unit10 it's a nice day ,isn't it 单元主题阅读Small talk about safe topics

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Unit10《It’s a nice day, isn’t it_ word_Section

And I love swimming. Woman 1: That's great. Would you like something to drink? Girl 1: Yes, please. I'd love some lemonade.
aren't you? Woman 1: That's right. So tell me about yourself, Rita.
Do you play any sports? Girl 1: Yes I do. I like sports. I play tennis and ping-pong
Polite 2__4_5__7_8__9_10 Impolite_1__3_6____
1b PAIRWORK
Make up a conversation using one of the questions from activity 1a.
A: Do you like thrillers? B: No, but I love comedies.
Do you like cartoons?
You’re Anna’s brother, aren’t you?
It’s delicious, isn’t it?
How much did your skirt cost?
The train is always late, isn’t it?
How big is your apartment?
11. Nobody knows the answer,
______d_o__th__e_y__/_d_o_e_s? he
12. There is something wrong with your watch,

《Unit 10 It’s a nice day,isn’t it？》第一课时教学设计与反思

《Unit 10 It’s a nice day,isn’t it？》第一课时教学设计与反思一、教学设计㈠教学目标1、Knowledge Objects(知识目标)⑴Target language:No new words.(本课无新单词)It’s a nice day, isn’t it?Yes,it is.It looks like rain,doesn’t it?Yes,it does.The train is always late,isn’t it? No,it isn’t.⑵根据图片判断在什么情况下使用small talk以及如何借助反意疑问句用small talk和陌生人交谈。

2、Ability Objects(能力目标)⑴To train students’ability of listening and speaking.⑵To get students to know where to make small talk.⑶Enable students to make small talk using tag questions.3、Sensibility and Value(情感价值目标)To enable to practice spoken English in daily life and how to talk with strangers.㈡教学准备CAI、powerpoint课件、与课件配套的练习题㈢教学方法通过多媒体为学生创设合适的语言环境,运用任务型教学法、视听法,游戏法等多种方法调动学生学习兴趣,培养学生综合运用语言的能力和思维能力;通过各种形式的练习为不同层次的学生提供表现的机会,突出学生的主体地位。

㈣教学过程与方式StepⅠLeading-in(导入)通过学生喜爱的卡通动画形象蜡笔小新参观岳阳与各种陌生人的对话引入本课的目标语言small talk,激发学生学习积极性。

Unit 10 It’s a nice day, isn’t it-_1

Unit 10 It’s a nice day, isn’t it?Unit10It’saniceday,isn’tit?一.教学内容：Unit10It’saniceday,isn’tit?二.教学过程：.重点短语：tellsb.aboutsth.告诉某人某事，hatedoingsth.讨厌做某事helpsb.withsth.帮助某人（做）某事，thinkof想起hundredsof数百，成百上千，inthefuture在将来cometrue实现，becareful小心，当心；atleast至少getalong相处融洽，lookthrough浏览，beableto能够，会spacestation太空站，goskating去滑冰2.交际用语：（1）It’saniceday,isn’tit?（2）whataniceday,isn’tit?（3）Itlookslikerain,doesn’tit?（4）Ihopeso/not.（5）SodoI.3.语法：学习反意疑问句。

三.重、难点讲解：.Doyouthinkit’llstopbynoon?此句中的bynoon意为“在中午之前”，by的意思是“不迟于，在……之前，到……为止”。

（1）Pleasebehereby4:00p.m.请在下午四点钟之前到这儿。

（2）bytheendoflastmonth到上个月末by还可以表示方式、方法、手段、通过等，也可用作介词，表示“在……旁边”。

（3）jimgotthenewsbyphone.吉姆是通过电话得到这个消息的。

（4）Hemakesalivingbysellingvegetables.他以卖菜为生。

（5）youcansitbyme.你可以坐在我旁边。

句中的noon意为“中午”，若表示“在中午”，则用atnoon2.Therearetwopeoplelookingthroughbooksinabookstore.（1）lookthrough意为“浏览；仔细查看”。

Unit10《It’s a nice day, isn’t it_ word》课件1(1

5. It’s really crowded, isn’t exciting, wasn’t it?
it?
a
f. Yeah! I play tennis and
6. Did you see the game on ping-pong.
TV Friday night? e
yeah int. (口)=yes
school, but I had a wonderful time on Saturday
night. Thank you so much for inviting me. I
didn’t know some of the girls, but they were all
really friendly to me. And the video you showed
A: This is a great party,isn’t it? B: Yes, it is.
3a Read the three notes. Match each note with the
correct situation. Note 1
Dear Kim,
n. 短信；笔记
Sometimes it isn’t easy being the new kid at
2c PAIRWORK Role play a small talk conversation. You can choose one of the openers below. 1. Hi! You’re new here, aren’t you? 2. This is a great party, isn’t it? 3. Hi! My name’s Andy. I’m Karen’s brother. 4. You love baseball games, don’t you?

