人教版八下英语教案Unit 6 How long have you been collecting shells

Unit6 How long have you been collecting shells?Period OneⅠ. Teaching contents：Section A: 1a-1cⅡ. Teaching aims and demands现在完成进行时的用法及复习一般过去时,学会使用for 和 since表达自己的爱好持续的时间，培养学生应用英语进行交际的能力。

Ⅲ. Teaching key and difficult points.1. Vocabulary : inline skating; marathon; skate; shell; collect2.Target sentences:—How long have you been skating?—I’ve been skating for five hours.Ⅳ. Teaching aids：a tape recorder; a projectorⅤ. Teaching ProceduresStep ⅠGreet the class and check the homework.❶ Greetings.❷ Talk with students about the following:1.Did you sleep well last night?2.When did you start class today ?Help the students to answer.Step ⅡShow the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat.Step ⅢPresentationDraw a long horizontal line across the board. It shows the years from 2003 to the present. Let’s put some information about ourselves on the time line.T: Maria, when did you start studying English?S1:2004T: Maria started studying English in 2004.(Write the words Maria started English above the date 2004 on the time line.)In this unit we’re going to talk about how long we’ve been doing things. Maria, how long have you been studying English? (Point to the date 1997 on the time line.)S1:Since 1997.T:(Look at the class.)Correct. Maria has been studying English since 1997.(Point to the starting date and run the finger along the years up to the present year.)Class repeat. Maria has been studying English since 1997. She has been studying English for 4 years.Ss: Maria has been studying English since 1997. She has been studying English for 4 years.Repeat the activity using different dates for several other students.Step Ⅳ1aGo through the instructions with the class.Write the words at and for on the blackboard. Say, You will be using the words at and for insome answers.Then get students to ask and answer these questions in groups. Let them look at the words at and for on the blackboard. Say, Use the two words in sentences like this: I started class at 10:00.I slept for ten hours.While students work in groups, move around the room checking their progress and offering help as needed.Step Ⅴ1bFirst tell students, we’re going to listen to a recording of a reporter talking to the participants in an inline skating marathon.Let students look at the picture and tell what is happening. Help the students understand that the students in the picture are at a skating marathon. Then discuss with students what a marathon is.(It’s a contest to see who can do something—run or dance or skate—the longest without stopping.)Ask a student to read the instructions, and the name in the chart. Then write sentences about these people according to the recording.Play the recording ,Ss write the sentences in the chart. Correct the answers.Step Ⅵ1c PairworkAsk a student to read the instructions aloud. And let students look at the picture in Activity 1a. Have two students read the example in sample dialogue in Activity 1c.Then work with your partner.Step ⅦOptional ActivityWrite these words on the board in random order: how, long, have, you, been, studying, English, going to school, playing soccer, riding a bicycle. Then give a student a pointer and ask him or her to tap the words one by one to make a question. For example the student might tap these words: how...long...have...you...been...riding...a...bicycle. Then the student calls on another student to answer the question. Give several students a chance to tap out questions.Step ⅧSummary and HomeworkToday we’ve learned some key vocabulary and structures. Continue to make conversations with your partner after class. Next time I’ll ask some pairs to read your conversations to the class again.Written work: 1. copy new wordsUnit 6 How long have you been collecting shells?A: How long has Alison been skating?B: She’s been skating for five hours.A: How long did Sam skate?B: He skated for four hours.Period TwoⅠ. Teaching contents: Section A: 2a-2cⅡ. Teaching aims and demandsⅢ. Teaching key and difficult points.1. Vocabulary: since; pair; a pair of2. Target sentences:How long have you been skating?I’ve been skating since I was seven years old.Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet the class and check the homework.Ask a pair of students to say their conversation.S1:How long has Victor been skating?S2:He’s been skating for five hours.S1:How long did Celia skate?S2:She skated for two hours.T: Very good. Thank you.Step ⅡShow the new words on the screen. Read the new words to the class and ask them to repeat. Make sure every student can understand the meanings of the new words.since conj. 自…以后;自从pair n. 