unit10 It’s a nice day_isn’it说课稿
it’s a nice day ,isn’t it _公开课教案
it’s a nice day ,isn’t it ?
课时
period 1
教学对象
八年级学生
提供者
一、教材内容分析
本节教材选自人教版新目标八年级下册unit 10it’s a nice day, isn’t it?的sectiona1a.1b.1c2a 2b 2c and grammar foucs作为第一课时。依据《英语新课程标准》、教学内容和教学对象，我对相关部分进行了适当整合，确定本节课的主要教学目标为：学会人们是如何开始闲聊的，学生能用反意疑问句作为开场白且能够有礼貌地与陌生人展开闲聊，初步掌握反意疑问句的使用。
yes,he did.
通过谈论天气和对学生的提问，引出反意疑问句的基本结构和本单元的课题，通过让学生通过理解，感知反意疑问句的基本框架，从而完成本单元的导入。
task2
presentation
(5)
1.in our daily life, everyone will meet some people they don’t know. if you want to talk to them, this kind of conversation will be called small talk. how to start your conversation? whenever, you could talk about the weather first. besides this, you could start your conversation according to the current situation. t:showing the four scenes on the screen and ask different students to say what is happening in each picture.
教案It's a nice day ,isn't it docx
Unit 10 It’s a nice day, isn’t it? Period 1授课班级授课时间第___17___周第___2___课时课题Unit 10 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 ValueTo 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 ⅠGreetings and RevisionGreet the class as usual and check the homework.Step II New wordsShow 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 1aThis 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 subway station. It’s already nine o’clock, but thetrain 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 good. In all pictures, two people who don’t know each other are starting aconversation. 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 1bActivity 1b gives students practice in understanding the target language in spokenconversation.In this activity ask students to listen and number the pictures (2-4). Play the recording fortwice. Students write the number of each conversation in the box next to the correct picture. Then check the answers.Answers:Picture a: Conversation 2Picture b: no matchPicture c: Conversation 3Picture 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 inpairs. 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 SummaryT: 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 HomeworkT: Write down the sentences in activity 1c in your exercise books.板书设计Unit 10 It’s a nice day, isn’t it?A list of places: parkbus stopcinemashoplift…作业布置Write down the sentences in activity 1c in your exercise books.教后反思Unit 10 It’s a nice day, isn’t it? Period 2授课班级授课时间第___17___周第___3___课时课题Unit 10 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 ObjectsTo train students’ability of listening and speaking情感目标Sensibility and ValueTo 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 DifficultyMake 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 ⅠGreetings 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 boardT: 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 thethree 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: sStep IV 2bT: Listen to conversation 3 again. Put the sentences and questions in order. First I’ll askdifferent 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 correctplace.Check the answers.Answers:1. f2. b3. e4. a5. d6.c7. gStep V 2c PairworkThis 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 theboard, “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 thebox.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.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 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. I hope you can start a smalltalk with strangers. In this way you can practice your spoken English and make a lot of friends.Step VIII HomeworkT: Tape record yourselves as you read your conversations for Activity 2c.板书设计Unit 10 It’s a nice day, isn’t it?successful / unsuccessfulHe 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 10 It’s a nice day, isn’t it? Period 3授课班级授课时间第___17___周第___4___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 ObjectsTo train students’writing ability and communicative competence.情感目标Sensibility and ValueTo 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 DifficultiesMake conversations freely.学情分析教具学具教学法指导教学过程Step ⅠGreetings and RevisionGreet 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 during free time.Step II New wordsShow 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 3aThis 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 at theirconversation. 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 PairworkActivity 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 great 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.)·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.