Unit 10 It’s a nice day, isn’t it

Unit10 It’s a nice day, isn’t it?Period OneⅠ. Teaching contents: Section A 1a—1cⅡ. Teaching aims and demands掌握英语里反意疑问句的用法；学会用英语闲聊。

Ⅲ. Teaching key and difficult points.1. Vocabulary: S mall talk; rain; umbrella2.Target sentences:It looks like rain, doesn’t it？The train is always late, isn’t it?You love violin music, don’t you?Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep 1 Greetings and RevisionGreet the class as usual and check the homework. Step 2 New wordsShow the new words on the screen and teach the new words.Ask students to read the new words first. Then correct thepronunciation. Teach the new words and ask students to repeat. Make surestudents can understand the meanings.Step 3 Section A 1aThis activity introduces several examples of small talks. Show eachpicture on the screen and ask different students to say what is happeningin each picture.T: Look at the pictures. Can you tell me what’s happening in eachpicture?: In Picture a, many people are waiting in line to buy tickets.S1S:In Picture b, so many people are at the subway station. It’s 2already nine o’clock, but the train isn’t here. They are very worried.: The boy and the man are waiting for the train in Picture c.S3S: In the last picture, we can see some persons listening to the 4concert.T:Very good. In all pictures, two people who don’t know each otherare starting aconversation. Can you tell me other places where we would talk to people we don’t kno w?: On the bus, in the lift.S5S: In the park, at the bus stop. …6Call 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.Step4 1bActivity 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.Picture a: Conversation 2 Picture b: no matchPicture c: Conversation 3 Picture d: Conversation 1This 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 5 SummaryThis 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 Englishgreatly.Step 6 Homework1. Write down the sentences in activity 1c in your exercise books.2. 读听力材料P92 1b 5遍Period TwoⅠ. Teaching contents: Section A 2a—2cⅡ. Teaching aims and demands: Master the structures in Grammar Focus.Ⅲ. Teaching key and difficult points.1. Vocabulary :Noon; Franklin lake; on the weekend by noon;I hope so.2.Target sentences: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.Ⅳ. Teaching aidsa tape recorder; a projectorⅤ. Teaching ProceduresStep Ⅰ Greetings and RevisionGreet the class as usual and check the homework. Ask students to show their written work.Step II New wordsShow the new words on the screen and teach the new words.Step III 2aActivity 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”?S: Yes. I think it means “having done well”.1T: 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 “s” or “u” in the blanks.Play the recording. Check the answers.Answers: Conversation 2: u Conversation 3: sStep IV 2bT: Listen to conversation 3 again. Put the sentences and questions in order. First I’ll ask different students 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. 1. f 2. b 3. e 4. a 5. d 6.c 7.gStep V 2c PairworkThis activity provides guided oral practice using the target language.T: First I’ll as k 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 Bb: 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 stopby noon”. Please remember them. Now practice the conversation in pairs.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 FocusReview 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.Step VI Grammar NotePoint 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 SummaryT:This class we’ve learned what one says to start a small talk. Ihope you can start a smalltalk with strangers. In this way you can practice your spoken English and make a lot of friends.Step VIII HomeworkRead your conversations for Activity 2cPeriod ThreeⅠ. Teaching contents: Section A 3a-4Ⅱ. Teaching aims and demandsⅢ. Teaching key and difficult points.1. Vocabulary : Have a good day; look through; bookstore; elevator; cross; low; slow; sandy2.Target sentences: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?Ⅳ. Teaching methodsⅤ. Teaching aids: a tape recorder; a projectorⅥ. Teaching ProceduresStep Ⅰ Greetings and RevisionGreet the class as usual and check the homework.Step II New wordsShow the new words on the Bb. Teach the new words. Ask students to read the new words first and then correct the pronunciation. Have Ss read for several times.Step III 3a This activity provides reading and writing practice.(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 at their conversation. In it there are four blanks. You need to fill in them. First please think of answers that would be correctin blank 1.S: I’m goin g to the beach.1: I always go to the beach on hot days.S2T: 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 PairworkActivity 3b provides writing and speaking practice using the target language.First show the conversation in 3a on the Bb and ask students to read it.T: Look at the conversation on the screen. Read it together.(Show the situations on the Bb 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.)