本單元教學內(nèi)容為人教版八年級下Unit10 It’s a nice day ,isn’t it ?本單元圍繞“與陌生人閑聊”這個話題，設計了相關的語言情境展開教學，學習閑聊在英語表達中的意義，重點學習英語的“反意問句”。通過本單元的看圖說話，句型操練語境描述，對話表演等專項訓練，培養(yǎng)學生的英語實際應用能力。Section A描述與陌生人閑聊時的注意事項，學習應該聊些什么，如何展開話題。Section B主要談論用閑聊來加強人際關系，通過學習與陌生人閑聊天以達到了解，關心別人，增進友誼。語言學習目標是：能夠在不同的場合進行閑聊。知識難點為：附加疑問句的用法。附加疑問句往往是閑聊的開場白，同時，對于閑聊中的問題，有的是較適宜的，稱為成功的話題。有的則涉及他人隱私，被視為不適宜問的問題，稱為不成功的話題，不成功的話題指的是談話的內(nèi)容往往會使人感到尷尬或不愉快，我們在開始與人的閑聊中，應該考慮到聽者的文化背景，生活習慣，也應該考慮到對方的喜，怒，哀，樂。因此，我們應盡量避免說讓對方感到不愉快或不知所措的事情。常用到的話題是，Weather,Traffic,Music和The activity they are having 等等。根據(jù)《課標要求》、教材內(nèi)容和初中學生的學習特征，在考慮教學設計過程中，我把本單元的教學難點進行了適當?shù)姆纸�，盡量采用由淺入深的教學呈現(xiàn)方式以降低學生的學習難度，同時運用多媒體教學為學生營造良好的語言學習氛圍，其基本教學流程如下：第一課時（SectionA1a—2c）主要引導學生能夠聽懂陌生人之間的閑聊信息并且能夠用附加疑問句作為開場白與陌生人交流，以此提高學生的聽說能力。第二課時(SectionA3a---4)主要提高學生的閱讀能力，同時鍛煉學生的小組合作能力和寫作能力。在教學設計中，我把SectionB的內(nèi)容和Selfcheck 的內(nèi)容做了重新整合。把第三課時定為(SectionB1a—2c and Selfcheck)主要是提高學生的聽力和綜合應用能力，使學生對形式多樣的活動感興趣。.第四課時（SectionB3a—4）主要是提高學生的讀寫能力,合作學習能力，教會學生學寫感謝信，學會感恩。如果時間有余我還安排學生能夠根據(jù)所給的各種不同場合寫出閑聊會話，并且能面向全班同學和老師把自己準備的對話表演出來，每一組表演時間為2----4分鐘。以此來提高學生的學習興趣，活躍課堂氣氛，使英語切實成為一種交際工具從而讓學生在不斷的交際活動中習得語言，學以致用。
二、學習者特征分析
知識能力特征：
1. 八年級學生已經(jīng)學完了前十一單元，本單元是最后一個單元的學習，學生通過將近兩年的英語學習，已初步具備了一定的英語聽說讀寫能力，也積累了一定的英語語言知識和應用語言的能力。本單元詞匯不多（18個），學生已經(jīng)對生詞進行了集中識詞，基本掌握了單詞的發(fā)音和基本意思，然而，尤其是我們農(nóng)村中學的學生對英語學習普遍缺乏信心與方法，致使于在英語學習中不敢大膽表現(xiàn)，因此，教師要不斷的給與鼓勵和賞識，幫助學生克服困難，樹立自信心。
2. 課堂上，學生在老師幫助下具備了基本的自主學習英語的能力，作為教師，要在課堂活動中，不斷地給與示范，鼓勵，引導，幫助，監(jiān)控，客觀評價等作用。因為八年級學生還處在好動時期，也善于動腦筋，有自己的獨特見解，但在很大程度上卻受到詞匯量和語法知識的制約，對西方的的一些文化背景生活習俗不甚了解。因此，了解一些相關的西方地域文化知識和中西文化的差別很有必要。
三、單元整體目標分析
1、知識與能力：
(1).Knowledge objects:Key vocabulary words and expressions ：noon ， by noon ,look through, bookstore, umbrella ，goodbye ,elevator, baby ,traffic ,note ，traffic, at least , sandy , fan ……
(2).Target language: It’s really windy today,isn’t it ? Yes ,it is.