一双;一对；一副a pair of 一双；一对；一副Step Ⅲ2aGo through the instructions with the class. Ask students what questions they still don’t understand and explain the questions further as needed.Then Play the recording. Students listen.amd put a check in front of the questions they hear. Then check the answers.Answers: The following questions should be checked: 1 3 4 6Step Ⅳ2b Listen to the interview with the inline skating marathon winner again. Draw lines to match the questions and answers in Activity 2a.First point out the line drawn for the sample answer. Ask a student to read the example.—How long did you skate today?—For six hours.Get a student to read the other answers to the class. Then Play the recording and let students draw lines connecting each question with the correct answer:Answers 1.c 3.a 4.b 6.dStep Ⅴ2cIn this activity first ask students to look at the picture and ask, what’s happening in the picture?(A reporter is interviewing the skating marathon winner.)Have two students to read the example in sample dialogue in Activity 2c.A: How long have you been skating?B: I’ve been skating since I was seven years old.Then say, You will work with your partner. Role plays the interview between Alison andthe reporter.Let students work in pairs. When they work, move around the room checking the progress of the pairs and offering help as needed.At the end ask a pair of students to say their conversation to the class.Step ⅥGrammar FocusReview the grammar box first. Divide the class into two groups. One group read the statements and the other the responses.Group 1:How long have you been skating?Group 2:I’ve been skating since nice o’clock.I’ve been skating for five hours.Group 1:How long did you skate?Group 2:I skated for two hours.Then write some how long have you been...questions on the board using topics that are interesting to students. For example, How long has Alice been playing tennis? or How long has Alice been taking piano lessons? Then write the words since and for on the board. Ask different students to answer the questions using these words. Two answers might be: He has been playing tennis since 1997.He has been playing tennis for three years. Circle the words since and for in the sentences.Ask, When do you use since and when do you use for? Help students understand that in these sentences since comes before a date, and for comes before a certain number of years.Point to the second and third sentences in the Grammar Focus chart. Ask, What is the difference between How long did you skate? and How long have you been skating? Help students understand that the did question means that the person has stopped doing the action.The have you been question shows that the person is continuing to do the action at the present moment.Step ⅦSummary and HomeworkThis class we’ve done listening and speaking practice using the target language. We must pay attention to the usage of the two words since and for.Today’s homework is to continue to make some conversations will your partners. Then revise grammar focus. Next time I’ll ask some pairs to say their conversations.Period ThreeⅠ. Teaching contents: Section A 3a—4.Ⅱ. Teaching aims and demandsTo train students’ reading skill. writing skill and communicationⅢ. Teaching key and difficult points.1. Vocabulary : raise; charity; several2.Target sentences:A: When did you start?B: When I was eleven.A: So how long have you been skating?B: Three and a half years.Ⅳ. Teaching aidsa tape recorder; a projectorⅤ. Teaching ProceduresStep ⅠGreet the class and check the homework.Ask a pair of students to say their conversation about the interview.S1:How long did you skate today?S2:For six hours.S1:Was this your first inline skating marathon?S2:No,I skated in a marathon last year.S1:How long have you been skating?S2:Since I was seven years old.T: Excellent. Thank you.Step ⅡShow the new words on the screen. Teach the new words and read the new words to students. And ask students to repeat the words.raise v. 募集；筹措several adj. 几个的；数个的Step Ⅲ3aGo through the instructions with the class. Say, This activity asks you to give answers using language from this unit and from the past units.Look at the picture. Ask, What is happening in the picture?