·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?)T: Please read the situations together. Do you know the meanings of the underlined phrases?: “look through” means “read quickly”.S3S: “Wait in line” means “wait in a row of people”.4(Write the phrases on the board.)Please write a new conversation together using your own ideas. You can use the situations on the Bb. 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 theirconversations for the class.Step V 4 GroupworkThis 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 SummaryThis class we’ve done some writing practice. We know how to start a small talk with different people.Step VI HomeworkWrite the conversations in Activity 3b in your exercise books.Period FourⅠ. Teaching contents: Section B 1a-2cⅡ. Teaching aims and demandsTo train students’ ability of listening and speaking.Ⅲ. Teaching key and difficult points.1. Vocabulary : cost; yeah2.Target sentences:—This is a great party, isn’t it?—Yes, it is.Ⅳ. Teaching aids: a tape recorder; a projectorⅤ. Teaching ProceduresStep 1 Greetings and RevisionGreet the class as usual and check the homework. Ask students to show their written work..Step 2 New wordsLearn the new words. First show the new words on the screen. Teach the new words. Ask students to read for several times.Step 3 Section B 1aThis 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.The first and third pictures should be checked.√Step 4 An ActivityGood 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 shi rt 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 choose.Then have students read their sentences to the class, and have the other students call out Good or Bad after each statement.Step 5 1b PairworkActivity 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 6 2aThis 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 different place. Write your answers in these spaces. (Point out the space and the sample answer.) For example, The people inconversation 1 are at a party.Then play the recording for students.Check the answers.Conversation 2: at school Conversation 3: at a ball gameStep 7 2bThis 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.Then check the answers with the whole class.Step 8 2c PairworkThis activity provides oral practice using the target language.T: Look at the openers in the box. Read them together.( While students reading, teacher write the second one on the board.)T: Pa y 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.Step9 SummaryT:This class we’ve had some listening and 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 10 HomeworkPreview the new words in the next page.Period FiveⅠ. Teaching contents:Section B 3a—Selfcheck.Ⅱ. Teaching aims and demandsTo train students’ ability of listening and speaking.Ⅲ. Teaching key and difficult points.1. Vocabulary : thank-you note, come along, get along, have a wonderful time, feel like, be friendly to sb2.Target sentences:Thank you for + n./ doing sthhelp sb with sthⅣ. Teaching methodsWriting and speaking methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresChantYou are an actor, aren’t you?He is a good boy, isn’t he?It was fine yesterday, wasn’t it?She is going to visit me, isn’t she?Step1 RevisionShow them some pictures to revise some sentencesT: The boy is young, isn’t he?S1: Yes, he is.T: His grandpa is old, isn’t he?S2: Yes, he is.Then let Ss talk about some famous people.Step2 PresentationT: Today is M onday, isn’t it?S1: Yes it is.T: The day before yesterday was Saturday, wasn’t it?S2: Yes, it was.T: Last Saturday night, my friend Kim invited me to a party. I had a wonderful time there .And I got well along with my new friends. SoI wrote a thank –you note to him. Do you want to know how to writea thank-you note?S3: Yes.T: OK, Let’s read the note.Step3 ReadingGet Ss read the three notes quickly. Then match each note with the correct situation.Let Ss read the three notes again.Ask them some questions about the three notes. Then ask Ss to retell the notes.Step4 Work on 3bFill in the blanks in the thank-you note.Give students 2 minutes to do it.Ask some students to read it.Step5 Writing a thank-you noteT: Now please write your own thank-you note.Step6 SelfcheckSB Page 81 , Part 1 .1.Ask Ss to fill in the blanks on their own.2.Check the answers .3.Ask Ss to make their own sentences with the words, preferably sentencesthat are meaning for.4.Write a number of students’ answer for each word on th e Bb.SB Page 81, Part 21.Read the instructions .Ss must read carefully to try to make theiranswers fit the context.2.Ask Ss to identify the people in the pictures.3.Ss complete the task4.Ask a few students to share sample conversations with the rest of theclass.SB Page 81, Part 3.1.Read the instructions.2.Ask Ss to identify the locations in the pictures.3.Ss complete the task.4.Ask a few students to share sample conversations with the rest of theclass.Homework1.Recite 3a in Section B and copy new words.2.Go on writing a thank-you note.3.Review this unit .。

unit10It′s a nice day ,isn′t it 经典说课稿

Unit 10 It’s a nice day,isn’t it？一、教材分析本单元的语言功能项目是“Make small talk”涉及到的语法是“反意疑问句”，另外还有“Thank-you note”的形式和内容，因此在教学中，要采用灵活、开放的教学模式，充分利用教材中的卡通画，紧密联系实际，为学生提供真实的情景来交流、讨论，从而实现本单元的目标教学。