You are Ben’s sister ,aren’t you ? The No.15 bus stops here ,doesn’t it ?
(3)Ability objects: 1).Learn to make small talk and be able to listen for specific information talks between strangers.
2).Train Ss’ listening,speaking abilities by using the target language.
2、過程與方法：采用“呈現(xiàn)展示情景式”教學模式，首先在第一課時把本單元的學習句式和任務make some small talk 布置給學生，同時提供學生完成任務所需要的語言素材，以此幫助學生在學習過程中形成主動的學習狀態(tài)，然后通過操練，聽力，培養(yǎng)學生的實際能力。本單元的第二課時從聽力的角度，繼續(xù)展開目標語言的輸入，在此基礎上提高學生的閱讀能力，同時鍛煉學生的小組合作能力和寫作能力。第三課時主要是提高學生的聽力和綜合應用能力使學生對形式多樣的活動感興趣. 第四課時主要是提高學生的讀寫能力,合作學習能力，教會學生學寫感謝信，學會感恩。
3、情感態(tài)度與價值觀：通過學習與陌生人禮貌的閑聊，達到了解別人，關心別人，增進友誼。同時通過學習知道如何與陌生人閑聊，比較中西文化差異。
四 、重點難點
1.Key points: Key vocabulary words and expressions ：noon ， by noon ,look through, bookstore, umbrella ，goodbye ,elevator, baby ,traffic ,note ，traffic, at least , sandy , fan ……
2.Difficult points: 1).The usage of tag question 2).Master the target language ：
It’s really windy today,isn’t it ? Yes ,it is.You are Ben’s sister ,aren’t you ?The No.15 bus stops here ,doesn’t it ?
五、教法選擇、學法指導 教法選擇：任務型教學法、視聽法、聽說法、交際法、認知法等。
學法指導：自主學習與小組合作相結合，聽說與讀寫相結合，知識學習與技能培養(yǎng)相結合。
資源準備：1. A Computer for multimedia use. 2. A tape recorder.
六、課時及教學內(nèi)容安排
教學內(nèi)容
課時
安排
任務設計
教法選擇
教學環(huán)境
SectionA1a.1b.1c2a 2b 2c and Grammar
Foucs
Period1
45分鐘
能聽懂陌生人的聊天對話并學會同陌生人閑聊。學會使用反意疑問句
視聽法，交際法，認知法，任務型教學法
多媒體，相關視圖及音響
3a .3b. and 4
Period2
45分鐘
從閱讀的角度繼續(xù)開展目標語言的輸入，在此基礎上，為落實目標語言做好準備。學習閱讀和寫作。練習寫作和交際。
聽說法，交際法，認知法，任務型教學法
多媒體，音響
SectionB1a.1b.2a 2b2c.and Selfcheck
Period3
45分鐘
在完成任務的過程中，大量使用目標語言，并最終落學習體會適意的或不適宜的閑聊實。
聽說法，交際法，任務型教學法。
多媒體，音響
SectionB3a,3b ,3c and4
Period4
45分鐘
運用所學的知識學寫感謝信，學會編寫對話進行表演。
示例法，認知法，表演法
多媒體，卡紙教室場景
教學內(nèi)容
Unit10 It’s a nice day ,isn’t it ?
課時
Period 1
教學對象
八年級學生
提供者
一、教材內(nèi)容分析
本節(jié)教材選自人教版新目標八年級下冊Unit 10It’s a nice day, isn’t it? 的SectionA1a.1b.1c2a 2b 2c and Grammar Foucs作為第一課時。依據(jù)《英語新課程標準》、教學內(nèi)容和教學對象，我對相關部分進行了適當整合，確定本節(jié)課的主要教學目標為：學會人們是如何開始閑聊的，學生能用反意疑問句作為開場白且能夠有禮貌地與陌生人展開閑聊，初步掌握反意疑問句的使用。
二、教學目標（知識，能力，情感態(tài)度、價值觀）
1、Knowledge Object
Vocabulary: small talk; rain; umbrella;Franklin;noon
Target language ：It’s really windy today,isn’t it ? Yes ,it is.
