八年级英语下册 Unit 6 How long have you been collecting shells教学设计 人教新目标版.doc

Unit 6 How long have you been collecting shells?

单元目标与要求

教学目标：1.谈论人们做某事持续多长时间.
2.谈论人们的业余爱好.
3.谈论人们收藏某物多长时间.
语言功能：谈论人们做某事持续多长时间
语言结构：现在完成进行时、一般过去是、现在进行时
语言目标：I’ve been skating since nine o’clock
When did you start skating ?
I started skating at nine o’clock.
Students are skating at Hilltop School
重点词汇及短语：since . for. raise .collect foreigner. The Olympic Games. be interested in. would like to do sth a pair of more than go skating quite far from. enjoy doing sth run out of
学习策略与思维技巧：引导、合作
跨学科学习：历史知识、文化学习
教学重点：现在完成进行时态的构成及应用
教学难点：现在完成时与现在完成进行时的区别
学习方式：自主、合作学习
情感目标：通过对收藏的有关讨论，培养学生优良的生活习惯。使学生学会表达自己的爱好和持续的时间及有 多少收藏品。
课前任务：
Task1.请同学们回家调查家庭成员持续做某事的时间，课前以小组为单位进行汇总，选出做某事最长时间的人。最后再选出班里做某一事情最长时间的人。
Task2.每个学生将自己的爱好及出现的时间写出来，并询问同伴的爱好及持续的时间。
Task3.每个学生都有自己的爱好，如集邮、收集装饰品等，把自己的爱好及收藏带到班上来。相互了解各自的收藏品、选出最有趣的收藏来

课时安排5课时

第一课时：
Section A: 1a-2c

第二课时：
Section A: 3a-4

第三课时：
Section B: 1a-2c

第四课时：
Section B: 3a-4b Self check
第五课时：
Reading

第一课时
l¡教学内容与分析
Œ教学内容： Section A: 1a-2c
教学目标：
a. 能够掌握基本单词和词汇。
b. 能够运用基本句型进行提问。
学习任务：我的爱好
目的：通过学生小组活动，调查彼此的爱好及持续的时间。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。
语言技能：listening .speaking .reading and writing
语言知识：现在完成进行时的用法及复习一般过去时
提示词语及句型：skate, collect, What’s your hobby? I like…
How long have you been skating?
I have been skating since nine o’clock/for five years.
How long did you……? When did you ……
l¡教学重点、难点分析：
Œ教学重点：基本单词，词汇和句型
教学难点：能够运用现在完成进行时谈论自己的爱好及持续时间
l¡ 课前准备
Œ本课时的教学课件
l¡ 教学设计
教学步骤 建议和说明

↘热身/复习（Warm-up/Revision）
ΠGreetings.
 Talk with students about the following:
1. Did you sleep well last night?
2. How long did you sleep last night ?
3. When did you start class today ?
4. How long have you been in class today?
Help the students to answer: I have been in class for…

↘呈现/操练（Presentation/Practice）
Œ Draw a long horizontal line on the blackboard. Say, This is called a time line. It shows the years from 19- to the present. Let’s put some information about ourselves on the time line.
T: Maria, when did you start studying English?
S1: 2005.
T: Maria started studying English in 2005.(Write the words Maria started English above the date 2005 on the time line.)
Maria has been studying English since 2005. (class repeat)

 Repeat the activity using different dates for several other students. Use a different situation, such as When did you start to ride a bicycle? or When did you start to baby-sit? if these questions are more appropriate. Each time ask the class to repeat a sentence, point to the starting date and run the finger along the years up to the present year.
Ž学生两人一组问答
A: How long have you been…?
B: I have been … since/for….

↘Work on 1b and 1c
Œ呈现1a的图片，把话题引到skating 中来，并教学新词：marathon。
work on 1b 学生听录音完成1b。
v Work on 1c
Sa: How long has Alison been skating?
Sb: She’s been skating for five hours.
Sa: How long did Sam skate?
Sb: He skated for four hours.

↘Work on 2a and 2b
ΠWork on 2a. Get the students to understand the situation
first and then listen and check.
v Work on 2b. Listen again and match the questions with answers.
w Listen and imitate.

↘Role play
两人一组分别扮演记者和Alison 掌握句型，强化口语.
Sa: How long have you been skating ?
Sb:I’ve been skating since I was seven years old.

