一、内容及分析
本单元教学内容为人教版八年级下Unit10 It’s a nice day ,isn’t it ?本单元围绕“与陌生人闲聊”这个话题，设计了相关的语言情境展开教学，学习闲聊在英语表达中的意义，重点学习英语的“反意问句”。通过本单元的看图说话，句型操练语境描述，对话表演等专项训练，培养学生的英语实际应用能力。Section A描述与陌生人闲聊时的注意事项，学习应该聊些什么，如何展开话题。Section B主要谈论用闲聊来加强人际关系，通过学习与陌生人闲聊天以达到了解，关心别人，增进友谊。语言学习目标是：能够在不同的场合进行闲聊。知识难点为：附加疑问句的用法。附加疑问句往往是闲聊的开场白，同时，对于闲聊中的问题，有的是较适宜的，称为成功的话题。有的则涉及他人隐私，被视为不适宜问的问题，称为不成功的话题，不成功的话题指的是谈话的内容往往会使人感到尴尬或不愉快，我们在开始与人的闲聊中，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，哀，乐。因此，我们应尽量避免说让对方感到不愉快或不知所措的事情。常用到的话题是，Weather,Traffic,Music和The activity they are having 等等。根据《课标要求》、教材内容和初中学生的学习特征，在考虑教学设计过程中，我把本单元的教学难点进行了适当的分解，尽量采用由浅入深的教学呈现方式以降低学生的学习难度，同时运用多媒体教学为学生营造良好的语言学习氛围，其基本教学流程如下：第一课时（SectionA1a―2c）主要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。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。
二、学习者特征分析
知识能力特征：
1. 八年级学生已经学完了前十一单元，本单元是最后一个单元的学习，学生通过将近两年的英语学习，已初步具备了一定的英语听说读写能力，也积累了一定的英语语言知识和应用语言的能力。本单元词汇不多（18个），学生已经对生词进行了集中识词，基本掌握了单词的发音和基本意思，然而，尤其是我们农村中学的学生对英语学习普遍缺乏信心与方法，致使于在英语学习中不敢大胆表现，因此，教师要不断的给与鼓励和赏识，帮助学生克服困难，树立自信心。
2. 课堂上，学生在老师帮助下具备了基本的自主学习英语的能力，作为教师，要在课堂活动中，不断地给与示范，鼓励，引导，帮助，监控，客观评价等作用。因为八年级学生还处在好动时期，也善于动脑筋，有自己的独特见解，但在很大程度上却受到词汇量和语法知识的制约，对西方的的一些文化背景生活习俗不甚了解。因此，了解一些相关的西方地域文化知识和中西文化的差别很有必要。
三、单元整体目标分析
1、知识与能力：
(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、过程与方法：采用“呈现展示情景式”教学模式，首先在第一课时把本单元的学习句式和任务make some small talk 布置给学生，同时提供学生完成任务所需要的语言素材，以此帮助学生在学习过程中形成主动的学习状态，然后通过操练，听力，培养学生的实际能力。本单元的第二课时从听力的角度，继续展开目标语言的输入，在此基础上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。第三课时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。
3、情感态度与价值观：通过学习与陌生人礼貌的闲聊，达到了解别人，关心别人，增进友谊。同时通过学习知道如何与陌生人闲聊，比较中西文化差异。
四 、重点难点
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、教法选择、学法指导 教法选择：任务型教学法、视听法、听说法、交际法、认知法等。
学法指导：自主学习与小组合作相结合，听说与读写相结合，知识学习与技能培养相结合。
资源准备：1. A Computer for multimedia use. 2. A tape recorder.
六、课时及教学内容安排
教学内容
课时
安排
任务设计
教法选择
教学环境
SectionA1a.1b.1c2a 2b 2c and Grammar
Foucs
Period1
45分钟
能听懂陌生人的聊天对话并学会同陌生人闲聊。学会使用反意疑问句
视听法，交际法，认知法，任务型教学法
多媒体，相关视图及音响
3a .3b. and 4
Period2
45分钟
从阅读的角度继续开展目标语言的输入，在此基础上，为落实目标语言做好准备。学习阅读和写作。练习写作和交际。
听说法，交际法，认知法，任务型教学法
多媒体，音响
SectionB1a.1b.2a 2b2c.and Selfcheck
Period3
45分钟
在完成任务的过程中，大量使用目标语言，并最终落学习体会适意的或不适宜的闲聊实。
听说法，交际法，任务型教学法。
多媒体，音响
SectionB3a,3b ,3c and4
Period4
45分钟
运用所学的知识学写感谢信，学会编写对话进行表演。
示例法，认知法，表演法
多媒体，卡纸教室场景
教学内容
Unit10 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。
二、教学目标（知识，能力，情感态度、价值观）
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、情感态度与价值观To enable to communicate with others politely.