You are Ben’s sister , aren’t you ? The No.15 bus stops here ,doesn’t it.
2、Ability Object① Enable students to make small talk using tag questions . ②To train students’ communicative competence .
3、情感態(tài)度與價值觀To enable to communicate with others politely.
三、重點難點
重點:1.Vocabulary： small talk; rain; umbrella;Franklin;noon2.Target language:It’s really windy today,isn’t it ? Yes ,it is.
You are Ben’s sister ,aren’t you ?The No.15 bus stops here ,doesn’t it.
難點：反意疑問句用法。反意疑問句是提出情況和看法，問對方同不同意，這種問句由兩部分組成，前一部分是陳述句的形式，后一部分是簡短的發(fā)問，前一部分用肯定形式，后一部分則用否定形式，前一部分用否定形式，后一部分用肯定形式，兩部分在時態(tài)人稱和數(shù)要保持一致。如：It’s really windy today？isn’t it ? Yes ,it is.You are Ben’s sister ,aren’t you ?The No.15 bus stops here ，doesn’t it？
四、教法選擇、學法指導
本節(jié)課，我運用了遠教育資源和網(wǎng)絡資源中的圖片、動畫、聲音媒體等手段向?qū)W生呈現(xiàn)反意疑問句的基本句型結構并展開練習，從談論天氣入手，結合學生生活實際，營造良好的語言學習情景，使學生愿意說。在輸入新語言的同時采用情景再現(xiàn)法，任務型教學法，為學生設置較為真實的情景、語境，使學生在學中用在用中感受，幫助養(yǎng)成良好語言學習習慣。
五 資源準備 多媒體課件、圖片等相關教學資源。
六、教學過程
教學任務
教師活動
學生活動
設計意圖及資源準備
Task1
Organization Lead-in
（8minutes）
1.Talk about the weather today. ‘What’s the weather like today?’
2..It’s a nice day, isn’t it?
3.Next, I want to talk with someone of you . Who can be my partner?
Ask: Do you like sports?
Can you swim?
He can swim, can’t he?
In order to achieve your dream, will you study harder than before?
4.He will study harder, won’t he?
I’m sure you will succeed. That’s all. Thank you very much. Go back to your seat, please.
5.He acted very well, didn’t he?
1.Listen and answer.
2.Yes, it is. / No, it isn’t.(學生根據(jù)事實答）
3.One of the students listen and answer the teacher..
4.Ss answer together.
Yes,he will.
5.Ss answer together.
Yes,he did.
通過談論天氣和對學生的提問，引出反意疑問句的基本結構和本單元的課題，通過讓學生通過理解，感知反意疑問句的基本框架，從而完成本單元的導入。
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.
2.Ask students to think of places where they would talk with people they don’t know,then have the students write their own lists.
1.Different students say what is happening in each picture,with the teacher’s help,students undersdand that in all the picturestwo people who don’t know each other(strangers) are starting a conversation.
2.Callon a student to say his/her list of places. Then ask other students to add places to this list.
通過對這些場景和自己添加的一些場所的描述學生基本上知道了要“聊”的內(nèi)容，教師進一步提供材料，進行鼓勵，啟發(fā)，引導，幫助，監(jiān)控和評價從而為整節(jié)課任務的完成奠定語言基礎。
Task3.Practice
the language goal(10)
1.Show the pictures of people are at the bus stop waiting for a bus. If you are one of them, how to start your conversation? Can you make small talk?
2.Work in pairs to make your own small talk. You can use the expression below.(ppt)
1.Lookcarefully understand and practice
2.Call several pairs topresent their conversations.
在這一部分，我把教材做了調(diào)整，就是把1c和2C進行了融合，集中練習形成操練的整體性，學生在經(jīng)過了自己觀察，教師引導，結對討論的基礎上，基本上形成了對語言的練習。那么，要在聽力的練習中得到相關的信息，也就是水到渠成。這一部分的設計，主要為下面的1b,2a,2b聽力練習做好準備)
Task4SectionA1b
(5)
1.small talk may be various in different situations. Now listen to three conversions and decide where they are making small talk. Number the pictures in 1a in the order you hear them.
2.Listen again. This time listen for how they start their conversations. Try to catch the first sentence in each conversation.