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 thesituations 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 ActivityHow Long Can You Talk?Divide the class into several teams of four to five students each. Ask each team to writedown a list of opening questions they might use to start a conversation. Then ask sets of two teamsto work together. One team gives an opening question. The other team must give an answer andthen follow it up with a question to the first team. The first team then answers and tries to askanother question. The two teams continues the conversation this way as long as possible.Step VI 4 Group workThis 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 eachperson.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 SummaryT: This class we’ve done some writing practice. We know how to start a small talk with different people.Step VII HomeworkWrite the conversations in Activity 3b in your exercise books.板书设计Unit 10 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 …street 作业布置Write the conversations in Activity 3b in your exercise books. 教后反思Unit 10 It’s a nice day, isn’t it? Period 4授课班级授课时间第___17___周第___5___课时课题Unit 10 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 ValueTo 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 DifficultiesRole 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 ⅠGreetings and RevisionGreet the class as usual and check the homework. Ask students to show their written work..Step II New wordsLearn the new words.First show the new words on the screen. Teach the new words. Askstudents to read for several times.Step III 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.Answers:The first and third pictures should be checked.Step IV 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 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 choose. 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 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 VI 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 in conversation 1 are at a party.Then play the recording for students.Check the answers.AnswersConversation 2: at schoolConversation 3: at a ball gameStep VII 2bThis activity provides listening practice using the target language.Tell students this time they are going to match each question withthe correct answer.Then point out the sample answer. Students read the sample question and answerthemselves.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 theirbooks.Then check the answers with the whole class.Step VIII 2c Pair workThis 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 sampleconversation 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 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 X HomeworkT: Preview the new words in the next page.板书设计Unit 10 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 10 It’s a nice day, isn’t it? Period 5授课班级授课时间第___17___周第___6___课时课题Unit 10 It’s a nice day, isn’t it? 课型Reading & Listening教学目标知识目标Knowledge aimsa. 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 AimsTo train students’reading skills情感目标Emotional AimsMake the students have plans to do something.教学重难点Key points and difficult pointsMake 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 wordsShow the on the blackboard and teach the new words.Read the new words to students and ask them to repeat.Step Ⅲ3aThis 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 + ving3、get alongStep Ⅳ3bThis 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 noteThis 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 SummaryThis 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 HomeworkNext 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 10 It's a nice day, isn't it?feel like ....enjoy + vingget 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 10 It’s a nice day, isn’t it? Period 6授课班级授课时间第___18___周第___1___课时课题Unit 10 It’s a nice day, isn’t it? 课型Self check教学目标知识目标Knowledge aimsThe key vocabularyTo review the language they have learned in this unit能力目标Ability AimsTo train students’reading and writing skills情感目标Emotional AimsMake 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 ⅡSelf 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 ⅥSummaryThis class we’ve completed the self check. You should try to remember the usage of the main words and the sentences.Step ⅦHomeworkPlease deal with your workbooks.板书设计Unit 10 It's a nice day, isn't it?feel like ....enjoy + vingget 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。
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。