三、重点难点
重点: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.
难点：反意疑问句用法。反意疑问句是提出情况和看法，问对方同不同意，这种问句由两部分组成，前一部分是陈述句的形式，后一部分是简短的发问，前一部分用肯定形式，后一部分则用否定形式，前一部分用否定形式，后一部分用肯定形式，两部分在时态人称和数要保持一致。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、教法选择、学法指导
本节课，我运用了远教育资源和网络资源中的图片、动画、声音媒体等手段向学生呈现反意疑问句的基本句型结构并展开练习，从谈论天气入手，结合学生生活实际，营造良好的语言学习情景，使学生愿意说。在输入新语言的同时采用情景再现法，任务型教学法，为学生设置较为真实的情景、语境，使学生在学中用在用中感受，帮助养成良好语言学习习惯。
五 资源准备 多媒体课件、图片等相关教学资源。
六、教学过程
教学任务
教师活动
学生活动
设计意图及资源准备
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.(学生根据事实答）
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.
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.
通过对这些场景和自己添加的一些场所的描述学生基本上知道了要“聊”的内容，教师进一步提供材料，进行鼓励，启发，引导，帮助，监控和评价从而为整节课任务的完成奠定语言基础。
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.
在这一部分，我把教材做了调整，就是把1c和2C进行了融合，集中练习形成操练的整体性，学生在经过了自己观察，教师引导，结对讨论的基础上，基本上形成了对语言的练习。那么，要在听力的练习中得到相关的信息，也就是水到渠成。这一部分的设计，主要为下面的1b,2a,2b听力练习做好准备)
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.
训练学生模仿语音语调培养语感，获取和处理信息
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.
在听力中练习目标语言同时培养学习西方文化，要注意到中外交际习俗的差异，在交际中即不能“闭口不言”也不能“言多必失”，我们尽量做到“恰到好处”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
在学生听懂的基础上进一步提高熟练使用目标语言的能力。
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.
帮助学生回忆本节课所学，通过大屏幕展示主要内容，简洁直观，便于学生记忆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.
.
作业分层要求，以适应不同层次的学生。
七、板书设计 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.
教学内容
Unit 10 It’s a nice day ,isn’t it ?
课时
Period Two
教学对象
八年级学生
设计者
一、教材内容分析
本课是本单元的第二课时，在继续巩固学习上节课所学闲聊词汇和目标语言的基础上，主要学习Section A、3a、3b 、and 4.本课依据《英语新课程标准》要求、教学内容及教学对象，对部分内容进行了适当的整合，确定本节课的主要教学目标为：从阅读的角度继续开展目标语言的输入，在完成学习阅读任务的基础上，通过练习写作和交际为落实目标语言做准备。在学会正确使用Tag question 的基础上，扩展到能够根据实际情况作出判断并做出回答，比一比赛一赛看看你能聊多久。重点为：能自由运用目标语言来编写对话，并能完成任务型写作任务。难点是：能够与陌生人自如礼貌的会话，学习该聊些什么，如何将话题展开。本节课是第一课时的有效延伸和拓展。
二、教学目标（知识与能力，情感态度与价值观）
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、重点、难点
重点：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. 难点：Make conversations with strangers freely.
四、教法选择与学法指导
从学生的学习兴趣，生活实际和认知水平，采用，直观演示法，口语交际法，视听法，听说法，任务型教学法，运用多媒体让学生积极参与，大胆实践，共同交流与合作。学法上采取自主学习与合作学习相结合，听说读写相结合，知识学习与技能培养相结合。
五、资源准备 多媒体课件、图片及相关教学资源
六、教学过程
教学任务
教师活动
学生活动
设计意图及资源准备
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.
通过对上节课翻反意问句内容的简单复习过渡，引入本节课的目标语言，以此提高学生的兴趣
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.
