英语：Unit 6 How long have you been collecting shells教案（鲁教版那八年级上）

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Unit 6 How long have you been collecting shells
I. Teaching aims and teaching demands:
In this unit students learn to talk about how long you have been doing things.
II. Teaching key and difficult points:
Vocabulary
collect, inline, marathon, skate, stamp, shell, globe, monster,
particularly, run out of, be interested in
last year, times, numbers, How long… student, school, birthday, penguin, hobby, kite
B. Target language
How long have you been skating
I’ve been skating since nine o’clock.
When did you start skating
I started skating at nine o’clock.
Students are skating at the Hilltop School.
Structures
Present perfect progressive
Simple past tense
Present progressive tense
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. This unit is divided into eight periods.
Period 1 Speak and listen
Section A 1a---1c
I. Teaching aims and demands:
Students learn to talk about how long they have been doing things.
II. Teaching key and difficult points:
Vocabulary
collect, shell, marathon, skate, a pair of, since, Hilltop school
Target language
How long did you sleep last night
When did you start class today
How long have you been in class today
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. Teaching procedure
Activity 1. Warming up
1. A:When did you start studying English
B:1997.
A:He started studying English in 1997.
He has been studying English since 1997.
Repeat: He has been studying English since 1997.(for five years)
2.A:When did you start to swim
B:I started to swim in 2003
A: She started to swim in 2003.
She has been swimming since 2003.( for three years)
Repeat: She has been swimming since 2003.( for three years)
When did you start to ride a bike
When did you start to play basketball
Point to the starting date and the present year.
Activity 2. Presentation
This activity provides oral practice using the target language.
Task 1. Ask the students to discuss these questions:
1.How long did you sleep last night
2.When did you start class today
3.How long have you been in class today
Task 2.Talk about the Structures
1.have/ has + p.p ( already, just, yet, ever, never, before,)
He has just won the game.
They have already finished their homework.
I have lived here for 20 years.
2.I saw the film last week.
We visited the museum yesterday.
3.have/has been + doing
That boy has been collecting stamps for ten years.
The nurse has been working like that.
I have been skating for five hours.
Help the Ss understand that 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.
Activity2. Listen and fill in the chart 1b.
Task 1. Play the recording the first time. Students only listen.
Task 2. Play the recording a second time. Students number the pictures. Then check the answers.
Activity 3. Pairwork
Ask the students to ask and answer about what the people in the picture.
Homework
Make up your own conversations.
2. Write down the sentences in 1c.
Period 2 Listen and speak
Section A 2a---Grammar Focus
I. Teaching aims and demands :
Students learn to talk about how long they have been doing things
II. Teaching key and difficult points:
Vocabulary
collect, shell, marathon, skate, a pair of, since, Hilltop school
Target language
How long did you sleep last night
When did you start class today
How long have you been in class today
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Activity 1. Revision
Task1. Check the homework. Ask and answer.
How long have you been sleeping
How long did you sleep last night
How long have you been skating
Activity 2. Listening and checking .
Task1.Read the instructions. Read the questions and the answers.
Task2. Play the recording twice and students the questions they hear. Then check the answers.
Activity 3.Listening
Task 1. Read the instructions.
Task 2. Play the recording again and check the answers.
Activity 4. pairwork
Task 1.Read the instructions for the activity.
Task 2.Role play the interview.
Task 3. Have the students work in pairs.
Activity 5. Grammar Focus
Review the grammar box. Make sure the students can tell the difference between the following:
1.I have been skating since nine o’clock.
I skated for two hours.
2.for, since
Homework
Review the conversation and the vocabulary.
Write the sentences in grammar focus.
Period 3 Reading and writing
I. Teaching aims and demands :
Students learn to talk about how long they have been doing things.
II. Teaching key and difficult points:
A. Vocabulary
raise, several, skater, three and a half years, three years and a half
every,each
B. Target language
How long have you been playing
The skating marathon has been going for five hours.
He has been skating for the whole five hours.
