Unit10Itx27eaniceday,isnx27tit教学设计

1、Unit 10 Its a nice day,isn t it？教学设计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

2、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。3a 是 “ a small talk 在实际”生活中的体现和运用，鼓励学生完成该对话并向全班同学汇报。3b 是在 3a 的基础上，对本单元语言功能 “a small

3、talk 的进”一步巩固和操练，学生分组完成，如需要，教师可给必要的提示或帮助。Section B 是本单元语言功能项目“a small talk 的再”现、巩固，以及语言的综合知识的扩展部分。通过1a 四幅画问题的讨论，介绍东西方语言文化背景知识的不同，同时练习1b的 pairwork 。 2a、 2b 的听力材料相同，但任务不同，在教学过程中，应以学生为主体，依次完成任务。在 2c 的角色扮演中，鼓励学生运用生活实际情况提问题或利用2b、2c 的内容来完成 “a small talk，3a” 是 “Thank-you note”的示范展示，体现了语言的综合运用，3b 和 3c是“Thank

4、-you note ”的操练、模仿和运用，鼓励学生进行大胆的语言运用和输出。Self Check 的卡通画为学生提供了生动、活泼的情景，鼓励学生发挥想象，运用反意疑问句完成 “a small talk。 ”课时安排4 课时第一课时： SectionA ： la 2c第二课时： SectionA ： 3a SectionB2c第三课时： SectionB ： 3a Self Check第四课时： Revision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

5、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。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 alw

6、ays late, isn t it?You loveiolin music, don you? t学习反意疑问句的表达：The No.15 bus stops here, doesn？t it2.能力目标引导学生学会在不同的情景下与陌生人闲谈；会写不同主题的感谢信。3.情感目标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。教学准备powerpoint 课件、与课件配套的练习题教学过程：Period OneTargetlanguage：1） Words and expressions: Small, tall, umbrella, noon, by noon2） Key sent

7、ences: Tag questions:It s really cold today, isn t it?The line is moving slowly, isn t it?The train is late, isn t it?Ability goals:Get students to know where to make small talk ；Enable students to make small talk using tag questions.Learning ability goals:Help students know how small talk is used i

8、n different situations.Teaching important and difficult points:The use of tag questions.Teaching aids:pictures, tape, recordingTeaching procedures and ways:课前出示几张幻灯片，教师问，学生答，学生只需回答Yes 或 NoT: It isan apple, isnt it? He is dancing, isnt he? 思路点拨为本节课做好铺垫。Step one: Lead-inT: Good morning, boys and girls

9、! Now let s recall something about two tears ago, the firstday when you came here. Everyone was new here then. You didnother atknowthateachtime.Do you still remember the words that you said to the students you didn t know? What are thewords?Well, the conversation between you and other people you did

10、n（Write“small talk” on the blackboard）. t know is called“ sma 思路点拨 让学生回忆两年前入学时与陌生同学、老师进行闲谈的情况，为本节课做好铺垫。Step two: Presentation教学SectionA-1a1. 教师可在班上找几个学生一起来完成Guessing Games.师： You are 13 years old, arent you?生： Yes, I am.师： You like playing football, dont you?生： Yes, I do.师： Are you in Class One?生： Y

11、es, I am.说明：这是为了向学生展示反意疑问句的构成（陈述句句来 “make small talk 。”+简单问句）和利用反意疑问2. 教师可利用上述内容，师生对话。师： He is 13 years old, isnt he?Yes, he is.师： He likes playing football, doesnt he?生： Yes, he does.师： Is he in Class One?生： Yes, he is.说明：这样是为了向学生说明在不同时态中如何构建反意疑问句中的“简略问句 ”。3. 学生们向老师提问，老师给出Yes或No回答：生： You are 30 yea