呈现“任务”时通过“问答”的方式谈论图片，在完成“任务”之前一则练习学生口语，二则降低写作难度，在这一环节，教师主要是引导帮助，示范，并帮助学生树立写作自信，因为3a的熟练掌握直接影响着3b和4部分的练习，起着举足轻重的作用。
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.
让学生反复操练再表演这部分的对话，旨在熟悉话题和语境，循序渐进的加强目标语言的熟练运用，激发兴趣，做好写作前的语言储备。
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.
通过奖励“水果糖”机制，提高学生兴趣，主要是提高写作效率，鼓励大多数学生在一定的时间内完成课堂任务，从而分享更多的劳动成果。
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.
让学生与同伴合作进行交开放交流，共同完成学习任务，培养学生的口语交际能力及合作能力
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.
小结本课内容.
Task 9.
Homework(2)
2.Go on learning to practice more small talk with your friend .do an activity”How Long Can You Talk?”
布置作业，课外延伸这是一个挑战性很强的活动，利用所学的知识，开始应用，看看你能谈多久，看看谁说的最多，如何将话题展开，
七、板书设计 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 .
教学内容
Unit 10 It’s a nice day, isn’t it?
课时
Period 3
教学对象
八年级学生
提供者
一、教材内容分析
本节课是本单元的第三课时，主要学习Section B(1a-2c and Selfcheck )前两节课通过各种练习及相关的操练任务让学生基本掌握了本单元的主要句型，，学生基本能够理解并口头运用所学的话题语言，为本节课的读写活动打下了基础。本节课的目标是：能够使用目标语言礼貌的闲聊并会表示赞同与反对，了解中西方文化差异，能熟练运用新学词汇和短语展开对话，大量使用目标语言，并最终落实。
二、教学目标（知识，技能，情感态度与价值观）
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、重点难点
1.重点：1.Teaching Key Points(1). Key structure: ―This is a great party, isn’t it? ―Yes, it is. (2). Listening practice.
2.难点：Role play a small talk freely.
四、 教法选择与学法指导
1.教法选择：(1)Reading and writing method (2)Oral practice (3)Self check method
2．学法指导：运用上述教学方法指导学生充分调动口、眼、耳、脑的作用，多说、多写，并有效利用教材、录音、多媒体、等各种教学手段来提高学习效率.
五、资源准备 多媒体课件、报纸杂志等及相关教学资源。
六、教学过程
教学过程
教师活动
学生活动
设计意图
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..
复习反意疑问句的目的在于要求学生熟练掌握闲聊中开场白的句式，为下面的十个句子做好迅速高效的判断,放音乐做抢答题，旨在提高学生的注意力和兴趣。
Task2.Challenge yourself.（5）
judge(判断) if the small talks are successful or unsuccessful(PPT)
Read the each sentence quickly and say successful or unsuccessful
在经过了正确的判断后，学生的兴趣点已经被激发，再回到1a部分，对学生来说就很简单
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.
先讲解重点难点，然后让学生在理解的基础上进行判断合乎学生认知规绿。
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.
学生自由结对活动，根据情况，可再添加幻灯图片,展开更多练习。
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.
听前的引导至关重要，引导学生会借助有效信息完成相应任务。让学生先口头会说，为更好完成听力任务做好储备。
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
在反复的练习中，学生习得目标语言。
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.
通过问题化解难度，引导学生先说再练最后书写，符合学生的认知规律
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.
在学生谈论过程中进行讨论，让学生写作时能做到有的放矢，学生很容易有针对性的通过问题化解难度，引导学生先说再练最后有啥写，符合学生的认知规律。
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.
小结本节课的内容和要求。
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.
作业分分层要求，以适应不同层次的学生学习。
七、板书设计 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.
教学内容
Unit 10 It’s a nice day, isn’t it?
课时
Period 4
教学对象
八年级学生
提供者
一、教材内容分析
本课时是第十单元的第四节课，要求学生会用恰当的方式来表达自己的感谢并能够口笔头熟练运用新学词汇来写感谢信，在本单元的学习中，要储备如何写Thank-you note这一内容的书信。通过本节课要学会：(1)本单元的语言功能目标是“Make small talk”（闲聊）。因此，要储备足够的语言材料，学写感谢信。(2) 要储备反意疑问句的有关知识，注意该语法结构的构成形式。
二、教学目标（知识，技能，情感态度与价值观）
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、重点难点
1.重点：读懂短文，理解文中相关词语、短语，能完成文后相关任务，Learn to write Thank-you note .
