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八年级下册 Unit2 It's a nice day, isn't it SectionA（1a-2d）教案
Lesson Objective:
By the end of this lesson, students will be able to:
1. Understand the usage of tag questions to seek agreement or confirmation.
2. Identify affirmative and negative statements and form corresponding tag questions.
3. Use tag questions to express opinions and ask for others’ agreement on various topics, including weather.
4. Read a dialogue about people discussing their opinions, and point out examples of tag questions.
5. Write their own sentences using tag questions based on provided situations.
Materials:
1. Whiteboard and markers for writing key phrases and summarizing grammar rules.
2. Pictures or real-life objects to stimulate discussion about weather and other topics.
3. Handouts with 1a-2d exercises, including a reading comprehension worksheet, a grammar exercise, and a writing prompt.
4. Optional: Audio recording of the 1b dialogue for additional listening practice.
Procedures:
I. Warm-up Activity (5 minutes)
Begin the class by discussing the topic of weather. Ask students what the weather is like today and elicit descriptive responses using adjectives such as "sunny," "cloudy," "cold," etc. Introduce the idea of expressing opinions and seeking agreement through tag questions.
II. Vocabulary Introduction (10 minutes)
Using visual aids or real-life objects, introduce or review vocabulary related to weather and other topics where opinions are commonly expressed, such as "weather," "beautiful," "windy," etc. Make sure students understand both the words themselves and how they can be used in forming tag questions. Encourage students to repeat the words and use them in sentences.
III. Grammar Focus: Tag Questions (15 minutes)
Introduce the structure of tag questions, focusing on the rule that if the statement is positive, the tag is negative, and vice versa. Provide examples such as "It's sunny today, isn't it " and "You don't like rain, do you " Practice with the class through oral drills and write key structures on the board for reference.
IV. Reading Comprehension (15 minutes)
Distribute the handouts with the 1a reading comprehension worksheet. Students should read the dialogue about people discussing their opinions on different topics, including weather, and answer the questions from their handouts. This will help them practice identifying and understanding the use of tag questions in context.
V. Grammar Exercise (15 minutes)
Have students complete the 1b-1d exercises, which involve identifying tag questions in the reading, completing a table to sort different types of sentences and tag questions, and creating their own sentences using tag questions based on given situations. Walk around the classroom to provide guidance and clarification as needed.
VI. Writing Prompt (15 minutes)
Ask students to write several sentences or a short paragraph using tag questions to express their own opinions on various topics, such as hobbies, favorite foods, or future plans. Encourage them to ask their classmates questions using tag questions to seek agreement or confirmation.
VII. Assessment and Wrap-Up (10 minutes)
Collect the grammar exercises and writing prompts for assessment. Review the main points of the lesson and provide feedback on common errors or areas for improvement. Encourage students to try using tag questions in their daily conversations to practice seeking agreement or confirmation from others.
Differentiation:
Students who need extra support may benefit from additional guided practice with forming tag questions and could be given more structured sentence frames to complete. Advanced learners could be encouraged to role-play a conversation where they use tag questions in various contexts beyond weather, such as discussing movies, sports, or fashion trends.
Homework:
Assign students to write a short dialogue between two people expressing opinions on a chosen topic using tag questions. They should include at least five different tag questions in their dialogue to practice seeking agreement or confirmation from their partner.

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