12、rs old, arent you?师： Yes, you are right.生： You live in Mu Ping, dontyou？师： Yes, I do.说明：通过学生提问，既练习了利用反意疑问句来构成气氛，激发了学生的兴趣和热情。“a small talk ，又”活跃了课堂4.Now, let s thinkoutab when we make small talk? Just now, we talked about the first dayyou came to a new school. That s an example of the situation. Are

13、there any other places in yourlife where you would talk to some people you don t know? What are they? Makem. a list of the(on the bus, wait in a movie line, at a bus stop or train station, at a concert, in arestaurant, at apark) 思路点拨 让同学们举出能闲聊的场合，比如车站、电影院、音乐会、饭店、候诊室。通过听录音，引出人们进行闲聊的话题。5.Point out the

14、 four scences.Ask different students to say what is happening in all thepictures.Help students understand that in all the pictures two people who don t know each other(strangers)arestarting a conversation.6. 教学 SectionA-1b ， 1cNow listen to three conversations and decide where they are making small

15、talk. Number thepictures in 1a in the order you hear them. Listen again. This time listen for how they start theirconversations. Try to catch the first sentence each conversation. Ask them to repeat and writethem down on the blackboard.He s really good, isn t it?The line is moving slowly, isn t it?T

16、he train is late, isn？ t it1).明白听力任务， 再让学生听对话， 按要求完成1b，由学生做答案， 教师检查学生答案。2).再播放一遍录音，学生跟读,教师展示课件中的听力文字材料，帮助学生理解。说明：训练学生的听选信息的能力，再让学生跟读，培养语流和语调。3).教师让学生看1a 的四幅画并完成1b的任务后，讨论这些“small talk 的”内容。说明：教师可鼓励学生猜测每幅图“small talk 的内”容， 并向学生介绍英语语言国家的语言文化习惯，即进行“a small talk 的必”要性，怎样进行“a small talk ，以”及 “a small talk

17、 要注”意避免的内容和话题。Step Three： Pair work（两个同学之间对话， 并每组派两对同学为全班表演）T: These questions are tag questions.They are quite often used to start small talk. For example, in the first picture, they may make aconversation like this:A: It looks like rain, doesn t it?B: Yes, it does. And I forgot my umbrella. (draw

18、a picture of umbrella to teach the newword umbrella) Can you make small talk for the other pictures? Work in pairs to make your smalltalk.Call several pairs to present their conversations. You can use theexpressions below:The train is always late, isn t it? You love violin music, don t you?Step Four

19、: Listening (2a, 2b)1.Lead-in:Teacher:Well, boys and girls.When we begin a small talk,we are asked to begin a successfulsmall talk.Some sentences we can use,but some we can Please readtusethe. fllowingsentences and say if the sentences are successful or unsuccessful.How old are you? Your dress doesn

20、 t look nice, dontyou think so? Your cell phane istoo cheap, isn t it? How much is your skirt?）2.Listen to the three conversations. Are they examples of successful or unsuccessfulsmall talk? Play the tape and check the answer.通过三个听力材料，让学生判断哪些聊天是成功的，哪些是不成功的。我们在开始与人的闲聊中， 还应该考虑到听者的文化背景、生活习惯；也应该考虑到对方的喜怒

21、哀乐。 让学生讨论哪些句子不能用于闲聊， 把学生分成小组展开讨论， 填表，让各组同学上台汇报讨论结果，看哪些同学讨论的内容最丰富。3.Let the students read the sentences in 2b. Explain two language points: Ihope so/I hope not.在进行 2a 与 2b 的听力练习后，我设计了三张幻灯片，分别是：观看篮球比赛；在图书馆查阅资料；在路边等车的场景。让学生选择其中一个场景来进行一次成功的闲谈。思路点拨 体现了英语学习最终目的“为用而学，用中学，学了就用”的理念，同时，学生通过角色扮演、实践、体验、合作与交流的学习