(Some people are skating. A reporter is reporting the skating marathon.)Marathon means a long race. Do you remember?Use a projector to show the passage on the screen and read the message to students.Ask some students to read the passage aloud.Point out the sample answer. Then have students fill in the table. Walk around the room when students work, checking the progress.Check the answers.Sam 4 hours Lu Ning 4 hours Li Chen 1 hourStep Ⅳ3bGo through the instructions with the class. Ask students to go over the passage in 3a again. Then let them write the names from 3a on the time line. When students work, move around the room, checking the progress.Check the answers.Alison 9 a.m.; Lu Ning 10 p.m.; Sam 10 a.m.; Li Chen 1 p.m.If time permits, ask students to say something about the people according to the time line.Step Ⅴ4 GroupworkThis activity presents an opportunity for students to use the language and structures of the unit to find out information about other students’ hobbies.First ask two students to read the sample dialogue.Then let students look at the survey table. Ask them to fill in the table.Ask students to complete the work in groups. Students list and discuss their different sports.Get a few students to share their lists. Ask a few students to say the sample conversation. For example:S1: Li Ping, what sport do you play?S2: Soccer.S1: When did you start?S2: When I was eight.S1: So how long have you been playing soccer?S2: Seven years.Step ⅦSummaryThis class we’ve read a passage and done a survey. Also we’ve done some exercises of the workbook. It made us strengthen the target language we had learned in Section A.Step ⅧHomeworkReview the new words.Period FourⅠ. Teaching contents: Section B: 1a-2cⅡ. Teaching aims and demands能用所学的目标语言谈论收藏爱好和历史Ⅲ. Teaching key and difficult points.1. Vocabulary : stamp kite2.Target sentences:What does Bob collect? He collects kites.How long has she /he been collecting kites?Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Ask students to show their reports and get some of them to read their reports to the class.Put some of the reports up on the bulletin board so that students can discuss it after class. Step ⅡShow the new word on the screen. Read the new word to the class and ask students toStep ⅢSection B 1aShow some pictures on the screen and ask students to say something about the pictures. Provide key words as needed. Write these words on the blackboard.Point to the pictures. Ask different students to say the items they see in the pictures. Write the key words on the board after students point out these words in the pictures. Get the class to repeat the name of each item.Go through the instructions with the class. Point to the chart. Ask a student to read the sample answer under the words I collect. Say, This column is for things you already collect.Point to the words I would like to collect. Say, This column is for things you don’t collect now.It’s for things you want to collect in the future.Let students write the names of things they collect and things they would like to collect in the chart. Have students do the work on their own.When students finish, let different students read their lists to the class. If there are any new words, write them on the board and ask the student who said each word to explain what it is. Step Ⅳ1bThis activity provides oral practice using the target language.Go through the instructions with the class. Say, You will be talking with other students about your collection.Let a student read the sample sentences.A:I collect shells because they are beautiful. I’d like to collect stamps because they are interesting.Ask, Why do you collect shells? Why do you want to collect stamps? Write the words beautiful and interesting on the board .Say, These words tell why he collects these things. Use words like these in your answers.Have students do the activity in pairs. When they work, move around the room, checking their progress. Offer helps as needed.Ask several pairs of students to say their conversations to the class.Step Ⅴ2aThis activity gives students practice in understanding the target language in spoken conversation.Say, You will hear three conversations. They are about Bob, Marcia, and Liam and their collections. Write what each person collects under the word What.Play the recording for students the first time. This time students only listen. Then play the recording a second time. Say, This time listen carefully and write what each person collects after that person’s name and under the word What in the chart.Correct the answers.AnswersBob: kitesMarcia: stuffed animalsLiam: theater and movie ticketsStep Ⅵ2bThis activity gives students practice in understanding the target language in spoken conversation.Point to the chart in Activity 2a.Say,Listen to the recording again. This time you will be writing answers in these columns. You will be telling how long the person has been collecting things and how many of each thing they have.Play the recording. If necessary, pause it after each conversation to give students time to finish writing their answers.Correct the answers.AnswersBob: since he was ten years old,22Marcia: for five years,35Liam: since last year,20Step Ⅶ2c PairworkThis activity provides guided speaking and listening practice using the