1.students listen and write the number of each conversation in the box next to the correct picture in 1a
2.check the answers.
Ask students to repeat the first sentence in each conversation.
訓練學生模仿語音語調(diào)培養(yǎng)語感，獲取和處理信息
Task5 Prensentation for 2a
(5)
1.When we talk to people we meet for the first time, some sentences we can use, but some sentences we can’t use. For example: How old are you?(Especially for women.)
Your dress doesn’t look nice, don’t you think so?
Your cell phone is too cheap, isn’t it?
How much is your skirt?
If you do, you’ll have an unsuccessful small talk. We need to have a successful small talk. To have successful small talks, both people need to ask questions to let the conversation go on.
2. Now look at 2a, we will hear three conversations. Listen carefully and tell if they are successful small talk or not. Write “S”(for successful) or “U”(for unsuccessful) in the blanks.
1.Listen to the teacher to explain the western cultureandunderstandthe meaning.
2.Ss Understand the meaning of “s” (for successful) or “u” (for unsuccessful) in the blanks.
3. Check the answers.
在聽力中練習目標語言同時培養(yǎng)學習西方文化，要注意到中外交際習俗的差異，在交際中即不能“閉口不言”也不能“言多必失”，我們盡量做到“恰到好處”的交流
Task6 2b
(5)
1.Listen to conversation Three again. Here are some sentences in the successful conversation. I’ll ask different students to read the sentences of the conversation. Put the sentences and questions in the right order. The sample answer “f” is given. It’s the opening of the conversation
2.Play the recording. Ask students to check the letter of each line of conversation in the correct place.
1.Students read and make a conversation using the sentences”a—g”by writing letters in the column on the right.
2.Check the answers.
Answers: 2. b 3. e 4. a 5. d 6.c 7. g
在學生聽懂的基礎上進一步提高熟練使用目標語言的能力。
Task7 Grammar Foucs(2')
Summarize and show the new words and sentence to students on the screen.
It’s really
windy today,isn’t it ?
Yes ,it is.
You are Ben’s sister , aren’t you ?
The No.15 bus stops here ,doesn’t it.
Students read and recite it.
幫助學生回憶本節(jié)課所學，通過大屏幕展示主要內(nèi)容，簡潔直觀，便于學生記憶xkb1.com
Task 9
Summary
Homework:
(2)
1.This class we’ve learned what one says to start a small talk. We usually use the tag questions 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.
2.GroupA:.Complete the tag questions on the screen in class.
Group B：Make a small talk at a bus stop.
1.Make a list of the important language points.
2.Choose their own homework and finish it.
.
作業(yè)分層要求，以適應不同層次的學生。
七、板書設計 Unit10 It’s a nice day ,isn’t it ? (Period One)
I. New words & phrases： mall talk; rain; umbrella;Franklin;noon
II. Sentence patterns：It’s really windy today,isn’t it ? Yes ,it is.
You are Ben’s sister ,aren’t you ? The No.15 bus stops here ,doesn’t it.
教學內(nèi)容
Unit 10 It’s a nice day ,isn’t it ?
課時
Period Two
教學對象
八年級學生
設計者
一、教材內(nèi)容分析
本課是本單元的第二課時，在繼續(xù)鞏固學習上節(jié)課所學閑聊詞匯和目標語言的基礎上，主要學習Section A、3a、3b 、and 4.本課依據(jù)《英語新課程標準》要求、教學內(nèi)容及教學對象，對部分內(nèi)容進行了適當?shù)恼希_定本節(jié)課的主要教學目標為：從閱讀的角度繼續(xù)開展目標語言的輸入，在完成學習閱讀任務的基礎上，通過練習寫作和交際為落實目標語言做準備。在學會正確使用Tag question 的基礎上，擴展到能夠根據(jù)實際情況作出判斷并做出回答，比一比賽一賽看看你能聊多久。重點為：能自由運用目標語言來編寫對話，并能完成任務型寫作任務。難點是：能夠與陌生人自如禮貌的會話，學習該聊些什么，如何將話題展開。本節(jié)課是第一課時的有效延伸和拓展。
二、教學目標（知識與能力，情感態(tài)度與價值觀）
1.Knowledge goals:
Words： Have a good day; look through; bookstore; elevator; cross; low; slow; sandy ， rain ，umbrella， noon，goodbye， beach ， alone
Target languages: This is great weather, isn’t it? It sure is. But it’s a little hot for me.