Section A是语言功能的初步呈现和输入阶段。

师生可由1a部分的卡通画部分开始，通过呈现——展示——讲解——理解——操练——运用这几个环节，循序渐进，从而达到对反意疑问句这一语法现象的认识。

师生在完成1a卡通画的过程中，教师可对一些语言文化知识进行必要的补充，激发学生的兴趣和想象力，在师生的交流过程中完成1b的听力任务和1c 的说的任务。

2a是任务型听力，要求学生听完听力材料后，判断哪一个谈话是成功的“small talk”，同时让学生明白，只有交谈双方积极参与，这样的谈话才是一个愉快地、成功的“聊天”。

2b的句子通过听力进行排序，并在此基础上加以操练，注意运用反意疑问句来提问题。

在实施2c的教学中，可鼓励学生联系实际，用反意疑问句形式提出问题。

二、学情分析文化意识的培养是学习语言的重要组成部分。

学习一门语言就意味着学习一种文化。

东西方文化的差异，学生对西方文化知识了解有限。

本单元的话题与学生实际生活紧密联系。

这就形成了一个很好的信息沟。

让学生学会人际交往，培养恰当运用英语的能力。

同时拓展视野，丰富生活经历，提高人文素养，使语言学习的过程成为学生形成积极的情感态度的过程。

三、教学目标1.知识目标掌握umbrella 、noon、goodbye、cross、low、slow、cost、note、body、holiday、traffic、look through、get along、at least、be careful等词汇及短语。

掌握句型：It’s a nice day, isn’t it? You are Ben’s sister, aren’t you? The train is always late, isn’t it? You love violin music, don’t you?学习反意疑问句的表达：The No.15 bus stops here, doesn’t it？2.能力目标引导学生学会在不同的情景下与陌生人闲谈；通过听说读写的训练，使学生获得英语基础知识和初步的交际能力。

Unit10 It's a nice dayisn't it 单元教案

You aren’t a new student，are you？你不是新来的，对吧？（前一部分为否定形式，后一部分就用肯定形式）
1. 如果陈述句有一个助动词（包括can，must，need等情态动词），其简短问句用同一个助动词。
例如： You haven’t seen that film，have you？你没有看过那部电影，是吗？
例如： Do sit down，won’t you？您请坐。
Give me a pen，will you？请给我一支笔。
Open the door，would you？请打开门好吗？
Let’s go together，shall we？咱们一起走吧。
7. 在 I think，I believe，I suppose，I guess等结构中，简短问句的主语往往与从句的主谓保持一致，
如：Mary likes reading，doesn’t she？玛丽喜欢读书，是吧？（前一部分为肯定形式，后一部分用否定形式）
Mary doesn’t like reading，does she？玛丽不喜欢读书，是吧？（前一部分为否定形式，后一部分就用肯定形式）
You’re a new student，aren’t you？你是新来的学生，对吧？（前一部分为肯定形式，后一部分用否定形式）
例如： This isn’t yours，is it? 这不是你的，是吗？
Yes，it is. 不，是我的。
No，it isn’t. 对，不是我的。
二. 时间介词in，on，at 1. in （1）表示在较长的时间里（如周／月份／季节／年份／世纪等）。
如： in a week； in May； in spring／summer／autumn／winter； in 2008； in the 1990’s等。

Unit 10 It's a nice day, isn't it 教学资料总汇

Unit 10 It’s a nice day, isn’t it 教学资料总汇一、学习目标：1.掌握英语里反意疑问句的用法；2.巩固已学过的七种时态；3.学会用英语闲聊。

二、学习重点难点：1.反意疑问句（Tag Question）也叫附加疑问句，是一种常用于口语的疑问句式，主要由“陈述句＋附加疑问”构成，附加疑问部分的动词一般要与陈述部分的动词相对应，附加一闻部分的主语要与陈述部分的主语相对应，如果陈述部分的主语是名词词组，则附加疑问部分用相应的代词表示。