2.难点：培养阅读理解能力，形成阅读策略。Write your own Thank-you note.
四、 教法选择与学法指导
经过前三节课的学习，学生已经学会了如何更礼貌使用反问句进行礼貌的闲聊，这时进行必要的阅读写作顺理成章。所以我准备采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习,在完成任务的同时学习语言。在阅读文章，理解文章，分析文章之后做适当扩展和延伸。让学生在各个任务链中完成阅读任务，并尽可能降低文章难度，引导学生逐步延伸话题，为进一层拓展做好准备，以此来培养学生的写作策略，进而培养学生写作能力。
五、资源准备 多媒体课件、报纸杂志等及相关教学资源。
六、教学过程
教学过程
教师活动
学生活动
设计意图
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 .
通过提供重点句型结构，让学生练习，既是复习上节课知识，又为新课的学习做准备。
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
指导学生快速熟悉课文，了解文章大意，学生通过复习已学知识进行会话练习，熟悉Ｍａｒｉａ的情况，为下面将要读到的感谢信做更好的理解，也为文章体裁的转变做好铺垫）
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.
通过回答问题的方式反馈学生对文章的理解，避免了单纯的讲解，提高阅读能力.
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.
通过回忆所学内容填写信息卡，再通过重点词汇提示复述短文，这个环节既是对所文章真正的理解，又能培养学生积极参与讨论以及发表个人意见的习惯。
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.
引导学生会借助有效信息完成相应任务。让学生先口头会说，也为下一步的写作做好铺垫。
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.
在学生阅读之后让学生进行写作能做到有的放矢，给出三个情景，学生选择自己喜欢的方式写出不同种类的感谢信，学以致用）
学生很容易有正对性的写好感谢信。
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.
学以致用
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.
作业分A、B、C三组布置，分层要求，以适应不同层次的学生学习。
七、板书设计
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。
本单元教学内容为人教版八年级下Unit10 It’s a nice day ,isn’t it ?本单元围绕“与陌生人闲聊”这个话题，设计了相关的语言情境展开教学，学习闲聊在英语表达中的意义，重点学习英语的“反意问句”。通过本单元的看图说话，句型操练语境描述，对话表演等专项训练，培养学生的英语实际应用能力。Section A描述与陌生人闲聊时的注意事项，学习应该聊些什么，如何展开话题。Section B主要谈论用闲聊来加强人际关系，通过学习与陌生人闲聊天以达到了解，关心别人，增进友谊。语言学习目标是：能够在不同的场合进行闲聊。知识难点为：附加疑问句的用法。附加疑问句往往是闲聊的开场白，同时，对于闲聊中的问题，有的是较适宜的，称为成功的话题。有的则涉及他人隐私，被视为不适宜问的问题，称为不成功的话题，不成功的话题指的是谈话的内容往往会使人感到尴尬或不愉快，我们在开始与人的闲聊中，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，哀，乐。因此，我们应尽量避免说让对方感到不愉快或不知所措的事情。常用到的话题是，Weather,Traffic,Music和The activity they are having 等等。根据《课标要求》、教材内容和初中学生的学习特征，在考虑教学设计过程中，我把本单元的教学难点进行了适当的分解，尽量采用由浅入深的教学呈现方式以降低学生的学习难度，同时运用多媒体教学为学生营造良好的语言学习氛围，其基本教学流程如下：第一课时（SectionA1a―2c）主要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。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。
二、学习者特征分析
知识能力特征：
1. 八年级学生已经学完了前十一单元，本单元是最后一个单元的学习，学生通过将近两年的英语学习，已初步具备了一定的英语听说读写能力，也积累了一定的英语语言知识和应用语言的能力。本单元词汇不多（18个），学生已经对生词进行了集中识词，基本掌握了单词的发音和基本意思，然而，尤其是我们农村中学的学生对英语学习普遍缺乏信心与方法，致使于在英语学习中不敢大胆表现，因此，教师要不断的给与鼓励和赏识，帮助学生克服困难，树立自信心。
2. 课堂上，学生在老师帮助下具备了基本的自主学习英语的能力，作为教师，要在课堂活动中，不断地给与示范，鼓励，引导，帮助，监控，客观评价等作用。因为八年级学生还处在好动时期，也善于动脑筋，有自己的独特见解，但在很大程度上却受到词汇量和语法知识的制约，对西方的的一些文化背景生活习俗不甚了解。因此，了解一些相关的西方地域文化知识和中西文化的差别很有必要。