I love hot weather .（Writing practice）.
2. Ability goals: To train students’ writing ability and communicative competence.
3.Moral goals: To enable to understand the feelings of others in communication.
三、重點、難點
重點：1.Teaching key points 2.Master the target language in this period.：
（1） Have a good day!（2）. Look through; (3). Nice day, isn’t it?
2. 難點：Make conversations with strangers freely.
四、教法選擇與學法指導
從學生的學習興趣，生活實際和認知水平，采用，直觀演示法，口語交際法，視聽法，聽說法，任務型教學法，運用多媒體讓學生積極參與，大膽實踐，共同交流與合作。學法上采取自主學習與合作學習相結合，聽說讀寫相結合，知識學習與技能培養(yǎng)相結合。
五、資源準備 多媒體課件、圖片及相關教學資源
六、教學過程
教學任務
教師活動
學生活動
設計意圖及資源準備
Task 1
Warming up.
（4）
1.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.
2.Revise the use of tag questions (PPT)，Talk about NaBi Xiaoxin’s journey to England.
1.Work in pairs to do oral practice.
2.Ss look at the screen and do it.
通過對上節(jié)課翻反意問句內(nèi)容的簡單復習過渡，引入本節(jié)課的目標語言，以此提高學生的興趣
Task2.presentation for 3a（10）
1.This activity provides reading and writing practice using the target language.(Show a picture on the screen.)
2.Look at the picture. Where are they?
3.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 correct in blank 1.
4.Correct. Very good. Then finish writing sentences in the blanks on your own.Ask some students to say their sentences to the class.
5.Write some of the new sentences students use on the board and discuss the sentences with the class.
1.look and answer:
2.They are at the bus stop.
3.S1: I’m going to the beach.
S2: I always go to the beach on hot days.
4.invite some students to read their completed conversations to the class.
5.Work in pairs to practice the conversations.
呈現(xiàn)“任務”時通過“問答”的方式談論圖片，在完成“任務”之前一則練習學生口語，二則降低寫作難度，在這一環(huán)節(jié)，教師主要是引導幫助，示范，并幫助學生樹立寫作自信，因為3a的熟練掌握直接影響著3b和4部分的練習，起著舉足輕重的作用。
Task3.3b Pairwork
(10)
1. 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.
2.Ask another student to
Read the list of possible conversationalsituations.
Ask student to explain what each one means,using their own words.
3.Ask pairs to practice the conversation .then tell the students to practice a new conversation using one of the ideas in the list.
4.Ask some to say their conversation .
1.Ss Read the conversation in 3a to the class.
2. another student
Read the list of possible conversational situations.
3.students practice their conversations using their own ideas.
4.ss read aloud to the class.
讓學生反復操練再表演這部分的對話，旨在熟悉話題和語境，循序漸進的加強目標語言的熟練運用，激發(fā)興趣，做好寫作前的語言儲備。
Task 4 Writing(10)
Now please write a new conversation together using your own ideas. You can choose one of the situations on the screen. And the sentences on the board can help you.who finish it first, I’ll give him or her THREE sweets .who finish it second ,I’ll give him or her TWO sweets .until I give out my TEN SWEETS.of course ,if you have some problems ,you can ask me for help .
ask pairs of students to read their conversations for the class.
通過獎勵“水果糖”機制，提高學生興趣，主要是提高寫作效率，鼓勵大多數(shù)學生在一定的時間內(nèi)完成課堂任務，從而分享更多的勞動成果。
Task 5
.Groupwork(8)
1.This activity provides guided oral and writing practice using the target language.First show students four pictures ( a student, a farmer, an old manand a businessman).
2.Give an example:
A: It’s a nice day, isn’t it?
B: Yes, it is. Isn’t it good for a walk, isn’t it?
A: Yes, it is. Do you often take walks in the park?
B:Yes, I take a walk everyday in the park
A: Great. Have a good day.
B: You too. Goodbye.
A: Goodbye.
1.Ask students to identify the people.
2.Then ask students to give sample topic of conversation topics should be suitable for each person.