反意疑问句主要有两类，即“陈述句＋反意附加疑问”和“陈述句＋非反意附加疑问”。

这两类又可以分为以下四种形式：a. 肯定的陈述句＋否定的附加疑问句。

例如：That clock is slow, isn’t it?b. 否定的陈述句＋肯定的附加疑问句。

例如：That clock isn’t slow, is it?c. 肯定的陈述句＋肯定的附加疑问句。

例如：That clock is slow, is it?d. 否定的陈述句＋肯定的附加疑问句。

例如：That clock isn’t slow, isn’t it?前两种形式是主要的，后两种形式使用场合较少。

反意疑问句也可由“祈使句＋附加疑问”构成。

例如：Carry this box for me, will you?Remember to buy some meat, won’t you?2.对于我们已经学过的七种时态，这里各举两例：一般现在时：Lily likes going shopping, doesn’t she?They aren’t students, are they?现在进行时：You’re going to the cinema, aren’t you?She isn’t waiting for me, is she?现在完成时：They have been to Singapore, haven’t they?Jack hasn’t finished his homework, has he?现在完成进行时：You have been living in Beijing all these years, haven’t you?Denis hasn’t been watching TV, has she?一般过去时：They had a good time at the party last Saturday, didn’t they?Fanny didn’t go home last night, did she?过去进行时：You were making dinner when I called, weren’t you?She wasn’t sleeping at this time yesterday, was she?一般将来时：We will have wonderful summer holidays, won’t we?They won’t come back until midnight, will they?3．关于反意疑问句的构成，有以下几点值得注意：a.当陈述部分的主语是everybody, everyone, someone, noone, nobody, somebody等指人的合成词时，反意疑问句的附加部分的主语在正式语体中通常用he。

unit10It′s a nice day ,isn′t it 经典说课稿

Section A是语言功能的初步呈现和输入阶段。

2b的句子通过听力进行排序，并在此基础上加以操练，注意运用反意疑问句来提问题。

在实施2c的教学中，可鼓励学生联系实际，用反意疑问句形式提出问题。

二、学情分析文化意识的培养是学习语言的重要组成部分。

学习一门语言就意味着学习一种文化。

东西方文化的差异，学生对西方文化知识了解有限。

本单元的话题与学生实际生活紧密联系。

这就形成了一个很好的信息沟。

让学生学会人际交往，培养恰当运用英语的能力。

同时拓展视野，丰富生活经历，提高人文素养，使语言学习的过程成为学生形成积极的情感态度的过程。

三、教学目标1.知识目标掌握umbrella 、noon、goodbye、cross、low、slow、cost、note、body、holiday、traffic、look through、get along、at least、be careful等词汇及短语。

Unit10 It's a nice dayisn't it 单元教案

Unit10 It's a nice day，isn't it 单元教案Unit 10 It's a nice day，isn't it? (单元文本教案) 【单元目标】Ⅰ．单词与短语cost cross low sandy slow somewhere review traffic note holiday elevator bookstore umbrella noon look through浏览get along 相信at least 少be careful 小心；当心hate doing sth. 讨厌做某事tell sb. about sth. 告诉某人关于某事Ⅱ．目标句型： 1. It’s a nice day，isn’t it? 2. What a nice day，isn’t it? 3. It looks like rain，doesn’t?4. I hope so / not.5. So do I.Ⅲ．语法反意疑问句【重难点分析】一. 反意疑问句反意疑问句是对陈述句所叙述的事实提出看法，问对方同不同意。

它的结构由两部分组成：陈述句＋简短问句。

如果前一部分为肯定形式，后一部分用否定形式；前一部分为否定形式，后一部分就用肯定形式。

一般来说，简短问句主语人称的数、动词时态应和陈述部分的主语人称的数、动词时态相一致。

如：Mary likes reading，doesn’t she？玛丽喜欢读书，是吧？（前一部分为肯定形式，后一部分用否定形式）Mary doesn’t like reading，does she？玛丽不喜欢读书，是吧？（前一部分为否定形式，后一部分就用肯定形式）You’re a new student，aren’t you？你是新来的学生，对吧？（前一部分为肯定形式，后一部分用否定形式）You aren’t a new student，are you？你不是新来的，对吧？（前一部分为否定形式，后一部分就用肯定形式）1. 如果陈述句有一个助动词（包括can，must，need等情态动词），其简短问句用同一个助动词。

Unit 10 It 's a nice day,isn't it

Unit 10 It’s a nice day , isn’t it ?Analysis of Unit 10Teaching goals :1.描述与陌生人聊天就注意的事项，学习该聊些什么，如何将话题展开。

