八年级英语下Unit10教案人教版.doc

人教版英语八年级下Unit10教案

Unit 10 It’s a nice day, isn’t it? Period 1
教
学
目
标
1.Knowledge and Ability Objects
(1)New vocabulary:
Small talk; rain; umbrella
(2)Target language:
—It looks like rain, doesn’t it?
—Yes, it does. And I forgot my umbrella.
—He’s really good, isn’t he?
—He sure is!
(3)Listening practice.
(4)To train students’ ability of listening and speaking.
(5)To train students’ communicative competence.
2.Method Objects in Teaching
(1)Listening and speaking methods.
(2)Communicative approach.
3.Sensibility and Value
To enable to practice spoken English in daily life.
教
材
分
析
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.
3.Teaching Aids
1. A recorder.
2. A computer for multimedia use.

板书
设计

Unit 10 It’s a nice day, isn’t it?
A list of places: park
bus stop
cinema
shop
lift
…

过程
Teaching Procedures
Step Ⅰ Greetings and Revision
Greet the class as usual and check the homework.
Step II New words
Show 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 1a
This 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 the
train 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 a
conversation. 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 1b
Activity 1b gives students practice in understanding the target language in spoken
conversation.
In this activity ask students to listen and number the pictures (2-4). Play the recording for
twice. Students write the number of each conversation in the box next to the correct picture. Then
check the answers.
Answers:
Picture a: Conversation 2
Picture b: no match
Picture c: Conversation 3
Picture d: Conversation 1
Tapescript:
Conversation 1
Girl 1: He’s really good, isn’t he?
Girl 2: He sure is! I come to all his concerts.
Girl 1: Do you have his new CD?
Girl 2: Yes, I do.
Conversation 2
Girl 3: This line is moving slowly, isn’t it?
Woman: Yes, it is. We’ve been here for 20 minutes already.
Girl 3: I hope the movie is good.
Woman: So do I. Do you think it’s going to rain?
Girl 3: I hope not!
Woman: Me, too.
Conversation 3
Boy: The train is late, isn’t it?
Man: No, today is Sunday. The trains only run twice an hour on weekdays.
Boy: Oh, I didn’t know that. I usually take the train on weekdays.
Step V 1c Pairwork
This activity provides guided oral practice using the target language.
Ask students to look at the pictures on the screen one by one. Get students to work in
pairs. Make their own conversations about the people in the pictures.
As students talk, move around the room checking their work.
Sample conversation:
A: You love violin music, don’t you?
B: Yes. What about you?
A: Me, too. / So am I.
Step VI Summary
T: 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 Homework
T: Write down the sentences in activity 1c in your exercise books.

教
学
反思

Unit 10 It’s a nice day, isn’t it? Period 2
教
学
目
标
1.Knowledge and Ability Objects
(1)New vocabulary:
Noon; Franklin lake; on the weekend
(2)Target language:
—It’s really cold today, isn’t it?
—Yes, it is. I hope the bus comes soon.
(3)Listening practice.
(4)To train students’ ability of listening and speaking.
(5)To train students’ ability of communication.
2.Method Objects in Teaching
(1)Listening and speaking methods.
(2)Communicative approach.
3.Sensibility and Value
To enable to understand the feelings of others in communication.
教
材
分
析
1.Teaching Key Points
(1). Key phrases: by noon; on the weekend; I hope so.
(2). Master the structures in Grammar Focus.
2.Teaching Difficulty
Make conversations using the target language in Grammar Focus.
3.Teaching Aids
1. A recorder.
2. A computer.

板书
设计

Unit 10 It’s a nice day, isn’t it?
successful / unsuccessful
He is a good student, isn’t he?
Li Ping likes music, doesn’t he?
You take this bus, don’t you?
No, I don’t.
Yes, I do.

过程
Teaching Procedures
Step Ⅰ Greetings and Revision
Greet the class as usual and check the homework. Ask students to show their written work.
Step II New words
Show the new words on the screen and teach the new words.
Step III 2a
Activity 2a provides guided listening practice using the target language.
First write successful and unsuccessful on the board.
T: Do you know what’s the meaning of the word “ successful”?
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 the
three 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: s
Tapescript
Conversation 1
Boy 1: hate waiting for the bus.
Girl 1: So do I.
Boy 1: I’m going to be late to school.
Girl 1: So am I.
Conversation 2
Man 1: These shirts are really expensive, aren’t they?
Woman 1: Yes, they are.
Man 1: The prices in this store are too high.
Woman 1: Yes, they are.
Conversation 3
Girl 2: It always rains on the weekend, doesn’t it?
Boy 2: Yes. It rains every Saturday! Do you think it’ll stop by noon?
Girl 2: I hope so. I want to go swimming.
Boy 2: Oh? Where do you swim?
Girl 2: At Franklin Lake. Do you ever go there?
Step IV 2b
T: Listen to conversation 3 again. Put the sentences and questions in order. First I’ll ask
different students to read the lines of the conversation to you. The sample answer “f” is given.
This is the opening line of the conversation.
Play the recording. Ask students to write the letter of each line of conversation in the correct
place.
Check the answers.
Answers:
1. f 2. b 3. e 4. a 5. d 6.c 7. g
Step V 2c Pairwork
This 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 the
board, “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 the
box.
As students talk to each other, move around the room checking their work.
In the end ask several pairs to come to the front of the room and say their conversations to
the class.
Step V Grammar Focus
Review 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 Note
Point out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do. No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking.
Step VII Summary
T: This class we’ve learned what one says 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.
Step VIII Homework
T: Tape record yourselves as you read your conversations for Activity 2c.

教
学
反思

课题 Unit 10 It’s a nice day, isn’t it? Period 3
教
学
目
标
1.Knowledge and Ability Objects
(1)New vocabulary:
Have a good day; look through; bookstore; elevator; cross; low; slow; sandy
(2)Target language:
Their prices are really low, aren’t they?
This line is slow, isn’t it?
Nice day, isn’t it?
(3)Writing practice.
(4)To train students’ writing ability.
(5)To train students’ communicative competence.
2.Method Objects in Teaching
(1)Writing method.
(2)Communicative approach.
3.Sensibility and Value
To enable to understand the feelings of others in communication.
教
材
分
析
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 Difficulties
Make conversations freely.
3.Teaching Aids
1. A computer.
2. A tape recorder.
3. Some pictures.

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

过程
Teaching Procedures
Step Ⅰ Greetings and Revision
Greet 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 words
Show 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 3a
This 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 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.
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 Pairwork
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.
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 the
situations 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 Activity
How Long Can You Talk?
Divide the class into several teams of four to five students each. Ask each team to write
down a list of opening questions they might use to start a conversation. Then ask sets of two teams
to work together. One team gives an opening question. The other team must give an answer and
then follow it u