三、单元整体目标分析
1、知识与能力：
(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、过程与方法：采用“呈现展示情景式”教学模式，首先在第一课时把本单元的学习句式和任务make some small talk 布置给学生，同时提供学生完成任务所需要的语言素材，以此帮助学生在学习过程中形成主动的学习状态，然后通过操练，听力，培养学生的实际能力。本单元的第二课时从听力的角度，继续展开目标语言的输入，在此基础上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。第三课时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。
3、情感态度与价值观：通过学习与陌生人礼貌的闲聊，达到了解别人，关心别人，增进友谊。同时通过学习知道如何与陌生人闲聊，比较中西文化差异。
四 、重点难点
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、教法选择、学法指导 教法选择：任务型教学法、视听法、听说法、交际法、认知法等。
学法指导：自主学习与小组合作相结合，听说与读写相结合，知识学习与技能培养相结合。
资源准备：1. A Computer for multimedia use. 2. A tape recorder.
六、课时及教学内容安排
教学内容
课时
安排
任务设计
教法选择
教学环境
SectionA1a.1b.1c2a 2b 2c and Grammar
Foucs
Period1
45分钟
能听懂陌生人的聊天对话并学会同陌生人闲聊。学会使用反意疑问句
视听法，交际法，认知法，任务型教学法
多媒体，相关视图及音响
3a .3b. and 4
Period2
45分钟
从阅读的角度继续开展目标语言的输入，在此基础上，为落实目标语言做好准备。学习阅读和写作。练习写作和交际。
听说法，交际法，认知法，任务型教学法
多媒体，音响
SectionB1a.1b.2a 2b2c.and Selfcheck
Period3
45分钟
在完成任务的过程中，大量使用目标语言，并最终落学习体会适意的或不适宜的闲聊实。
听说法，交际法，任务型教学法。
多媒体，音响
SectionB3a,3b ,3c and4
Period4
45分钟
运用所学的知识学写感谢信，学会编写对话进行表演。
示例法，认知法，表演法
多媒体，卡纸教室场景
教学内容
Unit10 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。
二、教学目标（知识，能力，情感态度、价值观）
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、情感态度与价值观To enable to communicate with others politely.
三、重点难点
重点: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.
难点：反意疑问句用法。反意疑问句是提出情况和看法，问对方同不同意，这种问句由两部分组成，前一部分是陈述句的形式，后一部分是简短的发问，前一部分用肯定形式，后一部分则用否定形式，前一部分用否定形式，后一部分用肯定形式，两部分在时态人称和数要保持一致。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、教法选择、学法指导
本节课，我运用了远教育资源和网络资源中的图片、动画、声音媒体等手段向学生呈现反意疑问句的基本句型结构并展开练习，从谈论天气入手，结合学生生活实际，营造良好的语言学习情景，使学生愿意说。在输入新语言的同时采用情景再现法，任务型教学法，为学生设置较为真实的情景、语境，使学生在学中用在用中感受，帮助养成良好语言学习习惯。
五 资源准备 多媒体课件、图片等相关教学资源。
六、教学过程
教学任务
教师活动
学生活动
设计意图及资源准备
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.(学生根据事实答）
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.
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.
通过对这些场景和自己添加的一些场所的描述学生基本上知道了要“聊”的内容，教师进一步提供材料，进行鼓励，启发，引导，帮助，监控和评价从而为整节课任务的完成奠定语言基础。
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.
在这一部分，我把教材做了调整，就是把1c和2C进行了融合，集中练习形成操练的整体性，学生在经过了自己观察，教师引导，结对讨论的基础上，基本上形成了对语言的练习。那么，要在听力的练习中得到相关的信息，也就是水到渠成。这一部分的设计，主要为下面的1b,2a,2b听力练习做好准备)
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.