↘Make a survey then report
做法：1.四人小组中相互调查并各自介绍自己的爱好及持续的时间
2.将特别的爱好及持续时间填在表格中
3.每组现在推荐一名代表，在班上做汇报
全班汇总，选出做某事最长时间的人。
Name
Hobby

How long

Since/for

Since/for

Since/for

Sa: Hello, what’s your hobby?
Sb: I like swimming.
Sa: How long have you been swimming?
Sb: I’ve been swimming since I was a child./for two years.
Homework: oral work: Listen to two conversation in 1b and 2a and imitate
Written work: 1. copy new words
2. Finish off workbook exercise.

从平常的谈话中轻松导入本课句型，信息沟使谈话非常真实，而又浅显易懂。

已学知识的巩固，真实的情景使学生容易学会如何表达并容易接受所要学的新知识。

强调现在她还继续在学英语。

同时可以很自然地用for替换since来表达各个句子，让学生领悟他们在表达上的区别。

教师可提供相应的词汇供学生两人一组操练该句型。教师四处走动。捕捉信息，及时指导。

全班核对答案，给予点拨。
两人一组据图片上内容进行问答，熟练句型，强化口语

在听力中很重要的一个环节是听并模仿，让学生模仿真实的采访节目，惟妙惟肖地模仿情景是语音语调和语速。

当堂运用所学句型进行真实的交际，并获取了同学的一些生活中的信息。（此步骤可根据学生水平和课堂容量可增可减，也可移到下个课时进行，看学生情况）

听录音模仿是每天的常规作业，学生在模仿时注意连读和语速。
第 二 课 时
l¡ 教学内容与分析：
Œ教学内容： Section A: 3a-4
教学目标：
从阅读材料中获取信息并能运用这些信息完成任务
l¡ 教学重难点：
Œ本课重点是掌握并进一步巩固第一课时的句型：要求学生能应用他们在实际情景中自如运用。
重点词语及句型：raise several stamp skater
What does Bob collect ? He collects kites.
How long has she /he been collecting kites?
l¡ 课前准备：
Œ本课时的教学课件。
课前发给学生表格 向学生布置任务：在表格中写出自己的爱好及持续的时间。
l¡教学设计：

教 学 步 骤
↘热身/复习（Warm-up/Revision）
ΠGreet 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.

↘Lead-in
T: Do you know what they are holding the skating marathon?
Collect the students answers and tell them: They are skating to raise money for charity.

↘Reading
ŒP46 3a. Fast reading.
How much money does each student raise for every hour skate?
 Read again and complete the table.
Ž Finish 3b to check if the students have understood the article well.
 Play the tape for the students to listen and repeat.
Get the students to make the report according to the form and some key words.

Make a survey (groupwork)
Œ
Name
Sport
When started
How long
Yelan
Tennis
Eleven years old
Three and a half years

Sa: Yelan, what sport do you play?
Sb: Tennis.
Sa: When did you start?
Sb: When I was eleven.
Sa: So how long have you been playing ?
Sb: Three and a half years.
↘Exercises
1)Fill in the blanks with since or for.
1.I’ve been practicing the piano since 10:30.
2.Mario has been running __________ 15 minutes.
3.Sarah has been sleeping __________ 9:00.
4.Dale has been talking on the phone __________ five minutes.
5.Louie has been studying Chinese __________ he was six years old.
6.I’ve been watching you __________ ten minutes.
2)Write the questions.
1.Q:How long has he been standing there?
A: He has been standing there for four hours.
2.Q:_______________________
A: I’ve been riding a bicycle since I was ten years old.
3.Q:_______________________
A: She has been walking for five hours.
4.Q:_______________________
A: I’ve been watching TV since 7:00.
5. Q:_______________________
3)Answer the questions. Use the words in the parentheses.

A: He has been waiting for the train for an hour.
1.Q:How long have you been working in this restaurant?(two years)
A: I’ve been working here for two years.
2.Q:How long has your sister been working here?(June)
A: She has _______________________
3.Q:How long has that man been waiting?(twenty minutes)
A:He has _______________________
4.Q:How long has that woman been sitting there?(8:30)
A: She has _______________________
5.Q:How long has that boy been talking on the phone?(five minutes)
A: He has _______________________
6.Q:How long have you been talking to me?(ten minutes)
A: I’ve _______________________
Homework:
Oral work: Listen and imitate P46 3a.
Written work: Write a short passage about your partners hobby.
建 议 与 说 明