Unit 10 It's a nice day ,isn't it 教案 (人教版八年级下) (2)
八年级下Unit10 It’s a nice day ,isn’t it?Section A Period 1备课时间：第14周拟使用时间：第15周，星期一教师寄语：不经风雨怎能见彩虹？学习目标：1. 学习并掌握本课的单词及短语。
2. 掌握本课的重点句型：(1.)It’s a nice day ,isn’t it? Yes, it is (2.) What a nice day，isn’t it?(3.) It looks like rain，doesn’t?(4 ) The No.15 bus stops here ,doesn’t it? Yes, it does(5) I hope so / not. (6) So do I.3. 通过自主学习，合作学习等学习策略，训练学生的逻辑思维，快速反应能力和实践能力，学会反义疑问句在对话中的运用一、前置测评：听写本课的单词，并重点记忆不熟练的。
（8分钟）二、认定目标：师生共同认定。
（1分钟）三、自主探究：1. 看课本76页，快速完成1a。
2、听对话完成1b3、然后用所给的词组及1a的图画练习1c的对话，小组竞赛，评出优胜组。
4. 听录音，完成2a。
师生共同核对答案。
5、再听一遍录音，完成2b，个别小组展示答案，师生共同核对6. 同桌合作完成2c，小组展示对话情况题组训练：按要求写出下列单词1.sandy（名词）_____2.cross（介词）____3. low（反义词）______4. slow（同义词）______5. slow（反义词）______6.cost（过去式）_______7. review（同义短语）_______8.me（反身代词）______ 9.go（过去分词）______ 10.little（最高级）______归纳总结：师生共同总结反义疑问句的一般变化规则及答语四、达标测评:配套46页第二题1---5五、拓展提高：互动105三题作业布置; 作业一：互动104页第二题（必做题）作业二：互动104第一（B）题（选做题）教学反思：成功之处：不足之处：措施（原因）：八年级下Unit10 It’s a nice day ,isn’t it?Section A Period 2备课时间：第14周拟使用时间：第15周，星期二教师寄语：It’s never too old to learn .( 活到老，学到老。
Unit10 It's a nice dayisn't it 单元教案
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？》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。
初中英语八年级下册Unit10It’saniceday,isn’tit全英文表格式教案
Teaching Plan for BOOKⅡ Unit10 Section B科目 课题 教 学 目 标 English 年级 Grade 8 班级 Class 1 时间 Unit 10 It’s a nice day, isn’t it? Section B Period 1 1.Knowledge Objects: (1)New vocabulary: cost; yeah (2)Target language: Tag questions 2. Ability Objects: (1)To train students’ abilities of listening and speaking. (2)To train students’ communicative competence. 3.Sensibility and Value: (1)Open students’ mind and be brave enough to chat with strangers in English ; (2)Know more about the rules of communication.教 材 分 析1.Teaching Key Points (1). Key structures: —This is a great party, isn’t it? —Yes, it is. (2). Listening practice. 2.Teaching Difficulties: How to make small talk by tag questions and role play conversations freely.板书设 计示意 框图Unit 10 It’s a nice day, isn’t it? — This is a great party, isn’t it? — Yes, it is. 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）时序Step Ⅰ Greetings and Free talks Greet the class as usual and have free talks with the students. Step II Presentation: (1)Revise the words and key phrases in Unit10 Section A by showing them on the screen and have a word competition in class. Teach the new words and get the students to read for several times. (2)Show some situations and get the Ss to say if they’re polite or impolite. 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 ActivityeGood 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 choose. 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 conversations. 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 in Conversation 1 are at a party. Then play the recording for the 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 by themselves. Play the recording. Students write the letters in the correct blanks. 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 Pairwork This activity provides oral practice using the target language. T: Look at the openers in the box. Read them together. Ss: … ( While students reading, the 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 by using the openers. The sample conversation is given. Please read it first and finish off the conversation. Get the Ss to fill in the blanks in the conversation. Then check the answers. Look at the second conversation and complete the conversation with the Ss. Then get the Ss to make their own small talk conversations in pairs, by using the two conversations as examples. As they work, move around the classroom checking the progress and offering help as needed. Ask several pairs to act out their completed conversations for the class. Step IX Summary T: 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; Open your mind and be brave enough to chat with strangers in English ; From this class we can know more about the rules of communication. Step X Homework T: Preview the new words and content in the next page.教 学 后 记。
八年级英语下册-Unit 10 It’s a nice day, isn’t it Section A 1a-1c说课稿
Un it 10 It’s a nice day, isn’t it Section A 1a-1c说课稿
一、说教材
1、教材的地位和作用
本课是第10单元的第一课，主要围绕以“small talk”为话题，通过教学，帮助学生掌握什么情况下使用small talk以及如何用small talk和陌生人交谈，Section A 1a介绍什么是small talk并让学生根据图片判断什么样的场合会发生small talk，由此引入本单元的主题；1b让学生听三段对话录音，根据听到的顺序给图片排序，帮助学生从听力材料中了解，获取目标语言；1c是一个口头会话练习，指导学生如何用目标语言进行对话。
2、教学目的：教学大纲指出要从英语的学科的特点出发，激发培养学生的兴趣，在课堂教学中善于帮助学生树立学习英语的信心，建立语感，掌握语言基本知识和技能。
（1）知识目标
a)掌握本课的单词和词组 small talk，umbrella
b)掌握Tag questions:
It’s a nice day, isn’t it?