训练学生模仿语音语调培养语感，获取和处理信息
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.
在听力中练习目标语言同时培养学习西方文化，要注意到中外交际习俗的差异，在交际中即不能“闭口不言”也不能“言多必失”，我们尽量做到“恰到好处”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
在学生听懂的基础上进一步提高熟练使用目标语言的能力。
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.
帮助学生回忆本节课所学，通过大屏幕展示主要内容，简洁直观，便于学生记忆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.
.
作业分层要求，以适应不同层次的学生。
七、板书设计 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.
教学内容
Unit 10 It’s a nice day ,isn’t it ?
课时
Period Two
教学对象
八年级学生
设计者
一、教材内容分析
本课是本单元的第二课时，在继续巩固学习上节课所学闲聊词汇和目标语言的基础上，主要学习Section A、3a、3b 、and 4.本课依据《英语新课程标准》要求、教学内容及教学对象，对部分内容进行了适当的整合，确定本节课的主要教学目标为：从阅读的角度继续开展目标语言的输入，在完成学习阅读任务的基础上，通过练习写作和交际为落实目标语言做准备。在学会正确使用Tag question 的基础上，扩展到能够根据实际情况作出判断并做出回答，比一比赛一赛看看你能聊多久。重点为：能自由运用目标语言来编写对话，并能完成任务型写作任务。难点是：能够与陌生人自如礼貌的会话，学习该聊些什么，如何将话题展开。本节课是第一课时的有效延伸和拓展。
二、教学目标（知识与能力，情感态度与价值观）
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、重点、难点
重点：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. 难点：Make conversations with strangers freely.
四、教法选择与学法指导
从学生的学习兴趣，生活实际和认知水平，采用，直观演示法，口语交际法，视听法，听说法，任务型教学法，运用多媒体让学生积极参与，大胆实践，共同交流与合作。学法上采取自主学习与合作学习相结合，听说读写相结合，知识学习与技能培养相结合。
五、资源准备 多媒体课件、图片及相关教学资源
六、教学过程
教学任务
教师活动
学生活动
设计意图及资源准备
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.
通过对上节课翻反意问句内容的简单复习过渡，引入本节课的目标语言，以此提高学生的兴趣
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.
呈现“任务”时通过“问答”的方式谈论图片，在完成“任务”之前一则练习学生口语，二则降低写作难度，在这一环节，教师主要是引导帮助，示范，并帮助学生树立写作自信，因为3a的熟练掌握直接影响着3b和4部分的练习，起着举足轻重的作用。
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.
让学生反复操练再表演这部分的对话，旨在熟悉话题和语境，循序渐进的加强目标语言的熟练运用，激发兴趣，做好写作前的语言储备。
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.
通过奖励“水果糖”机制，提高学生兴趣，主要是提高写作效率，鼓励大多数学生在一定的时间内完成课堂任务，从而分享更多的劳动成果。
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.
让学生与同伴合作进行交开放交流，共同完成学习任务，培养学生的口语交际能力及合作能力
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.
小结本课内容.
Task 9.
Homework(2)
2.Go on learning to practice more small talk with your friend .do an activity”How Long Can You Talk?”
布置作业，课外延伸这是一个挑战性很强的活动，利用所学的知识，开始应用，看看你能谈多久，看看谁说的最多，如何将话题展开，
七、板书设计 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 .
教学内容
Unit 10 It’s a nice day, isn’t it?
课时
Period 3
教学对象
八年级学生
提供者
一、教材内容分析
本节课是本单元的第三课时，主要学习Section B(1a-2c and Selfcheck )前两节课通过各种练习及相关的操练任务让学生基本掌握了本单元的主要句型，，学生基本能够理解并口头运用所学的话题语言，为本节课的读写活动打下了基础。本节课的目标是：能够使用目标语言礼貌的闲聊并会表示赞同与反对，了解中西方文化差异，能熟练运用新学词汇和短语展开对话，大量使用目标语言，并最终落实。
二、教学目标（知识，技能，情感态度与价值观）
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、重点难点
1.重点：1.Teaching Key Points(1). Key structure: ―This is a great party, isn’t it? ―Yes, it is. (2). Listening practice.
2.难点：Role play a small talk freely.