2.通过学习与陌生人聊天来达到了解关心别人并增进友谊。

Important and difficult points :Tag questions (附加问句)Structure :It’s a nice day , isn’t it ? Yes ,it is . I really love hot weather .You’re Jenny’s friend ,aren’t you . Yes , I am .The No.15 bus stops here , doesn’t it ? Yes , it does .Functions : Make small talkPeriod 1Teaching of new lessonStep 1 Assign the taskIn this unit Ss learn to make small talk .On the Bb ,draw a picture of a boy and a girl waiting for bus .Include a large sign that says Bus Stop .Draw a speed bubble over each person’s head .Step 2 Warm upSB Page 76 , 1a .1.Point out the four scenes .Help Ss understand that in all the picturestwo people who don’t know each other (strangers) are starting a conversation .2.Ask Ss to circle the pictures where they would talk with people theydon’t know .Then have Ss write their own lists .SB Page 76 , 1b .1.Point out the four pictures .Then read the instructions .2.Say , You will hear three conversations .They go with three of thepictures .3.Play the recording .Have Ss write the number of each conversation inthe box next to the correct picture .4.Check the answers .SB Page 76 , 1c .1.Ask Ss to look at the pictures in activity 1a .Then point out the sampleconversation in activity 1c .Ask two students to read it to the class . 2.Say,Now work with your partner .Make your own conversations aboutthe people in activity 1a .Use the expression in the box .3.Ask several pairs to say one or more their conversations to the class . Step 3 Pre-taskSB Page 77 , 2a .1.Read the instructions and point out the sample answer .2.Play the recording .3.Check the answers.SB Page 77 , 2b .1.Read the instructions and point to the lettered list of sentences .2.Ask different students to read the lines of the conversation to theclass .3.Play the recording .Ask Ss write the letter of each line of conversationin the correct place .4.Check the answers .SB Page 77 , 2c .1.Read the instructions for the activity .2.Point to the conversations in activity 2b .Ask a pair of students to readthe conversations to the class .Then ask all students to practice the conversation in pairs .3.Point out the questions in the box .4.Then have Ss work in pairs .5.Ask several pairs to come to the front of the room and say theirconversations to the class .Step 4 Grammar Focus1.Review the grammar box .Ask students to read the questions andanswers .2.Ask Ss to give other examples of small talk that use tagquestions .Help Ss find the correct Yes or No short answer to go with each question .Exercise designing for Period 1 汉译英1.天看起来要下雨了，是吗？是的，但是我忘带雨伞。

初中英语《Unit10It’saniceday,isn’tit》单元教学设计以及思维导图

对应课标
1、能听懂有关熟悉话题的谈话，并能从中提取信息和观点。 2、能有效地运用所学句型进行小对话。 3、能在活动中使用正确的语言，语调。 4. 能从课文中找出有关信息，理解大意。 5、遇到问题时，能主动向老师或同学请教，取得帮助。 6、交际中遇到困难时，有效地寻求帮助。 7、能以小组讨论的方式起草和修改作文。
专题划分
专题一：引导学生能够听懂陌生人之间的闲聊信息并且能够用附加疑问句作为开场白与陌生人交流，以此提高学生的听说能力,并总结附加疑问句.SectionA1a —2c（ 1 课时）专题二:提高听力和阅读综合能力. (SectionA3a---4) (SectionB1a—2c and Selfcheck) （ 2 课时）专题三: 进行检测,主要是提高学生的读写能力,合作
能力。第二课时(SectionA3a---4)主要提高学生的阅读能力，同时锻炼学生的小组合作能力和写作能力。在教学设计中，我把 SectionB 的内容和 Selfcheck 的内容做了重新整合。把第三课时定为(SectionB1a —2c and Selfcheck)主要是提高学生的听力和综合应用能力，使学生对形式多样的活动感兴趣。.第四课时（SectionB3a—4）主要是提高学生的读写能力,合作学习能力，教会学生学写感谢信，学会感恩。如果时间有余我还安排学生能够根据所给的各种不同场合写出闲聊会话，并且能面向全班同学和老师把自己准备的对话表演出来，每一组表演时间为 2----4 分钟。以此来提高学生的学习兴趣，活跃课堂气氛，使英语切实成为一种交际工具从而让学生在不断的交际活动中习得语言，学以致用。主题单元规划思维导图
专题问题设 Do you sometimes talk with people who you 教学环境和教学资源

t 10 It’s a nice day, isn’t it 全单元课件-5

Unit 10 It's a nice day, isn't it?I. 根据句意和首字母提示补全单词。

（10分）1. We use the e_________ to go up and down the building.2. Look! It’s raining outside, you’d better put on your raincoat or take an u______.3. If you want to know the answer to the problem, you should look t______ books in the library.4. Would you like to come and meet my parents and have a f_________ dinner with us?5. When the t_________ lights are red, you must stop and wait.6. There is one child a_________ in the room.7. There are m________ of reasons for me to stay.8. We were filled with g ________ when we heard of his death.9. Yesterday Tom had a birthday party and I had many wines with a delicatef_______.10. The old men should be spoken to p______.II. 将下列句子改为反意疑问句。

