unit10教学设计 文档

教学内容 课时 Unit10 It‟s a nice day ,isn‟t it ? 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? 的依据《英语新课程标准》、SectionA1a.1b.1c2a 2b 2c and Grammar Foucs作为第一课时。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 Task1 Organization Lead-in （8minutes）

教师活动 1.Talk weather

about

学生活动

the 1.Listen and answer.

设计意图及资源准备

通过谈论天气和对学生的提问，引

today. 2.Yes, it is. / No, it 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

„What‟s the weather isn‟t.(学生根据事实

like today?‟ 2..It‟s a 答） 3.One of the 知反意疑问句的

基本框架，从而完

nice day, isn‟t it? students listen and 成本单元的导入。 3.Next, I want to talk answer the teacher.. with

someone

of 4.Ss answer together.

will.

5.Ss

you . Who can be my Yes,he partner? Ask: Do you answer

together.

like sports? Can you Yes,he did. 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?

Task2

Presentation (5)

1.In our daily life, 1.Different students everyone will meet say

what

通过对这些场景和自己添加的一

is 些场所的描述学

生基本上知道了

some people they happening in each 要“聊”的内容，教

师进一步提供材don‟t know. If you picture,with want to talk to them, teacher‟s this

kind

of help,students

the 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。

conversation will be undersdand that in called small talk. how all the picturestwo to

start

your people who don‟t

know

each

conversation?

Whenever, you could other(strangers) are talk

about

the starting

a

weather first. Besides conversation. this, you could start 2.Callon a student to your

conversation say his/her list of

to

the places.

Then

ask

according current

situation. other students to

T:showing the four add places to this scenes on the screen list.

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.

Task3.Practice the 1.Show the pictures 1.Lookcarefully language goal(10) of people are at the understand

bus stop waiting for practice a bus. If you are one several of them, how to start topresent your

conversation? conversations.

在这一部分，我把教材做了调整，就and 是把1c和2C进行2.Call 了融合，集中练习

形成操练的整体pairs 性，学生在经过了

自己观察，教师引their 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

Can you make small talk? 2.Work in pairs to make your own small talk. You can use the expression

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)

below.(ppt)

Task4SectionA1b (5)

1.small talk may be 1.students various in different and

listen

训练学生模仿语音语调培养语感，

write of

the 获取和处理信息 each

situations. Now listen number

to three conversions conversation in the and decide where box next to the they

are

making correct picture in 1a

small talk. Number 2.check the answers. the pictures in 1a in Ask

students

the in

to first each

the order you hear repeat them. 2.Listen again. sentence

This time listen for conversation. how they start their conversations. Try to catch sentence

the in

first each

conversation.

Task5

1.When we talk to 1.Listen

to

the

在听力中练习目标语言同时培养

Prensentation for people we meet for teacher to explain 学习西方文化，要

注意到中外交际2a (5)

the first time, some the

western 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

use,

but

some dthe meaning. 2.Ss 做到“恰到好处”的

sentences we can cultureandunderstan

sentences we can‟t Understand the

交流

use. For example: meaning of “s” (for How

old

are successful) or “u” for (for unsuccessful) in

you?(Especially

women.) Your dress the blanks. 3. Check doesn‟t look nice, the answers. 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.

Task7

Grammar Summarize and show Students read and

the new words and recite it. sentence to students on the screen. It‟s really today,isn‟t

windy 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

Foucs(2')

Yes ,it is. You are Ben‟s sister , aren‟t you ? The No.15 bus stops here ,doesn‟t it.

Task 9 Summary 1.This class we‟ve 1.Make a list of the . 作业分层要求，Homework: (2)

learned what one important language says to start a small points.

2.Choose

以适应不同层次的学生。

talk. We usually use their own homework the tag questions to and finish it.

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. 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.

缸窑岭中学

张颖

2008年4月20日

新目标英语八年级第七单元第一课时

教学设计

南票区缸窑岭中学 张颖

I. Teaching aims:

1. Knowledge aims: make requests ;Apologize. 2. Ability aims:

Developing student ability to

communicate with each other . Developing students’ spoken English, listening and writing ability.

3. Moral aims:

Arouse students more interests and better attitude in learning English.

II. Key and difficult points:

1. Vocabulary : clean the yard , play baseball, move the bike, turn down the music.

2. Target language:

A: Would you mind cleaning the yard? B1: I’m sorry. I’ll do it right away. B2: Of course not/Certainly not.

B3: No, not at all. III. Teaching aids:

A basketball, a bike ,a tape recorder and some pictures.

IV. Teaching methods:

Task-based teaching methods. V. Teaching procedures:

Step1.Leading in:

Ask and answer some questions. Could you please wash the dishes? Sure./Sorry, I can’t. Step 2.Speaking practice.

1) Put some litter on the floor and ask : A: Would you mind cleaning the room? B. OK. I’ll do it right away.

2) Put a bike in front of the desk and ask

Would you mind moving your bike? I’m sorry , I’ll do it right away. 3) Turn up the music and ask.

Would you mind turning down the music? No , not at all.

4) Play basketball in the classroom and ask

Would you mind not playing basketball here?

OK, not at all.

Step 3. Listening practice

1. 1b on Page 52.

2. Boys and girls ask and answer. 3. 2a and 2b on Page 53.

4. Boys and girls ask and answer..

Step4.Conclusion

Step5: Homework: Make sentences :

Would you mind„„

Blackboard Design

cleaning your yard?

moving your bike

Would you mind turning down the music

not playing basketball here.

I’m sorry. I’ll do it right away. No, not at all.

OK. I’ll do them in a minute. 教学反思

本节课的内容是学习“有礼貌的提出建议”，非常贴近

学生实际。我通过设置真实的情境，让学生在情境中体会语言含义，易于理解，易于实践，有益于学生对语言的运用，促进了学生学习的积极性。

在这节课的教学中发生了这样一个小插曲：当我引出新句Would you mind turning down the music?先是带着同学齐读，然后分组读，最后个人读，在我叫到本班成绩比较差的同学王壮时，他却说不上来，当时他略显尴尬，我灵机一动，连忙说：“Everybody , Let’s help him .ok?然后全班一齐帮他说，最后他能流利的说了。 ”这样活跃了课堂气氛，也缓解了尴尬，收到了良好的效果。

虽然这节课很成功，但在教学中仍存在不少要改进的地方。如：在表演对话时，有的学生个别单词读的不准确，有的学生害羞，语言不流畅，此时我应尽量多给学生时间，鼓励学生，充分调动学生的积极性。

在今后的教学中，我将创设更多的真实的或模拟的语言情境，让学生在语言实际运用中感受成功的喜悦，发展语言运用能力。