(1)To train students’ ability of listening and speaking.
(2)To train students’ communicative competence
情感目标
Sensibility and Value
To enable to practice spoken English in daily life.
教学重难点1.Teaching Key Points
(1) New vocabulary in this period.
(2) Target language in this period.
2.Teaching Difficulties
(1)How to improve students’ listening ability.
(2)Make conversations freely.
学情分析
教具学具 A tape recorder. A projector
教学法指导Scene teaching method. Listening and speaking methods. Pair work.
教学过程
Step Ⅰ Greetings and Revision
Greet the class as usual and check the homework.
Step II New words
Show the new words on the screen and teach the new words.
Ask students to read the new words first. Then correct the pronunciation. Teach the new words and ask students to repeat. Make sure students can understand the meanings.
Step III Section A 1a
This activity introduces several examples of small talks.
Show each picture on the screen and ask different students to say what is happening in each picture.
T: Look at the pictures. Can you tell me what’s happening in each picture?
S1: In Picture a, many people are waiting in line to buy tickets.
S2: In Picture b, so many people are at the s ubway station. It’s already nine o’clock, but the train isn’t here. They are very worried.
S3: The boy and the man are waiting for the train in Picture c.
S4: In the last picture, we can see some persons listening to the concert.
T: Very go od. In all pictures, two people who don’t know each other are starting a conversation. Can you tell me other places where we would talk to people we don’t know?
S5: On the bus, in the lift.
S6: In the park, at the bus stop.
…
Call on a student to write his/her list of places on the board. Ask other students to add places to this list. Let students discuss the completed list.
Step IV 1b
Activity 1b gives students practice in understanding the target language in spoken conversation.
In this activity ask students to listen and number the pictures (2-4). Play the recording for twice. Students write the number of each conversation in the box next to the correct picture. Then check the answers.
Answers:
Picture a: Conversation 2
Picture b: no match
Picture c: Conversation 3
Picture d: Conversation 1
This activity provides guided oral practice using the target language.
Ask students to look at the pictures on the screen one by one. Get students to work in pairs. Make their own conversations about the people in the pictures.
As students talk, move around the room checking their work.
Sample conversation:
A: You love violin music, don’t you?
B: Yes. What about you?
A: Me, too. / So am I.
Step VI Summary
T: This class we’ve learned some new words and the target language. In the United States, people who don’t know each other often start conversation in public places. This small talk can help people feel more comfortable. In some places, especially in small cities and towns, people feel it is polite to speak with people they don’t know. Do you often have small talks with people you don’t know? If you have small talks with people in English, I think you can improve your spoken English greatly.
Step VII Homework
T: Write down the sentences in activity 1c in your exercise books.
板书设计Unit 2 It’s a nice day, isn’t it?
A list of places: park bus stop
cinema
shop
lift
…
作业布置Write down the sentences in activity 1c in your exercise books.
教后反思
Unit 2.It’s a nice day, isn’t it? Period 2
授课班级班授课时间第____2__周第___2___课时课题Unit 2 It’s a nice day, isn’t it?课型Speaking and Listening
教学目标知识目标
Knowledge Objects
(1)New vocabulary: Noon; Franklin lake; on the weekend
(2)Target language:
(3)Listening practice.
能力目标Ability Objects
To train students’ ability of listening and speaking
情感目标Sensibility and Value
To enable to understand the feelings of others in communication.
教学重难点1.Teaching Key Points
(1). Key phrases: by noon; on the weekend; I hope so.
(2). Master the structures in Grammar Focus.
2.Teaching Difficulty
Make conversations using the target language in Grammar Focus.
学情分析
教具学具 A tape recorder. A projector.
教学法指导Listening method. Speaking method. Communicative approach.
教学过程
Step Ⅰ Greetings and Revision
Greet the class as usual and check the homework. Ask students to show their written work.
Step II New words
Show the new words on the screen and teach the new words.