3.Have students work in groups and role play the conversation.
4.Ask a few students to share the conversations with the rest of the class.
讓學生與同伴合作進行交開放交流，共同完成學習任務，培養(yǎng)學生的口語交際能力及合作能力
Task 8
Summary(1)
This class we’ve done some writing practice. We know how to start a small talk with different people.Do remember the saying “ practice more makes perfect”.
1.Write the conversations in Activity 3b in your exercise books.
listen and remember.
Choose their own homework.
小結本課內(nèi)容.
Task 9.
Homework(2)
2.Go on learning to practice more small talk with your friend .do an activity”How Long Can You Talk?”
布置作業(yè)，課外延伸這是一個挑戰(zhàn)性很強的活動，利用所學的知識，開始應用，看看你能談多久，看看誰說的最多，如何將話題展開，
七、板書設計 Unit 10 It’s a nice day, isn’t it?
Words: Have a good day; look through; bookstore; elevator; cross; low; slow; sandy ， rain ，umbrella， noon，goodbye，
Sentence patterns: his is great weather, isn’t it? It sure is. But it’s a little hot for me.I love hot weather .
教學內(nèi)容
Unit 10 It’s a nice day, isn’t it?
課時
Period 3
教學對象
八年級學生
提供者
一、教材內(nèi)容分析
本節(jié)課是本單元的第三課時，主要學習Section B(1a-2c and Selfcheck )前兩節(jié)課通過各種練習及相關的操練任務讓學生基本掌握了本單元的主要句型，，學生基本能夠理解并口頭運用所學的話題語言，為本節(jié)課的讀寫活動打下了基礎。本節(jié)課的目標是：能夠使用目標語言禮貌的閑聊并會表示贊同與反對，了解中西方文化差異，能熟練運用新學詞匯和短語展開對話，大量使用目標語言，并最終落實。
二、教學目標（知識，技能，情感態(tài)度與價值觀）
1.Knowledge goals: Words ：cost; yeah, fan , thriller , Comedy , crowded, cousin , ticket , enjoy.
Target language： Listening practice ;Be able to write a small conversation according to the situation provided.
2. Ability goals: (1)To train students’ ability of listening and speaking.(2)To train students’ communicative competence.
3.Moral goals: To be interested in taking part in all kinds of activities in an English class
三、重點難點
1.重點：1.Teaching Key Points(1). Key structure: —This is a great party, isn’t it? —Yes, it is. (2). Listening practice.
2.難點：Role play a small talk freely.
四、 教法選擇與學法指導
1.教法選擇：(1)Reading and writing method (2)Oral practice (3)Self check method
2．學法指導：運用上述教學方法指導學生充分調(diào)動口、眼、耳、腦的作用，多說、多寫，并有效利用教材、錄音、多媒體、等各種教學手段來提高學習效率.
五、資源準備 多媒體課件、報紙雜志等及相關教學資源。
六、教學過程
教學過程
教師活動
學生活動
設計意圖
Task1
Organization Lead-in（2）
1. Organize the Ss to have a revision. .Show the grammer foucs of the tag question.
2.T：We have known that we start a small conversations using the tag question .Now Let’s do some exercises about the tag question on the screen.
1.Understand the meaningof grammar and think about carefully .
2.Report their answers..
復習反意疑問句的目的在于要求學生熟練掌握閑聊中開場白的句式，為下面的十個句子做好迅速高效的判斷,放音樂做搶答題，旨在提高學生的注意力和興趣。
Task2.Challenge yourself.（5）
judge(判斷) if the small talks are successful or unsuccessful(PPT)
Read the each sentence quickly and say successful or unsuccessful
在經(jīng)過了正確的判斷后，學生的興趣點已經(jīng)被激發(fā)，再回到1a部分，對學生來說就很簡單
Task 3 1a.
（4）
1.Look at the four pictures in 1a and check the questions you think are good or bad for polite small talk
2.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.
3.Then have students check the questions that they think are good small talk questions. Ask students to discuss their answers.
1.Listen to the teacher carefully and try to understand what the teacher said..
2．Listen to the teacher and a student to read the question under each picture to the class
3.check the answers.