target language.Let students ask and answer questions about Bob, Marcia, and Liam.First point to the example in sample dialogue.A: What does Bob collect?B: He collects kites.A: How long has he been collecting kites?B: He’s been collecting kites since he was ten years old.Then ask students to practice conversations in pairs. When students work, move around the room checking their progress and offering help as needed.At the end ask several pairs of students to say their conversations to the class.Step ⅧOptional ActivityPlay a memory game with the class. Ask questions such as Who collects stuffed animals?What does Liam collect? How long has Marcia collected stuffed animals? How many tickets does Liam have? Ask students to answer in complete sentences.Step ⅨSummaryThis class we’ve learned some key vocabulary and done some listening, speaking and writing practice.Step ⅩHomeworkPreview the new words on next page.Period FiveⅠ. Teaching contents: Section B: 3a-4b self checkⅡ. Teaching aims and demandsa:能从阅读中获取相关的信息b.会根据村料模仿写作Ⅲ. Teaching key and difficult points.1. Vocabulary : snow globe; run out of; store; let know; by the way monster.2.Target sentences:Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Step ⅡShow the new words on the screen and teach the new words. Read the new words to students and ask them to repeat.Step Ⅲ3aThis activity introduces new vocabulary and provides reading practice using the target language.In this activity first look at the four pictures.T: What can you see in the pictures?Ss: Four snow globes.T: Right. There are four snow globes in the pictures. And what are they?Ss: They are a monster, two polar bears, two penguins and a birthday cake.Write these words on the blackboard: snow globe; monster; polar bear; penguin and birthday cake. Read them to the class and ask students to repeat each one. Make sure students understand each word.Use a computer to show the E-mail message on the screen and read the message to students.Get students to read the e-mail on their own, and then draw lines connecting each snow globe and its description.Correct the answers.AnswersA line should connect each snow globe picture with the words that describe it in the letter.Step Ⅳ3bThis activity provides writing practice using the target language.First review Activity 2a on Page 47.Then ask students to complete the message according to Activity 2a.Some partial sentences are given to students. Write about one person’s collection.When students work, walk around the room checking the progress and offering help as needed.When they finish, ask some students to read their messages to the class.Show a sample message on the screen by a projector. Then ask students to read it on their own.Hi, Tom,I want to tell you about my hobby. I collect theater and movie tickets, I’ve beencollecting them since last year. Now I have 20.I put them in a book and write if I liked the show or movie. I think collecting them is very interesting. I like collecting them. Step Ⅴ4a GroupworkThis activity presents an opportunity for students to use the language and structures of the unit to find out information about other students’ hobbies.Look at the sample dialogue. Ask a pair of students to read it.A: What’s your hobby, Wen Li?B: I like making kites.A: How long have you being doing that?B: For about two years.A: How do you make them?B: I use bamboo and silk.Get students to make a list of everyone’s hobby and fill in the chart. Complete the work in groups.At the end let a few students to share the sample conversation.Step Ⅵ4b GroupworkThis activity provides guided oral practice using the target language.First tell students they will discuss the four questions below in small groups.Point to the questions and let a student to read them to the class.·What is the most common hobby?·What is the most unusual hobby?·What is the most interesting hobby?·What hobby would you like to try?Say, Now work in small groups. Start by reading the four questions. Then go back and discuss each question with the group. Ask each other questions until you learn the answer to each question.When students talk, walk around the room checking their work. Offer language support as needed.Read the four questions one by one and ask each group to say their answers to the class. Step ⅦSummaryThis class we’ve had a lot of reading, writing and speaking practice using the targetIn all the activities I hope you can learn to cooperate and make great progress together. Step ⅧHomeworkNext class we’ll have our Self check paper. Please preview the exercises to see if you have any difficulty in understanding.Period SixⅠ. Teaching contents: reading: I’ve been studying history in ChinaⅡ. Teaching aims and demandsa:培养阅读技巧，提高阅读能力。