Step III 2a
Activity 2a provides guided listening practice using the target language.
First write successful and unsuccessful on the board
T: Do you know what’s the meaning of the word “ successful”?
S1: Yes. I think it means “ having done well”.
T: Great. What about the word “unsuccessful”?
Ss: We are not sure.
T: It means “not successful”. Clear?
Ss: Yes.
T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful or unsuccessful small talks? Write “a” or “u” in the blanks.
Play the recording the first time. Students only listen.
Then play it a second time. This time students write “s” or “u” in the blanks.
Check the answers.
Answers:
Conversation 2: u Conversation 3: s
Step IV 2b
T: Listen to conversation 3 again. Put the sentences and questions in order. First I’ll ask different s tudents to read the lines of the conversation to you. The sample answer “f” is given. This is the opening line of the conversation.
Play the recording. Ask students to write the letter of each line of conversation in the correct place.
Check the answers.
Answers:
1. f
2. b
3. e
4. a
5. d
6.c
7. g
Step V 2c Pairwork
This activity provides guided oral practice using the target language.
T: First I’ll ask a pair of students to read the conversation in Activity 2b.
Sa: It always rains on the weekend, doesn’t it?
Sb: Yes. It rains every Saturday.
Sa: Do you think it’ll stop by noon?
Sb: I hope so. I want to go swimming.
Sa: Oh? Where do you swim?
Sb: At Franklin Lake.
Sa: Do you ever go there/
(Write two phrases and a sentence on the board: on the weekend; by noon; I hope so.)
T: In the conversation, there are two important phrases and a key structure. Please look at the board, “on the weekend” means “on Saturday and on Sunday” and “I hope so” means “I hope it will stop by noon”. Please remember them. Now practice the conversation in pairs.
(After a while)
T: OK. Now it’s your turn to make your own small talks. You can use the questions in the box.
As students talk to each other, move around the room checking their work.
In the end ask several pairs to come to the front of the room and say their conversations to the class.
Step V Grammar Focus
Review the grammar box. Ask students to read the questions and answers. Ask students to copy the three sets of questions and answers in their exercise books.
Then show the following on the screen.
It’s really windy today, isn’t it?
Yes, it is.
You’re Ben’s sister, aren’t you?
Yes, I am.
The No. 15 bus stops here, doesn’t it?
Yes, it does.
Step VI Grammar Note
Point out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do. No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking.
Step VII Summary
T:This class we’ve learned what one says to start a small talk. I hope you can start a small talk with strangers. In this way you can practice your spoken English and make a lot of friends. Step VIII Homework
T: Tape record yourselves as you read your conversations for Activity 2c.
板书设计Unit 2 It’s a nice day, isn’t it? successful / unsuccessful
He is a good student, isn’t he?
Li Ping likes music, doesn’t he? You take this bus, don’t you? No, I don’t.
Yes, I do.
作业布置Tape record yourselves as you read your conversations for Activity 2c.教后反思
Unit 2It’s a nice day, isn’t it? Period 3
授课班级班授课时间第___2___周第____3__课时课题Unit 10 It’s a nice day, isn’t it?课型Reading & Writing
教学目标知识目标
Knowledge Objects
(1)New vocabulary:
Have a good day; look through; bookstore; elevator; cross; low; slow; sandy
(2)Target language；Writing practice.
能力目标
Ability Objects
To train students’ writing ability and communicative competence.
情感目标
Sensibility and Value
To enable to understand the feelings of others in communication.
教学重难点1.Teaching Key Points:
Master the target language in this period.
(1). Have a good day!
(2). Look through;
(3). Nice day, isn’t it?
2.Teaching Difficulties
Make conversations freely.
学情分析教具学具教学法指导
教学过程
Step Ⅰ Greetings and Revision
Greet the class as usual and check the homework.
Ask students to place the tapes and the tape recorder where students in the class can listen to each other’s conversations d uring free time.