先講解重點難點，然后讓學生在理解的基礎上進行判斷合乎學生認知規(guī)綠。
Task 4. 1b Pairwork
（5）
1.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.
1.Ss make their own conversations about the people in Activity 1a.
學生自由結對活動，根據(jù)情況，可再添加幻燈圖片,展開更多練習。
Task 5 2a and 2b
(10)
1.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 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.
2. Then play the recording for students.
3. Check the answers.
4. 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.
5. Play the recording.
6.Stop the recording after each line or two to give students a chance to finish writing in their books.
1.Listen to the teacher carefully and try to understand what the teacher said..
2 Listen and write.
3.Check the answers.
4.Students read the sample question and answer themselves.
5.Students write the letter in correct blank.
6.check the answers with the whole class.
聽前的引導至關重要，引導學生會借助有效信息完成相應任務。讓學生先口頭會說，為更好完成聽力任務做好儲備。
Task 6
2c Pairwork
（5）
1.This activity provides oral practice using the target language.
T: Look at the openers in the box. Read them together.
2.make your own small talk conversations in pairs using the openers. The sample conversation is given. Please read it first.
1.students read.
2.Ask several pairs to say their completed conversations for the class
在反復的練習中，學生習得目標語言。
Task 7. Self check（7）
1. Fill in the blanks on their own.
2. Talk about the picture like this:
Where are they?
What are they doing?
What are they talking about
3. Make conversations in pairs
1.Ss do it as the teacher asked.
2.ask and answer in pairs.
3.Share their conversations.
通過問題化解難度，引導學生先說再練最后書寫，符合學生的認知規(guī)律
Task 8writing
（5）
1. talk about the pictures:
Where are the people in each conversation?
What are they talking about?
2. write small talk conversations and practice them with your partner.
1.Talk and answer .
2.Writing.
在學生談論過程中進行討論，讓學生寫作時能做到有的放矢，學生很容易有針對性的通過問題化解難度，引導學生先說再練最后有啥寫，符合學生的認知規(guī)律。
Task 9Summary（1）
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
Listen and remember.
小結本節(jié)課的內(nèi)容和要求。
Homework:（1）
1. Finish off your conversations on your notebook.
2.Imagine you are in the places below. Choose one place and write small talk. （Self check3）
Choose one or two to finish.
作業(yè)分分層要求，以適應不同層次的學生學習。
七、板書設計 Unit 10 It’s a nice day, isn’t it?
1.Knowledge Objects
(1)New vocabulary: cost; yeah, fan , thriller , Comedy , crowded, cousin , ticket , enjoy.
(2)Target language：Listening practice ;Be able to write a small conversation according to the situation provided.
教學內(nèi)容
Unit 10 It’s a nice day, isn’t it?
課時
Period 4
教學對象
八年級學生
提供者
一、教材內(nèi)容分析
本課時是第十單元的第四節(jié)課，要求學生會用恰當?shù)姆绞絹肀磉_自己的感謝并能夠口筆頭熟練運用新學詞匯來寫感謝信，在本單元的學習中，要儲備如何寫Thank-you note這一內(nèi)容的書信。通過本節(jié)課要學會：(1)本單元的語言功能目標是“Make small talk”（閑聊）。因此，要儲備足夠的語言材料，學寫感謝信。(2) 要儲備反意疑問句的有關知識，注意該語法結構的構成形式。
二、教學目標（知識，技能，情感態(tài)度與價值觀）
1.Knowledge goals (1)New vocabulary: note, Thank-you note , come along , get along ,baby。
(2)Target language；Improve students’ abilities in reading and writing:
2. Ability goals：(1)To train students’ ability of reading and writing.(2)To train students’ communicative competence.
3.Moral goals: Learn to thank others who helps you .
三、重點難點
1.重點：讀懂短文，理解文中相關詞語、短語，能完成文后相關任務，Learn to write Thank-you note .
2.難點：培養(yǎng)閱讀理解能力，形成閱讀策略。Write your own Thank-you note.