When did you start playing tennis
III. Teaching methods: Audio-lingual methods and Control-reading and writing.
IV. Teaching aids: a picture
V.Teaching procedure
Activity 1. Revision
Task 1.Revise the vocabulary and the key structures.
Task 2.Dictation.
Activity 2. Reading and writing
Task 1 .Read the instructions.
Task 2. Ask several students to read the passage to the class, Then ask the students to fill the table on their own.
Then check the answers.
Activity 3. Writing
This activity provides guided oral practice using the target language.
Task 1. Read the instructions. And then ask several students to say out their answers.
Task2.Finish the table. Ask one or two students to read their answers to the class.
Activity 4. Groupwork
This activity provides an opportunity for students to practice their speaking
and listening skills in role plays.
Task 1. Read the instructions. Then ask the students to work in groups of four students.
Task 2. Ask students to interview their classmates and fill in the chart.
Task 3. Ask a few students to role plays to the class.
Homework
1.Review the vocabulary and target language.
2.Make your own conversation .
Period 4 Section B
I. Teaching aims and demands :
Students practice using the target language.
II. Teaching key and difficult points:
A. Vocabulary
stamp, collect stamps, kites,
B. Target language
What does he collect He collects kites.
How long have you been collecting these kites
Since I was ten years old.
How many do you have
I have about 35.
I collect shells because they are beautiful.
I’d like to collect stamps because they are interesting.
Activity 1. Revision This activity reviews and introduces selected vocabulary.
Task 1. Ask a student to read the sample answers and then fill in the chart and tell your partner what you collect and what you would like to collect, say why.
Task 2.Pairwork
First read the conversation in the box, then ask students to work in pairs to talk about their answers .
Task 3. Have some pairs act their conversations to the class.
Activity 2. Listening
This activity gives students practice writing the target language and understand it in spoken conversation.
Task 1. Read the instructions.
Point to the pictures and ask students to tell what they see. Say you will hear three conversations They are about Bob, Marcia , and Liam and their collections.
Task 2. Play the recording the first time. Students only listen.
Task 3. Play the recording a second time.Ask the students to fill in the table Then correct the answers.
Activity 3.Listening
Task 1. Ask different students to read the information on the four report cards.
Task 2.Listen carefully.Then check the answers .
Activity 4. Pairwork
Task 1.Read the instructions.
Task 2.Ask two students to read the conversation to the class.
Ask some pairs of students to say their conversation to the class.
Homework
1.Review the vocabulary .
2.Write your own conversations about your collections.
Period 5 Reading and writing
I.Teaching aims and demands :
Students practice the target language by reading and writing.
II. Teaching key and difficult points:
A. Vocabulary
grandpa, be in good health, report card, nervous, envelope, luckily.\, semester, true, disappointing, lucky.
B. Target language
My math teacher said that I was hard-working.
My Spanish teacher said that my listening was good.
You are lucky.
III. Teaching methods: Audio-lingual methods and Control-writing.
IV. Teaching aids: a tape recorder
V. Teaching procedure
Activity1. Revision
Task1. Check the homework. Ask and answer
What did your math teacher say
He said I was hard-working.
Task2.Revise the vocabulary.
Activity 2. Reading and writing
Task 1.Teach these words:
Task 2. Ask the students to read the instructions.
Task 3. Ask the students to read the letter and find Alan’s report card in activity 2b on page 29.
Task 4.Read the letter loudly, and make sure the students understand the letters.
Correct the answers.
Activity 3. Writing
Task 1. Read the instructions.Ask students to read the information of Scott from activity 2b
Task 2. Ask the students to write the letters on their own.
Task 3. Ask some students to read their letters to the class.
Activity 4. Writing on your own.
read the instructions.
ask the students to say something they might write about.
ask some students to read their letters.
Activity 5. Pairwork
Ask the students to read the instructions.
Ask two students to read the dialogue.
Ask students to complete the work in groups.
Ask a few students to share the sample conversations.
Homework
1.Review the vocabulary .