Step II New words
Show the new words on the screen. Teach the new words.
Ask students to read the new words first and then correct the pronunciation. Have students read for several times.
Step III 3a
This activity provides reading and writing practice using the target language.
(Show a picture on the screen.)
T: Look at the picture. Where are they?
Ss: They are at the bus stop.
T: Yes. They are having a small talk while they are waiting for buses. Now let’s look a t their conversation. In it there are four blanks. You need to fill in them. First please think of answers that would be correct in blank 1.
S1: I’m going to the beach.
S2: I always go to the beach on hot days.
T: Correct. Very good. Then finish writing sentences in the blanks on your own.
Ask some students to say their sentences to the class.
In the end invite some students to read their completed conversations to the class.
Write some of the new sentences students use on the board and discuss the sentences with the class.
Step IV 3b Pairwork
Activity 3b provides writing and speaking practice using the target language.
First show the conversation in 3a on the screen and ask students to read it.
A: This is g reat weather, isn’t it?
B: It sure is. But it’s a little hot for me.
A: Oh, I love hot weather. I’m going to the beach today.
B:Which beach are you going to?
A: I’m going to Today Beach. Where do you usually go?
B: I usually go to Sandy Beach.
A: Is it very crowded?
B: No, it’s never crowded. Well, have a good day!
A: Thanks. Goodbye.
B: Goodbye.
T: Look at the conversation on the screen. Read it together.
Ss: …
(Show the situations on the screen while students are reading.)
·Two people looking through books in a bookstore.
·Two people waiting in line to buy ice cream.
·Two people alone in an elevator.
·Two people waiting to cross a busy street.
(Write the questions on the board.)
·Th eir prices are really low, aren’t they?
·This line is slow, isn’t it?
·Nice day, isn’t it? (= It’s a nice day, isn’t it?)
T: Please read the situations together.
Ss: …
T: Do you know the meanings of the underlined phrases?
S3: “look through” means “read quickly”.
S4: “Wait in line” means “wait in a row of people”.
…
(Write the phrases on the board.)
T: Now please write a new conversation together using your own ideas. You can use the situations on the screen. And the questions on the board can help you.
As they make their own conversation, move around the room offering assistance as needed. In the end of this activity ask pairs of students to say their conversations for the class.
Step V An Activity
How Long Can You Talk?
Divide the class into several teams of four to five students each. Ask each team to write down a list of opening questions they might use to start a conversation. Then ask sets of two teams to work together. One team gives an opening question. The other team must give an answer and then follow it up with a question to the first team. The first team then answers and tries to ask another question. The two teams continues the conversation this way as long as possible.
Step VI 4 Group work
This activity provides guided oral and writing practice using the target language.
First show students some pictures ( a student, a farmer, an old man and a businessman). Ask students to identify the people.
Then ask students to give sample topic of conversation. Topics should be suitable for each person.
Have students work in groups and role play the conversation.
Ask a few students to share the conversations with the rest of the class.
Step VI Summary
T:This class we’ve done some writing practice. We know how to start a small talk with different people.
Step VII Homework
Write the conversations in Activity 3b in your exercise books.
板书设计
Unit 2 It’s a nice day, isn’t it?
Their prices are really low, aren’t they?
This line is slow, isn’t it?
Nice day, isn’t it? = It’s a nice day, isn’t it?
Look through; wait in line; wait to do sth.; cross a … s treet
作业布置Write the conversations in Activity 3b in your exercise books.教后反思
Unit 2.It’s a nice day, isn’t it? Period 4
授课班级班授课时间第____2__周第__4____课时课题Unit 2.It’s a nice day, isn’t it?课型Speaking & Listening
教学目标知识目标
Knowledge Objects
(1)New vocabulary: cost; yeah
(2)Target language；Listening practice.
能力目标
Ability Objects
(1)To train students’ ability of listening and speaking.
(2)To train students’ communicative competence.