22、方式，帮助学生形成积极的情感态度，主动思维，使枯燥的语言变得丰富多彩。Step Five： Pair work1）Role plays the conversation in 2b.2）Get students to practice the conversation in 2b and ask some pairs to act out.3） Make your own conversation.Step Six:SummaryWhat did you learn in this class?Step Seven： Homework1） Make a similar conversation

23、.2） Find out the differences in the beginning of small talk between China andwestern countries.板书设计Unit10 It s a nice day, isntit?It looks like rain, doesn tit?The train is always late, isn tit?You love violin music, dontyou?Period Two教学目标1.学会在车站、电梯、书店、街上等不同场合与人搭讪。2.结合实际生活，学会选择适当的话题和人闲聊。教学重点、难点1.重点：

24、编情景对话。2.难点：如何正确选择话题。教学策略以在车站等车的场景为例， 指导学生在大胆说的基础上， 进行书面表达， 选择一些贴近学生生活的情境 (如： waiting in line to buy ice cream, two people alone in an elevator) 指导学生如何选择话题编情景对话，从而在实际应用中真正掌握与人闲聊的技巧。教学过程Step One 复习（ Review）1. 教师给出一些对话情境，让学生两人结组从中选择一个，编对话，进行a small talk ，然后随机提问几名学生，进行对话表演。Situation 1: Looking through(

25、浏览 ) books in a bookstore （书店） .Situation 2:waiting to cross （穿过）a busy street.Situation 3:Two people alone in an elevator( 电梯 ).Situation 4:Waiting for rain stoppingSituation 5:Waiting for a trainSituation 6:Waiting in line to buy ice cream.Situation 7:Visiting an exhibitionSituation 8:At the beach

26、Situation 9:Watching a basketball match说明：复习上节课的目标语言。Step Two 教学 Grammar Focus反意疑问句反意疑问句是初中阶段英语教学的重点和难点， 而这部分内容在教材中又比较分散， 有必要把分散的知识集中起来串讲，分块复习，各个击破以提高综合运用能力与应试能力。（ 1）反意疑问句要点简述反意疑问句又叫附加疑问句， 是在陈述句后， 对陈述句所叙述的事实提出的疑问。 其基本结构有两种：一是 “肯定陈述句简略否定问句 ”；二是 “否定陈述句简略肯定问句 ”。反意疑问句的前后两部分在时态、人称和数上都要保持一致。如：It looks lik

27、e rain, does nt it?He doesnt need to work so late, does he?（ 2）学习反意疑问句，特别要注意的问题1. 陈述部分的主语是this, that 时，疑问部分的主语多用it；陈述部分的主语是these, those时，疑问部分的主语多用they。如：This is a dictionary, isnt it?Those are shelves, arent they?2. 陈述句如果是 there be 结构时，疑问句部分仍用there。如：There once was a man named Saint Nicholas, wasnt

28、there?3. 在英语口语中， “I am +表语结构 ”，后面的反意疑问句多用arentI 来体现。如：I am very interested in learning English, arent I?4. 陈述句的主语是动词不定式，动词的-ing 形式或从句时，疑问部分的主语多用体现。如：Taking care of our environmen t is very important, isnt it?What he said is right, isnt it?5. 陈述句中含有 not, no, hardly, neither, never, few, little, too等否

29、定词或 具 to 有否定意义的词时，疑问部分常用肯定形式。如：Few people knew the news, did they?Tom has never been to England , has he?但陈述句中如果带有否定意义的前缀和后缀的单词时， 整个句子仍视为肯定句， 反意疑问部分多用否定形式。如：She is unhappy, isnt she?6. 陈述句的主语是nobody, no one, everyone, somebody 等不定代词时， 反意疑问部分的主语多用 they（当强调全体时） 或 he（当强调个体时） 。如果陈述句的主语是 something, nothi