（15分）1. She is a school girl, __________?2. It looks like rain, ____________?3. They go there by bus, __________?4. His mother goes to work at 8:00, __________?5. The girl can sing an English song, __________?6. The students had a class meeting yesterday, __________?7. He forgot his umbrella, _____________?8. There was a telephone for you, ___________?9. Let’s clean our bedroom, ______________?10. I think he is a teacher, ___________?III. 单项选择：（15分）1. The foreign visitors have been in Nartony for _________ three weeks.A. more thanB. thanC. moreD. more and more2. I can _________ swim _______ skate. Will you please teach me?A. either …orB. not only…but alsoC. both …andD. ne ither …nor3. －Can I try it on?－I’m ____________ you can.A. sureB. be sureC. make sureD. surely4. －We are free this afternoon. Let’s go to play computer games.－Well, I think I’d better watch an English program ________.A. tooB. eitherC. thenD. instead5. －How are you getting on with your work?－I can’t do it _________ any longer, I’ll have to get help.A. singlyB. quietlyC. aloneD. hard6. I learned _________ Russian at middle school.A. a bitB. bit ofC. a bit ofD. little of the7. Children are standing ________ and getting on the bus.A. on lineB. in a lineC. on a lineD. in line8. You shouldn’t wait here, ____________ you can go and ask Jim why.A. at the beginningB. in the endC. at firstD. at least9. The book is __________. Most of the teachers are _________ in it.A. interesting, interestedB. interesting, interestingC. interested, interestingD. interested, interested10. Few of them hurt themselves in the accident last night , __________.A. don’t theyB. didn’t theyC. did theyD. do theyIV. 补全对话：（10分）A. You’ve been to more places than I have.B. Well, you’ll have a lot of chances if you like.C. I’ve never s een such a place in China.D. Where’s that?E. What places have you been to in China?A: Hi, Kate! 1B: Oh, I’ve been to many places, such as Xi’an, Hangzhou, Shanghai, Guilin and Tibet.A: 2 .B: Really? What places have you been to?A: Very few. I’ve only been to Pingyao.B: 3 .A: It’s in Shanxi. It’s a small place, but it has a long history. It’s one of the oldest towns in China. There you can see a well-kept city wall.B: 4 I’ve just seen a lot of natural beauties, but not much old Chinese culture （文化）yet.A: 5 .V. 完成句子：（10分）1. 看起来他的确赢了那场比赛。