选取上一课时的材料作为课堂的切入点，既起到复习巩固作用又能以旧带新，自然引出新课。

呈现课文中的图片

呈现国外的一些慈善事业或一些慈善主演的图片，让学生体会文化差异

带着悬念和好奇更能激发学生的阅读欲望，也培养他们在文章中迅速获取所需信息的能力。

尽可能多的让学生模仿跟读，听地道的英语
模仿表达是自由表达的基础，让学生根据已有信息再经过大脑加工把3a的报道说出来。

在四人小组中进行询问并做好记录，熟练句型、强化口语。教师抽查个别小组情况，让他们在班上做汇报，学生评出最佳优胜者。（按口语流利、合作密切、无语法错误等。）

在课堂适当做些笔头的练习可起到加强记忆巩固的作用，可事先把练习印好，或打在屏幕上。（根据情况选做部分题目）

第三课时
l¡ 教学内容与分析：
Œ教学内容：Section B: 1a-2c
教学目标：
能用所学的目标语言谈论收藏爱好和历史
语言知识：现在完成进行时和一般过去时的用法
重点词语及句型： stamp kite
What does Bob collect? He collects kites.
How long has she /he been collecting kites?
l¡ 教学重难点：
Œ本课重点是掌握并运用前两课时的句型，要求学生能应用他们谈论收藏爱好和历史。
本课时的难点是：理解各种收藏爱好及文化差异，因为学生会大多数没有特别的收藏爱好，所以这个话题可能会使他们泛味，缺少生活经验。因此本课会安排更符合学生生活认知的话题，让他们有参与的兴趣。
l¡ 课前准备：
Œ本课时的教学课件。
请同学们把自己的收藏或收藏品的照片带到班里来。
l¡教学设计：

教 学 步 骤
一、热身/复习（Warm-up/Revision）
ΠGreet the class as usual and check the homework.
 tongue twist: She sells seashells in the seashore, and the seashells she sells are the seashells from the seashore.

↘呈现/操练（Presentation/Practice）
ΠShow some different kinds of shells and ask: Do you like them? Would you like to collect them/have a collection of them?
 A guessing game: I have a collection. Can you guess what I collect?

↘Learn by themselves (Section B 1a. 1b)
两人一组进行讨论，共同根据图片并模仿1b中的句子进行口语练习，把自己收藏或想收集的东西填在表格中。

↘Work on 2a, 2b and 2c
Œ What do those foreign students Bob, Marcia and Liam collect? Listen and write down “What”.
 Listen again and complete the chart.
Ž Listen and imitate
Pairwork (2c)

↘Make a survey and report
Name
Collections
When
How long
How many

课前任务：同学们把自己的收藏带到班里。
课上任务：四人一组，互相询问各自的收藏并完成表格。选出本组最喜欢的或最有趣的收藏；请几位学生代表在班上做介绍。最后评出一种最有特色的收藏来。
Sa: What do you collect?
Sb: I collect ------
Sa: How long have you been collecting them?
Sb: I’ve been collecting them since----
Sa: How many do you have?
Sb: I have----
Sa: When did you start ?
Sb: When I was ---years old.
Sa: What would you like to collect?
Sb: I’d like to collect----

↘ Language Developing
Jim likes collecting many things. Let’s get to know something about him!
A: Hello, Jim. May I ask you some questions?
B: Certainly!
A: When were you born ?
B:I was born 1 February 18,1992.
A: 2 were you born?
B: I was born in England—in a small town in London.
A: How 3 had lived there for about five years.
B: Only five years?
A: Yes, then my 4 moved to America.
B: Why did you move here?
A: Because my father 5 in America.
A: What’s your hobby?
B:I like 6 something like kites. stamps. shells. model cars and theater tickets.
A: What’s your favorite hobby?
B: Of course, shells.
A: 7 8 have you been collecting shells?
B: I have been collecting shells 9 I was five years old.
A: How 10 shells have you been collecting?
B: About five hundred shells.

Homework:
Oral work: Listen and imitate 2a on P47.
Written work: 1. Finish off workbook exercise.
2. Write a conversation as in 2c.
建 议 与 说 明

一句地道的英语绕口令，既能激发兴趣，又为下面的教学作铺垫。

让学生猜老师的收藏爱好，这个information gap会激发学生强烈的好奇心，同时，起到复习一些名词的作用。
老师可根据实际情况带自己的收藏品或照片，展示给学生看，比如cards等。

用此提问激发学生听的欲望，并体会文化差异

如果班上同学极少有收藏的爱好，那么这个活动就不要开展，老师可另找一些名人的收藏爱好的资料来供学生谈论。

让学生两人一组问答后把答案写出来，请一两组同学进行示范对话。

第四课时
l¡ 教学内容与分析：
Œ教学内容：Section B: 3a-4b self check
教学目标：
a:能从阅读中获取相关的信息
b.会根据材料模仿写作
l¡ 教学重难点：
Œ本课重点是掌握并运用前三课时的句型，描述自己及他人的收藏爱好
本课时的难点是：对收藏snow globe这种文化的理解。
l¡ 课前准备：
Œ本课时的教学课件。
相关的录音磁带及录音机。
l¡教学设计：
教学步骤
↘热身/复习（Warm-up/Revision）
Œ Greeting the whole class as usual。
 What do you collect?
What do you think is the most unusual hobby?
What do children or teenagers usually collect?