四、 教法选择与学法指导
1.教法选择：(1)Reading and writing method (2)Oral practice (3)Self check method
2．学法指导：运用上述教学方法指导学生充分调动口、眼、耳、脑的作用，多说、多写，并有效利用教材、录音、多媒体、等各种教学手段来提高学习效率.
五、资源准备 多媒体课件、报纸杂志等及相关教学资源。
六、教学过程
教学过程
教师活动
学生活动
设计意图
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..
复习反意疑问句的目的在于要求学生熟练掌握闲聊中开场白的句式，为下面的十个句子做好迅速高效的判断,放音乐做抢答题，旨在提高学生的注意力和兴趣。
Task2.Challenge yourself.（5）
judge(判断) if the small talks are successful or unsuccessful(PPT)
Read the each sentence quickly and say successful or unsuccessful
在经过了正确的判断后，学生的兴趣点已经被激发，再回到1a部分，对学生来说就很简单
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.
先讲解重点难点，然后让学生在理解的基础上进行判断合乎学生认知规绿。
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.
学生自由结对活动，根据情况，可再添加幻灯图片,展开更多练习。
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.
听前的引导至关重要，引导学生会借助有效信息完成相应任务。让学生先口头会说，为更好完成听力任务做好储备。
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
在反复的练习中，学生习得目标语言。
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.
通过问题化解难度，引导学生先说再练最后书写，符合学生的认知规律
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.
在学生谈论过程中进行讨论，让学生写作时能做到有的放矢，学生很容易有针对性的通过问题化解难度，引导学生先说再练最后有啥写，符合学生的认知规律。
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.
小结本节课的内容和要求。
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.
作业分分层要求，以适应不同层次的学生学习。
七、板书设计 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.
教学内容
Unit 10 It’s a nice day, isn’t it?
课时
Period 4
教学对象
八年级学生
提供者
一、教材内容分析
本课时是第十单元的第四节课，要求学生会用恰当的方式来表达自己的感谢并能够口笔头熟练运用新学词汇来写感谢信，在本单元的学习中，要储备如何写Thank-you note这一内容的书信。通过本节课要学会：(1)本单元的语言功能目标是“Make small talk”（闲聊）。因此，要储备足够的语言材料，学写感谢信。(2) 要储备反意疑问句的有关知识，注意该语法结构的构成形式。
二、教学目标（知识，技能，情感态度与价值观）
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、重点难点
1.重点：读懂短文，理解文中相关词语、短语，能完成文后相关任务，Learn to write Thank-you note .
2.难点：培养阅读理解能力，形成阅读策略。Write your own Thank-you note.
四、 教法选择与学法指导
经过前三节课的学习，学生已经学会了如何更礼貌使用反问句进行礼貌的闲聊，这时进行必要的阅读写作顺理成章。所以我准备采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习,在完成任务的同时学习语言。在阅读文章，理解文章，分析文章之后做适当扩展和延伸。让学生在各个任务链中完成阅读任务，并尽可能降低文章难度，引导学生逐步延伸话题，为进一层拓展做好准备，以此来培养学生的写作策略，进而培养学生写作能力。
五、资源准备 多媒体课件、报纸杂志等及相关教学资源。
六、教学过程
教学过程
教师活动
学生活动
设计意图
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 .
通过提供重点句型结构，让学生练习，既是复习上节课知识，又为新课的学习做准备。
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
指导学生快速熟悉课文，了解文章大意，学生通过复习已学知识进行会话练习，熟悉Ｍａｒｉａ的情况，为下面将要读到的感谢信做更好的理解，也为文章体裁的转变做好铺垫）
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.
通过回答问题的方式反馈学生对文章的理解，避免了单纯的讲解，提高阅读能力.
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.
通过回忆所学内容填写信息卡，再通过重点词汇提示复述短文，这个环节既是对所文章真正的理解，又能培养学生积极参与讨论以及发表个人意见的习惯。
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.
引导学生会借助有效信息完成相应任务。让学生先口头会说，也为下一步的写作做好铺垫。
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.
在学生阅读之后让学生进行写作能做到有的放矢，给出三个情景，学生选择自己喜欢的方式写出不同种类的感谢信，学以致用）
学生很容易有正对性的写好感谢信。
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.
学以致用
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.
作业分A、B、C三组布置，分层要求，以适应不同层次的学生学习。
七、板书设计
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。