Unit10-It’s-a-nice-day--isn’t-it说课稿

U n i t10-I t’s-a-n i c e-d a y--i s n’t-i t说课稿work Information Technology Company.2020YEARLesson Plan PresentationUnit10 It’s a nice day, isn’t it?Good morning，ladies and gentlemen. I’m very glad to have the pleasure of interpreting my lesson here today. The lesson plan I am going to present is from Go for it Grade 8 Unit10 It’s a nice day,isn’t it?I will present my teaching plan from the following 8 aspects:1．Analysis of the teaching material2．Analysis of the students3．Teaching aims and demands4．The Important and Difficult Points5．The studying methods6．The teaching aids7．Teaching procedures and purposes of my designing. 8．Blackboard designＩ. Analysis of teaching materialThe analysis of teaching material comes first. The topic of this unit is It’s a nice day , isn’t itThe grammer of this lesson is Disjunctive Questions（反义疑问句）. This unit has the basic language content the two parts: SectionA, and SectionB .This lesson is both the unit-based unit.This lesson I’ll teach section A the first period.It is a Listening and speaking lesson.ＩＩ. Analysis of the studentsAs for students, they have learned this kind of sentences before. But they still need to exercise more to master the new contents.III .Teaching aims and demandsBased on the above analysis, I think the learning ofthis section to achieve the following objectives:1. Knowledge goals, master the basic sentences of the lesson(1)It's a nice day, is not it(2)The train is always late, isn't it(3)You love violin music, don't you?2.Ability goalsI will guide students to learn in different scenarios chat with strangers, through listening, speaking, reading and writing training to provide students with basic knowledge of English and preliminary oral communicative competence in the ability to target.3. Emotional valuesI will teach students how to start a "small talk" happily , promote students 'interest in learning and a sense of accomplishment, to develop students' polite, friendly and good habits of communication.IV.The Important and Difficult PointsAccording to the teaching objectives and characteristics of the students, I establish teaching focus of this lesson: To understand the anti-sense questions and listening comprehension.Difficulty: the use of Disjunctive Questions, the creation of scenarios to write dialogue, and classroom oral communication. This is because our students in learning English is not a good language atmosphere, so I focus on listening and speaking culture.V. The teaching and studying methodsbined with the requirements of the curriculumstandards, I mainly used the following teaching methods;situational approach, progressive approach to task-based approach, from easy to difficult, step-by-step hear that deepen the teaching content.2. In this I will take group free of cooperativelearning, students in the class free combination of asmall group of 2-4 people. Because such cooperativelearning to highlight the people-oriented thinking on education, in line with the aims of education, different levels of students will improve themselves through group cooperative learning.VI. The teaching aidsPower point courseware and courseware supporting exercisesVII. Teaching procedures and purposes of my designing. Step1 Leading into (3 minutes)Stick figure creation of context, I show a picture on the screen: two children are at the bus stop, leads to the topic :The bus is always late, isn’t it?It's a nice day, isn’t itStudents began just answer Yes or No. Based lesson pave the way. Then the use of multimedia presentation images allow students to chat with me, unknowingly introduce the student teaching communication situation. This part takes about 5 minutes. The design of this part of the purpose is to stimulate students' interest in learning, active classroom atmosphere, and export this lesson central topic.Step2. Presentation(5 minutes)1 . Teaching SectionA-1a, I am ready to find a few students in the class together to complete Guessing Games I guide the students to the following dialogue " You are 13 years old, a ren’t youStudents may answer ： Yes ，I am.Then I ask： You like playing basketball, don‘t youStudent A Yes，I do .This way is to show students thecomposition of the anti-tag question, the statement plus simple questions, and Disjunctive Questions to makesmall talk. "2. I take advantage of the teacher-student dialogueexpansion.He is 13 years old, isn’t he?Yes he is.He likes playing football ,doesn’t heYes ,he does .Explain to the students in the state how to build Disjunctive Questions brief questions.3. Guide students try to ask me questions, I give Yes or No answer, eg.You are 30 years old, aren't youI answer Yes, you are right.The students then asked :You Live in Qufu, don’t youYes, I do .This kind of exercises can not only make the classroom atmosphere active but also stimulate students' interest and enthusiasm.4. Through a combination of textbook picture of the teacher-student dialogue, tell them where we can chat , such as railway stations, movie theaters, concerts, hotels, waiting rooms. We can start a chatting just like:It's a nice day, isn't it?The movie is interesting, isn't itStep3. Listening & speaking (20 minutes)1.Let the students discuss the pictures in 1a , I willfocus on encouraging students to guess the contents ofeach image, and to introduce students to the country's cultural habits of the English language that is how to “chat” and try to avoid the content and topic. (2minutes)2. On this basis, a clear listening task. Let thestudent complete the hearing 1b. Then play the tapeagain,complet the follow sentences.(1).He is really good, ______ ______(2).This line is moving slowly, ______ ________(3).The train is late, _____ ______ (2 minutes)3. Listen and repeat. (2 minutes)4. Work in pairs, according to the different scenariosto design their own Small Talk. Show selected groups of students, and to select the best team, by showing toencourage students to boldly speak English. (5 minutes)5. To have successful small talk, both people need toask questions. Listen to another three conversations.Are they examples of successful or unsuccessful smalltalk? Play the tape, let them listen 2a and write “s”or “u”. Check the answers.(2 minutes)6.Play again and ask them to put the sentences &questions in order. Check the answers.(2minutes)7.Play for the third time ,let them listen and repeat.( 2minutes)8. Role play. Read this successful chat, try to thinkhow to make it successfully. (3minutes)The purpose of this part is to develop their listening skills by listening, so that they can speak better .Step4.Work in groups(10minutes)1.Show some pictures on screen, such as on a bus ,at a bus station ,in a thearter and so e your head to think about :What can we talk there? Weather Movie The bus station...Then share your topics and sentences in your groups. The more the better. (2minutes)2.Four in one group, choose any topic to start your own successful small talk. (4minutes)3.Act your small talk in class. (4minutes)The purpose of this part is to train students' ability of communication and cooperation, let the students learn to do things in English.Step 5 Grammar FocusReview 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.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 6.Exercise1．It’s really cold today, _____________,___________2．You ’re new here, ____________ _____________3．The bus stops here _______________, ____________4．You love basketball games, _____________ _________5. It always rains on the weekend,________ ________6. This line is moving slowly,________ __________7. He’s really good, _________ _________8. It’s really exciting, _______ ________9. You love basketball, _______ _______10.You like Yao Ming, ________ ________Step 7.SummaryT: This class we’ve learned what one says to start a small talk. I hope you can start a smalltalk with strangers. In this way you can practice your spoken English and make a lot of friends.Homework1.Copy all the new words once ,2.Finish off the workbook.3.Prepare a conversation with your partner for an action.That’s all ,thank you for listening.。