情感目标
Sensibility and Value
To be interested in taking part in all kinds of activities in an English class.
教学重难点1.Teaching Key Points
(1). Key structure:
—This is a great party, isn’t it? —Yes, it is.
(2). Listening practice.
2.Teaching Difficulties
Role play a small talk freely.
学情分析
教具学具 1. A computer for multimedia use. 2. A tape recorder.
教学法指导(1)Listening and speaking methods. (2)Pair work. (3)Review method
教学过程
Step Ⅰ Greetings and Revision
Greet the class as usual and check the homework. Ask students to show their written work..
Step II New words
Learn the new words.
First show the new words on the screen. Teach the new words. Ask students to read for several times.
Step III Section B 1a
This activity helps students understand what topics are good or not good in small talk situations. Focus attention on the four pictures. Point to the pictures one by one.
Ask a student to read the question under each picture to the class.
Then have students check the questions that they think are good small talk questions.
Ask students to discuss their answers.
Answers:
The first and third pictures should be checked.
Step IV An Activity
Good or Bad?
Ask students to choose small talk topics and make lists of good and bad small talk questions about each topic. For example, if the topic is clothing, a bad question would be, That shirt was expensive, wasn’t it? A good question would be, You bought that shirt at the new store downtown, didn’t you? Give students time to write questions for a topic they c hoose. Then have students read their sentences to the class, and have the other students call out Good or Bad after each statement.
Step V 1b Pairwork
Activity 1b provides guided oral practice using the target language.
Look at the sample conversation in this activity and ask two students to read it to the class.
Sa: Do you like thrillers?
Sb: No, but I love comedies.
T: Thank you. OK, now work with your partner. Make your own conversations about the people in Activity 1a.
As students talk, move around the room checking their work.
Step VI 2a
This activity gives students practice in understanding the target language in spoken conversation.
T: Now you’ll hear three conversations. The people in each conversation are in a dif ferent place. Write your answers in these spaces. (Point out the space and the sample answer.) For example, The people in conversation 1 are at a party.
Then play the recording for students.
Check the answers.
Answers
Conversation 2: at school
Conversation 3: at a ball game
Step VII 2b
This activity provides listening practice using the target language.
Tell students this time they are going to match each question with the correct answer.
Then point out the sample answer. Students read the sample question and answer themselves.
Play the recording.
Students write the letter in correct blank.
Stop the recording after each line or two to give students a chance to finish writing in their books.
Then check the answers with the whole class.
Step VIII 2c Pair work
This activity provides oral practice using the target language.
T: Look at the openers in the box. Read them together.
Ss: …
( While students reading, teacher write the second one on the board.)
T: Pay attention to the second one. In it, “isn’t this” isn’t used. Instead, “isn’t it” is used.
Clear?
Ss: Yes.
T: Now make your own small talk conversations in pairs using the openers. The sample
conversation is given. Please read it first.
As they work, move around the room checking progress and offering help as needed.
Ask several pairs to say their completed conversations for the class.
Step IX Summary
T:This class we’ve had some listening a nd speaking practice using the target language. I hope all of you take an active part in the activities in class. In this way you can improve your spoken English.
Step X Homework
T: Preview the new words in the next page.
板书设计Unit 2 It’s a nice day, isn’t it?—This is a great party, isn’t it?— Yes, it is.
作业布置Preview the new words in the next page 教后反思
Unit 2. It’s a nice day, isn’t it? Period 5
授课班级班授课时间第___2___周第______5课时课题Unit 2.It’s a nice day, isn’t it?课型Reading & Listening
教学目标知识目标
Knowledge aims
a. vocabulary: fax, reader, fit, over, foreign, build.
b. Target language: talk about New Year’s resolutions.
c. Structure: be going to do
能力目标
Ability Aims
To t rain students’ reading skills
情感目标
Emotional Aims
Make the students have plans to do something.