2.Finish off the writing exercises.
Period 6 Reading and writing
I.Teaching aims and demands :
Students practice the target language by reading and writing.
II. Teaching key and difficult points:
A. Vocabulary
happen, bring, copy, borrow, pass on, own, get over, have a fight,
B. Target language
My math teacher said that I was hard-working.
My Spanish teacher said that my listening was good.
She asked me if she could copy my homework.
I said that was OK and that I was sure she would get over it.
III. Teaching methods: Audio-lingual methods and Control-writing.
IV. Teaching aids: a tape recorder
V. Teaching procedure
Activity1. Revision
Task1. Check the homework. Ask and answer
What did your math teacher say
He said I was hard-working.
Task2. Revise the vocabulary.
Activity 2.Fill in the blank.
Task 1.Teach these words.
Task 2. Ask the students to fill in the blanks on their own.
Task 3. Correct the answers.
Activity 3. Read and Writing
1.Ask the students to read the story and then write it as a conversation.
2.Ask a few students to read their conversations.
3.Just for fun. Ask two students to read the conversation to the class.
Homework
1.Review the vocabulary .
2.Finish off the writing exercises.
Period 7 Reading and writing
I. Teaching aims and demands :
Students learn to master the reading skills.
II.Teaching key and difficult points:
A. Vocabulary
village, area, meter, thin, decision, husband, college, open up. start, influence, hometown, danger
B. Target language
She said helping others changed her life.
She said that she likes being a good influence in the children’s lives.
III. Teaching methods: Audio-lingual methods and Control-reading and writing.
IV. Teaching aids: a tape-player
V.Teaching procedure
Activity 1. Revision
Task 1.Revise the vocabulary and the key structures.
Task 2.Dictation.
Activity 2. Before You Read
Task 1 .Read the instructions.
Encourage the students to be aware of needs in their community, and how they can be of help. Show students a picture of elder people . Ask the class about their grandparents or great grandparents. Ask students how they think they can help make the lives of old people easier and more pleasant.
Ask the students totalk in groups and list other people in the community who need help.
Ask a few students to tell their ideas to the rest of the class..
Task 2.Teach the students about reading strategy-------Reading for meaning. Reading a passage for” meaning” first----it is important to understand the whole story before you learn the details. Words you don’t know can often be understand by reading the language around them.
Activity 3. While You Reading
This activity teaches the students to read for meaning and not for detail.
Direct the students’ attention to the Reading Strategy.
Ask a volunteer to read it out loud. Make sure the class understands the advice.
Explain to the students that this reading has missing words, but the students must not fill in the words as they read the first time.
Ask the Ss to read silently through to the end without stopping.
Ask the Ss to say if they have generally understood the story.
Direct the students’ attention
Homework
1.Review the vocabulary and target language.
2.Write your own conversations about problems and advice.
Period 8 Reading and writing
I. Teaching aims and demands :
Students learn to master the reading skills.
II.Teaching key and difficult points:
A. Vocabulary
village, area, meter, thin, decision, husband, college, open up. start, influence, hometown, danger
B. Target language
She said helping others changed her life.
She said that she likes being a good influence in the children’s lives.
III. Teaching methods: Audio-lingual methods and Control-reading and writing.
IV. Teaching aids: a tape-player
V. Teaching procedure
Activity 1. Revision
Task 1. Dictation.
Task 2. Read the passage to the class.
Activity 2. After You Read
Task 1. Ask Ss to read through again to find the relevant information for Yang Lei’s students.
Task 2. Complete the information .
Task 3.Discuss their answers.
Activity 3. Ask and answer
Ask the students to ask and answer the questions.
Activity 4. Writing
Write a summary of the reading. Use no more than 100 words.
Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor. Give advice about what she should do with her children.
Activity 5. Go for it !
Ask the students to discuss the groups in the chart and explain the names of the groups and tell us what they stand for.
Which one would you like to work for Why
Homework
1.Review the vocabulary .
2.Finish writing the Summary writing.
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