↘Lead-in and reading
ΠSome chidren like to collect snow globes. Do you know what they are?
Teach new words monster.
 P48 3a. Fast reading and find out the answer to this question: When did Ellen first get the snow globe?
Ž Read again more slowly and match the snow globes with their descriptions.
 Get the students to explain these phrases in English: run out of/store/particularly/collectors’ club/by the way
Get the students to finish self check 1 and then make up their own sentences with the words.

↘Writing
work on 3b on Page 48
Get the students to write the email. Then show some emails to students and correct some mistakes.

↘Task招聘广告及求职报告
课前任务：以小组为单位，设计本组的招聘广告。贴在教室四周墙上。
课上任务：1. 学生们在广告上寻找自己想得到的工作，并完成一份自己的求职报告。
2.写好求职报告后在班上做报告。
课后任务：整理自己的求职报告并张贴在教室墙上（设计为手抄报）目的是让学生们相互了解，取长补短。
目的：通过四人小组讨论、合作设计出自己的招聘广告，让学生学会写求职报告并能随时去应聘，找到自己的工作。
语言知识：现在完成进行时的应用
提示词语及句型：be interested in since for How long have you been ?
活动形式：四人小组

Homework:
Oral work: listen and imitate 3a
Written work: finish off the last task and complete the letter to apply the job.

建 议 与 说 明

从熟悉的话题引出课文的主题。

出示snow globe的图片，或实物更好。(Snow globe就是你用力一摇，里面的雪花就会飘舞的玩具)

写作前可给出一些关键词，或一些疑问词，让学生有内容可写。

让学生模仿self check 2做此活动，如果时间不允许，可以把此写作任务作为今天作业。

第五课时
l¡ 教学内容与分析：
Œ教学内容：reading: I’ve been studying history in China
教学目标：
a:培养阅读技巧，提高阅读能力。
b.能就阅读材料展开讨论，发表自己的观点。
l¡ 教学重难点：
Œ本课重点理解外国人眼中的中国文化
本课时的难点是怎样看待和理解国外的文化。
l¡ 课前准备：
Œ本课时的教学课件。
相关的录音磁带及录音机。
l¡教学设计：
教学步骤
↘热身/复习（Warm-up/Revision）
Œ Greeting the whole class as usual。
 T: How much do you know about history?
Students discuss the three questions in small groups.

↘Lead-in and reading
Œ Read the title I’ve been studying history in China to the class.Get students to predict what they think the article is about,according to the title.
 P50 Section 2. Fast reading and find out the answer to this question: Where did Leo live before he came to China?
Ž scan the text for information to complete the sentences in 3a.
 学生听短文，并跟读，培养学生的能力。
分组讨论，并找出有用的词组或句型
将这些词组组成句型板书在黑板上

↘.Groupwork(3b)
四人小组中进行操练，三个人对话，另外一个人倾听并做好复述（即重复三个人说过的句子，强化口语）
Sa. I’ m going to work in Australia.
Sb. If you do that ,you’ll miss your family.
Sc. If she works far away, she will miss her family.
Sd. Repeat the three sentences.

↘Go for it !(Section 4 )
Talk with the class about people moving
If I move to a foreign country……
If a foreigner moves to China…….

↘Discussion
Why do we learn foreign languages?
To sum up: we learn English because we need to introduce China and Chinese history to foreingers, and let them know us better. In the year 2008, a lot of foreigners will come to China for the Olympic games. Let’s learn English better to show us to the world.

Homework: oral work: Listen to the article and imitate.
Written work: Find out the culture of a foreign country you are interested in and write a short article about it.
建 议 与 说 明
跨学科学习会激发学生的学习兴趣，能有英语表达中国的文化和传统，对学生来说是一件有意思的事情。

培养有效的阅读策略，让学生从速读中获取需要的信息。

让学生更明确学习外语是为了解外国的同时，更是为了把中国推向世界。