教学重难点Key points and difficult points Make New Year’s resolutions.
学情分析Try their best to improve their listening, speaking, reading, writing skills. So much for part 1. Next, I’ll show you part 2.
教具学具 A tape recorder
教学法指导Listening to tapes. Communicative Approach. Task-based Teaching Approach
教学过程Step ⅠGreeting the class as usual and check the homework.
Step ⅡNew word s
Show the on the blackboard and teach the new words.
Read the new words to students and ask them to repeat.
Step Ⅲ3a
This activity provides reading practice using the target language.
First call attention to the three notes.
Next point to the list of three situations and ask the class to read the letters to themselves. Then point out the sample answer and then reread the thank-you note.
Ask students to finish on their own.
Check the answers.
The main points:
1、feel like ....
2、enjoy + ving
3、get along
Step Ⅳ3b
This activity provide reading and writing practice using the target language.
First read the letter to the class, Say blank each time you come to a blank line.
Then have SS read the letter by themselves and fill in the blanks.
Next, ask a few students to read their letters to their partners.
At the end ask a few students to read their letters to the class.
Step Ⅴ3c, Write your own thank-you note
This activity provides writing practice using the target language.
Ask SS to make a list of ideas before they write their letters.
Tell them theu can use the thank-you note in 3b as a model.
Correct as many of the letters as you can in class. Invite some students to read their letters to the class.
Step VI Summary
This class we’ve had a lot of reading, writing and speaking practice using the target language.
In all the activities I hope you can learn to cooperate and make great progress together.
Step VII Homework
Next class we’ll have our Self check paper. Please preview the exercises to see if you have any difficulty in understanding.
板书设计
Unit 2 It's a nice day, isn't it? feel like ....
enjoy + ving
get along
作业布置
Next class we ’ll have our Self check paper. Please preview the exercises to see if you have any difficulty in understanding.
教后反思
Unit 2 It’s a nice day, isn’t it? Period 6
授课班级班授课时间第____2__周第___6___课时
课题Unit 2 It’s a nice day, isn’t it?课型Self check
教学目标知识目标
Knowledge aims
The key vocabulary
To review the language they have learned in this unit 能力目标
Ability Aims
To train student s’ reading and writing skills
情感目标
Emotional Aims
Make the students have plans to do something.
教学重难点Teaching Key Points：The main words and structures Teaching Difficulties：The writing practice
学情分析Try their best to improve their listening, speaking, reading, writing skills.
教具学具 A tape recorder
教学法指导Listening to tapes. Communicative Approach. Task-based Teaching Approach
教学过程
StepⅠGreet the class as usual and check the homework.
Ask students to read the new words one by one. Correct any mistakes. Then read the new words and ask students to repeat. Make sure students know the meanings.
Step Ⅱ
Self check 1: This activity focuses on vocabulary introduced in the unit.
Ask students to fill in the blanks on their own.
Check the answers.
Ask students to make their own sentences with the words ,preferably sentences that are meaningful.
Write a number of students' answers for each word on the board and ask students to suggest how to correct the mistakes.
Step ⅢSelf check 2:
This activity lets students use the language of the unit to think of small talk conversations with a stranger at a bus stop.
Ask students to identify the people in the pictures.
Have SS complete the task.
Ask a few students to present their conversations to the class.
Step ⅣSelf check 3:
Write small talk conversations and practice them with your partners.
First read the instructions to the class.
Then ask SS to identify the locations in the pictures.
Next, have them complete the task.
Ask a few students to present their conversations to the class.
Step ⅥSummary
This class we’ve completed the self check. You should try to remember the usage of the main words and the sentences.
Step ⅦHomework
Please deal with your workbooks.
板书设计
Unit 2 It's a nice day, isn't it? feel like ....
enjoy + ving
get along
作业布置
Next class we’ll have our Self check paper. Please preview the exercises to see if you have any difficulty in understanding.
教后反思。