He’s really good, isn’t he? He sure is.
（2）能力目标
a)Get students to know where to make small talk.
b)Enable students to make small talk using tag questions.。
It’s;a;nice;day;isn’t;it教案
It’s a nice day, isn’t it教案一、教学目标：1. 让学生能够听懂、会说、会读天气相关的词汇，如：sunny, cloudy, rny, windy等。
2. 让学生能够运用It’s a nice day, isn’t it?进行天气话题的简单交流。
3. 培养学生对天气变化的关注和热爱生活的心情。
二、教学内容：1. 学习天气相关的词汇：sunny, cloudy, rny, windy, snowy等。
2. 学习表达天气的句子：It’s a nice day, isn’t it?3. 学习如何根据天气选择衣物和活动。
三、教学重点与难点：1. 重点：天气词汇的掌握和运用，天气句子的表达。
2. 难点：天气词汇的准确理解和运用，根据天气进行实际生活中的选择。
四、教学方法：1. 情境教学法：通过设置天气情境，让学生在实际语境中学习weather-related vocabulary and sentence structure.2. 交际教学法：引导学生运用所学知识进行实际交流，提高口语表达能力。
五、教学步骤：1. 引入：展示不同天气的图片，让学生猜测并说出相应的词汇。
2. 新课内容：介绍天气词汇和句子结构It’s a nice day, isn’t it?3. 练习：让学生分组，用所学词汇和句子进行天气话题的对话。
4. 应用：让学生根据实际情况，选择合适的衣物和活动，进行角色扮演。
5. 总结：对本节课的内容进行回顾和总结，强调天气变化的重要性。
六、教学评估：1. 课堂参与度：观察学生在课堂活动中的积极参与情况，以及他们的兴趣和热情。
2. 口语表达：评估学生在对话中使用新学词汇和句子的准确性和流畅性。
3. 应用能力：检查学生能否根据天气情况提出合理的建议和选择。
七、作业布置：1. 让学生绘制一幅天气变化图，用学到的新词汇描述每种天气。
2. 家庭作业：运用It’s a nice day, isn’t it?句型，与家人或朋友进行一次天气话题的对话，并记录下来。
陕西省西安市庆安中学八年级英语《Unit10 It’s a nice day, isn’t it？》教案 人教新目标版
本节课是一节新授课---语法课。反义疑问句多出现在生活中，所以本节课要求学生反复练习。
课前展示
小结预习情况
全班各小组预习
笔记的展示
检查学生对本节课的预习情况。
Crazy English
小组展示
小组学生领读6句话
培养学生疯狂记忆英语的能力。
导入
1.学科班长对复习课的检查
2.通过检查预习，并导入本节课。
陕西省西安市庆安中学八年级英语《Unit10 It’s a nice day, isn’t it？》教案人教新目标版
一．教学目标：
1 .知识目标：学会掌握并运用P78中的单词和短语。
2.能力目标：学会运用反义疑问句进行同伴间的小对话。
3.情感目标：通过学习本课的“small talk”对话练习,尝试与人沟通交流。
播放ppt，
练习口语，完成对话
通过活学活用，
练习口语。
合作探究
将合作探究的内容分成任务
组内讨论，
完成导学案试题。
让学生通过合作探究解决疑难问题
当堂训练
引导学生完成
完成练习
知识的巩固和总结
当堂检测
引导并完成
完成练习
通过比赛性质，激发热情
中考小链接
指导
完成练习
让学生直击中考。
小结
在老师的指导下
总结本节课
二．重点难点
重点：简单的反义疑问句的理解和掌握。
难点：反义疑问句在日常生活中的口语运用。
二．教学设计
教学环节
教师活动学生活动设计意图课前准备1.制作课件，
2.设计教学流程
3.完善导学案，
4．进行二次备课
5．培训部分学生