四、 教法選擇與學法指導
經(jīng)過前三節(jié)課的學習，學生已經(jīng)學會了如何更禮貌使用反問句進行禮貌的閑聊，這時進行必要的閱讀寫作順理成章。所以我準備采用閱讀教學法，通過發(fā)現(xiàn)問題、分析問題、解決問題來獲得知識，強調(diào)自學與合作學習,在完成任務的同時學習語言。在閱讀文章，理解文章，分析文章之后做適當擴展和延伸。讓學生在各個任務鏈中完成閱讀任務，并盡可能降低文章難度，引導學生逐步延伸話題，為進一層拓展做好準備，以此來培養(yǎng)學生的寫作策略，進而培養(yǎng)學生寫作能力。
五、資源準備 多媒體課件、報紙雜志等及相關教學資源。
六、教學過程
教學過程
教師活動
學生活動
設計意圖
Task1
Organization Lead-in（3）
1. Greeting the class as usual and check the homework. Ask students to show their written work.
2. Organize the Ss to have a revision about the tag question.
1.Report their homework .
2.Ss do it .
通過提供重點句型結構，讓學生練習，既是復習上節(jié)課知識，又為新課的學習做準備。
Task2 Presentation for 3a.
（4）
1. (showing the picture on the screen ).Let’s talk about the picture.
This is Maria ,a new kid .Where is she now?
2.who is with her ?
3.What did she think of the party ?
4.Now,look at the picture and make small conversation .
1. At Kim’s party ..
2.Maria and her new friend she doesn’t know well.
3.The party is very great.
4.Begin to practice conversations
指導學生快速熟悉課文，了解文章大意，學生通過復習已學知識進行會話練習，熟悉Ｍａｒｉａ的情況，為下面將要讀到的感謝信做更好的理解，也為文章體裁的轉(zhuǎn)變做好鋪墊）
Task 3
While-reading
（4）
1.Explain the the next day, Maria wrote a thank-you note to Kim. Now read the three notes and match each note with the correct situation. d
2. Read again and answer the questions .
ａ)：Read Note 1 and answer the questions.
ｂ)： Read Note 2 and answer the questions.
c):Read Note 3 and answer the questions.(PPT)
1.Listen to the teacher carefully and try to understand the task..
2．Read carefully and try to find the answers.
通過回答問題的方式反饋學生對文章的理解，避免了單純的講解，提高閱讀能力.
Task 4.
After-reading
（4）
Fill in the form ,using the information from the ads.
According to the key words, ask some Ss to retell the letter.
1.Fill in the form.
2.Some Ss retell the letter.
3.Tell us their own ideas.
通過回憶所學內(nèi)容填寫信息卡，再通過重點詞匯提示復述短文，這個環(huán)節(jié)既是對所文章真正的理解，又能培養(yǎng)學生積極參與討論以及發(fā)表個人意見的習慣。
Task 5 3b
（5）
1.Read and explain the instructions .
2.Say , Now read the letter to yourself and fill in the blanks .You can use words from this unit or any other words you know .
3.Ask Ss to read their letters to their partner .Ask the partner to check that the answers are correct .
4. Ask some students to read their letters to the class .
1.Read the Thank-you note.
2 Look at the note and fill in the blanks.
3.Read the note aloud.
4.check the answers.
引導學生會借助有效信息完成相應任務。讓學生先口頭會說，也為下一步的寫作做好鋪墊。
Task 6writing
（10）
Please read the three situantions given below and think about what kind of thank-you note you could write. Choose one to write a thank-you note.
Choose one to write a thank-you note.
在學生閱讀之后讓學生進行寫作能做到有的放矢，給出三個情景，學生選擇自己喜歡的方式寫出不同種類的感謝信，學以致用）
學生很容易有正對性的寫好感謝信。
Task6 Groupwork
（10）
1.Ask the ss to write a conversation using the sample card.
2.Expliain the content.
Where: in line at the school dining room
Wh you and a boy you’ve never seen before
What: You’ve been waiting for ten minutes.
1.Understand the request.
2.Writing.
3. Act the small talk what they made.Ask some pairs of students to perform freely.
學以致用
Homework:
1). Copy and remember the new words.
2). Finish off the workbook.
3).Write your own thank-you note.
Choose one or two to finish.
作業(yè)分A、B、C三組布置，分層要求，以適應不同層次的學生學習。
七、板書設計
Unit 10 It’s a nice day, isn’t it?
1.Knowledge Objects
(1)New vocabulary: note, Thank-you note , come along , get along ,baby。
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