30、ng,anything, everything 等不定代词时，反意疑问部分的主语多用it。如：No one knows him, do they?Someone is waiting for you, isnt he?Nobody says a word about the accident, do they?Everything seems all right, doesnt it?7. 陈述句是主从复合句时，如果主句的谓语动词是think, believe, expect, feel, guess词，且主语是第一人称I 时，反意疑问部分的人称、时态与宾语从句保持一致，同时还要考虑到否定的转

31、移。如：等I believe that the boy can get a ticket for you, cant he?Step Three教学SectionA-3a1. 叫两名学生将未完成的对话朗读出来。给学生几分钟时间，补全对话。2. 利用课件展示答案。中的3. 叫几组学生将完成的对话表演出来，看看哪组表演地最贴近生活。Step Four教学SectionA-3b展示课件上给出的情境，从3b 中选出一种情景来完成自己的“small talk 并向”全班同学汇报。和思路点拨 明确 - 通过设计的情景， 学生理解、 运用反意疑问句， 并能顺利完成 “a smalltalk 。”Step F

32、ive 教学 4Discuss in fours: What are some good small talk topics to use with these people? Fill in thechart.Make a report like this:When we have a small talk with a student, we can talk about 按照这种方式，引导学生依次描述每幅图画。中的Step Six 教学 SectionB-1a,1b1. 教师可设计如下的问题，让学生相互讨论。Is it polite to ask people you dont know

33、 well about personal questions?Which are personal question?2师生共看1a中的4 幅图片师： Look at Picture One. What does the boy ask?生： He asks “Do you like thrillers?”师： Is it good to have polite small talk with people you dont know well?生： I think so.思路点拨 在闲谈过程中，问别人一些私人问题（如年龄、收入）是非常不礼貌的，应当避免。3. 师生看 1a 的图画，就图画上的

34、问题完成对话，完成1b。师： Do you like thrillers?生： No, but I love comedies.师 : You re Anna s brother, arent you?生 : Yes, I am.思路点拨 通过师生对话来完成“a small talk 这一”语言功能项目的活动，同时可通过guessing games 来促进练习，如 “ You like playing football, don等。 t you?”Step Seven 教学 SectionB-2a,2b利用多媒体课件进行下列教学活动。1. 播放录音，注意每个对话发生的地点，完成2a,教师核对答

35、案。2. 再次播放录音，将问题和答案匹配，教师核对答案。3. 学生在完成2a、 2b 的听力任务后，可继续进行2b 中的对话活动。A: You re Jenny s friend, arent you?B: Yes, I am. My name is Rita.思路点拨 给学生充足的材料来训练 “反意疑问句 ”构成的 “a small talk， ”从而达到真正理解和运用本单元语言功能项目的目的。Step Eight 教学 SectionB-2c学生看 2c 部分的内容，完成自己的“a small talk ，参”考对话如下。A: This is a great party, isnt it?

36、B: Yes, it is. All the people are friendly and the food is very nice.A: But its very crowded, isnt it?B: Maybe you are right. Too many people are here.A: Would you like something to drink?B: No, thanks.Step Nine 链接生活链接一：在反意疑问句中， 前面是个否定的陈述句， 后面是个肯定的简略句， 在回答时，该如何应答。He didn t watch TV last night, did h

37、e?_. He did his homework till 11:00.链接二：想一想下列句子的简略问句该如何表述？He could hardly believe his works, _?He dislikes history, _?Step TenSummaryWhat did you learn in this class?Step ElevenHomeworkA:完成反意疑问句。1 It s really cold today, _ _?2 You re new here, _ _?3 The bus stops here _?4 You love basketball games,

38、_ _ ?B: 日常生活中我们会遇到形形色色的人，我们跟不同的人展开对话，话题应该是相同的吗？课下总结与不同职业的人闲聊应该采取什么话题。板书设计Unit10 It s a nice day, isntit?Do you like thrillers?This is a great party, isn tit?Period Three教学目标1.掌握重点词汇和句型。1）重点词汇 thank-you note, come along, get along, have a wonderful time, feel like, befriendly to sb2）重点句型 : Thank you

