t 10 It’s a nice day, isn’t it 全单元课件-10

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需要更完整的资源请到 新世纪教育网 - Unit 10 It’s a nice day, isn’t it?

I． Teaching objectives 单元教学目标

Skill

Focus ▲Listen for small talk.

▲Make small talk with strangers in different situations.

▲Write a thank-you note.

▲ Read about thank-you notes.

Language

Focus 功能句式 Make small talk

It’s a nice day, isn’t it? (weather)

You’re Ben’s sister, aren’t you? (relationship)

The train is always late, isn’t it? (transportation)

You love violin music, don’t you? (music)

词

汇 1. 重点词汇

umbrella, noon, goodbye, cross, low, slow, cost, note, baby,

holiday, traffic

2． 认读词汇

Franklin, sandy, bookstore, elevator, yeah, Erhu, somewhere

3． 词组

look through, get along, at least, be careful

语

法 Tag questions

It’s a nice day, isn’t it?

Yes, it is. I really love hot weather.

You’re Jenny’s Friend, aren’t you?

Yes, I am.

Strategy

Focus Cooperating

Using what you know

II. Teaching materials analyzing and rearranging 教材分析和教材重组

1. 教材分析

本单元以“Small talk"为话题，旨在通过单元教学，帮助学生掌握在什么情况下使用small talk以及如何用small talk和陌生人交谈，并能辨别什么样的small 最大最全最精的教育资源网

需要更完整的资源请到 新世纪教育网 - talk是得体的，什么样的是不得体的，进而了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力；在学生初步掌握了small talk的用法后，学习tag question的表达法，这也是本单元的语法重点；如何写感谢信是本单元的写作任务，学生将学习如何为不同的主题写感谢信，表达谢意。

Section A 1a介绍什么是small talk并让学生根据图片判断什么样的场合会发生small talk，由此引入本单元的主题；1b让学生听三段对话录音，根据听到的顺序给图片排续，帮助学生从听力材料中了解、获取目标语言；1c是一个口头会话练习，指导学生如何用目标语言进行对话；2a和2b是两个听力活动，通过听力训练帮助学生进一步了解目标语言的用法，介绍如何将small talk进行下去；2c要求学生设想一个在公交车站的small talk场景并结对完成对话，是对学生的一种语言输出练习；3a要求学生阅读并补充一段small talk对话，是对目标语言的阅读和写作训练；3b要求学生口头练习3a中的对话并和同伴用提供的情景写一段small talk对话，然后进行口头练习，是对目标语言的写作和口语训练；4 给学生提供了一个应用所学语言的机会，要求他们设想并表演出和一些陌生人之间的small talk，帮助学生认识和不同的人应该有不同的small talk话题。

Section B 1a让学生判断图片中提供的哪些问题是合适的small talk问题，哪些是不合适的，从而进一步了解关于small talk的文化含义，即东西方文化差异；1b是在1a基础上的口头训练，强化学生对small talk问题合理与否的认识；2a和2b是两个听力练习，要求学生能根据small talk的内容辨别其地点并学会对small talk作应答；2c又是一个小组口头活动，帮助学生在small talk中学习使用正确的Opening questions；3a一篇有关thank-you note的阅读材料，要求学生根据材料内容判别表示感谢的不同情境，了解什么是感谢信，哪些情况需要写感谢信；3b和3c是感谢信的两个写作训练，即语言输出训练；4设计了一个情景，要求学生运用所学句型设想可能的small talk，并进行会话练习，体现了目标语言的功能性。

Self check 1要求学生对几个重点词汇进行填空训练，帮助学生在语境中学习、巩固词汇；2要求学生根据图片完成对话，是对学生语言应用能力的综合检验；3也是对目标语言运用的检验，要求学生根据图片所提供的情景作对应的会话练习，把目标语言和真实场景结合起来，培养学生应用语言的能力。 最大最全最精的教育资源网

需要更完整的资源请到 新世纪教育网 - 2． 教材重组和课时分配

Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c) Function

Period 2 (Section B: 1a, 1b, 2a, 2b, 2c, Section A: 3a) Listening and speaking

Period 3 (Section A: 3b, 4, Section B: 4)

Performance show

Period 4 (Section B: 3a, 3b, 3c) Reading and writing

Period 5 (Self check) Grammar and practice

III. Teaching plans for each period

分课时教案

Period 1 Function

Target language 目标语言

1. Words and expressions重点词汇和短语

small talk, umbrella, noon, by noon

2. Key sentences重点句子

Tag questions:

It’s really cold today, isn’t it?

The No. 15 bus stops here, doesn’t it?

Ability goals 能力目标

Get students to know where to make small talk.

Enable students to make small talk using tag questions.

Learning ability goals 学能目标

Help students learn how small talk is used in different situations.

Teaching important and difficult points 教学重难点

The use of tag questions.

Teaching aids 教具准备

Pictures, tape recording.

Teaching procedures and ways 教学过程与方式

Step I Lead-in

T: Good morning, boys and girls! Now let’s recall something about two years ago, the

first day when you came here. Everyone was new here then. Of course, you didn’t 最大最全最精的教育资源网

需要更完整的资源请到 新世纪教育网 - know each other at that time. Do you still remember the words that you said to the

student you didn’t know? What are the words? If you can’t say them in English,

Chinese is OK.

S1: What’s your name?

S2: Which school are you from?

S3: You’re Chen Fei’s classmate, aren’t you?

S4: How old are you?

S5: Your pencil-box is beautiful, isn’t it?

T: Well, the conversation between you and other people you don’t know is called

“small talk”. In Chinese it means “闲谈”.

Write “Small talk” on the blackboard.

StepⅡ Presentation

T: Now, let’s think about when we make small talk. Just now, we talked about the

first day you came to a new school. That’s an example of the situation. Are there any

other places in your life where you would talk to some people you don’t know? What

are they? Make a list of them.

Students work alone to write down the places. When they’ve finished, ask some

students to read out their lists.

Sample list:

on a bus, wait in a movie line, at a bus stop or train station, at a concert, in a restaurant,

at a park

T: Here are four pictures which show different situations. Talk about them by asking

two questions for each picture.