39、for + n./ doing sthhelp sb with sth2.学会写感谢信。3.学会在真实的交际礼仪中了解、关心、感谢别人并增进友谊。教学重点、难点1.重点：写感谢信2.难点：重点词组、句型的运用教学策略通过阅读三则不同话题的感谢信， 引导学生在学习格式文体的写作方法， 从而能在真实的交际中灵活运用感谢信这种应用文。教学过程Step One复习（Revision）给出一些线索，让学生进行角色表演。Where: at Kim s partyWho: Maria and her new friend she doesnWhat: The party is very great.t kn

40、ow wellStep Two教学SectionB-3a,3b1. 学生看P59 的三个Thank-you notes,完成下列任务。问题：Whom is the thank-you note from?Whom is the thank-you note to?What is the thank-you note for?回答：Note 1: Party From Maria to KimNote 2: Help From Bill to TonyNote 3: Gift From John to Allen思路点拨 让学生明白感谢信的类型和形式，理解并能实际运用“Thank-you not

41、e ”。2. Fill in the blanks in the thank-you note.指导学生正确运用阅读理解填空的方法技巧。Step Three教学SectionB-3c学生完成 3b 部分的填空并向全体同学汇报。在此基础上，学生写出自己的note。在学生写自己的感谢信前，教师可帮助学生就所要写的感谢信列出清单。Thank-you如： Who is the thank-you note to?What is the thank-you note for?What would you like to tell your friends?等。思路点拨 让学生掌握感谢信的写法，并能就实际

42、生活运用感谢信表达对他人的感激，在实际运用 Thank-you note 的过程中，提高自己综合运用语言的能力。Step Four 教学 4教师可给出更多的情境， 让学生自由选择， 然后两人结组编对话， 教师叫几组学生将对话表演出来。Step Five 教学 Selfcheck1 SelfCheck 1让学生用所给单词进行填空，检查答案，再用这些词语分别造句。2. SelfCheck 2让学生认真看图片，然后补全对话，叫学生将对话表演出来。3. SelfCheck 3学生讨论图片上故事的情节，然后编对话，进行口语练习。Step Six 教学拓展组织学生进行课堂游戏：Guessing game.

43、把学生分成两组，相互猜测每组成员的某些情况，例如：Wei Hua comes to school by bike every day, doesnt she?Li Lei watched TV last night, didnt he?以猜测正确数次的多少来确定获胜方。Step SevenSummaryWhat did you learn in this class?Step EightHomeworkWrite your own thank-you note.板书设计Unit10It s a nice day , isnThank-you note for a giftThank-you n

44、ote for a partyThank-you note for helpt it?Unit10 It s a nice day , isn t it?(Revision)教学目标：1. 知识目标：复习本课的单词与短语2. 能力目标：复习反义疑问句，并且能够使用反义疑问句来进行闲聊。3. 情感目标：通过使用反义疑问句来进行闲聊，让学生能够了解闲聊的内容及方式，了解英语国家人们的生活和思维方式。教学过程：Step1 Leading-in ：教师利用目标语言：Its a nice day , isn和学生 tit?共同讨论当天的天气状况，导入复习。屏幕展示Step2 Review the wor

45、ds in unit10屏幕展示Step3 Complete the thank-you note屏幕展示Step4 Groupwork屏幕展示When we begin a small talk , we are asked to begin a successful one. Some sentences we canuse, but some sentences we can t use.Please tell us some unsuccessful small talk topics.Step5 Successful small talk topics屏幕展示Successful s

46、mall talk topics:1.In Britain, the best topic is the weather. Britain weather is changing all the time.Youcan start chatting by saying “Its a lovely day, isn tit? ”2.Besides weather,its good to talk about gardens.Thoseroses look really beautiful, don t they?3.English people love their pets, so it is also nice to start with:What a lovel